And it's not history. It's now : embedding a trauma framework into the practice of welfare practitioners who work with Aboriginal families in the NSW child protection sector

Abstract

This thesis presents a coherent body of research that investigates the theories that underpin the practice of welfare practitioners working with Aboriginal people in the New South Wales child protection system, and explores the impact of a professional training program built on trauma theory. The forcible separation of Indigenous children from their families as the result of past government policy and assimilation laws resulted in collective, historical and intergenerational trauma, which is evident in Aboriginal communities today. The concept of trauma provides a framework that gives a name to, and a language that makes sense of, the experience of the Stolen Generations and their descendants. At its core is the requirement that the stories of Indigenous people be heard, understood and ultimately acknowledged as trauma. Without an understanding of the dynamics of collective, historical and intergenerational trauma and an ability to respond appropriately to it, even the most wellmeaning practitioner is at risk of continuing to perpetrate trauma on successive generations of Indigenous children and their families. To date, the notion of collective, historical and intergenerational trauma has been slow to gain traction in relation to Indigenous people forcibly removed and their descendants. Indigenous people continue to experience judgement and blame for their ongoing disadvantage. The absence of an alternative narrative that acknowledges the traumatic experiences of Indigenous Australians means that racist attitudes and behaviours remain embedded consciously and unconsciously in the dominant culture. The significant over-representation of Indigenous children in the child protection sector makes it imperative that welfare practitioners receive high quality, ongoing training to support appropriate child protection practice and develop relevant trauma informed interventions. There is an urgency to ensure that training is not just provided, but is provided in a way that improves knowledge, skills and understanding, is rigorously evaluated, and leads to improved practice.

Date of Award	2020
Original language	English