This chapter explores the emerging international evidence-base within Indigenous suicide research which supports holistic, strengths-based, culturally safe prevention and focuses on the importance of self-determination
Aim: This paper discusses the current mental health and social and emotional wellbeing in Indigenous Australian mental health and wellbeing, the gaps in research, the
This discussion paper explicates the concepts and application of a critically reflexive and transformative Indigenous Research Methodology (IRM) — Aboriginal Participatory Action Research (APAR) —
This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous
This review summarises the emerging research and knowledge, key themes and principles surrounding Aboriginal and Torres Strait Islander cultural perspectives and concepts of healing and
This paper aimed to highlight the systemic and theoretical barriers for Aboriginal and Torres Strait Islander people who have been bereaved by suicide. Incorporating the
Objective Australian Aboriginal and Torres Strait Islander social and emotional wellbeing (SEWB) is a multifaceted concept that acknowledges that a person’s wellbeing is determined by
An array of cumulative risk and stress factors, and social inequities, have contributed to high suicides and family and community dysfunction, in two communities in
This paper summarises key findings from the six community regional Roundtables that were undertaken as part of the Australian Aboriginal and Torres Strait Islander Suicide
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
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.
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
AIPEP Guidelines for Increasing the Recruitment, Retention and Graduation of Aboriginal and Torres Strait Islander Psychology Students.
Indigenous people are a vulnerable and disadvantaged population whom collectively face much higher levels of health risks and challenges than non-Indigenous people. Indigenous youth in
Introduction: In Australia, there is little empirical research of the racial identity of Indigenous children and youth as the majority of the current literature focuses
This chapter considers the removal of Indigenous children as a global colonial and neocolonial tactic. The history of the Australian Stolen Generations is focused on,
Historical trauma has taken its toll on Native people, and Clayton Small, Northern Cheyenne, founder of Native Prevention, Research, Intervention, Development, and Education, or Native
“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
Objective There is a need to adapt pathways to care to promote access to mental health services for Indigenous people in Australia. This study explored
Cross-cultural considerations and difficulties recruiting and retaining skilled workers in rural and remote regions may contribute to poorer service use for Aboriginal and Torres Strait
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
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
The Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice had its origins in the Australian Government’s commitment to improve
In this paper, we pose the question of terminology and definitions associated with the concept of an indigenized academy or curriculum. Calls to indigenze the
Collaborative learning and teaching project led by
Professor Pat Dudgeon of the University of Western Australia.
Bilya Marlee
School of Indigenous Studies
University of Western Australia M303,
35 Stirling Highway, Crawley
Perth WA 6009
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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