A Model for Increasing Indigenous Participation in Psychology Degrees

Abstract

For psychology to truly embrace reconciliation, a greater representation of Indigenous Australian psychology professionals is required. A model for increasing Indigenous participation in psychology degrees is described here. Such an increase has many potential benefits for the discipline and the services that it provides. The model proposed targets the barriers reported by past and potential Indigenous students. Key aspects of this model are as follows: the institutional context that embraces a cultural competence framework, the inclusion of relevant Indigenous curriculum in subjects within the degree, partnership with the local area health service, and involvement of local elders and communities. It also encompasses a system for growing a sustainable mentoring program involving students and staff. Mutually respectful relationships and reciprocal learning are foundational in this approach. The model provides experience of reconciliation in action for all psychology students important in training future professionals. Integral is a process to increase the relevance of the curriculum and pedagogy for serving the needs of Indigenous people, thereby increasing the engagement of Indigenous students.

Key words:

• Aboriginal and Torres Strait Islander
• cultural competence
• Indigenous
• participation
• reconciliation

Acknowledgement

We wish to acknowledge the traditional custodians of the lands on which our university campuses are located, paying respect to the elders, both past and present, and extending that respect to all Indigenous Australians. The work conducted to produce this manuscript was supported by a (Charles Sturt University) University Indigenous Teaching Fellowship Grant, 2010.