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Residential School Syndrome Analysis

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The actual living conditions of most residential schools were not suitable for human beings. In a number of the institutions, the mortality rate from diseases such as small pox or tuberculosis was over 50 percent. (Cbwc.ca, 2016, p. 1) The rapid spread of diseases was promoted by the severe overcrowding in residential schools. (Cbwc.ca, 2016, p. 1) There was poor nutrition with food that was often contaminated, almost no health care and non-existent sanitation that led to high counts of death in residential schools. The dehumanization of students was shown by both the abuse and neglect that was perpetrated by government officials and others running the schools that were badly overcrowded and cheaply built. A medical examiner named P.H. Bryce …show more content…

Although many view these schools as events that occurred a long time ago, in truth the last residential school closed only two decades ago. (Hanson, 2016, para. #18) Residential school syndrome is a term created by a psychologist called Charles Brasfield and it refers to a disorder experienced by survivors of the residential school system. This disorder is similar to post-traumatic stress disorder, but with a much more cultural focus that can completely change the behaviour of those affected. (Brasfield, 2016, para. # 2) The effects of what transpired in that system are still being felt generations later from descendants of those who were in residential schools or even residential school survivors themselves. (Hanson, 2016, para. #19) Generations of aboriginal youth had to grow up in situations with no stable and nurturing family to take care of them, and many therefore lack the skills needed to parent their own children. (Hanson, 2016, para. #19) The trauma sustained in residential schools has caused a serious increase in domestic abuse and violence that results in broken homes. The cycle of abuse has continued years and years later, still causing disruption in Aboriginal families. (Hanson, 2016, para. #20) It was found that among indigenous people aged 10 to 44, the primary cause of death that is responsible for almost 40% of the mortalities is suicide and self-inflicted injury. There are also seriously high rates of alcoholism and substance abuse found on reserves. (Hanson, 2016, para. #20) Though the residential schools may not be the only cause of this, it is certainly the root of many problems for Aboriginal individuals and the healing process will be a long

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Indigenous people are incarcerated at much higher rates than non-Indigenous in Canada and are incarcerated for longer periods of time (Cook & Roesh, 2012, p.222). Canadians have put Indigenous communities through much heartache and pain. With the colonization of Indigenous people to residential schools, Canadians continue to stigmatize and treat Indigenous people poorly. Indigenous people are more likely to suffer from drug abuse using needles because of the intergenerational trauma suffered through their parents attending residential schools in Canada (Bombay, Matheson, & Anisman, 2014, p. 327). This puts them at a higher criminal risk than others because of what they have been subjected to.

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Individuals, who are surrounded with agony by mistreatment at an early phase, often leave with wounds in which can trouble their lives. In Richard Wagamese’s Indian Horse, the Aboriginal children struggle with traumatization caused by dreadful brutality from the white people at the St. Jerome’s Residential School. Unfortunately for the children, the abuse leaves them upset for a lifetime. The children experience cruel abuse, which leading to leaving them mentally damaged.

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In the short documentary film “Canada’s shame: Residential schools, unmarked graves, and the search for justice- people and power” I learned a lot about what Canada did to the indigenous people regarding residential schools and the trauma we left on their community. The lives of the indigenous communities are forever altered because of the way these schools were designed to assimilate and strip the children of their identity. Carl Sam was just one of the Saint Mary’s residential school survivors and he says, “His experience at the residential school has stripped him of his whole life”. He goes on to say one day he was put on a boat and all the children were crying around him because they were taken out of their homes and they didn’t know what was going on,

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Nicholas is now a member of the Topique Band Council and plays a role in supporting survivors as they process their experiences. His journey is a deeply emotional one, characterized by the detailed description of the hardships he faced. The account showcases his personal growth, as he transforms his experiences of abuse into an integral part of himself and makes it his life’s purpose to assist others who went through similar experiences. These personal and insightful narratives are what give this book its true significance. Chris Benjamin draws upon his knowledge and weaves these thoughts and memories into a written work, bringing the world's attention to the tragedy of the residential

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Over the past few decades, there has been many distinct perspectives and conflicts surrounding the historical context between the Indigenous peoples in Canada and the Canadian Government. In source one, the author P.J Anderson is trying to convey that the absolute goal of the Indian Residential School system in Canada has been to assimilate the Indian nation and provide them with guidance to “ forget their Indian habits”, and become educated of the “ arts of civilized life”, in order to help them integrate into society and “become one” with their “White brethren”. It is clearly evident throughout the source that the author is supportive of the Indian residential school system and strongly believes that the Indian residential School System

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Before the Indian Act most of the young members of the First Nations followed the traditions and beliefs of previous generations, however, this changed with the introduction of Residential schools through the Indian Act. By 1948, there were 78 schools operating with nearly 10,000 students enrolled. This education network was established by the government but was controlled by the Catholic, Anglican and Presbyterian churches. The objective of this school system was to teach young aboriginals how to integrate themselves into the “normal” Canadian life. In other words, this whole system was a major cultural genocide.

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The TRC’s “The History” author appeals to logos through the use quantitative findings. The use of logical evidence from the collection of testimonials made by former residential school students is an effective way to aid the persuasion of a reader. Throughout “The History”, the author describes the memories of known First Nations peoples Frederic Ernest Koe, Marlene Kayseas, Lily Bruce and many others. In addition, the author quotes Vitaline Elsie Jenner’s use of ‘kaya nakasin’ (TRC, 2015, p.38) in describing her experience with residential school. The author’s example that contains the use native language reaffirms his credibility and detailed knowledge of the

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Residential schools were first being established in the 1940s and the last one was finally closed in 1996. In these residential schools, First Nations people were very badly treated and one who went to those schools would not get a proper education. The students who went to those schools would still be affected by it and effects from them are showing still to this day. Why did the Canadian government create residential schools in the first place?

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Lastly, distrust of Indigenous people and how they will follow rules related to residential schools damage individuals and relationships. ‘“We are going home tomorrow. He will go to school at Red Pheasant.”’ ‘“Sorry, ma’am.” The Mountie stepped forward.

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Aboriginal identity, mental health and suicide rates were outlined throughout this analysis along with the disgusting lack of government aid. As stated above, the aboriginals from the Kattawapiskak River have a strong sense of identity. The persons on these reserves are proud of their traditions and practice resilience in their faith and values, however, the physical and emotional pain these people are put through will soon break their spirits. They can only ask for help from the government so many times before it will be too

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It took the Canadian government a century to lift the prohibition on cultural practices. The Indian Act also played a significant role in the detrimental aftereffects of the Residential Schools. Due to the provision within the Indian Act, Indigenous students of a certain age must attend Residential Schools. This legal mandate facilitated the government's separation of Indigenous children from their families. Removing them against their will caused significant consequences; they were placed in unfamiliar environments, severing family bonds and disconnecting them from their identities' cultural and spiritual

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The Aborigines Act was one of the most horrific acts of hatred and racism to ever commence in history, and has affected generations of Indigenous Australians, and will continue to affect several generations of Indigenous Australians to come. It led to decades of generational trauma, an irreversible loss of cultural identities within society, and ongoing educational and occupational inequalities. Mistreated children often grow up to have children of their own, who are often mistreated due to their parent’s trauma. This is called Generational Trauma, which can impact several generations of children, often called a ‘cycle of abuse’, much like a ripple effect. In other words, Generational Trauma involves the transmission of trauma from one generation

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Children were reared by the “mother clan” it took the whole family to raise a child from husbands, brothers, and extended family leaving little room for family violence (Martin-Hill, 2012, p. 110). Canada’s Royal Commission on Aboriginal Peoples referred to the voices of Aboriginal women pre-colonization: Women played a prominent part in the political and cultural life of many traditional Aboriginal societies. First and foremost, they were honoured as the givers of life. Their ability to bear, raise and nurture the new generation was seen as a special gift from the Creator, a source of awesome power and equal

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The idea of residential schools, the frustration of students in the environment, as well as hatred for the school system would have definitely drove many of the students to continue their defiant behaviours. The fear of losing their language; their culture; and most importantly, their identity, further increased their determination to resist the force put upon them in residential schools. Despite facing harsh punishments such as a variety of forms of corporal punishment, the idea of showing opposition towards a subject that they did not comply with was a much stronger force that drove students to engage in acts of resistance than the force of fear that the residential schools attempted to inflict toward them. As a result of this, many students were able to resist the desired outcome that the government hoped for, in spite of the

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Residential Schools was an enormous lengthening event in our history. Residential schools were to assimilate and integrate white people’s viewpoints and values to First Nations children. The schools were ran by white nuns and white priests to get rid of the “inner Indian” in the children. In residential schools, the children suffered immensely from physical, emotional, sexual and spiritual abuse. Although the many tragedies, language was a huge loss by the First Nations children.

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