ORIGINS OF LATERAL VIOLENCE IN ABORIGINAL COMMUNITIES
ORIGINS OF L ATER AL VIOLENCE IN ABORIGINAL COMMUNITIES
A preliminary study of student-to-student abuse in residential schools
Aboriginal Healing Foundation
ORIGINS OF LATERAL VIOLENCE IN ABORIGINAL COMMUNITIES
A Preliminary Study of Student-to-Student Abuse in Residential Schools
Report for the Aboriginal Healing Foundation By Amy Bombay With Kim Matheson and Hymie Anisman
2014
? 2014 Aboriginal Healing Foundation
Published by: The Aboriginal Healing Foundation 275 Slater Street, Suite 900, Ottawa, ON K1P 5H9 Telephone: 1-613-237-4441 / Fax: 1-613-237-4442 Website:
Design & Production: The Aboriginal Healing Foundation
Cover image from short film Savage (2009) by Lisa Jackson ()
Printed by: Hignell Book Printing, Winnipeg, MB
Print version: ISBN 978-1-77215-001-8 Electronic version: ISBN 978-1-77215-002-5
Unauthorized use of the name "Aboriginal Healing Foundation" and of the Foundation's logo is prohibited. Non-commercial reproduction of this document is, however, encouraged. This project was funded by the Aboriginal Healing Foundation, but the views expressed in this report are the personal views of the author(s).
CONTENTS
ACKNOWLEDGEMENTS
vii
PREFACE
x
DEFINITIONS
2
EXECUTIVE SUMMARY
4
CHAPTER 1: INTRODUCTION
10
Historical Background: Colonization and the Indian
Residential School System
10
Project Background: Current Existing Knowledge and
Impetus for the Exploration of Student-to-Student Abuse
15
Research Objectives and Methodology
18
CHAPTER 2: LITERATURE REVIEW EXPLORING ISSUES
RELEVANT TO STUDENT-TO-STUDENT ABUSE IN
RESIDENTIAL SCHOOLS
26
Adverse Early Life Experiences and Negative
Childhood Outcomes
26
Childhood Victimization Perpetrated by Adults versus Peers 37
Contextual Factors Promoting Student-to-Student Abuse
39
Early Life Adversity, Aggression, and Long-Term Outcomes 47
CHAPTER 3: PREVALENCE AND CHARACTERISTICS OF
STUDENT-TO-STUDENT ABUSE
52
Disclosure of Abuse by Staff and Students and Perpetration
Against Others
52
Disclosure of Abuse by Staff versus Students
53
Characteristics of Student-to-Student Abuse
55
Discussion
58
CHAPTER 4: FACTORS THAT CONTRIBUTED TO
STUDENT-TO-STUDENT ABUSE
60
Traumatic Reactions, Modelling, and the Normalization
of Abuse
60
Experiences of Abuse and Trauma Prior to Residential
School (intergenerational trauma)
62
Perpetrators were Taught/Encouraged by Staff
63
Lack of Protective Factors in Residential School
64
Anger, Frustration, and the Need to Feel Power/Control
68
Discussion
69
CHAPTER 5: EFFECTS OF BEING ABUSED BY STAFF VERSUS
OTHER STUDENTS
72
Emotional Responses
72
Memories of Abuse and Willingness to Disclose
Abuse Experiences
78
Impact of Student-to-Student Abuse on Trust and Social
Relationships
83
Effects on Identity
85
Effects on General Well-Being
86
Discussion
89
CHAPTER 6: EFFECTS ON SURVIVORS WHO WERE PERPETRATORS OF STUDENT-TO-STUDENT ABUSE 96
Normalization of Abuse
96
Guilt and Shame
97
Continued Perpetration of Abuse
99
Anger and Frustration
99
Issues with Power and Control
100
Disclosure of Abuse Experiences and Perpetration
100
General Well-Being
102
Discussion
103
CHAPTER 7: COLLECTIVE EFFECTS OF STUDENT-TO-STUDENT
ABUSE ON ABORIGINAL COMMUNITIES
108
Community Violence and Child Abuse
108
Community Relationships
112
Silence Regarding Residential School Experiences,
Contemporary Violence, and Abuse within Communities 116
Effects on Leadership in Communities
120
General Community Well-Being
122
Discussion
126
CHAPTER 8: CURRENT GOVERNMENT AND COMMUNITY
RESPONSES
132
Discussion
139
CHAPTER 9: GENERAL DISCUSSION
144
Limitations and Future Directions
147
Conclusions
150
REFERENCES
152
APPENDIX A
190
LIST OF FIGURES
Figure 1: Mean Number of Comorbid Outcomes
28
Figure 2: Domains of Impairment Observed in Children
Exposed to Complex Trauma
30
Figure 3: Proportion of First Nations Adults Living On-Reserve
Who Attended Residential School and Who Perceived
Being Negatively Affected by a Number of Childhood
Adversities
32
Figure 4: Contributing Factors and Effects of Student-to-student
Abuse within Residential Schools
145
LIST OF TABLES
Table 1: Estimates of the Proportion (%) of Clients Who
Disclosed Being Abused by Staff and Students and
the Ratio between these Estimates
54
ACKNOWLEDGEMENTS
The authors of this report are grateful to the Aboriginal Healing Foundation and its Board of Directors for inviting us to help advance current knowledge regarding the legacy of the residential school system in Canada. In particular, we would like to thank Garnet Angeconeb, one of AHF's Board members, for his guidance and direction at the beginning phase of this project and for having the courage to express his views regarding the importance of acknowledging the issue of student-to-student abuse and its long-term outcomes. We would also like to thank all of the individuals who participated at the meeting held by the AHF in January 2012 to discuss this issue, as the views and comments shared also provided us guidance in developing our research objectives and strategy. As well, the peer reviews provided by Dr. Michael Seto and Dr. Grant Charles were extremely helpful in making our final revisions.
We are also grateful to the service providers who participated in this study, and we acknowledge their important and difficult work to help residential school Survivors and their loved ones on their healing journey. Despite their busy and tiring schedules, these individuals took the time to share their experiences, observations, and views with us, which was obviously critical to the success of this report. We also acknowledge all Aboriginal peoples who have suffered as a result of the residential school system and sincerely hope that the results of this project will help advance healing among Aboriginal peoples in Canada and, in turn, promote understanding of this complex issue.We also hope that this report will help non-Aboriginal peoples in Canada understand the complex and deep-rooted negative effects caused by the residential school system and of other harmful government policies.
vii
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