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- All Subjects: Communication
- Creators: Panneton, Teresa
- Member of: Theses and Dissertations
- Status: Published
This study is a systematic review of the current literature surrounding intergenerational trauma in Southeast Asian (SEA) immigrant/refugee families. This review was guided upon using the 2020 PRISMA criteria and framework. After a parallel search across several databases, 14 articles were qualified for inclusion after reviewing exclusion criteria. Across these articles, five main aims were examined: the effect of trauma on parent mental health, the effect on child mental health, the effect on parenting, the effect on family dynamics/relationship, and an exploratory aim on current recommended interventions. The literature indicated that negative mental health outcomes were often present in parents and affected the quality of parenting. Child mental health was negatively affected through close interactions with the parent. Certain parenting behaviors and styles were associated with traumatized parents, which led to the development of attachment issues in children. Family dynamics and relationships were impacted by conflicting cultures and beliefs they were raised with in the United States and the ones taught at home by their parents. Current recommendations for interventions involve therapy, understanding culture and context of trauma, and as well as utilizing the support and influence of the community. There are many gaps in current research and more examination of intergenerational trauma amongst SEA populations is needed to better understand this complex issue in order to improve the relationship between parents, children, and overall family suffering from the effects of intergenerational trauma. Further recommendations for research, gaps in literature, and implications for this study are explored.
Education and Prevention: An Open Communication Against the Sexual Abuse and Grooming of Adolescents
With the assistance of my thesis committee, I created a podcast to fulfill my objective of interviewing survivors of sexual abuse/grooming practices and their support systems. I utilized this method to have in-depth discussions and provide people with a safe space to share their experiences. By doing so, we were able to reflect on the areas in which professionals can improve on recognizing signs of abuse in their communities. My goal was to show how training teachers to recognize signs of trauma is essential for effectively assisting the population we serve. Ultimately, this came down to what instruction was taught in the Teachers College. Curricula centered on properly managing trauma in the classroom, including sexual abuse, should be required for courses in the upper and lower division degree program for Mary Lou Fulton Teachers College.