Adopting an Indigenous rights-based approach to working with Aboriginal and Torres Strait Islander students: Repositioning school psychology to address Competency 8

This paper examines the emerging professional expectation that school psychologists will be able to demonstrate competency in delivering services to Indigenous students. We argue that achieving this competency requires an underpinning Indigenous rights-based perspective embedded in professional education and practice. We discuss the historical context of psychology in Australia, the competencies needed for psychologists and the critical role psychologists might play in advocating for the rights and self-determination of Indigenous Peoples both internationally and specifically in Australia. Additionally, we explore the challenges within the Australian education system, the deficit perspectives surrounding Indigenous students and the need to shift to rights-based approaches to support these students effectively. The paper also covers topics such as the cultural competency of teachers, the impact of settler colonial education policies on Indigenous youth and the intersection of Indigenous rights and psychology. Overall, the paper provides insights into the evolving role of school psychologists in the requirements of Competency 8 and argues for the significance of an Indigenous rights-based approach to providing professional services in education.