Toward a positive psychology of indigenous thriving and reciprocal research partnership model

Craven, Rhonda; Ryan, Richard M.; Mooney, Janet; Vallerand, Robert J.; Dillon, Anthony; Blacklock, Fabri; Magson, Natasha R.

doi:10.1016/j.cedpsych.2016.04.003

Cited by 61 publications

(53 citation statements)

References 64 publications

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“…Responses also described anticipated benefits for the broader community over the long term. The emphasis on community, in addition to individual, benefit is consistent with previous research [ 5 ] and with holistic and collective views of wellbeing often held by Indigenous peoples [ 7 , 8 ]. Respondents’ views also indicate that they felt included and valued as members of the study, particularly in relation to knowledge exchange.…”

Section: Discussionsupporting

confidence: 85%

“…Some reported that they enjoyed telling the interviewers about their child and ‘having a yarn’ (yarning is an Aboriginal term used to describe talking or telling stories, a process through which knowledge has been transmitted across generations [ 7 ], and through which connections and relationships can develop [ 49 ]). Several stated that the study interviews were not intrusive, ‘respectful of the community’, and the ‘best way to research’.…”

Section: Resultsmentioning

confidence: 99%

“…Implicit within the participatory research paradigm is a strength-based research focus, contrasting the dominant deficit discourse permeating health research which focuses on disparities and serves to problematize Indigenous peoples [ 7 , 63 – 65 ]. This strength-based approach has been strongly advocated for by community members and organisations, researchers, and increasingly by government [ 58 , 59 , 66 – 71 ].…”

Section: Discussionmentioning

confidence: 99%

“…Robust research conducted with Aboriginal and Torres Strait Islander peoples is key to developing programs and policies to improve health and wellbeing [ 1 , 5 , 6 ]. Holistic views of health are commonly held by Aboriginal and Torres Strait Islander peoples, encompassing a whole-of-life view of the social, emotional, and cultural wellbeing of the community, as well as the individual’s own physical health and wellbeing [ 7 , 8 ]. To enable meaningful analysis of Aboriginal and Torres Strait Islander wellbeing, it is therefore critical that studies collect comprehensive data on a broad range of social, cultural, and environmental factors at the individual, family, and community levels.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

‘Telling our story... Creating our own history’: caregivers’ reasons for participating in an Australian longitudinal study of Indigenous children

Thurber

Olsen

Guthrie

et al. 2018

Int J Equity Health

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BackgroundImproving the wellbeing of Indigenous populations is an international priority. Robust research conducted with Aboriginal and Torres Strait Islander peoples is key to developing programs and policies to improve health and wellbeing. This paper aims to quantify the extent of participation in a national longitudinal study of Aboriginal and Torres Strait Islander (Indigenous Australian) children, and to understand the reasons why caregivers participate in the study.MethodsThis mixed methods study uses data from Wave 6 of Footprints in Time, the Longitudinal Study of Indigenous Children. We conducted descriptive analysis of quantitative variables to characterise the sample and retention rates. We applied conventional content analysis to 160 caregivers’ open-ended responses to the question, ‘Why do you stay in the study?’, identifying themes and overarching meta-themes.ResultsThe study has maintained a high retention rate, with 70.4% (n = 1239/1671) of the baseline sample participating in the study’s 6th wave. We identified seven themes related to why participants stay in the study: telling our story, community benefit, satisfaction, tracking Study Child’s progress, study processes, receiving study gifts, and valuing what the study stands for. These related to two meta-themes: reciprocity, and trust and connection. Caregivers reported that participation was associated with benefits for their family and community as well as for the study. They identified specific features of the Footprints in Time study design that built and maintained trust and connection between participants and the study.ConclusionsOur findings support the assertion that Aboriginal and Torres Strait Islander people want to be involved in research when it is done ‘the right way’. Footprints in Time has successfully recruited and retained the current-largest cohort of Aboriginal and Torres Strait Islander children in Australia through the use of participatory research methodologies, suggesting effective study implementation and processes. Participants indicated ongoing commitment to the study resulting from perceptions of reciprocity and development of trust in the study. Footprints in Time can serve as a successful model of Aboriginal and Torres Strait Islander health research, to promote good research practice and provides lessons for research with other Indigenous populations.

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Section: Discussionsupporting

confidence: 85%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

‘Telling our story... Creating our own history’: caregivers’ reasons for participating in an Australian longitudinal study of Indigenous children

Thurber

Olsen

Guthrie

et al. 2018

Int J Equity Health

View full text Add to dashboard Cite

show abstract

“…Basic tenets of this perspective align with the field of positive psychology, which focuses on the study of strengths, well-being, and optimal functioning (Lee Duckworth, Steen, & Seligman, 2005). Proponents from a variety of fields have embraced these ideals in support of social justice, racial equity, and cultural inclusion (e.g., Craven et al, 2016;Dew, Anderson, Skogrand, & Chaney, 2017;Fenton, Walsh, Wong, & Cumming, 2014;Stebleton, Soria, & Albecker, 2012;Veney et al, 2016;Watt, Norton, & Jones, 2013).…”

Section: Review Of Related Literaturementioning

confidence: 98%

Strengths-Based Analysis of Student Success in Online Courses

Gering

Sheppard

Adams

et al. 2018

OLJ

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Online courses today give a broad, diverse population access to higher education. Despite postsecondary institutions embracing this opportunity, scholarly literature reveals persistent concern over low retention rates in online courses. In response to this concern, an explanatory sequential, mixed methods study was conducted in three phases at a public research university to simultaneously explore personal, circumstantial, and course variables associated with student success from a strengths-based perspective. Existing data on student enrollments across four years were analyzed. A subset of Phase One students from a single semester were invited in the second phase to complete an assessment of non-cognitive attributes and personal perceptions, followed in the third phase by interviews among a stratified sample of successful students from the previous phase to elaborate on factors impacting their success. Quantitative analyses identified seven individual variables with statistical and practical significance for online student success. Interestingly, the combination of factors classified as predictive of success changed with student academic standing. The impact of differential success factors across academic experience may explain mixed results in previous studies. The themes that emerged from the interviews with students were congruent with quantitative findings. A unique perspective was shared when students discussed “teaching themselves,” providing additional insight into perceptions of teaching presence not formerly understood. The combination of a more contextual research approach, a strengths-based perspective, and insights from student perceptions yielded implications for educational practice.

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Boarding schools: A longitudinal examination of Australian Indigenous and non‐Indigenous boarders’ and non‐boarders’ wellbeing

Dillon

Craven

Guo

et al. 2022

British Educational Res J

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Improving educational outcomes for IndigenousAustralian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (n = 11) and non-Indigenous students' (n = 158) wellbeing (N = 1423) in two large private boys' schools. Participating students aged 12-18 years old completed a survey measuring

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Toward a positive psychology of indigenous thriving and reciprocal research partnership model

Cited by 61 publications

References 64 publications

‘Telling our story... Creating our own history’: caregivers’ reasons for participating in an Australian longitudinal study of Indigenous children

‘Telling our story... Creating our own history’: caregivers’ reasons for participating in an Australian longitudinal study of Indigenous children

Strengths-Based Analysis of Student Success in Online Courses

Boarding schools: A longitudinal examination of Australian Indigenous and non‐Indigenous boarders’ and non‐boarders’ wellbeing

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