WELF Aboriginal Australians and Human Services Report 2 Sample

WELF Aboriginal Australians and Human Services Report 2

Assessment details:

This assignment is designed to help you reflect on your experiences of learning about how to work with Aboriginal and Torres Strait Islander Peoples, while showcasing your development and growing understanding of cultural competency in the context of social work and human services practice. The assessment is broken into two main parts, the four journal entries and the self-awareness and personal growth sections.
Portfolio Components:

The Cultural Competency Portfolio should encompass the following components:

1. Reflective Journal Entries (4 entries, 300 words each):

Over the course of the semester, you are required to complete four reflective journal entries, with each entry spanning at least 300 words.
These journal entries should recount specific experiences, or learnings, involving Aboriginal and/or Torres Strait Islander Peoples. You are expected to critically analyse these experiences, drawing out insights that demonstrate your understanding of cultural competency.

2. Self-awareness and Personal Growth (500 words):

In the second section of the assessment, you are required to write approximately 500 words, articulating your personal journey of growth concerning cultural competency. This entails explaining how newfound awareness, knowledge, attitudes, and skills have evolved as a direct result of your course learnings and, reflections. This should also include details on how this personal growth will inform future practice in the fields of social work and human services practice.

Solution

Introduction

Cultural competency in Aboriginal Australians and human services focuses on being aware of cultural values, being respectively, open and highly collaborative. The Aboriginal and Torres Islander people are growing with collaborative strengths, new communication, and diverse community interventions. The purpose of a portfolio for MBA Assignment Expert is to focus on reviewing reflective analysis as journal entries on experiences, and on understanding Aboriginal and Torres Strait Islander people's cultural competencies.

It will also focus on signifying attention to new skills and strengths discovered while completing the work, reflecting learning experiences and important points in social work and Human service practices. The review in a portfolio will also focus on journal entries related to productive experiences review identifying major important dimensions. The analysis in research will also enhance attention on the personal growth journey about cultural competency, highlighting changes in attitude and awareness professionally. It will also focus on extending constant change towards how this will impact Aboriginal Australians, identifying new personal journey goals and significance in social work and human services practice.

Reflective Journal Entries

Journal entry one: Concrete experience

The Kolb reflective model stages will enable focusing on reflective review of various learning, new skills enhanced experiences review. The first stage is concrete experimentation, I have experienced highly creative knowledge on growing cultural competence levels within the Aboriginal community. While working with Aboriginal and Torres Strait Islander people, I reflected on various new learning goals for changing cultural competency levels within the community. In concrete experience, I would also highlight the importance of self-reflecting on various values developed through working in Aboriginal and Torres islander communities people variedly.

My cultural competency principles such as valuing diversity and higher efficiency have improved through this, as many instances highlighted community development in Aboriginal and Torres Strait people. In one of my experiences, I found it highly important for social work and human services practitioners to be respectful and compassionate towards the community. My communication skills have enhanced in this work, as I was openly working with many people sharing their values on cultural competency.

The work with the community has also enlarged my vision and built up concrete experience in me, for enhanced new learning goals diversely. There is exposure to racism issues and less power among Aboriginal children, reporting a decline in mental health levels with a higher rise in health issues. I found there are issues such as power privilege, and implications faced on children due to neglect concerns specifically that have led to further rise to complications in Aboriginal and Torres community. I plan to focus on strengthening change in my future goals, by working on learning attained from this.

Journal entry two: reflective observation

I was able to reflect on many observatory situations while working with people of Aboriginal and Torres Islander communities, which enhanced my working style creatively. I have gained highly informative knowledge on changing new diverse community beliefs, and the importance of social work for betterment. My time management and team development skills have improved rapidly, as I was able to work with teams informatively to gain data on the experiences faced by Aboriginal children. The analysis has been also fruitful in identifying new creative values, and new values rising in social community aspects in Aboriginal and Torres Strait Islander communities successively (Fitzpatrick et al.., 2017).

The recent case review also highlighted attention on Aboriginal children who were removed from their families, children were placed and abused. Children were neglected and expected to assimilate into different cultures, differences leading to high levels of discrimination specifically. Children also faced bullying instances and corporal punishments in school, deprived food conditions leading to poor performance. It is also impacted by higher dropout rates, sleep difficulties, and obesity levels along with asthma conditions lowering performance levels (Mazel, 2016). The protection and assimilation policies impacted aboriginal children from family, with power and privilege also lowering values functionally.

They were also denied access to cultures, not allowing practicing language, and punished with discrimination rise variedly. Cultural competencies issues have been severe among children, leading to a decline in various health concerns specifically. While reviewing the case, the child protection worker found family is at risk of having their children removed due to various neglect concerns (Zagler et al., 2024). As stated the role of whiteness in discrimination against Aboriginal children in the family is seen in the whiteness of institutions leading to overt and implicit racism.

Journal entry three: Abstract conceptualization

The third stage of reflection focuses on the abstract conceptualization, placing major attention on various new experienced evaluations. I did face some challenges in recent work with Aboriginals and the Torre Islander community, as various extended changing situations in recent work has been rising specifically. There has been challenging situation related to the integrated assimilation policy in Australia having devastating effects on community, identifying loss of identity impacting children's beliefs (Osborn & Karandikar, 2023).

Also, working on analyzing social marginalization policy has been a complicated stage for me as various impacts of poor health; and reduced mental alertness have been there. Some challenging situations were there: at times, working through team ideas and collectively shaping new work goals was tricky. In this, I took leadership-oriented knowledge from my mentors.

Although my work was supported by mentors, that enabled me to shape new research standards efficiently and enhanced my vision. The social work in cultural competency standards has highly valuable new benchmarks in Aboriginal and Torres Strait community people. Further, I worked on better focusing on improving my analytical and research skills potentially, researching through major valuable data regarding changing cultural competencies. This has been also creatively important for me, to enhance my knowledge and productive strengths rapidly. I aim to improvise my vision of collaborative working in teams, and researching new changes in the community culturally within varied competency levels. The working engagement has creatively enlarged by team development strength potentially, focused on successive new edge planning keenly (Durey et al.., 2016).

The stage of abstract conceptualizing also enlarged my core experiences as it has also evolved my vision of new analytical goals in working with Aboriginal and Torres community people. I also aim to utilize new skills learned on varied new projects, shape up successive constant values, and create wider goals.

Journal Entry Four: Active Experimentation

In journal, entry four of Kolb's reflective cycle is active experimentation, focused on future improvement goals and competitive new engaged goals for strengthening performance. The reflection focuses on strengths, that I have possessed strong multitasking skills by working with the Aboriginal and Torres Strait Islander community people. I have experienced strong synergies of new creative ideologies and enhanced knowledge of new community social values. Active experimentation will enhance major values, and new competitive skills development in the future for working with culturally diverse standards (Zerafa-Payne et al., 2024). Thus, I plan to shape my knowledge gained from the project by working with new cultural teams also for strengthening constant goals.

I also plan to take my learning forward learning from Indigenous culture, and tradition and holistically shaping new values in community standards. The multi-component intervention has identified new high-quality early education and also analyzed the importance of aboriginal learning theory expressed within narrative learning. I have also learned about the practical implementation of these theories, improvement in cultural growth, and productive pace. Also analyzed implementing new creative theories and values creatively strengthen Aboriginal and Torres Strait Islander community diversely, for strengthened constant change. Active experimentation of theory will enhance the inclusion of new learning goals in the future, by using the best non-Indigenous carers focused on elements: prevention, placement, participation, and connections specifically (Schultz & Cairney, 2017). Also successively it enlarges major career opportunities towards my new successive vision, enlarged my knowledge on change creative technical standards.

Research also enlarged my vision of changing new perceptions of community standards, and significantly motivated me to take active participation in future goals (Crewdson et al., 2024). Many interventions were acknowledged while working with the community, that shaped my productive knowledge functionally on various scenarios rapidly. I plan to work on various new projects with teams by using the key knowledge gained while working with the community. Definitely, in coming time I plan to add more new skills and achievements in my portfolio for competent performance goals.

Self-awareness and Personal Growth

My journey towards personal growth in relation to cultural competency levels has been highly efficient with new plans focused on strengthening skills actively. Kolb reflective model enabled me to gain new factors analyzed in terms of self-reflective analysis of various skills learned in the work with the Aboriginal Torres Strait Islander community. The work enlarged my values towards cultural competency standards and extensively shaped my functional beliefs diversely (Comeaux et al., 2023). I am more focused on cross-cultural skills, and cultural adaptability towards Aboriginal and Torres community for their better living standards.

I have become more culturally aware, adopted empathy, and integrated diverse respect for cultural practices in my skills. Integration of new active listening skills along with team management has enhanced my appreciation towards wider goals and successively shaped my fundamental strengths. The changes in my personal awareness, knowledge and attitudes, and personal biasness have also further shaped consistently in recent times specifically (Bodkin-Andrews et al., 2024). I aim to be more creative, work towards dynamic people projects, and shape my knowledge actively. My growth journey in social work towards the Aboriginal Australian community has also diversified in recent times, as I have gained knowledge on various theories and practical implementation of them.

My understanding of power and privilege towards the community has also been shaped in recent times diversely, as I was able to gain in-depth knowledge of their values and beliefs specifically. I have been able to work within diverse expertise-enhanced situations, and new core beliefs diversely within recent times which has highly motivated me to improve my performance. In my growth journey, I was able to gain expertise and mentorship from many experts within the field. My knowledge and attitudes have been transformative journeys, as it shaped my functional skills and have creatively changed in recent times technically. I also aim to further acknowledge new career opportunities, with the implementation of knowledge learned within cultural competencies. I did face some personal bias issues, as it was challenging for me to keep up with racial discrimination instances.

Definitely, social work and human services practitioner needs to have empathy and in-depth knowledge of cultural competencies regarding changing cultural parameters. In my future work projects as a social work and human services practitioner, I aim to adopt a transformational leadership ideology to gain wider experience. This will also improve my overall performance and significant knowledge of changing cultural beliefs of the community as a whole, progressively adding major goals dynamically.

Racism is associated with various negligence among children, as neglect concerns have raised power and privilege with varied cultural competencies and new social work development. (Black et al., 2024). Transformation leadership also motivated me to work under critical situations of team development for informative research, which enlarged my vision of better dynamic strengths. Social competency and new cultural competencies shape individual competitive goals and enlarge attention on new diverse visions progressively. In a recent study, analysis has also reviewed major aspects related to fundamental knowledge related to social work development.

Conclusion

The research has reflected on identifying major skills and core experiences learned by working with social community people, knowledge harnessed with teammates and competitively shaping wider strengths. The review has used Kolb's reflective model stages to acknowledge various new experiences learned with Aboriginal and Torres Strait Islander community, fount major commercial goals enlarged and evolved personal growth benchmarks.

References

Black, C., Frederico, M., & Bamblett, M. (2024). ‘Healing through culture’: Aboriginal young people's experiences of social and emotional wellbeing impacts of cultural strengthening programs. Child Abuse & Neglect, 148, 106206. https://doi.org/10.1016/j.chiabu.2023.106206

Bodkin-Andrews, G., Page, S., & Trudgett, M. (2024). Shaming the silences: Indigenous Graduate Attributes and the privileging of Aboriginal and Torres Strait Islander voices. In Critical Studies and the International Field of Indigenous Education Research (pp. 96-113). Routledge.

Comeaux, E., Grummert, S. E., & Mireles, D. C. (2023). A critical review of the literature on cultural competency in student affairs: Toward transformative cultural responsiveness. Journal of Diversity in Higher Education, 16(5), 563. https://doi.org/10.1037/dhe0000363

Crewdson, M. A., Richardson, R. D., Fowler, K., Skinner, C. H., Wright, S., & Cihak, D. (2024). Supplementing social skills training with tootling to simultaneously enhance first-grade students’ performance of two social skills. School Psychology Review, 53(3), 236-250. https://doi.org/10.1080/2372966X.2022.2043127

Durey, A., McEvoy, S., Swift-Otero, V., Taylor, K., Katzenellenbogen, J., & Bessarab, D. (2016). Improving healthcare for Aboriginal Australians through effective engagement between community and health services. BMC health services research, 16, 1-13. https://doi.org/10.1186/s12913-016-1497-0

Fitzpatrick, E. F., Carter, M., Oscar, J., Lawford, T., Martiniuk, A. L., D’Antoine, H. A., & Elliott, E. J. (2017). Research protocol for the Picture Talk Project: a qualitative study on research and consent with remote Australian Aboriginal communities. BMJ open, 7(12), e018452. https://doi.org/10.1136/bmjopen-2017-018452

Osborn, P. R., & Karandikar, S. (2023). Practice-based knowledge perspectives of cultural competence in social work. Journal of Ethnic & Cultural Diversity in Social Work, 32(6), 285-297. https://doi.org/10.1080/15313204.2022.2046228

Schultz, R., & Cairney, S. (2017). Caring for the country and the health of Aboriginal and Torres Strait Islander Australians. Med J Aust, 207(1), 8-10. https://www.mja.com.au/system/files/issues/207_01/10.5694mja16.00687.pdf

Stewart, J., & Allan, J. (2013). Building relationships with Aboriginal people: A cultural mapping toolbox. Australian Social Work, 66(1), 118-129. https://doi.org/10.1080/0312407X.2012.708937

Uher, A., Fisher, M. H., & Josol, C. K. (2024). Cultural competency training for the social service professions: A systematic literature review. Multicultural Learning and Teaching, 19(2), 191-235. https://doi.org/10.1515/mlt-2022-0024

Zerafa-Payne, E., Kerby, M., Tualaulelei, E., Bedford, A., & Baguley, M. (2024). Not just in black and white: Aboriginal and Torres Strait Islander peoples in Australian children’s picture books. The Australian Journal of Language and Literacy, 47(1), 1-16. https://doi.org/10.1007/s44020-023-00048-0