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  • Undergraduate Poster Abstracts
  • FRI-110 EFFECTS OF BOARDING SCHOOLS ON AMERICAN INDIAN/ALASKA NATIVE POPULATIONS

    • Ashlyn Newcomb ;

    FRI-110

    EFFECTS OF BOARDING SCHOOLS ON AMERICAN INDIAN/ALASKA NATIVE POPULATIONS

    Ashlyn Newcomb1, Tom Anderson2.

    1Oklahoma State University, Stillwater, OK, 2Oklahoma Area Tribal Epidemiology Center, Oklahoma City Area Inter-Tribal Health Board, Oklahoma City, OK.

    Intergenerational trauma can be viewed as transmission of historical oppression and related negative behavior consequences across generations. Emerging research suggests trauma of this type experienced by victims can be passed through multiple generations. Additional research studies indicate the impact of intergenerational trauma may impact one’s health and the social disparities facing Aboriginal peoples in Canada and other countries. American Indians and Alaska Natives (AI/AN) attending Indian boarding schools as children experienced historical trauma due to the separation of children from their families. This forced AI/AN individuals into an unfamiliar environment lacking a nurturing, loving caregiver to care for them properly. Research suggests Indian boarding schools created a cycle of intergenerational trauma, where pseudo parenting skills taught in the schools were passed down from generation to generation in families. This loss of family attachment along with the absence of positive parenting in Indian boarding schools resulted in adults lacking positive parenting skills. Specifically, this study looks at AI/AN families with a history of attending boarding school, and AI/AN families without a history of attending boarding school. Neglectful parenting styles and parental bonding will be assessed to determine differences. The study will use the Parental Bonding Instrument survey (PBI) and the Multidimensional Neglect Scale-Parent Reports survey to assess parenting skills. We hypothesize that families with a history of attending boarding schools will report more neglectful parenting and less parental bonding than families with no history of boarding schools.