CHCDIV answers
docx
keyboard_arrow_up
School
Holmesglen Institute of TAFE *
*We aren’t endorsed by this school
Course
CHCCCS015
Subject
Anthropology
Date
Apr 3, 2024
Type
docx
Pages
25
Uploaded by JudgeDogPerson1070
Legislative obligations should be listed to ensure that processes and supporting controls are robust and effective, and that any reporting channels for noncompliance are understood, documented, and accessible. There are various ways to communicate policies and link them to practical situations and
clearly explaining its consequences and the legal actions which organisation will take in incidents of harassment, discrimination etc., these noncompliance behaviours would likely result in serious penalties and consequences thus educating them on repercussions of their actions.
Methods of communication could include – meeting, staff meetings, Handouts, noticeboards, policy handbook etc.,
Have improved knowledge around the history of Aboriginal and Torres Strait Islander cultures.
Cultural awareness being open to gaining knowledge around the history and developing a sensitivity to cultural difference and cultural diversity. This is achieved by learning about Aboriginal and Torres Strait islander values, heritage, dress, historical background, languages, religious beliefs and communication styles etc.,
For example, in some Aboriginal and/or Torres Strait Islander cultures it may be considered rude or disrespectful to make eye contact, while in others it is not.
Define and discuss cultural competence.
Cultural competence
includes understanding the benefits of effective communication and positive interactions with people across various cultures resembling the removal of language barriers, appreciating traditions, or respecting different approaches.
While cultural competence is viewed from the perspective of the health practitioner in the delivery of care, cultural safety is the final outcome of the success of cultural competence as this gauges the patient's experience of care where cultural awareness based from community services is integrated. Discuss the relationship between cultural safety, cultural awareness, and cultural competence in the community services and health sector.
Cultural awareness relates to being aware of the sensitivities and to the similarities and differences that occur in different cultures; while cultural competence underlines the relationship of individuals to improve the integration of culture into a workplace. This gives people from diverse cultural backgrounds the right to give feedback about the care provided as this enables them to take part in any changes from a negative experience, allowing improvements in health care delivery and promoting healthier practices for the given culture. Cultural competence can be interpreted as the manner in which care is delivered and cultural safety involves the experience of the individual receiving the service. When cultural awareness is used to developed community services and healthcare systems cultural competence is achieved, and so cultural safety is achieved as positive outcome for all.
Having learned and been educated of cultural awareness, this contributes to a better health service system. This develops the capacity to practice cultural self-assessment, institutionalizing cultural knowledge and developing changes to service delivery that is reflected in health care structures, policies and community services. With all these elements, cultural competence can be achieved where health gains are maximized in recognition to cultural impact in terms of health perspective, values, and community capacity. Finally, cultural safety can be reached. It is when cultural awareness is used to developed better community services and healthcare systems that cultural competence is achieved, by then, cultural safety is the best outcome.
Q.2a What is the
United Nations Declaration that informs the legislation for Indigenous people in Australia?
Include in your response the purpose of this declaration.
The United Nations Declaration that informs the legislation for Indigenous people in Australia is the "United Nations Declaration on the Rights of Indigenous Peoples" (UNDRIP).
The declaration advises on legislation for indigenous people in Australia by outlining the individual and collective rights of Indigenous peoples, as well as their rights to culture, identity, language, employment, health, education, and other issues.
The purpose ensure that Indigenous peoples experience human rights and fundamental freedoms without difficulty or discrimination and maintain and strengthen their own institutions, cultures, and traditions, and to pursue their development in keeping with their own needs and aspirations.
The declaration is not legally binding; however, it carries significant moral and political weight, and it
has influenced legislation and policy regarding Indigenous peoples in Australia and other countries. It
serves as a universal framework of minimum standards for the survival, dignity, and well-being of the indigenous peoples of the world.
Q.2b How are cultural safety issues for Aboriginal and/or Torres Strait Islander people addressed in Australian domestic legislation?
These indigenous groups are protected under the Australian laws. These legislations ensure that that
their cultural rights are safeguarded in order to avoid discrimination, i.e. Criminal law & Family law.
Q. 3a Aboriginal and/or
Torres Strait Islander people are not a homogenous group but rather a diverse people of many nations.
Discuss this statement in 150 words and include the difference between Aboriginal and/or
Torres Strait Islander people, and why it is important to service providers and workers to understand these differences.
Torres Strait Islanders are descendants of the islands that lie between Australia and Papua New Guinea, Aboriginal people are the original occupants of the Australian continent and have their own language, culture, and history. Aboriginal people are deeply rooted in the land, and their spirituality is intricately linked with the natural world; whereas Torres Strait Islands, have a more nautical culture and a sea-centred spirituality. Aboriginal people typically live in tiny, tight-knit communities, while Torres Strait Islander people are more dispersed and frequently reside in bigger settlements. This is another distinction between the two groups. While Torres Strait Islanders and Papua New Guineans both share many cultural traditions, Aboriginal people.
Understanding thee differences helps to respect and preserve their sole identities and provide a more accurate and comprehensive view of their different needs and rights and therefore assist to develop inclusive and culturally sensitive policies and legislation; as well as health, education and social needs. understanding the difference between Aboriginal and Torres Strait Islander people in Australia is crucial for cultural respect, historical understanding, policy and legislation, health and social services,
and education.
Q.4a Historical, political, social and economic factors impact on engagement of Aboriginal and/or Torres Strait Islander people in services in the community.
Discuss the impact that European settlement, including dispossession of land, have had on Indigenous Australians.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
The Aboriginal and/or Torres Strait Islander people were faced with a number of issues including –
Health, diseases
The Loss of land and culture
racism and discrimination (subsequent social isolation)
The dispossession of land had a critical impact on Indigenous Australians as the European settlers forcibly took control of Aboriginal lands, resulting in the loss of long-established hunting and gathering grounds, sacred sites, and connection to cultural heritage. It follows that this also lead to social breakdowns, loss of cultural identity, and economic hardships. Indigenous Australians were deprived of their ability to sustain themselves through traditional practices, which led to poverty, malnutrition, and increased reliance on government assistance.
Furthermore, the dispossession of land resulted in profound psychological and emotional trauma for
Indigenous Australians, as they experienced a loss of connection to their ancestral lands and a sense of displacement and marginalization in their own country.
Overall, the dispossession of land had far-reaching consequences on Indigenous Australians, impacting their physical health, mental well-being, socio-
The Loss of Land and Culture: The Loss of land and culture was perhaps the most critical cause of the health condition of the Aboriginal and/or Torres Strait Islander people, because, once they lost their original place of livelihood, they had to migrate to places of livelihood, which proved to be very non-conducive to the living of the common man, and once they started living in those areas, in due course of time, they started to develop such critical and dangerous life threatening diseases.
Racism and discrimination: Although Secondary, however racism and discrimination were another critical cause of the critical health conditions of the Aboriginal and/or Torres Strait Islander people. Due to the very poor level of respect that they received in the society as a result of the racist
mindset of the common man and because discrimination against such Aboriginal and/or Torres Strait
Islander people was prevalent to a large extent during days, these Aboriginal and/or Torres Strait Islander people were not allowed to get any primary treatment of their diseases in the society. Moreover, this discrimination also resulted in to the social isolation of these Aboriginal and/or Torres Strait Islander people.
4.B Discuss how the experiences of discrimination and racism can affect how Aboriginal and/or Torres Strait Islander people engage with service providers.
Aboriginal and Torres Strait Islander people have often been treated with distrust by community and
health services because of racism and discrimination. This resulted in them feeling unwelcome or reluctant to enter health establishments and consequently impacting their health and wellbeing.
4.c Discuss how current and past issues of inequity and power relations have affected Aboriginal and/or Torres Strait Islander people.
i)
Decreasing population: As per a research, it was analyzed that a major portion of the population of aborignal tribes of Australia that accounts upto 90 % has totally diminished. ii)
The cause of such a case is the invasion of Europeans in those indigneous areas, which were confiscated later. Similarly, the lack of health and medical facilities and spreading of diseases brought by those European invaders such as smallpox, flu, measles and others, killed a lot of people based in these communities. It was also discovered that these indigenous tribes were massacred by foreign immigrants.
ii) Establishment of a commission for the Aboriginal people of Australia including Torres Strait Islanders: With the advent of western culture and politics, the government of the country also laid some effective programs and commissions for the well being of these tribes. An Aboriginal Development Commission was established in the year 1983 to access the statistics of the entire population of these people to propose a plan of building 2,000 houses. It was observed that the aboriginals community are lacking education and are devoid of employment opportunities.
iii) Traditional authority: The invasion of European nationals has negatively impacted the cultures and traditions of the Aboriginal people. Europeans invaded the areas and revamped it with the western cultures and traditional authorities. They exploited the Australian indigneous tribes belonging to different islands through increasing the consumption of toxic materials and influencing through the use of mass media. The government of the country is trying to improve the conditions but such impacts are irreversible.
iv) Sustaining the policies and development: Although the western culture and power relations of the Europeans have drained the tribes' identity and authority for various things, it has enhanced the availability of Information and technology, and education and health for these aboriginal tribes which has somewhat enhanced the living standard of this downtrodden society. They are now acknowledged on
a global scale and the government is planning various policies and
programs to uplift the state of these Australian Aboriginals and Torres Strait Islanders.
v) The emotional and social impact: The aboriginal tribes of Australia
were harshly impacted on a social and emotional note due to western
colonization and power relations. They were harassed on a mass scale, thus they are not open to the societal attributes, such as interaction with other people. The western cultures have brought a deep change in their cultures, ideologies and traditions which would have a long lasting impact
Discuss how current and past issues of inequity and power relations have affected Aboriginal and/or Torres Strait Islander people.
Numerous inequity and power issues have resulted in social, political, and economic concerns affecting Aboriginal and Torres Strait Islander peoples, including: health concerns as they have more health challenges than non-Aboriginal people caused by economic inequality. Indigenous Australians also now have the lowest economic standing of any Australians. Financial hardship, poverty, debt, homelessness, family disintegration, social isolation, and crime are all linked to low socioeconomic, educational, and employment levels. Indigenous Australians face discrimination.
In addition, racism is still an issue as well as social and emotional well-being including widespread grief and loss, the effects of the Stolen Generations and child removal, unresolved trauma, separation from culture and identity issues, discrimination based on race or culture, economic and social disadvantage, physical health problems, incarceration, and violence.
Discuss how western systems can be inherently biased and how this can impact Aboriginal and/or
Torres Strait Islander peoples.
Western systems, including legal, educational, and healthcare systems, can be inherently biased due to their propensity to be based on Western cultural norms and values. This bias can impact these communities through miscommunication given the different languages and stereotyping, in addition,
these systems can be inaccessible for these groups where cultural practices and norms are not taken
into consideration. Likewise, some Western systems may not respect the cultural practices of these groups further alienating them and not providing culturally appropriate services.
Discuss how cultural competence and self-awareness can help you to understand your own cultural perspective and the impact it has on Aboriginal and/or Torres Strait Islander peoples.
Self-awareness is the key to cultural competence in terms of conscious awareness about one's character, feelings, motives, and desires. It involves understanding one's own cultural biases, stereotypes, and prejudices. Understanding your cultural context and biases helps you to identify these aspects of your own culture and understand how they form your perceptions and interactions.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
With this knowledge, it is then possible to see how it might impact your interactions with Aboriginal and/or Torres Strait Islander peoples. Discuss how
differences
between Western and Aboriginal and/or
Torres Strait Islander structures, including values and beliefs and social relationships, can affect how Indigenous people may engage with services.
Aboriginal and Torres Strait Islander cultures have a strong emphasis on community, kinship, and connection to the land. These values may not align with Western structures that often prioritise individualism and could lead to misunderstandings when Indigenous people engage with services that operate under Western standards. Also, the forced removal of children has produced a deep mistrust of government services among many Indigenous people and subsequently their readiness to engage with these services is hindered. The language issues could similarly create barriers as these cultures have differing dialects, one size doesn’t fit all making it hard to communicate. Other factors could include: discrimination and bias, and living in remote areas that hinder access to services.
4. **Discrimination and Bias**: Indigenous people often face systemic discrimination and bias, which can make them feel unwelcome or unsafe when trying to access services.
5. **Geographical Isolation**: Many Indigenous communities are located in remote areas, far from urban centers where most services are located. This can make it difficult for Indigenous people to access these services.
Why and how might Aboriginal and/or
Torres Strait Islander individuals and communities be affected by trauma?
Aboriginal and/or Torres Strait Islander individuals and communities could be affected by trauma in many ways as trauma is complex. It can result in strong emotional responses which can be debilitating and can interfere with daily life and functioning. These issues may manifest themselves in various ways for instance psychological and physical health problems – depression, heart disease and diabetes to name a few.
Finally, the literature suggests that there are similarities in how trauma manifests for colonised peoples around the world. This suggests that the impact of trauma on Aboriginal and/or Torres Strait
Islander people and communities may be similar to the impact of trauma on other colonised peoples. This can include intergenerational trauma, where the effects of trauma are passed down from one generation to the next.
Discuss how trauma can impact an individual’s decision-making and how this can affect their health outcomes.
Trauma can impact how an individual might make decisions as they will have difficulty with problem-
solving or perhaps recalling events – memory issues. Further, they may have difficulty managing and
responding to intense emotional situations, ie. irrational at times or decisions to take risk-taking
health behaviours like substance abuse or self-harm. Some may experience isolation and not have a support network causing decisions that are not in their best interest health-wise. Discuss how trauma can affect Aboriginal and/or Torres Strait Islander people’s communication and the implications for their health.
Individuals who face trauma may become withdrawn, less communicative, or may struggle to express their feelings making it difficult for health professionals to assess and tackle their health needs. Further, trauma experienced could be demonstrated in a reluctance to talk about health issues particularly if cultural knowledge is not shown by health practitioners and issues like anxiety and stress will be further exacerbating health issues.
Trauma is one issue affecting Aboriginal and/or Torres Strait Islander people's wellbeing. Describe the impact of trauma on decision-making, communicating, understanding and retaining information faculties?
The Aboriginal and Torres Strait Islander Healing Foundation supports community-based treatment programs that aim to promote the mental wellbeing of Indigenous people, particularly members of the Stolen Generations, as well as offer adequate training for those who offer the healing. The Foundation's programs aim to improve mental health in Indigenous communities by providing healing services and access to traditional healing, as well as trauma education and better ways to manage grief and loss, and a professional workforce that can better respond to loss, grief, and trauma in these communities.
Trauma refers to an event that is psychologically overwhelming for an individual. The event issue affecting Aboriginal and/or Torres Strait Islander people's wellbeing involves a threat (real or
perceived) to the individual's physical or emotional wellbeing. The person's response to the event involves intense fear, helplessness or horror, or for children, the response might involve disorganized or agitated behavior (Briere & Scott 2006; Courtois 1999; Guarino et al. 2009).
The problem of an individual's exposure to several or extended traumatic incidents that do not clearly fulfill psychiatric criteria for post-traumatic stress disorder is known as complex trauma. Psychological maltreatment, neglect, physical and sexual abuse are common examples of interpersonal
occurrences (van der Kolk 2005). The events often begin in childhood (that is, early life-onset) (van der Kolk 2005) and can extend over an individual's life span (Giller 1999; Terr 1991).
Indigenous Australian children are at a higher risk of enduring complex trauma (from one-time or continuing incidents) due to their own direct experience and secondary exposure (Ralph et al. 2006). Abuse, neglect,
and violence are all examples of direct trauma experiences. Indigenous children were 5.4 times more likely than non-Indigenous children to be hospitalized for assault in 2011, eight times more likely to be the victim of
proven child abuse or neglect, and 15 times more likely to be under the supervision of the juvenile court system in 2011. (AIHW 2011). In addition,
family and household conditions can put some children at risk of trauma. The Western Australian Aboriginal Child Health Survey (Silburn et al. 2006;
Zubrick et al. 2005) identified the following range of factors that increased
the risk of children experiencing distress:
• poor physical and mental health of carers, compounded by their substance misuse (including tobacco and alcohol)
• poor physical and mental health of the child (particularly hearing, speech and vision impairment)
• economic deprivation (poverty, substandard or lack of housing)
• poor family functioning (money concerns, communication problems or limited support networks)
• poor-quality parenting (past experiences of abuse and neglect can negatively influence parenting capacity)
• exposure to racism, discrimination and social marginalisation (including living in socially disadvantaged or excluded communities).
For some Indigenous children, secondary trauma is also a reality. Much has been written on the pain that Indigenous peoples have experienced as
a result of colonization (see Atkinson 2002, 2008; Atkinson & Ober 1995; Baker 1983; Brave Heart-Jordan 1995; Duran & Duran 1995; Hunter 1998; Milroy 2005; Napoleon 1991; Wesley-Esquimaux & Smolewski 2004). Intergenerational trauma is one of the most serious consequences. Trauma can be transferred from the first generation of survivors that have
experienced (or witnessed) it directly in the past to the second and further
generations of descendants of the survivors (Atkinson et al. 2010). Historical trauma is a type of trauma transmitted across generations (that is, intergenerational trauma). It is defined as the subjective experiencing and remembering of events in the mind of an individual or the life of a community, passed from adults to children in cyclic processes as 'cumulative emotional and psychological wounding' (Mu'id 2004: 9).
The impact of trauma on decision-making, communicating, understanding and retaining information faculties.
Everyone responds to trauma differently. Despite individuals' great capacity to adapt, it is well established that childhood experiences of trauma can have severe and long-lasting effects (van der Kolk 2007).
According to recent study, stress and trauma early in life can have an impact on brain development. The brain's architecture is built through a process that begins before birth and continues into adulthood; good and negative experiences shape key characteristics of the brain architecture. The effect of an
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
experience will vary depending on the brain development stage occurring at the time. If the experience occurs during a critical period of development (that is, the brain is on an accelerated growth curve and neural networks are being built), the effect can be significant. For example, between the ages of 3 and 5 the frontal cortex is in a critical period of development. The frontal cortex is the area responsible for executive function. People use it for activities such as planning, organizing and paying attention to, and remembering, details. If children experience trauma during this critical development period of the frontal cortex, their life-long executive
function can be diminished on communicating and understanding
information (CDCHU 2011; NSCDC 2007).
Traumatic experiences affect brain development in children and adults differently. Because a child's brain is developing, the effects can be more profound. For example, for adults, trauma alters a mature brain in which neurological connections have already been made. Although reorganization of these connections
can cause difficulties for adults, the impact on a developing brain (that is, a child's brain) is comparatively worse. Because a child's brain is so malleable (receptive to environmental input), changes to the brain architecture manifest quicker and more deeply.
A child's development can be impaired or slowed down (van der Kolk 2005). Van der Kolk (2007) refers to this as 'developmental trauma'. Further, if traumatic states become the primary organizing experience for a child's brain then neurological systems can be distorted for the long term (Perry 2009; van der Kolk & McFarlane 1996).
Trauma can also cause the dominance of the 'survival mechanisms' of the brain (and body) over the 'learning mechanisms' of the brain (and body). The survival and learning mechanisms use different core processes and their orientations to
the environment are different. The survival mechanisms look to anticipate, prevent or protect against the damage caused by potential dangers. The learning mechanisms engage in the acquisition of new knowledge and the development of neuronal/ synaptic connections. In traumatized individuals, there can be a trade-off in which avoiding harm (the survival mechanisms) takes priority over healthy growth and development (the learning mechanisms). This trade-off comes at a high cost for children's mental and physical wellbeing and education (Ford 2009).
Trauma can also produce other negative psychological and social consequences. Drawing on clinical experience and literature reviews, van der Kolk (2007) and D'Andrea and others (2012) argued trauma can:
• violate a child's sense of safety, trust and self worth, with a loss of a coherent sense of self
• trigger emotional distress, shame and grief
• result in unmodulated aggression and difficulty negotiating relationships with caregivers, peers and (later in life) marital partners
• disrupt attachment styles. (Because attachment appears to play
a central role in developing socio-emotional skills, the disruption can lead to interpersonal difficulties.
Victims/survivors of childhood trauma are also more likely to adopt behaviours destructive to themselves and others.
These behaviours include alcoholism and other drug misuse, sexual promiscuity, physical inactivity and smoking (van der Kolk 2007). Further, researchers have noted a link between experiences of childhood trauma and suicide (Pompili et al. 2011; van der Kolk 2007).
Childhood trauma is associated with an increased use of services.
Shaw (2010) reports increased involvement in health services for depression and suicidal behaviours. Further, victims/survivors of childhood trauma participate in high numbers in the child welfare and juvenile justice systems (and later in life in the adult criminal justice system) (Shaw 2010).
Finally, adults with a childhood history of unresolved trauma are more likely to experience health concerns. These include heart disease, cancer, stroke, diabetes and liver disease (ABS 2006; Silburn et al. 2011; van der Kolk 2007), all of which can contribute to lower life expectancy.
The Aboriginal and Torres Strait Islander Healing Foundation Development Team (2009:4) sum up the situation as follows
: many of the problems prevalent in Aboriginal and Torres Strait Islander communities today—alcohol abuse, mental illness and family violence ... have their roots in the failure of Australian governments and society to acknowledge and address the legacy of unresolved trauma still inherent in Aboriginal and Torres Strait
Islander communities.
Although the legacy of unresolved trauma contributes to many problems and presents many challenges, the strength and resilience of Indigenous Australians and Indigenous culture—
particularly in face of extreme adversity—must be acknowledged. Protective attributes—including strong kinship systems and connection to spiritual traditions, ancestry, Country and community—have enabled many Indigenous Australians to transcend painful personal and communal histories. Research into
risk and protective factors affecting Indigenous Australians needs
to inform any future healing strategies (Caruana 2010; Kelly et al.
2009).
Step-by-step explanation
The Aboriginal and Torres Strait Islander Healing Foundation supports community-based treatment programs that aim to
promote the mental wellbeing of Indigenous people, particularly members of the Stolen Generations, as well as offer adequate training for those who offer the healing. The Foundation's programs aim to improve mental health in Indigenous communities by providing healing services and access to traditional healing, as well as trauma education and better ways to manage grief and loss, and a professional workforce that can better respond to loss, grief, and trauma in these communities.
Trauma refers to an event that is psychologically overwhelming for an individual. The event issue affecting Aboriginal and/or Torres Strait Islander people's wellbeing involves a threat (real or
perceived) to the individual's physical or emotional wellbeing. The person's response to the event involves intense fear, helplessness or horror, or for children, the response might involve disorganized or agitated behavior (Briere & Scott 2006; Courtois 1999; Guarino et al. 2009).
The problem of an individual's exposure to several or extended traumatic incidents that do not clearly fulfill psychiatric criteria for post-traumatic stress disorder is known as complex trauma. Psychological maltreatment, neglect, physical and sexual abuse are common examples of interpersonal
occurrences (van der Kolk 2005). The events often begin in childhood (that is, early life-onset) (van der Kolk 2005) and can extend over an individual's life span (Giller 1999; Terr 1991).
Indigenous Australian children are at a higher risk of enduring complex trauma (from one-time or continuing incidents) due to their own direct experience and secondary exposure (Ralph et al. 2006). Abuse, neglect, and violence are all examples of direct trauma experiences. Indigenous children were 5.4 times more likely than non-Indigenous children to be hospitalized for assault in 2011, eight times more likely to be the victim of
proven child abuse or neglect, and 15 times more likely to be under the supervision of the juvenile court system in 2011. (AIHW 2011). In addition,
family and household conditions can put some children at risk of trauma. The Western Australian Aboriginal Child Health Survey (Silburn et al. 2006;
Zubrick et al. 2005) identified the following range of factors that increased
the risk of children experiencing distress:
• poor physical and mental health of carers, compounded by their substance misuse (including tobacco and alcohol)
• poor physical and mental health of the child (particularly hearing, speech and vision impairment)
• economic deprivation (poverty, substandard or lack of housing)
• poor family functioning (money concerns, communication problems or limited support networks)
• poor-quality parenting (past experiences of abuse and neglect can negatively influence parenting capacity)
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
• exposure to racism, discrimination and social marginalisation (including living in socially disadvantaged or excluded communities).
For some Indigenous children, secondary trauma is also a reality. Much has been written on the pain that Indigenous peoples have experienced as
a result of colonization (see Atkinson 2002, 2008; Atkinson & Ober 1995; Baker 1983; Brave Heart-Jordan 1995; Duran & Duran 1995; Hunter 1998; Milroy 2005; Napoleon 1991; Wesley-Esquimaux & Smolewski 2004). Intergenerational trauma is one of the most serious consequences. Trauma can be transferred from the first generation of survivors that have
experienced (or witnessed) it directly in the past to the second and further
generations of descendants of the survivors (Atkinson et al. 2010). Historical trauma is a type of trauma transmitted across generations (that is, intergenerational trauma). It is defined as the subjective experiencing and remembering of events in the mind of an individual or the life of a community, passed from adults to children in cyclic processes as 'cumulative emotional and psychological wounding' (Mu'id 2004: 9).
The impact of trauma on decision-making, communicating, understanding and retaining information faculties.
Everyone responds to trauma differently. Despite individuals' great capacity to adapt, it is well established that childhood experiences of trauma can have severe and long-lasting effects (van der Kolk 2007).
According to recent study, stress and trauma early in life can have an impact on brain development. The brain's architecture is built through a process that begins before birth and continues into adulthood; good and negative experiences shape key characteristics of the brain architecture. The effect of an experience will vary depending on the brain development stage occurring at the time. If the experience occurs during a critical period of development (that is, the brain is on an accelerated growth curve and neural networks are being built), the effect can be significant. For example, between the ages of 3 and 5 the frontal cortex is in a critical period of development. The frontal cortex is the area responsible for executive function. People use it for activities such as planning, organizing and paying attention to, and remembering, details. If children experience trauma during this critical development period of the frontal cortex, their life-long executive
function can be diminished on communicating and understanding
information (CDCHU 2011; NSCDC 2007).
Traumatic experiences affect brain development in children and adults differently. Because a child's brain is developing, the effects can be more profound. For example, for adults, trauma alters a mature brain in which neurological connections have already been made. Although reorganization of these connections
can cause difficulties for adults, the impact on a developing brain
(that is, a child's brain) is comparatively worse. Because a child's brain is so malleable (receptive to environmental input), changes to the brain architecture manifest quicker and more deeply.
A child's development can be impaired or slowed down (van der Kolk 2005). Van der Kolk (2007) refers to this as 'developmental trauma'. Further, if traumatic states become the primary organizing experience for a child's brain then neurological systems can be distorted for the long term (Perry 2009; van der Kolk & McFarlane 1996).
Trauma can also cause the dominance of the 'survival mechanisms' of the brain (and body) over the 'learning mechanisms' of the brain (and body). The survival and learning mechanisms use different core processes and their orientations to
the environment are different. The survival mechanisms look to anticipate, prevent or protect against the damage caused by potential dangers. The learning mechanisms engage in the acquisition of new knowledge and the development of neuronal/ synaptic connections. In traumatized individuals, there can be a trade-off in which avoiding harm (the survival mechanisms) takes priority over healthy growth and development (the learning mechanisms). This trade-off comes at a high cost for children's mental and physical wellbeing and education (Ford 2009).
Trauma can also produce other negative psychological and social consequences. Drawing on clinical experience and literature reviews, van der Kolk (2007) and D'Andrea and others (2012) argued trauma can:
• violate a child's sense of safety, trust and self worth, with a loss of a coherent sense of self
• trigger emotional distress, shame and grief
• result in unmodulated aggression and difficulty negotiating relationships with caregivers, peers and (later in life) marital partners
• disrupt attachment styles. (Because attachment appears to play
a central role in developing socio-emotional skills, the disruption can lead to interpersonal difficulties.
Victims/survivors of childhood trauma are also more likely to adopt behaviours destructive to themselves and others.
These behaviours include alcoholism and other drug misuse, sexual promiscuity, physical inactivity and smoking (van der Kolk 2007). Further, researchers have noted a link between experiences of childhood trauma and suicide (Pompili et al. 2011; van der Kolk 2007).
Childhood trauma is associated with an increased use of services.
Shaw (2010) reports increased involvement in health services for depression and suicidal behaviours. Further, victims/survivors of childhood trauma participate in high numbers in the child welfare
and juvenile justice systems (and later in life in the adult criminal justice system) (Shaw 2010).
Finally, adults with a childhood history of unresolved trauma are more likely to experience health concerns. These include heart disease, cancer, stroke, diabetes and liver disease (ABS 2006; Silburn et al. 2011; van der Kolk 2007), all of which can contribute to lower life expectancy.
The Aboriginal and Torres Strait Islander Healing Foundation Development Team (2009:4) sum up the situation as follows
: many of the problems prevalent in Aboriginal and Torres Strait Islander communities today—alcohol abuse, mental illness and family violence ... have their roots in the failure of Australian governments and society to acknowledge and address the legacy of unresolved trauma still inherent in Aboriginal and Torres Strait
Islander communities.
Although the legacy of unresolved trauma contributes to many problems and presents many challenges, the strength and resilience of Indigenous Australians and Indigenous culture—
particularly in face of extreme adversity—must be acknowledged. Protective attributes—including strong kinship systems and connection to spiritual traditions, ancestry, Country and community—have enabled many Indigenous Australians to transcend painful personal and communal histories. Research into
risk and protective factors affecting Indigenous Australians needs
to inform any future healing strategies (Caruana 2010; Kelly et al.
2009).
CONCLUSION AND FINDINGS
What is evident is that many youngsters do not have access to all of the resources that would enable them to reach their full potential. The high level of stress in certain Indigenous households shows that children and adolescents are at risk of being exposed to a toxic combination of trauma and life pressures. The consequences of this exposure can be serious and long-term. Brain development can be impaired, insecure attachments can result and self-destructive behaviors can develop.
Consequently, trauma informed policies and services are needed along with trauma-specific care. For people who are unable or unwilling to heal from trauma, trauma-informed treatments and trauma-specific care are critical. Despite the fact that there are an increasing number of early development programs geared exclusively at Indigenous children, the majority do not come from trauma-informed services or include trauma-specific care. Of the trauma-informed services and trauma-specific care that is available, most show promise for promoting healing and recovery
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
but have not been formally evaluated, or the available evaluations focus on process and client satisfaction, rather than clinical outcomes
Question 6 DQuestion
What impact can trauma have on how Aboriginal and/or Torres Strait Islander people understand and process information?
Trauma influences neutral system to one that is always processing fight or
flight and can therefore hinder through compromised brain structures to u
Understand and process information because their brains are primed to focus on threats.
Q. What is one explanation for why an Aboriginal and/or Torres Strait Islander person might have difficulty retaining information?
Cognitive studies shown a link associate with development and trauma in that, they may struggle with memory or memory tasks.
Q. Collaborating with Aboriginal and/or Torres Strait Islander people in the planning and delivery of programs requires knowledge, sensitivity, and strategies to ensure their cultural safety. How can you support Aboriginal and/or Torres Strait Islander networking and involvement in identifying issues?
Briefly discuss points you should keep in mind when meeting with Aboriginal and/or Torres Strait Islander people to involve them in the planning and delivery of services. Include at least five (5) points.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
What strategies can you use to develop successful partnerships with Indigenous communities?
Introduction to Assessment 2
Learner Instructions
You are working in a childcare service and have been tasked with liaising with the local Aboriginal and/or Torres Strait Islander community to implement a range of activities for NAIDOC week. You should discuss the strategies you will take to involve the local Aboriginal and/or Torres Strait Islander community in the planning, implementation, and evaluation of these
activities in a culturally safe and appropriate manner.
Please use each of the following numbered points as subheadings within your project and write your responses under each of these subheadings, and
either write or, once complete, paste your project in the space provided. Please explain your project in detail. Maximum 600 words.
Question 1 A
Question
Questions to be used as subheadings of your project:
1.
What universal and specific communication techniques/advice can you follow to respect cultural differences and encourage involvement of the Aboriginal and/or Torres Strait Islander people that you are liaising with?
take time to biud rapport, have a yarn, make them feel comfortable
ask permission before asking about sensitive topics, i.e. talking abput mental illness may cause person to feel shame
simple clear language, don’t ask too many question
Extended period of silent pauses considered normal and should be used to listen, show respect
Accept the culture
Awareness of own ccultural beleife system
Mindful of facial exprssions, gestures, posture and tone of voice
Check for understanding
2.
Why is consultation important in this process and how can you support Aboriginal and/or Torres Strait Islander self-determination when consulting 3.
4.
5.
with them?
Self-determination is important FACTOR TO CONSIDER WHEN PLANNING WTH Aboriginal people so that they canmake decisions about their own social, cultural and economic needs. For instance, respecting the wisdom of Elders and allowing an open dialogue or a yarn to reach a decision. This ablity to provide choice ensurs these communitites are able to meet their needs.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
6.
What resources can you use to promote partnerships with the Indigenous community?
7.
What role can interpreters and cultural brokers play in this process?
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
8.
You’ve been asked to evaluate your service’s cultural safety in light of
these events and the desired outcome of cultural safety, what questions can you
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
ask yourself?
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Related Documents
Recommended textbooks for you

Essentials of Physical Anthropology (Third Editio...
Anthropology
ISBN:9780393938661
Author:Clark Spencer Larsen
Publisher:W. W. Norton & Company
Recommended textbooks for you
- Essentials of Physical Anthropology (Third Editio...AnthropologyISBN:9780393938661Author:Clark Spencer LarsenPublisher:W. W. Norton & Company

Essentials of Physical Anthropology (Third Editio...
Anthropology
ISBN:9780393938661
Author:Clark Spencer Larsen
Publisher:W. W. Norton & Company