scholarly journals “Language Breathes Life”—Barngarla Community Perspectives on the Wellbeing Impacts of Reclaiming a Dormant Australian Aboriginal Language

2019 ◽  
Vol 16 (20) ◽  
pp. 3918 ◽  
Author(s):  
Leda Sivak ◽  
Seth Westhead ◽  
Emmalene Richards ◽  
Stephen Atkinson ◽  
Jenna Richards ◽  
...  
Keyword(s):  
Mental Health ◽  
South Australia ◽  
Poor Mental Health ◽  
Emotional Wellbeing ◽  
Psychological Benefits ◽  
Structured Interviews ◽  
Community Members ◽  
Individual Level ◽  
Social And Emotional ◽  
Social And Emotional Wellbeing

Traditional languages are a key element of Indigenous peoples’ identity, cultural expression, autonomy, spiritual and intellectual sovereignty, and wellbeing. While the links between Indigenous language loss and poor mental health have been demonstrated in several settings, little research has sought to identify the potential psychological benefits that may derive from language reclamation. The revival of the Barngarla language on the Eyre Peninsula, South Australia, offers a unique opportunity to examine whether improvements in mental health and social and emotional wellbeing can occur during and following the language reclamation process. This paper presents findings from 16 semi-structured interviews conducted with Barngarla community members describing their own experienced or observed mental health and wellbeing impacts of language reclamation activities. Aligning with a social and emotional wellbeing framework from an Aboriginal and Torres Strait Islander perspective, key themes included connection to spirituality and ancestors; connection to Country; connection to culture; connection to community; connection to family and kinship; connection to mind and emotions; and impacts upon identity and cultural pride at an individual level. These themes will form the foundation of assessment of the impacts of language reclamation in future stages of the project.

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.

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 From Digital Mental Health to Digital Social and Emotional Wellbeing: How Indigenous Community-Based Participatory Research Influenced the Australian Government’s Digital Mental Health Agenda

2021 ◽  
Vol 18 (18) ◽  
pp. 9757
Author(s):  
James Bennett-Levy ◽  
Judy Singer ◽  
Darlene Rotumah ◽  
Sarah Bernays ◽  
David Edwards
Keyword(s):  
Mental Health ◽  
Participatory Research ◽  
Indigenous Health ◽  
Community Based Participatory Research ◽  
Indigenous Community ◽  
Emotional Wellbeing ◽  
Community Based ◽  
Community Partners ◽  
Social And Emotional ◽  
Social And Emotional Wellbeing

This paper describes the first six years of a government-initiated project to train Indigenous health professionals in digital mental health (d-MH). It illustrates how community-based participatory research (CBPR) methods were used to enable this “top-down” project to be transformed into a ‘ground-up’ community-guided process; and how, in turn, the guidance from the local Indigenous community partners went on to influence the national government’s d-MH agenda. The CBPR partnership between five community partners and a university rural health department is described, with illustrations of how CBPR harnessed the community’s voice in making the project relevant to their wellbeing needs. The local Indigenous community’s involvement led to a number of unexpected outcomes, which impacted locally and nationally. At an early stage, the conceptual framework of the project was changed from d-MH to the culturally-relevant Indigenous framework of digital social and emotional wellbeing (d-SEWB). This led to a significant expansion of the range and type of digital resources; and to other notable outcomes such as successful advocacy for an Aboriginal-specific online therapy program and for a dedicated “one-stop-shop” d-SEWB website, Wellmob, which was funded by the Australian government in 2019–2021. Some of the implications of this project for future Indigenous CBPR projects are discussed.

scholarly journals Research on Individuals Aged One Hundred and Over: Protocol from the Sevilla and Castilla y León Centenarian Studies

2021 ◽  
Vol 20 ◽  
pp. 160940692110311
Author(s):  
Juan Manuel García-González ◽  
Alberto del Rey
Keyword(s):  
Social Sciences ◽  
Life Cycle Approach ◽  
Emotional Wellbeing ◽  
Structured Interviews ◽  
Social And Emotional ◽  
Castilla Y Leon ◽  
Personal Experiences ◽  
Methodological Considerations ◽  
Social And Emotional Wellbeing ◽  
Population Segment

Spain’s population of people aged 100 years and over has increased tenfold since the last quarter of the 20th century, exceeding 16,000 individuals by 2019. Despite this cohort’s growth, which has made centenarians a significant segment of Spain’s population in their own right, centenarians have remained little studied from the perspective of social sciences. A key challenge for research concerning centenarians is understanding their personal experiences of reaching this landmark age; such information could help to identify the sociodemographic and psychosocial factors that enable people to live such extraordinarily long lives. Given this context, the present article describes the research protocol followed in the projects SeviCent – Sevilla Centenarian Study and C&LCent – Castilla y León Centenarian Study, which are mainstream qualitative studies of people aged 100 years and over who reside in the regions with the lowest and highest life expectancy in Spain, respectively. The general aim of these studies was to analyze, through semi-structured interviews conducted between 2018 and 2019 that were based on a biographical and life-cycle approach, the physical, social, and emotional wellbeing of a cohort of centenarians who had no cognitive impairments. Specifically, based on the experiences of applying this protocol, the present study describes the methodological considerations—research design, sampling, interview script, indicators, fieldwork, and analysis plan—that should be included in future qualitative, social sciences–focused studies concerning very old people for whom the population segment is scarce, scattered, and fragile.

Evaluation of a novel approach to preventing railway suicides: the community stations project

2018 ◽  
Vol 17 (2) ◽  
pp. 51-60
Author(s):  
Anna Ross ◽  
Nicola Reavley ◽  
Lay San Too ◽  
Jane Pirkis
Keyword(s):  
Mental Health ◽  
At Risk ◽  
Poor Mental Health ◽  
Emotional Wellbeing ◽  
Health Awareness ◽  
Community Members ◽  
Railway Stations ◽  
Content Type ◽  
Mental Health Awareness ◽  
Novel Approach

Purpose The purpose of this paper is to describe an evaluation of the Community Stations Project. The Community Stations Project was designed to address railway suicides in two ways: by improving the station environment in a manner that might improve community members’ feelings of wellbeing; and raising community members’ awareness of poor mental health and likelihood of reaching out to at-risk individuals. It involved four types of interventions (arts and culture, music, food and coffee, and “special events”) delivered at four stations in Victoria. Design/methodology/approach A short anonymous survey was administered to community members on iPads at the four participating railway stations during the implementation of the interventions (between October and December 2016). The survey included questions about respondents’ demographics, their awareness of the intervention(s), their views of the station, their attitudes towards people with poor mental health and their emotional wellbeing. Findings A total of 1,309 people took part in the survey. Of these, 48 per cent of community members surveyed reporting noticing an intervention at their station. Noticing the events was associated with positive views of the station, improved understanding of poor mental health, and a greater likelihood of reaching out to someone who might be at risk of poor mental health. Awareness of intervention events was not associated with respondents’ own emotional wellbeing. Practical implications Continuing to focus efforts on mental health awareness activities may further strengthen the impact of the Community Stations Project interventions and ultimately prevent suicides at railway stations. Originality/value This paper evaluates a novel approach to improving wellbeing and understanding of poor mental health in the train station environment.

Kulintja Nganampa Maa-kunpuntjaku (Strengthening Our Thinking): Place-Based Approaches to Mental Health and Wellbeing in Anangu Schools

2013 ◽  
Vol 42 (2) ◽  
pp. 182-193 ◽  
Author(s):  
Sam Osborne
Keyword(s):  
Mental Health ◽  
Disaster Response ◽  
School Context ◽  
Community Context ◽  
Emotional Wellbeing ◽  
Community Members ◽  
School Communities ◽  
Social And Emotional ◽  
Health And Wellbeing ◽  
Development Approach

MindMatters, implemented by Principals Australia Institute, is a resource and professional development initiative supporting Australian secondary schools in promoting and protecting the mental health and social and emotional wellbeing of members of school communities, preferring a proactive paradigm (Covey, 1989) to the position of ‘disaster response’. While the MindMatters national focus has continued, grown and become embedded in schools since its beginning in 2000, MindMatters staff have also specifically sought to establish localised mental health and wellbeing (MHWB) promotion in Aboriginal and Torres Strait Islander communities that empowers local school and community groups to build on community values and intergenerational capacities for supporting the MHWB of young people. This article outlines the processes for successful practice that have been developed in a very remote Aboriginal school context, and highlights the strengths and benefits of this approach from the perspectives of Anangu (Pitjantjatjara/Yankunytjatjara people of Central Australia) educators. Using a community development approach, Anangu educators, skilled linguists, community members and MindMatters trained staff formed learning communities that recontextualised MHWB curriculum to be taught in Anangu schools. While critically reflecting on the process MindMatters has adopted, this article draws on the voices of Anangu to privilege the cultural philosophical positions in the discourse. In so doing, important principles for translating what is fundamentally a western knowledge system's construct into corresponding Anangu knowledge systems is highlighted. Through building on the knowledge base that exists in the community context, Anangu educators, school staff and community members develop confidence, shared language and capacity to become the expert educators, taking their knowledge and resources to other Anangu school communities to begin their MindMatters journey ‘Anangu way’. This process supports students as they engage in the school-based activities and build a language for reflecting on MHWB concerns, leading them to learn and practice ‘better ways of thinking and acting’ (Kulintja Palyantja Palya —the Pitjantjatjara language title for the MindMatters, ‘Anangu Way’ program).

Co-developing a multi-behavioural mobile phone app to enhance Social and Emotional Wellbeing and reduce health risks among Aboriginal and Torres Strait Islander women during pre-conception and pregnancy: development and usability study. (Preprint)

2020 ◽  
Author(s):  
Michelle Bovill ◽  
Ratika Kumar ◽  
Nicole Ryan ◽  
Jessica Bennett ◽  
Gina La Hera Fuentes ◽  
...  
Keyword(s):  
Mobile Phone ◽  
Qualitative Interviews ◽  
Emotional Wellbeing ◽  
Community Members ◽  
Phase 3 ◽  
Aboriginal Community ◽  
Social And Emotional ◽  
Health And Wellbeing ◽  
Aboriginal Women ◽  
Social And Emotional Wellbeing

BACKGROUND Improving the health and wellbeing of Aboriginal women and their babies is a primary focus to address health inequity in Australia. Interventions must be contextualised by the impacts on health that are a direct result of historical oppression, dispossession and ongoing racism since colonisation. Aboriginal women experience compromised social and emotional wellbeing including mental, cultural, spiritual wellbeing. Addressing social and emotional wellbeing coupled with behavioural risk factors would have a high potential to improve the health and wellbeing of mother and child. mHealth has been trialled in Aboriginal communities and appears to be a favourable method of intervention. Building on the requests from Aboriginal women we designed a multi-behavioural mobile phone app. OBJECTIVE This paper describes the development and pre-test of a prototype multi-behavioural change app MAMA-EMPOWER with Aboriginal women and communities in New South Wales, Australia. METHODS Mixed methods study design using the Center for eHealth Research and Disease Management Roadmap for designing eHealth technology’s three phases; phase one-contextual enquiry included stakeholder engagement and qualitative interviews with Aboriginal women, phase two- value specification included user-workshop with an Aboriginal researcher, community members and experts phase 3 co-design with Aboriginal researchers and community members, followed by a pre-test of the app with Aboriginal women, and feedback from qualitative interviews and the user-MARS survey tool. RESULTS Phase 1 conducted informal market interviews to establish community need. Engagement with stakeholders refined digital considerations and behaviour change wheel factors to embed in the app. Interviews with 8 Aboriginal women revealed 3 themes; current app use, desired app characteristics and implementation. Phase 2 workshop with 6 Aboriginal women raised 3 themes; engagement, caution with wording and visual content. Phase 3 engaged 16 Aboriginal women to trial the app on their phones, all content areas were accessed, u-MARS was completed by 5 women, the highest ratings were for information (mean score of 3.80 out of 5, SD=0.77) and aesthetics (mean score of 3.87 with SD of 0.74), while functionality, engagement and subjective quality had lower scores. Qualitative interviews revealed the acceptability of the app, however functionality was problematic. CONCLUSIONS Developing a mobile phone app, particularly in an Aboriginal community setting, requires extensive consultation, negotiation and design work. Using a strong theoretical foundation of behaviour change technique’s coupled with the consultative approach has added rigour to this process. The use of mobile phone apps to implement behavioural interventions in Aboriginal community settings is still a new area for investigation. In the next iteration of the app we aim to find better ways to personalise the content to women’s needs, then ensure full functionality before conducting a larger trial. We predict the process of development will be of interest to other health researchers and practitioners.

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