Aboriginal Suicide Case Study

Residential Schools were systems set in place by the Government of Canada and enforced by Christian churches as a way to approach the “issue” of the First Nations. They were used by the government to assimilate the Aboriginal children into European culture. It is significant that Canadians remember this time in history because it's not so far in the past. We see the repercussions to this day. This source shows the perspective of the Government, and supporters of the Government. On the other hand Aboriginal people may disagree, they are still greatly struggling with misfortune due to Residential Schools. The perspective shown in the source should be looked into considering the government's insufficient response to the legacies left behind by Residential Schools. For example we see higher prison rates, more drop outs, and family abuse more than most cultural groups in

During the time residential schools existed, the Aboriginal population of Canada was forced to endure appalling treatment. Residential school is regarded as a thing of the past by high school history books, but is that really true when the oppression and abuse that occurred in residential schools has had a long-term effect on Aboriginal peoples? Intergenerational effects of residential schools include post-traumatic stress disorder, high rates of addiction, abuse and violence, probable deadly illnesses, and elevated statistics of suicide in Aboriginal communities. A substantial number of authors, historians, and researchers attest to the fact that residential schools have influenced a number of generations of the Aboriginal people of Canada.

The drastic cultural impact of residential schools on First Nations people has been extensive, as it is mentioned in the novel Keepr’n Me by Richard Wagamese. Keeper’s statement in this book, “Only thing they did was create a whole new kinda Indyun. We used to

Knockwood explains the enforcement of residential ideologies as a “combination of physical intimidation and psychological manipulation which produced terror and confusion” (12). The premise of residential schools was to strip Indigenous children from their culture and Indigenous identity, forcing them to only speak English, or face severe consequences. Despite the government and churches best efforts, many Indigenous children still maintained their cultural roots and kept their language while at home. This governmental need for assimilation has had lasting impacts far beyond the scope of active residential schools. Neeganagwedgin notes, “while the schools may be physically closed, the legacy lingers” (34). Beyond this, she urges, present-day institutions still function in a way that continues to undermine and systematically deny, “Indigenous peoples their inherent rights as First Peoples” (Neeganagwedgin 34); such as the justice system, child welfare and the education systems.

Residential schools in Canada were present for over 100 years and were created by the government to eliminate the Indigenous culture. These schools successfully separated families while creating huge cultural barriers between children and their Native culture (COHA, 2011). These children were forcibly removed from their families and taken to residential schools because Canadians saw Indigenous peoples as “backwards” or “savage” (COHA, 2011). They also believed that they were inferior to Natives and that these schools would help “civilize” aboriginals by replacing their Native traits with Western values (COHA, 2011).

In this article, Professor King says loss of culture, land and language all play a part in poor health. Having an identity, he says, is especially important for mental health. As for example, many native children in Canada were taken from their families and sent to live at the residential schools. They were educated in the european system, they never had a normal chance to develop a cultural identity. The schools’ so-called purpose was to provide education for native children. But the real purpose was to eliminate native culture from Canada. As Reverend A.E. Caldwell of his school in 1938 said “The problem with the Indians is one of morality and religion. They lack the basic fundamentals of civilized thought and spirit, which explains their childlike nature and behavior. At our school we strive to turn them into mature Christians who will learn how to behave in the world and surrender their barbaric way of life and their treaty rights, which keep them trapped on their land and in a primitive existence. Only then will the Indian problem in our country be solved.” Caldwell view of aboriginal culture and how they should be assimilated to the european culture is how most ministers of the schools thought about native culture. Students were forbidden to speak their language or practice their culture, and were often punished for doing so. All these awful acts at residential schools made natives suffer loss

History has unveiled the early contacts of colonization from the Europeans that set motion to cultural oppression and exclusion of the Aboriginal communities (Kirmayer, Tait, Simpson & Simpson, 2009). The introduction of the residential school system was meant to eliminate the indigenous people’s cultural heritage and way of life, creating a historical trauma. As a result, survivors of the residential school system left the majority of the Aboriginal population without a sense of cultural heritage, lack of self-esteem, and depression (Gone, 2010). Aboriginal culture was suppressed, breaking the connection of traditional knowledge from parent to child (Kirmayer, Tait, Simpson & Simpson, 2009). Trans-generational trauma of the Aboriginal people has left psychologically and physically damage towards their own heritage (Gray & Nye, 2001).

Seeing that youth suicide rates amongst Aboriginal youth are five to seven times higher than non-Aboriginal youth, and Inuit youth are among the highest in the world, at 11 times the national average, there are several contributing attributes that should be further researched. (Health Canada, 2013) One of the contributing factors that are discussed in many Aboriginal courses is that of identity. Aboriginal youth who face high levels of intergenerational trauma due to the RS system often find themselves distanced from Aboriginal culture, without their mother tongue, and western culture. This alongside the negative portrayals of Indigenous peoples within media many times go much deeper to factors beyond an individual 's control and end up as a common root cause of suicide. One way for the federal government can combat this particular factor is through the emplacement of acknowledgment initiatives. Trying to reduce negative stigmas and stereotypes as well, to educate, can help promote healthy self-esteem and confidence levels within Aboriginal youth and result in the prevention of high suicide levels amongst Aboriginal youth. (CITE)

Residential schools have been a part of Canadian history for many years, and it has left a large impact on many first nation communities in the 20th century such as families dealing with the effects of separation and loss of traditions, children having their natural community and supports violated and lastly how it impacted Canada as a whole. Primarily residential schools not only affected indigenous children but their parents who were left behind as well.in the 20th century, children were highly valued, greatly loved members of the community (Florence,25). parents had to manage the overwhelming impacts of division and the danger of losing the attached connection between their children. Life at residential schools resulted in having their hair cut, they were stripped out of their own clothes and forced to wear uniform-like

In the early 19th century aboriginals were systematically discriminated by Canada. From 1880 to 1996 Canada forced 150,000 aboriginal children into residential schools (J.R. Miller, Tabitha Marshall, 2012,). The main goal of the residential schools was to strip the natives off their culture and beliefs, replacing it with western beliefs and ideals. The last residential school closed in 1996 however, the effects of it still lingers on in the aboriginal community. As stated by the Royal Commission on Aboriginal Peoples (RCAP) “Residential schools had the single greatest impact on the Indian (First Nations) people in Canada and continues to have inter-generational impacts” (Kubik, Bourassa, & Hampton, 2009, p. 23). Today aboriginals receives millions of dollars through social assistance programs. However, they are still lagging behind in

Residential schools messed up people’s lives and their communities, causing long-term problems among Aboriginal people.

“1907, Government medical and healthcare inspector P. H. Bryce reported that 24% of previously healthy aboriginal children were dying and residential schools. Bryce reported that anywhere from 47 to 75% of children discharged died shortly after returning home.” The aftereffects of residential schools created the epidemic we see today with domestic violence and abuse against women and children, and a great deal of substance abuse to rid the memories and discrimination. This creates a negative recurring cycle within many aboriginal families and

Both healthy child development and social support networks are influenced by income and social status. Evidence has shown that the, "there is strong and growing evidence that higher social and economic status is associated with better health," (Public Health Agency, 2013). The news article above main determinant of health present is income and social status, but child development and social support are underlying reasons to why Aboriginal youths are becoming

Not only did the residential schools affect the children that attended these schools, but it created a problem that has affected many generations of aboriginals. Many of the issues that aboriginals face today is “passed on from one generation to the next; this is referred to as intergenerational trauma” (Walker, 2013). Natives today have been affected by this intergenerational trauma, as the horrific events that had taken place during the time of residential schools affected how people acted, as well as treated others. Especially now, many Aboriginals now deal with many issues such as depression and become heavily addicted to drugs. The native young are continued to be affected by the intergenerational trauma because, “The abused in turn became

In Canada, there are 634 First Nations, Inuit and Métis communities. These indigenous people have history of being structurally violated. One of them is “residential school” (Trimble, 2016). Residential schools were established aiming at isolating indigenous children from influence of their own culture and assimilating them to the mainstream stream Canadian culture. This was based on “Aggressive Assimilation Policy” started in 1874, in which indigenous people and their culture were recognized as inferior. In residential school, children were segregated from their family, their culture and tradition（University of British Columbia, n.d.）. It is estimated that 150,000 children were forced to go to residential school. The number of these schools peaked around 1930. At that time 80 out of 130 schools were residential schools. (Trimble, 2016). The conditions of residential schools were