Conclusion: Healing/Invention/Tradition
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".