ABSTRACT

While Aboriginal youth mentoring has been used as a teaching process for thousands of years and the tradition continues, little attention has been paid to documenting what elements make learning experiences transformational. As part of the evaluation of the Aldara Yenara mentoring program, this Aboriginal-led scoping review examined literature about transformational mentoring programs from Canada, Australia and Aotearoa New Zealand to understand their key elements and provide guidance for future research and practice. The use of relational mapping was applied in an attempt to locate literature written by Aboriginal scholars including grey literature. Twenty-seven documents were reviewed including 20 from the peer-reviewed literature and seven acquired through the relational mapping. A total of 13 met the inclusion criteria, predominantly written by non-Aboriginal authors. Four distinct themes emerged and informed our narrative synthesis. Absent in this material, largely neither led nor owned by Aboriginal people, was any reference to connection to Country as central to Aboriginal transformational healing programs. Without Aboriginal leadership, communication and processes in these programs, there was a failure to draw on Aboriginal understandings of healing spaces. From here on in, research and practice in this area must be Aboriginal-led to ensure deeper, Aboriginal-informed understandings for First Nations transformational mentoring programs.

IMPLICATIONS

• Existing youth mentoring literature is dominated by western understandings and perceptions. Thus, it often fails to offer the nuanced benefits of Aboriginal youth holding or growing their relationship to Country for their wellbeing and personal development

• Mentoring programs that are culturally strong from First Nations worldviews are key to providing transformational experiences: that is, cultural connectedness encourages, motivates, and creates healing spaces for Aboriginal youth

• While social work has facilitated normative western narratives for youth and their wellbeing, future Aboriginal mentoring program need to be both led and evaluated by First Nations people.

摘要

虽然原住民青年辅导作为一种教学过程已有数千年的历史，并且这一传统仍在延续，但很少有人关注记录哪些因素使学习经历发生变革。作为 Aldara Yenara 辅导计划评估的一部分，这项由原住民主导的范围界定审查审查了有关加拿大、澳大利亚和新西兰转型辅导计划的文献，以了解其关键要素并为未来的研究和实践提供指导。应用关系映射来尝试定位原住民学者撰写的文献，包括灰色文献。审查了 27 份文件，其中 20 份来自同行评审文献，7 份通过关系映射获得。共有13个符合纳入标准，主要由非原住民作家撰写。出现了四个不同的主题，并为我们的叙事综合提供了信息。这些材料基本上既不是由原住民领导，也不是由原住民拥有，在这些材料中没有提到与国家的联系作为原住民转型治疗计划的核心。这些项目中如果没有原住民的领导、沟通和流程，就无法利用原住民对治疗空间的理解。从现在开始，这一领域的研究和实践必须由原住民主导，以确保对原住民转型指导计划有更深入、原住民知情的理解。是否提及与国家的联系作为原住民转型治疗计划的核心。这些项目中如果没有原住民的领导、沟通和流程，就无法利用原住民对治疗空间的理解。从现在开始，这一领域的研究和实践必须由原住民主导，以确保对原住民转型指导计划有更深入、原住民知情的理解。是否提及与国家的联系作为原住民转型治疗计划的核心。这些项目中如果没有原住民的领导、沟通和流程，就无法利用原住民对治疗空间的理解。从现在开始，这一领域的研究和实践必须由原住民主导，以确保对原住民转型指导计划有更深入、原住民知情的理解。

影响

• 现有的青年辅导文献以西方的理解和看法为主。因此，它往往无法为原住民青年提供与国家保持或发展关系以促进他们的福祉和个人发展的微妙好处

• 具有原住民世界观文化特色的辅导计划是提供转型体验的关键：也就是说，文化联系鼓励、激励原住民青年并为其创造治愈空间

• 虽然社会工作促进了西方对青年及其福祉的规范叙述，但未来的原住民辅导计划需要由原住民领导和评估。