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Impact of Boarding School on Perceived Stress, Allostatic Load, and Resilience

寄宿学校对感知压力、静态负荷和复原力的影响

基本信息

批准号：
10596989
负责人：
Ursula A. Running Bear
金额：
$ 19.8万
依托单位：
UNIVERSITY OF NORTH DAKOTA
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-03-01 至 2026-02-28
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10596989
关键词：
Address Adrenal Glands Adult Advertisements Affect Age Years American Indians Anemia Area Biological Markers Cardiovascular system Categories Child Childhood Cholesterol Chronic Chronic Disease Chronic stress Collection Cross-Sectional Studies Dancing Diabetes Mellitus Diagnosis Disease Dryness Epinephrine Equilibrium Equipment and supply inventories Excision Exclusion Failure Food Foundations Functional disorder Future Gall Bladder Diseases Goals Health Hormones Indigenous Individual Intervention Laboratories Language Life Experience Malignant Neoplasms Measurement Measures Mediating Mediator Mental Health Mental disorders Metabolic Methods Modeling Neurotransmitters Newsletter Newspapers Norepinephrine North Dakota Outcome Paper Participant Patient Self-Report Persons Pharmaceutical Preparations Population Post-Traumatic Stress Disorders Punishment Radio Reporting Research Reservations Respondent Sampling Sanitation Schools Side Spirituality Steroids Stress Surveys Testing Trauma Trauma Research Tribes Urine Water Work adverse childhood events aged allostatic load dehydroepiandrosterone disease disparity experience health disparity immune function non-compliance novel nutrition offspring perceived stress physical conditioning recruit resilience resilience research substance use theories

项目摘要

ABSTRACT American Indian boarding schools were compulsory and parental noncompliance penalized by withholding food rations. The intent of boarding schools was the assimilation and eradication of American Indian identity including but not limited to language, spirituality, dress, food, and mannerisms. Corporal punishment enforced failure to follow school rules, for speaking tribal languages, and practicing cultural spiritually. Reports detail serious health concerns including rampant disease, poor sanitation and living conditions, and lack of nutrition. Research demonstrates early life experiences affect individuals their entire lives. The deleterious effects of repeated stress in childhood leads to allostatic load in adulthood. The goal of this project is to determine whether allostatic load is worse in American Indians who attended boarding school compared to those who did not attend. For this cross-sectional study, 220 American Indians will be recruited, half boarding school attenders and half non-attenders. The American Indian Chronic Disease Disparities model guides the inclusion of control variables used in this study which will be collected through survey. Multiple methods of recruitment will occur: flyers, newsletters/newspapers, radio announcements, and word of mouth. Study participants will be American Indian, at least 52 years of age, and either attended boarding school or did not. Participants must be able to collect urine samples on filter paper over one day which will be used to examine biomarkers of allostatic load. Participants must not be taking hormones, DHEA, steroids, or have an adrenal dysfunction or disorder, or currently have or have had adrenal caner or adrenal removal as these will confound biomarker readings. The Specific Aims are as follows: Specific Aim 1: Determine the relationship between boarding school attendance and each of the following control variables: ACEs, historical trauma, nutrition, mental health, and resilience. Hypothesis: Compared to non-attenders, boarding school attenders will have worse ACEs, historical trauma and nutrition scores, and be more likely to have mental health conditions, and be less resilient. Specific Aim 2: Test whether boarding school attenders have more chronic stress (measured by AL) than non-attenders. Hypothesis: Boarding school attenders will have higher (worse) chronic stress scores as measured by AL than American Indian non-attenders. The proposed project promises to advance our understanding of how boarding school attendance impacts chronic stress in American Indians.

摘要