Most, if not all of us are familiar with the residential school system and the devastating effects that it had on the Indigenous community. Similar to the impact that the holocaust had on holocaust survivors, the residential school system has had a deep and lasting effect on many Aboriginal people who were pulled out of their home communities and forced to attend these schools. According to Robertson (2006) the churches that ran the residential schools were attempting to eliminate the influences that Aboriginal communities had on their children by separating them from their families and tightly controlling their communication with them. In addition children in the residential school system also experienced physical and sexual abuse at a very high rate. Many residential school survivors have begun to break their silence about the suffering and pain that they have experienced as children. Many of these survivors spoke of feeling helpless when they witnessed the abuse of other students and their ongoing feelings of abandonment, loneliness and isolation. (Chansonneuve, 2005)
These traumatic experiences have led to what is often called “historic trauma” Robertson (2006) defines historic trauma as cumulative psychological wounding over the lifespan and across generations, emanating from massive group trauma experiences. Not only have many older Aboriginal people experienced the trauma of attending the residential schools first hand, but the theory of historic trauma believes that this trauma has been passed to Aboriginal elders, their children and their grandchildren. The theory of historic trauma is also often referred to as “soul hurt” or “soul wounding” because it is believed that the memories of the residential school experiences have become imbedded into the shared memories of Aboriginal communities. (Castellano, 2010) The Aboriginal Healing Foundation has published an extensive study describing the various physical, mental, spiritual and emotional impacts that the residential school experience had on survivors, as well as the numerous impacts that the residential school experience has had on the Aboriginal community. Some of the detrimental effects of the residential school legacy on communities include the following, high rates of suicide and family violence, addictive and destructive behaviours such as substance abuse, sexual abuse and gambling, feelings of isolation within the community, and a lack of traditional skills and role models. (Channsonneuve, p.46 2005)
Because of the community nature of historic trauma some of the proposed interventions that are encouraged in working with individuals who have experienced residential school trauma include group education focused on the legacy and impact of residential schools, along with facilitating groups that are centred on cultural activities. It has also been shown that Aboriginal elders who have begun their own personal healing journeys have a lot to contribute to the healing process that is being undertaken by the younger generations of Aboriginal children and grandchildren who have are experiencing historic trauma. In particular the Aboriginal Healing Foundation (2005) has found that it is incredibly important for the Aboriginal to take control of their own healing and to determine for themselves what they believe to be the most important aspects of their own healing journey.
According to Castellano (2010) there are several stages that victims of historic trauma often go through on the road to healing. These stages should be encouraged by facilitators.
1) Establishing cultural safety
In this stage cultural identities which are suppressed are reaffirmed, often with the help of elders who have gone through their own personal healing journeys.
2) Fostering Relationships
This stage is characterized by sharing stories in talking circles, which is believed to foster relationships among survivors and encourage survivors to remember what they have lost as a result of the residential school experience. The sharing and healing circles that were lead by Aboriginal elders have been shown to create bonds of trust and mutual care.
3) The reclamation phase
The reclamation phase is characterized by the individual reclaiming a healthy way of life. This is obviously easier said than done, and this stage takes a considerable amount of time and support from the individual’s community.
I personally can’t imagine what it would be like to be an older Aboriginal person, reflecting back on their life to see an endless amount of trauma and suffering. Many older Aboriginal people have taken the courageous first steps to not only embark on their own healing journey, but to act as leaders and mentors to their children and grandchildren who are also suffering from the impact of the residential school experience through historic trauma. Not only have residential school survivors shown incredible courage and resilience in addressing their own personal struggles, but they taken the very important steps to make sure that future generations begin their own healing journeys.
Because this blog only begins to explore the issues surrounding the residential school experience and the trauma associated with these experiences I suggest that anyone interested in learning more check out the Aboriginal Healing Foundation Website http://www.ahf.ca/publications/research-series There is an extensive collection of publications about the residential school experience.
Thanks for reading!
Kendall
References-
Castellano, M. (2010). Healing Residential School Trauma: The Case for Evidence-based Policy and Community-led Programs. Native Social Work Journal 7 11-31
Robertson, L. (2006). The Residential School Experience: Syndrome or Historic Trauma. Pimatisiwin 4(1) 1-28
Chansonneuve, D. (2005). Reclaiming Connections: Understanding Residential School Trauma Among Aboriginal People. Ottawa: Aboriginal Healing Foundation
Kendall,
ReplyDeletegreat post! this topic is difficult to discuss because of the sensitive and serious nature of it. It is important for us to remember that the historical trauma continues through the policies and culture of Canada. I would love to say that the effects of residential schools and the ideology behind them is ended but it has not. Our society continues to be set up to oppress some and increase the status of others. I must admit that in many areas of my life I benefit from oppression of others. Unless we discuss these issues they remain secret and the processes that create oppression are allowed to continue. In Social Work we are privileged to be exposed to these issues and to change how we act and steward our responsibility. Part of our responsibility is to use the privilege we have to better the lives of others. One way i believe we can do this is to educate ourselves and our spheres of influence to the important issues faced by various marginalized groups. Thank you for an informative post.
-meagan
Kendall,
ReplyDeleteI admire your analysis on the oppression of the collective psyche or what you called “historic trauma/soul hurt/soul wounding”. No doubt, your entry was very powerful and moving. The Amer-Eurocentric values that our contemporary society possesses tend to emphasize individualism which often results to blaming the victim or adding more insult to one's injury. On the other hand, acknowledging historical roots of oppression that did not only traumatize individuals but collectives, and created a generational pattern of internalized oppression (i.e. residential schools) is a better way to understand people's experiences and validate their pain.
- Darnel
Kendall,
ReplyDeleteThis blog was very well done. I liked how very descriptive it was. I learned a lot that I did not necessarily know before. One thing that I now understand after reading yours and many other posts(blogs) on Abiriginal people is the importance of incorporating the history of them as well as all the traditions and challenges that each person has faced, such as residential schools into our social work curriculam. I have not yet taken the Abiroginal studies course but I will be taking it next year and I am looking forward to being more educated on their history. I find it increadubly heart breaking whenever I hear about a culture having to give up their traditions as well as historic beliefs, especially because I am Jewish and can some what (indirectly) realate to the struggles that their population of people have faced.Over the past few years and within my social work program I have met many older adults who are holocaust survivors and I can not even begin to imagine the pain and horrible past that these people like many aboriginal people have faced.
I do however believe that these groups of people are one of the strongest people arouns and that they are increadibly resiliant. Even though I have never actually worked with the Aboriginal population I do understand how important it is for people to educate themselves on their history as well as struggles that they have faced. I look forward to learning about this population of people and incorporating it into my profession as a future social worker.
Thank you for sharing this information with us.
Written by: Alysha