Resilience In Canada

Introduction During the year’s children and youth were sent to residential schools in Canada they were treated in such a way that their cognitive and socio-emotional development developed differently then those of a child or youth who did not attend these schools at the time. Students were shaped into what the government thought of as the perfect Canadian. During the time that the youth were at residential schools their identity, was taken away which shaped their ability to learn cognitively and emotionally. It is important to note that the topic of residential school impact is a large area and there needs to be a focus. Youth were meet with grief, loss and risk but also with resilience as they develop out of the school system and learn to

Martian Brokenleg gave as talk at the University of Victoria to a Child and Youth Care class. During his talk he focused on the need for reconciliation and touched on a few key concepts. One was the idea of “intergenerational trauma” (personal communication) where trauma from one generation can be passed down through multiple generations until one generation deals with it. These can cause addiction, abuse, domestic violence, incarceration, and neglect and can come from federal law, provincial policy, residential schools, and the institution of the church.

This is a good reminder that as the generations come there is a lot of resilience as indigenous people look for reconciliation from the Canadian government. At the same time, we see risk, where there are still many struggling with alcoholism, depression, violence, and neglect. As Child and Youth Care practitioners it is important to remember to meet the client on their level and where they are, whether it be at their house, at a treatment centre, or a recreation

In Engaging and empowering aboriginal youth: A toolkit for service providers the author explains the importance of our shared history and recognizing this.

“Within our shared history of colonization and assimilation, there is an obligation of the part of individuals and organizations in the dominant culture to find ways to balance out historical wrongs by helping to bring wider recognition to the immense value of indigenous knowledge and ways of practice” (Crooks, Chiodo, & Thomas, 2009, p. 3).

To take an approach of respect and look at the history in which youth today may be dealing with. This can be done by changing program to make sure it is socially, and culturally appropriate. It is important in practice as child and youth workers to try and understand everyone we are working with, this can be done by taking this approach.