Residential School Syndrome Analysis

Some women are afraid for their lives, that if they leave their partner, they or their family will be harmed. In Heavenfire’s case, she truly loved and cared for Falardeau and did not want to see him go to jail for his crimes. Falardeau financially supported Heavenfire and she did not want to involve her family for support if she were to leave Falardeau. Heavenfire’s was an exceptional case as she was the first aboriginal to be cleared of all charges in her husband’s killings. Inequality in the criminal justice system is evident. 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. Reasons et al., (2016) found that, “offending and victimization are a consequence of multiple risk factors,

There has long been significant historiographical and popular controversy about the conditions experienced by students in the residential schools. While day schools for First Nations, Metis and Inuit children always far outnumbered residential schools, a new consensus emerged in the early 21st century that the latter schools did significant harm to Aboriginal children who attended them by removing them from their families, depriving them of their ancestral languages, through sterilization, and by exposing many of them to physicalleading to sexual abuse by staff members, and other students, andenfranchising them forcibly.

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

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.

Indigenous peoples of Canada have been considered inferior to all other citizens, and have been abused and neglected through European history, and can be seen as a form of genocide. In Canadian residential schools, children were removed from the home, sexually assaulted, beaten, deprived of basic human necessities, and over 3 500 women and girls were sterilized, and this went on well into the 1980 's (Nicoll 2015). The dehumanization of Indigenous peoples over the generations has left a significant impact on society today; the generational trauma has left many Indigenous peoples heavily dependent of drugs and alcohol, and the vulnerability of Indigenous women has led to extremely high rates of violent crime towards these women. A report that

The Truth and Reconciliation Commission is a starting point; however, it is simply not enough to integrate the aboriginals into Canadian society. Apologizing for wrong doing and compensating individuals that have lived through the terror of residential schools is not enough to prevent the issue from recurring again. There are multiple steps that need to be taken in order to correct for Canada’s original sin. First, negotiations between the federal government and the aboriginal people need to take place. Next, Canadians need to educate their youth of the historical truth. Lastly, it is necessary to look at aboriginals as people, and not a foreign

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. One of the worst punishments in residential schools was for speaking their own language. The use of residential schools on First Nations has led to substantial loss of the indigenous languages, therefore, causing further cultural losses to First Nations people.

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

Aboriginal people continue to be victimized and incarcerated at much higher rates than non-Aboriginal people. The overrepresentation of Canadian Aboriginal people in the criminal justice system is a question that has not yet been answered. This research paper will focus on the risk factors experienced by many Aboriginal people, residential school experiences, and institutional racism, and their roles in the overrepresentation of Canadian Aboriginal people in the criminal justice system. The Canadian government system has tried to deal with this issue, but looking at the high rates of overrepresentation, there approach has not been successful.

Domestic violence in Aboriginal community is a cause for concern regarding Aboriginal women 's health and safety. According to Kubik, Bourassa, and Hampton (2009) “In Canada, Aboriginal women have faced destruction in their communities and families as a result of multiple forms of oppression. Aboriginal women experience the highest rates of violence and abuse of any population in Canada”(p.29). Domestic violence is defined by Merriam-Webster’s Online Dictionary (2015) as “ the inflicting of physical injury by one family or household member on another; also: a repeated or habitual pattern of such behavior”. The objective is to look at the cause of domestic violence aimed at Aboriginal

Residential schools are significant to the people of Canada; it was an awful occurrence that happened for over 150 years. Settler Canadians recognize the pain they caused and are trying to resolve the complication, one way Settler Canadians are working towards reconciliation is by participating in events such as orange shirt day and by participating in campaigns like the Moose Hide Campaign, where you are supporting your commitment to honour, respect and protection for the women and children in your life by wearing a little square of moose hide on your shirt. Another way that non-Aboriginal Canadians reconciliate is by listening to the stories of children who survived or didn’t survive their experience. Two stories of children and their stories during this time are, Sugar Falls and Secret Path, the reader gets a better understanding of what happened during these times, and how these people felt and why they felt it. The themes of these stories is not only the hard times and experiences they had, but the strength they gained through it.

During the American Colonial period, the primary focus of colonists was to establish their own settlements in order to survive in the new continent. However, many of them believed that it was their responsibility to Christianize and civilize Native Americans. The educational institutions they established became the forerunners of the boarding schools which arose later in the 19th century both in the United States and in Canada (Stout 1). The aim of these schools was to resolve the so called “Indian-Problem” and to assimilate American Indians by separating Native children from their families and teaching them the American or the Canadian way of life (Trafzer, Keller and Sisquoc 14). Children in boarding schools were taught to be ashamed of and to reject their cultural heritage, ancestors and spiritual traditions (Chansonneuve 43). Moreover, boarding schools were usually underfunded, which had a negative impact on numerous aspects of school life and on the health of children (Daniels, 151). Therefore, with their harsh discipline and poor living conditions, boarding schools had damaging effects on Native people’s lives, and they contributed to many of the problems Native Americans have to face the present-day both in the U.S. and in Canada.

The Appalachian cultural group has faced many adversities related to low levels of education, poverty and health issues. In the following discussion, the Appalachian disparities will be examined and how these inequalities affect their health status, employment and education. Finally, two nursing interventions will be addressed to decrease the health disparities and the biggest nursing challenge that occurs when implementing these nursing interventions.

Residential schools were a boarding school that was set up for the purpose of teaching and assimilating aboriginal children in the 1880s. These schools were an important part of Canada’s history because they treated aboriginals as themselves, as aboriginal people, and their culture was inferior to Canadians, although at the time they thought they were doing the aboriginals good. Some would argue that residential schools were a good thing, that they benefited the aboriginal people and that they didn 't do them wrong while others still believe that residential schools did more harm than good to these students lives and wellbeing. Others believe that even though these students were treated poorly, they benefited from this form of education. Overall,

Imagine being ripped apart from family members, culture, tradition, and labelled a savage that needs to be educated. Imagine constantly facing punishment at school for being one’s self. Unfortunately, these events were faced head on for many First Nations people living in Canada in the late 20th century. These First Nations people were the victims of an extensive school system set up by the government to eradicate Aboriginal culture across Canada and to assimilate them into what was considered a mainstream society.