Order Description This is my assessment. I need more than 16 references. I am a Aboriginal Youth And Families worker in Government sector. I have additional attachments for some of the materials, which you need.All the researches should be based in Australia. Assessment #2 Expression of Interest The Expression of Interest (EOI) assessment of 2000 wds is designed to give you a practical opportunity to address your understanding of concepts and content from the course, by responding to contemporary employment criteria. It will give you an opportunity to put into practice some of your learnings and own experience related to engaging and working effectively with Indigenous Australian people and communities.You are required to write an Expression of Interest (EOI) proposal in response to criteria which feature in current employment job and person specifications. Your EOI will relate to a project that will be implemented in an Indigenous context (organisation or community). You will then need to provide details of your knowledge developed throughout the course, as it would apply to generic employment criteria. NOTE : there is no expectation that you will have experience or prior knowledge of the employment role so answer from an academic perspective. The aim of the assessment is to demonstrate you have understood the course and are making the links between theory and application to practice.This assessment will explore some of the central characteristics of Indigenous Australian cultures, the history of colonisation, and influences of dominant culture, the social, economic and psychological effects of colonisation on Indigenous Australians, racism, power and whiteness, contemporary Indigenous societies, and the role of human service professionals in contemporary contexts.There are three components to this assessment and all need to be satisfactorily completed. This includes a formal job application letter, as well as your reflections and demonstrations of comprehension. This assessment is designed for you to consider the course content, and to reflect upon feelings and understanding of the materials and concepts. You will be required to draw upon workshop content and discussions, other course materials and broader research in your responses.We will be expecting you to demonstrate that you have analysed and understood the material presented and that your writing and responses indicate reflective thinking with regard to the course content and consideration of your learning. That is, we want you to demonstrate that you have engaged in the material in a scholarly and critical manner.Instructions and Tips for Assessment 2: Expression of InterestThe Task: The Expression of Interest (EOI) assessment is designed to give you both a practical opportunity to address your understanding of concepts and content from the course, by responding to contemporary employment criteria and also to critically analyse theories and concepts through comprehension and reflective questions. It will give you an opportunity to put into practice some of your learnings and own experience related to engaging and working effectively with Indigenous Australian people and communities, and to demonstrate you have understood the course overall. You are required to write a 2,000 word Expression of Interest (EOI) proposal that includes an application letter, your responses to the dot point criteria (Part 1) which feature in current employment job and person specifications, and the sections on Comprehension and reflection (Part 2). The format of the EOI is outlined in the following pages. Your EOI will relate to a project of your choice that will be implemented in an Indigenous Australian context (organisation or community). It can be helpful when approaching this assignment, to identify a context in which you would like to work in future, to be able to ascertain how the knowledge, skills, values and learned competencies will relate to your employment role. This assessment will explore some of the central characteristics of Indigenous Australian cultures such as Kinship and Identity, the history of colonisation, and influences of dominant culture, the social, economic and psychological effects of colonisation for Indigenous Australians, racism, power and whiteness, contemporary Indigenous societies, and the role of human service professionals in contemporary contexts. You will be required to draw upon workshop content, discussions and other course materials in your responses.Referencing is a graded component of this assessment. Please ensure that in instances where it is appropriate to reference, that you use the Harvard referencing style consistently throughout the journal.STUDENT NAME : ID:OUTLINE OF YOUR ASSIGNMENT1) Find a job in the Human Services preferably one with Indigenous Australian Contexts (or you can make up your ideal wished for job.)2) Write a Cover Letter (approximately 200 words) addressed to the Selection Panel/employer of the organization.NOTE: This should also summarize the content of your EOI dot point criteria. This application can be used for a real job application, so make it perfect and relevant. (Would this application get you the job? ) Example of an official BRIEF JOB DESCRIPTION that may be used.As a member of the Project team your task will be to contribute to the development and implementation of a culturally accountable service with Indigenous Australian people which focuses on the well being, and healing of the community. The project must be implemented in ways that respect the values of Indigenous Australian people, the community and nation groups. The primary vision is to work in ways that will be respectful, honest and effective in working to overcome Indigenous disadvantage and over-representation of Indigenous Australian people in social, health and welfare statistics. ______________________________________________________COVER LETTER for example:Dear..,I wish to apply) YOUTH and FAMILY Support worker ___________________________________________3) Then respond to the 7 dot point criteria in Part 1, and then the Comprehension questions outlined in Part 2 below (approximately 1,200 words). PART 1 Respond to the following dot point criteria: (Ensure your responses are supported with the relevant and appropriate evidence). These must thoroughly showcase your knowledge of the course content. Ability to communicate with Indigenous Australian families and communities Ability to engage respectfully with the Indigenous Australian community Ability to understand and have knowledge of Indigenous Australian communities family and kinship systems Ability to provide effective and sensitive advice to Indigenous Australian community members Ability to work within a team in a culturally accountable way General awareness of issues confronting Indigenous Australian families and communities Knowledge of the history of Indigenous Australians and the impact of past welfare practices. PART 2 Respond to the following Comprehension Questions: (Ensure your responses are supported with the relevant and appropriate evidence)Comprehension Applying Terms & Concepts: In your own words, please summarise/define the following terms/concepts: a) Ethnocentricityb) Racial Prejudicec) Racial Discrimination d) Institutional Racism (This section approx 200 words) Exploring Power, Whiteness and White Privilege The concept of Whiteness has been introduced to you in order to identify and establish a position from which dominant cultures view the Racisms and can contribute more specifically to Institutional Racism. For your responses in this section, it will be helpful to make reference to the Required Readings including: Reading 19 McIntosh, P. White Privilege: Unpacking the Invisible Knapsack, Independent School, 1990, 49(2): pp. 31 37Reading 20 Radermacher, H. Im White! Oh I see! An International student perspective on national curriculum guidelines for Indigenous issues in psychology, Australian Community Psychologist, 2006, 18(1): pp. 33 39Reading 21 Tannoch-Bland, J. Identifying White Race Privilege, In Bringing Australia Together: the structure and experience of racism in Australia, Foundation for Aboriginal and Islander Research Action, Qld, 1998: pp. 33 38. Also draw upon your reflections of Workshop content and activities1) In your own words, please write up a Definition Statement of Whiteness and White Privilege, as you have come to understand it:(This section approx 100 words)2) Provide examples of how White Privilege is applied, and can become evident, in some everyday contexts and environments in Australia? Use critical analysis here:For example, in: a) Your Workplace or Personal Relationships b) Policies & Practicesc) Community Attitudes(This section approx 100 words)3) Write a Reflective Statement surrounding your exploration of Racism, Whiteness, Power and related concepts. (Try using the following dot points to help frame your response): Was Whiteness and White Privilege easy to define in your own context and in the context of the profession? If not, why? How did these concepts and the discussion challenge your thinking?Examine and discuss any clarity, and/or discomfort you may have experienced with the concepts and literature What conclusions you have drawn at this point in your learning?_____________________________________________________________________________________ (200 wd Minimum)Assessment Feedback WELF 2015: INDIGENOUS AUSTRALIANS & THE HUMAN SERVICES ASSIGNMENT 2 EXPRESSION OF INTERESTStudent Name: Key components of this assignment Marks CommentCONTENT (GQ1) (40%) Expression of Interest demonstrates a strong understanding of course concepts outlined in weeks 1 9.Comprehensive coverage and responses reflects engagement with set readings and other relevant materials and demonstrates growth in understanding and comprehension.Apply knowledge (demonstrate application of theory to practice in real situations and appreciate limitations of theory). /40 ANALYSIS (GQs 2, 4 & 5) (30%) Sustain intellectual interest and critical thinking as a mature professional. Depth of analyses evident.Evidence of reflection and critical analysis and the ability to integrate knowledge and viewpoint.Considers and addresses the relationships between the construction of power and privilege and the ability to perpetuate or dismantle social inequality with respect to Indigenous Australians.Reputable sources utilised effectively. /30 PRESENTATION (GQs 6 & 7) (30%) Communicate appropriately: overall presentation including correct grammar, spelling and punctuation.Proper acknowledgement of documentation and correct citation of references.Use of inclusive language and appropriate terminology. /30Assignment Mark /100 Grade Summary Comments:Referenceshttps://www.alternet.org/news-amp-politics/11-ways-white-america-avoids-taking-responsibility-its-racism https://www.carersaustralia.com.au/storage/2011Working%20with%20Aboriginal%20People%20and%20Communities.pdfhttps://www.community.nsw.gov.au/__data/assets/pdf_file/0017/321308/working_with_aboriginal.pdfhttps://aifs.gov.au/cfca/publications/working-indigenous-children-families-and-communitieshttps://www.workingwithatsi.info/content/pi_family.htmhttps://www.aihw.gov.au/uploadedFiles/ClosingTheGap/Content/Publications/2013/ctgc-ip5.pdfhttps://www.australiacouncil.gov.au/about/protocols-for-working-with-indigenous-artists/https://www.atsihealthpracticeboard.gov.au/Codes-Guidelines/Code-of-conduct.aspxhttps://www.humanrights.gov.au/publications/bringing-them-home-chapter-11 18. Reflections on critical white(ness) studies Johnson, Parker C (Johnson, Parker C, 1999)19. McIntosh, P., (1990), White Privilege: Unpacking the Invisible Knapsack, 20. Radermacher, H., (2006), Im White! Oh I See! An International student perspective on national curriculum guidelines for Indigenous issues in psychology,21. Tannoch-Bland, J., (1998), Identifying White Race Privilege, In Bringing Australia Together: the structure and experience of racism in Australia, Week 7 Tutorials Unpacking Whiteness Witnessing WhitenessLecture notes Contemporary Contexts 3 Part 1: Cross-Cultural Communication & Cultural Protocols & EngagementDavid Unaipon College of Indigenous Education and Research Indigenous Australians: Culture and ColonisationAreas of Cultural Competency Development: Knowledge Consolidating knowledge in relation to contemporary contexts: Cross-Cultural Communication / Cultural Protocols; Ethics & Guidelines for practiceSkills Exploring the application of knowledge to practice issues andideas Analysis of own communication styleObservationsIndigenous styles of interpersonal interaction differ noticeably from those interaction styles found among non-Indigenous people.Such differences may adversely affect the outcome of service provision and interventions and in particular, interviews and assessmentsCross-Cultural Environments The vast communication gap that exists between Aboriginal people and the dominant Australian culture affects all aspects of Aboriginal life.In the end, even policies like self-determination fail because of itI believe this communication gap is the main reason underlying [Aboriginal] peoples continual loss of control over their lives. And it is this loss of control, this powerlessness, that manifests itself in the current crisis in health.Someone might ask: if its just a communication problem, why hasnt it been understood before?. The reason is simple. It hasnt been understood because it is a communication problem. The communication gap is cemented into the system so deeply that it is not even noticed by the dominant culture. (Trudgen 2000, p.70) What are some of the key systemic/structural factors that affect communication between Aboriginal people and the dominant culture and systems? How would you account for the cultural blindness that, in Trudgens analysis, allows the communication gap to go unnoticed by those in these systems? In any cross-cultural environment, we need to be able to obtain and give cues and provide and receive feedback that enables us to modify our behaviour if it is not appropriate to the situation. The key, is to be aware that this can occur, and to have strategies should miscommunication happen.Cross-Cultural Communication What does this mean? Interpersonal skills Flexibility AWARENESS OF & SENSITIVITY TOBasis of ANY Effective Communication Strong Interpersonal & Social Skills Flexibility in communication styles Choice of where to communicate Courtesy, manners, respect Non-judgmental / Suspend judgement Understanding people in THEIR contextCross-Cultural Communication involves consideration of: Norms regarding Exchange of Information Past issues of miscommunication: misdiagnosis, misunderstandings, offence Consider power and privilege in practitioner/client relationship Terminology & ReferenceCommunicating Respectfully Awareness & Sensitivity to: Indigenous issues generally (historic & contemporary contexts) Impact of history on contemporary issues & challenges impact of Racism Past interactions between human services & Indigenous Australians & Indigenous and nonindigenous people generallyAsking a Question OR Questioning? David Unaipon College of Indigenous Education and ResearchIndigenous Australians: Culture and Colonisation Awareness & Sensitivity to: Kinship structures: certain relationships & communication norms to observe Definition & importance of Family SEWB & Indigenous definition of health David Unaipon College of Indigenous Education and Research Indigenous Australians: Culture and ColonisationAwareness & Sensitivity to: Health literacy Gender difference & considerations Cultural Protocols: identifying what they are in your local setting; status considerations Choice of setting Different communication stylesSome Considerations Paralanguage Non-Verbals: silence Proxemics Acceptable Behavior etiquette Reputation Written & Visual communicationAwareness & Sensitivity to: Diversity of Languages / Linguistics Indigenous Languages: Translations Aboriginal English: know local Terminology Contemporary Terminology Inclusive Language: written & verbalEXAMPLES: THEM X involving them in policy making decisions ? involving members of the Aboriginal communityin policy making decisions YOU PEOPLE X if you people need. ? if the Aboriginal community needs.. THOSE PEOPLE X an invitation inviting those people to attend the meeting will be sent out on. ? an invitation inviting members of the Aboriginal community will be sent out on. Cultural Disparity / Culture Shock Level of Formality: mindful of own presence Consultation & listening to and hearing families & communities Its okay to ASK: Respectfully Humility Demonstrate respect and willingness to learn Perception of timeEffective Engagement To enable effective service design and provision Research local culture, customs, taboos, language Learn about local people urban, rural, remote Take time to develop relationships Networking Learn by doing seek advice & consultation with Indigenous people and workers in developing relationships & practice approaches Avoid stereotypes about clients Each individual is uniquePartnership & Collaboration Underlying message of all themes Developing Relationships Respectful Engagement Networking David Unaipon College of Indigenous Education and ResearchEngagement Community Family IndividualPractice Contexts Ethics Professional Association, Conduct & Guidelines for Practice, eg. AASW Code of Ethics Cultural Awareness Cultural Competency Development Human Rights achieving Social and Natural Justice Professional Responsibilities: David Unaipon College of Indigenous Education and Research Indigenous Australians: Culture and ColonisationCultural Respect Framework Include such recommendations as: Provision of Cultural Awareness training Consulting, Planning in conjunction, and Partnering with Indigenous people and organisations Indigenous people involved in governance structures Workforce planning to engage Aboriginal staff Use of Cultural Consultants/Liaison Inclusion of Indigenous specific considerations in policy and procedural/practice developments Development of Indigenous specific guidelines and protocolsReading: Week 8 Part 1 Reading: Council of Australian Post-Graduate Associations, Diversity Awareness: Guide to respecting Indigenous Australian Cultural protocols. Reading : Ismail, N. Communicating Across Cultures, Extract Contemporary Contexts 3 / Part 2: Statistical Overview Population & Health StatisticsDavid Unaipon College of Indigenous Education and ResearchAreas of Cultural Competency Development: Knowledge Attaining knowledge in relation to contemporary contexts via statistical overview of population and health statistics Consolidating knowledge regarding history and the application of this knowledge to contemporary realities: matching contemporary statistics with consequences of colonisationSkills Applying knowledge to practice: understand importance of acknowledging diversity amongst the Indigenous Australian population and relevance to practice in the professionDavid Unaipon College of Indigenous Education and Research Context of Indigenous Health & Wellbeing Data Collection: Indigenous Population & Socioeconomic Context The National Census The Census provides a snapshot of the nation, which helps define who we are. It underpins Australias democracy and is crucial to communities, private institutions and all levels of government in the planning of services and facilities.Federal funding arrangements and revenue allocations to the states and territories are also based on Census figures.Context of Indigenous Health & Wellbeing Data Collection: Identifying risks and reasonsFactors encouraging identification *Across all methods of collection the reasons for disclosing ones Indigenous status information were commonly attributed to: *A sense of pride and confidence in their identity *The perception that disclosing this information can lead to benefits for Aboriginal and Torres Strait Islander peoples and the individual personally *The perception that disclosing this information can promote recognition for issues related to Aboriginal and Torres Strait Islander peoples *Having a Confirmation of Aboriginality to support their identification *The perception that answering the question was compulsory in certain contexts. Data Collection: I Identifying risks and reasonsFactors discouraging identification Across all methods of collection, the reasons for not disclosing ones Indigenous status information were commonly attributed to: *The belief and experience that identifying can have negative repercussions for the individual and the wider community *The belief and experience that identifying may lead to racism, discrimination or differential treatment *Learned behaviour as a result of past experiences *Being offended at being asked the identity question in certain contexts *Needing more information about the reasons the information is being collected. Data Collection: Indigenous Population & Socioeconomic Context 4727.0.55.001 Australian Aboriginal and Torres Strait Islander Health Survey: First Results, Australia, 2012-13 (ABS 2014) National Aboriginal & Torres Strait Islander Social Survey 1994, 2002 & 2008 The Health and Welfare of Australias Aboriginal and Torres Strait Islander Peoples 2005 (ABS & AIHW 2005)Creative Spirits https://www.creativespirits.info/aboriginalculture/health/aboriginal-lifeexpectancyDavid Unaipon College of Indigenous Education and Research Week 5 David Unaipon College of Indigenous Education and Research Total Population Australia = 23.24 million (June 2014) Indigenous population = 520,350 2.5% of the Australian population (2008) The 2011 figures state the Indigenous Population as 670,000 and now at 3% (2011 ) 2001-2006 Indigenous population increased by 58,700 or 13% Compared to 6% growth in the overall Total Population 1991 = 265,371 Indigenous Australians (1.6% of the Australian Population) 1996 = 352,970 (2.0% of the Australian Population) 2006 = 517,200 (2.5% of the Australian Population) 2008 = 520,350 (2.5% of the Australian Population) 2011 = 670,000 (3% of the Australian Population) Population GrowthGrowth can be attributed to: Natural Increase People identified as being of Indigenous Australian descent for the first time in the Census 90% identify as being of Aboriginal descent only 5% identify as being of Torres Strait Islander origin only 5% identify as being of both Aboriginal and Torres Strait Islander origin Distribution has remained virtually the same since 2001 State/Territory Indigenous 2006 000 Non-Indigenous 2006 000 Total 2006 000 Indigenous as proportion of total Australian population % Indigenous as proportion of State / Territory population % NSW 148.2 6,669.0 6,817.2 28.7 2.2 VIC 30.8 5,097.5 5,128.3 6.0 0.6 QLD 146.4 3,945.1 4,091.5 28.3 3.6 SA 26.0 1,542.2 1,568.2 5.0 1.7 WA 77.9 1,981.1 2,059.0 15.1 3.8 TAS 16.9 473.0 489.9 3.3 3.4 NT 66.6 144.1 210.7 12.9 31.6 ACT 4.0 330.2 334.2 0.8 1.2 Australia 517.2 20,184.3 20,751.5 100.0 2.5 Preliminary estimate resident population by Indigenous status 2006 (a)Jurisdictions with highest growth rate (2006) WA (18%) NT (17%) QLD (16%) Other States / Territories less than 4% of Indigenous people Victoria has lowest proportion of Indigenous people (0.6% of the population)Section of State Defined: 5 Categories Collection Districts: Urban or Rural 1) Major Urban = 100,000 + population 2) Other Urban = 1,000 99,999 population 3) Bounded Locality = Rural Areas 200 999 popn 4) Rural Balance = remainder of State/Territory 5) Migratory = off-shore, shipping, migrationRemoteness 5 Major Categories of Remoteness: 1) Major Cities of Australia 2) Inner Regional Australia 3) Outer Regional Australia 4) Remote Australia 5) Very Remote AustraliaRemoteness 2006 Census Indigenous population lived in: 1) Major Cities of Australia 31% 2) Inner Regional Australia 22% 3) Outer Regional Australia 23% 4) Remote Australia 8% 5) Very Remote Australia 16%The 2011 statistics remain virtually the same 66% of Indigenous Australians live in NSW, QLD and VICTORIA 24% live in WESTERN AUSTRALIA and NORTHERN TERRITORY BUT the NT has the highest proportion (30%) of Indigenous Australians per population Based on former ATSIC Boundaries 100% Indigenous Populations Mostly NT and Central Australia Torres Strait Islander People 15% of people still living on the IslandsOTHER POINTS OF INTERESTTorres Strait Islands Over 60% of the total Torres Strait Islander population live in QueenslandSUMMARY POPULATION STATISTICS High Indigenous population growth occurred in more urbanised locations A decline in Census counts identified as Indigenous was observed in some Indigenous Regions 2006 2008AGE Indigenous Australian population considerably younger that the rest of Australian population (2008) Almost half (49%) of the Indigenous Australian population (median age) aged 20 years or less In contrast, half of the non-Indigenous population are aged 36 years or less 65 years or over (3.4% Indigenous)/(14.1% non-Indigenous) Comparative Age Data: Indigenous / Non-Indigenous (2006) Comparative Age Data: Indigenous / Non-Indigenous (2014)EDUCATION Education and other qualification levels increased between 1994 2008: 1 in 5 Indigenous Australians complete Year 12 or equivalent This proportion increased from 17% in 2002 to 20% in 2008 and then 38% in 2014 Compared to Non-Indigenous statistics = 54% in 2008 (76% in 2014) Some statistics could indicate a higher proportion of young people are continuing with their studies (42% in 2002 decreased to 35% in 2008 who had completed Year 9 or below all people 15 years and over) Certificate or Diploma 11% in 1994 22% in 2002 Bachelor Degree 1 % in 1994 3% in 2002EMPLOYMENT 2008 2008 Labour Force Participation (employed or unemployed) Within Indigenous Population 205,500 people = 62% participation rate ages 15 years and over (60% in 2002) 169,100 employed Indigenous persons 33,400 unemployed Indigenous persons (Unemployment rate 16.5%) 2014 rate sits at 27% (20-24 age group)Comparative Indigenous and non-Indigenous Populations Indigenous people aged 15 64 years were less likely to participate in the labour force (65% and 77%) Indigenous Australians are less likely to be employed (54% compared to 73%) Unemployment rate more than 3 times the rate of non-Indigenous (16.6% and 5%)HOUSING & HOUSEHOLDS 2002 2008 No significant change 17% of Indigenous people either owned or were purchasing their home in 2002. This has increased to 20% in 2008 and 33% in 2014 (compared to 75%) 69% Indigenous people in rented accommodation 2008 (85% in remote areas) (compared to 26% non-Indigenous) 1 in 4 Indigenous people living in overcrowded homes All States / Territories households had higher average number of persons per household (Overcrowding) Indigenous households had an average 3.7 persons per household compared to 2.7 for other householdsLAW AND JUSTICE: 2002 2004 16% of Indigenous people had been arrested in the 5 years before the survey 2002 2004 Men more likely to be arrested than women (24% and 9% respectively) As at March 2004, Indigenous women were imprisoned nationally at a rate 20.8 times that of non-Indigenous women. The Australian Institute of Criminology reports that as at 30 June 2004, the Indigenous juvenile detention rate is 312.9 young people per 100,000 compared to a rate of 12.2 young people per 100,000 for the non-Indigenous population (that is 26 times higher). No decrease has been recorded in 2013. 2013 83% of the prison pop in NT are Indigenous with 26% Australia wide. 33% of Indigenous men will have been in prison at some stage in their lives. 75% of Juvenile Indigenous detainees are placed in custody before any findings of guilt. This is despite the fact that many of these charges do NOT carry custodial penalties.Why are so many kids in juvenile detention? The high youth detention rates have several causes : not complying with a curfew, not being in the company of a parent, lack of access to a magistrate, no-one can provide bail because they are out of country, and limited regional justice services available, heavy-handed courts which hand out the harshest sentences for stealing ever recorded by juveniles heavy-handed police who arrest juveniles because they are Aboriginal (over-policing).CULTURE Indicators of attachment to Aboriginal and Torres Strait Islander culture do not show any decline 1994 2002 just over half Indigenous population aged 15 years and over identified with a clan or language group. (62% in 2008 = 6 in 10 people) Homelands, Traditional Country, Discrete Indigenous Communities 1994 1 in 3 Indigenous person (29%) lived in homelands or traditional country 2002 1 in 5 (22%) lived in homelands or traditional country 2008 25% !!Discrete Indigenous Communities A geographic location bounded by physical or cadastral (legal) boundaries and inhabited, or intended to be inhabited, predominantly by Indigenous people, and with housing or infrastructure that is either owned or managed on a community basis.LANGUAGE 2002 2008 2 in 5 (40%) Indigenous people spoke an Indigenous language (Torres Strait Islander people 3 in 5) 73% live in remote areas 32% in major cities Indigenous language main language spoken at home for 2 out of 5 Indigenous adults in remote areas compared to 1 in 50 in nonremote areas English was spoken at home by 83.9% of the Indigenous population 3.5% spoke a language which was neither English nor IndigenousRELIGION 2006 Around three quarters of both the Indigenous population and the total population reported having a religion Highest areas NT (82.4%) QLD (78.4%) & NSW (78%) Lowest rates Vic (59.8%) & SA (54.7%) Christianity largest religious grouping in Indigenous population (71.5%) Removal from Natural Family 2008 4 in 10 Indigenous people aged 15 years or over, reported that they or one of their relatives had been removed 8% reported that they themselves had been removed 2 in 5 people (38%) reported relatives removed from natural family commonly grandparents, aunts, uncles or parents 13% did not know or were unwilling to say Family 2006 Average number of persons in Indigenous families (3.7) was slightly higher than for other families (3.1) Proportion of couples with no children lower for Indigenous families (18.4%) than for other families (34.5%) Proportion of lone-parent families was higher in Indigenous population (29.6%) compared to other families (14.2%) Indigenous families tended to be larger than other families overall, with 12.9% having 4 or more children, compared to 4.7% of other families Among families with dependent children, 68.6% of Indigenous families had one or two children, compared to 80% of other familiesIncome 2006 Indigenous families had lower median weekly family income ($502) than other families ($736) approx. 14% difference Median income lower across every Section of the State This correlates to personal, individual income being lower than non-Indigenous population such as in 2013 Individual average income was $364 ( $267 if in remote locations) compared to $585 for nonindigenous individuals.STATISTICAL ATTRIBUTORS ACCESS Education Employment Housing HealthAVERAGE LIFE EXPECTANCY 2006 Age 59 years Indigenous Males Age 65 years Indigenous Females 17 years below all other Australians Age 77 years Australian Males Age 82 years Australian FemalesHigher rates of Chronic Diseases such as: with preventable deaths in high proportions. Cardiovascular diseases (heart diseases, strokes) 12% of the population Neoplasms (including Cancers) Respiratory system diseases -17.5% asthma Endocrine, nutritional and metabolic diseases (including Diabetes)- 8.2% Digestive system diseases Ear/hearing problems 12.3%Hospitalisation rates for Communicable Diseases also higher including: Infectious intestinal diseases Tuberculosis Pneumonia Viral Infections Infections, sexual transmission Other rates of communicable diseases including: Hepatitis A & B Meningococcal infection SalmonellosisINDIGENOUS AUSTRALIAN MENTAL HEALTH Depression Post-Traumatic Stress Disorder Self-harm Suicide Substance Abuse Domestic Violence Disadvantage Trauma & GriefIndigenous Australians compared with non-Indigenous Australians: The rate for involuntary admission to psychiatric care is 3-5 times higher The rate for hospitalisation with mental disorders due to psychoactive substance use is 4-5 times higher The death rate associated