Unsilencing the Echoes of Historical Trauma: A Comparative Analysis
Round 1
Reviewer 1 Report
Thank you for the opportunity to review your article. As you stated in the introduction, you are addressing a much needed area of further study when looking at historical trauma among Native Hawaiians. I believe your article was well-written and flowed nicely.
Really, only a few grammatical things need addressing before publication. Mainly some missing commas, like on line 33 "When these scales are applied to Native Hawaiians, these measures..." and line 49 "Historical trauma, as defined by Brave Heart, is the "cumulative...""
Author Response
We greatly appreciated Reviewer 1’s supportive comments. We are pleased that the Reviewer felt that this manuscript addressed a gap in the literature.
- Really, only a few grammatical things need addressing before publication. Mainly some missing commas, like on line 33 . . . and line 49.
Response: We added in the missing commas referenced by the Reviewer. In addition, each author separately re-reviewed the manuscript for grammar and syntax. We believe that our heavy copyediting has improved the manuscript.
Reviewer 2 Report
This reviewer recommendsacceptance after minor revision.
This article addresses the importance of understanding the experiences of Native Hawaiians with historical trauma and examining the relevance and utility of two validated measures (the Historical Loss Scale and the Historical Loss Associated Symptoms Scale) within that population. The authors conduct a crosswalk analysis of a prior study (NHHT) and the HLS/HLASS and find that there are unique aspects within the NH conceptualization and experiences with HT that are not identified/present in the HLS/HLASS. One theme, “restoring balance” stands out from the current measures as rooted in strength and healing, and is a particularly beautiful and necessary contribution to the conversation about HT in Indigenous communities. Findings related to health disparities in connection to COVID-19 within the Hawaiian community are also salient and timely. Additionally, the macro/systemic indicators that were identified within the NHHT that are not present in the HLS/HLASS, including the military presence, the carceral system and the child welfare system are much needed within this field of study/work. The crosswalk method is an interesting tool to demonstrate the overlaps and areas of distinction and the Table of Alignment is a powerful artifact in and of itself! The crosswalk analysis is effective, the methods are direct and clear, and hearing the voices of the participants—and, especially the reflection on current times/current challenges (COVID-19, Red Hill, shipping delays) brings the context into full view.
Minor considerations:
In the Discussion, a little more clarity about the history of boarding schools in Hawaii would be helpful. The examples you provide seem to make it clear that a measure about schools—and about state-run or church-run schools, in particular, might be important to add to an HT measure. This seems like rather than a departure from the HLS scale items, a revision to the scale item with more clarity and specificity would make it relevant for the NH community.
Themes related to the military presence and environmental degradation were also identified by the NHHT as unique to the NH experience (Alvarez/Kanuha discuss both of these as well) and are of critical importance to the conversation. I wonder if subheadings or clearer differentiation in the discussion section would help keep these themes distinct.
You mention in section 1.3.1 the theoretical differences in the HLS/HLASS and NHHT that I hope you can point to more directly/explicitly. My understanding is that the emphasis on healing, restoration, and connection are the departures you are describing (so important!), and I think bringing that out more clearly in the discussion will lay an important foundation for the work going forward.
This work is powerful, builds on existing work that called for similar next steps, and will contribute to the field (both in research, practice, and pedagogy) in critically important ways.
Author Response
We appreciate Reviewer 2’s thoughtful comments and are pleased that the Crosswalk method and Table of alignment were helpful.
- In the Discussion, a little more clarity about the history of boarding schools in Hawaii would be helpful. The examples you provide seem to make it clear that a measure about schools—and about state-run or church-run schools, in particular, might be important to add to an HT measure. This seems like rather than a departure from the HLS scale items, a revision to the scale item with more clarity and specificity would make it relevant for the NH community.
Response: We agree that this topic deserves more clarity and so have added additional information about the history of boarding schools in Hawaiʻi. We agree that it is not necessarily be a divergence, but rather a factor that must be adapted to how Native Hawaiians experience the colonial school system.
- Themes related to the military presence and environmental degradation were also identified by the NHHT as unique to the NH experience (Alvarez/Kanuha discuss both of these as well) and are of critical importance to the conversation. I wonder if subheadings or clearer differentiation in the discussion section would help keep these themes distinct.
Response: We also agree that the inclusion of subheaings would be helpful in keeping these themes distinct. We have added subheadings throuhout the Discussion section and also added some content around military and environment.
- You mention in section 1.3.1 the theoretical differences in the HLS/HLASS and NHHT that I hope you can point to more directly/explicitly. My understanding is that the emphasis on healing, restoration, and connection are the departures you are describing (so important!), and I think bringing that out more clearly in the discussion will lay an important foundation for the work going forward.
Response: Our research team has been thinking more about this importance of elevating the emphasis on healing, especially with a construct like historical trauma. We have separated out a subsection that focuses on Healing and Strength-based Approaches and provided more background on the NHHT theme of Hoʻi ka Pono or Return to Balance, which provided this insight.
- This work is powerful, builds on existing work that called for similar next steps, and will contribute to the field (both in research, practice, and pedagogy) in critically important ways.
Response: We appreciate Reviewer 2’s enthusiasm and hope to continue this work in the future.
Round 2
Reviewer 1 Report
Thank you for the opportunity to review your revised article. I am impressed by the revisions you made. It is easier to follow, and it is clearer as well. I like the addition of Figure 1. I believe it is sufficient to be published and will provide that recommendation.
Minor spell check.
Reviewer 2 Report
This is a very strong paper with important contributions. I think the small revisions highlight the importance of the findings from the NHHT, and section 4.4 is articulated powerfully. Thank you for you work on this!
