scholarly journals The Implementation of the 2012 Mental Health Strategy for Canada Through the Lens of FASD

2017 ◽  
Vol 36 (4) ◽  
pp. 69-81 ◽  
Author(s):  
Tara Anderson ◽  
Mansfield Mela ◽  
Michelle Stewart
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Well Being ◽  
Truth And Reconciliation Commission ◽  
Individual Treatment ◽  
Successful Implementation ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Health Strategy ◽  
Treatment Plans

It is the current authors’ perspective that the successful implementation of Changing Directions, Changing Lives, which seeks to improve mental health and well-being in Canada, cannot be realized effectively without considering FASD. Given that 94% of individuals with FASD also have mental disorders, practitioners in the mental health system are encountering these individuals every day. Most mental health professionals have not been trained to identify or diagnose FASD, and therefore it goes largely “unseen,” and individual treatment plans lack efficacy. Implementation of FASD-informed recommendations, such as those of the Truth and Reconciliation Commission of Canada (2015), can provide a more effective approach to mental health services and improve mental health outcomes.

Mental Health Beyond the Truth and Reconciliation Commission

2000 ◽  
Vol 5 (3-4) ◽  
pp. 189-190
Author(s):  
R. Balarajan ◽  
D. J. Stein ◽  
L. Swartz ◽  
N. Walaza
Keyword(s):  
Mental Health ◽  
Truth And Reconciliation Commission ◽  
Reconciliation Commission ◽  
Truth And Reconciliation

Using African Truth and Reconciliation Commission documentation for truth telling and reconciliation

2020 ◽  
pp. 1-5
Author(s):  
Proscovia Svärd
Keyword(s):  
Human Rights ◽  
Truth And Reconciliation Commission ◽  
International Humanitarian Law ◽  
Humanitarian Law ◽  
Truth Telling ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Post Conflict ◽  
Truth And Reconciliation Commissions ◽  
Reconciliation Process

Truth and Reconciliation Commissions (TRCs) are established to document violations of human rights and international humanitarian law in post-conflict societies. The intent is to excavate the truth to avoid political speculations and create an understanding of the nature of the conflict. The documentation hence results in a common narrative which aims to facilitate reconciliation to avoid regression to conflict. TRCs therefore do a tremendous job and create compound documentation that includes written statements, interviews, live public testimonies of witnesses and they also publish final reports based on the accumulated materials. At the end of their mission, TRCs recommend the optimal use of their documentation since it is of paramount importance to the reconciliation process. Despite this ambition, the TRCs’ documentation is often politicized and out of reach for the victims and the post-conflict societies at large. The TRCs’ documentation is instead poorly diffused into the post conflict societies and their findings are not effectively disseminated and used.

The Triumph of Olemaun: Survivance, Empathic Unsettlement, and Restorying the History of Canadian Residential Schools

2018 ◽  
Vol 11 (2) ◽  
pp. 132-146
Author(s):  
Anah-Jayne Markland
Keyword(s):  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Aboriginal Peoples ◽  
Close Reading ◽  
Reconciliation Commission ◽  
Mandatory Education ◽  
Truth And Reconciliation ◽  
Young Readers ◽  
History Of ◽  
Age Appropriate

The ignorance of many Canadians regarding residential schools and their traumatic legacy is emphasised in the reports of the Truth and Reconciliation Commission (TRC) as a foundational obstacle to achieving reconciliation. Many of the TRC's calls to action involve education that dispels and corrects this ignorance, and the commission demands ‘age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples' historical and contemporary contributions to Canada’ to be made ‘a mandatory education requirement for Kindergarten to Grade Twelve students’ (Calls to Action 62.i). How to incorporate the history of residential schools in kindergarten and early elementary curricula has been much discussed, and one tool gaining traction is Indigenous-authored picturebooks about Canadian residential schools. This article conducts a close reading of Margaret Pokiak-Fenton and Christy Jordan-Fenton's picturebook When I Was Eight (2013). The picturebook gathers Indigenous and settler children together to contest master settler narratives regarding the history of residential schools. Using Gerald Vizenor's concept of ‘survivance’ and Dominick LaCapra's notion of ‘empathic unsettlement’, the article argues that picturebooks work to unsettle young readers empathetically as part of restorying settler myths about residential schools and implicating young readers in the work of reconciliation.

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