Cultural Responsiveness in Action: Co-Constructing Social Work Curriculum Resources with Aboriginal Communities

Bennett, Bindi; Redfern, H. B.; Zubrzycki, Joanna

doi:10.1093/bjsw/bcx053

Cited by 44 publications

(40 citation statements)

References 15 publications

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“…Trevor noted that “both students and educators come to the classroom with a wealth of wisdom from living life,” a belief that resonated with each of the co-researchers during our discussions. Co-researchers mentioned drawing upon CSW skills of narrative therapy, LGBTIQ + affirmative and feminist practices and strengths-based approaches, and Aboriginal processes, including the use of Dadirri (inner deep listening), yarning, and silence (Bennett et al 2018 ; Bennett and Gates 2019 ).…”

Section: Resultsmentioning

confidence: 99%

Teaching Mental Health and Well-Being Online in a Crisis: Fostering Love and Self-compassion in Clinical Social Work Education

et al. 2021

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The coronavirus (COVID-19) pandemic has shifted clinical social work (CSW) and mental health education in Australia, and indeed throughout much of the globe, onto online delivery. The disruption caused by COVID-19 presents unexpected challenges in fostering the development of skill sets among social work educators in partnership with students. This article is a reflexive collaborative autoethnography written by four educators of different international and cultural backgrounds at a regional university in Queensland. Our university has experienced a shift from primarily a face-to-face delivery to online delivery due to social distancing. This article is grounded in an ethic of love, a values-based relationship-oriented practice promoting care, collaborative dialogue and solidarity between people, using self-compassion and reflexivity. We explore how COVID-19 has forced the authors to alter their teaching practice, cope with uncertainties, and respond with loving kindness to the shifting needs of students. We draw upon our experiences as educators of diverse cultural, linguistic, gender, and sexualities from Australia, the United States, the United Kingdom, and Nigeria and reflect upon how we have simultaneously turned inward and outward through technology. We draw upon person-centered, narrative, trauma informed and anti-oppressive clinical and educational approaches when exploring self-compassion and loving approaches with the students. We discuss the need for self-compassion and love of others as we respond to the current crisis by modeling selfcompassion and love for CSW students who are experiencing crises, including loss of employment, separation from family overseas and interstate, isolation from colleagues and loved ones, and healthcare issues.

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Section: Resultsmentioning

confidence: 99%

Teaching Mental Health and Well-Being Online in a Crisis: Fostering Love and Self-compassion in Clinical Social Work Education

et al. 2021

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“…Efforts made to ensure the cultural safety of public health initiatives for Indigenous people are important for programme uptake and efficacy. Several guiding frameworks for addressing inequities in Indigenous public health in a culturally safe way have emerged, most notably from Australia,28 29 while Canada has to some extent lagged behind in ensuring that provincial and national public health policies support Indigenous health and well-being 30 31. In Manitoba, the FFHV programme strives to employ Indigenous home visitors in areas where many Indigenous people live and encourage all staff to participate in cultural training.…”

Section: Discussionmentioning

confidence: 99%

Association between participation in the Families First Home Visiting programme and First Nations families’ public health outcomes in Manitoba, Canada: a retrospective cohort study using linked administrative data

et al. 2019

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ObjectiveTo determine whether the Families First Home Visiting (FFHV) programme, which provides home visiting services to families across Manitoba, is associated with improved public health outcomes among First Nations families facing multiple parenting challenges.DesignRetrospective cohort study using population-based administrative data.SettingManitoba, Canada.ParticipantsFirst Nations children born in Manitoba in 2003–2009 (n=4010) and their parents enrolled in FFHV compared with non-enrolled families with a similar risk profile.InterventionFFHV supports public health in Manitoba by providing home visiting services to First Nations and non-First Nations families with preschool children and connecting them with resources in their communities.OutcomesPredicted probability (PP) and relative risk (RR) of childhood vaccination, parental involvement in community support programmes and children’s development at school entry.ResultsFFHV participation was associated with higher rates of complete childhood vaccination at age 1 (PP: FFHV 0.715, no FFHV 0.661, RR 1.08, 95% CI 1.03 to 1.14) and age 2 (PP: FFHV 0.465, no FFHV 0.401, RR 1.16, 95% CI 1.08 to 1.25), and with parental involvement in community support groups (PP: FFHV 0.149, no FFHV 0.097, RR 1.54, 95% CI 1.27 to 1.86). However, there was no difference between FFHV participants and non-participants in rates of children being vulnerable in at least one developmental domain at age 5 (PP: FFHV 0.551, no FFHV 0.557, RR 1.00, 95% CI 0.91 to 1.11).ConclusionsFFHV supports First Nations families in Manitoba by promoting childhood vaccination and connecting families to parenting resources in their communities, thus playing an important role in fulfilling the mandate of public health practice.

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“…ecu.edu.au along with facilitation guides for their use. Another useful example, with extensive community consultation, is two scenarios of social work practice with Aboriginal service-users and their families (Bennett et al, 2018).…”

Section: Video Learning Materials As Effective Pedagogymentioning

confidence: 99%

Using videoed stories to convey Indigenous ‘Voices’ in Indigenous Studies

Grogan

Hollinsworth

Carter

2019

AJIE

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Australian higher education policy espouses the need to expose students to Indigenous knowledges, cultures and pedagogies by embedding appropriate content into the curriculum. One way to overcome the challenges of guest speakers, lack of capacity and a crowded curriculum is to use digital materials regularly during lectures and tutorials. Videos have been shown to create empathy and emotional connection between students and the storyteller. The Voices project consisted of 12 semi-structured conversations with local Indigenous people covering a range of topics, each of which was edited for particular topics and courses to avoid student resistance to difficult material and avoid homogenous representations of Indigenous peoples. The edited video clips were shown in class and evaluated. This research reports on formal anonymous student feedback on teaching, questionnaire responses from 115 students and 10 in-depth interviews. Findings include the authenticity, emotional connection and empathy the storytellers provide, and the need for cultural courage to reflect on one's own positionality and privilege. We argue that digital storytelling is an effective pedagogy that also engages the community and helps further the higher education agenda for culturally inclusive knowledges and perspectives.

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Cultural Responsiveness in Action: Co-Constructing Social Work Curriculum Resources with Aboriginal Communities

Cited by 44 publications

References 15 publications

Teaching Mental Health and Well-Being Online in a Crisis: Fostering Love and Self-compassion in Clinical Social Work Education

Teaching Mental Health and Well-Being Online in a Crisis: Fostering Love and Self-compassion in Clinical Social Work Education

Association between participation in the Families First Home Visiting programme and First Nations families’ public health outcomes in Manitoba, Canada: a retrospective cohort study using linked administrative data

Using videoed stories to convey Indigenous ‘Voices’ in Indigenous Studies

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