Conclusion: Healing/Invention/Tradition
Notice bibliographique
Résumé
As the contributions to this volume make clear, notions of tradition and healing are central to contemporary efforts by Aboriginal peoples to confront the legacy of injustices and suffering brought on by the history of colonization. Through individual and community-based initiatives as well as larger political and cultural processes, Aboriginal peoples in Canada are involved in healing their traditions, repairing the ruptures and discontinuities in the transmission of traditional knowledge and values, and asserting their collective identity and power. Any approach to mental health services and promotion with Aboriginal peoples must consider these ongoing uses of tradition to assert cultural identity. However, it is important to recognize that tradition itself is both received and invented: built in equal measure of wisdom transmitted across the generations and of creative visions of how the many strands of knowledge available today from diverse cultures of the world can be woven together in new patterns. Even though oral tradition works to maintain an unbroken chain of teachings, collective history is retold in new ways in each generation, using contemporary images and vocabulary. Living traditions are always works in progress. Academics and scholars also belong to communities, professional associations, and social networks that embody traditions – a shared value system, intellectual interests, and philosophical questions that have been collectively debated and discussed for decades, centuries, or even millennia. The clinical disciplines of psychology, psychiatry, and other mental health professions are more recent traditions that consist of not only accumulated scientific knowledge or technical skills but also systems of cultural values and practices. Recognizing that mental health professionals belong to communities and that their practices are part of a “tradition” provides a way to think about the conflict and complementarity between different healing practices. Differences may reflect superficial choices of models, metaphors, or materials, but they also may point toward deeper conflicts in values. Making these different values explicit is a necessary step toward respectful co-existence or developing a meaningful integration of Aboriginal and academic psychological perspectives on mental health and healing. In this concluding chapter, we consider some of the models of healing in current circulation and discuss their implications for Aboriginal mental health policy, services, and interventions.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,005 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».