APAC Second Consultation Draft

Transcription

1 APAC Second Consultation Draft Accreditation Standard for Programs of Study in Psychology (May 2014) AIPEP and AIPA joint response Professor Pat Dudgeon, University of Western Australia (Project Leader) Associate Professor Jacky Cranney, University of New South Wales Dr Sabine Hammond, Australian Psychological Society Ms Heather Gridley, Australian Psychological Society On behalf of the Australian Indigenous Psychology Education Project (AIPEP) Ms Tania Dalton (Co-Chair) Ms Vickie Hovane (Co-Chair) On behalf of the Australian Indigenous Psychologists Association (AIPA) July 2014 c/- AIPEP PO Box 38 Flinders Lane Post Office Melbourne VIC 8009 T: (03) F: (03) E: AIPEP & AIPA

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3 1. The Australian Indigenous Psychology Education Project The Australian Indigenous Education Project (AIPEP) is a Commonwealth Government Office for Learning and Teaching (OLT) funded project. Professor Pat Dudgeon, from the University of Western Australia, leads a project team that represents several Australian Universities (Charles Sturt University, Macquarie University, University of New South Wales, the University of Notre Dame, and the University of Western Australia) and the Australian Psychological Society. The Project aims to design, implement and evaluate curricular and support frameworks in psychology training programs in order to maximise: (a) recruitment and retention of Indigenous students, and (b) integration of Indigenous content and cultural competency training for all students in psychology. The Project involves a multi-pronged approach. Information, insights and experiences are gathered from a range of key stakeholders and data sources to inform the development of a curriculum framework, best practice examples and professional development. AIPEP is informed by a multi-disciplinary National Reference Committee, with representation from Heads of Departments and Schools of Psychology Association (HODSPA). AIPEP is guided by Indigenous governance, values and partnership. ( 2. The Australian Indigenous Psychologists Association The Australian Indigenous Psychologists Association (AIPA) is the national body representing Aboriginal and Torres Strait Islander psychologists in Australia. AIPA is committed to improving the social and emotional well-being and mental health of Aboriginal and Torres Strait Islander peoples by leading the change required to deliver equitable, accessible, sustainable, timely and culturally competent psychological care which respects and promotes their cultural integrity. Furthermore, AIPA is committed to supporting and formally representing the views of Aboriginal and Torres Strait Islander psychologists, supporting Indigenous psychology students through undergraduate and postgraduate courses, working toward achieving equity within the profession, and developing and delivering professional development activities which aim to increase the cultural competence of the mental health workforce, service delivery and the mental health system overall. By maintaining a high standard of practice and engaging in Indigenous psychological research, AIPA is committed to being on the forefront of Indigenous psychology in Australia. ( APAC CONSULTATION AIPEP & AIPA RESPONSE 1

4 3. Introduction and General Comments on the Second Consultation Draft Accreditation Standards Thank you for the opportunity to comment. These comments are informed by our particular interest in increased cultural competence in psychology graduates in general, and professional psychologists in particular, and of course, with particular reference to the perspectives of Indigenous Australians. We also make reference to AIPA s (2012) submission to the First Consultation Draft (see Appendix A). Comments that suggest a specific change to the Second Consultation Draft are highlighted ** below. We also note the extensive work on cultural competence in the workforce. This has been explicitly addressed both in the revision of the National Practice Standards for the Mental Health Workforce (2013), and the Aboriginal and Torres Strait Islander Health Curriculum Framework (HWA, 2014). Moreover, there is discipline-specific work in medicine (Phillips, 2004), public health (e.g. PHERP, 2008), social work (Young et al, 2013), nursing (e.g. Nash et al, 2006) and internationally (e.g. Nikora, 2007; IPAC, 2009; Jones et al, 2010). 4. Domains of Standards Domain 1: Education Provider Standards (Refer Appendix A, page 4-5) ** As per the suggestion of AIPA s submission to the First Consultation Draft, make the following addition: The Education Provider maintains a test library which: (i) holds sufficient numbers of up-to-date editions and culturally appropriate versions of those psychological tests, inventories and related testing and assessment materials required to meet the teaching needs and learning outcomes of the Programs of Study offered; ** As per the suggestion of AIPA s submission to the First Consultation Draft, add a new standard after 1.1.5: 1.1.X: The Education Provider promotes partnerships between academic staff and the Indigenous student support centre to (a) support Indigenous students in psychology programs, and (b) increase opportunities for consultation with culturally knowledgeable people regarding the effectiveness and suitability of frameworks, ideologies as well as understandings of Indigenous and culturally specific modes of health and wellbeing on which culturally safe curriculum is based. ** As per the suggestion of AIPA s submission to the First Consultation Draft, make the following addition: (iv) a quality review body, to which a number of stakeholder representatives (including a representative from the Aboriginal and 2 APAC CONSULTATION AIPEP & AIPA RESPONSE

5 Torres Strait Islander psychology health workforce) external to the Education Provider are appointed ** As per the suggestion of AIPA s submission to the First Consultation Draft, make the following addition: (iv) support all elements of the Programs with up-to-date publications, including papers from high quality peer-reviewed scientific journals of international standing, as well as local Indigenous-specific research. Domain 2: Standards for Programs of Study at AQF Level 7 (Refer Appendix A, page 5-6) ** As per the suggestion of AIPA s submission to the First Consultation Draft, make the following addition: A1.2 c) intercultural diversity and cultural safety frameworks A1: all of the points are appropriate, including the inclusion under A1.2 of two separate points intercultural diversity and issues for and perspectives of Aboriginal and Torres Strait Islander Peoples. The latter is essential foundational information for PG standards relevant to PsyBA requirements, and also constitutes essential generic professional knowledge in any career (i.e. cultural awareness, the first step toward cultural competence; see Cross et al., 1989). The inclusion of health and well-being is also highly relevant from an Australian Indigenous perspective. ** As per the suggestion of AIPA s submission to the First Consultation Draft, make the following addition: A2.2 Demonstrates knowledge and understanding of research ethics, including that relevant to undertaking culturally appropriate research. ** We would like to suggest an additional content area under A1.2: Quantitative and qualitative data analysis. Statistics is not mentioned in A2, and perhaps the better place is here. As the value of mixed methods approaches is increasingly appreciated, particularly in the context of practitioners undertaking research, and of undertaking research with Indigenous peoples, it should be included here. Note that mixed methods are explicitly emphasised in the UK and USA standards/guidelines. Domains 4, 5 and 6: Standards for Programs of Study at AQF 9 - Masters Coursework Standards for Programs of Study at AQF 9 - Masters Extended Standards for Programs of Study at AQF 10 - Doctoral degrees with professional coursework (Refer Appendix A, page 7-9) APAC CONSULTATION AIPEP & AIPA RESPONSE 3

6 We agree with allowing the possibility of a Year 4 and 5 Masters degree, and a Years 4, 5 and 6 Masters Extended degree. This allows greater flexibility for Higher Education Providers, and greater choice for students and, in particular, Indigenous students. We applaud the strong emphasis on cultural competence and the inclusion of Indigenous perspectives in Appendices B7 and C7, as well as specific standards such as , , and , which emphasis culturally safe practice. ** It is not clear to us what is required regarding research training for Domain 4 and 5 (4.32, 5.3.2). In general, we agree with the notion that across the UG-PG sequence, only one thesis is required (in Domain 3), and that research training in Domains 4 and 5 should focus on evaluation of practice and on the appropriate translation of literature-reported evidence-based strategies into one s own practice. Moreover, AIPEP s experience is that gaining ethics approval to undertake research with Indigenous peoples takes 6 months on average, and sometimes is not possible. It could be more useful within a Masters program to develop understanding of how to conduct research in a culturally sensitive manner. ** As per the suggestion of AIPA s submission to the First Consultation Draft, make the following addition: The Program of Study includes a range of coursework and Practica based on recent literature concerning the education and training of psychologists and other relevant practitioners published in well regarded international journals, as well as local Indigenous-specific research. [Please generalise this to Domain 4 and 6] ** As per the suggestion of AIPA s submission to the First Consultation Draft, make the following addition: B7.1 Places particular stress on informed consent and collaborative decision making (appropriate to the culture and setting of the client, and using a translator where appropriate), especially as a contribution to the issue of self-determination. We applaud Appendices B9 and C9, particularly the emphasis on exploring limitations, promoting self-awareness and critical reflection (which builds on Domain 2 Appendix A, A6). Domain 8: Standards for Masters of Advanced Practice ( specialised areas ) Programs of Study (AQF 9) (Refer Appendix A, page 9) We applaud the standards for Bridging Masters. Indigenous professionals will benefit from any freeing up of pathways to build on professional training : Change 5 to 10 years. Realistically, after completing an Extended Masters program, one must undertake 2 years of supervised practice to gain Endorsement status, and it is likely that it is more than a further 3 years before a professional is in a position (in terms of employment status and finances) to undertake further 4 APAC CONSULTATION AIPEP & AIPA RESPONSE

7 study. That is, by specifying 5 years, it will be virtually impossible for ANY interested professional to undertake this program. 5. Concluding Comments In conclusion, the AIPEP Team is pleased to see increasing attention to Indigenous content and specific cultural competence in this APAC Consultation Draft. We believe that the proposed standards will be strengthened by including the additional standards or reworded standards as detailed above. 6. References AIPA (2012) Response to the APAC consultation draft: Accreditation standards for psychology courses, September ychologists_association.pdf Cross, T.L., Bazron, B.J., Dennis, K.W. and Isaacs, M.R.(1989). Towards a Culturally Competent System of Care: A Monograph on Effective Services for Minority Children Who Are Severely Emotionally Disturbed. CASSP Technical Assistance Center, Georgetown University Child Development Center, Washington, DC. Health Workforce Australia (2014). Aboriginal and Torres Strait Islander Health Curriculum Framework. (IPAC) Indigenous Physicians Association of Canada (2009). First Nations, Inuit, Métis Health CORE COMPETENCIES: A Curriculum Framework for Undergraduate Medical Education Jones, R., Pitama, S., Huria, T., Poole, P., McKimm, J., Pinnock, R. and Reid, P. (2010). Medical education to improve Māori health, The New Zealand Medical Journal, Vol 123 No Nash, R., Meiklejohn, B., and Sacre, S. (2006). The Yapunyah project: Embedding Aboriginal and Torres Strait Islander perspectives in the nursing curriculum. Contemporary Nurse: Vol. 22, Indigenous Health Care, pp National Practice standards for the mental health workforce (2013). APAC CONSULTATION AIPEP & AIPA RESPONSE 5

8 04E6D2CA257C430004E877/$File/wkstd13.pdf Nikora, L. W. (2007). Maori and psychology: Indigenous psychology in New Zealand. In A. Weatherall, M. Wilson, D. Harper & J. McDowall (Eds), Psychology in Aotearoa/ New Zealand (pp ). Auckland, New Zealand: Pearson Education New Zealand. %20Maori.pdf?sequence=1&isAllowed=y PHERP Indigenous Public Health Capacity Development Project Reference Group (2008). National Indigenous Public Health Curriculum Framework, Onemda VicHealth Koori Health Unit, The University of Melbourne, Melbourne. k.pdf Phillips, G. (2004). CDAMS Indigenous Health Curriculum Framework, VicHealth Koori Health Research and Community Development Unit on behalf of the Committee of Deans of Australian Medical Schools Health-Curriculum-Framework.pdf Young, S., Zubrzycki, J., Green, S., Jones, V., Stratton, K. and Bessarab, D. (2013). Getting It Right: Creating Partnerships for Change : Developing a Framework for Integrating Aboriginal and Torres Strait Islander Knowledges in Australian Social Work Education, Journal of Ethnic And Cultural Diversity in Social Work 22(3-4) pp APAC CONSULTATION AIPEP & AIPA RESPONSE

9 AUSTRALIAN INDIGENOUS PSYCHOLOGISTS ASSOCIATION RESPONSE TO THE APAC CONSULTATION DRAFT: ACCREDITATION STANDARDS FOR PSYCHOLOGY COURSES SEPTEMBER 2012

10 About the Australian Indigenous Psychologists Association (AIPA) The Australian Indigenous Psychologists Association (AIPA) is the national body representing Aboriginal and Torres Strait Islander psychologists in Australia. AIPA is committed to improving the social and emotional well-being and mental health of Aboriginal and Torres Strait Islander peoples by leading the change required to deliver equitable, accessible, sustainable, timely and culturally competent psychological care which respects and promotes their cultural integrity. Furthermore, AIPA is committed to supporting and formally representing the views of Aboriginal and Torres Strait Islander psychologists, supporting Indigenous psychology students through undergraduate and postgraduate courses, working toward achieving equity within the profession, and developing and delivering professional development activities which aim to increase the cultural competence of the mental health workforce, service delivery and the mental health system overall. By maintaining a high standard of practice and engaging in Indigenous psychological research, AIPA is committed to being on the forefront of Indigenous psychology in Australia ( General Comments on the Draft Accreditation Standards Psychology s involvement (both as a discipline and profession) in the racism, prejudice and events of colonisation experienced by Indigenous Australians has been well documented. Furthermore, despite recent progressions, culturally inappropriate mental health services continue to contribute to the physical and mental health inequalities experienced by Indigenous as well as minority ethnic group members. Therefore, the training of future mental health workers and psychologists is considered an essential step in closing the gap between the health and wellbeing of Indigenous and non-indigenous Australians. It is with this intent that AIPA has prepared this submission to effectively represent the needs of Aboriginal Australian and Torres Strait Islander communities as well as prospective Indigenous psychology graduates. Furthermore, education and more specifically the introduction and engagement of intercultural and Indigenous perspectives in undergraduate psychology degrees has been highlighted as an important anti-racism initiative. Therefore, it is imperative that education providers and bodies such as the Australian Psychology Accreditation Council (APAC) take advantage of this arena and opportunity to participate in awareness-raising and knowledgebuilding around the impacts of racism and to build culturally appropriate assessment, research and intervention practices in psychology with Aboriginal and Torres Strait Islander people and communities. Overall, the Consultation Draft prepared by APAC regarding the revised accreditation standards for programs of study in psychology shows signs of potential progress towards consideration and inclusion of Indigenous perspectives in the teaching of psychology. Specifically, the increased flexibility and pathways available to achieve psychology qualifications and professional experience is supported. While recognition of intercultural diversity and Indigenous psychologies and perspectives in the graduate attributes and competencies is commended, it is the opinion of AIPA that the standards (and graduate attributes and competencies) put forward 2

11 could better address the interests and needs of Aboriginal Australian and Torres Strait Islander communities as well as other culturally diverse and minority groups. Importantly, many of the following comments and recommendations concerning the proposed accreditation standards are based on, or derived from, cultural competence and cultural safety frameworks: Cultural competence involves an ongoing commitment to work with people from diverse cultures in ways which are considered respectful and aware of difference. The development of cultural competence is an ongoing process that goes beyond awareness of cultures other than one s own to include the ability to question one s personal values, perceptions and cultural assumptions and to work in inclusive, safe and respectful partnership. Cultural safety frameworks and pedagogy aim to achieve more than education about cultural differences. Rather cultural safety implicitly requires a focus on power imbalances between cultural groups and how this has an impact on the health and wellbeing of Indigenous Australians as well as other culturally diverse community members. A cultural safety framework recognises that health is embedded in cultural, social, historical and political contexts, and that it is the responsibility of the service systems and health professionals within those systems to make the changes needed to ensure the cultural safety of Aboriginal and Torres Strait Islander people as recipients of those services. Importantly, cultural safety calls for high levels of continued critical reflection and for practitioners to have an understanding of their own cultural identity and how this influences their psychological practice. A valuable cultural competence resource is the literature review and other materials developed by the Indigenous Cultural Competency in Australian Universities project (Universities Australia, 2011). The ultimate aim of the project was to provide the Australian higher education sector with a best practice framework comprising the theoretical and practical tools necessary to embed cultural competency at the institutional level to provide encouraging and supportive environments for Indigenous students and staff, as well as to embed in non-indigenous graduates the knowledge and skills necessary for them to provide genuinely competent services to the Australian Indigenous community: 3

12 DOMAINS OF STANDARDS Domain 1: Education Provider Standards With regard to the general standards and expectations of education providers which facilitate psychology education at undergraduate and postgraduate levels, there are a number of considerations needed to ensure that the interests of Indigenous Australian communities are met with regard to the teaching of psychology. For instance, in relation to test libraries, it should be a specific standard that education providers maintain not only a test and assessment library which is up-to-date and effectively managed and supervised, as currently stated in the consultation document, but also that the test library includes a range of tests (or assessment alternatives) which are considered to be culturally appropriate. Students should be trained and receive appropriate supervision in order to effectively administer such culturally appropriate tests or alternative forms of assessment. Furthermore, in reference to requirements and standards regarding academic staffing and the teaching of psychology within educational institutions, there must be consideration of what qualifications and/or professional experiences would be most valuable and necessary in teachers of Indigenous perspectives, intercultural and diversity issues in psychology. That is, to effectively prepare students to consider diversity issues in psychology (especially at an undergraduate level), best placed teaching staff and/or instructors may come from outside the traditional field of psychology. For instance, Aboriginal Torres Strait Islander academics with expertise in Aboriginal Torres Strait Islander studies provide an authentic and lived experience as well as discipline knowledge, and so it is preferable that they have a direct role in delivering the psychology curriculum. Therefore, it may be necessary for some inter-disciplinary consultation and involvement when educating students regarding diversity and Indigenous perspectives in psychology. Following on from the above recommendation, it is recommended that a specified standard for education providers be the promotion of partnerships between academic staff and Indigenous centres and/or groups as well as local Aboriginal and Torres Strait Islander community organisations. The development of such partnerships within and external to the tertiary education institution will increase opportunities for consultation with culturally knowledgeable people regarding the effectiveness and suitability of frameworks, ideologies as well as understandings of Indigenous and culturally specific modes of health and wellbeing on which culturally safe curriculum is based. Furthermore, such active partnership building and inclusion of other understandings will signify respect for Indigenous cultures and language. The current draft standards also call for a stronger focus on demonstration of quality improvement and quality assurance processes, as well as, a requirement for greater engagement and communication with employers and others in the community. From a cultural safety perspective this quality assurance must be addressed in consultation, engagement and authentic partnership with the communities which are to be served. In agreement with the draft standards, AIPA considers evidence-based approaches to teaching and learning imperative. However, it is recommended that broadly based sources of knowledge (for example, Indigenous psychologies and perspectives) and approaches to evidence 4

13 gathering should be included, involving collaboration with relevant Aboriginal and Torres Strait Islander individuals and bodies, in an effort to engage with diversity throughout the psychology syllabus. While designated units of study which focus on Indigenous and/or cross-cultural perspectives are valuable and appropriate, particularly at the foundation level, it is also essential that this learning be advanced through integration and inclusion in all areas of study (eg., in relation to legal and ethical issues; assessment and measurement; intervention; research; communication and relationships, etc). The inclusion of current and peer-reviewed publications in the teaching of psychology is essential and appropriate. However politics surrounding whose knowledge is valued and the frequently unequal access to publishing space which is given to alternative forms of knowledge needs to be recognised, and should not result in the exclusion of valued perspectives. Privileging international or global journals and other source material (such as textbooks) may mean that rich local Indigenous-specific research will be overlooked. In addition, it is important that students are taught to understand any literature and other teaching materials within their historical, political and cultural context. Finally, the recommended standards surrounding credit, advanced standing and recognition of prior learning (RPL) (Section 1.6) are supported, and the proposed alternative pathways to psychology education and qualifications are welcomed. Particular attention is needed, however, to the creation and facilitation of pathways for Aboriginal and Torres Strait Islander students with experience in the fields of social and emotional wellbeing and mental health who wish to pursue further training and/or a career in psychology. It is recommended that the APAC standards explicitly include the requirement for institutions to create and facilitate such pathways as part of their accreditation requirements. Domain 2: Standards for Programs of Study at AQF Level 7 Programs of study at this level provide the basis for students progression into high level psychological study and training. Hence it is imperative that students are oriented towards issues of diversity from their initial engagement with psychological education. Thus, in line with this premise, the introduction of foundational (and culturally appropriate) counselling and interviewing skills is a welcome and supported addition to undergraduate psychology programs. However, such skills should be introduced in a culturally respectful and safe manner that recognises cultural difference. It is therefore recommended that, to ensure students are well prepared to work effectively with Indigenous Australians (as well as culturally and linguistically diverse community members), the introduction of counselling and interviewing skills into undergraduate psychology programs be in line with Ranzijn, McConnochie and Nolan s (2007) curriculum guidelines for Indigenous psychology. Specifically, these guidelines advocate a stepped approach (introductory, more advanced, postgraduate and professional development) to cultural learning. The introduction of cultural competence and diversity issues at the undergraduate level (in particular the first years of the program) is recommended in order to familiarise students with the cultures, histories and contemporary experiences of Indigenous people, possibly for the first time, to commence the critical examination of psychology s responsibility (or part) in the wellbeing of Aboriginal and 5

14 Torres Strait Islander people, and to provide opportunity for skill development in critical analysis and self-reflection (Ranzijn et al., 2007, p.15). As signified by the proposed progressive or stepped approach, such learning and development is a life-long process which should continue into professional development. However, lessons learned at these earlier stages of education are fundamental in preparing individuals to engage with the content of their psychological studies in a critical and culturally considered and safe manner (Ranzijn, et al., 2007), and thus increasing the likelihood of a culturally competent psychology workforce in the future. It is important that such principles are clearly incorporated into the requirements concerning programs of study at this level. It is worth noting that such a requirement is stipulated by the Australian Association of Social Workers (AASW, 2012), who mandate that all accredited social work programs must present such introductory cross-cultural curriculum. Indigenous perspectives and cultural diversity are referred to in a number of the outlined graduate attributes, which AIPA considers a positive inclusion. However, at this undergraduate level specific graduate attributes are warranted which centre on knowledge, understanding and skills regarding Indigenous perspectives and cultural safety frameworks. These attributes are imperative if future psychologists or mental health practitioners are to deliver effective and culturally safe mental health services to Australia s increasingly culturally and linguistically diverse community. It is recommended that this revised attribute be further developed to give due consideration to the distinct experiences, needs as well as the strength of Indigenous Australians, and the separate and distinct experiences and needs of other culturally diverse and minority group members. Importantly, the introduction of this graduate attribute does not exempt such cultural considerations from being reiterated and elaborated within the other identified graduate attributes and competencies. They are notably absent in Graduate Attributes 2 and 3 (Research Methods, and Critical & Creative Thinking Skills). Domain 3: Standards for Programs of Study at AQF 8 Although academic performance in undergraduate studies is viewed as an important criterion to consider in the selection process for admission to this level of psychological education, other applicant characteristics and experiences (especially extensive work in community) also need to be given comparable or equal weight. Such flexibility will allow for teaching institutions to make a case for the admission of prospective students who may not satisfy strict education requirements, however demonstrate the acquisition of other forms of skills and knowledge that enhance their potential for future psychology training and practice and the capacity to complete the required course requirements. Along with being good consumers of research, within the rigorous research training students receive at this level of study they should be able to design and conduct research in a manner which is appropriate to working and engaging with diverse individuals and groups. In addition to considering issues of diversity in research, the research training at this level should ensure that graduates value different ways of developing knowledge, can utilise both qualitative and quantitative methodologies, and are able to demonstrate versatility in matching community needs and research methods. Students must be able to understand and interpret existing research within a political, historical and cultural context. Furthermore, students need to be familiar with and able 6

15 to enact the NHMRC Guidelines for research with Aboriginal Torres Strait Islander communities. Rigorous ethical approval processes are in place in universities and state bodies and students/researchers should be familiar with these principles, guidelines and requirements. Domain 4: Standards for Programs of Study at AQF 9 - Masters Coursework As with Domain 2, a flexible entry requirement for this level of study is strongly supported. Removing hard entry requirements (such as H2A average) allows teaching institutions more discretion to consider an applicant s potential and suitability for advanced psychology education and courses. AIPA is aware of several instances in previous years where highly recommended Indigenous applicants (including scholarship recipients) have been excluded from postgraduate study on the basis of a rigid application of cut-off levels. Such an inflexible selection process perpetuates institutional racism and indirect discrimination, preserving the myth of the level playing field while serving (unintentionally but effectively) to exclude non-mainstream applicants and to narrow the potential psychology workforce. With regard to the purpose and learning outcomes (Section 4.2), at this level it is imperative that specific outcomes are articulated which mandate the learning of skills and knowledge central to culturally safe practice, including but not limited to counselling, assessment and research. For instance, outcomes focused on awareness and understanding of the cultural identity, values and customs of diverse groups and clients and how this may require the application of different requirements and frameworks. Distinct from the critical and creative thinking skills which are stated learning objectives for AQF 9 Masters Coursework level of training, it is highly recommended that an additional learning outcome related to the ability to critically reflect on one s own practice is also included in the APAC standards. Section requires that each student [is to] pass an assessment of suitability for professional education and training before permitting him/her to undertake any practica which involve the student in the provision of psychological services to the public. AIPA asserts that high levels of self-awareness and an ability to demonstrate critical reflection on one s own cultural assumptions and practices are key in assessing students readiness to participate in the provision of psychology services to the public in a placement context. Domain 5: Standards for Programs of Study at AQF 9 - Masters Extended The introduction of fourth and fifth year exit points is considered by AIPA to be a beneficial option for Aboriginal and Torres Strait Islander psychology students. Increasing the number of exit points and pathways to registration allows for a more diverse workforce by increasing students flexibility to take paths that meet their professional aspirations and interests as well as their personal responsibilities. This new option will contribute to the number of qualified psychologists thus meeting the increasing mental health needs of the Australian population, especially in rural and remote areas. There is a need for increased consideration regarding the literature referred to in the training of psychologists (including coursework and practicum components). Section indicates that training is based on recent literature concerning the education and training of psychologists published in well regarded international journals. As noted under Domain 1, 7

16 caution is raised regarding an over-reliance on international literature. Australia s population and community members needs, particularly those of Indigenous Australians, may not be well addressed in international literature. Therefore, it is recommended that literature used in teaching at AQF 9 Masters Extended level include research and resources culturally specific to Australia and that, diverse forms of literature and knowledge need to be engaged and employed. In addition, it is essential that students ability to understand and interpret research include the consideration of historical, political and cultural context. In relation to the requirements of the supervised practical placement experience (Section ), AIPA considers it essential that issues of diversity are addressed in the varied placement contexts in which students will participate. Such diversity goes beyond Indigenous and cultural diversity to also include class, gender, dis/ability, sexuality, religious and linguistic diversity among other social categories. It is recommended that the APAC standards stipulate that practical placements should include issues of diversity in relation to placement organizations, programs, clients and client groups. In addition to focusing on diversity within the practicum experience, it is essential that students apply their understanding and skills of self-reflection and critical reflection to practice experience. AIPA recommends that students provide detailed evidence in the log book of practicum placement experience (as referenced in Section ) of critical reflection on placement experiences. This inclusion provides an opportunity for students to apply skills of critical reflection learned in the classroom, and for institutions to critically assess students understanding and expertise in this area - that is, whether students demonstrate consideration of their own beliefs, values and understanding in relation to issues of diversity, including but not limited to, Indigenous issues and cultural diversity and how these may have affected their training and overall placement experiences. Domain 6: Standards for Programs of Study at AQF 10 - Doctoral degrees with professional coursework The H2A entry requirement into Doctoral level degrees is supported by AIPA. However, in exceptional circumstances it is considered advisable that there should be allowances for institutions to make a case for the admission of prospective students who do not satisfy this requirement but may display other characteristics or experience that recommends them for admission. Furthermore, at this high level of psychology training and study, it is essential that learning outcomes (Section 6.2.2) include requirements regarding students abilities to recognise and address issues of diversity in psychology, including an understanding of diversity which is embedded in critical, historical and cultural frameworks. At AQF 10 Doctoral degree with professional coursework level, students should have advanced skills in the design and conduct of research in a manner which is appropriate to working and engaging with diverse individuals and groups. As well as considering issues of diversity in research, research training at this level should ensure that graduates value different ways of developing knowledge, can utilise both qualitative and quantitative methodologies and are able to demonstrate versatility in matching community needs and research methods. In addition, 8

17 students should display effective communication skills and be able to disseminate research findings using techniques appropriate to their audience. Furthermore, at this level students need to demonstrate an ability to consider the implications of research for Indigenous as well as culturally diverse communities, as well as to evaluate the applicability of research for an Australian context. Domain 7: Standards for Conversion Programs of Study (AQF 7) No new comments Domain 8: Standards for Masters of Advanced Practice ( specialised areas ) Programs of Study (AQF 9) As previously highlighted under Domains 1 and 5, along with highly regarded international research, coursework and practica must also draw from research conducted within an Australian context as related to the specialised area of practice. At this stage of training students should be able to evaluate how research findings are applicable to Indigenous Australians, as well as ethnically diverse community members. In particular, relevant published research conducted by Indigenous psychologists should form part of the specialised curriculum. Due to the specialised nature of program under Domain 8, the additional hours of supervised practice which are mandated are supported by AIPA. However, it should be explicitly stated that, regardless of the specialised area of practice that students are engaged in, issues of diversity and the influence of culture should be recognised within the specific placement context (e.g., schools, hospitals, health centres, correction facilities etc.) and culturally safe and respectful practice should be demonstrated. Finally (as stated under Domain 5), it is argued that the requirements particularly relating to placement and the log book which students are required to maintain, seemingly overlook the vital role which critical self-reflection on practice has in the delivery of culturally safe, as well as overall effective and ethical, practice in all specialised areas. That is, at this specialised level of training, students should not only have considered their own values, cultural identity and perspectives, but should also demonstrate sufficient self-awareness to assess the boundaries of their current skill level and therefore where they may require further professional development. In particular, in working with Indigenous and culturally diverse group members within specialised contexts, students (who at this stage are registered generalist psychologists) should be able to identify if they have sufficient levels of knowledge with regards to the understandings of health and related values to effectively work with particular individuals and their family or community. In any case, students at this level of training should have the ability to work collaboratively with other professionals within and external to their specialised area, including and culturally knowledgeable individuals and/or bodies. Graduate Attributes and Core Competencies There are a number of comments and considerations that could be made regarding the graduate attributes (Appendix A) and core competencies (Appendices B & C) to ensure that programs of study are producing graduates who exemplify a respect for and understanding of 9

18 diversity (cultural, linguistic, dis/ability, gender, religious, sexuality and so on). AIPA makes note of and commends the inclusion of intercultural diversity and Indigenous issues in psychology as forms of knowledge graduates are required to demonstrate (A1.2). This is in addition to demonstrating awareness of diversity and understanding of the impacts of prejudicial attitudes as fundamental skills in the ethical practice of psychology (A4.1-A4.2). However, AIPA asserts that these graduate attributes do not go far enough to ensure that psychology graduates are capable of effectively addressing the needs of Indigenous Australians as well as the mental health demands of other culturally diverse groups. As well as further integrating issues of diversity into the current graduate attributes (in particular, research methods and communication and interpersonal skills), it is essential that an additional graduate attribute concerning understandings of, and respect for, diversity be included. Such an attribute should be centred on, and require graduates to have, a level of understanding of culturally safe and respectful practice encompassing, but not limited to, assessment, intervention and research. Furthermore, graduates should have an understanding of the role culture plays in the identity development, as well as health and wellbeing, of Indigenous and culturally diverse communities. Importantly, at this level students should have a degree of knowledge and recognition for the historical and contemporary forms of racism, displacement and discrimination experienced by Aboriginal and Torres Strait Islander people and the continued negative consequences including mental health issues experienced as a result of colonisation. Furthermore, students should have some insight into ideas concerning normative values of health as well as normative racial privilege. Core competencies for both psychological interns and entry level psychology practitioners require additional consideration of working with culturally diverse and Indigenous populations. The proposed competence Working in a cross-cultural context (Competence B7 and C7) is insufficient to demarcate the distinct and varied needs of Indigenous Australians and other minority ethnic groups and communities. That is, the historical and contemporary experiences, values, understandings of health and mental health needs of Aboriginal Australian and Torres Strait Islander populations are distinct from those of other culturally diverse minority groups in Australia. This is not to detract from the needs and experiences of other cultural diverse groups, including immigrants and refugees who may have experienced (and continue to experience) the severe impacts of torture, violence, war and racism. Rather, it is asserted that psychology (both as discipline and profession) needs to give due consideration to both groups by including separate, distinct and detailed competencies (covering skills, attitudes and knowledge) for working in culturally and linguistically diverse contexts as well as working with Indigenous Australians. Such an amended approach would be in line with the competencies adopted by our international psychology counterparts (e.g. New Zealand) as well as discipline/industry partners (e.g. social work, mental health nursing). References to other dimensions of diversity, such as sexual orientation, dis/ability, religion/spirituality, would be a valuable inclusion but should not be parked together under the umbrella heading of Working in cross-cultural contexts. Rather, such references should be integrated across all the core competencies. Finally, there are a number of specific points that need to be highlighted with regard to the graduate attributes and competencies. These are as follows: 10

19 1. Currently, the draft standards fail to include the effective use of interpreters (including Indigenous interpreters where appropriate). Psychologists need to acknowledge the importance of language barriers and therefore where necessary to improve the service provision and accessibility for diverse client groups (including those from non-english speaking background and those with disabilities affecting communication), to be proficient in using interpreters or bicultural workers. According to Australian Bureau of Statistics (ABS) 2011 data, 16.6% of Aboriginal and Torres Strait Island language speakers report that they do not speak English well or at all (Parliament of Australia (2012).In our experience, without interpreters and proper regard to the language barriers that Indigenous Australians face, service delivery can be misdirected and damaging and people can be excluded from, and alienated by, the very programs designed to assist them. Further, if Indigenous languages are not preserved and then taken into account in service delivery to Indigenous Australians, many Closing the Gap initiatives will be undermined. (Commonwealth Ombudsman, 2012). Appropriately engaging and working with interpreters is an important consideration for many areas of practice and requires understanding, cultural consideration and skills. Guidelines such as Queensland Health s Working with Interpreters Guidelines provide an overview of some of the skills needed by psychologists [ 2. While it may be covered in PsyBA ethical principles, there is seemingly no mention in the APAC graduate core competencies regarding understandings of the power imbalances between psychologists and clients as well as historical and contemporary perceptions of psychology services amongst culturally diverse groups and Indigenous Australians. AIPA recommends that this gap be addressed in the revised standards. 3. AIPA recommends that core competencies include the ability to develop and maintain authentic partnerships between Indigenous and non-indigenous services. 4. AIPA recommends that an understanding of limits to the personal competence of psychologists in relation to creating safe, supportive and effective environments, particularly when working with culturally diverse groups and Indigenous Australians be included as a core competency for graduates. 5. AIPA hopes that specific competencies will be developed for each area of practice endorsement, outlining their particular role in contributing to a culturally safe psychology discipline and profession. Finally, AIPA is willing to consult with APAC, the PsyBA and any educational providers to ensure that the above recommendations are realised within undergraduate, postgraduate, research and extended practice programs in psychology. 11

20 References Australian Association of Social Workers. (2012). Australian Social Work Education and Accreditation Standards. Australian Indigenous Psychologists Association (AIPA). (2010). AIPA publications, position papers and submissions listed at: Parliament of Australia (2012) Our land, our languages: language learning in Indigenous communities, House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs, September 2012: mittees?url=atsia/languages/report/index.html Ranzijn, R., McConnochie, K., Clarke, C., & Nolan, W. (2007). Just another white-ology : Psychology as a case study. Counselling, Psychotherapy, and Health, 3(2), Indigenous Special Issue, Article at: Universities Australia. (2011). National Best Practice Framework for Indigenous Cultural Competency in Australian Universities. Canberra: Department of Education, Employment and Workplace Relations (DEEWR) Retrieved from: Further reading and resources: Dudgeon, P., Garvey, D., & Pickett, H. (Eds.). (2000). Working with Indigenous Australians: A handbook for psychologists. Perth: Gunada Press. Garvey, D. (2007). Indigenous identity in contemporary psychology: Dilemmas, development and directions. Melbourne: Thomson Learning. Kelly, K., Dudgeon, P., Gee, G. & Glaskin, B. (2010). Living on the edge: Social and emotional wellbeing and risk and protective factors for serious psychological distress among Aboriginal and Torres Strait Islander People, Discussion Paper No. 10, Cooperative Research Centre for Aboriginal Health, Darwin. Lee, C. (Ed.). (2000). Special issue: Australian Indigenous psychologies. Australian Psychologist, 35(2). Purdie, N., Dudgeon, P., & Walker, R. (Eds). (2010). Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice. Western Australia: Australian Council for Educational Research and the Kulunga Research Network, Telethon Institute for Child Health Research, with funding through the Office for Aboriginal and Torres Strait Islander Health, Australian Government Department of Health and Ageing. Ranzijn, R., McConnochie, K., & Nolan W. (2009). Psychology and Indigenous Australians: Foundations of cultural competence. South Yarra: Palgrave Macmillan. Social and Emotional Wellbeing and Mental Health Services in Aboriginal Australia: The Australian Indigenous HealthInfoNet: 12