Mental Well-being of Aboriginal Adults in Canada : Intergenerational impact of Attending Residential Schools
Bibliographic record
Abstract
Aim: The aim of the study was to investigate the relationship between childhood trauma and its effect on the mental well-being of Aboriginal adults who attended residential school and its intergenerational impact. Method: The study included two groups, residential school survivors (N = 8) and intergenerational speakers (N = 5). The narratives of each speaker were recorded within the sharing circles held at National Events across Canada and were made accessible within The Truth and Reconciliation Commission of Canada database. Eight significant themes were common within the narratives of both groups. The themes included physical abuse, sexual abuse, emotional neglect and parental substance abuse and violence during childhood and drug and alcohol abuse, domestic abuse, a lack of emotional capability and suicidal ideation and suicide attempts during adulthood. The relationship among these themes was analyzed, and conclusions were drawn. Results: Both groups revealed a strong relationship between the themes of physical abuse, sexual abuse and emotional neglect during childhood and substance abuse, domestic abuse and a lack of emotional capability during adulthood. Conclusions: Childhood trauma was seen to have a strong association with problems during adulthood creating a negative well-being in Aboriginals adults in Canada.
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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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".