![]() The purpose of this review was to conceptualize how structural racism and cumulative trauma can be fundamental drivers of the intergenerational transmission of depression. For example, African American adults who have depression rate their symptoms as more severe, have a longer course of illness, and experience more depression-associated disability. It offers up an example of how holistic learning and programming can heal and disrupt the intergenerational transmission of trauma.Depression among individuals who have been racially and ethnically minoritized in the United States can be vastly different from that of non-Hispanic White Americans. This case study shows how a learning environment that includes culturally appropriate curriculum, the role of culture, the use of circular processes, and the incorporation of ceremony can empower Aboriginal students to transform their lives and rebuild family relationships. The final section highlights the unique educational philosophy of BQFNC. The impacts of trauma on learning, how expressions of trauma manifest in the classroom, and the factors considered important by researchers for improving the academic achievement of Aboriginal victims of trauma are then explored. ![]() It acknowledges how the schools contributed to deep social and psychological effects which perpetuate conditions of disadvantage, including the current educational gap between Aboriginal and non-Aboriginal Canadians. The report begins with an overview of the history and legacy of the residential school system. ![]() It specifically examines how programs and curriculum have the potential to disrupt the intergenerational transmission of trauma within families who are the descendants of survivors of Canada’s residential school system. Using Blue Quills First Nations College (BQFNC) as a case study, the second report in this series, Addressing the Healing of Aboriginal Adults and Families within a Community-owned College Model, explores the potential for healing strategies within the education domain. Finally, the report looks at the interconnectedness of these processes in transmitting trauma through the generations and calls for holistic healing strategies that are implemented not only within the health domain, but in other domains as well including education. It turns to a discussion of the characteristics and patterns of behaviour that are typical in Aboriginal families living with intergenerational trauma, as well as the psychological, physiological and social processes by which trauma can be transmitted. The effects of trauma can reverberate through individuals, families, communities and entire populations, resulting in a legacy of physical, psychological, and economic disparities that persist across generations.Īboriginal Peoples and Historic Trauma: The process of intergenerational transmission opens with an overview of the existing knowledge of trauma, how it is defined, and how it must be conceptualized within the context of Aboriginal people in Canada. ![]() The first report in this two-part series, Aboriginal Peoples and Historic Trauma: The process of intergenerational transmission, recognizes that Aboriginal peoples’ experiences are rooted in multigenerational, cumulative, and chronic trauma, injustices, and oppression.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |