Resilience of Residential School Survivors

It is with hesitance that I begin to write this blog. This comes because of the gravity of the subject. I find that in Social Work we often speak of the “effects of residential schools on Aboriginal people” but I feel as if many of us do not understand what it really is we are speaking of. I come to this discussion and I admit that I know very little of what it means to be a survivor or a family member of a survivor of the residential school system in Canada. As well the knowledge I have on this subject is based mostly on academic research and instruction.

Kendall has already written a great post on this topic however I wanted to address it again in a slightly different light.  We had a guest speaker join our class a few weeks ago. She was studying the effects of earlier experiences of trauma that resurface in later life. She explained that people who experience trauma often suppress their emotions and do not speak about it. Although this ability to suppress is a survival mechanism that can help individuals survive their experience of trauma it can continue throughout their lives and some may never seek help to address or discuss their experience. She explained that this has particular impact on older adults and especially those who have dementia. As older adults’ mental abilities begin to weaken individuals may not be able to suppress their emotions and memories as they are used to. Additionally as long-term memories stay intact the longest experiences of younger life may be at the forefront.

Although there is little literature on Early-Life trauma in older age I think we can draw connections between the information above and the aging survivors of residential schools. Although I would hope that all of us Social workers would know what the Residential Schools were I also know that many other do not. If you are wanting to learn more please visit the website www.wherearethechildren.ca (WATC) . This is a fantastic interactive website that is designed to educate anyone about residential schools.

In brief the Government of Canada along with both Catholic and Protestant churches designed residential schools essentially to “kill the Indian in the Child”(WATC). These schools came in different forms but all inflicted much trauma upon the children who attended (Stout and Kipling, 2003). Although some children had good experiences the majority experience severe physical and sexual abuse, separation from families, extreme work conditions, diseases, loss and devaluation of culture and language, fear, loneliness and death of fellow classmates (WATC).  During their time in school, survivors learned to cope in different ways such as challenging authority or repressing their emotions (Stout and Kipling, 2003). For some however once they left the residential school system their coping methods remained and created difficulties in adult life (Stout and Kipling, 2003).

I think it is reasonable to assume that some aging Residential School survivors may experience resurfacing of their earlier-life trauma in later life. As social workers we may be the ones who are working with these individuals and their families. Understanding the impacts of residential schools on individuals, families and communities of people throughout generations is essential to anti-colonial and decolonizing social work. Part of the interest and value of working with Older Adults is the wealth of experiences and knowledge that they have acquired over their lifetime. However at times their experiences are not pleasant or happy. We as listeners have the benefit of recognizing the strength and resilience of these individuals who have overcome immense adversity.

Resilience is such an important part to remember when working with these individuals (Stout and Kipling, 2003). We call them “survivors” for a reason. The adversity that survivors of residential schools experienced is unfathomable and yet they are not defeated. Stout and Kipling (2003) use the term “risk pile-up” which describes the multiple levels of risk experienced by Aboriginal people throughout their lifetime. As social workers we are unique in our strength-based approach. Although we cannot ignore the realities of pain and suffering too often experienced by our clients we also have the privilege of seeing the resilience and strength of our clients. This is a very powerful tool we have to work with and empower our clients.

I experienced this when I worked with an Indigenous woman who had experienced much loss in her life and recently in very compounded ways. She would often cry and state that she didn’t understand why she was so sad. She expressed feeling embarrassed that she would cry so much. One day I was visiting with her when she began to recount all of the losses that she had endured in her personal life.  She then apologized for her tears. I told her that it was ok for her to cry if she needed to. I told her that she had been through so much and I understood why she would be sad. Then I shared with her the strengths I had seen in her. She demonstrated strength to carry on despite many difficult life experiences and she had a very bright smile. I could see that this made an impact on her and we had a few more very nice talks before I finished my placement. I think about this woman at times and remember the stories she told me. When I told her about the strengths I saw in her I really meant it. I truly did see those things in her and I am thankful that she shared her story with me.

-Meagan

Stout, M.D. & Kipling, G. (2003). Aboriginal people, resilience and the residential school legacy. The  Aboriginal Healing Foundation Research Series. Retrieved from http://www.ahf.ca/publications/research-series

Aboriginal Healing Foundation & Legacy of Hope Foundation (2009). Where are the children: healing the legacy of residential schools. Retrieved from: http://www.wherearethechildren.ca/