Over a hundred years ago, the aboriginal people of Canada had a great systematic health structure that catered to their beliefs and spirituality (Reading & Wien, 2009). Their ideology of health was centered around the importance of emotional, physical, mental and spiritual well-being to enhance their health, but this has altered over the years (Reading & Wien, 2009). When the Europeans first arrived in what is now called Canada, the relationship they had with the aboriginal people started off as a civil interaction to then shifting to the Europeans reinforcing European ideologies, forbidding Aboriginal people from speaking their native language, associating or learning about their original cultural beliefs and practising their religious and
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Residential schools were religious schools sponsored by the government, which was established to introduce Aboriginal children into the European-Canadian culture and to integrate these students into the Canadian society (Miller, 2013). In these residential schools, the aboriginal children experienced and suffered from constant neglect from their teachers in addition, physical, sexual and emotional abuse while simultaneously living in harsh conditions where students are forced to live in cramped and health hazardous states, where these children were underfed and very malnourished, which made these students very vulnerable to contracting various disease such as tuberculosis and influenza (Miller, 2013). Thus, these children have grown and experienced numerous personal and cultural barriers in thriving in their communities that has continuous effects and long-term negative impact across all areas of their lives such as mental health, relationships, beliefs, parenting, coping and health (Miller, 2013). A significant amount of these survivors were forced to help themselves and find different coping methods to help them with managing day-to-day life (Miller, 2013). In fact, there were some cases where some of these survivors didn’t realize or recognize the root of many of their daily problems was due to traumas …show more content…
This act of governing took complete control over the lives of Aboriginal people where it defined their identities and this was another attempt to eradicate their culture and tradition in favor of reinforcing the European-Canadian ideology (Herderson, 2006). This act was only applied to the Frist Nations, who were not Metis or Inuit people (Gadacz, 2006). The Indian Act allowed various violations to human rights, reinforced trauma and completely disrupted social and cultural traditions for generations of Aboriginal (Herderson, 2006). This act had numerous restrictions and effects on First Nation people such as denied women status, created reserves, denied First Nations the right to vote, introduced residential schools, renamed many First Nations people with European names only to name a few (Joseph, 2015). Although, some of the restrictions on Frist Nations have changed and removed this act has lasting effects on Aboriginal health due to the inequalities it serves. For example, the women under the Indian Act largely impact their health. If an Aboriginal woman were to marry a man who is not an aboriginal, she loses her Aboriginal status completely, these women are also banished from the communities they know and have their roots in, due to the act stating that non-aboriginal are not allowed to live on
Residential schools were religious schools sponsored by the government, which was established to introduce Aboriginal children into the European-Canadian culture and to integrate these students into the Canadian society (Miller, 2013). In these residential schools, the aboriginal children experienced and suffered from constant neglect from their teachers in addition, physical, sexual and emotional abuse while simultaneously living in harsh conditions where students are forced to live in cramped and health hazardous states, where these children were underfed and very malnourished, which made these students very vulnerable to contracting various disease such as tuberculosis and influenza (Miller, 2013). Thus, these children have grown and experienced numerous personal and cultural barriers in thriving in their communities that has continuous effects and long-term negative impact across all areas of their lives such as mental health, relationships, beliefs, parenting, coping and health (Miller, 2013). A significant amount of these survivors were forced to help themselves and find different coping methods to help them with managing day-to-day life (Miller, 2013). In fact, there were some cases where some of these survivors didn’t realize or recognize the root of many of their daily problems was due to traumas …show more content…
This act of governing took complete control over the lives of Aboriginal people where it defined their identities and this was another attempt to eradicate their culture and tradition in favor of reinforcing the European-Canadian ideology (Herderson, 2006). This act was only applied to the Frist Nations, who were not Metis or Inuit people (Gadacz, 2006). The Indian Act allowed various violations to human rights, reinforced trauma and completely disrupted social and cultural traditions for generations of Aboriginal (Herderson, 2006). This act had numerous restrictions and effects on First Nation people such as denied women status, created reserves, denied First Nations the right to vote, introduced residential schools, renamed many First Nations people with European names only to name a few (Joseph, 2015). Although, some of the restrictions on Frist Nations have changed and removed this act has lasting effects on Aboriginal health due to the inequalities it serves. For example, the women under the Indian Act largely impact their health. If an Aboriginal woman were to marry a man who is not an aboriginal, she loses her Aboriginal status completely, these women are also banished from the communities they know and have their roots in, due to the act stating that non-aboriginal are not allowed to live on