Can you hear me?: The active engagement of Aboriginal children in the development of social policy by non-Aboriginals

In recent years significant focus has been placed on the first few years of a child’s life and how their experiences during this time can shape their future development (McCain &; Mustard, 1999). Social policy and programs that enhance the capacity of children and their families so that positive outcomes for children are ensured are being developed and implemented throughout Australia. This paper takes up the topic, initially introduced in Children Australia (Vicary et al. 2005), but turns the focus to Aboriginal children. Despite the advances in early years policy and programs development, marginalised children, particularly those from Aboriginal backgrounds, continue to be overlooked in terms of consultation (Vicary 2002).

The ramifications of this lack of consultation are profound in terms of cultural appropriateness and sensitivity. The Western Australian Office for Children and Youth has refined a model for the engagement of Aboriginal children in social policy consultation. The model is inclusive of diversity and targets the children who normally would not have their voices heard in the development of social policy. The following paper will describe the Aboriginal Child Engagement Model developed by the Office for Children and Youth in consultation with children, young people and adults from Aboriginal backgrounds. The model consists of six steps, and takes the non-Aboriginal worker from the initial engagement phase through to evaluation and relationship consolidation. The proposed model is further delineated by a case study.