This article describes an action research project undertaken in Australia to confront Eurocentrism in our social work curricula. Our aims, action, and reflections are discussed. Further, we explore the legitimacy of non-indigenous teachers taking action to reconcile indigenous knowledges in curricula. The findings have relevance for international social work education.average (JCU, 2003). The North Queensland context is characterized by a higher ratio of indigenous people than the national average. Despite this fact, the numbers of indigenous students studying within our program are below population percentages of indigenous people. This context provided a clear rationale for the project.Our action research project, to "Indigenize the curriculum," attempted to redress issues captured by Rich (1986) in the above quote. The primary aim was to move further away from Western, Eurocentric approaches to teaching and learning in social work education, toward one where indigenous Australians are more visible. Further, we wanted to implement change for the long-term goal that our graduate body would reflect more accurately our regional indigenous demographic profile.We considered that it was our responsibility to work for change (Dominelli, 1989). For the purposes of the project described here, we use WHEN THOSE WHO HAVE POWER to name and to socially construct reality choose not to see you or hear you, whether you are darkskinned, old, disabled, female, or speak with a different accent or dialect than theirs, when someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing. (Rich, 1986, p. 199) This article describes an action research project undertaken in Australia in 2001 by a small group of academic staff of the School of Social Work and Community Welfare at James Cook University (JCU), a regional university in North Queensland. A high proportion of JCU students are the first members of their families to enroll in a tertiary course. North Queensland experiences appreciably lower rates of participation in higher education than the national

INTRODUCTION: Evidence is mounting that poverty and psychological stress among university students are common and the mental health of university students is a topic of increasing attention.METHODS: In late 2015, 2,320 social work students from 29 Australian universities completed an online survey on the impact of low income on students’ daily lives and study success.FINDINGS: Overall, students revealed financial hardships and a precarious balancing act of study, limited finances, paid work and family. Some students revealed the impact of these hardships on their mental health and wellbeing. Undertaking compulsory field placement increased students’ financial stresses and exacerbated mental health vulnerabilities.CONCLUSIONS: The qualitative findings reported here draw on students’ responses within the larger student survey data set where mental health impacts were reported. These findings have implications for universities, social work education, field

Most lesbian and gay people are traumatized by being raised in a society that denigrates and devalues their sexual orientation. Experiences of trauma during identity development are non-mirroring and can be psychic assaults. The ever-presence of the trauma renders it hidden and difficult for the patient and therapist to address. This paper will examine the psychic impact of this trauma and treatment concerns, particularly problems of shame, hiding, and empathy. Special attention will be paid to finding external communities that support and give recognition to lesbian, gay, and bisexual identities and internalizing this influence into psychic "internal communities".

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Engagement in qualitative research incorporating feminist principles means that researchers must view themselves within the research boundaries and actively render transparent their own research experiences. This researcher explored motherhood with 50 adoptive mothers across Queensland, Australia. This article describes in detail her motivation for undertaking the study and some of her personal thoughts about, and experiences with, qualitative, feminist, women-centered research.