School of Psychology. Reconciliation Action Plan

Transcription

1 School of Psychology Reconciliation Action Plan 2008

2 2 Prepared by the School of Psychology Reconciliation Action Plan Working Party. Contac:t Dr Paul Harnett School of Psychology University of Queensland St Lucia Brisbane, Qld 4072 Ph: (07) Front cover: Hopevale State School. A mural drawn by the 2006 grade six and seven students as part of ACADIA (Art Craft and Drama In Action), a PCAP funded program, under the tutelage of Waratah Nicholls. Reproduced with permission. Other images: Scenes in and around Hopevale and Worrabinda.

3 3 Our vision for reconciliation The School of Psychology has prepared this Reconciliation Action Plan to make explicit the steps the school is taking to address the inequalities experienced by many Aboriginal and Torres Strait Islander people, in particular the17-year life expectancy gap between Indigenous and non-indigenous people. A contribution the School of Psychology can make is to provide education in a discipline that is concerned with understanding human behaviour, including the psychological and social well-being of people. In developing this RAP, the School of Psychology has considered how the learning environment, academic activities and administrative roles of the school can be improved to be consistent with the aims of reconciliation. General areas in which improvements can be made include: Encouraging Indigenous people to study psychology and obtain higher education and specialist knowledge in psychology. Promote a supportive and relevant learning environment for Indigenous students to study psychology. Increase awareness of issues to do with Indigenous mental health and well-being for all students, including an understanding the impact of colonisation and associated trauma on the current functioning of Indigenous individuals, families and communities. Promote a positive perception of Indigenous people and their culture generally. Enriching the discipline of psychology by incorporating the teaching of Indigenous knowledge and perspectives into the curriculum. Psychology as a discipline does not attract many Indigenous students. Promoting psychology as a serious option of study for young Indigenous people to consider may increase numbers who enrol. This means promoting psychology for those considering a university education as well as those who are in their first years or considering post-graduate study. Currently individuals who enrol in undergraduate courses generally do not proceed to post-graduate training. Ensuring courses are academically relevant and that the learning environment is supportive for Indigenous students is a priority for the School of Psychology.

4 4 Awareness by non-indigenous psychologists of the historical antecedents to current problems in Indigenous communities is an important step in reconciliation. This means listening and learning from Indigenous people who understand their past and have a vision for the future. Problems can be directly attributed to the trauma of colonial governmental policies and practices aimed at destroying the Indigenous culture (genocide). Since colonisation Indigenous communities have suffered from the imposition of new legal, political, social, and spiritual systems, including changes to the ecology of the physical environment of which they are the traditional guardians. The impact of colonisation continues to affect all Indigenous communities today. Indigenous people have clearly articulated that understanding the origin of problems in their community is essential in assisting the healing of these problems. The School of Psychology can contribute to the understanding of non-indigenous students of Indigenous issues by including relevant teaching as a core component of courses and in the longerterm by developing new courses specifically addressing Indigenous mental health and well-being. These courses should include the teaching of Indigenous knowledge that provides an Indigenous perspective. Psychology as a discipline includes the study of stereotyping. Psychology, then, has a role in understanding and breaking down the negative stereotyping of Indigenous people that perpetuates gross and subtle forms of racism in Australia. On a more general level, taking the opportunity to celebrate Indigenous people and culture within the School of Psychology will help to promote a positive perception of Indigenous students.

5 5 Our business The School of Psychology s course offerings are designed to meet several goals: To provide a foundation of study in psychology to students from many different faculties and schools To educate students across a wide spectrum of psychology To provide students with a foundation for a career in psychology To prepare students to conduct independent psychological research The first goal is met mainly by our three first-year courses, which survey the field and provide students with an introduction to psychological research methods. Second and third year courses give students a more detailed knowledge of psychological research and practice, while fourth year provides the insight that comes with advanced study. Postgraduate programs in clinical, clinical (neuropsychology), educational psychology organisational and sport and exercise psychology are designed to train practising professionals. Postgraduate research training is directed at those who wish to pursue a research career in psychology. All programs are accredited by the Australian Psychological Society.

6 6 Our RAP The development of the RAP has involved a number of stages. The first and most important step was arriving at the realization that sectors of society, from large institutions to smaller organisations, community groups and individuals have a role to play in reconciliation. This includes schools and faculties of higher education institutions. In 2006, the School of Psychology and the Aboriginal and Torres Strait Islander Studies Unit at UQ jointly hosted a one-day workshop addressing the issue of Indigenous mental health and wellbeing. The presentations by indigenous colleagues provided an understanding of the historical and current influences that form the basis of the School of Psychology s approach to reconciliation presented above. During the workshop in 2006, and a second workshop in 2007, it became clear that the School of Psychology could and should do more to address this important issue. A number of practical suggestions on how the School of Psychology could address Indigenous issues were put forward. Developing a RAP for the School of Psychology was a practical way of incorporating these and other suggestions into a concrete plan of action. The second step in developing the RAP was to obtain and work through the resources Reconciliation Australia have made available on their website. These resources suggest conducting a self-reflection exercise prior to writing a RAP. A self-reflection exercise was carried out by circulating the set of questions suggested by Reconciliation Australia to all staff and students within the School of Psychology. The results of this self-reflection exercise are presented in Appendix two. Conducting this exercise highlighted the limited extent to which the School of Psychology addresses Indigenous issues, but also provided some specific and practical suggestions on what the school could do. The responses to the self-reflection exercise were used to develop a set of recommendations. These have been incorporated into the RAP. A RAP working party was set up by calling for volunteers from students and academic and general staff. A staff member of the Aboriginal and Torres Strait Islander Studies Unit was approached and accepted an offer to be a member of the RAP working party to be known as the School of Psychology, Indigenous Reconciliation Working Party. The working party will include the Head of School, Professor Christina Lee. The Director and Deputy Director of the Aboriginal and Torres Strait Islander Studies Unit (Michael Williams and Jackie Huggins) have agreed to act as consultants to the process of preparing a RAP. The Indigenous Reconciliation Working Party developed the RAP and will action recommendations, report on progress to achieving goals, and update the RAP annually.

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9 ii) Focus area: Promote a positive perception of Indigenous people Action Responsibility Timeline 1. Purchase Indigenous artwork for School of Psychology. Indigenous Reconciliation Working Party by Dec Consideration of course content regarding prejudice/negative stereotypes against Indigenous Australians within social psychology; including: i) evaluation of existing content, ii) potential development of research assessing impact of this learning, iii) gaps or areas for teaching content development. Social psychology course coordinators by end first semester 3. Provide a forum to identify existing research within the School of Psychology and explore research opportunities. Forum to be six-monthly research seminars open to ATSISU and SoP staff and students. Examples of existing research for discssion: prejudice and prejudice reduction in relation to Indigenous Australians; Evaluation of parenting programs for Indigenous communities. Measurable Targets Centre for Research on Group Processes / Staff of the School of Psychology / Staff of the Aboriginal and Torres Strait Islander Studies Unit by end first semester Indigenous artwork displayed within School of Psychology. Critical evaluation of social psych courses teachings about prejudice against and negative stereotypes of Indigenous Australians and their effects on students attitudes if any. Ongoing research forum and development of collaborative research projects between Aboriginal and Torres Strait Islander Studies Unit and School of Psychology. 9

10 iii) Focus area: Awareness of Indigenous mental health and well-being Action Responsibility Timeline 1. Organise and run the third one-day workshop on Indigenous mental health and wellbeing. Aboriginal and Torres Strait Islander Studies Unit and Indigenous Reconciliation Working Party by Aug Develop an Indigenous cultural safety training course that can be offered to all staff and post-graduate students enrolled in professional courses. Indigenous Reconciliation Working Party (in liaison with Reconciliation Australia) by Dec 08 Measurable Targets 1. Third one-day workshop on Indigenous Mental Health and Well-being organized and run jointly by the Aboriginal and Torres Strait Islander Studies Unit and School of Psychology. Date to be confirmed. 2. Cultural safety training course developed and offered to all staff, and post-graduate students enrolled in professional courses. 10

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12 Measurable Targets 1. a) Have identified at least two post-graduate students willing to attend career festivals, b) have developed resources for the purpose (PowerPoint presentation, handouts, pamphlets), and c) have liaised with the Aboriginal and Torres Strait Islander Studies Unit about specific events by July Increase in enrolment of Indigenous students in (A realistic target will be determined by July 08. This will be achieved by reviewing current numbers of students across each year level, obtaining data on the potential pool of Indigenous students etc). A procedure developed for Indigenous personnel in the School of Psychology to support alternative entry candidates by Oct 08. An Indigenous person identified in the School of Psychology to support alternative entry candidates by Oct 08. Information available to Indigenous students on the availability of scholarships to support their study in psychology. ii) Focus area: Student support for Indigenous students Action Responsibility Timeline 1. Identify mentors for Indigenous students in the School of Psychology. Post-graduate student volunteers by Dec 08 for 2009 Measurable Targets 1. Mentors for Indigenous students identified by April Indigenous students offered mentor for support. ii) Focus area: Student learning Action Responsibility Timeline 1. Encourage and support course coordinators to include material on Indigenous issues, including invited speakers were possible. Indigenous Reconciliation Working Party all year 2. Investigate viability of a course on Indigenous mental health and well-being to be jointly run with the Aboriginal and Torres Strait Islander Studies Unit. Present course proposal to Teaching and Learning Committee. Dr Paul Harnett by Dec Take opportunities to apply for funding to carry out research in the area of Indigenous mental health and well-being. All staff in School of Psychology all year Measurable Targets Greater academic content in courses relating to Indigenous issues. Proposal for a course on Indigenous mental health and well-being to be run jointly with the Aboriginal and Torres Strait Islander Studies Unit. Increase in Indigenous related research. 12

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14 Hopevale s Matt Bowen: North Queensland Cowboys Fullback 14

15 Appendix 1 School of Psychology Reconciliation Action Plan Self-reflection exercise The School of Psychology is currently in the process of developing a Reconciliation Action Plan (RAP). Reconciliation Australia are inviting organisations to develop RAPs in an attempt to close the 17-year life expectancy gap between Indigenous and non-indigenous people. As the first step in this process, I am inviting all staff (general and academic) and students (at all levels) to respond to the questions below. The questions are designed to help organizations consider what actions they are already taking and the actions they could take to develop relationships, foster respect, and create opportunities for working with Indigenous people and communities for the benefit of all Australians. Your responses will be taken seriously in developing a RAP for the School of Psychology. Please feel free to write as much or as little as you would like. You do not need to respond to all questions - if you have no response to a specific question skip it. A response to any one question is welcomed. Please your responses to: p.harnett@psy.uq.edu.au If you would like to submit a hard copy, please leave it in my mail box on level of the McElwain Building. I would be grateful if you could reply before the end of the year. Thank you for your cooperation, Paul Harnett 2nd November,

16 The following questions address the issue of developing RELATIONSHIPS 1. Do you know why there is a seventeen-year life expectancy gap between Indigenous and non- Indigenous people? Responses: Of six respondents who answered this question, two admitted they did not know why there is a gap in the life expectancy of Indigenous and non-indigenous people in Australia. The remaining responses suggested a number of factors. Three pointed out that lack of access to services was a major reason. This limited access to services was put down to the remoteness of some Indigenous communities and systemic racism that results in culturally inappropriate care and health communication. Other reasons to explain the discrepancy in life expectancy was marginalisation and poverty in cities and intergenerational trauma resulting from the impact of colonisation. The higher incidence of diabetes, alcoholism, etc was mentioned as a direct cause, with the cause of these medical problems being attributed to low SES and poor education, which, in turn, related to the impact of colonisation on Indigenous communities. There is clearly a need for staff and students in the School of Psychology to be better informed about the reasons for the seventeen-year discrepancy in life expectancy. Unless the underlying problems leading to early death are understood, a relevant and effective response is not possible. For the School of Psychology, understanding the social and emotional processes that have lead to the ill health of Indigenous people are particularly important. The RAP should include the task of developing course content to be included in relevant undergraduate and post-graduate courses. 2. Can you name some programs and/or organizations that are helping to close the life expectancy gap? Responses: Two organisations were named ANTAR and Reconciliation Australia. Include links to relevant organizations on a website. 16

17 3. Can you give some examples of Indigenous leadership and success? Responses: Several high profile Indigenous Australians were named: Noel Pearson, Pat & Mick Dodson and Cathy Freeman. Michael Williams and Jackie Huggins of the UQ Aboriginal and Torres Strait Islander Studies Unit were known to most respondents. The Mabo case was identified as an Indigenous success. One respondent pointed out that a positive identity is associated with better health and ought to be supported wherever possible. This can be affected by little things like a flag, representative football teams, and common acknowledgement and appreciation of one s traditional culture, customs and language. There is a great need to portray a positive image of Indigenous Australians. The media attention on problems in Indigenous communities seems to be more dominant that information on the positive. The School of Psychology can be proactive in presenting positive images and encouraging staff and students to seek out and experience the richness of Indigenous culture. For example by participating in events during Reconciliation Week, NAIDOC week, attend the Dreaming Festival etc. 4. What relationships does the School of Psychology have with Indigenous people, organisations and communities? Are they formal or informal? How do you benefit from these? Responses: The Indigenous Mental health workshop that has been run over the past two years as a joint venture of the Aboriginal and Torres Strait Islander Studies Unit and the School of Psychology was noted by all respondents. However, this is the only formal relationship mentioned. A number of informants valued the contribution made by Michael Williams and other staff of the Aboriginal and Torres Strait Islander Studies Unit into psychology courses. These included Michael Williams, contribution to John McLean s course on ethics, and a lecture on indigenous mental health included in Dr Paul Harnett s course. There are plans for more input in 2008 and subsequent years. One staff member mentioned her relationship with the Aboriginal Centre for Performing Arts to which she taught psychological skills as part of their program. The sports psychology section has had irregular contact with some Aboriginal athletes. This staff member is in the process of co-editing a book on Cultural Sport Psychology that includes a chapter related to Aboriginal athletes. The Clinical Program has been developing a relationship with the Murri school with post-graduate students doing external placements there. Two members of staff are planning research projects in indigenous communities. 17

18 To formalise regular a regular teaching contribution by staff of the Aboriginal and Torres Strait Islander Studies Unit into School of Psychology courses. The School of Psychology to provide input into Aboriginal and Torres Strait Islander Studies Unit courses. Develop more links with external agencies. Provide information and encourage research opportunities addressing Indigenous issues. The following questions address the issue of RESPECT 5. How would you rate your organisation s current understanding and knowledge of Indigenous people and culture? Responses: Respondents had difficulty identifying evidence to support the view that staff and students of the School of Psychology have a good understanding and knowledge of Indigenous people and culture. One respondent wrote in general I think the reality facing Indigenous Australians was sadly neglected in my undergraduate courses ( ). Another wrote even though we are compassionate, we are quite ignorant about Indigenous culture beyond didgeridoos and the odd dreamtime story we learnt in primary school. An important point raise was in regards to the lack of courses directly relevant. The annual Indigenous mental health day is the only education on the topic. There is a willingness to develop a greater understanding of Indigenous people and culture. Students in psychology would benefit from completing courses offered by other schools and faculties that address Indigenous issues. A course of study that includes enrolling in existing courses offered by other schools is an option. However, to ensure particular relevance to psychology as a discipline, it is recommended that the School of Psychology consider developing new courses that address Indigenous issues. 6. Have you thought about what reconciliation means to you and the School of Psychology? Responses: Respondents indicated that either they had not considered what reconciliation means, or that they have considered what it means to them personally, but have not thought through what reconciliation means for the School of Psychology. 18

19 It is recommended that the School of Psychology considered what it can do to address the aims of reconciliation. Developing a RAP is an important first step in defining specific actions the school can take towards reconciliation. 7. Is respect for and understanding of Indigenous culture and people developed and demonstrated in all courses and at all levels of the School of Psychology? Responses: The simple answer to this was no. Very few courses include content on Indigenous issues. That the RAP working party consider how Indigenous issues can be included into courses to ensure Indigenous issues are included at all year levels. 8. Does the School of Psychology value and develop Indigenous staff and students and actively seek more Indigenous people in all levels of the School of Psychology? Responses: Again the answers were all no. That the RAP working party develop a plan to recruit Indigenous people into the school in teaching, research and general administration roles within the school. A greater presence of Indigenous students and staff will help the perception of the School of Psychology as friendly and welcoming and respectful of Indigenous people. Attracting staff and students may involve the creation of specific positions and scholarships. Research projects can be developed and applications submitted to support Indigenous research. 9. Does the School of Psychology proudly celebrate and acknowledge Indigenous people and culture? Response: As a school this does not happen, although several respondents noted that some individuals within the school do. That the RAP working party consider activities that the school can participate in during Reconciliation, NAIDOC weeks etc. The following questions address the issue of OPPORTUNITIES for Indigenous people 19

20 10. Does the School of Psychology s business values and goals contribute to closing the life expectancy gap? What specifically does the School of Psychology have to offer reconciliation? What could they offer? Responses: A number of projects were identified that are aimed at closing the life expectancy gap: Externship placements in the Murri school to provide clinical psychology services. Research and development of interventions targeting Indigenous communities. Research on understanding racism within the social psychological team. The annual Indigenous mental health workshop. Some suggestions for initiatives include: Teaching indigenous issues in cultural psychology and clinical psychology, and use examples where appropriate. Offering special scholarships to indigenous students. Initiate applied practice programs (clinical, organizational and sport & exercise), effort could be made to form relationships with relevant organisations where students are encouraged and supported to do externship places (with relevant external supervision) that increase the students knowledge about Indigenous culture and issues, but at the same time provides some service for this population. The RAP working party ad to the above list of activities that can directly help to address the gap in life expectancy. 11. How can the School of Psychology show leadership and best practice to promote reconciliation? Responses: The respondents all indicated that developing a RAP for the School of Psychology that details the practical steps the school can take to address the aims of reconciliation was the important first step. Having the support of the Head of School and involvement of the Director of the Aboriginal and Torres Strait Islander Studies Unit in the development and implementation of the RAP will be important to ensure the support and resources are allocated to achieving the goals set. To invite the Head of School and Director of the Aboriginal and Torres Strait Islander Studies Unit to support the School of Psychology Reconciliation Action Plan. (It can be noted that these key people have both agreed). 20

21 Appendix 2 Information of some key Indigenous events 1. National Reconciliation week 27 May - 3 June 2008 Website: Each year National Reconciliation Week celebrates the rich culture and history of the first Australians. It s the ideal time for all of us to join the reconciliation conversation and to think about how we can help turn around the disadvantage experienced by many Aboriginal and Torres Strait Islander people. The theme for National Reconciliation Week 2008 is: Reconciliation: it s all our story. It s a fitting theme especially in light of the new Australian government s intention to make a formal apology to members of the Stolen Generations. Reconciliation is indeed all our story and we will all be richer for acknowledging the past and embracing the future. 2. NAIDOC week: 6-13th July Website: Have a flag raising ceremony. Display Indigenous posters around your class room. Invite local Indigenous elders to speak at your school. Listen to Indigenous music. Study a famous Indigenous Australian. Find out about the traditional Indigenous owners of your area. Study Aboriginal arts and crafts. Read a Dreamtime story. Start your own Indigenous Hall of Fame featuring any local role models and achievers. Make your own Aboriginal art. Visit Indigenous websites on the Internet. Make your own Indigenous trivia quiz. Visit local Indigenous sites of significance or interest. Learn the meanings of local or national Aboriginal place names. 3. The Dreaming Festival Website: An opportunity for staff and students to attend a festival showcasing some of the best of indigenous art, music, dance, comedy etc. 21