The impact of racism on parenting and the outcomes of Victorian Aboriginal children and young people

 Commissioned by the Victorian Department of Education and Early Childhood Development

Expressions of shame in investigative interviews with Australian Aboriginal children

This study inspected a sample of 70 interview transcripts with Australian Aboriginal children to gain a sense of how frequently verbal shame responses were occurring in investigative interviews regarding alleged sexual abuse. Transcripts were examined to determine how children articulated shame, how interviewers reacted to these responses, and how shame related to children's accounts. Examination of frequencies revealed that verbal shame responses occurred in just over one-quarter of the interviews. One-way analyses of variance indicated that children who expressed shame within the interview spoke the same amount as children who did not express shame, however, they required more interviewer prompts before a disclosure was made. Interviews where children expressed shame also included a greater number of interviewer reminders compared to interviews without shame responses. Results emphasize the importance of interviewer awareness of shame, and also point to the value of reassurance, patience, and persistence with non-leading narrative prompting when interviewing children who express shame during discussions of sexual abuse.

Investigative Interviewing of Aboriginal children in cases of suspected sexual abuse

This study examined the investigative interviewing of Australian Aboriginal children in cases of alleged sexual abuse, with a focus on three commonly included components of interview protocols: ground rules, practice narrative, and substantive phase. Analysis of 70 field transcripts revealed that the overall delivery and practice of ground rules at the beginning of the interview was positively associated with the spontaneous usage of rules in children's narratives of abuse. When specifically examining the "don't know" rule, however, only practice had an effect of children's usage of the rule (as opposed to simple delivery or no delivery at all). Children spoke more words overall, and interviewers used more open-ended prompts during the substantive phase when the interviews contained a practice narrative. Children most often disclosed sexual abuse in response to an open-ended prompt; however, they produced the most words in response to suggestive prompts. This article concludes with a discussion of the effectiveness of ground rules, practice narratives, and questioning with Aboriginal children.

Improving investigative Interviews with Aboriginal children

This thesis focused on improving investigative interview protocols with Australian Aboriginal children (predominantly in cases of abuse). Current investigative interviewing procedures were evaluated, and a revised interview protocol tailored to Aboriginal children was created.

Professionals' perceptions regarding the suitability of investigative interview protocols with Aboriginal children

Objective: Despite the heterogeneity of Australian Aboriginal peoples, certain styles of relating are shared and are markedly different to the communication styles of non-Aboriginal peoples. These differences may affect the suitability of current investigative interview protocols to Australian Aboriginal children. This study aimed to qualitatively evaluate the applicability of an investigative interview protocol to Australian Aboriginal children and examine how it could be modified to better suit the communication styles in many Aboriginal communities. Method: A diverse group of 28 participants who had expertise in Aboriginal language and culture, as well as an understanding of the child investigative interview process, each partook in an in-depth semi-structured interview where they were prompted to reflect on Aboriginal language and culture with reference to a current interview protocol (in the context of sexual assault investigation). Results: Thematic analysis revealed overall support for the narrative-based structure of the interview protocol when eliciting information from Aboriginal children. A number of concerns were also identified, and these largely related to the syntax and vocabulary within the protocol, as well as the methods of questioning and building rapport with the child. Conclusions: Directions for future research and potential modifications to investigative interview protocols to better suit Aboriginal children are discussed.

Reconciliation between Aboriginal and other Australians : the "Stolen Generations"

The current study presents an overview and content analysis of the "Stolen Generations" inquiry as an example of how structural violence, grounded in the geohistorical context of the invasion of Australia by Europeans, plays itself out in the relationship between Aboriginal and non-Aboriginal Australians. The inquiry, based on testimony received from 777 people and organizations, documented the impact of the government policy, from 1910 to 1970, of removing Aboriginal children of mixed heritage from their families. The consequences of these forced separations are examined and the implications of the inquiry are considered. We critically reflect on the role psychology has played in the past, and suggest roles for peace psychology, particularly in view of theoretical questions related to reconciliation processes.

The Canadian response to Aboriginal residential schools : lessons for Australia and the United States?

The common policy of the Australian, Canadian and United States governments of removing aboriginal children from their families and placing them in institutions is now well documented. This article considers the responses to the stolen generations in Australia, Canada and United States. A major focus of the article is the historic compensation package agreed to by the Canadian government. Whilst the Canadian federal government has not been without criticism on this issue, it must be applauded for its efforts to meet a peaceful solution to a tragic past. The political responses in Australia and United States and Canada are simply incomparable. The failure to address the plight of the stolen generations of Australia and the United States evidences a major failing in Indian/Aboriginal policy in these two nations that needs to be addressed. Australia and the United States have much to learn from the reconciliatory policies of the Canadian government.

Postgraduate teachers' commitment to teach Aboriginal studies in Australian schools

This study was commissioned by the Department of Education, Science and Training (DEST) under its Education Innovation Program (EIP). The project goals were supported by the NSW Teachers Federation, NSW Primary Principals' Association; NSW Department of Education and Training (NSW DET); NSW Aboriginal Education Consultative Group Inc.; the Aboriginal Studies Association; and the Australian Council of Deans of Education. This paper presents the findings emanating from the qualitative component of the study. The qualitative component of this project followed and elaborated on the quantitative study which aimed to: a) critically evaluate the impact of preservice primary teacher education Aboriginal Studies courses on practising teachers' self-perceived abilities to appreciate, understand and effectively teach Aboriginal Studies, Aboriginal perspectives, and Aboriginal children in Australian schools; b) compare and contrast the self-perceptions of teachers who had undertaken a core or elective course in Aboriginal Studies in their initial teacher education course with the self-perceptions of teachers who had not undertaken such courses; c) characterise participating teachers' initial teacher education courses in relation to the Aboriginal Studies content covered; and d) identify teachers' perceptions of useful structure and content to consider including in future teacher education courses. The responses from telephone interviews with teachers in schools and responses to open-ended questions in surveys are discussed. The findings identify congruence and dissonance in the areas of: the contribution of preservice teacher education; benefits of preservice Aboriginal Studies for students in schools; the place of Aboriginal Studies in schools and the curriculum; Aboriginal Studies and student ethnicity; strategies for teaching Aboriginal Studies; and the content of preservice courses.

Children's play in the Australian Indigenous context: the need for a contemporary view

Despite an extensive search, very little literature was found on Australian Indigenous children’s play, and more specifically pretend play. Most of the literature found was written in the period from 1840 to the 1950s and was primarily descriptive. We argue that the literature found on Australian Indigenous children’s play could be interpreted through the prominent classical theories of the day. These theories emphasized the value of play in preparing children for adulthood. The literature is silent in regard to the value and significance of play in Indigenous Australian culture and on the contribution of play to children’s developmental skills such as language, cognition, problem-solving, literacy and learning. This paper presents a review of the available literature and argues for an analysis of contemporary Australian Indigenous children’s play which values play in the development of the child and interprets play behavior within an Indigenous cultural framework.

A visual profile of Queensland Indigenous children

PURPOSE: Little is known about the prevalence of refractive error, binocular vision, and other visual conditions in Australian Indigenous children. This is important given the association of these visual conditions with reduced reading performance in the wider population, which may also contribute to the suboptimal reading performance reported in this population. The aim of this study was to develop a visual profile of Queensland Indigenous children. METHODS: Vision testing was performed on 595 primary schoolchildren in Queensland, Australia. Vision parameters measured included visual acuity, refractive error, color vision, nearpoint of convergence, horizontal heterophoria, fusional vergence range, accommodative facility, AC/A ratio, visual motor integration, and rapid automatized naming. Near heterophoria, nearpoint of convergence, and near fusional vergence range were used to classify convergence insufficiency (CI). RESULTS: Although refractive error (Indigenous, 10%; non-Indigenous, 16%; p = 0.04) and strabismus (Indigenous, 0%; non-Indigenous, 3%; p = 0.03) were significantly less common in Indigenous children, CI was twice as prevalent (Indigenous, 10%; non-Indigenous, 5%; p = 0.04). Reduced visual information processing skills were more common in Indigenous children (reduced visual motor integration [Indigenous, 28%; non-Indigenous, 16%; p < 0.01] and slower rapid automatized naming [Indigenous, 67%; non-Indigenous, 59%; p = 0.04]). The prevalence of visual impairment (reduced visual acuity) and color vision deficiency was similar between groups. CONCLUSIONS: Indigenous children have less refractive error and strabismus than their non-Indigenous peers. However, CI and reduced visual information processing skills were more common in this group. Given that vision screenings primarily target visual acuity assessment and strabismus detection, this is an important finding as many Indigenous children with CI and reduced visual information processing may be missed. Emphasis should be placed on identifying children with CI and reduced visual information processing given the potential effect of these conditions on school performance.

Case comment: Cubillo and Gunner V The Commonwealth: a denial of the stolen generation?

In the recent Australian decision in Cubillo and Gunner v The Commonwealth ( ‘Cubillo 3’ ), the Full Court of the Federal Court dismissed an appeal by the Aboriginal claimants seeking damages for, inter alia, their removal from their families and detention at certain Aboriginal institutions. The removal and detention of the plaintiffs was held to be lawful in the earlier determination of O’Loughlin J because it was, inter alia, believed to be in the [then] child’s best interests and, as the plaintiffs bore the onus of proof, they had failed to show that they were taken without the consent of their parents/guardians. This decision was based upon the factual finding that ‘at the relevant times, there was no general policy in force in the Northern Territory supporting the indiscriminate removal and detention of part-Aboriginal children, irrespective of the personal circumstances of each child’. The Full Court did not comment on O’Loughlin J’s assertion that the policy of removing part-Aboriginal children, as asserted by the plaintiffs, could not be maintained. Moreover, the Full Court in fact joined O’Loughlin J in trying to distance their findings from the broader issue of the legal rights of members of the Stolen Generation, emphasising that they were only concerned with the particular circumstances of the two plaintiffs/appellants. This case comment is not aimed at evaluating the specific legal issues raised by the plaintiffs’ claims in this case or reviewing the history of the Stolen Generation, but rather seeks to examine O’Loughlin J’s comment as to the absence of a policy of indiscriminate removal and detention of part-Aboriginal children in a bid to determine the parameters intended by the court. It will be seen that, at its broadest, the statement is quite inflammatory and may be seen as a denial of the Stolen Generation. It will be submitted that this was not intended by the court. At its narrowest, the statement is merely an assertion that the particular plaintiffs failed to prove their cases. It will be submitted that, whilst this clearly was the view of the court, O’Loughlin J’s statement does have broader implications which, it will be contended, are not warranted.

The stolen generations- Canada and Australia. The legacy of assimilation

Comparison of issues regarding the policy of Australian and Canadian governments of removing aboriginal children from their families and placing them in institutions - some Canadian claimantThis article provides a comparative overview of issues pertaining to the stolen generation in Canada and Australia. It includes a historical overview of the removal and detaining of aboriginal children in Canada and Australia. As a consequence of the revelations of this past practice, litigation has been undertaken by members of the stolen generations in both Canada and Australia. The article includes a summary of the key cases in Canada and Australia. Unlike in Australia, some Canadian aboriginal claimants have successfully brought actions for compensation against the federal Canadian government for the damages stemming from their experiences in the aboriginal residential schools. In the course of this discussion, the various causes of actions relied upon by the plaintiffs are examined While the plaintiffs in these leading Canadian cases were ultimately successful under at least one of their heads of claim, the approaches in these cases in regard to the Crown's liability for breaching fiduciary duties, the duty of care, and non-delegable duties is inconsistent. Thus even in regard to the Canadian jurisprudence key legal issues pertaining to the Crown's liability for the aboriginal residential school experience continues to be unresolved.