Decolonising psychology: Why voice matters
Pat Dudgeon, Australia’s first registered Indigenous psychologist, and her colleagues Dawn Darlaston-Jones and Joanna Alexi make the case for decolonising psychology and celebrate the incorporation of Indigenous knowledge and learning into all Australian psychology curricula.
Decolonising Psychology – Part 1
In this two-part series, Professor Pat Dudgeon AM, Belle Selkirk and Dr Joanna Alexi (Transforming Indigenous Mental Health and Wellbeing) share their experiences of decolonising psychology and take listeners on a journey through the impactful work of the Australian Indigenous Psychology Education Project (AIPEP). Listeners are also recommended to read the corresponding factsheet: Psychology education […]
Psychology education needs to reflect the lives of aspiring Aboriginal and Torres Strait Islander students
To support aspiring Aboriginal and Torres Strait Islander students to engage in psychology education in Australia, psychology curricula and teaching and learning programs should reflect Aboriginal and Torres Strait Islander worldviews and lived experiences.
Australian Indigenous Psychology Education Project (AIPEP) – Curricular approaches to increasing cultural competence and Indigenous participation in psychology education and training
Dudgeon, P. (2019). Australian Indigenous Psychology Education Project (AlPEP) – Curricular approaches to increasing cultural competence and Indigenous participation in psychology education and training. Transforming Indigenous Mental Health and Wellbeing Grant, The University of Western Australia, Poche Centre for Indigenous Health. https://timhwb.org.au/wp-content/uploads/2021/05/AIPEP-Final-Report.pdf
Boongs, Bigots, and Bystanders: Indigenous and Non-Indigenous Experiences of Racism and Prejudice and their Implications for Psychology in Australia
Critical Reflexivity in Indigenous and Cross-cultural Psychology: A Decolonial Approach to Curriculum
Highlights Critical reflexivity is a mechanism for working toward decoloniality in higher education. We analyzed Indigenous and cross-cultural psychology students? written reflections. Analyses revealed that students negotiate experiences of discomfort and uncertainty in the classroom. Findings support the value of discomfort for prompting transformations among students. We pose a commentary on the tensions inherent to […]
Indigenous youth wellbeing in higher education: a systematic literature review of qualitative studies
Completing a higher education degree is a game changer for the success of Indigenous youth. However, there is a paucity of research which explores the enablers of and barriers to Indigenous higher education youth (18–25 years) wellbeing. This systematic literature review aimed to explore the nature and scope of international research that engages with Indigenous youth […]
Calling out Racism in University Classrooms: The Ongoing Need for Indigenisation of the Curriculum to Support Indigenous Student Completion Rates
Aboriginal and Torres Strait Islander students continue to experience racism in Australian university classrooms. The Reconciliation Australia Barometer report (2022, p. 5) recently noted that experiences of racial prejudice have increased for Indigenous people with 60% of Indigenous people who responded to the survey experiencing at least one form of racial prejudice in the past […]
The importance of Indigenous centres/units for Aboriginal and Torres Strait Islander students: ensuring connection and belonging to support university completion
Indigenous student completion rates remain very low relative to non-Indigenous students. Some universities have higher Indigenous student completion rates than the national average but research-based evidence of these universities as ‘success models’ is limited. Drawing on findings from interviews with Indigenous university graduates and staff as part of a National Centre for Student Equity in […]
Psychologists’ experiences towards culturally responsive practices to strengthen social and emotional wellbeing with Aboriginal and Torres Strait Islander clients
Objective This study aimed to explore psychologists experiences when providing culturally responsive psychological practice working with Aboriginal and Torres Strait Islander clients. Method Psychologists (N = 108, Female 83.2%, Male 16.8%, Aboriginal 13.9%, non-Indigenous 86.1%, age range 22–83) responded to an electronic mixed method survey. Statistical and content analysis were undertaken using data gathered to address the […]
Listening more: Embedding Cultural Safety in Supervision. A Guide for Psychology Supervisors.
The Listening More: Embedding Cultural Safety in Supervision. A Guide for Psychology Supervisors is designed to support supervisors in being culturally safe and responsive in their supervision of Australia’s psychologists, specifically when working with Aboriginal and Torres Strait Islander peoples. This project was led by the Australian Indigenous Psychology Education Project (AIPEP), in collaboration with […]
Listening more: Embedding Cultural Safety in Supervision. A Reflective Journal for Psychology Supervisors.
Welcome to the one of two companion documents to the Listening More: Embedding Cultural Safety in Supervision. A Guide for Psychology Supervisors. (hereafter, the Guide). This document is the Listening More: Embedding Cultural Safety in Supervision. A Reflective Journal for Psychology Supervisors (hereafter, the Journal). The second companion document is the Listening More Manual of […]
Listening more: Embedding Cultural Safety in Supervision. Manual of Resources for Psychology Supervisors.
Welcome to the one of two companion documents to the Listening More: Embedding Cultural Safety in Supervision. A Guide for Psychology Supervisors (hereafter, the Guide). This document is the Listening More: Embedding Cultural Safety in Supervision. Manual of Resources which includes a sample of recommended reading and resources to assist psychology supervisors’ learning journeys. The […]
Indigenizing and Decolonizing the Teaching of Psychology: Reflections on the Role of the Non-Indigenous Ally
Canada’s 2015 Truth and Reconciliation Commission published 94 Calls to Action including direction to post-secondary institutions “to integrate Indigenous knowledge and teaching methods into classrooms” as well as to “build student capacity for intercultural understanding, empathy, and mutual respect.” In response, Canadian universities have rushed to “Indigenize” and are now competing to hire Indigenous faculty, […]
Exploring the Social and Cultural Determinants of Indigenous Males’ Participation and Success in Higher Education in Australia Health Promotion with Adolescent Boys and Young Men of Colour: Global Strategies for Advancing Research, Policy, and Practice in Context
Higher education is an important social determinant of health. In Australia, the under-representation of Indigenous males (In this study we use the term `males’ rather than `men’. This is an attempt to acknowledge cultural lore and be inclusive of males who have been through an initiation ceremony and those who have not had the opportunity […]
Indigenising Curriculum in Practice
AIATSIS Guide to evaluating and selecting education resources
The purpose of the AIATSIS Guide to evaluating and selecting education resources (the Guide) is to assist educators to critically self-reflect on their positionality and support them to work from a foundation of integrity. In doing so, teachers can ensure curriculum resources selected for teaching do not cause harm to Aboriginal and Torres Strait Islander […]
Reflexivity: a model for teaching and learning cultural responsiveness in mental health
Cultural responsiveness is a term accepted by many as the best descriptor for professionals working with Indigenous clients in cross-cultural situations. This article sets out a guideline and a model of cultural responsiveness that can be adopted by mental health professionals worldwide. This model positions reflexivity at the centre and as the source and force […]
Joining the dots: A dental Aboriginal and Torres Strait Islandercultural safety curriculum
Commissioned by the Australasian Council of Dental Schools, this document describes a Dental Aboriginal and Torres Strait Islander Cultural Safety Curriculum to inform educational preparation of dental practitioners with reference to Standard 6.3, Australian Dental Council Accreditation Standards, 2021. (See Appendix 1 & 2). The purpose of cultural safety preparation in dental practitioners is to […]
Understanding the Frontier Wars
This resource accompanies the SBS documentary The Australian Wars (produced by Blackfella Films) about the Frontier Wars – Australia’s longest war fought on home soil between 1790 and the 1940s. SBS Learn strongly advises completing the Aboriginal and Torres Strait Islander Protocols Guide – for Teachers before engaging with this teaching resource. This is essential […]
Developing cultural responsiveness
How do higher education providers introduce an understanding of cultural responsiveness to psychology students? We’re joined by three academics from the University of Western Australia to discuss the issues. Professor Pat Dudgeon is Australia’s first identified Indigenous psychologist. Dr Joanna Alexi is a research associate. And Professor Romola Bucks is Pro Vice-Chancellor (Health and Medical […]
Australia needs to decolonise its mental health system and empower more Indigenous psychologists
Indigenization in clinical and counselling psychology curriculum in Canada: A framework for enhancing Indigenous education
This article considers how to advance Indigenous education in counselling and clinical psychology in Canada, particularly at the intersection of curriculum, programmatic, and systemic shifts in graduate education. This article focuses on the curricular practices that the counselling and clinical psychology field could enact in efforts to advance reconciliation, reduce educational and mental health disparities […]
Indigenous peoples and professional training in psychology in Canada
With the release of the Canadian Psychological Association’s (2018) response to the Truth and Reconciliation Commission of Canada (2015) there has been increased attention on the ways psychology in Canada might better serve the needs of Indigenous communities, in particular in terms of education and professional training. To date, there has been almost no research […]
Embedding Aboriginal and Torres Strait Islander perspectives through program and practice
As part of our Quality in Practice series, Jessica Staines, Director of the Koori Curriculum explores National Quality Standard 1.2 and shares ideas on how educators can embed Aboriginal and Torres Strait Islander perspectives through their program and practice.
