Social Work Practice With Aboriginal Populations

As many Aboriginals stood in the way of European economic expansion, Europeans forced the younger generation of Aboriginals to residential schools. This justified and assisted in their need to revolutionize former Aboriginal beliefs. More specifically, the correspondence principle identifies the changes Aboriginal children had to make in school in order to reflect that of the normal workplace. For instance, certain ideologies were enforced by residential schools. Aboriginal children were punished if they spoke in their native tongue, as this rule was reflected and followed in the workplace. With these regulations in place, the Aboriginal culture was on the verge of destruction, as it was nearly impossible for any future Aboriginal generations to receive proper knowledge on their native culture. More generally, conflict theory is based on social inequality, and it explains how the powerful promote their own interests at the expense of the weak (Ravelli & Webber, 2010). Residential schools signify this notion, as the Aboriginals were mistreated and abused by the more powerful, prominent religious figures in the school. Overall, the conflict theory best describes the residential school system, and it correctly identifies how the Aboriginal culture was destroyed as a result.

This meant that all matters that had to be discussed had to be approved by the government appointed Indian agent before a chief and council could address the matter. Once matters were discussed any resolution had to be agreed upon by the appropriate federal minister before being enacted. When people attempted to address grievances or complaints they had with the government and the Indian Act System, new laws were passed to stop them from organizing and effectively dealing with the issues brought to their attention.

Knockwood explains the enforcement of residential ideologies as a “combination of physical intimidation and psychological manipulation which produced terror and confusion” (12). The premise of residential schools was to strip Indigenous children from their culture and Indigenous identity, forcing them to only speak English, or face severe consequences. Despite the government and churches best efforts, many Indigenous children still maintained their cultural roots and kept their language while at home. This governmental need for assimilation has had lasting impacts far beyond the scope of active residential schools. Neeganagwedgin notes, “while the schools may be physically closed, the legacy lingers” (34). Beyond this, she urges, present-day institutions still function in a way that continues to undermine and systematically deny, “Indigenous peoples their inherent rights as First Peoples” (Neeganagwedgin 34); such as the justice system, child welfare and the education systems.

A lot of aboriginal students are now graduating high school in the past few years. But, now they seem to rank lower in education, higher rates of unemployment, along with higher rates of smoking, alcohol and drug abuse, which can lead to needing a lot more health care than the average person. (Dr. Chandrakant P. Shah. 2005, page.3)

Improve outcome for Aboriginal client Partnership and consultation with the elders o the leader of the community. More participation of complex need/marginalized client. Number of staff that have received culturally sensitivity training. Increase the number of Aboriginal /Torres

Residential schools started in the 1870s and ended in the 1990s. The last one to close was in 1996. Aboriginal children from the ages of 4-16 were forced out of their homes and put into residential schools. The point of these schools was “to kill the Indian in the child”. It is estimated that over 150,000 aboriginal children attended the residential schools.

Throughout the early 20th century, the Australian public was led to believe that Aboriginal children were disadvantaged in their communities, and that there was a high risk of physical and sexual abuse. Aboriginal children were being removed in order to be exposed to ‘Anglo values’ and ‘work habits’ with a view to them being employed by colonial settlers, and to stop their parents, families and communities from passing on their culture, language and identity

Government policies authorising the removal of Aboriginal children have caused extensive and unrepairable damage to every aspect of Indigenous culture. It could be argued that the emotional turmoil which occurred as a result of this policy, is greater than any physical abused ever faced by the Australian Aboriginal people. The act of child removal would be a scarring experience for parents and children of any race or culture. This policy had a particularly damaging impact on the Indigenous people as their identity is based within a set of strong traditional guides and teachings. These lessons are not recorded, but can only be taught through speaking with elders and learning through a connection to others within the mob, connection to art forms

In Seeking Mino-Pimatisiwin: An Aboriginal Approach to Healing, Michael Hart discusses the interaction between social work and Aboriginal people. He notes that, traditionally, social work and psychology have taken a very Euro-centric approach, which has disenfranchised Aboriginal people. He discusses how Aboriginal concepts can be incorporated into social work techniques in order to be inclusive, rather than exclusive, of Aboriginal people. He focuses specifically on the sharing circle as a way of using Aboriginal techniques in the counseling context.

Many of today’s key influencers in aboriginal communities, including leaders, teachers and parents are residential school survivors. Transmitted through an intergenerational effect, the individuals of the aboriginal community still suffer from the lasting burdens from their ancestors. These burdens can attribute to personal emotional, physical and mental trauma, compromised ideology of family structure, and loss of tradition, culture, and language. It can also be said that aboriginals have suffered from a lack of self-esteem and self worth that has been instilled upon them. “This has manifested itself in self-abuse, resulting in high rates of alcoholism, substance abuse, and suicide” (Hanson 2009). After being treated poorly within the

Aboriginal child welfare agencies are required to follow provincial and territorial legislations to accommodate differing circumstances across the country and to share information on local problems and solutions. Often times, child welfare agencies across Canada do not follow a single definition of “child maltreatment” that would result in a child being removed from home. Thus, each province is responsible for their individual governing practices, policies and structures. The overarching goal is to provide culturally appropriate services for their populations which involve different systemic responses and varied service delivery models that attempt to better provide for the needs of Aboriginal children and their families.

To ensure cultural safety and professional relationships with Aboriginal and Torres Strait Islander people I will need to “create an environment that is physically, mentally, spiritually and emotionally safe for people” where they are not judged for whom they are or how they live (Cultural Safety, n.d). I need to ensure that professional relationships in the workplace are based on shared respect, shared knowledge and experience, tolerance of diversity and shared understanding of cultural safety. I need to have an open mind. I need to be knowledgeable and professional at all times. Respect has to be earned. I need to ensure that I respect and behave in a sensitive manner towards Aboriginal and Torres Strait Islander people, in order to get their

Social work is a complex and broad field and the relationship between social workers and Indigenous Australians can be equally intricate and difficult to navigate. The theme of this paper will be; ‘understanding the relationship between the social work profession and Indigenous Australians’. A priority will be placed on analysing the historical relationship in reference to social work practice and related Government policy. Firstly, the history of social work and Indigenous policy will be discussed in relation to present work

The government has a history of not respecting the right that the indigenous people of Canada were promised years ago. They start projects on or near their land without their consent, or frankly not caring if they consent or not. The bottom line is, this issue needs to be resolved

The rights of Aboriginal and Torres Strait Islander people to own and control their cultural heritage, and their rights and interests in how they are portrayed (in images, text or the like), must at all times be respected and protected. Proper consultation processes with appropriate cultural authorities should always be followed and approvals and permissions sought accordingly.