By drawing on their experience, the authors are able to identify factors supporting the development and sustained capacity of integrated mental health teams, working in challenging remote settings.
This article describes the expansion of a transcultural secondary consultation model run by a state-wide transcultural unit. The model aims to enhance cultural responsiveness in partnership with mental health services. We discuss a series of 12 consultations that occurred between 2011 and 2012. We outline the processes of setting up the structure of secondary consultation, the actual consultation-facilitation format, and methods of evaluation. Evaluations were done in two phases: the first immediately after the consult and the second after a period of 3-6 months. The discussion highlights the usefulness of a transcultural model of consultation and, based on the evaluations, identifies the benefits the model brings to understanding and intervening with clients, culture, and systems. The results emphasise the need for multidisciplinary collaboration and a facilitated space for clinical teams to explore culturally responsive therapeutic practices.
Objective: To develop an understanding of parenting strategies used by Aboriginal Australian parents impacted by colonisation and other forms of adversity to break cycles of trauma within families. Design: “Yarning circles” involving qualitative interviews with six Aboriginal parents were conducted. Parents who identified as having experienced childhood histories of trauma and historical loss were asked about parenting strategies that helped them to break cycles of intergenerational trauma. Interviews were transcribed and independently coded by Aboriginal and non-Aboriginal psychologists who worked for an Aboriginal Community Controlled Health Organisation. Results: Parents identified over 100 strategies associated with parenting and breaking cycles of trauma. Some strategies aligned well with research on the protective effects of safe, stable, nurturing relationships. Other strategies focused upon domains of culture, community, and history, and addressed issues such as family violence, colonisation, and the intergenerational links between trauma and parenting. The strategies were collated into a community resource that could be used by other Aboriginal parents. Conclusion: Parental histories of colonisation and interpersonal and intergenerational trauma can have a significant impact on kinship networks and community environments that Aboriginal parenting practices are embedded within. Parents who identified with having managed to break cycles of trauma reported using a wide range of successful parenting strategies. These strategies serve a diversity of functions, such as parenting approaches that aim to directly influence children’s behaviour and foster wellbeing, manage family and community conflict, and manage parental histories of trauma and trauma responses in ways that mitigate the impact on their children.
Training models in trauma have emphasized the value of multifaceted training methods and highlighted the need for recognition of different voices and perspectives on trauma. This paper describes a trauma training exercise called the "House of Stories," conducted in the context of a clinically oriented seminar series "Working with Culture," offered during the McGill Summer Program for Social and Transcultural Psychiatry, which aims at eliciting a wide array of voices about trauma and establishing a teaching space in which multiple ways of knowing, telling, and listening coexist. A thematic analysis of the content of these sessions during a 10-year period (2001-2011) along with trainees' evaluations are presented. The "House of Stories" is an intense, affect-laden exercise that successfully elicits multiple voices around trauma. The pedagogical approach emphasizes reflective capacity, anchored in the group experience. The group teaching exercise interfaces experience and reflection that are organized around personal, cultural and political dynamics, encouraging a movement between empathy and distance. Despite the collective holding of affect, this exercise is not without risk, and raises questions about the balance between safety and experiential learning in trauma training.
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