(2008). A Shared History. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/shared/rationale.htm Stuurman, R., & Australian Infant, Child,Adolescent and Family Mental Health Association. (2002). Aboriginal identity in contemporary society.
282-290. In Maria Yellow Horse Brave Heart et al’s argument is that Indigenous Peoples have gone through a history of oppression and racism that has led to the formation of collective trauma across generations, and that there needs to be efforts to fix it. They state how this trauma causes depression and unresolved grief, and how American Indians “rank higher in health disparities than any other racial or ethnic group in the United States” (Brave Heart et al 282). They provide evidence for this by quoting Whitbeck’s research on the symptoms
Bias and Alternatives in Psychological Testing. Journal of Negro Education, 49(3), 352-352. Retrieved December 8, 2014, from JSTOR. Jencks, C., Smith, M., Acland, H., & Bane, M. (1972). Inequality: A reassessment of the effect of family and schooling in America.
Journal of Vocational Behaviour, 39, 54-75. Desimone, R. L., & Werner, J. M. (2010). Human resource development (6th ed.). Canada, CA: South-Western, Cengage Learning Learning. Encel.
South Melbourne : Macmillan, 1992.. (p67-69,93) Argues how families, educational institutions and mass media influences social structures, stereotyping, discrimination, prejudice on the basis of gender in society. 3. Szirom, T., 1988. Teaching Gender?, Vol. 1.
In Engaging and empowering aboriginal youth: A toolkit for service providers the author explains the importance of our shared history and recognizing this. “Within our shared history of colonization and assimilation, there is an obligation of the part of individuals and organizations in the dominant culture to find ways to balance out historical wrongs by helping to bring wider recognition to the immense value of indigenous knowledge and ways of practice” (Crooks, Chiodo, & Thomas, 2009, p. 3). To take an approach of respect and look at the history in which youth today may be dealing with. This can be done by changing program to make sure it is socially, and culturally appropriate. It is important in practice as child and youth workers to try and understand everyone we are working with, this can be done by taking this approach.
Realist perspective is used to describe the epistemological positivist and empiricist approach that pertains to the quantitative methodology to determine the risk factors associated with self-harming behaviors (Bryman, 1984). The question of determining the risk factors contributing to the level of self-harm in Aboriginal youth can be deduced from a causal relationship (Baum, 1995; Mason, 2012). The positivist philosophy will assume that there are risk factors that lead to self-harm in Canadian Aboriginal Youth, developing the research question and generating data to answer that question (Green & Thorogood, 2014). The quantitative data will be collected based on value-free assumptions, objectivity, and the reductionist theoretical framework by the researcher (Green & Thorogold, 2014; Yilmaz, 2013). The method to collect the data will be by pre-developing close-ended survey questions using a structured
[8 April 2015] Gaines, K.S. and Curry, Z.D. (2011) “The inclusive classroom: The effects of colour on learning and behaviour.” Journal of Family and Consumer Services Education, 29(1), 46-57 Carruthers, H.R., Morris, J., Tarrier, N. and Whorewell, P.J. (2010). The Manchester Color Wheel: Development of a novel way of identifying colour choice and it validation in healthy, anxious and depressed
Department of Health and Human Services Administration for Children and Families Administration on Children, Children Welfare Information Gateway , Child Maltreatment2011: Summary of Key Findings, Youth and Families Children’s Bureau ,2011, p2-3 "Child abuse – definition of child abuse by the Free Online Dictionary, Thesaurus and Encyclopedia". Thefreedictionary.com. Retrieved 15 September 2010. Children Welfare Information Gateway, A Coordinated Response to Child Abuse and Neglect: The Foundation for Practice (online), https://www.childwelfare.gov/pubs/usermanuals/foundation/foundationc.cfm, accessed 01/01/14 UNICEF, <http://www.unicef.org/about/who/index_faq.html>, Accessed 02/01/14 UNICEF, Fact Sheet: Child Soldier <http://www.unicef.org/about/who/index_faq.html>, Accessed
the implementation of an integrated and seamless system of licensing, regulation and accreditation within a national quality framework for early childhood education and care services; b. the development of options for quality standards which could be applied in early childhood education and care settings; and c. approach for the development of a quality rating system for early childhood education and care services (Stokes, 2012). These initiatives included the introduction of the National Quality Framework (NQF) for early childhood education, which was implemented from January 2012, heralding a shift in the historic divide between ‘care’ and ‘education’ for children attending early childhood services in Australia, offering a more integrated system which combines both education and care (Durry, Miller & Campbell, 2013), under a structured, efficient and accountable system. In so doing, taking the first steps to formally recognizing the early childhood sector as an integral part of the educational system in Australia. The primary objectives behind the introduction of the NQF is to ensure; a. Health, wellbeing the safety of children attending education and care services; b.
(2010) findings and further highlight the harmful physical and psychological effects of mandatory detention on children and their families. The mistreatment of asylum seekers, both young and old, as well as the serious lack of high quality, accessible medical services is a significant