bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Aboriginal Child not at School
Authors: Kerr W. 
Published: November 2015

A recent educational report acknowledged that in Australia, or at least, Western Australia, Aboriginal people were the most single disadvantaged group in Australia at both an educational and socioeconomic level.The group this article concerns itself with is the children of the Central Desert area of Western Australia and in particular those children who are eligible to attend high school. Because few facilities exist for high school children in the Central Desert, the children are relocated away from their homelands in order to attend high school. Norseman supplies the facilities to cater for the needs of some of these children and for the purpose of this article, enrolment figures of the Norseman Project Centre will be used to exemplify the issue of the Aboriginal child not at school.
Interpreting the Maths Syllabus for Aboriginal Schools
Authors: Gale K. 
Published: November 2015

The Western Australian Maths Syllabus with Notes is the recommended Maths curriculum for all Northern Territory schools. However, for teachers in tribal Aboriginal communities it is obvious that the gulf between this syllabus and the education setting is enormous. It is therefore essential that teachers try to bridge this gulf. The answer does not lie in the syllabus itself, but in the insights a teacher has about the culture and systems of knowledge of his/her Aboriginal students. I would like to talk about these insights in the form of a letter to a first-year non-Aboriginal teacher in an Early Childhood class in an Aboriginal bilingual school in the Northern Territory. I hope it makes her/him a little more insightful, because it has made me so.Dear H.……By now you will have had time to look at the Western Australian Maths Syllabus with Notes which is the recommended Maths curriculum for N.T. schools. If you are like me, you will initially have been overwhelmed at the thought of having to interpret it for planning a Maths program in your Aboriginal classroom. But take heart, because I would like to try to help you think about how to do this, and I’ll refer you to support materials and readings that have some answers. Then, hopefully, you can feel confident about planning a Maths program to guide your students towards meaningful experiences.I believe that, as teachers in Aboriginal schools, it is essential that we try to make education (and Maths in particular) meaningful for our students. Without meaning and purpose in education, we are perpetuating the unequal opportunity that has been offered to Aboriginal students in the past.
Profile: Betty Wright, Aboriginal Teachers’ Aide
Authors: Courtney Fay 
Published: November 2015

Eight years ago the Commonwealth Government appointed the first Aboriginal teachers’ aides to schools in New South Wales. Their primary task was to bridge the gap between the Aboriginal community and the school. The aides also had the responsibility of encouraging Aboriginal children to gain further education.Mrs Betty Wright of Kempsey was one of the first Aboriginal women to train as a teachers’ aide. In 1975 she was appointed to West Kempsey Primary School as its first A.T.A. While working there Betty attended the first Basic Training Program in Aboriginal Adult Education at Sydney University.People attending this course faced many problems. Most had left families behind, financial support was inadequate and, for some, it was their first visit to Sydney. Of the original twenty-eight students enrolled, only sixteen stayed until the end.Betty found the most valuable aspect of the course was the chance to learn to develop communication skills. “Talking to white people can be difficult if you are black and have a deep, inbred inferiority complex,” she says. She remembers the anxiety she felt during her first months in schools, wondering how the white staff would accept her. She also felt fear at being the only Aboriginal among so many whites.
Towards a History of Aboriginal Education in New South Wales
Authors: Huggonson David 
Published: November 2015

A common misapprehension still prevalent in Australia is that traditional Aboriginal society had no organized educational system. This misapprehension seems based on the ethnocentric concept of British nationalism reinforced by the belief that Christianity was sacrosanct and provided an unassailable moral code. When coupled with the profit motive of capitalism, this belief justified the wholesale destruction of Aboriginal society (Rowley 1970, Reynolds 1981). Prior to European contact most of the instruction of children was carried out by women, and both sexes gained a detailed knowledge of their physical environment. Women were also responsible for the complete spiritual instruction of girls and of boys up to the age of puberty. A boy’s uncle assumed a mentor role during his adolescence (Cowlishaw, 1981). These educational methods were successful in that children were prepared for the particular way of life of their tribe, and there were very few ‘drop outs’, or failures in this system (Hart, 1969).The tragic deaths of the British explorers, Burke and Wills, demonstrated the worthlessness which the Europeans attached to Aboriginal knowledge. Burke habitually chased Aboriginal people away from his camp with his revolver (Woolf, 1974). The earlier explorer, Charles Sturt had been saved from death by scurvy because the surgeon, John Browne, fed him salt bush berries after observing the Yandruwandra people collecting and eating this source of Vitamin C.The British believed English to be the language of enlightenment and viewed the 633, (Reed 1969) different Aboriginal languages and dialects as immoral and primitive. The British made little attempt to learn any Aboriginal languages and the fact that the languages did not exist in a written form further enforced the view of their worthlessness. Contemporary linguistic studies show Aboriginal languages are grammatically complex and that most species of plants and animals to be found in a tribe’s country were represented in their language’s detailed vocabulary (Robertson, 1983). Obviously, if Burke and Wills had been less impatient and arrogant they would not have perished even in the arid lands of Central Australia. They could have survived by developing a rapport with local Aborigines. However, if one’s object is to take possession of a people’s land by exterminating them, it is better to view them psychologically as sub-human or a relic from a different evolutionary era, as many social Darwinists did, than to develop an empathy with them (Fromm, 1942).
Teaching and Learning in Focus at Yalata Community School
Authors: McGavisk Colin 
Published: November 2015

This article seeks to formalise and link my perception of the Yalata Aboriginal community’s expressed values and objectives with their relationship to practice at Yalata Aboriginal School.The values expressed here are those outlined by the Aboriginal community; they reflect the community’s felt needs. The process of establishing such needs is open-ended and dynamic, not static. Those needs are expressed through opinions based on experience and resulting legitimate emotion. The community consciousness is now grounded in an emotional strength of purpose that demands the skill to survive well, built on years of frustration and degradation.The stipulated values can be translated into realisable objectives achievable through appropriate teaching/learning practices.This article seeks to identify those expressed community values (principles of worth), as related to the Yalata Community School, develop them as a series of attainable objectives, and discuss ways those objectives may be met. Further, it asks the questions, “What are the values/felt needs of the community” and “How does the school try to reflect these values?”
Multilevel developmental approaches to understanding the effects of child maltreatment: Recent advances and future challenges
Authors: Pollak Seth D. 
Published: November 2015

AbstractRecent research in the field of child maltreatment has begun to shed new light on the emergence of health problems in children by emphasizing the responsiveness of developmental processes to children's environmental and biological contexts. Here, I highlight recent trends in the field with an emphasis on the effects of early life stress across multiple levels of developmental domains.
Intergenerational transmission of maltreatment: A multilevel examination
Authors: Leve Leslie D. , Khurana Atika , Reich Emily B. 
Published: November 2015

AbstractDespite the commonly held belief that there is a high degree of intergenerational continuity in maltreatment, studies to date suggest a mixed pattern of findings. One reason for the variance in findings may be related to the measurement approach used, which includes a range of self-report and official indicators of maltreatment and both cross-sectional and longitudinal designs. This study attempted to shed light on the phenomenon of intergenerational continuity of maltreatment by examining multiple indicators of perpetration of maltreatment in young adults and multiple risk factors across different levels within an individual's social ecology. The sample included 166 women who had been placed in out-of-home care as adolescents (>85% had a substantiated maltreatment incident) and followed into young adulthood, and included three waves of adolescent data and six waves of young adult data collected across 10 years. The participants were originally recruited during adolescence as part of a randomized controlled trial examining the efficacy of the Treatment Foster Care Oregon intervention. Analyses revealed weak to modest associations among the three indicators of perpetration of maltreatment in young adulthood, that is, official child welfare records, self-reported child welfare system involvement, and self-reported maltreatment (r= .03–.51). Further, different patterns of prediction emerged as a function of the measurement approach. Adolescent delinquency was a significant predictor of subsequent self-reported child welfare contact, and young adult partner risk was a significant predictor of perpetration of maltreatment as indexed by both official child welfare records and self-reported child welfare contact. In addition, women who were originally assigned to the intervention condition reported perpetrating less maltreatment during young adulthood. Implications for measurement and interventions related to reducing the risk for intergenerational transmission of risk are discussed.
Cortisol profiles: A test for adaptive calibration of the stress response system in maltreated and nonmaltreated youth
Authors: Peckins Melissa K. , Susman Elizabeth J. , Negriff Sonya , Noll Jennie , Trickett Penelope K. 
Published: November 2015

AbstractThroughout the life span, exposure to chronic stress such as child maltreatment is thought to contribute to future dysfunction of the stress response system (SRS) through the process of adaptive calibration. Dysfunction of the SRS is associated with numerous health and behavior problems, so it is important to understand under what conditions and what time frame adaptive calibration occurs. The present study tested for adaptive calibration of the SRS in a sample of maltreated (n = 303) and nonmaltreated (n = 151) youth during the important developmental period of adolescence. Data were used from Waves 2, 3, and 4 of a larger study of the consequences of maltreatment on health and well-being. At each time point, participants underwent the Trier Social Stress Test for Children and provided a baseline and four poststressor saliva samples to measure cortisol reactivity. Adaptive calibration was tested by performing a latent profile analysis using the five samples of salivary cortisol provided at each time point, and testing whether maltreatment status predicted the likelihood of profile membership at Time 2, Time 3, and Time 4. Three cortisol profiles emerged from the data at each time point (blunted, moderate, and elevated), and results indicated that maltreated youth were more likely than nonmaltreated youth to present with the blunted cortisol profile compared to the moderate and elevated profiles at Time 2 and Time 3, even after controlling for recent exposure to violence and trauma. At Time 4, there was no longer a difference in profile membership between maltreated and nonmaltreated youth, suggesting adaptive calibration may be a lengthy process requiring a period of years to become evident. Overall, the findings provide support for adaptive calibration and offer insight into the conditions under which adaptive calibration occurs.
Symptoms of major depressive disorder subsequent to child maltreatment: Examining change across multiple levels of analysis to identify transdiagnostic risk pathways
Authors: Shenk Chad E. , Griffin Amanda M. , O'Donnell Kieran J. 
Published: November 2015

AbstractMajor depressive disorder (MDD) is a prevalent psychiatric condition in the child maltreatment population. However, not all children who have been maltreated will develop MDD or MDD symptoms, suggesting the presence of unique risk pathways that explain how certain children develop MDD symptoms when others do not. The current study tested several candidate risk pathways to MDD symptoms following child maltreatment: neuroendocrine, autonomic, affective, and emotion regulation. Female adolescents (N= 110; age range = 14–19) were recruited into a substantiated child maltreatment or comparison condition and completed a laboratory stressor, saliva samples, and measures of emotion regulation, negative affect, and MDD symptoms. MDD symptoms were reassessed 18 months later. Mediational modeling revealed that emotion regulation was the only significant indirect effect of the relationship between child maltreatment and subsequent MDD symptoms, demonstrating that children exposed to maltreatment had greater difficulties managing affective states that in turn led to more severe MDD symptoms. These results highlight the importance of emotion dysregulation as a central risk pathway to MDD following child maltreatment. Areas of future research and implications for optimizing prevention and clinical intervention through the direct targeting of transdiagnostic risk pathways are discussed.
Lower structural integrity of the uncinate fasciculus is associated with a history of child maltreatment and future psychological vulnerability to stress
Authors: Hanson Jamie L. , Knodt Annchen R. , Brigidi Bartholomew D. , Hariri Ahmad R. 
Published: November 2015

AbstractThe experience of child maltreatment is a significant risk factor for the development of later internalizing disorders such as depression and anxiety. This risk is particularly heightened after exposure to additional, more contemporaneous stress. While behavioral evidence exists for such “stress sensitization,” little is known about the mechanisms mediating such relationships, particularly within the brain. Here we report that the experience of child maltreatment independent of recent life stress, gender, and age is associated with reduced structural integrity of the uncinate fasciculus, a major white matter pathway between the amygdala and ventromedial prefrontal cortex, in young adults. We further demonstrate that individuals with lower uncinate fasciculus integrity at baseline who subsequently experience stressful life events report higher levels of internalizing symptomatology at follow-up. Our findings suggest a novel neurobiological mechanism linking child maltreatment with later internalizing symptoms, specifically altered structural connectivity within the brain's threat-detection and emotion-regulation circuitry.
Aboriginal Education at Walgett Primary School
Authors: Craddock L.J. 
Published: November 2015

Across Australia many exciting developments are occuring in Aboriginal education. This section of the journal is planned so that teachers throughout the country can share with each other their thinking and their innovations, so that good ideas and successful practices can spread. In this issue we present a variety of reports.In the Walgett Primary School there are 256 children who fit into the category of part-Aboriginal. This is 49.2% of the total school enrolment. In 1970 it was 42.9% and this 6.3% increase represents the trend in Walgett over the past few years. For quite some time teachers in Walgett have been conscious of the need to do something special for the Aboriginal children. Successive teachers and administrators have approached the problem with typically varying degrees of dedication, and always with what we might term a “conventional approach”. Predictably, results varied, and as late as 1969 35% of Aboriginal children left the primary stage either substantially or totally illiterate. This state of affairs was attributed to a degree of mental deficiency which some believed to be genetic. I shall return to this fallacy later.During 1969 a number of factors contributed to a change in attitude, and consequently in approach, and since then marked advances have been made. It would hardly be appropriate to examine these in detail here, but certain points can be made with a degree of certainty.
Aboriginal Adults as Classroom Assistants
Authors: Dyer Wayne 
Published: November 2015

Increasing attention has been given in recent years to the effects of various factors upon the academic achievement of ethnic minority group children. In those Australian states where there are schoolswith significantly large proportions of Aboriginal children, special programs have been devised and implemented.The Department of Education in Queensland has been involved throughout the past decade in the development and refinement of both techniques and materials designed to foster the academic attainments of Aboriginal children. One program involved the employment of Aboriginal adults from a local community to work along side of teachers in and out of the classrooms as para-professional teachers’ assistants. This program is currently in the ninth month of a twelve month pilot study in the Cherbourg Community School.The role of these assistants is regarded as being essentially mediatory. Primarily the objective has been to increase the degree of home/school and parent/teacher contact with a view to closing the knowledge and understanding gap existing between the school and the community generally. It is hoped to increase parental awareness and appreciation of the aims, ideals, and processes operating within the school environment. Conversely, it is hoped to acquaint the teachers with a more thoroughgoing understanding of the cultural, socio-economic, and familial backgrounds of the children they teach.In implementing the project it has been considered that changes within the school itself can have only limited effect on the educational development of children, and that the ultimate success of any intervention program depends on the involvement of the children’s families.
Some Aspects of Aboriginal Education in Western Australia
Authors: McGowan Malcolm 
Published: November 2015

The author of this article wishes to point out that his comments are taken from his own direct experiences involved in the Aboriginal situation in West Australian Schools. They are not necessarily, therefore, the views of the West Australian Education Department.It appears that there are several groups when one talks about Aboriginal children in general in Australia. Any person who has any Aboriginal blood is termed an Aboriginal. These groups have different hereditary and environmental backgrounds and thus give differing responses to stimuli.In Western Australia, Aboriginals are of either country or town origin. There are vast differences between a third generation town Aboriginal and one who has only just walked in from the desert. Again one must differentiate between town and mission Aboriginals and also between the full blood and the part Aboriginal. The situation is s vast that one can speak about Aboriginals and their education in Western Australian Schools, only in general terms.School can have a tremendous influence on the Aboriginal child. It can be a sanctuary or a place which he tries to avoid. The task of the educator is to make school interesting, yet a useful means of conveyance into 1973. Personal experiences indicate that success lies in motivation – kindness and interest. There is a broad spectrum for Aboriginal children in academic and social achievement. Many are school leaders, have high reading ages and excel in dance, music, sport, art, crafts and written work. Under ideal situations it appears that many Aboriginal children have greater potential than some white children. There must then be other factors which cause Aboriginals to fail to make full use of their talents and abilities.
Some Aspects of Home-School Relations
Authors: Syme D.J. 
Published: November 2015

Our school has 30% of culturally different children of Aboriginal ancestry,. This, in a primary school population of 180, represents a significant proportion. This group can be, and is, defined by colour of skin, facial features, and different life style. Membership of this group is decided both by public opinion and by other members of the group.Our town with a population of some 600 people is representative of many small rural communities with a significant proportion of people of Aboriginal descent. Some of these families, about 30%, live in houses provided by the Aboriginal and Island Affairs Department which are of comparable standard to those of the white people in the town. The remainder live in shanty type settlements which are common to such towns and which are usually located on the town outskirts.
Aboriginal Teacher Aides: Benefits and Utilization
Authors: Cameron C. 
Published: November 2015

There are many benefits gained by employing Aboriginal Teacher Aides. These include:1. (a) The employment of such people as Yvonne Walker at this school, to undertake work of an experimental nature, in teaching untried courses in language to Aboriginal children.(b) The self-respect gained by Aboriginal people in working with teachers in responsible organizations.(c) The decreased reliance on Social Services and consequent upsurge in desire to obtain responsible positions. (One Aboriginal person recently asked me if the Police Department have aides).(d) The efforts made by employed aides to attempt to standardize their social interaction through accepting norms in dress and general conduct.
The Graylands Teachers’ College Study
Authors: Perth W.A. 
Published: November 2015

At an In-Service Course for Teachers of Aboriginal children held in Perth in February 1973, Mr. D. Ibbotson reported on the study being conducted by his College. In this study, teachers in the State were asked to provide information relating to their pupils, on(a) general difficulties and problems of language, behaviour, attendance, organization, parental support (or lack of it).(b) problems, interest and successful ways and means in curriculum areas of Spoken English, Written English, Mathematics.Teachers were also asked to comment on curriculum areas of greatest and least success.