Involvaboriginial People in Research Handouts - PCH | Perth .../media/Files/Hospitals/PCH...Research Skills Seminar Series 2019 CAHS Research Education Program ResearchEducationProgram.org

Research Skills Seminar Series 2019CAHS Research Education Program

ResearchEducationProgram.org

Involving Aboriginal People in Research Dr Michael Wright Curtin UniversityTelethon Kids Institute

presented by Glenn PearsonHead of Aboriginal Health, Telethon Kids Institute

with A/Prof Sue SkullHead of CAHS Research Education ProgramDepartment of Child Health Research, Child and Adolescent Health Service

2 August 2019

Research Skills Seminar Series | CAHS Research Education Program Department of Child Health Research | Child and Adolescent Health Service

Involving Aboriginal People in Research

CONTENTS:

1 PRESENTATION .................................................................................................................................. 1

2 INVOLVING ABORIGINAL PEOPLE IN RESEARCH – ADDITIONAL NOTES AND RESOURCES .................. 13

2.1 ETHICS AND HUMAN RIGHTS GUIDELINES RELEVANT TO CONDUCTING RESEARCH WITH ABORIGINAL COMMUNITIES ....................................................................................................................... 13

2.2 ABORIGINAL RESEARCH METHODOLOGIES AND PRINCIPLES ......................................................... 13

2.3 WORKING TOGETHER WITH ABORIGINAL COMMUNITIES .............................................................. 14

2.4 CO‐PRODUCTION AND PARTICIPATORY ACTION RESEARCH ........................................................... 14

2.5 LOOKING FORWARD PROJECT ENGAGEMENT AND RELATIONSHIP BUILDING PROCESSES ........... 14

2.6 USEFUL WEBSITES............................................................................................................................ 15

2.7 WA HEALTH ABORIGINAL CULTURAL E‐LEARNING – A HEALTHIER FUTURE ................................... 16

2.8 ABORIGINAL HEALTH IMPACT STATEMENT AND DECLARATION FOR WA HEALTH ........................ 17

2.9 KULUNGA ABORIGINAL RESEARCH DEVELOPMENT UNIT (KARDU) ................................................ 17

© CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, WA 2019

Copyright to this material produced by the CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, Western Australia, under the provisions of the Copyright Act 1968 (C’wth Australia). Apart from any fair dealing for personal, academic, research or non‐commercial use, no part may be reproduced without written permission. The Department of Child Health Research is under no obligation to grant this permission. Please acknowledge the CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service when reproducing or quoting material from this source.

2/08/2019

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CAHS Research Education Program

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RESEARCH SKILLS SEMINAR SERIES 2019CAHS Research Education Program


Involving Aboriginal Peoplein ResearchGlenn PearsonHead of Aboriginal Research, Telethon Kids Institute

A/Prof Sue SkullHead of CAHS Research Education Program, Dept. of Child Health Research


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Overview1. Context is important

• Potential barriers and facilitators

2. Asking about Aboriginality

3. Recruitment and retention issues

4. WAAHEC

5. Important guidelines, e‐learning

Context is important

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1.

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History Matters Aboriginal people classified as “flora and fauna” until 1967

Voting rights – all states 1850s except WA 1962, Qld 1965

“Chief Protector of Aborigines” controlled until 1963:place of residence, property, marriage, education

Stolen “generation”: policy of removal of childrenuntil 1969(“Protector” = legal guardian until 1963)

Wages controlled until mid‐1980s

Multi‐generational impact on mentaland physical wellbeing

Basic Understandings

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All communities (and individuals) are different

Ask and Listen

Collectivist cultural perspective

Whilst improving, health remains on average worse

• Likely to be over‐represented in clinical research

• Complex social factors are major determinant

• Life expectancy, crowding, homelessness, CVD, diabetes, renal disease, obesity

Geography ‐ Urban 32%, rural 43%, remote 24%

Employment

Literacy/Education

Language

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Cultural factors – family, relevance, ownership

Language/literacy/education

Geography/access

Distrust of government/organisations

Potential Barriers to Conducting Research

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Community engagement

Ownership

Leaving something behind

Important Facilitators for Research

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Long‐term skills

Ownership

Knowledge

Change in policy and practice

Research translation is critical

Leaving Something Behind

Asking about Aboriginality

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2.

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Required for every person at a WA Health service

Consider as a standard subgroup analysis

Can’t determine status based on appearance

It’s fair – we ask this of everyone

Can direct to specific services

Aboriginality – Ask the Question

The Federal Government defines an Aboriginal person as someone who:

is of Aboriginal descent;

identifies as an Aboriginal person; and

is accepted as an Aboriginal person by the community in which they live

Recruitment and Retention Issues

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3.

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Voluntary

Ongoing process

Plain language

Allow Time

Information Sheets and Informed Consent– Flip charts

– Videos

– Group discussions

– Letters

– Posters

– Photos

“Consent should be a voluntary choice, and should be based on sufficient information and an adequate understanding of both the proposed research and the implications of participation” National Statement on Ethical Conduct in Human Research (2007) 14

Consent example – Multiple bits

All the information you give us will be kept private. Your name will not appear next to any private information. A number will be used instead. I understand that I do not have to be in the study if I don’t want to and I can stop at any stage. I understand that the ownership of Aboriginal knowledge and cultural heritage is kept by the person telling us the information and this will be acknowledged in research findings and when the research is shown to other people.Name (print):___________________________________________Signed ____________________________________________ (participant):

Date_ ____WITNESSI have described to …………………………………………………….. the nature of the procedures to be carried out. In my opinion she/he understood the explanation.

Status in Project: ……………………………………………………………………….Name: …………………………………………………………………………(signature) (date)

Interpreter (if used):I …………………………………………………….. have translated the above information explaining the nature of the procedures to be carried out. ……………………………………… indicated that they understood the explanation.Interpreter’s Name: …………………………………………………………………………

(signature) (date)

WAAHEC

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4.

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WAAHEC sits within Aboriginal Health Council of WA

Submit if research involves Aboriginal or Torres Strait Islander participants and:

• Indigenous status is a key determinant

• Data collection directed at Aboriginal people

• Aboriginal people’s data to be examined separately

• Data to impact on Aboriginal communities

• Aboriginal health funds are a source of funding

• Likely to be overrepresented in the study

WA Aboriginal Health Ethics Committee

“NHMRC Values and Ethics: Guidelines for ethical conduct in Aboriginal and Torres Strait Islander Health Research 2003”

“NHMRC Keeping Research on Track 2006”

WAAHEC: www.ahcwa.org.au/ethics

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Important Guidelines

E-Learning

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5.

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Important Guidelines

NHMRC National Statement 2007 on Ethical Conduct in Human Research

Australian Code for the Responsible Conduct of Research

NHMRC “Values and Ethics: Guidelines for Ethical Conduct in Aboriginal and Torres Strait Islander Health Research” 2003;

NHMRC Keeping Research on Track 2006: a guide for Aboriginal and Torres Strait Islander peoples about health research ethics

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Compulsory for WA Health professionals – 1.5 hours

Via www.techniworks.com.au

Optional Aboriginal Cultural Learning Sessions

WA Health Aboriginal Cultural e-Learning Humility, inquisitiveness and openness: key attributes for effectively engaging with Aboriginal people

Glenn Pearsonpresenting on behalf of Dr Michael Wright

Funded by the National Health & Medical Research Council

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Location

Ngulluk kaaditjNyoongar moortkeyen kaadaknidja boodja.Ngung myal koortwirrin djoorapindenang.

Wandju wandju nidja Wadjuk Nyoongar boodjaSource: Wikipedia

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How can services be more accessible and more responsive to meet the needs of Nyoongar families?

Key questions:

• 1. Services: Why aren’t Aboriginal people using mental health and drug and alcohol services?

• 2. Community: Why aren’t these services ’safe’ for us to access as Aboriginal people?

Project aims…

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Why aren’t Aboriginal people accessing mental health services in a timely manner? Relevance and mistrust of the practices by

mainstream service providers

Staff lack knowledge about Aboriginal (Nyoongar) culture

Services do not feel ‘safe’ for Aboriginal (Nyoongar) people

Uncle Mort and Aunty Viv Hansen welcome Looking Forward Project participants on to Country,

Christmas Tree Well, Brookton Highway, 2014

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What needs to change for Aboriginal people to access mental health services in a timely manner?

We are not just Aboriginal; we are Nyoongar

“If a Nyoongar family seeks a cultural assessment for a person with a mental illness, ‘the service’ will provide someone from the

Pilbara of the Kimberley – why? Because they believe us Nyoongar people don’t have a culture.”

“To treat us equally, you need to treat us differently…”(Canadian philosopher, Charles Taylor, 1992)

Nyoongar history…

2006

1900to

2000

1840 to

1890

1829 to

1840

Before1829

‘Adaptation and Cultural Exchange’

Still Nyoongar Law and Custom is practised

Before ColonizationNyoongar Law

and Culture practised

After Colonization, Nyoongar Law and Culturecontinued to be practised

Government Policies designed to break down Nyoongar Law and Culture

(‘1905 Act’)

Native Title granted over the Perth Metro Area and still Nyoongar Law and

Custom is practised

Host J & Owen C, 2009. "It's Still in My Heart, This is My Country": The Single Noongar Claim History. UWA Press.

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Art of Engagement…

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Unique history of Wadjuk Nyoongar people:

1. 1829 – 2016: they think we have no culture

2. WA 1905 Act

3. We are not Aboriginal, we are Nyoongar

Engaging with Aboriginal people AND their culture

Elders are the key…

Engaging with people and their culture

Aunty Dot Getta serves her kangaroo stewand damper to Looking Forward Project participants at

Spectacles wetlands, Kwinana 2014

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Journey with Elders…

Storying is a cross cultural research methodologythat involves deep listening,

Shared storying allows for an appreciation of shared histories and a shared understandings about health, wellbeing and identity,

Storying is central to Aboriginal peoples’ ways of being and doing for engagement, inclusivity and reciprocity.

Stories personalise and contextualise.

Stories are the glue: The means to connect ideas and places that people know and value.

Stories teach us how to sit and listen.

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Elders as teachers require researchers…1. Being present:

• Not knowing

• Not the being the expert

• Working with uncertainty

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Elders as teachers require researchers…2. Experiential learning:

• Being reflective(understanding ‘why’)

• Being reflexive(responding to ‘why’)

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Elders as teachers require researchers…3. Understanding the context:• History (current and past)• People (Elders, consumers,

carers)• Place (Local, specific)• Purpose/situation

(priorities)• Time

(rhythm of the people you’re working with)

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Elders as teachers require researchers…4. Meaningful relationships:

• Being authentic

• Being reliable

• Persistent and respectful engagement

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How should research approach this work with elders as community members?

1. Humility

2. Inquisitiveness

3. Openness

Art of relationships…

1. Creative

2. Confident

3. Courageous

Journey with the Elders…

Uncle Albert and Aunty Irene McNamara with David Dickinson, Partners In Recovery Manager, Richmond Wellbeing, NAIDOC event,

Champion Centre, Armadale 2014

Minditj Kaart-Moorditj Kaart1Framework for systematic change in service delivery

1. ‘Sick Head to Good Head’.

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The art of preparation…

Dominant paradigm values:

Thinking

“Expert”

Specialist

Condition for Engagement…Shared Intention

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Experiential learning:

Reflective – understanding ‘why’

Reflexive – responding to ‘why’ through praxis


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Contextual:

People – Elders, consumers, carers

Place – local, specific, embedded

Purpose/situation – priorities

Time – rhythm of the people you are working with


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Translation:

Capable

Competent

Confident

Feeds back to Community who… in turn…

Feedback into the process (through Elders)…

‘What are the outcomes we want to work on together?’


Minditj Kaart-Moorditj Kaart1Framework for systematic change in service delivery

1. ‘Sick Head to Good Head’.

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Project Aim:The implementation of more culturally secure ways of working will result in increased numbers of Aboriginal people accessing mental health and drug and alcohol services; improved Aboriginal community perceptions of these services; and better health and wellbeing outcomes for Aboriginal clients and their families.

Changes to organisational policies and practices will be sustained through direct engagement with Aboriginal Elders during the project and beyond.

Looking Forward-Moving Forward Project

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Aboriginal (Nyoongar)

Elders

2

Drug and Alcohol Support Agencies

4

Mental Health Service Providers

3

Sector Peak Bodies

Mental Health

Commission WA

2017 ‐ 2021

A Partnership grant submission to the National Health and Medical Research Council in collaboration with Service organisations, peak agencies and WA Mental Health Commission.

Looking Forward-Moving Forward Project

How are Nyoongar clients ACCESSING services?

1. Implement, measure and validate the Framework in service agencies.

2. Measure the collective impact of the Framework across service agencies.

ACCESS

How are services RESPONDING to Nyoongar clients?

3. Design and implement a translation plan to maximize the take‐up of the Framework across the social services sectors.

4. Assess the economic implications of implementing the Framework.

RESPONSIVE

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Communication is key, it is the glue!

Trust is critical

Understand true co‐production

Trust and co‐production work together

Understand your own position/worldview in order to work with others

Think about the place/s in which you undertake research

Key Learnings

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Wright, M, Davison, S & Petch, E, 2017, Making visible the invisible: Aboriginal forensic mental health, Lancet Psychiatry, September 21, 2017, (17)30234‐1.

Wright M, Lin A & O'Connell M, 2016, Humility, inquisitiveness and openness: key attributes for meaningful engagement with Nyoongar people, Advances in Mental Health: Promotion, Prevention and Early Intervention.

Wright, M & O’Connell, M, 2015, Negotiating the right path: effecting change in the provision of healthcare, Action Learning, Action Research Journal, 21(1), 108‐123.

Wright, M, 2014, Reframing Aboriginal care‐giving, in Working Together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice (Edn 2), Dudgeon, P, Milroy, H & R. Walker (Eds), Commonwealth of Australia, pp. 243‐256.

Wright, M, Culbong, M, O’Connell, M, Jones, T & D Ford, 2013, Weaving the narratives of relationship into community‐based participatory research, New Community Quarterly, 11(3) Issue 43, 8‐14.

Wright, M, Culbong, M, Jones, T, O’Connell, M & D Ford, 2013, Making a difference: Engaging both hearts and minds in research practice, Action Learning, Action Research Journal, 19(1), 36‐61.

Wright, M, O’Connell, M & Jones, T, 2013, Open Hearts, Open Hands: A spiritual journey of change, Handbook produced for service providers participating in the Looking Forward Project.

Wright, M, 2011, Research as intervention: Engaging silenced voices, Action Learning, Action Research Journal, 17(2), 25‐46.

Publications m.wr i g h t@cu r t i n . e du . a u

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Action Plan to Make The Health Of Aboriginal Children Everyone’s Business at the Telethon Kids Institute

August 2019

The Health of Aboriginal Children is Everyone’s

Business

Pre‐funding (65%)

Advice

Identifying partnersEngagement & consultation

Project Design

Proposal review

Funded (25%)

Ethics

Implementation

Research governance

Data collection

Analysis

Trouble Shooting

Post (10%)

Assist in Exit Strategy

Dissemination

Advocacy

Next idea/ project

Maintain relationship

Kulunga Aboriginal Development Unit (KARDU) Ngulluk Koolunga, Ngulluk Koort(Our Children, Our Heart) Project

Telethon Kids Institute

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The Project

.

• Ngulluk Koolunga Ngulluk Koort is a five year (2016‐2020) project working with the

Aboriginal community(s) of Perth to improve outcomes for young Aboriginal children

and their families.

• The project is focused on enhancing non‐Aboriginal knowledge and understanding

about Aboriginal families’ values around child rearing

• This is a participatory action research project whose methods and knowledge

exchange processes have been developed from the ground‐breaking work of Dr

Michael Wright in the Looking Forward Project.

Our Elders

Thank you

Glenn Pearson

Head Aboriginal Health Research

Telethon Kids Institute

[email protected]

2/08/2019

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RESEARCH SKILLS SEMINAR SERIES 2019Research Education Program


© Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, WA 2019

Copyright to this material produced by the Research Education Program,Department of Child Health Research, Child and Adolescent Health Service, WesternAustralia, under the provisions of the Copyright Act 1968 (C’wth Australia). Apartfrom any fair dealing for personal, academic, research or non-commercial use, nopart may be reproduced without written permission. The Department of Child HealthResearch is under no obligation to grant this permission. Please acknowledge theResearch Education Program, Department of Child Health Research, Child andAdolescent Health Service when reproducing or quoting material from this source.

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2 INVOLVING ABORIGINAL PEOPLE IN RESEARCH – ADDITIONAL NOTES AND RESOURCES

2.1 ETHICS AND HUMAN RIGHTS GUIDELINES RELEVANT TO CONDUCTING RESEARCH WITH ABORIGINAL COMMUNITIES

The following documents are important and useful guides:

National Health and Medical Research Council “Values and Ethics: Guidelines for Ethical Conduct in Aboriginal and Torres Strait Islander Health Research” 2003; http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/e52.pdf

NHMRC Keeping Research on Track 2006: a guide for Aboriginal and Torres Strait Islander peoples about health research ethics http://www.nhmrc.gov.au/guidelines/publications/e65

United Nations Declaration on the Rights of Indigenous Peoples, 2008 http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

National Statement on Ethical Conduct in Human Research – updated May 2015

http://www.nhmrc.gov.au/book/national‐statement‐ethical‐conduct‐human‐research

Australian Code for the Responsible Conduct of Research (2007) – living document

http://www.nhmrc.gov.au/publications/synopses/r39syn.htm

http://www.nhmrc.gov.au/_files_nhmrc/file/publications/synopses/r39.pdf

2.2 ABORIGINAL RESEARCH METHODOLOGIES AND PRINCIPLES

For further reading around research principles and methodologies for working with Indigenous peoples, as applied in Australia and internationally, please see the following articles and/or books:

Bessarab, D & Ng’andu B 2010, ‘Yarning about yarning as a legitimate method in Indigenous research’, International Journal of Critical Indigenous Studies, vol. 3, no.1, pp. 37‐50.

Dudgeon, P 2008, ‘Empowering research with Indigenous communities’, Ngoonjook: a Journal of Australian Indigenous Issues, vol. 32, pp. 8‐26.

Dudgeon, P, Kelly, K & Walker, R 2010, ‘Closing the gaps in and through Indigenous health research: Guidelines, processes and practices.’ Australian Aboriginal Studies, no. 2, pp. 81‐91.

Jamieson, LM, Paradies, YC, Eades S et al 2012, ‘Ten principles relevant to health research among Indigenous Australian populations’, The Medical Journal of Australia, vol. 197, pp. 16‐18.

Tuhiwai‐Smith, L 2003, Decolonizing methodologies: Research and Indigenous People. University of Otago Press, Dunedin, NZ.

Wright M 2011, ‘Research as intervention: Engaging silenced voices’, Action Learning Action Research Journal, vol.17, no.2, pp. 21‐41.

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2.3 WORKING TOGETHER WITH ABORIGINAL COMMUNITIES

For more information about community capacity building strategies and working with Indigenous peoples please see the following:

Chino, M & DeBruyn, L 2006, ‘Building true capacity: Indigenous models for Indigenous communities’, American Journal of Public Health, vol. 96, no. 4, pp. 596‐599.

Dudgeon, P, Milroy, H & Walker, R (eds) 2014, Working Together: Aboriginal and Torres Strait Islander Mental Health and Wellbeing Principles and Practice, 2nd edn. Commonwealth Attorney‐General’s Department, Canberra ACT.

Available online at:

http://www.creahw.org.au/kulunga‐research‐network/working‐together‐2nd‐edition‐(1)/

Hunt J, 2013, Engaging with Indigenous Australia—exploring the conditions for effective relationships with Aboriginal and Torres Strait Islander communities. Australian Institute of Health and Welfare & Melbourne: Australian Institute of Family Studies: Produced for the Closing the Gap Clearinghouse, Canberra ACT.

2.4 CO‐PRODUCTION AND PARTICIPATORY ACTION RESEARCH

For a general overview of co‐production please refer to:

Boyle, D, Coote, A, Sherwood, C & Slay, J 2010, ‘Right Here, Right Now: Taking co‐production into the mainstream. Nesta, London, UK.

This discussion paper is available online at:

http://www.nesta.org.uk/publications/co‐production‐right‐here‐right‐now

Minkler M & Wallerstein N (eds) 2010, Community‐Based Participatory Research for Health: From Process to Outcomes. 2nd edn. Jossey‐Bass, San Francisco.

2.5 LOOKING FORWARD PROJECT ENGAGEMENT AND RELATIONSHIP BUILDING PROCESSES

The Looking Forward Project is a participatory action research project that brings together the Nyoongar community in the south‐east metropolitan corridor of Perth with services from mental health and drug and alcohol sectors, to develop new ways of working to provide more culturally secure health care, and thus increase access for and responsiveness to Nyoongar families. To learn more about the Looking Forward Project team’s process of engagement with the Nyoongar community please see the project handbook and peer‐reviewed publications:

Wright, M, O’Connell, M & Jones, T 2013, ‘Open Hearts, Open Hands: A spiritual journey of change’. Handbook produced for service providers participating in the Looking Forward Project.

Available online at:

http://aboriginal.telethonkids.org.au/media/1087368/OH‐OH_Handbook_Edn2_FULL.pdf

Wright, M, Davison, S & Petch, E, 2017, Making visible the invisible: Aboriginal forensic mental health, Lancet Psychiatry, September 21, 2017, (17)30234‐1.

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Wright M, Lin A & O'Connell M, 2016, Humility, inquisitiveness and openness: key attributes for meaningful engagement with Nyoongar people, Advances in Mental Health: Promotion, Prevention and Early Intervention.

Wright, M & O’Connell, M, 2015, Negotiating the right path: effecting change in the provision of healthcare, Action Learning, Action Research Journal, 21(1), 108‐123.

Wright, M, 2014, Reframing Aboriginal care‐giving, in Working Together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice (Edn 2), Dudgeon, P, Milroy, H & R. Walker (Eds), Commonwealth of Australia, pp. 243‐256.

Wright, M, Culbong, M, O’Connell, M, Jones, T & D Ford, 2013, Weaving the narratives of relationship into community‐based participatory research, New Community Quarterly, 11(3) Issue 43, 8‐14.

Wright, M, Culbong, M, Jones, T, O’Connell, M & D Ford, 2013, Making a difference: Engaging both hearts and minds in research practice, Action Learning, Action Research Journal, 19(1), 36‐61.

Wright, M, O’Connell, M & Jones, T, 2013, Open Hearts, Open Hands: A spiritual journey of change, Handbook produced for service providers participating in the Looking Forward Project.

Wright, M, 2011, Research as intervention: Engaging silenced voices, Action Learning, Action Research Journal, 17(2), 25‐46.

Papers available online at:

http://aboriginal.telethonkids.org.au/centre‐for‐research‐excellence‐(cre)/our‐people/chief‐investigators/dr‐michael‐wright/

For more information about the project, please contact the Lead Researcher: Dr Michael Wright Email: [email protected] or [email protected] Web: http://creahw.org.au/centre‐for‐research‐excellence‐(cre)/looking‐forward/

2.6 USEFUL WEBSITES

http://www.healthinfonet.ecu.edu.au/

The Australian Indigenous HealthInfoNet is an innovative internet resource that aims to inform practice and policy in Aboriginal health by making research and other knowledge readily accessible.

http://aiatsis.gov.au/

The Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) is a world‐renowned research, collections and publishing organisation which promotes knowledge and understanding of Aboriginal and Torres Strait Island cultures, traditions, languages and stories, past and present.

http://www.lowitja.org.au/

The Lowitja Institute is Australia’s national institute for Aboriginal and Torres Strait Islander health research.

http://www.ahcwa.org.au/

The Aboriginal Health Council of WA (AHCWA) is the peak body for the 21 Aboriginal Community Controlled Health Services (ACCHSs) in Western Australia. ACHWA acts as a forum to lead the development of Aboriginal Health policy, to influence and monitor performance across the health sector, to advocate for

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and support community development and capacity building in Aboriginal Communities, and to advocate for the rights and entitlements of all Aboriginal people throughout Western Australia, at a local, regional, State and National level.

The Western Australian Aboriginal Health Ethics Committee (WAAHEC) operates through ACHWA and is recognised and registered with the National Health and Medical Research Council (NHMRC).

For information about meeting dates, the research application process and required forms see: https://www.ahcwa.org.au/ethics

The WAAHEC Policy and Procedures Manual is a very helpful document: https://docs.wixstatic.com/ugd/539530_ba3e00a314b14c1ca3ade61e5b934594.pdf

Questions and Answers about Aboriginal & Torres Strait Islander Peoples. Australian Human Rights Commission. https://www.humanrights.gov.au/publications/questions‐and‐answers‐about‐aboriginal‐torres‐strait‐islander‐peoples

Summary of Australian Indigenous health, 2014. Australian Indigenous HealthInfoNet (2015) http://www.healthinfonet.ecu.edu.au/health‐facts/summary

2.7 WA HEALTH ABORIGINAL CULTURAL E‐LEARNING – A HEALTHIER FUTURE

Compulsory for WA Health professionals; 1.5 hours, via www.techniworks.com.au

Aboriginal Cultural Learning Sessions are additional face‐to‐face learning sessions that are organised by your Health Service to provide you with the opportunity to learn about Aboriginal culture relevant to your work area (optional).

If you would like to attend an Aboriginal Cultural Learning Session, please contact your Health Service’s Aboriginal Health team.

Health Service Phone number Email

North Metropolitan Health Service

9380 7700 [email protected]

South Metropolitan Health Service


Child and Adolescent Health Service


WA Country Health Service


Department of Health Divisions, Royal Street


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2.8 ABORIGINAL HEALTH IMPACT STATEMENT AND DECLARATION FOR WA HEALTH

When developing new and revised statewide health policies, strategies, programs, practices and/or procedures that may impact on Aboriginal people, families and communities, it is a requirement of Operational Directive: 0476/13* that an Aboriginal Health Impact Statement and Declaration (ISD) be completed. If you are required to complete an Aboriginal Health Impact Statement and Declaration, Aboriginal Health, Department of Health has developed this online training to help guide you through the process. https://www.techniworks.com.au/Host/courses/portals/HEALTHWA_CTG_PORTAL/impact_statement.asp *http://www.health.wa.gov.au/CircularsNew/circular.cfm?Circ_ID=13038

For content issues, contact the Aboriginal Cultural Learning Support Team. Ph: 9222 4466 or 9222 4089 E: [email protected]

For general enquiries, refer to the FAQs or contact your Health Service. North Metropolitan Health Service E: [email protected]

South Metropolitan Health Service E: [email protected]

Child and Adolescent Health Service E: Learning&[email protected]

WA Country Health Service E: [email protected]

Department of Health Divisions, Royal Street E: [email protected]

2.9 KULUNGA ABORIGINAL RESEARCH DEVELOPMENT UNIT (KARDU)

The focus of this unit is on facilitating research opportunities that involve Aboriginal families and communities, as well as building the capacity of researchers working on Aboriginal projects. For more information about KARDU and Aboriginal research at the Telethon Kids Institute, please contact the Head of Aboriginal Research Development: Mr Glenn Pearson Kulunga Aboriginal Research Development Unit (KARDU) Telethon Kids Institute 100 Roberts Rd SUBIACO WA 6008 Tel: (08) 9489 7777 Email: [email protected] Web: http://telethonkids.org.au/our‐research/aboriginal‐health/

Research Skills Seminar Series 2019CAHS Research Education Program


[email protected]

© CAHS Research Education Program, Department of Child Health Research, Child and Adolescent Health Service, WA 2019

Copyright to this material produced by the CAHS Research Education Program,Department of Child Health Research, Child and Adolescent Health Service, WesternAustralia, under the provisions of the Copyright Act 1968 (C’wth Australia). Apartfrom any fair dealing for personal, academic, research or non-commercial use, nopart may be reproduced without written permission. The Department of Child HealthResearch is under no obligation to grant this permission. Please acknowledge theCAHS Research Education Program, Department of Child Health Research, Childand Adolescent Health Service when reproducing or quoting material from thissource.


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Involvaboriginial People in Research Handouts - PCH | Perth .../media/Files/Hospitals/PCH...Research Skills Seminar Series 2019 CAHS Research Education Program ResearchEducationProgram.org