Abstract
Executive summary
This document has been developed with the extensive direction and expert knowledge of the members of the Working Party and serves as an annexure to the APAC Evidence guide.
The Working Party recommends that providers focus their attention to this criterion from the perspective of Aboriginal and Torres Strait Islander peoples, as a matter of precedence. Although this focus is not expected nor is it intended to be the exclusive focus of culturally responsive teaching and learning, prioritising
cultural responsiveness with Aboriginal and Torres Strait Islander peoples will support students of psychology to achieve learning outcomes and reflexive practice that are translatable when working with diverse and multicultural peoples and groups in Australia. This focus also honours the historical and cultural importance of Aboriginal and Torres Strait Islander peoples in Australia
and is in alignment with initiatives made by APAC, Australian Psychological Society (APS), Psychology Board of Australia (PsyBA), and Ahpra, to increase
cultural responsiveness. Accordingly, the definitions that follow are articulated through an Aboriginal and Torres Strait Islander lens and can be extended to cultural responsiveness to other cultures, and to define the concept of culture beyond a focus of ethnicity.
To unpack criterion 3.8, this document (1) expands and clarifies the intention of the criterion, (2) provides evidentiary requirements that providers should consider, and (3) includes examples of supporting evidence indicated in broad terms to allow providers flexibility in both how they present evidence mapped
against the AIPEP Curriculum Framework, and pedagogical principles, and the type of evidence used.
This document has been developed with the extensive direction and expert knowledge of the members of the Working Party and serves as an annexure to the APAC Evidence guide.
The Working Party recommends that providers focus their attention to this criterion from the perspective of Aboriginal and Torres Strait Islander peoples, as a matter of precedence. Although this focus is not expected nor is it intended to be the exclusive focus of culturally responsive teaching and learning, prioritising
cultural responsiveness with Aboriginal and Torres Strait Islander peoples will support students of psychology to achieve learning outcomes and reflexive practice that are translatable when working with diverse and multicultural peoples and groups in Australia. This focus also honours the historical and cultural importance of Aboriginal and Torres Strait Islander peoples in Australia
and is in alignment with initiatives made by APAC, Australian Psychological Society (APS), Psychology Board of Australia (PsyBA), and Ahpra, to increase
cultural responsiveness. Accordingly, the definitions that follow are articulated through an Aboriginal and Torres Strait Islander lens and can be extended to cultural responsiveness to other cultures, and to define the concept of culture beyond a focus of ethnicity.
To unpack criterion 3.8, this document (1) expands and clarifies the intention of the criterion, (2) provides evidentiary requirements that providers should consider, and (3) includes examples of supporting evidence indicated in broad terms to allow providers flexibility in both how they present evidence mapped
against the AIPEP Curriculum Framework, and pedagogical principles, and the type of evidence used.
| Original language | English |
|---|---|
| Place of Publication | Melbourne |
| Publisher | Australian Psychology Accreditation Council |
| Number of pages | 279 |
| Publication status | Published - 1 Jan 2023 |
