Historical Trauma, Substance Use, and Indigenous Peoples: Seven Generations of Harm From a “Big Event”

Abstract

Indigenous peoples the world over have and continue to experience the devastating effects of colonialism including loss of life, land, language, culture, and identity. Indigenous peoples suffer disproportionately across many health risk factors including an increased risk of substance use. We use the term "Big Event" to describe the historical trauma attributed to colonial policies as a potential pathway to explain the disparity in rates of substance use among many Indigenous populations. We present "Big Solutions" that have the potential to buffer the negative effects of the Big Event, including: (1) decolonizing strategies, (2) identity development, and (3) culturally adapted interventions. Study limitations are noted and future needed research is suggested.

Historiographic Review of Research of the Indigenous Peoples for the Years 2014-2018

“…Many foreign researchers focus on describing and solving the social issues faced (3) culturally adapted interventions (Nutton, Fast, 2015).…”

“I Didn't Get to Say Good‐Bye… Didn't Get to Pet My Dogs or Nothing”: Bioecological Theory and the Indian Residential School Experience in Canada

“…Historians and others have begun to study the effects of residential school attendance and its aftermath—what the TRC (2015) has referred to as the “legacy” of the residential schools—both in Canada and in countries such as the United States, Australia, and New Zealand (L. Archibald, ; Nutton & Fast, ; Regan, ; A. Smith, ). In particular, a handful of social science researchers are studying intergenerational effects of parental attendance at a residential or boarding school (Bombay et al, 2011, 2014; Bougie & Senécal, ; Elias et al, 2012; Evans‐Campbell, ; Walters et al, ).…”

“…The report outlined the history of the Indian residential or boarding schools, described the aftermath of the schools, and concluded with almost 100 recommendations designed to foster reconciliation between Canada's Indigenous and non‐Indigenous peoples, a task that is arguably the responsibility of all Canadians. It should be acknowledged that Canada was not the only colonial country to attempt to assimilate its Indigenous population by removing young children from their families and forcing them to attend residential or boarding schools; the United States, Australia, and New Zealand did likewise (e.g., L. Archibald, ; Nutton & Fast, ; Regan, ; A. Smith, ). As a result of this shared colonial history, other countries may learn from the Canadian experience, and vice versa (Regan, ).…”

“…Some authors have espoused critical theory and critical pedagogy in their approaches to writing about and teaching about the residential schools (e.g., Burnette, 2016a;Regan, 2010), in particular pedagogy of the oppressed (Freire, 2000). Most North American authors, though, primarily in the field of social work, have focused more specifically on the concepts of historical trauma (Bombay, Matheson, & Anisman, 2011Brave Heart & DeBruyn, 1998;Evans-Campbell, 2008;Fast & Collin-Vézina, 2010;Nutton & Fast, 2015;Wesley-Esquimaux & Smolewski, 2004) or historical oppression (Burnette, 2016a(Burnette, , 2016b in their research on the long-term impact of the residential schools, including the intergenerational transmission of both individual-level and family-level outcomes.…”

“…At the individual level, the long-term impact of the residential schools includes, among others, substance abuse (Chansonneuve, 2007;Nutton & Fast, 2015), depressive symptomology (Bombay et al, 2011(Bombay et al, , 2014, and suicidality (Elias et al, 2012;Kirmayer et al, 2007). At the family level, the long-term impact includes intimate partner violence (Bopp, Bopp, & Lane, 2003;Burnette, 2016b) and compromised or impaired parenting (Nutton & Fast, 2015;Wesley-Esquimaux & Smolewski, 2004).…”