Relevant bibliographies by topics / Children, Aboriginal Australian – Treatment

Academic literature on the topic 'Children, Aboriginal Australian – Treatment'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Children, Aboriginal Australian – Treatment"

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Coates, Harvey. "Treatment of Otologic Disease in Australian Aboriginal Children." Ear, Nose & Throat Journal 83, no. 9_suppl_4 (September 2004): 23–24. http://dx.doi.org/10.1177/01455613040839s409.

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Gramp, Prudence, and Dallas Gramp. "Scabies in remote Aboriginal and Torres Strait Islander populations in Australia: A narrative review." PLOS Neglected Tropical Diseases 15, no. 9 (September 30, 2021): e0009751. http://dx.doi.org/10.1371/journal.pntd.0009751.

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Scabies has recently gained international attention, with the World Health Organization (WHO) recognizing it as a neglected tropical disease. The International Alliance for the Control of Scabies recently formed as a partnership of more than 15 different countries, with an aim to lead a consistent and collaborative approach to preventing and controlling scabies globally. Scabies is most prevalent in low-resource and low socioeconomic areas that experience overcrowding and has a particularly high prevalence in children, with an estimated 5% to 10% in endemic countries. Scabies is widespread in remote Aboriginal and Torres Strait Islander communities in Australia with the prevalence of scabies in Aboriginal and Torres Strait Islander children in remote communities estimated to be as high as 33%, making it the region with the third highest prevalence in the world. This population group also have very high rates of secondary complications of scabies such as impetigo, poststreptococcal glomerulonephritis (PSGN), and rheumatic heart disease (RHD). This article is a narrative review of scabies in remote Aboriginal and Torres Strait Islander populations in Australia, including clinical manifestations of disease and current treatment options and guidelines. We discuss traditional approaches to prevention and control as well as suggestions for future interventions including revising Australian treatment guidelines to widen the use of oral ivermectin in high-risk groups or as a first-line treatment.
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Waddington, Claire S., Charlie McLeod, Peter Morris, Asha Bowen, Mark Naunton, Jonathan Carapetis, Keith Grimwood, et al. "The NICE-GUT trial protocol: a randomised, placebo controlled trial of oral nitazoxanide for the empiric treatment of acute gastroenteritis among Australian Aboriginal children." BMJ Open 8, no. 2 (February 2018): e019632. http://dx.doi.org/10.1136/bmjopen-2017-019632.

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IntroductionDiarrhoeal disease is the second leading cause of death in children under 5 years globally, killing 525 000 annually. Australian Aboriginal and Torres Strait Islander (hereafter Aboriginal) children suffer a high burden of disease. Randomised trials in other populations suggest nitazoxanide accelerates recovery for children with Giardia, amoebiasis, Cryptosporidium, Rotavirus and Norovirus gastroenteritis, as well as in cases where no enteropathogens are found.Methods and analysisThis double blind, 1:1 randomised, placebo controlled trial is investigating the impact of oral nitazoxanide on acute gastroenteritis in hospitalised Australian Aboriginal children aged 3 months to <5 years. Dosing is based on age-based dosing. The primary endpoint is the time to resolution of ‘significant illness’ defined as the time from randomisation to the time of clinical assessment as medically ready for discharge, or to the time of actual discharge from hospital, whichever occurs first. Secondary endpoints include duration of hospitalisation, symptom severity during the period of significant illness and following treatment, duration of rehydration and drug safety. Patients will be followed for medically significant events for 60 days. Analysis is based on Bayesian inference. Subgroup analysis will occur by pathogen type (bacteria, virus or parasite), rotavirus vaccination status, age and illness severity.Ethics and disseminationEthics approval has been granted by the Central Australian Human Research Ethics Committee (HREC-14–221) and the Human Research Ethics Committee of the Northern Territory Department of Health and Menzies School of Health Research (HREC2014-2172). Study investigators will ensure that the trial is conducted in accordance with the principles of the Declaration of Helsinki. Individual participant consent will be obtained. Results will be disseminated via peer-reviewed publication.Trial registration numberACTRN12614000381684.
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Badenoch, Rosemary. "Primary Health Care Response to the Treatment of Chronic Diarrhoea in Aboriginal Children." Australian Journal of Primary Health 4, no. 1 (1998): 58. http://dx.doi.org/10.1071/py98006.

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This paper explores the issue of chronic diarrhoea in Australian Aboriginal children from a primary health care perspective. It discusses the nature of the problem and factors which influence its perpetuation as a dominant health issue for this population. A variety of primary health care solutions are suggested, including those in relation to basic sanitation, improvements to local environmental conditions, education, collaborative health care planning, resourcing implications and the empowerment of local communities.
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Smithers, Lisa G., John Lynch, Joanne Hedges, and Lisa M. Jamieson. "Diet and anthropometry at 2 years of age following an oral health promotion programme for Australian Aboriginal children and their carers: a randomised controlled trial." British Journal of Nutrition 118, no. 12 (December 4, 2017): 1061–69. http://dx.doi.org/10.1017/s000711451700318x.

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AbstractThere are marked disparities between indigenous and non-indigenous children’s diets and oral health. Both diet and oral health are linked to longer-term health problems. We aimed to investigate whether a culturally appropriate multi-faceted oral health promotion intervention reduced Aboriginal children’s intake of sugars from discretionary foods at 2 years of age. We conducted a single-blind, parallel-arm randomised controlled trial involving women who were pregnant or had given birth to an Aboriginal child in the previous 6 weeks. The treatment group received anticipatory guidance, Motivational Interviewing, health and dental care for mothers during pregnancy and children at 6, 12 and 18 months. The control group received usual care. The key dietary outcome was the percent energy intake from sugars in discretionary foods (%EI), collected from up to three 24-h dietary recalls by trained research officers who were blind to intervention group. Secondary outcomes included intake of macronutrients, food groups, anthropometric z scores (weight, height, BMI and mid-upper arm circumference) and blood pressure. We enrolled 224 children to the treatment group and 230 to the control group. Intention-to-treat analyses showed that the %EI of sugars in discretionary foods was 1·6 % lower in the treatment group compared with control (95 % CI −3·4, 0·2). This culturally appropriate intervention at four time-points from pregnancy to 18 months resulted in small changes to 2-year-old Aboriginal children’s diets, which was insufficient to warrant broader implementation of the intervention. Further consultation with Aboriginal communities is necessary for understanding how to improve the diet and diet-related health outcomes of young Aboriginal children.
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Bell, Megan F., Fernando Lima, Deborah Lehmann, Rebecca Glauert, Hannah C. Moore, and Christopher G. Brennan-Jones. "Children with Secondary Care Episodes for Otitis Media Have Poor Literacy and Numeracy Outcomes: A Data Linkage Study." International Journal of Environmental Research and Public Health 18, no. 20 (October 15, 2021): 10822. http://dx.doi.org/10.3390/ijerph182010822.

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We examined the association between otitis media (OM) and educational attainment in a retrospective population cohort of Western Australian children who participated in the grade 3 National Assessment Program—Literacy and Numeracy in 2012 (N = 19,262). Literacy and numeracy scores were linked to administrative hospital and emergency department data to identify secondary care episodes for OM. Results of multivariate multilevel models showed that children with OM episodes had increased odds of poor performance on literacy and numeracy tests, compared to children without OM episodes (46–79% increase in odds for Aboriginal children; 20–31% increase in odds for non-Aboriginal children). There were no significant effects found for age at the first episode, nor for OM episode frequency (all ps > 0.05). Regardless of the timing or frequency of episodes, children with OM episodes are at risk of poor literacy and numeracy attainment. Aboriginal children with OM appeared to be particularly at risk of poor literacy and numeracy achievement. Intervention to reduce the prevalence of otitis media in young children, and early treatment of OM, are important for limiting the negative effects on academic outcomes.
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Couzos, S., T. Lea, R. Mueller, R. Murray, and M. Culbong. "<p>Effectiveness of ototopical antibiotics for chronic suppurative otitis media in Aboriginal children: a community-based, multicentre, double-blind randomised controlled trial</p>." Community Ear and Hearing Health 4, no. 6 (December 1, 2007): 7. http://dx.doi.org/10.56920/cehh.159.

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Objectives: To compare the effectiveness of ototopical ciprofloxacin (0.3%; CIP) with framycctin (0.5%), gramicidin, dexamethasone (FGD) eardrops (5 drops twice daily for 9 days), together with povidone-iodine (0.5%) ear cleaning, as treatments for chronic suppurative otitis media (CSOM) in Aboriginal children. Design and Participants: Aboriginal community-controlled, community-based, multicentre, double-blind, randomised controlled trial in eight Aboriginal Community Controlled Health Services across northern Australia, involving 147 Aboriginal children with CSOM. Main Outcome Measures: Resolution of otorrhoea (clinical cure), proportion of children with healed perforated tympanic membrane (TM) and improved hearing, 10-21 days after starting treatment. Results: 111 children aged 1-14 years (CIP, 55; FGD, 56) completed treatment. CSOM cures occurred in 64% (CIP, 76.4%; FGD, 51.8%), with a significantly higher rate in the ciprofloxacin group (P = 0.009, absolute difference of 24.6% [95% CI, 15.8%-33.4%]). TM perforation size and the level of hearing impairment did not change. Pseudomonas aeruginosa was the most common bacterial pathogen (in 47.6%), while respiratory pathogens were rare (in 5.7%). Conclusions: Twice-daily ear cleaning and topical ciprofloxacin are effective at community-level in achieving cure for CSOM. Healthcare providers to Aboriginal children with CSOM should be given special access to provide ototopical ciprofloxacin as first-line treatment. Published courtesy of:Med J Aust. 2003; 179(4):185-190
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Abrha, Solomon, Wubshet Tesfaye, and Jackson Thomas. "Intolerable Burden of Impetigo in Endemic Settings: A Review of the Current State of Play and Future Directions for Alternative Treatments." Antibiotics 9, no. 12 (December 15, 2020): 909. http://dx.doi.org/10.3390/antibiotics9120909.

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Impetigo (school sores) is a common superficial bacterial skin infection affecting around 162 million children worldwide, with the highest burden in Australian Aboriginal children. While impetigo itself is treatable, if left untreated, it can lead to life-threatening conditions, such as chronic heart and kidney diseases. Topical antibiotics are often considered the treatment of choice for impetigo, but the clinical efficacy of these treatments is declining at an alarming rate due to the rapid emergence and spread of resistant bacteria. In remote settings in Australia, topical antibiotics are no longer used for impetigo due to the troubling rise of antimicrobial resistance, demanding the use of oral and injectable antibiotic therapies. However, widespread use of these agents not only contributes to existing resistance, but also associated with adverse consequences for individuals and communities. These underscore the urgent need to reinvigorate the antibiotic discovery and alternative impetigo therapies in these settings. This review discusses the current impetigo treatment challenges in endemic settings in Australia and explores potential alternative antimicrobial therapies. The goals are to promote intensified research programs to facilitate effective use of currently available treatments, as well as developing new alternatives for impetigo.
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Mullane, Marianne J., Timothy C. Barnett, Jeffrey W. Cannon, Jonathan R. Carapetis, Ray Christophers, Juli Coffin, Mark A. Jones, et al. "SToP (See, Treat, Prevent) skin sores and scabies trial: study protocol for a cluster randomised, stepped-wedge trial for skin disease control in remote Western Australia." BMJ Open 9, no. 9 (September 2019): e030635. http://dx.doi.org/10.1136/bmjopen-2019-030635.

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IntroductionSkin is important in Australian Aboriginal culture informing kinship and identity. In many remote Aboriginal communities, scabies and impetigo are very common. Untreated skin infections are painful, itchy and frequently go untreated due to under-recognition and lack of awareness of their potential serious complications. We hypothesise that the skin infection burden in remote Aboriginal communities can be reduced by implementing streamlined training and treatment pathways integrated with environmental health and health promotion activities, tested in the See, Treat, Prevent (SToP skin sores and scabies) trial.Methods and analysisSToP will evaluate a skin control programme using a stepped-wedge, cluster randomised trial design with three intervention components (the ‘SToP activities’): (1) seeing skin infections (development of training resources implemented within a community dermatology model); (2) treating skin infections (employing the latest evidence for impetigo, and scabies treatment); and (3) preventing skin infections (embedded, culturally informed health promotion and environmental health activities). Four community clusters in the remote Kimberley region of Western Australia will participate. Following baseline data collection, two clusters will be randomly allocated to the SToP activities. At 12 months, the remaining two clusters will transition to the SToP activities. The primary outcome is the diagnosis of impetigo in children (5–9 years) at school-based surveillance. Secondary outcome measures include scabies diagnosis, other child health indicators, resistance to cotrimoxazole in circulating pathogenic bacteria, determining the economic burden of skin disease and evaluating the cost effectiveness of SToP activities.Ethics and disseminationThis study protocol was approved by the health ethics review committees at the Child and Adolescent Health Service (Approval number RGS0000000584), the Western Australian Aboriginal Health Ethics Committee (Reference number: 819) and the University of Western Australia (Reference RA/4/20/4123). Study findings will be shared with community members, academic and medical communities via publications and presentations, and in reports to funders. Authorship for all publications based on this study will be determined in line with the Uniform Requirements for Manuscripts Submitted to Biomedical Journals published by the International Committee of Medical Journal Editors. Sharing results with organisations and communities who contributed to the study is paramount. The results of the SToP trial will be shared with participants in a suitable format, such as a single summary page provided to participants or presentations to communities, the Kimberly Aboriginal Health Planning Forum Research Subcommittee and other stakeholders as appropriate and as requested. Communication and dissemination will require ongoing consultation with Aboriginal communities to determine appropriate formats.Trial registration numberACTRN12618000520235.
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Mak, Donna, Alastair MacKendrick, Sharon Weeks, and Aileen J. Plant. "Middle-ear disease in remote Aboriginal Australia: a field assessment of surgical outcomes." Journal of Laryngology & Otology 114, no. 1 (January 2000): 26–32. http://dx.doi.org/10.1258/0022215001903843.

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Chronic middle-ear disease is highly prevalent among Australian Aboriginal people, and many undergo surgical treatment. However, the outcomes of surgery in this group have not been fully evaluated. This is a descriptive study of operations for middle-ear disease (excluding grommets) on Aboriginal patients in Kimberley hospitals between 1 October 1986 and 31 December 1995. Logistic regression was used to model predictors of surgical outcome. Success was defined by an intact tympanic membrane and air-bone gap of 25 dB at review at, or later than, six months post-operation. A success rate of 53 per cent was observed; increasing age was the only variable predictive of success. Successful outcomes were more likely in adults and children aged >10 years, however, this does not take into account the necessity of hearing for language acquisition and learning. Dedicated resources must be allocated for post-operative follow-up of Aboriginal patients so that much-needed, rigorous evaluations of ENT surgery can be conducted.
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Dissertations / Theses on the topic "Children, Aboriginal Australian – Treatment"

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Luker, Trish. "The rhetoric of reconciliation : evidence and judicial subjectivity in Cubillo v Commonwealth /." Access full text, 2006. http://www.lib.latrobe.edu.au/thesis/public/adt-LTU20080305.105209/index.html.

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Thesis (Ph.D.) -- La Trobe University, 2006.
Research. "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy, La Trobe Law, Faculty of Law and Management, La Trobe University, Bundoora, Victoria". Includes bibliographical references (leaves 318-338). Also available via the World Wide Web.
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Webb, Gwendalyn. "Explorations in the Dialect of Australian Aboriginal Preschool Children." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/66128.

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This longitudinal research explored the use of Aboriginal English (AE) dialect by Australian Aboriginal preschool children. Data from educator-child interactions was analysed for features of AE and change in dialect density across contexts. Interview data gathered from educators and carers about the children’s communicative competency was analysed qualitatively. Results confirmed Aboriginal children’s use of AE dialect and highlighted factors perceived by participants to affect their language and literacy development. Directions for future research are indicated.
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Pedersen, Anne. "Ingroup preference and self-concept of urban Aboriginal-Australian children." Thesis, Pedersen, Anne (1999) Ingroup preference and self-concept of urban Aboriginal-Australian children. PhD thesis, Murdoch University, 1999. https://researchrepository.murdoch.edu.au/id/eprint/50441/.

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While prejudice against Aboriginal-Australian people in Perth is well documented (e.g., Pedersen & Walker, 1997), no research exists as to whether Aboriginal children feel this prejudice, and if so whether it relates to their sense of self. The present project examines these issues. Its major emphasis is the self-attitudes of urban Aboriginal-Australian children (primarily local Nyoongah) and - to a lesser degree - Anglo­Australian children, both at a group and personal level. More specifically, the project examines the children's ingroup preference (i.e., how they feel about their cultural group) and their self-concept (i.e., how they feel about themselves personally), and the relationship between the two constructs. Also of interest is the effect of culture of interviewer on such self-attitudes, the relationship between the children's self-attitudes and reflected appraisals (how the children feel others like them), and the relationship between the children's self­attitudes and their teachers' ratings of their academic performance. Chapter One gives a brief introduction to the topic, and Chapters Two and Three examine the research relating to ingroup preference and self-concept/ self-esteem. Chapter Four outlines the issues relating to the testing of Aboriginal children, and details three pilot studies. Within this chapter, Study One examines what facets of self are important to both Aboriginal and Anglo children. Studies Two and Three pilot-test the ingroup preference and self-concept scales. Chapters Five and Six present the main studies. The main focus of Chapter Five (Study Four) is to investigate the ingroup preference of Aboriginal children, and the relationship between ingroup preference and self-concept. The study (ii) particularly focuses on the effects of interviewer culture (Aboriginal versus Anglo) on the children's responses. 117 Aboriginal children aged 5-12 years were interviewed about their ingroup preference. Children aged eight and over were also interviewed about their selfconcept and reflected appraisals. Children under eight years of age were not interviewed due to controversy in the literature about testing very young children in this respect. The children showed greater ingroup preference when interviewed by an Aboriginal interviewer; no such effect was found with self-concept scores. While age had no significant effect on ingroup preference, a negative correlation existed between age and self-concept. Self-concept scores were significantly more positive than, and were unrelated to, ingroup preference scores. In general, the Aboriginal children demonstrated awareness of specific cultural stereotypes at an early age. With respect to the reflected appraisals questions, results differed depending upon the interviewer. Using data from the Aboriginal interviewer, results indicated that almost half the children felt that the wider community didn't like them, with boys in the older age bracket feeling this more than girls of the same age. Reflected appraisals items were more strongly related to self-concept rather than ingroup preference measures; in addition, family influences on self-concept scores were on the whole stronger than societal ones. It was concluded that family support buffers Aboriginal children to a degree from the attitudes of the wider community. In Chapter Six, the final study is described and discussed. This involved testing the ingroup preference of 60 Aboriginal and 60 Anglo (iii) children aged 6-12 years. As in Study Four, children aged eight and above were also interviewed about their self-concept and reflected appraisals. These variables were then linked with teachers' ratings of academic performance. Results indicated that Anglo children showed greater ingroup preference and scored higher on teacher appraisals than Aboriginal children, although there was no difference on self-concept. Complex relationships were also found between reflected appraisals and the other variables that differed depending upon the culture of child. Seven major findings emerged from this project. First, both Aboriginal and Anglo children demonstrated awareness of specific social stereotypes of Aboriginal and Anglo people at a very early age. This led to Aboriginal children scoring lower on ingroup preference than Anglo children. However, responses of the children were extremely heterogeneous. Second, both Aboriginal and Anglo children scored high on self-concept scores, which supports the majority of previous research that minority groups do not necessarily score lower in this regard. Third, Aboriginal children scored higher on ingroup preference with a same-culture interviewer than with an Anglo- Australian interviewer. Fourth, how the children felt about themselves personally was unrelated to their ingroup preference in all studies. Fifth, regarding reflected appraisals, family influences on ingroup preference and self-concept scores were on the whole stronger than societal ones. Sixth, in Study Four, almost half the Aboriginal children (especially the older boys) felt that the wider community didn't like (iv) them. Finally, Aboriginal children scored lower than Anglo children on academic performance. The overall conclusion reached in this project is that the problems faced by Aboriginal children are only likely to be alleviated by a great deal of structural change, as cultural oppressions are perpetuated by societal rules. A good place to start is within the school system itself, which in some respects reflects the societal system at large.
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Sharifian, Farzad. "Conceptual-associative system in Aboriginal English : a study of Aboriginal children attending primary schools in metropolitan Perth." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/757.

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National measures of achievement among Australian school children suggest that Aboriginal students, considered as a group, are those most likely to end their schooling without achieving minimal acceptable levels of literacy and numeracy. In view of the fact that many Aboriginal students dwell in metropolitan areas and speak English as a first language, many educators have been unconvinced that linguistic and cultural difference have been significant factors in this underachievement. This study explores the possibility that, despite intensive exposure to non-Aboriginal society, Aboriginal students in metropolitan Perth may maintain, through a distinctive variety of English, distinctive conceptualisation which may help to account for their lack of success in education. The study first develops a model of conceptualisations that emerge at the group level of cognition. The model draws on the notion of distributed representation to depict what are here termed cultural conceptualisations. Cultural conceptualisations are conceptual structures such as schemas and categories that members of a cultural group draw on in approaching experience. The study employs this model with regard to Aboriginal and non-Aboriginal students attending schools in the Perth Metropolitan area. A group of 30 Aboriginal primary school students and a matching group of non-Aboriginal students participated in this study. A research technique called Association-Interpretation was developed to tap into cultural conceptualisations across the two groups of participants. The technique was composed of two phases: a) the 'association' phase, in which the participants gave associative responses to a list of 30 everyday words such as 'home' and 'family', and b) the 'interpretation' phase, in which the responses were interpreted from an ethnic viewpoint and compared within and between the two groups. The informants participated in the task individually. The analysis of the data provided evidence for the operation of two distinct, but overlapping, conceptual systems among the two cultural groups studied. The two systems are integrally related to the dialects spoken by Aboriginal and non-Aboriginal Australians, that is, Aboriginal English and Australian English. The discrepancies between the two systems largely appear to be rooted in the cultural systems which give rise to the two dialects while the overlap between the two conceptual systems appears to arise from several phenomena such as experience in similar physical environments and access to 'modem' life style. A number of responses from non-Aboriginal informants suggest a case of what may be termed conceptual seepage, or a permeation of conceptualisation from one group to another due to contact. It is argued, in the light of the data from this study, that the notions of dialect and 'code-switching' need to be revisited in that their characterisation has traditionally ignored the level of conceptualisation. It is also suggested that the results of this study have implications for the professional preparation of educators dealing with Aboriginal students.
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Briskman, Linda 1947. "Aboriginal activism and the stolen generations : the story of SNAICC." Monash University, National Centre for Australian Studies, 2001. http://arrow.monash.edu.au/hdl/1959.1/9293.

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Spurling, Helen Jennifer. "'Taken young and properly trained' : a critique of the motives for the removal of Queensland Aboriginal children and British migrant children to Australia from their families, 1901-1939 /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17575.pdf.

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Sidebotham, Naomi. "The white man never wanna hear nothin about what's different from him: representations of laws 'other' in Australian literature." Thesis, Sidebotham, Naomi (2009) The white man never wanna hear nothin about what's different from him: representations of laws 'other' in Australian literature. PhD thesis, Murdoch University, 2009. https://researchrepository.murdoch.edu.au/id/eprint/465/.

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Law controls our everyday. It regulates our lives. It tells us what is and is not acceptable behaviour, it confers and protects our rights, and it punishes us for our indiscretions. But law does much more than this. It creates normative standards which shape the way people are treated and the way that we relate to each other and to society generally. The law defines people. It constructs identity. And it creates the 'other'. This is a legacy of positivism's insistence on identifying that which is 'inside' law, and so accorded legitimacy, and that which is not. That which does not conform to law's constructed standards and values is identified as 'other' and marginalised and silenced. In this thesis, I demonstrate the way that the law constructs 'other', in particular, the Aboriginal 'other'. I consider the way that Aborigines have been defined by the law to show the consequences that this has had for Aboriginal people beyond the purely legal. I argue that law's construction of Aboriginality has contributed to the marginalisation of Aboriginal people and their exclusion from many aspects of the legal and the social, and that it has silenced them within the dominant domain, denying them the ability to challenge the wrongs perpetrated against them. I examine these issues through the medium of literature. I argue that literature's contribution to exposing, critiquing and challenging law's construction of 'other' is invaluable. It informs the reader about the way that the law has treated Aboriginal people and, more generally, about the structures and limitations of our positivist legal system. It thereby contributes to the community's perception and understanding of the way the law works, and the impact that it has on the lives of its subjects. Perhaps most importantly, it also educates towards social change and reform.
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Sidebotham, Naomi. ""The white man never wanna hear nothin about what's different from him" : representations of law's 'other' in Australian literature /." Murdoch University Digital Theses Program, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090318.172325.

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Thistleton-Martin, Judith. "Black face white story : the construction of Aboriginal childhood by non-Aboriginal writers in Australian children's fiction 1841-1998 /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031024.100333/index.html.

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au, marnev@cygnus uwa edu, and Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.

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This thesis is a history of schooling for Indigenous children in Western Australia between the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis represents the view that, for most of this period, and regardless of policy, education for Indigenous children was directed towards changing their beliefs and behaviours from being distinctly Aboriginal to recognizably European. Four major policies for Aborigines provide the framework for the thesis, these being amalgamation (1840-1852), protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ). The amalgamation of the Indigenous popuIation with the small colonial society in Western Australia was a short-lived policy adopted by the British Colonial Office. Protection, a policy formalised by Western Australian legislation in 1886, 1905 and 1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy the Indigenous population was regarded as two distinct groups - a diminishing traditional population to be segregated and protected and an increasing part-Aboriginal population that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of assimilation, coordinated by the Commonwealth government, which anticipated that all people of Aboriginal descent would eventually be assimilated into the mainstream Australian society. This policy was replaced in 1973 by one of Aboriginal community self-determination, an initiative of the Commonwealth government and adopted throughout Australia. The attempts at directed cultural change were evident in the 'Native' schools that opened in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation of children from their families and a Christian education would achieve the transition from a 'savage to civilized' state. For another century the education of Indigenous children on missions and in government settlements was founded upon similar assumptions. The thesis acknowledges that the principal change agents, such as the Chief Protectors of Aborigines, mission administrators and the teachers in direct contact with the children, seriously underestimated both the enduring nature of Indigenous culture and the prejudice in Australian society. Between 1912 and 1941 a few government schools in the southern districts of Western Australia refused to admit Aboriginal children. The exclusion of these children is examined against a background of impoverished living conditions, restrictive legislation and mounting public pressure on the State and Commonwealth governments for a change in policy. The change did not begin to occur until 1951 when the Commonwealth and States agreed to a policy of assimilation. In Western Australia this policy extended education to all Aboriginal children. The thesis explores the provision of government teachers to Aboriginal schools in remote areas of Western Australia between 1951 and 1978. The final chapter examines Indigenous perceptions of independent community schools within the fust five years of the policy of self-determination and contrasts the objectives and management of two schools, Strelley in the Pilbara and Oombulguni in the Kimberley.
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Books on the topic "Children, Aboriginal Australian – Treatment"

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Skin painting. St Lucia, Qld: University of Queensland Press, 2008.

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Orphaned by the colour of my skin: A stolen generation story. Maleny, Qld: Verdant House, 2008.

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The last protector: The illegal removal of Aboriginal children from their parents in South Australia. Kent Town, S. Aust: Wakefield Press, 2009.

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Dirk, Moses A., ed. Genocide and settler society: Frontier violence and stolen indigenous children in Australian history. New York: Berghahn Books, 2004.

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Tanya, Burke, ed. A doctor's dream: A story of hope from the Top End. Sydney: Allen & Unwin, 2014.

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Haagen, Claudia. Bush toys: Aboriginal children at play. Canberra: Aboriginal Studies Press, 1994.

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Follow the rabbit-proof fence. St. Lucia, Qld: University of Queensland Press, 1996.

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Prentis, Malcolm D. A study in black and white: The Aborigines in Australian history. 3rd ed. Dural, N.S.W: Rosenberg, 2009.

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Prentis, Malcolm D. A study in black and white: The Aborigines in Australian history. 3rd ed. Dural, N.S.W: Rosenberg, 2009.

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A study in black and white: The Aborigines in Australian history. 3rd ed. Dural, N.S.W: Rosenberg, 2009.

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Book chapters on the topic "Children, Aboriginal Australian – Treatment"

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Kerin, Rani. "A history of legislation and attitudes towards British, non-Indigenous and Indigenous Australian children." In Aboriginal Children, History and Health, 78–101. New York, NY: Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315666501-5.

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Smith, R. M., R. A. King, R. M. Spargo, D. B. Cheek, and J. B. Field. "Zinc, Iron and Copper in the Nutrition of Australian Aboriginal Children." In Trace Elements in Man and Animals 6, 163–64. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0723-5_50.

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Fatima, Yaqoot, Anne Cleary, Stephanie King, Shaun Solomon, Lisa McDaid, Md Mehedi Hasan, Abdullah Al Mamun, and Janeen Baxter. "Cultural Identity and Social and Emotional Wellbeing in Aboriginal and Torres Strait Islander Children." In Family Dynamics over the Life Course, 57–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12224-8_4.

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AbstractConnection with Country, community, and culture lies at the heart of Aboriginal and Torres Strait Islander peoples’ health and wellbeing. Although there is some evidence on the role of cultural identity on the mental health of Indigenous adults, this relationship is relatively unexplored in the context of Indigenous Australian children. Robust empirical evidence on the role of cultural identity for social and emotional wellbeing is necessary to design and develop effective interventions and approaches for improving the mental health outcomes for Indigenous Australian children. Drawing on data from the Longitudinal Study of Indigenous Children (LSIC), we explore social and emotional wellbeing in Indigenous Australian children and assesses whether cultural identity protects against social-emotional problems in Indigenous children. The results show that Indigenous children with strong cultural identity and knowledge are less likely to experience social and emotional problems than their counterparts. Our work provides further evidence to support the change from a deficit narrative to a strengths-based discourse for improved health and wellbeing of Indigenous Australian children.
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Kickett-Tucker, Cheryl, and Shaouli Shahid. "In the Nyitting Time: The Journey of Identity Development for Western Australian Aboriginal Children and Youth and the Interplay of Racism." In Handbook of Children and Prejudice, 193–211. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12228-7_11.

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Miller, Melinda G., Karen Dawson-Sinclair, Areana Eivers, and Karen Thorpe. "Cultural Security in Australian Classrooms: Entanglements with Mainstream Education as Aboriginal and Torres Strait Islander Children Transition to School." In Cultural Psychology of Education, 57–77. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28412-1_5.

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Harrison, Linda J., Jennifer Sumsion, Ben Bradley, Karen Letsch, and Andi Salamon. "Flourishing on the margins: a study of babies and belonging in an Australian Aboriginal community childcare centre." In Perspectives from Young Children on the Margins, 17–33. Routledge, 2020. http://dx.doi.org/10.4324/9780429428128-2.

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Riley, Kathleen. "Doris Pilkington Garimara’s Follow the Rabbit-Proof Fence (1996)." In Imagining Ithaca, 155–65. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198852971.003.0013.

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Chapter 12 focuses on Doris Pilkington Garimara’s Follow the Rabbit-Proof Fence, which reconstructs, through firsthand testimony and archival sources, the epic nostos undertaken in 1931 by three Australian Aboriginal girls who were part of the Stolen Generations of Indigenous children forcibly removed from their families in accordance with government policy. The chapter also looks at some of the testimony included in Bringing Them Home, the 1997 Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children from their Families. And it considers, with reference to Indigenous Australia, the phenomenon of ‘solastalgia’, a term devised by environmental philosopher Glenn Albrecht to convey the homesickness a person feels while remaining at home.
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Glowczewski, Barbara. "In Australia, it’s ‘Aboriginal’ with a Capital ‘A’: Aboriginality, Politics and Identity." In Indigenising Anthropology with Guattari and Deleuze, 225–56. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474450300.003.0008.

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The politics of identity discussed here are still at the heart of current Indigenous Australian struggles for recognition. In the 1960s, for ethical and political reasons, the term Aboriginal became an ethnonym written with a capital ‘A’ to designate the descendants of the first inhabitants of Australia, some 500 groups speaking different languages. Aboriginal groups have not only different language names and cultural backgrounds, but different histories — massacres, forced sedentarisation in reserves, separation from their parents of children of mixed descent, discrimination, criminalisation — all of which broke the transmission of some peoples’ heritage. Yet many claim their ‘Aboriginality’ which gathers all under an Aboriginal flag (since 1972), even if not everyone agrees on the definition of a common identity. Some priviledge an identity of continuity, based on language, localised spirit-children and ritual links with the land, pre-contact modes of existence; others put forward an identity of resistance, rewriting colonial history, valorising a national Aboriginal identity that encompasses all mixed descendants, struggling for land-rights, against bad living conditions, exclusion and exploitation. First published in 1997.
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Carey, Melissa, Liesa Clague, Fleur Magick Dennis, and Laurance Magick Dennis. "Health services for New Zealand Māori and Aboriginal and Torres Strait Islander Australian children and young people." In Paediatric Nursing in Australia and New Zealand, 53–81. 3rd ed. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108980944.005.

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Mendes, Philip, Bernadette Saunders, and Susan Baidawi. "The Experiences of Indigenous Young People Transitioning from Out-of-Home Care in Victoria, Australia." In Leaving Care and the Transition to Adulthood, 149–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190630485.003.0009.

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This chapter reports on exploratory research in Victoria, Australia, involving focus groups and interviews with service providers and Indigenous care leavers to examine the impact of existing support services. Indigenous children and young people are highly overrepresented in the Australian out-of-home care system. To date, neither specific research focusing on this group’s experiences as they transition from care nor an assessment of the Indigenous-specific and non-Indigenous supports and services available to them have been undertaken. Findings suggest that Aboriginal Community Controlled Organizations (ACCOs) play a positive role in working with non-Indigenous agencies to assist Indigenous care leavers. Participants identified a few key strategies to improve outcomes, such as facilitating stronger relationships between Indigenous and non-Indigenous services and improving ACCO resourcing.
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Conference papers on the topic "Children, Aboriginal Australian – Treatment"

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Laird, P., R. Foong, S. Brahim, E. Mc Kinnon, M. Cooper, R. Walker, E. Smith, A. Chang, and A. Schultz. "Prevalence of chronic respiratory disease in Australian Aboriginal children." In ERS International Congress 2022 abstracts. European Respiratory Society, 2022. http://dx.doi.org/10.1183/13993003.congress-2022.4320.

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Blake, Tamara, Mark Chatfield, Anne Chang, Helen Petsky, and Margaret Mcelrea. "Spirometry reference values for Australian Aboriginal and Torres Strait Islander (Indigenous) children and young adults." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.oa3777.

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Macedo, DM, LG Smithers, R. Roberts, DG Haag, and LM Jamieson. "OP44 Does ethnic-racial identity modify the effects of racism on australian aboriginal children socio-emotional wellbeing?" In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.45.

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Blake, Tamara, Mark Chatfield, Anne Chang, Helen Petsky, and Margaret Mcelrea. "Self-reported and medical chart histories of Australian Aboriginal and Torres Strait Islander (Indigenous) children and young adults." In ERS International Congress 2018 abstracts. European Respiratory Society, 2018. http://dx.doi.org/10.1183/13993003.congress-2018.pa4682.

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Reports on the topic "Children, Aboriginal Australian – Treatment"

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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, Donna Berthelsen, Emma Carpendale, Laura Bentley, and Elizabeth Briant. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, October 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has been produced following the release of the twelfth wave of data collection, with the majority of LSIC children having completed primary school (Preparatory [aged ~5 years] to Year 6 [aged ~12 years]). Primary schools play a central role in supporting student learning, wellbeing, and connectedness, and the Footprints in Time study provides a platform for centring Indigenous voices, connecting stories, and exploring emerging themes related to the experience of Indigenous children and families in the Australian education system. This report uses a mixed-methods approach, analysing both quantitative and qualitative data shared by LSIC participants, to explore primary school experiences from the perspective of children, parents and teachers. Analyses are framed using a strengths-based approach and are underpinned by the understanding that all aspects of life are related. The report documents a range of topics including teacher cultural competence, racism, school-based Aboriginal and Torres Strait Islander education activities, parental involvement, engagement, attendance, and academic achievement.
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