Aboriginal and Torres-Strait Islander Peoples
Refining the state of health provision for Australia has been a problem whose perfect solution is still to be found. In particular, Australia’s Aboriginal and Torres Strait Islander peoples really need such a solution. There are notable differences health wise when you compare different categories of people in Australia. Life expectancy is one factor in which the differences manifest themselves, going high to a range of 17 difference. For most of the people who have not attained 65 years, it is noted that Indigenous Australians die twice compared to the non-Indigenous ones.
The relevance, appropriateness and effectiveness of your research method, and what the method means to you.
The Aboriginal individuals are good at deep listening. This is something they have perfected on for a long time now. From their culture, they are used to tell stories by word of mouth, owing to the fact that they cannot write. As the stories are being told, the receiving party must then be keen to listen and understand so that facts are captured well for passing to the coming generations. The value of deep listening is known as Dadirri and hence it is the most preferred method. The relevance of the method is that it leads to community growth through inspiring guys to know the prehistoric traditions of Aboriginal culture. Don't use plagiarised sources.Get your custom essay just from $11/page
The value of culture, and its relation to life skills in social contexts.
Aboriginal and Torres Strait Islander cultures could not be easy to understand if one is not keen. The Indigenous beliefs of Australia are considered as the most ancient cultural past compared to all the others on earth. A factor attribute to such a lengthy existence is the practice that they evolve and adapt to changes as time goes by. Their life skills are based on cultural heritage acquired at one’s birth. All the practices under cultural heritage are kept alive by training the younger generations over time.
Some history that involves Aboriginal and Torres-Strait Islander Peoples.
Tools and equipment that were used in the past are key indicators of the physical setting of various groups. The people in different locations used different tools to carry out their tasks. For instance, the coastal people used fishbone to sharpen their weapons, while those inhabiting desert areas used stone tips. This was slightly different for the Aboriginal people as they possessed knives, scrapers, axe-heads, spears, different bowls for eating and drinking, and ploughing sticks. Aboriginal people introduced ground edges on cutting tools and to grind seed. At the same time, after colonization, they rapidly realized the benefits of including steel, glass and porcelains based on their sharpness and ease to work with.
What is cross-generational trauma and healing and how are the repercussions of the past effecting contemporary Australian society?
Trauma has different impacts on different children based on factors such as age and personality. Trauma can lead to a disconnection between the affected child and his/her family, friends, and school staff. The child can as well be affected socially and emotionally. More specifically on the Aboriginal children, they undergo trauma when abused, neglected, or in cases where there is violence besides other factors. They could also be affected if they have seen somebody else undergo trauma such as during colonization. This kind of trauma is an emotional one since chances of being passed from one generation to the other are very high.
Changes and development that the dominant cultures and institutions of Australia have begun or still could do to promote healing within communities and help prevent trauma being passed on to future generations.
Aboriginal and Torres Strait Islander children are more likely to have behavioral problems after undergoing trauma. It is therefore advisable that healthcare providers be informed on the impact of trauma in changing a child’s mannerisms so that they can design the best kind of care for such children. Once they identify the victim, it is easy to let the family of the affected child know of their intentions to help alleviate the situation. They also need to understand the various nonverbal communication cues as used by the Aboriginal and Torres Strait Islander people since they may not necessarily be the same as those from other cultures. This way, it will be easy to interact with families and communicate effectively on certain complex issues. Another approach is the motive to know more concerning cultural sides of trauma. Knowing this bit will go to an extent of helping school staff to identify the indicators of trauma, so that the corrective methods are within the confines of their culture. A critical aspect is that you should not humiliate the affected person or the family and society that they come from. Once am humiliated by you, then I will not have the confidence to seek your help whenever am in need since I can remember how you mishandled me when I sought you help. As a matter of fact, some children will fail to turn up to school since they will feel that the school does not regard them as human beings through the humiliation they underwent when they wanted help. Lastly, one has to employ trauma-informed teachings in the classroom. The Aboriginal children can be well catered for by such teachings. You can tell them to narrate their experiences to the rest. This can help them to rediscover themselves as well as understand what they went through and its impacts.
References
Acme, et al. (2015). Australian Indigenous cultural heritage. Retrieved from http://www.australia.gov.au/about-australia/australian-story/austn-indigenous-cultural-heritage
Atkinson, J, Nelson, J, and Atkinson, C 2010, ‘Trauma, trans-generational transfer and effects on community wellbeing’, in N Purdie, P Dudgeon and R Walker (eds),Working together: Aboriginal and Torres Strait Islander mental health and wellbeing practices and principles, Department of Health and Ageing, Canberra, pp.135–144.
Encompass Family and Community 2014 Youth alcohol and drug practice guide 4: Learning from each other: Working with Aboriginal and Torres Strait Islander Young People. Brisbane. Dovetail. Retrieved from http://www.dovetail.org.au/media/98715/guide%2004%20learning%20from%20each%20other.pdf