Country Is Yarning to Me: Worldview, Health and Well-Being Amongst Australian First Nations People

2019 ◽  
Vol 50 (3) ◽  
pp. 944-960
Author(s):  
Mareese Terare ◽  
Margot Rawsthorne

Abstract Health inequalities experienced by Australian First Nations People are amongst the most marked in the world, with First Nations People dying some ten years earlier than non-Indigenous Australians. The failure of existing responses to health inequalities suggests new knowledges and questions that need to be explored. It is likely that these new knowledges sit outside of western research or practice paradigms. Through the Indigenous practice of yarning, the importance of worldview and Country emerged as an under-acknowledged social determinant of Australian First Nations People well-being. Yarning is a process of storytelling that involves both sound and silence. It requires embodied deep listening through which stories emerge that create new knowledge and understanding. We anchor our learning by re-telling John’s creation story, a story of healing through discovering his Aboriginal Worldview through reconnecting to Country. Country for First Nations People is more than a physical place; it is a place of belonging and a way of believing. We argue for the recognition of trauma, recognition of diversity and the use of yarning in social work practice. We conclude that reconnecting to Aboriginal Worldview provides hopeful insights into the well-being of Australia’s First Nations People and the social determinants of health.

2017 ◽  
Vol 12 (2) ◽  
pp. 15-24 ◽  
Author(s):  
Alexandra S. Drawson ◽  
Aislin R. Mushquash ◽  
Christopher J. Mushquash

Health researchers are increasingly encouraged to use large, community-level data sets to examine factors that promote or diminish health, including social determinants. First Nations people in Canada experience disparity in a range of social determinants of health that result in relatively low community well-being scores, when compared to non-First Nations people. However, First Nations people also possess unique protective factors that enhance well-being, such as traditional language usage. Large data sets offer First Nations a new avenue for advocating for supports and services to decrease health inequity while developing culture-based evidence. However, care must be taken to ensure that these data are interpreted appropriately. In this paper, we respectfully offer a cautionary note on the importance of understanding culture and context when conducting First Nations health research with large data sets. We have framed this caution through a narrative presentation of a simple and concrete example. We then outline some approaches to research that can ensure appropriate development of research questions and interpretation of research findings.


2019 ◽  
Vol 49 (4) ◽  
pp. 963-982 ◽  
Author(s):  
Cindy A Sousa ◽  
Susan P Kemp ◽  
Mona El-Zuhairi

Abstract Despite calls for greater social work attention to the centrality of place in human life, the profession has yet to hone frameworks that fully capture the role of place in individual–collective identity and well-being. To move this agenda forward, this article draws on data from a series of focus groups to explore the placed experiences of women in Palestine. Analytically, it is informed by critical place inquiry, which emphasises the deeply interactional relationships between people and places, views place-centred practice and research as catalysts for active responses to the spatialised nature of power and injustice, and focuses centrally on the geographic and spatial dynamics of colonisation, and particularly settler colonialism, as key determinants of individual and collective well-being. Women’s spatial narratives revolved around individual–collective identity and sovereignty, focusing in particular on three interdependent factors: freedom of movement; possession and dispossession; and continuity of place. Findings also illuminated spatial practices of resistance by which women defend and promote identity and sovereignty. We conclude with recommendations for more explicit, critically informed attention to place in social work practice, education and research.


1997 ◽  
Vol 16 (2) ◽  
pp. 37-50 ◽  
Author(s):  
Collin P. Van Uchelen ◽  
Sara Florence Davidson ◽  
Seanna V. A. Quressette ◽  
Charles R. Brasfield ◽  
Lou H. Demerais

The limitations of a needs orientation for aboriginal mental health planning are evaluated in terms of the discrepancy between First Nations and western medical paradigms of health. We propose an alternative approach that focuses on how aboriginal people conceptualize wellness and describe their strengths. This provides a focus for initiatives that promote well-being by enhancing strengths rather than concentrating solely on deficits. We illustrate this approach by highlighting the indigenous knowledge of urban First Nations people in Vancouver's Downtown Eastside neighbourhood. We conclude that supporting existing strengths promotes wellness in holistic, culturally appropriate, and empowering ways.


2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 11-11
Author(s):  
Lynette Goldberg ◽  
Dianne Baldock

Abstract Dementia is a global public health issue. First Nations people are at increased risk due to complex intergenerational factors grounded in inequalities in health services and economic and educational opportunities. While there is yet no drug-related cure for this progressive and terminal neurological condition, evidence confirms that increased understanding of dementia and modification of lifestyle factors can reduce risk. The primary potentially modifiable risk factors are not completing secondary school, midlife hypertension, obesity, type II diabetes, depression, physical inactivity, smoking, hearing loss acquired after the age of 55 years, and social isolation. Inherent in these factors is stress, affecting mental health. Addressing these factors globally could prevent or delay over 40 million cases of dementia. The free Preventing Dementia Massive Open Online Course (PD MOOC) is a globally recognized 4-week course that aims to build self-efficacy in knowledge and management of modifiable risk factors. The course has reached over 68,000 people world-wide and is rated highly; however, its contribution to First Nations communities has not yet been investigated. We describe the content of the PD MOOC, report on its impact in a cohort of older Aboriginal people (≥ 50 years of age) in Circular Head, Tasmania, Australia six months after course completion, and emphasize the importance of including traditional approaches to healing. We describe a protocol in which cultural determinants of health can be infused into the PD MOOC and evaluated to promote health and well-being globally for older First Nations people.


2021 ◽  
pp. 101053952110110
Author(s):  
Ross Robertson ◽  
Mustafa Mian ◽  
Subhashaan Sreedharan ◽  
Phyllis Lau

The COVID-19 (coronavirus disease 2019) pandemic has the potential to worsen existing health inequalities faced by Aboriginal and Torres Strait Islander peoples in Australia. We aimed to assess the impact of the pandemic on First Nations people health assessments using an interrupted time series model utilizing data extracted from the Australian Medicare Benefits Schedule database. Additive triple exponential smoothing was used to model health assessments undertaken between January 2017 and December 2019. The model was used to predict health assessments between January 2020 and June 2020 with 95% confidence ( P < .05). There was no significant difference between observed and predicted First Nations people health assessments in January, February, and June 2020. However, we found a statistically significant decrease in health assessments in March (16.5%), April (23.1%), and May (17.2%) 2020. The proportion of total health assessments delivered via telehealth was 0.5%, 23.6%, 17.6%, and 10.0% for March, April, May, and June 2020, respectively. The decrease in total First Nations people health assessments compounds the risk of poorer health outcomes in this population already vulnerable due to a high burden of chronic disease and considerable social, economic, and health inequalities. Strategies to improve the delivery of telehealth for First Nations people must be considered.


2019 ◽  
Vol 46 (10) ◽  
pp. 1234-1246
Author(s):  
Lambert K. Engelbrecht ◽  
Abigail Ornellas

Purpose Within a neoliberal environment, financial vulnerability of households has become an increasing challenge and there is a requirement of financial literacy education, a necessary activity to facilitate sustainable development and well-being. However, this is seldom a mainstream discourse in social work deliberations. The paper aims to discuss these issues. Design/methodology/approach First, introducing the neoliberal impact on financial well-being and capability for vulnerable households, the authors’ postulation is substantiated on a seven-point argument. The contexts of financially vulnerable households are sketched. Second, a conceptualisation of financial literacy is offered, and third, perspectives on and approaches to financial literacy as a fundamental capability are presented. This is followed by a theoretical foundation of community education as a practice model in social work to develop financial capabilities. In the fifth place, prevailing practices of Financial Capabilities Development (FCD) programmes are offered. Subsequently, the implications of a neoliberal environment for social work practice are examined. Findings The revised global definition of social work encourages the profession to understand and address the structural causes of social problems through collective interventions. As a response, it is argued that community education towards FCD of vulnerable households within a neoliberal environment should be an essential discourse in social development. Originality/value The authors reflect on the significance of FCD, highlighting its contribution towards human security and sustainable development. Although this paper draws on Southern African contexts, the discourse finds resonance in other contexts across the world.


2021 ◽  
pp. 1-7
Author(s):  
Linda Michelle Deravin ◽  
Judith Anderson ◽  
Nicole Mahara

2020 ◽  
Author(s):  
Annahita Ball

Abstract The persistent and systemic inequities within the U.S. public education system have grave implications for children’s and youth’s outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues that intersect across families, schools, and communities, but the profession has had little engagement in the recent educational justice movement. As educational scholars advance a movement to address educational inequities, it will be increasingly important for social work researchers to provide valuable insight into the multiple components that make up youth development and support positive well-being for all individuals within a democratic society. This article encourages social work researchers to extend lines of inquiry that investigate educational justice issues by situating social work practice and research within educational justice and suggesting an agenda for future social work research that will advance equity for all students.


1997 ◽  
Vol 97 (1-2) ◽  
pp. 107-118 ◽  
Author(s):  
Sara Hoover ◽  
Ryan Hill ◽  
Tom Watson

Sign in / Sign up

Export Citation Format

Share Document