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Intergenerational Trauma among Canadian Indigenous Population

Studies on Intergenerational Trauma have often cited the Canadian Indigenous population as a typical example of the case. Among the three main issues that undermine the quality of life for the Canadian Aboriginals are poor health, low levels of education, and high rates of unemployment. Different studies on the lives of the Aboriginals have focused on the unique historical disadvantages that have imparted lasting trauma on the lives of Indigenous Canadians (Armitage, 2011). It is widely held that the impact of Intergenerational Trauma on this people has had profound adverse effects concerning their cultural stability. In various ways, the trauma has undermined their societal development in ways that contribute to their systematic marginalization in their Indigenous homeland. Notably, Intergenerational Trauma manifests itself in terms of cultural truncation, which inhibits the sense of nationhood that should provide the impetus of cultural prosperity (Leacock, Wrong & Langton, 2014). Since their initial disruptive contact with the outside world, the aboriginals have continued to transmit the destabilizing effects of Intergenerational Trauma to successive generations.

 

Statement of the Problem

Numerous studies have established that indigenous Canadians have unique afflictions that incline to their inability to integrate into the mainstream Canadian society. The different generations have undergone systematic marginalization have experienced an inability to cope with the resultant challenges since many of them lack the basic social support that they need to expplore the opportunities around them. Three themes of low education levels, unemployment, and poor health recur in the Aboriginal discourses because of the trauma. The extent to which the group is affected by the disadvantage of generational trauma has often been determined by their systematic subjugation and lack of participation in ordinary discourses. This study focuses on the unique challenges that afflict this group of people and the flawed interventions that have been attempted by the mainstream society at different times. The commanding perspectives that undergird this study derive from the view that the effects of the trauma can be minimized through active processes of intercultural representation that promote their inclusion into the mainstream of the Canadian society.

Literature Review

Scholarly perspectives on the challenges that face the Aboriginal community have often focused on poor health, low education levels, and high rates of unemployment as some of the fundamental factors that imperil their lives in numerous respects. The quality of healthcare for any community is used to measure the general quality of life that they lead. Surveys to evaluate the differences in the quality of healthcare between the Aboriginals and the non-Aboriginal population have shown that there are gross inequalities in this regard (Haig-Brown & Nock, 2011). One of the commonly shared views on the problem is that the Aboriginal population lacks the means to access quality and affordable healthcare because of the economic setbacks that imperil a significant percentage of their population. Lack of appropriate interventions to check against the effects of the growing inequality has often been attributed to the absence of strategic policies that are uniquely targeted towards the Aboriginals group (Poelzer & Coates, 2015).

Comparative statistics on the levels of education have revealed that 22.8% of the Canadian Aboriginals had reached the levels of either high school or post-secondary education (Nettelbeck, Knafla, Smandych & Foster, 2016). The challenge lies in the fact that the low levels of education shall hinder the progress of the Aboriginals in nearly every sphere of life. Cultural critics share the view that the inability or reluctance of Aboriginals to integrate within the fold of the westernized society has the effect of multiplying the challenges that they face as a community. Proposals for cultural solutions have often favored the idea of initiating long-term interventions that would ensure that successive generations of Aboriginals show significant improvements in regard to their level of education (Nettelbeck, Knafla, Smandych & Foster, 2016). The statistics foster the impression that the majority of Aboriginals have not attained the level of education that would enhance their standing within the ranks of the Canadian cultural hierarchy