Indigenous students

Aboriginal and Torres Strait Islander Students

Hi Ben, you may wish to include the interview with Bronwyn, Sally and Jesse as a whole in which case ignore my suggestions for relevant film pieces)

The University of Newcastle has more than one thousand Aboriginal and Torres Strait Islander students who come from traditional, rural and urban communities across Australia. Many Aboriginal and Torres Strait Islander peoples view health holistically, preferring the term social - emotional wellbeing to describe positive mental health and quality of life.

Aboriginal and Torres Strait Islander Students

Hi Ben, you may wish to include the interview with Bronwyn, Sally and Jesse as a whole in which case ignore my suggestions for relevant film pieces)

(Ben - Bronwyn C0005 26/11/19 2.26pm 127-220 diversity).

(Ben - Bronwyn C0005 26/11/19 2.26pm 4.22 potential quote ‘our aboriginality comes from in here -it comes from the heart’).

The concept of social-emotional wellbeing recognises the importance of connections to family, kinship and community, and to land, cultural practices and spirituality. These inter-relationships contribute to self-identity, wellbeing and resilience, reducing the impact of risk factors and potential stressors. This strengths-based approach acknowledges the historical and social factors that shape wellbeing, together with personal experiences and ways of healing. A student’s social-emotional wellbeing may be comprised temporarily when valued connections are disrupted.

Aboriginal and Torres Strait Islander students are among several student groups believed to be at higher risk of psychological distress and mental ill-health (Orygen, 2017). Some identified risk factors include racial discrimination, intergenerational trauma and widespread loss, environmental adversity, relocation from rural or regional areas, and social and economic disadvantage. Self-determination, connection to cultural practices and sense of belonging are known to be protective factors (Beyondblue).

(Ben – this is the link to the report

https://www.orygen.org.au/Policy/Policy-Reports/Under-the-radar/Orygen-Under_the_radar_report)

(Ben – this is the link to beyondblue

https://www.beyondblue.org.au/who-does-it-affect/aboriginal-and-torres-strait-islander-people)

(Ben - Sally C0005 26/11/19 2.26pm 1.27-5.24 - the biggest thing that affects our students is their mental health).

What can I do to help?

Appreciate student diversity

Treat each student as an individual, with different histories and needs.

Recognise the importance of cultural safety

Cultural awareness and respect contribute to students’ sense of cultural safety.

Be open to learning about cultural values and different ways of knowing and doing.

Be aware of potential mistrust of service providers sometimes as a result of past- history. For example, where does the student feel most comfortable talking to you?

Respond sensitively to student needs

Provide a welcoming environment. Be kind, helpful and courteous.
When meeting a student for the first time, seek common ground before addressing their concerns. If you feel comfortable, let the student know who you are and where you’re from. They also need to have confidence in your professional expertise and experience.
Allow space for silences and variations in non-verbal cues such as eye contact.
Avoid responses that may contribute to students’ sense of shame. For example, refer to wellbeing rather than mental illness. Try not to ask lots of personal questions and avoid putting students on the spot.
If you know the student well, you could enquire about the meaning of their symptoms and their past ways of healing and recovery.

(C0005 26/11/19 2.26pm Jesse 3.03-3.49 “Cultural safety is important .. there is still a lot of racism”)

(C0005 26/11/19 2.26pm potential quote from Bronwyn at approx. 150 “If their cultural needs are met…the academic side just flows.”)

Respect student cultural and family obligations

Respect student need to participate in ‘sorry business’ when a member of their community passes away. Many students are a long way from home and they must return as soon as possible to fulfil their responsibilities and to begin healing. Students may require assistance to access Adverse Circumstances.

(Ben - Bronwyn talks about sorry business at C0005 26/11/19 0-127and C0008 26/11/19 1.28 -5.30 all three colleagues discuss sorry business including suicide)

Consult colleagues at the Wollotuka Institute

Working in partnership with faculties and across community organisations, our Indigenous colleagues at the Wollotuka Institute are available to advise staff and support students in a myriad of ways.

(Ben link to Wollotuka Institute https://www.newcastle.edu.au/about-uon/our-university/indigenous-collaboration/the-wollotuka-institute)

The Institute has Student Advancement Officers and a Tutorial Program for students.
You can attend a 1.5 hour welcome to Wollotuka session by registering on the staff learning and development portal Discover.

(Ben - Role of Wollotuka all of C0007 and C0008 Sally at 0 -1.28)

Refer students for appropriate support

Offer students choices about services they can access within UON and the community.
Some students may wish to consult an elder, family member, cultural consultant or mentor, or to access specialist community-based services such as Awabakal Services.

(Ben this is the weblink to Awabakal http://www.awabakal.org/)

Facilitate strength - based approaches to promote wellbeing

Support student adjustment to university, access to resources and sense of belonging.
Collaborate with students to recognise pressure periods during the semester, signs of imbalance and discuss ways of restoring wellbeing.
Be open to cultural perspectives about mental health and wellbeing. What are the student’s beliefs about stress, wellbeing and mental health?

Engage with Cultural Competency Programs

For advise about developing your cultural awareness and competence you can contact colleagues at the Wollotuka Institute.
Guided by Elders and the Community, the Wollotuka Institute has developed a set of local cultural standards.

(Ben this is the link to the cultural standards https://www.newcastle.edu.au/__data/assets/pdf_file/0010/103114/Wollotuka-Cultural-Standards.pdf)

Wollotuka also conducts regular cultural competency workshops

(Ben this is the link https://www.newcastle.edu.au/community-and-alumni/community-engagement/indigenous-community-engagement/cultural-competency-workshops)

A 50 minute online self-paced module ‘Understanding Aboriginal and Torres Strait Islander People’ is also available on the Discover portal.

The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.