What was the project?

1. Aboriginal children’s wellbeing and the role of culture: Outcomes of an Australian research project into measurements and assessment tools for Aboriginal and Islander children Ms Jane Harrison Aboriginal Research Officer, School of Social Work and Social Policy, La Trobe University, Take Two and the Victorian Aboriginal Child Care Agency (VACCA) E-mail: j.harrison@latrobe.edu.au Investigators: Margarita Frederico, La Trobe University, Muriel Bamblett VACCA, Annette Jackson Take Two, Sue Anne Hunter and Peter Lewis VACCA

2. What was the project? • Funded by AIATSIS and managed by: • The Victorian Aboriginal Child Care Agency (VACCA) • La Trobe University; and • Take Two, a mainstream child and family welfare and child mental health agency • Aim: To develop a culturally sensitive framework and tools to accurately and sensitively describe the social and emotional wellbeing of Aboriginal children who have experienced significant abuse and/or neglect

3. What was the project? • ‘Many of the current psychological measures are western based and don’t tap into an Aboriginal cultural value system - things like identity, relationships within family and community, sharing, obligations to others, taking responsibility, etc - the things that are important to us as Aboriginal people.’ Aboriginal worker • Historically assessed using measures which ignored : • * Culture * Beliefs * Connection to community and place • * Spirituality * Individual experiences. • A lack of culture and connectedness is a risk factor for Aboriginal children

4. The context of Aboriginal children in Victoria • Intergenerational trauma due to: • Colonisation • Stolen Generations • Assimilation • Racism • Institutionalisation • Poverty and other forms of disadvantage • ‘While the physical health data tell a damning-enough story, it is in the broad arena of psychological and social health that the devastation experienced by Indigenous peoples over the past two centuries is truly brought home.’ (Penman, 2006, p. 28)

5. Over representation in child protection • 10% of the number of CP clients (1% of Victorian population) • 12 times more likely to be in out of home care (DHS, 2006). • 57.0% of Victoria's Indigenous population are < 25 years. (cp 39.0% in the non-Indigenous population) • 3.0% (12.0% non-Indigenous) > 65+ years (AAV, 2008)

6. Methodology • Action research with a focus upon engaging Aboriginal and non–Aboriginal practitioners and policy makers. • A synthesis of findings from: • The literature; • Qualitative analysis of existing measures and assessment approaches; • Interviews with 24 informants from Aboriginal and non Aboriginal organisations; • Validation of the findings via focus groups and the project reference group.

7. Key findings: literature review • ‘Western definitions think of the child in terms of physical and emotional wellness and forget the importance of cultural and social connectedness.’ Non Aboriginal worker • ‘Spirituality for any child is important.’ Aboriginal worker • Dearth of research into: • Aboriginal children, including their wellbeing • Assessment tools or outcome measures • Wellbeing into children in out-of-home-care • The Aboriginal child’s perspective • Cultural connection and spirituality was overlooked

8. Key findings • ‘Some child protection workers say ‘we’re culturally aware’ but they have no real understanding of the need for connection … the child’s Aboriginality is seen as peripheral rather than core.’ Non Aboriginal worker • Organisational and worker cultural competence critical • Engagement and forming positive relationships critical • A lack of engagement prevents children benefiting from services.

9. Engagement • ‘The relationship you form with them is the first thing, and without that you won’t get anything from them. You need to establish their safety and think about the settings and situations in which you engage.’ Aboriginal worker • * Where you engage * Professional boundaries blurred • * Approach as equals – qualification are not important • * Aboriginal person to ‘vouch’ * Be flexible • * No jargon * Open ended questions – ‘what if…’ • * Gender issues * Eye contact * Literacy • * Cultural triggers * Work with local community • * Bear in mind your ‘blissful ignorance’

10. Key findings • ‘Improving their wellbeing is a process of facilitating attachment to extended family and community.’ Aboriginal worker • ‘It is a key change when they are strong in culture.’ Aboriginal worker • ‘Sometimes we are the only Aboriginal person they know.’ Aboriginal worker • Children without a connection to their culture are denied their heritage. • The Aboriginal Child Placement Principle mandates for cultural connection. • ‘Cultural work’ not always defined.

11. Aboriginal Children’s Cultural Needs Personal identity Cul values, beliefs, practices Ext. family, community, clan Aboriginal children’s cultural needs History Country/ land Cultural expression, events

12. Developing a measure • [Workers might say] ‘the child doesn’t identify’ without understanding why that might be so. Culture is viewed is a ‘tack on’. It is not seen as central for the child.’ Non Aboriginal worker • Cultural Yarn: • Primary school aged children and older • Uses appropriate domains and language • Measures their perceptions and attitudes towards their Aboriginality

13. Cultural Yarn - domains • Whether they call themselves Aboriginal • Who their mob is • Where they are from • Totem • How much they know about Aboriginal culture • Whether they speak Koori English or language

14. Cultural Yarn - domains • Whether they listen to Aboriginal music/play instrument • View Aboriginal films/TV shows • Their participation in Cultural/sporting events • Whether they eat traditional foods • Go back to traditional country

15. Cultural Yarn - domains • Whether they have Aboriginal friends • Whether they have non-Aboriginal friends • Whether they know an Aboriginal Elder • Whether they have an Aboriginal mentor or role model • How close they are to that person

16. Cultural Yarn - domains • Whether they have a grown up who puts them first • If that person is Aboriginal • Whether they would bring up their own kids with culture • If they feel connected to their Aboriginal family • How they feel about being Aboriginal

17. Conclusion • ‘Resilience equals culture. Non Indigenous organizations don’t seem to realize its importance. Or they see ‘culture’ as something dead, up in the Territory, but not here in an urban setting.’ Aboriginal worker

18. Conclusion • ‘You might not achieve wellbeing but are able to work towards it.’ Aboriginal worker • ‘[I] would appreciate having more understanding on how to best measure and document a child’s social and emotional wellbeing.’ Non Aboriginal worker