The Lancet Commission on Self-harm
This fact sheet provides a summary of the findings of The Lancet Commission on Self-harm (see: https://www.thelancet.com/commissions/self-harm)
Truth and reconciliation for whom? Transitional justice for Indigenous peoples in American psychology.
In October 2021, the American Psychological Association apologized to people of color in the United States for its role in systemic racism. Spurred by a national racial reckoning, Indigenous Peoples have been regularly incorporated into initiatives redressing America’s legacy of racism. Although Indigenous Peoples have been racialized during the formation of the United States, this […]
The healing power of Native American culture is inspiring psychologists to embrace cultural humility.
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, […]
Aboriginal Cultural Safety: How to be an Ally
Aboriginal Cultural Safety: How to be an Ally
Is Suicide a Water Justice Issue? Investigating Long-Term Drinking Water Advisories and Suicide in First Nations in Canada.
Is Suicide a Water Justice Issue? Investigating Long-Term Drinking Water Advisories and Suicide in First Nations in Canada.
Webinar: Decolonising Mental Health Systems – Global Experiences of Wellbeing
Indigenous community psychologies, decolonization, and radical imagination within ecologies of knowledges.
As the American Psychological Association Taskforce on Indigenous Psychology acknowledges, fidelity to the inalienable right to self-determination is the ethical foundation of Indigenous psychology. The task of decolonizing psychology is not only about divesting from Eurocentric paradigms that have controlled and limited Indigenous wellbeing, but producing new paradigms founded on Indigenous knowledges. The Indigenous paradigm […]
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 […]
Viewpoint: Professor Jeffrey Ansloos on the importance of Indigenous content in Canadian classrooms
Indigenous Knowledge and Mental Health
This text represents a wholly refreshing, important, challenging, and creative contribution to the literature addressing the impacts of colonization on the well-being of Indigenous Peoples and the role of Indigenous knowledge(s) in healing and wellbeing.
Indian residential schools in Canada: Persistent impacts on Aboriginal students’ psychological development and functioning.
Indian residential schools (IRSs) in Canada subjected thousands of students to horrific experiences and contributed to serious problems for Aboriginal peoples and Canadian society. A model is proposed that uses existing psychological theory and empirical research to explore the possible impacts of IRS experiences. The model identifies four aspects of student experiences that were a […]
Pulling Together: A Guide for Curriculum Developers.
The Curriculum Developers guide is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. Guides in the series include: Foundations; Leaders and Administrators; Curriculum Developers; Teachers and Instructors; Front-line Staff, Student Services, and Advisors; and Researchers. These guides are the result of the Indigenization Project, a collaboration between […]
Reconciling Relations: Shifting Counselling Psychology to Address Truth and Reconciliation
In 2018, the Canadian Counselling Psychology Conference (CCPC) convened a working group to address how the field of counselling psychology ought to respond to the Truth and Reconciliation Commission of Canada. Attendees were asked to share their perspectives on reconciliation, current efforts toward reconciliation in counselling psychology, and recommendations for the future of counselling psychology […]
First Nations, Metis, & Inuit University Students’ Share Advice for College Entry and Retention
This article provides results from focus groups and individual interviews with current and former students concerning the use of cultural resilience in obtaining higher education degrees in response to: What advice would you give to other First Nations, Métis, and Inuit students concerning entry and retention in college? The informants provided rich and varied information […]
Contributions to urban Indigenous self-determination: The story of Neeginan and Kaupapa Māori
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 self-determination, examining the role, or contributions of, each towards the realisation of Indigenous self-determination. Neeginan originates from, and focuses on, building a sense of community, through education programs, social assistance […]
Spirit-Based Research: A Tactic for Surviving Trauma in Decolonizing Research
Though there is a large number of scholars engaging in research on violence and trauma, there is a critical lack of methodological theorizing on how to do that work while prioritizing spiritual, mental, and emotional wellbeing. How do we survive research and academic work that has the potential to break us, in a system that […]
Indigenous climate change studies: Indigenizing futures, decolonizing the anthropocene
Indigenous and allied scholars, knowledge keepers, scientists, learners, change-makers, and leaders are creating a field to support Indigenous peoples’ capacities to address anthropogenic (human-caused) climate change. Provisionally, I call it Indigenous climate change studies (Indigenous studies, for short, in this essay). The studies involve many types of work, including Indigenous climate resiliency plans, such as […]
A tertiary approach to improving equity in health: quantitative analysis of the Māori and Pacific Admission Scheme (MAPAS) process, 2008–2012
Introduction Achieving health equity for indigenous and ethnic minority populations requires the development of an ethnically diverse health workforce. This study explores a tertiary admission programme targeting Māori and Pacific applicants to nursing, pharmacy and health sciences (a precursor to medicine) at the University of Auckland (UoA), Aotearoa New Zealand (NZ). Application of cognitive and […]
Fighting a Different Battle: Challenges Facing American Indians in Higher Education
Educational access and attainment are among the most pressing issues facing Indian Country. Of particular challenge are those of post secondary education. American Indian students are retained and graduated from colleges at rates far below their non-Native peers. Making a successful adjustment to college is a formidable challenge for many people. It is particularly challenging […]
