The social and emotional wellbeing of Indigenous LGBTQA+ young people: a global perspective

2020 ◽  
pp. 1-10
Author(s):  
K. Spurway ◽  
K. Soldatic ◽  
L. Briskman ◽  
B. Uink ◽  
S. Liddelow-Hunt ◽  
...  
Keyword(s):  
Young People ◽  
Holistic Approach ◽  
Global Perspective ◽  
Indigenous Populations ◽  
Emotional Wellbeing ◽  
Social And Emotional ◽  
The Social ◽  
Social And Emotional Wellbeing

There has been scant exploration of the social and emotional wellbeing (SEWB) of young Indigenous populations that identify as LGBTQA+ (Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Asexual +). Given the vulnerability of this cohort living in Western settler colonial societies, wider investigation is called for to respond to their needs, experiences and aspirations. This paper summarizes existing research on the topic highlighting the lack of scholarship on the intersection of youth, Indigeneity, LGBTQA+ and SEWB. The paper takes a holistic approach to provide a global perspective that draws on an emerging body of literature and research driven by Indigenous scholars in settler colonial societies. The paper points to the importance of understanding converging colonial influences and ongoing contemporary elements, such as racism and marginalization that impact on young Indigenous LGBTQA+ wellbeing.

scholarly journals Social Networking and the Social and Emotional Wellbeing of Adolescents in Australia

2014 ◽  
Vol 24 (2) ◽  
pp. 167-182 ◽  
Author(s):  
Amanda Bourgeois ◽  
Julie Bower ◽  
Annemaree Carroll
Keyword(s):  
Young People ◽  
Social Networking ◽  
Social Networking Sites ◽  
Social Connections ◽  
Emotional Wellbeing ◽  
Social And Emotional ◽  
The Social ◽  
Significant Difference ◽  
Social Networking Tools ◽  
Social And Emotional Wellbeing

Technology and social networking tools and sites are changing the way young people build and maintain their social connections with others (Boyd & Ellison, 2008). This study utilised a new measure, The Self in a Social Context, Virtual Connectedness subscale (SSC-VC subscale), to examine the effects of social networking tools and sites on social and emotional wellbeing among 1,037 Australian young people aged 11–18 years. A maximum likelihood factor analysis identified three strong factors: Fit In (α = .81), Public Self (α = .79) and Connected Self (α = .83). Significant main effects were revealed for the number of times students checked their Facebook F(12, 2415) = 13.8, p < .001, and for gender, F(3, 913) = 10.8, p < .001, but no interaction effect was found. Univariate tests also revealed a significant difference for Frequency of checking Facebook, F(4, 915), = 4.98, and for Gender, F(1, 915), = 46.92, p < .001 on the dependent variable of Emotional Difficulties. These findings suggest that social networking sites, though used differently by males and females, provide an important forum for building social connections across groups.

scholarly journals A scoping review about social and emotional wellbeing programs and services targeting Aboriginal and Torres Strait Islander young people in Australia: understanding the principles guiding promising practice

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Himanshu Gupta ◽  
Noemi Tari-Keresztes ◽  
Donna Stephens ◽  
James A. Smith ◽  
Emrhan Sultan ◽  
...  
Keyword(s):  
Mental Health ◽  
Young People ◽  
Torres Strait Islander ◽  
Aboriginal People ◽  
Program Planning ◽  
Promising Practices ◽  
Emotional Wellbeing ◽  
Social And Emotional ◽  
Torres Strait ◽  
Social And Emotional Wellbeing

Abstract Background Multiple culturally-oriented programs, services, and frameworks have emerged in recent decades to support the social and emotional wellbeing (SEWB) of Aboriginal and Torres Strait Islander (Aboriginal) people in Australia. Although there are some common elements, principles, and methods, few attempts have been made to integrate them into a set of guidelines for policy and practice settings. This review aims to identify key practices adopted by programs and services that align with the principles of the National Strategic Framework for Aboriginal and Torres Strait Islander Peoples’ Mental Health and Social and Emotional Wellbeing 2017–2023. Methods A comprehensive review of electronic databases and organisational websites was conducted to retrieve studies of relevance. Twenty-seven publications were included in the review. Next, we identified promising practices through a collaborative review process. We then used the principles articulated in the above-mentioned framework as the basis to complete a framework analysis. This enabled us to explore the alignment between current scholarship about SEWB programs and services with respect to the principles of the framework. Results We found there was a strong alignment, with selected principles being effectively incorporated into most SEWB program and service delivery contexts. However, only one study incorporated all nine principles, using them as conceptual framework. Additionally, ‘capacity building’, ‘individual skill development’, and ‘development of maladaptive coping mechanisms’ were identified as common factors in SEWB program planning and delivery for Aboriginal people. Conclusion We argue the selective application of nationally agreed principles in SEWB programs and services, alongside a paucity of scholarship relating to promising practices in young people-oriented SEWB programs and services, are two areas that need the urgent attention of commissioners and service providers tasked with funding, planning, and implementing SEWB programs and services for Aboriginal people. Embedding robust participatory action research and evaluation approaches into the design of such services and programs will help to build the necessary evidence-base to achieve improved SEWB health outcomes among Aboriginal people, particularly young people with severe and complex mental health needs.

Summarised research reviews upon which to promote social and emotional wellbeing in children of separated parents

2018 ◽  
pp. 21-44
Author(s):  
Mervyn Murch
Keyword(s):  
Developmental Psychology ◽  
Parental Conflict ◽  
Risk And Resilience ◽  
Emotional Wellbeing ◽  
Behavioural Science ◽  
Social And Emotional ◽  
System P ◽  
The Social ◽  
Research Findings ◽  
Social And Emotional Wellbeing

This chapter summarizes the principal research findings of social and behavioural science which highlight factors concerning risk and resilience in children when parental conflict results in the breakup of their families. The purpose is simply to indicate the growing background knowledge base for the practice and policy proposals for preventive support services for children. Two main streams of research are considered. The first focuses on the social and emotional wellbeing of children in schools. These institutions have a primary preventive role, as indeed do primary healthcare teams. The second, drawn largely from the field of developmental psychology, focuses more on intra-familial behavioural issues. This is a rapidly growing area of knowledge which is being recognised and applied more particularly to the field of parental conflict resolution and in the context of the interdisciplinary family justice system.

scholarly journals ‘I felt closed in and like I couldn’t breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people

2018 ◽  
Vol 3 ◽  
pp. 239694151880440 ◽  
Author(s):  
Craig Goodall
Keyword(s):  
School Improvement ◽  
Young People ◽  
Negative Impact ◽  
Educational Experiences ◽  
Advisory Group ◽  
Emotional Wellbeing ◽  
Structured Interviews ◽  
Social And Emotional ◽  
Mainstream School ◽  
Social And Emotional Wellbeing

Background and aim More autistic young people are being educated in mainstream schools. While existing research suggests that the outcomes of mainstream inclusion are mixed for autistic young people, few studies have examined their views and experiences directly. This article discusses the educational experiences of 12 autistic young people (aged 11–17 years) from their perspectives and how education could be improved to better support the others with autism. Methods A flexible qualitative participatory approach was used which incorporated a range of methods, including individual semi-structured interviews, diamond ranking activities and draw-and-tell activities. A Children’s Research Advisory Group (CRAG) advised on the methods used and matters to be explored. Results The young people offered insights into how education has been for them in mainstream school, mostly negative, but with islets of positive experience. Several described themselves as being socially, emotionally and physically isolated from peers, with loneliness and bullying experienced by some. Participants felt unsupported and misunderstood by teachers within a social and sensory environment that was antithetical to their needs. Some spoke of the dread they felt before and during school and the negative impact their experiences in mainstream has had on their wellbeing. Many participants suggested simple strategies and curriculum adaptations that they felt would have helped make their time at mainstream more successful. These include having more breaks, smaller class sizes, less homework, instructions broken down, safe places to use when anxious and teachers who listen to their concerns and take account of their needs. In short they want to be understood, supported and included. Conclusions There exists scope to better support autistic young people in mainstream education, as evidenced by the literature and the participants in this paper. The participants demonstrate that mainstream is not working for all and that changes, such as smaller class sizes, flexible pedagogy and understanding could improve education for autistic learners. Implications Autistic young people can and should be central to the discussion on school improvement. They also show that being academically able for mainstream school should not be the only aspect when deciding on the suitability of mainstream school for meeting their needs. The young person’s social and emotional wellbeing must be considered to ensure they can flourish, and not flounder.

scholarly journals Does ethnic-racial identity modify the effects of racism on the social and emotional wellbeing of Aboriginal Australian children?

PLoS ONE ◽  
2019 ◽  
Vol 14 (8) ◽  
pp. e0220744 ◽  
Author(s):  
Davi M. Macedo ◽  
Lisa G. Smithers ◽  
Rachel M. Roberts ◽  
Dandara G. Haag ◽  
Yin Paradies ◽  
...  
Keyword(s):  
Racial Identity ◽  
Emotional Wellbeing ◽  
Social And Emotional ◽  
The Social ◽  
Social And Emotional Wellbeing
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