Introduction
On April 9, 2016, the First Nations community of Attawapiskat, declared a state of emergency after eleven people attempted suicide in just one night. This is not a unique case, as this isn’t the first community to have gone into a state of emergency, nor will it be the last. Many First Nations communities face mental illness and issues that include suicide, depression, and drug and alcohol addictions - at a significantly higher rate than the general Canadian population. The high prevalence of mental illnesses in First Nations communities is a result of links to historical events and it is important for First Nations people to understand that these historic Canadian events and previous Canadian government implementations can have
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This process is described in a Globe and Mail article as, “Intergenerational trauma, or transgenerational trauma, is what happens when untreated trauma-related stress experienced by survivors is passed on to second and subsequent generations” (Berube, 2015). This indicates that the trauma inflicted on the survivors of residential schools and the “sixties scoop”, can still have a significant effect on them and their families. Direct survivors often transmit the trauma they experienced onto their families before they can address these issues or without them acknowledging it and in turn, becomes normalized within their household and family. Berube states that the behaviours that result from unresolved trauma include depression, anxiety, family violence, suicidal/homicidal thoughts, and addictions (Berube, 2015). Children are especially vulnerable to these types of behaviours and are likely to reverberate them in later years. By acknowledging and understanding the root causes of destructive behaviours and mental illnesses/issues, it can help prevent future generations of First Nations people from suffering from …show more content…
While some communities have had “epidemics” of suicide and gone into a state of emergency like Attawapiskat, other have had few to no suicide in years. According the Regional Health Survey, suicide in First Nations communities is twice the national average, while suicide among Inuit communities, it is 6-11 times the national average (2006). This means that suicide is experienced at much higher rates in First Nations and Inuit communities than any other group of residents. Rates of suicide also vary in age groups. The ages of 15-24 represents the age group with the highest rate of completed suicides, which is 5-7 times higher than the Canadian population of the same age group (2006). Because there is such a young age in which suicide occurs in these two groups of people, they are deprived of potential years of life and their futures. Although there are many communities that do not experience suicide to this extent, suicide is a very real problem within First Nations and Inuit
Some of the residential school students were so scarred from the way they were treated in the schools, that they even started putting the same abuse that they had received in the schools, onto their own children. The abuse has left the students with mental trauma and many of the students were unable to erase the memories of abuse from their minds. Many the survivors of the Canadian Residential Schools have been inflicting their children and spouses with physical abuse similar to the abuse that they had received previously in the Residential Schools. In an article talking about the victimization of aboriginals they stated, “Males who had experienced abuse as children were found to be at a significantly high risk to repeat the cycle of violence with future spouses” (Scrim as cited in McGillivray and Comaskey 1996). This sad cycle shows that even though the last Residential School closed in the late 1990’s, the experiences that students had during their time is still negatively affecting their lives today. Many of the former students of the Canadian Residential Schools have turned to substance abuse in hopes to try and cope with their struggling mental health. It is shocking to see that a school this harsh could have such long lasting impacts on its students. In an article related to helping people understand the trauma
This again shows the traumatic effects of residential schools and of cultural, psychological, and emotional upheaval caused by the intolerance and mistreatment of Aboriginals in Canada. Settlers not only displaced Aboriginal people from their land and their homes, but they also experienced emotional trauma and cultural displacement.
Canadians are just recently beginning to realize the detrimental aftermath of the years of trauma experienced by Indigenous peoples of Canada, such as the survivors of the residential school system. It is often difficult for these people to overcome the impact that follows. Undoubtedly, it requires help and support from others, but these people must make their personal healing journey themselves. The passages “Rock Bottom” by Steven Keewatin Sanderson and the “Legend of the Sugar Girl” by Joseph Boyden prove that although trauma can significantly undermine groups of people, they can overcome their difficulties. Both authors illustrate how trauma negatively affects characters, causes them to fall victim
First Nations children suffered many forms of abuse at the hands of the Canadian Government (Oh, Canada!) under the guise of residential schools. The purposes of the residential schools were to remove First Nations children from the influence of their families and cultures, and to intergrade them into the dominant culture (The Residential School System). This was done under the assumption that First Nations culture was lesser, “to kill the Indian in the child” as it was commonly said. The children were forcibly separated from their families to live in year-round schools where they were taught “white man” curriculum, with a two-month vacation time, completely separated from their Aboriginal heritage and forbidden from speaking their own languages (The Residential School System). If these rules, along with many others, were broken the punishments were severe (Oh, Canada!). Residential school survivors spoke of their horrible abuse during their time at the schools, including: sexual, physical and psychological (The Psychological and Intergenerational Impacts of the Indian Residential School System). The students received an inferior education, usually only taught up to grade five, training them for manual labor jobs (The Residential School System). The residential school system undermined First Nations culture and disrupted families for generations, leaving severe psychological damage in not only the survivors but also their families and the following generations (The Psychological and Intergenerational Impacts of the Indian Residential School System). Many students grew up without experiencing a family life, never gaining the experience and knowledge necessary to raise a family of their own. The effects of the schools were far reac...
For decades First Nations people1 faced abuse in Canada's residential school system. Native children had their culture and families torn away from them in the name of solving the perceived “Indian Problem” in Canada. These children faced emotional, physical, and sexual abuse at the hands of residential school supervisors and teachers. Since the fazing out of residential schools in the 1960's the survivors of residential schools and their communities have faced ongoing issues of substance addiction, suicide, and sexual abuse.2 These problems are brought on by the abuse that survivors faced in residential schools. The government of Canada has established a Truth and Reconciliation Commission (TRC) to address these issues but it has been largely ineffective. Though the Government of Canada has made adequate efforts towards monetary reparations for the survivors of residential schools, it has failed to provide a means to remedy the ongoing problems of alcohol and drug addiction, sexual abuse, and suicide in the communities of residential school survivors.3
Likewise, the death rate among Aboriginals infant is 4 times the rate of Canada as whole. Aboriginals preschoolers and teenagers death rate is 5 times and 3 times the national rate respectively. (Aboriginal Nurses Association Canada (A.N.A.C), 2009, p.8). Cultural discontinuity has been associated with higher rates of depression, alcoholism, suicide and violence which is greater on the Aboriginal youth (Kirmayer et al, 2000). According to Health Canada document on suicide prevention, suicides rate is highest in the world among Inuit youth. In Nunavut, 1989 to 1993 suicides rate was 79 cases in 10000, but in 1999 to 2003 the cases were risen to 119. (Aboriginal Nurses Association Canada (A.N.A.C, 2009, p.9).
To begin with, once the policy of assimilation came into effect, Aboriginals were subject to a new environment, resulting in the loss of their culture. It is due to this, that the rates of suicide for First Na...
Definition: Mental health has become a pressing issue in Indigenous communities. Often, a combination of trauma, a lack of accessible health resources, substance abuse, violence, and socioeconomic situations lead to high rates of depression, anxiety, and suicidality in Indigenous Peoples. This crisis is especially apparent in Indigenous youth, where there is a growing suicide epidemic but little mental health support and resources are provided. The increase in stigmatized and untreated mental illness has continued as trauma and systemic injustices remain unaddressed. Indigenous groups, governmental parties, and health organizations are involved.
Brave Heart clarifies, “when we talk about historical trauma I am referring to the theory that lifespan trauma is passed down generation to generation” (2011). Brave Heart illustrates that any trauma that is passed down generation to generation is historical trauma and therefore the trauma will continue, unless some interferes to stop the trauma affecting the next generation. The trauma that came out of the boarding schools is the trauma that was caused by Native American children being taken from their loving homes and placed into institutions that all they did was to take every cultural connection they had to their home and forced them to learn the American culture and the language. If that was not enough what the Native American children went through in the boarding schools when they came home was worst. This children felt like they did not belong because they had learn some of the American culture and at the same time they lost their own culture. As a result of the changes it made it hard for them to go back to the way it was before the went to boarding school. Brave Heart mensions, “ boarding school attendance affected entire family systems; individuals and family relationships; family, community and cultural attachments; and interpersonal communication” (2011:287). Brave Heart enlightens us that the damage of boarding schools caused Native American children to feel disconnected to their own community. Many of the children in boarding schools do not know how a family should be or how they should behave with their parents and loved ones. In addition, to the family relationships these children lack parenting skills that are thought throw them see how their parent treat them and their siblings, but for someone who was at a boarding school for the majority of their childhood they did not learn this skills. Brave Heart emphasis “ clinical
Close to six million Canadians live with mental illness; let alone the thousands that are undiagnosed. Mental illness has made big headlines in the news in the recent years. The people suffering from mental illness have been faced with discrimination a caused by a stigma towards them. Mental illness can be caused by many different factors whether they are psychological or environmental. Although only twenty percent of Canadians personally experience mental illness in their lifetime, it affects everyone in their lives. Many of the people suffering from mental illness live their lives in silence because of the stigma attached to the illness. They would rather nobody know about their condition than face the stigma and discrimination of the public. Society has come a long way from a hundred years ago when they would use trepanation. Trepanation is a primitive method used to heal head injuries; they truly believed that carving a hole in ones skull would release any mental injuries the patient had. A decade ago people suffering from mental illness were treated as if they were less than others. Now a days, people suffering from mental illness are not treated as poorly as before, they have larger support group than before, and society is more understanding of mental illness now. However, there is still much room for improvement.
Residential schools undoubtedly created detrimental inter-generational consequences. The dark legacy of residential schools has had enduring impact, reaching into each new generation, and has led to countless problems within Aboriginal families including: chemical dependence, a cycle of abuse in families, dysfunctional families, crime and incarceration, depression, grief, suicide, and cultural identity issues (McFarlan, 2000, p. 13). Therefore, the inter-generational consequence...
Mental stability is one of the imperative aspects of human health and well-being. It not only affects the individual’s personal life but has an evident impact on the individual’s work, social, and family life. Nearly 4,000 Canadians die by suicide each year, reported in Centre for Addiction and Mental Health (2015). Unfortunately, the government health policies as well as the masses have not been very supportive towards creating a health system that sufficiently caters to the needs of people suffering from mental instability and mental disorders. Hence it becomes important to bring this issue into limelight as it has been adversely affecting our society.
Coloradas Mangas is one among many American Indians that have personally been a victim of suicide attempt as well as a victim of grief for many of his friends and family. Coloradas’ story is a consequence of the lack of culturally appropriate and adequate mental health services for American Indian and Alaskan Native youth. Serious consequences resulting from the absence of such services are the high suicide rate, its impact on future generations of an already less populated ethnicity and the unfairness of having no resources to improve quality of life, thus proving that this is a pertinent problem that must be tackled now. This health disparity has been neglected for too long and is something that we, as a healthcare advocating country, need to start addressing.
Aboriginal people represent less than 3% of the total population in BC. Yet, they account for more than 9% of all suicides in BC (Chandler). The numbers of suicides amongst aboriginal youth are even more alarming – nearly one-fourth of all youth suicides in BC are committed by aboriginals and more than half of all aboriginal suicides are committed by youth (Chandler). The fact that indigenous communities in Canada have the highest rate of suicide of any culturally identifiable group in the world implies that these alarming statistics may not solely be a result of aboriginal communities belonging to a minority cultural group. I will attempt to build a speculative hypothesis behind the significantly high suicide rates amongst aboriginal youth in Canada. I will do so by turning to three factors that I think are most important amongst the several factors that may be coming together and playing a role in the high vulnerability to suicide amongst aboriginal youth. I believe this is important because the more accurately we identify causal factors that may be responsible for aboriginal suicide, the more specific suicide prevention programs can be made. This pool of factors must include those that are common to all suicidal behaviour, those that are responsible for suicidal behaviour in marginalized communities and those that might be specific to the history and context of aboriginals in Canada. In this commentary I have chosen one factor from each of these three pools of factors – one, the interpersonal-psychological theory to explain suicide in general; two, loss of self-identity, which could be a leading cause for aboriginal suicide worldwide; and three, the impact of residential schools on the psychological makeup of aboriginals of Ca...
When faced with a life altering situation although Molly’s characteristics and personality aid her in courageously defying them, the effects of facing this traumatic event will lead to long term psychological repercussions. When severe harm is inflicted on a person’s psyche, it is viewed as an emotional trauma (Levers, 2012). The emotional harm inflicted on Molly’s psyche originates from different dimensions; like her upbringing, her trauma is multidimensional too. As a child of the Indigenous community, whose ancestors and elders were killed violently in inter-group conflicts, and whose children were forcefully removed from families, Molly is would experience intergenerational trauma (Atkinson, 2002). Intergenerational trauma is trauma passed down from one generation to another; as a close knitted community group, the grief experienced by family members of losing their loved ones, would have been transferred across generations (Atkinson,