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Debate has occurred over the past decade about Aboriginal Australians' 'welfare dependency'. How can this challenging discourse be deconstructed and understood? This thesis returns to the roots of the imposition of welfare on Aboriginal Australians in the colony of New South Wales. It examines the period from the invasion of Sydney Cove by the British in 1788 and the early settlement to 1859. This thesis addresses the question: In what ways was welfare used by the British in the process of colonization of Aboriginal people in the colony of New South Wales?The methodology employed is a Critical Indigenous approach. Generally, Australian history has been told by non-Indigenous Australians, informed by a Western understanding and interpretation of documentary and other evidence. Understandings and interpretatons are derived from Indigenous knowledges and ways of knowing and being. 'Seeing' the creation of welfare for Aboriginal peoples in the early colony through this Indigenous critical historical method opens a new understanding of Aboriginal welfare. Archival documents not used previously in this way, are examined to understand how the early Governors of NSW and the British government of the day conceptualized and dealt with Aboriginal peoples In particular this thesis explores how Aboriginal people were welfarised within the colony of New South Wales. Further to this it is found that welfarisation was not only the result of colonisation but also used as a method in the process of colonising. The findings of this thesis provides a new way of thinking about what occurred during the colonisation of NSW and the impact upon Aboriginal people. It also provides a way in which to consider how it is possible to decolonise the way in which we understand our past, know who we are today and allow us to address current issues in a manner which is based on human rights and social justice. It is essential for all Australians, not only Aboriginal people, that we are able to break free from the shackles of our colonial ...

This paper describes a six-month learning collaborative for service providers seeking to implement trauma-informed care (TIC) into their agencies. Although the professional literature on trauma-informed care has grown substantially over the past 10 years, little research has focused on how to effectively train agencies in creating a trauma-informed culture shift. Participants were trained as "TIC champions" to help facilitate the creation of trauma-informed approaches in their agencies. Through a parallel process, they learned the skills for planning and implementing a trauma-informed approach in their agency. At the completion of the training, trainers observed champions becoming more confident in their ability to assist their agencies in creating a trauma-informed culture shift. Though quantitative studies evaluating the learning collaborative are needed, initial findings suggest the collaborative approach is an effective means of guiding champions through the process of becoming trauma-informed.

This article reviews the link between European integration and foreign direct investment (FDI) into the European Community (EC). A model is constructed using comparable US and Japanese data on new FDI flows for 1984‐89. The data are clustered and pooled to enable intra‐EC differences in the model to be investigated. It is found that new FDI has been linked to conventional host characteristics variables, whose effects vary considerably between groups of member countries. Differences between the equations for the USA and Japan are attributed to the contrasting degrees of establishment of US and Japanese affiliates. For Japanese firms, as comparative outsiders (compared with US firms), the impact of the announcement of the single market programme (SMP) has been marked.

This article reviews the link between European integration and foreign direct investment (FDI) into the European Community (EC). A model is constructed using comparable US and Japanese data on new FDI flows for 1984-89. The data are clustered and pooled to enable intra-EC differences in the model to be investigated. It is found that new FDI has been linked to conventional host characteristics variables, whose effects vary considerably between groups of member countries. Differences between the equations for the USA and Japan are attributed to the contrasting degrees of establishment of US and Japanese affiliates. For Japanese firms, as comparative outsiders (compared with US firms), the impact of the announcement of the single market programme (SMP) has been marked. (Journal of Common Market Studies / FUB)

The impact of trauma on wellness has been identified as a community health crisis. The alliance of universities and communities is a plausible response to address the scope of the problem given their wealth of resources. The Institute on Trauma and Trauma-informed Care (ITTIC) is an exemplar of a university-community partnership and unique approach that has fostered a common language within and between organizations to foster at the community level an awareness and understanding of trauma. The present article provides an overview of university-community partnerships and their importance to social work practice. It describes the formation of the Institute and discusses its model and contributions to the local community and abroad. The implications of ITTIC for the School, University and community are discussed. An iterative process that includes active engagement, evaluation, and reflection, is recommended for the integration and advancement of trauma-informed care through university-community partnerships.

Abstract
Schools provide spaces for academic knowledge while also addressing children's social and emotional developmental needs. Because of the holistic development occurring within the education system, it is important to have an awareness of students' experiences and challenges both inside and outside of the classroom. Students with refugee backgrounds represent diverse cultures, languages, and experiences but often share some common challenges and traumas. While trauma can impact students' ability to learn and develop, classroom expectations, procedures, and rhythms can be adjusted to be trauma informed. Trauma-informed educational practices allow for a universal precautionary model for teachers and school staff to neutralize the environment for possible retraumatization, contributing to the creation of better educational experiences for students with refugee backgrounds as well as the rest of the student body. The aim of this article is to provide primary and secondary school staff—including teachers, administrators, and social workers—with practical information about trauma-informed educational practices to help them address the specific and unique needs of students with refugee backgrounds. Authors include examples of how school social workers, teachers, staff, and administrators can think about trauma-informed practices in the context of education and students with refugee backgrounds.

This paper describes the creation and implementation of a trauma support group intervention which combined aspects of the Seeking Safety model with an art therapy technique in an effort to reduce trauma-related symptoms in a population of refugees. A preliminary assessment was carried out to evaluate the potential effectiveness of the combined approach with trauma-exposed refugees. Based on facilitator notes from 8 sessions of two women's refugee groups and one men's group, three themes were identified: mandala creation enhanced the Seeking Safety content, language barriers impacted the potential for implementation, and the trauma support group was a means of personal growth for participants. Reports from facilitators and participants also suggested a reduction in trauma-related symptoms and an increase in participant use of safe coping skills as a result of group participation. While additional research is needed, these exploratory results suggest that this combined approach holds promise for positively impacting trauma symptoms in trauma-exposed refugees.