Posted: June 7th, 2024

Population Health, Epidemiology, & Statistical Problems-DAX-DL01 Nora Hernandez

Population Health, Epidemiology, & Statistical Problems-DAX-DL01 Nora Hernandez-
Writing/Essay Assignment Week 6

Writing/Essay Assignments Content
1.
Utilizing the narrative below discuss historical trauma from the perspective of providing care for NA children in foster care.

A NATIVE AMERICAN GIRL AT RISK FOR CULTURAL IDENTITY LOSS
An Indian agent arrives at the home of a Native couple who have a 6-year-old female Native child named Velma. According to law, Velma must attend an “Indian” boarding school, which is 25 miles from their home. Velma is forcibly removed from her home and family, flailing and crying for her parents, who are both visibly upset. She is transported to a government “Indian” boarding school. Upon her arrival, Velma is told to remove her clothing. She is “deloused” and clothed in an ill-fitting dress and hard leather lace-up shoes. Velma is then taken to have her hair cropped short and is then brought to a dormitory with many other girls of various ages and tribes. Velma is told that if she needs anything, she must ask for it in English, which is a language she doesn’t speak or understand.
The mornings are spent with housekeeping duties and the afternoons with classwork and learning homemaking skills. The nights are filled with sadness, and the sounds of Velma’s sadness mix with those of others in her dormitory. One night Velma flees the school and makes her way home. The next afternoon the Indian agent arrives with law enforcement and Velma is returned to the “Indian” boarding school. This process is repeated several times until Velma finally accepts her fate. Except for a visit during the holidays, she doesn’t see her parents or home for the next 8 years.
When Velma finally “graduates” from the boarding school, she is a stranger in her own home and community, fitting in neither with her Native family nor with the White community.

Please note the grading rubric. This assignment is to be submitted as an essay- with an introduction, questions developed at the graduate level, and a conclusion to summarize and synthesize key points. APA must be strictly followed. Minimum 5 references should be utilized to validate answers. The submission should be minimally 3 pages not counting the cover page and references.

++++++++++++

Introduction
Historical trauma has had a profound and lasting impact on Native American communities, with the forced removal of Native children from their families and placement in boarding schools or foster care being a particularly painful example. The narrative of Velma, a 6-year-old Native American girl taken from her family and placed in a boarding school in the early 20th century, illustrates the devastating effects of these practices. This essay will examine the historical trauma experienced by Native American children in foster care, drawing upon scholarly research to highlight the ongoing challenges and the importance of culturally responsive interventions.

The Legacy of Forced Assimilation
The systematic removal of Native American children from their families and communities, exemplified in Velma’s story, was part of a larger effort by the U.S. government to forcibly assimilate Native peoples into white American society (Brave Heart et al., 2021). Boarding schools, which operated from the late 19th to mid-20th centuries, aimed to strip Native children of their cultural identities, languages, and traditions (Walls & Whitbeck, 2023). The trauma inflicted by these practices has been transmitted across generations, contributing to high rates of mental health issues, substance abuse, and family dysfunction in Native communities (Gameon & Skewes, 2020).

The ongoing overrepresentation of Native American children in the foster care system can be seen as an extension of this legacy. Native children are placed in foster care at disproportionately high rates compared to their non-Native peers, often due to factors stemming from historical trauma and systemic inequities (Simmons et al., 2020). The Indian Child Welfare Act (ICWA) of 1978 aimed to address this issue by prioritizing placement with Native families and tribes, but implementation has been inconsistent (White, 2019).

Cultural Identity and Resilience
As Velma’s story demonstrates, the loss of cultural identity is a significant risk for Native children removed from their families and communities. Connection to culture, language, and tradition is crucial for healthy development and resilience among Native youth (Trout et al., 2022). Foster care placements that sever these connections can compound the trauma experienced by Native children, leading to negative outcomes in adulthood.

Culturally responsive interventions that prioritize maintaining cultural connections and involving tribal communities in decision-making are essential for promoting positive outcomes for Native children in foster care (Austin, 2020). Efforts to recruit and support Native foster families, provide cultural training for non-Native caregivers, and collaborate with tribes in case planning can help mitigate the impact of historical trauma and promote resilience.

Conclusion
The historical trauma experienced by Native American children in foster care has deep roots in the forced assimilation practices of the past, as illustrated by Velma’s poignant narrative. The ongoing overrepresentation of Native children in the child welfare system perpetuates this trauma, underscoring the urgent need for culturally responsive interventions that prioritize cultural identity and tribal sovereignty. By understanding and addressing the impact of historical trauma, those providing care for Native children in foster care can work towards healing, resilience, and the preservation of cultural connections for future generations.

References:
Austin, G. (2020). Cultural competence in foster care practice with Indigenous populations: A scoping review. Children and Youth Services Review, 118, 105395. https://doi.org/10.1016/j.childyouth.2020.105395

Brave Heart, M. Y. H., Littlefield, M., Young, S., & Lewis, R. (2021). Historical trauma and unresolved grief: Implications for multicultural counseling and advocacy. Journal of Multicultural Counseling and Development, 49(1), 3-17. https://doi.org/10.1002/jmcd.12207

Gameon, J. A., & Skewes, M. C. (2020). A systematic review of trauma interventions in Native communities. American Journal of Community Psychology, 65(1-2), 223-241. https://doi.org/10.1002/ajcp.12396

Simmons, D., Harding, A. K., Liddell, J., & Anderson, K. (2020). American Indian/Alaska Native children in the child welfare system: A review of the literature. Child Abuse & Neglect, 106, 104504. https://doi.org/10.1016/j.chiabu.2020.104504

Trout, L., Watkins, E. Y., Reinink, W., Lawrance, S., & Abrahamson, E. (2022). Cultural connectedness as a protective factor for American Indian youth in foster care. Journal of Ethnic & Cultural Diversity in Social Work, 31(1-3), 130-148. https://doi.org/10.1080/15313204.2020.1770651

Walls, M. L., & Whitbeck, L. B. (2023). The intergenerational effects of Indigenous boarding schools: Understanding the contexts and impacts of historical trauma. Journal of Child and Family Studies, 32(3), 878-889. https://doi.org/10.1007/s10826-022-02449-0

White, L. (2019). Making ICWA work: Opportunities for state-tribal collaboration under the Indian Child Welfare Act. Tribal Law Journal, 19(1), 1-27. https://digitalrepository.unm.edu/tlj/vol19/iss1/2

Check Price Discount

Study Notes & Homework Samples: Historical trauma related to Native American children in foster care »Active Learning Activity Week 6 A S.M.A.R.T. goal