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The Indian Residential School System abuse affected not only the individuals who attended theseinstitutions, but also their children and their descendants through disturbing the intergenerationaltransfer of parenting skills. Without these essential skills, many survivors have had difficultieswhen raising their own children. The environment were children brought into was not a nurturingenvironment. Therefore, when it was their turn to have children, the abused individuals did notknow how to take care of their children. All they knew was mistreatment. This idea followsBandura’s social learning theory; family violence is cyclical as individuals learn from observingand imitating people around them, such as violent family members. Therefore, these individualsmay tend to model and reproduce the violent behaviour of their family members on other peoplesurrounding them. Bandura’s theory explains why Aboriginal people who have survived theIRSS reproduced, in their families, the violent and abusive relationships they learned while theywere in the residential schools. The legacy of children removal from their families andcommunities, still impacts the mothers and their communities. The process of early detachmentof the children from his mother, or other adult, will directly harm the child’s intellectualdevelopment and all of the benefits of attachment. Children traumatised by early separations
from their parents will then display low self-esteem, a general distrust of others, mood disorders(including depression and anxiety), socio-moral immaturity, and inadequate social skills. Peoplewho survived the residential schools continue to struggle with their identity since they have beentaught to hate themselves and their culture.All the abuse described previously not only affected the individuals, but also had strongconsequences on the Aboriginal faith, culture, families and communities of the children whowere part of the Indian Residential Schooling System. Historically, the Canadian First Nationssatisfied their material and spiritual needs through the natural resources surrounding them.However, the school authorities would force children to abandon their traditional languages,religion, clothing and lifestyle to impose the Catholic, United, Anglican or Presbyteriantraditions and faith. The nuns, priests and social workers involved in Residential School Systemattempted to articulate, negotiate, and enforce certain valued constructions of gender, class, andrace, sexuality, and spirituality within a group of children. The system caused a strongdevastation from land base, culture, families and Aboriginal language. Although the IndianResidential School System was finally put to an end, the Aboriginal individuals the repercussionsare still present. The Aboriginal people continued to believe that they belonged to a culturedifferent from the one imposed on them by the residential schools, an Aboriginal culture, butwere ashamed of it. Moreover, negative effects of the Indian Residential Schooling System are