Category: Frameworks and Guidelines

Frameworks and Guidelines

Getting it Right: Creating Partnerships for Change. Integrating Aboriginal and Torres Strait Islander knowledges in social work education and practice.

Frameworks and Guidelines

Aboriginal and Torres Strait Islander Health in General Practice: An introduction to teaching and learning

This guide sets out how GP Supervisors can strengthen teaching and learning about Aboriginal and Torres Strait Islander health.

Frameworks and Guidelines

AIATSIS Code of Ethics for Aboriginal and Torres Strait Islander Research

Frameworks and Guidelines

Ethical conduct in research with Aboriginal and Torres Strait Islander Peoples and communities: Guidelines for researchers and stakeholders

Frameworks and Guidelines

What works in Aboriginal and Torres Strait Islander suicide prevention?

Suicide is a complex behaviour with many causes. For Aboriginal and Torres Strait Islander peoples there are specific cultural, historical, and political considerations that contribute

Frameworks and Guidelines

Australian Indigenous Psychology Education Project Curriculum Framework

The objective of the AIPEP Curriculum Framework is to ensure Aboriginal and Torres Strait Islander knowledges are embedded within undergraduate and postgraduate level psychology education.

Frameworks and Guidelines

Australian Indigenous Psychology Education Project Workforce Capabilities Framework

The objective of the AIPEP Workforce Capabilities Framework is to document the knowledge, skills and values required of psychologists working with Aboriginal and Torres Strait

Frameworks and Guidelines

Australian Indigenous Psychology Education Project Guidelines for Increasing the Recruitment, Retention and Graduation of Aboriginal and Torres Strait Islander Psychology Students

AIPEP Guidelines for Increasing the Recruitment, Retention and Graduation of Aboriginal and Torres Strait Islander Psychology Students.

Case Studies

Lost in the great desert, preventing Aboriginal suicide

“We are working at a pace to make a real difference but in the end it will come down to governments recognising that Aboriginal and

Frameworks and Guidelines

Gayaa Dhuwi (Proud Spirit) Declaration: National Aboriginal and Torres Strait Islander Leadership in Mental Health

The Wharerātā Group of Indigenous mental health leaders from Canada, the United States, Australia, Samoa and New Zealand developed the Wharerātā Declaration in 2010.1 It

Frameworks and Guidelines

Cultural Responsiveness in Action – An IAHA Framework

The IAHA Cultural Responsiveness Framework provides information and support to prepare you to engage in a transformation so that, whatever your role, you can positively

Frameworks and Guidelines

Increasing cultural competence and Indigenous representation in psychology

Reflections on what has/has not worked for Psychology Educators. This document was developed for the Australian Indigenous Psychology Education Project (AIPEP) ‘How To’ forum held

Frameworks and Guidelines

Indigenising the Psychology Curriculum – Traps and Tips

An easy to read spreadsheet listing traps, tips, and resources for psychology educators in the process of Indigensing the psychology curriculum. This document is a

Case Studies

Rising Spirits Community Resilience Project – Final Research Report

The Rising Spirits Project investigated what supports Aboriginal people need during bereavement, what is available that is being utilised by Aboriginal people, where the gaps

Frameworks and Guidelines

A model for large-scale, interprofessional, compulsory cross-cultural education with an Indigenous focus

Cultural competency training for health professionals is now a recognised strategy to address health disparities between minority and white populations in Western nations. In Australia,

Frameworks and Guidelines

Admissions Criteria for Diverse Student Cohorts

The first Slice of LIME Seminar was held on 3rd March 2014 with Professor Fred Hafferty from the Mayo Clinic, USA, and focused on admissions

Case Studies

A Resource for Collective Healing for Members of the Stolen Generations: Planning, Implementing and Evaluating Effective Local Responses

The purpose of the resource is to: Strengthen and build upon the work already being done in the community by Stolen Generations members, organisations and

Chapter

Cultural competence: transforming policy, services, programs and practice

This chapter discusses some of the complex issues surrounding the notion of cultural competence—and the critical need for practitioners to develop knowledge, skills, understandings and

Frameworks and Guidelines

Shifting gears in careers: Identifying drivers of career development for Aboriginal and Torres Strait Islander workers in the health sector

This paper explores how the Australian health sector might improve opportunities for career development for Aboriginal and Torres Strait Islander workers. It considers the current

Frameworks and Guidelines

Inclusive language guide: Guide to using inclusive language

Flinders University is committed to providing a work and study environment that recognises and values the cultural diversity of its community. The use of inclusive

Collaborative learning and teaching project led by
Professor Pat Dudgeon of the University of Western Australia.

Contact Us

Bilya Marlee
School of Indigenous Studies
University of Western Australia M303,
35 Stirling Highway, Crawley
Perth WA 6009

Email

AIPEP@uwa.edu.au

The information contained on this website has been sourced by the Australian Indigenous Psychology Education Project (AIPEP) and AIPEP 2. The first AIPEP was funded by the Australian Government Office of Teaching and Learning. AIPEP 2 is part of the Transforming Indigenous Mental Health and Wellbeing Project, funded by the Million Minds Mission Grant. The views expressed in this website do not necessarily reflect the views of the Australian Government Office of Teaching and Learning or the Million Minds Mission Grant.

Several of the images used throughout this website are credited to Chris Lewis

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Category: Frameworks and Guidelines

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