Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (19)
Destaque
Semelhante a Captsone Presentation1
Semelhante a Captsone Presentation1 (20)
Captsone Presentation1
- 1. Past Trauma and Current College Adjustment Katelin Wagoner Anderson University
- 2. 2 PTSD: National Center for PTSD (2014)
- 3. Literature Review Past Traumatic Event • Causes physical, emotional, psychological distress, or harm. • Perceived and experienced as a threat to one's safety or to the stability of one's world. • Early life trauma College Adjustment • Ability to have and maintain a social network • Displaying active coping behaviors • Having an overall positive outlook on their life situation. • Factors contributing to college adjustment Pennebaker, J.W., Colder, M., & Sharp, L.K. (1990); Gerdes and Mallinckrodt (1993)Grasso, (2013);Kaneshiro (2014); 3
- 4. Literature Review Trauma and College Adjustment • Anxiety and Depression • Current traumatic events vs Past traumatic events • Life event exposure • Current research is mixed Andrews and Wilding (2004); Anders, Frazier, and Shallcross (2012)Galatzer-Levy, Burton, and Bonnano (2012); 4
- 5. Hypothesis Participants who report experiencing a past trauma will have a lower college adjustment score than those who have not experienced a past trauma. 5
- 6. Method: Participants • Liberal Arts college in the Midwest • Various undergraduate classes from Psychology and Sociology Departments • Compensation 6
- 7. Method: Materials Demographic Information • Age • Gender • Year in school • Commuter student; yes/no 7
- 8. Method: Materials The College Adjustment Test (Pennebaker, 1990) • 19 item, Likert-type: 1 (not at all) to 7 (a great deal) • Sample Items • "Worried about being in college in general" • "Felt optimistic about your future at college“ • “Felt lonely" 8
- 9. Method: Materials The College Adjustment Test (Cont.) • 3 Subscales • College having a positive effect • College having a negative effect • Homesickness • Combined for a total college adjustment score (19 - 133) • Reliability • Cronbach α = .79 • Two-month test-retest r = .65 Pennebaker, J.W., Colder, M., & Sharp, L.K. (1990) 9
- 10. Method: Materials Trauma Inventory • Yes/No • Asked to rate severity of event • Likert scale: 1 (not very severe) to 5 (extremely severe) • Asked to rate anxiety levels at 6 weeks after event and at 6 months after event • Likert scale: 1 (little to no anxiety) to 5 (high anxiety) 10
- 11. Method: Procedure 11 Informed Consent 1 Demographic Info 2 The CAT 3 Trauma Inventory 4 Counseling Services Info 5 Sign Up Sheet for Compensation 6
- 12. Results: Demographics Age • M=20.3 • SD=3.9 Year • 33.3% Freshman • 24.7% Sophomore • 19.7% Junior • 18.7% Senior 12
- 13. Results: Demographics Gender • 29.3% Male • 67.2% Female Commuter Students • 17.7% Yes • 78.3% No 13
- 14. Results: Trauma • No Trauma – 41.9% • Trauma – 54.5% 14
- 15. Results: Hypothesis H: Participants who report experiencing a past trauma will have a lower college adjustment score than those who have not experienced a past trauma. • Not supported • CAT scores for the no trauma group (M = 83.2, SD = 14.4) • CAT scores for the trauma group (M = 81.9, SD = 14.5) • t(187) = .63, p = .53 15
- 16. Results: Follow Up 16 Positive Affect and Anxiety r=-2.31, p<.05 • Liked classes, roommates, social life, college in general • Felt optimistic about future in college, and felt good about oneself
- 17. Results: Follow Up Age and Trauma/No Trauma r=.23, p<.001 Age and Anxiety at 6 mos. r=.28, p<.01 17
- 18. Results: Follow Up Gender and Anxiety - 6 wks. r=.26, p<.01 Gender and Anxiety - 6 mos. r= .24, p<.05 18
- 19. Limitations • Past Trauma • Trauma Inventory 19
- 20. Implications and Future Research • Trauma and AU students • Same research; different schools 20
- 21. References Anders, S. L., Frazier, P. A., & Shallcross, S. L. (2012). Prevalence and effects of life event exposure among undergraduate and community college students. Journal of Counseling Psychology, 59, 449-457. doi:10.1037/a0027753 Andrews, B., & Wilding, J. M. (2004). The relation of depression and anxiety to life-stress and achievement in students. British Journal of Psychology, 95, 509–521. Galatzer-Levy, I. R., Burton, C. L., & Bonanno, G. A. (2012). Coping flexibility, potentially traumatic life events, and resilience: A prospective study of college student adjustment. Journal of Social and Clinical Psychology, 31, 542- 567. Grasso, D., Ford, J., & Briggs-Gowan, M. (2013). Early Life Trauma Exposure and Stress Sensitivity in Young Children. Journal of Pediatric Psychology, 38, 94-103. doi: 10.1093/jpepsy/jss101 Kaneshiro, N. (2014, April 14). Traumatic events. Retrieved December 5, 2014, from http://umm.edu/health/medical/ency/articles/traumatic-events PTSD: National Center for PTSD. (2014, November 10). Retrieved March 8, 2015. 21
Notas do Editor
- Going through trauma is not rare. About 6 of every 10 (or 60%) of men and 5 of every 10 (or 50%) of women experience at least one trauma in their lives.
- -Definition is from the University of Maryland Medical Center -Grasso looked at whether internalizing and externalizing behavior problems are more pronounced in the presence of concurrent life stress in young children with a history of past trauma exposure and found that early life trauma exposure may place children at risk later in life for internalizing problems when exposed to subsequent, non-traumatic life stressors. In early life the brain is undergoing rapid development and a disruption could result in a wide variety in functional impairments. -Pennebaker defined college adjustment as… -Gerdes and Mallinckrodt studied student's emotional, social and academic adjustment to college and how it relates to retention. They found that having close relationships with professors, a satisfaction with their courses, and self confidence were strong predictors of retention for the students who were not struggling academically. For the students who were struggling academically they found that a satisfaction with extracurricular activities, little to no anxiety, and no thoughts of dropping out were strong predictors of retention.
- -Andrews and Wilding Andrews and Wilding (2004) studied anxiety and depression in students in the UK and their relationship to their achievement. Results show that exam performance seems to be negatively affect by depression in students. Stats from this study also indicate that the that are relationships forged through coming to college may lessen the effects of depression and anxiety. -Galatzer-Levy, Burton, and Bonnano (2012) studied coping flexibilities resilience and potentially traumatic life events in college students and found that traumatic events that occurred in college did not have an affect on adjustment but events that happened in childhood did seem have a lasting effect. -Anders, Frazier, and Shallcross (2012) studied college students and the effect of life event exposure on their adjustment. Their results showed that students who reported more Criterion A1 events that met the criteria for PTSD in the DSM 5, reported poorer current functioning in terms of mental health, physical health, and GPA.
- The difference between CAT scores for the no trauma group (M = 83.2, SD = 14.4) was not statistically significant from the trauma group (M = 81.9, SD = 14.5), t(187) = .63, p = .53
- I ran some follow-up analysis and found some significant results, one is positive affect and anxiety: students who reported having high anxiety 6 weeks after their trauma also reported having a low positive affect in their college adjustment.
- Another interesting finding is the difference in age of the participants who hadn’t experienced a trauma and those who had. This seems to suggest that maybe these traumas are happening while these participants are in college. Also participant’s age and their self-reported anxiety levels at 6 months after the trauma. Older participants reported significantly higher anxiety levels.
- There were also significant findings with regard to participant gender. Females reported higher anxiety levels than males at both the 6 week and 6 month markers. 6 wks: r=.26, p<.01; 6 mos: r=.24, p<.05
- I asked participants about traumatic events that may have happened many years ago and to report their anxiety levels. It is hard to know how accurate their memory is. Since I created the Trauma Inventory, I do not know how reliable or valid this measure is.
- From this research we now know that last effects of past trauma is not something that needs to be focused on for students here at AU. I think it would be interesting to see if there is a difference between the results found here and the results that could be found at other universities.