Authors: Dr. Bob Chaudhuri (1), Gerry V Martin, Anishawbae(2), Mary Lou Kelley MSW (3) Affiliations: 1.Northern Ontario School of Medicine 2.Thunder Bay, Traditional Teacher 3.Lakehead University NAHO 2009 National Conference

1. NAHO CONFERENCE
2009
OTTAWA, ON

2. The Treatment of Intergenerational
Trauma, Resiliency in First Nation
Peoples and the Experience of
Residential School Exposure.
 Authors: Dr. Bob Chaudhuri (1), Gerry V
Martin, Anishawbae(2), Mary Lou Kelley
MSW (3)
 Affiliations:
1. Northern Ontario School of Medicine
2. Thunder Bay, Traditional Teacher
3. Lakehead University

3. What are the meanings of Post-
Colonial Trauma and what to do?
 Linking History to the Present
 Linking Present Situations to the Future
 Not being afraid to face:
– Fear
– Shame
– Guilt
 Being vulnerable and a victim
 Turning a victim of the past to a victor in the
future
 Recognizing root causes, i.e. Residential Schools

4.  Ever since Residential Schools were officially
sanctioned by the Government in the late 1850s
to when they officially closed in the lte 1970s
[though some would say it was the finished in
late 1980s in the Arctic]:
– children were taken from parents
– many were abused emotionally, physically or
sexually
– arguably all were spiritually damaged
– they‟re skills with relationships were compromised

5. Results:
 Depression
 Anxiety
 Problems with parenting
 Maladaptive coping:
– Substance Abuse
– Domestic Violence
– Suicide
– Loss of Traditions/Values/Language
– Accidents
– Incarceration

6. Trauma Subtypes
 Cultural trauma is an attack on the fabric of a society, affecting the
essence of the community and its members
 Historical trauma is the cumulative exposure of traumatic events
that affect an individual and continues to affect subsequent
generations
 Intergenerational trauma occurs when trauma is not resolved,
subsequently internalized, and passed from one generation to the
next
 Present trauma is what vulnerability Today‟s youth are experiencing
on a daily basis

7. Trauma Informed Principles
- “Trauma-informed” services are not specifically designed
to treat symptoms or syndromes related to sexual or
physical abuse or other trauma, but they are informed
about, and sensitive to, trauma-related issues present in
survivors.
- A “trauma-informed” system is one in which all
components of a given service system have been
reconsidered and evaluated in the light of a basic
understanding of the role that violence plays in the lives
of people seeking mental health and addictions services
(Harris & Fallot, 2001)

8. Trauma Informed Services
 Understand what is meant by trauma
informed systems of care or practices;
 Gain an understanding of cultural
practices that can direct treatment
considerations and;
 Incorporate reconciliation / reunification
process (Balance and Harmony Concepts)

9. Trauma Informed Principles
 Information:
– Normalize victim‟s and family‟s reactions to
severe stress or chaos created by the event(s)
– Provide information about emotional and
physical/behavioral reactions to stressful or
dangerous events
– Instill hope for victim and family recovery
– Educate family about the benefits and need
for talking or addressing event in a helpful
manner

10. Feeling the Impact of Trauma on:
– Feelings and emotions
– Physical and body responses
– Thinking and reasoning function
– Access to family contact and prior level of family support
– Degree of safety and trust
– Expectations about legal/child welfare system
– Questions about self-worth and where client has
attachment and sense of belonging

11. Identity Conflicts
Historical and Cultural effects: Identity as a
First Nation person not valued
– Conflict with youth culture (gang, assimilation,
dominate society)
– Difficult for Native youth in urban schools to
develop a sense of pride in their heritage
– Content with stereotypes of their people and
what those stereotypes reflect of themselves
– the mirror not the role model
– Biculturalism poses a particular problem
(mixed races or mixed tribes)

12. Restoring Healing and Promoting
Balance
 Using Story-telling or Narrative methods to
instill trust
 Uncover Contextual ways of explaining the
world
 Uncover Contextual ways of explaining
how and why good and bad things happen
 Pathways for the Healing Process

13. Models of Well-Being and Resiliency

Relational
Emotional Communal
Spiritual
Physical Mental

14. Models of Well-Being and Resiliency
 Traditional methods focus on Balance,
Harmony, Respect, Connectedness and
Wellness
 The Healer to be a useful guide to
“Healing the Soul Wound” (Duran, 2008)
must be mindful that Trust is Key

15. Role of Helper in Trauma Healing
 Guide on the healing pathway
 Impart a sense of confidence in process
and methods used
 Call upon helpers and healers to aid with
child and family
 Use the family‟s wisdom to assist with the
healing process
 Affirm the child and family „s sense of
well-being and balance

16. Questions?
 Meegwetch, Nia:wen, Merci, Thank you
 Acknowledgements to DS Bigfoot at the
University of Oklahoma