A Qualitative Study Exploring Attachment Through the Context of \u3ci\u3eIndian\u3c/i\u3e Boarding Schools

This is a qualitative phenomenological exploration looking at how Indian boarding schools impacted Indigenous families and indicators of how their attachment was affected. Thirty-one semi-structured interviews were conducted with 18 individuals who attended Indian boarding schools and 13 descendants of those who attended these schools. The interviews were conducted on a Northern Plains reservation where approval was obtained from that tribal college and the University of Nebraska-Lincoln. Results indicate knowledge sharers in both groups, individuals who attended boarding schools and those who descended from these individuals experienced critical impacts to their ability to form intergenerational attachments with subsequent generations due to the possibly negative caregiving they received in the boarding schools. Survivors indicated issues of trauma they experienced at the boarding schools through abuse, family separation, abandonment and extreme loneliness. These traumatic processes then implicated difficulty in forming a strong and safe base for an attachment to form with others in their lives. The individuals who went to boarding schools had difficulty in how they survived their difficult times through being independent and focusing on protecting themselves and this often-involved emotional suppression. Survivors taught their descendants that emotion was not important and independent survival was the priority. Furthermore, knowledge sharers indicated that overwhelmingly, while in survival mode, those emotions seemed less important. In suppressing the negative emotions, many knowledge sharers engaged in harmful coping methods like substances and impulsive behavior. Conversely, knowledge sharers were able to hold onto their culture and through attachments with grandparents, they were able to learn their language and participate in ceremonies. These discoveries emphasize the need for further research on attachment indicators like building trust, encouraging emotional regulation, and teaching positive coping methods with Indigenous families impacted by Indian boarding schools. Advisor: Cody S. Hollist, Ph.D., LIMH

Women in The National Park Service: The Legacy of the Patriarchy

The United States Federal Government takes responsibility for protecting women when they are citizens, but when the government serves as an employer for the National Park Service (NPS), the government is not protecting female employees from mistreatment. Over the last century, the government has granted women the right to vote, pay equality, and civil rights, but women's experiences with the NPS did not merit the same efforts of inclusion. Women associated with the NPS faced issues of not having the right to work, job inequality, as well as sexual assault, discrimination, and harassment. The relationship between the protections given to all female citizens and the experiences of women in the NPS is a contradiction. The federal government created protections and systematic change, but the NPS, a federal agency, did not fully implement the change. This thesis analyzes the NPS to understand how the oppressions are the result of patriarchy. At the beginning of the 20th century, Park Ranger's wives aided in establishing national parks as a white male sphere. By the 1960s, more NPS employees were women, yet to become a Park Ranger, the NPS’s female employees had to overcome discriminatory job titles and uniforms allotted only for men. All of the NPS's history had sexual harassment, but in 2014, women at the Grand Canyon unified to demand an investigation into sexual harassment in the workplace.Bachelor of Art

Physiological Influences on Internal Tempo After Exercise

The goal of the present study is to fill in gaps that exist in literature regarding the way in which internal tempo interacts with both physiological and psychological states. Participants were 98 students enrolled in introductory psychology classes at Oklahoma State University. Each participant had their heart rates, emotional state, emotional intensity, and internal tempos measured as pretest and posttest. Time estimation was measured by production and by verbal estimation at posttest. A univariate analysis of variance was conducted to determine what impact emotional arousal versus physiological arousal had on three experimental groups and one control group with regards to internal tempo and time estimation. Hypothesis one, that stepping would increase heart rate, was supported by the analyses. The second hypothesis, that the distressing DVD segment would increase heart rate, was not supported by the analysis of the data. Stepping did not increase emotional arousal as anticipated by hypothesis three. The hypothesis that the distressing DVD segment would increase emotional arousal was supported by one scale on the SAM, but not on both scales. The fifth hypothesis was that stepping would increase internal tempo, but this was not supported by the analysis. The sixth hypothesis was that distressing DVD segment would increase internal tempo. Again, this hypothesis was not supported by the data analysis. The seventh hypothesis was that stepping would lead to an underestimation in temporal production and a verbal overestimation of the temporal interval. This hypothesis was not supported. The final hypothesis was that the distressing DVD segment would lead to an underestimation in temporal production and a verbal overestimation of the temporal interval. This was not supported by the evidence either.Department of Psycholog

Summer effects on body mass index (BMI) gain and growth patterns of American Indian children from kindergarten to first grade: a prospective study

<p>Abstract</p> <p>Background</p> <p>Overweight and obesity are highly prevalent among American Indian children, especially those living on reservations. There is little scientific evidence about the effects of summer vacation on obesity development in children. The purpose of this study was to investigate the effects of summer vacation between kindergarten and first grade on growth in height, weight, and body mass index (BMI) for a sample of American Indian children.</p> <p>Methods</p> <p>Children had their height and weight measured in four rounds of data collection (yielded three intervals: kindergarten, summer vacation, and first grade) as part of a school-based obesity prevention trial (Bright Start) in a Northern Plains Indian Reservation. Demographic variables were collected at baseline from parent surveys. Growth velocities (Z-score units/year) for BMI, weight, and height were estimated and compared for each interval using generalized linear mixed models.</p> <p>Results</p> <p>The children were taller and heavier than median of same age counterparts. Height Z-scores were positively associated with increasing weight status category. The mean weight velocity during summer was significantly less than during the school year. More rapid growth velocity in height during summer than during school year was observed. Obese children gained less adjusted-BMI in the first grade after gaining more than their counterparts during the previous two intervals. No statistically significant interval effects were found for height and BMI velocities.</p> <p>Conclusions</p> <p>There was no indication of a significant summer effect on children's BMI. Rather than seasonal or school-related patterns, the predominant pattern indicated by weight-Z and BMI-Z velocities might be related to age or maturation.</p> <p>Trial registration</p> <p>Bright Start: Obesity Prevention in American Indian Children Clinical Trial Govt ID# <a href="http://www.clinicaltrials.gov/ct2/show/NCT00123032">NCT00123032</a></p

A Qualitative Study Exploring Attachment Through the Context of \u3ci\u3eIndian\u3c/i\u3e Boarding Schools

This is a qualitative phenomenological exploration looking at how Indian boarding schools impacted Indigenous families and indicators of how their attachment was affected. Thirty-one semi-structured interviews were conducted with 18 individuals who attended Indian boarding schools and 13 descendants of those who attended these schools. The interviews were conducted on a Northern Plains reservation where approval was obtained from that tribal college and the University of Nebraska-Lincoln. Results indicate knowledge sharers in both groups, individuals who attended boarding schools and those who descended from these individuals experienced critical impacts to their ability to form intergenerational attachments with subsequent generations due to the possibly negative caregiving they received in the boarding schools. Survivors indicated issues of trauma they experienced at the boarding schools through abuse, family separation, abandonment and extreme loneliness. These traumatic processes then implicated difficulty in forming a strong and safe base for an attachment to form with others in their lives. The individuals who went to boarding schools had difficulty in how they survived their difficult times through being independent and focusing on protecting themselves and this often-involved emotional suppression. Survivors taught their descendants that emotion was not important and independent survival was the priority. Furthermore, knowledge sharers indicated that overwhelmingly, while in survival mode, those emotions seemed less important. In suppressing the negative emotions, many knowledge sharers engaged in harmful coping methods like substances and impulsive behavior. Conversely, knowledge sharers were able to hold onto their culture and through attachments with grandparents, they were able to learn their language and participate in ceremonies. These discoveries emphasize the need for further research on attachment indicators like building trust, encouraging emotional regulation, and teaching positive coping methods with Indigenous families impacted by Indian boarding schools. Advisor: Cody S. Hollist, Ph.D., LIMH

A Qualitative Study Exploring Attachment Through the Context of Indian Boarding Schools

This is a qualitative phenomenological exploration looking at how Indian boarding schools impacted Indigenous families and indicators of how their attachment was affected. Thirty-one semi-structured interviews were conducted with 18 individuals who attended Indian boarding schools and 13 descendants of those who attended these schools. The interviews were conducted on a Northern Plains reservation where approval was obtained from that tribal college and the University of Nebraska-Lincoln. Results indicate knowledge sharers in both groups, individuals who attended boarding schools and those who descended from these individuals experienced critical impacts to their ability to form intergenerational attachments with subsequent generations due to the possibly negative caregiving they received in the boarding schools. Survivors indicated issues of trauma they experienced at the boarding schools through abuse, family separation, abandonment and extreme loneliness. These traumatic processes then implicated difficulty in forming a strong and safe base for an attachment to form with others in their lives. The individuals who went to boarding schools had difficulty in how they survived their difficult times through being independent and focusing on protecting themselves and this often-involved emotional suppression. Survivors taught their descendants that emotion was not important and independent survival was the priority. Furthermore, knowledge sharers indicated that overwhelmingly, while in survival mode, those emotions seemed less important. In suppressing the negative emotions, many knowledge sharers engaged in harmful coping methods like substances and impulsive behavior. Conversely, knowledge sharers were able to hold onto their culture and through attachments with grandparents, they were able to learn their language and participate in ceremonies. These discoveries emphasize the need for further research on attachment indicators like building trust, encouraging emotional regulation, and teaching positive coping methods with Indigenous families impacted by Indian boarding schools

Dyslipidemia Can Be Controlled in Diabetic as well as Nondiabetic Recipients after Kidney Transplant

Background Patients with diabetes have been reported to have greater dyslipidemia after kidney transplant (KTX). As post-KTX management of diabetes has changed dramatically since those reports, we hypothesized that lipids can be controlled as well in diabetic as nondiabetic recipients. Methods We compared lipids up to two years after KTX (n=192) between diabetic and nondiabetic recipients. The cohort was subdivided into non-diabetic (nonDM-K; n=123), type 2 (DM2-K; n=33), or type 1 diabetes after KTX (DM1-K; n=14), or type 1 after kidney-pancreas (DM1-KP; n=22). Results Mean age and BMI of DM2-K were greater than the others (p\u3c0.01), and diabetes groups had a higher pre-transplant A1C than nonDM-K (p\u3c0.001). After KTX, lipids were not greater in diabetic than nondiabetic recipients, and didn’t increase in any group. Total and LDL-cholesterol decreased in DM1-K (p\u3c0.001), HDL decreased in DM1-KP (p=0.02), and triglycerides were unchanged after KTX for all groups. A1C improved in DM1-K and DM1-KP (p\u3c0.0001). There was less improvement in lipids with tacrolimus-sirolimus immunosuppression than other steroid-containing regimens (p\u3c0.05). Conclusions Multiple mechanisms may contribute to better lipids in both groups as well as the lack of difference between diabetic and nondiabetic recipients compared to what has been reported previously: greater use of and more effective lipid lowering agents, no significant weight gain, no difference in renal function between groups, and better control of glucose in the diabetic group. Thus, overall, lipids can be controlled as well in diabetic as nondiabetic KTX recipients

Dyslipidemia Can Be Controlled in Diabetic as well as Nondiabetic Recipients after Kidney Transplant

Background Patients with diabetes have been reported to have greater dyslipidemia after kidney transplant (KTX). As post-KTX management of diabetes has changed dramatically since those reports, we hypothesized that lipids can be controlled as well in diabetic as nondiabetic recipients. Methods We compared lipids up to two years after KTX (n=192) between diabetic and nondiabetic recipients. The cohort was subdivided into non-diabetic (nonDM-K; n=123), type 2 (DM2-K; n=33), or type 1 diabetes after KTX (DM1-K; n=14), or type 1 after kidney-pancreas (DM1-KP; n=22). Results Mean age and BMI of DM2-K were greater than the others (p\u3c0.01), and diabetes groups had a higher pre-transplant A1C than nonDM-K (p\u3c0.001). After KTX, lipids were not greater in diabetic than nondiabetic recipients, and didn’t increase in any group. Total and LDL-cholesterol decreased in DM1-K (p\u3c0.001), HDL decreased in DM1-KP (p=0.02), and triglycerides were unchanged after KTX for all groups. A1C improved in DM1-K and DM1-KP (p\u3c0.0001). There was less improvement in lipids with tacrolimus-sirolimus immunosuppression than other steroid-containing regimens (p\u3c0.05). Conclusions Multiple mechanisms may contribute to better lipids in both groups as well as the lack of difference between diabetic and nondiabetic recipients compared to what has been reported previously: greater use of and more effective lipid lowering agents, no significant weight gain, no difference in renal function between groups, and better control of glucose in the diabetic group. Thus, overall, lipids can be controlled as well in diabetic as nondiabetic KTX recipients