Evaluation of the Bringing Them Home and Indigenous Mental Health Programs
9.3.1 The need for further guidance on the roles of the SEWB RCs
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- Acknowledgements
- Study Team
- Glossary
- Executive Summary
1 Introduction- 2 Methodology
- 3 Overview of the four programs
- 4 Literature Review
- 5 Key outcomes and achievements of the programs
- 6 Key limitations of the programs
- 7 Management and administrative issues
- 8 Workforce Issues
9 Issues related to the four programs- 10 Likely future demand
- 11 Conclusions and suggested future directions
- Appendix A: Stakeholders Consulted
- Appendix B: Literature Review
- References
As noted in Chapter 6, this evaluation has found that there has been insufficient guidance (eg through national guidelines) about the role of the SEWB RCs. This has been echoed in previous consultation forums – for example, a workshop held in Brisbane for SEWB RCs concluded that the current roles of the SEWB RCs are too broad, and need to be made more specific. It was suggested that the roles be revised as follows. The role of the SEWB RCs in consultation with the community and using the best available evidence, is that the SEWB RCs will work in partnership with relevant stakeholders to:
1. Provide personal and professional support to the health workforce in areas related to the social and emotional well-being of Aboriginal and Torres Strait Islander peoples.
In relation to personal and professional support, this could include the following:
- support provided on a day to day basis
- debriefing sessions
- longer term support (e.g. networks or professional supervision)
- assisting workers to identify and address their training needs
- support to employers in meeting their own obligations to SEWB staff.
- those working in ACCHSs
- BTH counsellors/Link up workers
- Aboriginal mental health workers employed by State and Territory governments
- Other Aboriginal and Torres Strait Islander workers in mental health and related fields (e.g. police liaison officers).
In relation to the health or emotional and social wellbeing workforce, this could include:
In relation to curriculum and training, this could include:
- development of curricula and/or
- adaptation of curricula and/or
- delivery of training and/or
- purchase/contracting training and/or
- supporting, influencing or advocating for other agencies to meet training needs (Shannon 2006, p23-24).
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