Health Program Evaluation: Northern Territory Emergency Response

1. Understand the factors that may impact on the outcomes and life chances of children and young people:

Local Aboriginal community control in health is important as this classifies the Aboriginal entire health. Thus, it allows Aboriginal communities to find out their own relationships, protocols and procedures. NACCHO represents local Aboriginal community control at a national level. By making sure that Aboriginal people have a greater right of entry to valuable health care within Australia. A coordinated holistic response is provided by NACCHO from the community sector. Therefore, it is promoting for culturally respectful and approaches to needs requirement. This shows the improvement in health and wellbeing through ACCHSs with better outcome.

The Northern Territory Emergency Response was primarily initiated to give the aboriginal children a better and safer future. It is early days on this initiative, but this may be a starting point in addressing this imbalance in our society.

After that, this essay will discuss different impacts that are caused by this legislation. Firstly, the children removal issue is stilling happening among indigenous community, a large percentage of

Australian government today recognises that educational policies regarding Aboriginal people cannot be made without considering social and economic policies aimed at improving outcomes for Aboriginal communities in general (TICHR, 2006). Main contemporary issues facing Aboriginal communities are proving land ownership, remoteness, health status, education and employment status and social attitude of Non-Aboriginal population towards the Aboriginal communities (Challenges facing the Indigenous communities today, n.d.). Tackling this issue is not a simple task: the document “National Indigenous Reform Agreement” (2010) which aims to improve outcomes for all Indigenous Australians recognizes that this process needs approach from different aspects, taking into account “seven key building blocks: Early Childhood, Schooling, Health, Economic Participation, Healthy Homes, Safe Communities, and Governance and Leadership” (as cited in DET Queensland,

Different kinds of cancer, diabetes, infectious diseases as well as chronic diseases that was once unknown to the indigenous people has been on the rise within the

The program was launched in 1989, when the Tribal Council of the First Nations community, Meadow Lake, approached the University of Victoria seeking to collaborate in the development and community-based delivery of an education program (Ball, 2004). The Elders wanted a curriculum from a university-accredited institution that was still grounded in their own cultures. They also wanted input from representatives of their community. A pilot program evolved from these initial discussions, focusing on the principles of empowerment. A generative curriculum was developed to deliver information in a culturally appropriate fashion. In order to preserve culture, certain activities were conducted on an ongoing manner. These activities included Elder involvement, as the Elders are the keepers of knowledge, language maintenance and cultural practices. The program was a great success – while the national completion rate among First Nations students in diploma level postsecondary programs in Canada in below 40%, the FNPP obtained a 75% completion rate (Ball, 2014). The National Grand Chief of the Assembly of First Nations, Ovide Mercredi, once said “When you heal a child, you heal a family; when you heal a family you heal a community; when you heal a community, you heal a nation (Richardson and Blanchet-Cohen, 2000). The FNPP embodies this message, using education as a tool for the Aboriginal

Their goal is to educate Alaska native in adverse childhood experience, brain development and from organizational to policy in making changes for a community to be inform in Informed

The National Inquiry into the separation of the children concluded that 'between one-in-three and one-in-ten Indigenous children were forcibly removed from their families and communities in the period from approximately 1910 until 1970' (Wilkie, 1997). It was the 1960s, at the earliest, when the various 'protection' Acts were either abolished or discontinued.

Australia is considered one of the safest and best countries to live (OECD, 2016). For instance, Australia exhibits higher life expectancies (80.3 years for males and 84.5 years for females), lower mortality rates (5.4 per 1000 live births), high-quality education and health practices and many employment opportunities (ABS, 2015). However, there are wide disparities in life expectancy, mortality rates, heath outcomes, education and employment for indigenous people (Holland, 2014).For example, life expectancy at birth for indigenous population is 10.6 years lower than that of the non-indigenous male population and 9.5 years for females (ABS, 2015). The mortality rate for the indigenous

This paper will examine the healthcare of Indigenous Australian peoples compared to non-indigenous Australians. The life expectancy gaps between the two are a cause for alarm when statistics show Indigenous Australian peoples die on average 17 years earlier than non-indigenous Australians (Dick 2017). This paper will examine the social determinants of health to explore these factors and what interventions are in place to improve health status and life expectancy gaps for equality. The Federal Government has seen the implementation of the Northern Territory Intervention and the Closing the Gap Initiative. This essay will examine these two strategies and discuss the effectiveness of both policies. It will explain the differences, similarities and look at the success so far to

Dempsey, Pauline. "My Life in an Indian Residential School." Alberta History 59.2 (2011): 22. Print.

Charlie Angus was elected as a Member of Parliament in 2004, a role which took him to the Forgotten Children of Attawapiskat. It was his experiences prompted him to write his book, Children of the Broken Treaty: Canada’s Lost Promise and one Girl’s Dream, which tells the story of Indigenous persons of Canada’s struggles, including treaty rights, residential schools, as well as the fight for education and safe housing. The book provides a challenge to many common assumptions, and it also explores many themes which are used to explain the events which have shaped Canadian culture and policies. Angus begins his book by touching on some of the original treaties signed between the first Canadian government and the members of the bands that are indigenous to the land. One of these was Treaty 9, which promised education for Indigenous children. The book then developed into the foundation of residential schools, and the horrors that are endured there. In addition to the horrendous amounts of verbal, physical and sexual abuse which took place in these schools, the students who attended these institutions faced the mass genocide of their culture, as the unspoken purpose of these schools was “to kill the Indian in the child” (Angus, 2015, p. 14). The beginning of the book, while very dark, provides an honest introduction to some of the themes that can be spotted throughout the book, and history itself. The three themes that primarily stood out to me as a reader were: cultural

If an Aboriginal and Torres Strait Islander obtain skills that enable them to be empowered and self reliant over their health, they will find it easier to make informed decisions regarding health. As a result Aboriginal or Torres Strait Islander people will be exposed to better health.

Summarize the program you identified at either county or state level and identify the level of prevention; primary, secondary or tertiary. If you do not find any related health program, propose a primary or secondary intervention that would help to meet target rate or percent.