Integrated learning in a drug and alcohol university degree for Aboriginal and Torres Strait Islander adults: a case study

Abstract

Aboriginal and Torres Strait Islander (Indigenous) health professionals working in the alcohol and other drugs field perform a complex role in tackling substance misuse and related harms. Professional training and development opportunities for these “frontline” Indigenous alcohol and other drugs staff is key to prevent burnout and to allow them to work to their full potential. However, there are many barriers for those seeking to improve their skills. A number of teaching approaches have been described as important, but we were unable to identify peer-reviewed publications that detail the optimal approach to tailor university learning to meet the needs of Indigenous alcohol and other drugs health professionals. This article reflects on the experience of providing one such programme: a graduate diploma in Indigenous health and substance use, designed and delivered specifically for Aboriginal and Torres Strait Islander mature-aged students.

Walking side‐by‐side: Supporting Aboriginal and Torres Strait Islander Australians to lead the way in alcohol research

“…The support offered to CRE members is based on a model designed for mature‐aged First Nations Australian students undertaking postgraduate coursework on alcohol, drugs and health at The University of Sydney [ 13 ]. The support model was developed in an iterative way by a non‐Indigenous CRE investigator (KSKL), working with First Nations Australian students of that course.…”

“…The model is designed to promote mutual support and learning among CRE members and support staff (all non‐Indigenous). A key focus is placed on maximising opportunities for learning across a range of domains (e.g., academic writing, analysis, computer skills), building on foundational skills of members [ 13 ]. Flexibility allows CRE members to shape their research interests—as long as it has a primary focus on alcohol among First Nations Australians.…”

“…Globally, a number of initiatives have sought to increase the number of First Nations individuals with a higher degree in research (i.e., PhD or research masters)—in Australia [ 10 ] and in similarly colonised countries (e.g., Aotearoa/New Zealand, the United States and Canada) [ 11 , 12 ]. Australian studies have highlighted the importance of scaffolded learning [ 13 , 14 ], student‐collaborator networking [ 15 ], mutual support [ 16 ], responsive feedback [ 16 ] and building and consolidating foundational academic skills [ 17 , 18 ]. However, little has been written, worldwide, on the day‐to‐day support structures that could help First Nations scholars thrive in their postgraduate research degrees and beyond [ 13 ].…”

“…Australian studies have highlighted the importance of scaffolded learning [ 13 , 14 ], student‐collaborator networking [ 15 ], mutual support [ 16 ], responsive feedback [ 16 ] and building and consolidating foundational academic skills [ 17 , 18 ]. However, little has been written, worldwide, on the day‐to‐day support structures that could help First Nations scholars thrive in their postgraduate research degrees and beyond [ 13 ].…”

“…For sensitive research fields such as alcohol, emerging First Nations researchers must grapple with topics which have been stigmatising, and can bring up memories of discrimination or trauma. For such fields, arguably, even more care is needed to create enduring pathways to support the emerging generation of First Nations researchers [ 13 ]. On the other hand, the input and leadership of First Nations researchers is particularly needed, to gain meaningful insights in this complex field.…”