COMMUNICATING WITH AN ABORIGINAL OR TORRES STRAIT
COMMUNICATING WITH AN ABORIGINAL ORTORRES STRAIT ISLANDER ADOLESCENTGUIDELINES FOR PROVIDING MENTAL HEALTH FIRST AIDTO AN ABORIGINAL OR TORRES STRAIT ISLANDER PERSONPurpose of these guidelinesThese guidelines describe how members of the public shouldtailor their approach when providing mental health first aidto an Aboriginal or Torres Strait Islander adolescent who maybe developing a mental illness or experiencing a mental healthcrisis. The role of the mental health first aider is to assist theyoung person until appropriate professional help is receivedor the crisis resolves.These guidelines include information onhow first aiders can be respectful of cultural differences whenassisting young people.This document does not cover how to provide mental healthfirst aid for specific mental illnesses or mental health crises.Additional useful information can be found in: Youth Mental Health First Aid: A Manual for Adults AssistingYoung People Aboriginal and Torres Strait Islander Mental Health First AidManual Cultural Considerations & Communication Techniques:Guidelines for Providing Mental Health First Aid to anAboriginal or Torres Strait Islander Person Depression: Guidelines for Providing Mental Health First Aidto an Aboriginal or Torres Strait Islander Person Psychosis: Guidelines for Providing Mental Health First Aid toan Aboriginal or Torres Strait Islander Person Suicidal Thoughts & Behaviours and Deliberate Self-Injury:Guidelines for Providing Mental Health First Aid to anAboriginal or Torres Strait Islander Person Trauma and Loss: Guidelines for Providing Mental Health FirstAid to an Aboriginal or Torres Strait Islander Person Problem Drinking: Guidelines for Providing Mental Health FirstAid to an Aboriginal or Torres Strait Islander Person Problem Drug Use: Guidelines for Providing Mental HealthFirst Aid to an Aboriginal or Torres Strait Islander PersonSpecific training on how to provide mental health first aid toyoung people is available in the 14-hour Youth Mental HealthFirst Aid course. Specific training on how to provide mentalhealth first aid to Aboriginal or Torres Strait Islander people isavailable in the 14-hour Aboriginal and Torres Strait IslanderMental Health First Aid course.You can purchase manuals, download guidelines and readabout these courses at the Mental Health First Aid Australiawebsite, www.mhfa.com.auArtwork by Johanna ParkerAll MHFA guidelines can be downloaded from www.mhfa.com.au
COMMUNICATING WITH AN ABORIGINAL OR TORRES STRAIT ISLANDER ADOLESCENTDevelopment of these guidelinesUnderstanding cultural influencesThe following guidelines are based on the expert opinions ofAboriginal mental health professionals from across Australia,who have extensive knowledge of, and experience in, themental health of Aboriginal youth.Although these guidelines are copyright, they can be freelyreproduced for non-profit purposes provided the source isacknowledged.Enquiries should be sent to Mental Health First Aid Australia:mhfa@mhfa.com.auThis research was funded by the Australian GovernmentDepartment of Health and Ageing.Be aware of the impacts of culture andhistorySocial, cultural and historical factors all have an impact onthe health and wellbeing of Aboriginal and Torres StraitIslander people. You should be aware of the adolescent’scultural background, local cultural norms and the hierarchy ofdecisionmaking power within their community. It is important torecognise that there are cultural differences among Aboriginaland Torres Strait Islander communities.You should have a basic awareness of the historical invasion ofAustralia by Europeans and an understanding of the ongoingimpact on the health and wellbeing of Aboriginal and TorresStrait Islander people.If you are providing mental health first aid outside your ownculture or community you should be culturally competent andpractice cultural safety (see box below).You should not expressany negative opinions about the adolescent’s culture.It is important to recognise that no one is ever entirelyculturally competent, as culture changes and evolves with time.Even if you have not undertaken cultural awareness training(see box below), you should still provide mental health first aidto the Aboriginal adolescent, because any support, especially ina crisis, is better than none.How to use these guidelinesIt is important to acknowledge that Aboriginal and TorresStrait Islander communities are not all the same; they maydiffer in their understanding, interpretations, approaches andtreatment of mental illness. Be aware that the community thatthe adolescent lives in may not view mental illness in the sameway that you do.In these guidelines the word Aboriginal is used to represent allAustralian Aboriginal and Torres Strait Islander people.In these guidelines the word adolescent refers to an Aboriginal orTorres StraitIslander adolescent.There are a number of ways ofdefining adolescence and this may differ between communities.Here adolescence is defined as those aged between 12 and18. However, adolescence can start earlier than 12 yearsand can continue through to the early 20s, so items in theseguidelines could be relevant when helping people who are alittle younger or older. When providing mental health first aidto an adolescent, first aiders need to use good judgment aboutwhether the information is going to be appropriate for helpinga person outside of the age range specified.These guidelines are a general set of recommendations abouthow you can best communicate with an Aboriginal adolescentwho may be experiencing a mental illness or developing amental health crisis. Each individual is unique and it is importantto tailor your support to the adolescent’s needs. Theserecommendations therefore may not be appropriate for everyadolescent. Be aware that these guidelines are not exhaustiveand simply reading them will not equip you to be competent inproviding assistance to Aboriginal adolescents.CULTURAL AWARENESSCultural awareness involves recognising that we are all shapedby our cultural background, which in turn influences how weinterpret the world around us, perceive ourselves and relate toother people. It includes acknowledging past histories, policiesand practices.CULTURAL COMPETENCECultural competence focuses on the capacity of a person toapply cultural awareness and knowledge to their behavioursand attitudes. Being culturally competent involves behavioursand attitudes that reflect an awareness about: How a person’s culture shapes their behaviour and howthey understand health and ill-health2 The specific cultural beliefs that surround mental illness in aperson’s community How mental illness is described in a person’s community,e.g. knowing what words and ideas are used to talk aboutthe symptoms or behaviours Which concepts, behaviours or language are taboo and maycause shame (see the definition of ‘shame’ next).
COMMUNICATING WITH AN ABORIGINAL OR TORRES STRAIT ISLANDER ADOLESCENTWhen assisting the adolescent you should be aware that certaincultural experiences of Aboriginal people (such as seeing spiritsor hearing voices of recently deceased loved ones) may bemisdiagnosed or mislabelled as symptoms of mental illness.Previous misdiagnosis of a mental health problem within theAboriginal adolescent’s community could be a barrier to helpseeking. For these reasons, you should take into considerationthe spiritual and cultural context of the adolescent’s behaviours.On the other hand, you should not assume that unusual or outof-character behaviours are a part of the adolescent’s culture, asthey may be signs of mental health problems. Before acting onany assumptions it is important to explore these signs.SHAMEThe feeling of shame for an Aboriginal or Torres Strait Islanderperson is not easily defined and bears little or no resemblance toa dictionary definition. Shame can occur when a person is singledout or in a circumstance that directly targets a person’s dignity.Shame may be felt as a result of: a lack of respect embarrassment self importance/self promotion rudeness a breach of accepted Aboriginal “norms” and/or taboosA shame job is an an event which causes a person shame orembarrassment.The concept of shame is very important within many Aboriginaland Torres Strait Islander communities. Shame can beoverwhelming, disempowering and can also act as a barrier toseeking help.Be aware of challenges the adolescent mightbe experiencingWhen providing mental health first aid to the adolescent youshould be aware that they may have additional challengesbecause of social problems such as racism and discrimination.The adolescent may carry a lot of anger from past injustices thatthey or their family have endured and you should consider thisin your approach.If the adolescent appears angry, irritable or frustrated, youshould not automatically assume it is a sign of an underlyingmental health problem. The adolescent might be expressingthese feelings due a range of other factors, e.g. transgenerationaltrauma, social disadvantage, racism and discrimination.Be aware that the adolescent is likely to have experienced thedeath of a family member, community member or friend. In fact,the adolescent may have experienced the death of more thanone loved one in a short space of time, making the recoveryprocess from each loss very difficult. It is important to be awareof how the adolescent’s family deals with death and grievingbecause this will vary between regions and families, e.g. somecommunities believe that mentioning the names of the deceasedor displaying their photograph will call the person’s spirit backand not let them pass on.Address the death of a person in a sensitive manner and beprepared to be led by the adolescent when discussing loss andany deceased relatives or friends.Also, when discussing death anda loss experienced by the adolescent, be aware that suppressedemotions may come to the surface.CULTURAL SAFETYPracticing cultural safety involves: Respecting the culture of the community by using appropriatelanguage and behaviour Never doing anything that causes the person to feel shame Supporting the person’s right to make decisions aboutseeking culturally based care.Learn about the adolescent’s cultural beliefs and concept ofmental illness A person’s culture plays a very important rolein the way they understand and talk about mental health andmental illness, and how they go about seeking help from friends,family or professionals.There are also differences in the way thatLearn about the adolescent’s cultural beliefsand concept of mental illnessA person’s culture plays a very important role in the way theyunderstand and talkabout mental health and mental illness,and how they go about seeking help from friends, familyor professionals. There are also differences in the way thatcommunities and individuals think about mental health. Inproviding mental health first aid, you should be aware that yourconcept of mental health may differ from the adolescent’s and,therefore, you should learn about the specific cultural beliefsthat surround mental illness in the adolescent’s community. Thisincludes being aware of the concept of mental illness within theadolescent’s community, including symptoms and behaviour, andthe terminology used. You should consider that the adolescentmight understand mental health within a wider context of healthand wellbeing, which includes how the adolescent functionssocially and emotionally in their community. The adolescent maysee behavioural signs of mental illness as part of a person’s spiritor personality and may not think of these as symptoms of amental illness.Think about the impact that family may haveon the adolescentRecognise the cultural significance of family and the importanceto the adolescent of strong family ties. Do not criticise membersof the adolescent’s extended family. Be aware that, because of thesignificance of family within Aboriginal communities, problemswithin the family can have a greater impact on the adolescent.3
COMMUNICATING WITH AN ABORIGINAL OR TORRES STRAIT ISLANDER ADOLESCENTUnderstand what might cause the adolescentto feel shameKnow how to handle concerns about culturalor gender differencesBe aware of the cultural concept of shame within the adolescent’scommunity. You should understand what might cause theadolescent to feel shame, such as topics or behaviours that maybe considered ‘mad’, abnormal, unusual or embarrassing, and doyour best to avoid these.You should also know how an Aboriginaladolescent might feel community shame. For example, do nottalk about the adolescent’s mental health problems in front ofother community members. In some communities the stigmaaround mental health is strong, so you need to be sensitive andcareful when approaching an adolescent and their family whomay be uninformed about mental health issues.Although it is important to be aware of the historical factorsthat may lead to shame, you should approach the adolescentwith an open mind and be careful not to push this previoustrauma upon them.Although some adolescents prefer confiding in people of theirown cultural background, don’t assume that this is alwaysthe case; ask if they would prefer this. Be aware that genderand cultural differences between yourself and the adolescentmight be exacerbated by discussing private issues, such ascommenting on the quality of family relationships, discussingintimate relationships, and, most particularly, topics that includeany issues of a sexual nature. If the adolescent shows anyconcern about a cultural or gender difference between the twoof you, you should explore the possibility of getting help fromsomeone the adolescent feels more comfortable with.Ask the adolescent who they wish to involvein discussionsBecause family and friends are a very big part of Aboriginaland Torres Strait Islander cultures, you should anticipate thatfamily or friends may expect to be involved in caring for theadolescent. If family or friends express that they wish to beinvolved, you should make sure the adolescent is okay with this.Allow the adolescent to choose who they talk to and who ispresent in these discussions.If the family of the adolescent are present, avoid askingthe adolescent questions that might cause the adolescentembarrassment. You should also ensure the adolescent has theopportunity to answer any questions, even though the familymay answer for them.Making the approachApproach the adolescent in a sensitive andappropriate mannerAn introduction may be needed between yourself and theadolescent. If this is the case, you should be aware that whenAboriginal people introduce themselves, they may do this inrelation to their land/country, cultural background or origin. Ifyou are Aboriginal yourself, you should introduce yourself inthis way. Whether or not you are Aboriginal, you should offeryour first name to create a less formal atmosphere. Usingtitles such as ‘doctor’ or ‘mister’ creates a hierarchy, and theadolescent may perceive you as wanting power over them. Donot be overly assertive or ‘big-note’ yourself when talking withthe adolescent because it is not considered polite in manyIf you can’t help, ensure someone else doesYou may find yourself in the situation where the adolescent asksyou for help and you do not know much about the problem.In this instance, you should still try to support the adolescentand assist them to get other help. If you do suggest that theadolescent speak to someone else about their problem, youshould find a suitable replacement, rather than leaving this taskfor the adolescent, e.g. “I don’t know if I can offer the bestadvice on X, but I can help you find someone else to talk to.”Similarly, if the adolescent doesn’t feel comfortable talking toyou, you should help them to find a more suitable person totalk to.Aboriginal communitiesYou should make sure that you approach the adolescent privatelyabout their e
any assumptions it is important to explore these signs.a breach of accepted Aboriginal “norms” and/or taboos A shame job is an an event which causes a person shame or embarrassment. The concept of shame is very important within many Aboriginal and Torres Strait Islander communities. Shame can be
Aboriginal / Aboriginal Peoples – ‘Aboriginal’ is a general term used in the Canada Constitution (1982) to describe the Inuit, Métis Nation and First Nations and as such is still used in some official government documents but is falling out of use. Aboriginal Peoples is more acceptable than Aboriginal.
ABORIGINAL HAND PRINT The Aboriginal flag is very important to Aboriginal people all over Australia. It has been flown since the 1960s. When looking at the Aboriginal flag, there are three colours. The top half is black and represents Aboriginal people from all over Australia. The bottom half is red and represents the land “Our Mother .
This Aboriginal Health Plan 2018–2022 builds on the successes of the former Sydney South West Area Health Service Aboriginal Health Plan 2010–2014, and aligns with the National Aboriginal and Torres Strait Islander Health Plan 2013–2023, NSW Aboriginal Health Plan 2013–2023, and the Sydney Local Health District Strategic Plan.
Aboriginal women and reducing rates of potentially preventable hospitalisations among Aboriginal people. More broadly, it emphasises the impact that system-wide quality improvement efforts can have on Aboriginal people's health. Patient Perspectives: Hospital care for Aboriginal people does not consider the question of whether the gap is closing.
PARENT HANDBOOK – CLONTARF ABORIGINAL COLLEGE 2 Background and History Nidja Whadjuk Nyoongar Boodjar Noonook Nyininy. This is Whadjuk Nyoongar country you are sitting in. Clontarf Aboriginal College is situated in Whadjuk Nyoongar Boodjar. Nyoongar* is the general name for Aboriginal people in the south-west of Western Australia.
Aboriginal place names Invite an Indigenous artist to paint a mural Study Aboriginal or Torres Strait Islander arts and crafts Make your own Aboriginal or Torres Strait Islander art Read a dreamtime story Start your own Indigenous Hall of Fame featuring any local role models and achievers
Aboriginal/ATSI Content BERNDT, Catherine This is still Rainbow Snake Country Scholastic Bookshelf Aboriginal/ATSI Content BLAKE, Bronwyn Find me a River . Jackie Nanberry: Black Brother White Aboriginal/ATSI Content FRENCH, Jackie Rain Stones Bluegum Aboriginal/ATSI Content FRENCH, Jackie The Secret of the Black .
Aboriginal literatures should be more visible in the curriculum in all its diversity. The use of the common denominator “Indian” for all Aboriginal peoples often overshadows the fact that the Aboriginal peoples of Canada are culturally diverse and that each cultural group produces its own literature.
