The Relationship Between Trauma Exposure and College Student Adjustment: Factors of Resilience As a Mediator
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Old Dominion University ODU Digital Commons Counseling & Human Services Theses & Dissertations Counseling & Human Services Spring 2017 The Relationship Between Trauma Exposure and College Student Adjustment: Factors of Resilience as a Mediator Amber Leih Jolley Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/chs_etds Part of the Higher Education Commons, and the Mental and Social Health Commons Recommended Citation Jolley, Amber L.. "The Relationship Between Trauma Exposure and College Student Adjustment: Factors of Resilience as a Mediator" (2017). Doctor of Philosophy (PhD), Dissertation, Counseling & Human Services, Old Dominion University, DOI: 10.25777/73gd-0t27 https://digitalcommons.odu.edu/chs_etds/9 This Dissertation is brought to you for free and open access by the Counseling & Human Services at ODU Digital Commons. It has been accepted for inclusion in Counseling & Human Services Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. The Relationship Between Trauma Exposure and College Student Adjustment: Factors of Resilience as a Mediator by Amber Leih Jolley B.A. May 2012, The College of William and Mary M.A. May 2014, Wake Forest University A Dissertation Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY COUNSELOR EDUCATION AND SUPERVISION OLD DOMINION UNIVERSITY May 2017 Approved By: Alan Schwitzer (Chair) Jeffry Moe (Methodologist) Natalie Indelicato (Member) Christine Berger (Member) Abstract The Relationship Between Trauma Exposure and College Student Adjustment: Resilience as a Mediator Amber Jolley Old Dominion University, 2017 Chair: Dr. Alan Schwitzer Adjustment to college is an important developmental task for students entering institutions of higher education. More than half of students who enter college report exposure to a potentially traumatic event (PTE), with many students reporting multiple event exposure (Banyard & Cantor, 2004). Many students adjust well to college despite experiencing PTEs, suggesting that certain factors may mitigate the effects of exposure. This study utilized archival data to explore the relationship between type of PTE, accumulation of PTEs, underlying factors of resilience, and adjustment to college in a national sample of treatment seeking college students. The data were analyzed using hierarchical regression and multivariate analysis of covariance (MANCOVA). The results of the regression analyses indicated that type and accumulation of PTE were associated with increased adjustment difficulties when controlling for demographic variables. The presence of factors of resilience was predictive of lower adjustment difficulties following PTE exposure. The results of the MANCOVA analyses indicated type of PTE was predictive of levels of social support. The findings of this study may inform theories of adjustment, higher education policy and clinical practice. iii Copyright, 2017, Amber Leih Jolley, All Rights Reserved. iv This dissertation is dedicated to my grandmother, Marlene, and my mother, Cathy. v Acknowledgements I am fortunate to have been surrounded by many people who have made this dissertation and my completion of this program possible. My chair, Dr. Alan “Woody” Schwitzer, has been a perfect blend of challenge and support throughout this process. I am grateful for the time that you devoted throughout this process, from the conceptualization of this project to the final draft in addition to the guidance that you have provided throughout my time here at Old Dominion University. Dr. Jeffry Moe was a continued source of support both during the dissertation process and throughout my time in this program. I am grateful for your patience as I initiated many impromptu meetings that assisted in my development as a professional, educator, and a researcher. My committee reader, Dr. Christine Berger, continually graced me with her time, insights, feedback and support. My committee reader, Dr. Natalie Indelicato, has been a constant source of positive support. I am grateful for your mentorship and guidance throughout my professional pursuits. Thank you all for challenging me. Without you, this document would not have been possible. There are other ODU faculty members and students who have supported me throughout this process. Dr. Tim Grothaus and Dr. Garret McAuliffe were both instrumental in my completion of this program. My completion of this program would not have been possible without my loving and caring cohort and past and current ODU doctoral students. To Traci Richards, Eric Brown, Sandy Griffith, Mike Kalkbrenner, Sonia Ramrakhiani, Zach Scully, Kristy Carlisle, Marina Kuzmina, Renee Guynn, Marla Newby, Mary Ritchie-Roberts, Caroline Bertolet, Anthony Vajda, and Vanessa O’Hare: I do not have the words to express my appreciation and gratitude that I could embark on this journey with you all. You made my experience richer through your humor, support, wisdom, patience, and guidance. vi I am thankful for the professional and personal support I received during my time at Christopher Newport University, especially from my supervisors Kevin Joyce, Stacey Villanueva, and Lindsay Bolster. To my previous counseling cohort, thank you for setting the bar so high and for your continued encouragement. To my friends, near and far, Willie Wilson, Ruby Langeslay, Jocie Scott, Talita Sueldo, Danny Greene, and Rachel Cason, thank you for getting in formation when I needed your understanding, perspective, support, patience, and shoulders to cry on. I am forever grateful for my mother, Cathy Trimble. Thank you for keeping me grounded throughout my educational journey and for helping me solve the problems that seemed unsolvable. To my sisters, Jonita Green and Erika McClean, thank you for always looking out for your baby sister, for your encouragement and your endless forms of support. I love you all! Finally, thank you to my amazing partner and best friend, Ivan. I appreciate the sacrifices you made to support me throughout this journey. Thank you for staying up with me on sleepless nights, for countless hours spent listening to my problems, and for being my biggest cheerleader. You have shared in all the ups and downs of this process and I am grateful for your unconditional love and support. I love you. vii TABLE OF CONTENTS Page LIST OF TABLES ......................................................................................................................... xi INTRODUCTION ...........................................................................................................................1 BACKGROUND OF THE PROBLEM...............................................................................1 STATEMENT OF THE PROBLEM ...................................................................................4 PURPOSE OF THE STUDY ...............................................................................................5 SIGNIFICANCE OF THE STUDY.....................................................................................6 RESEARCH QUESTIONS AND HYPOTHESES .............................................................7 RESEARCH DESIGN .........................................................................................................8 THEORETICAL FRAMEWORK .......................................................................................8 ASSUMPTIONS AND LIMITATIONS .............................................................................9 STUDY SPECIFIC TERMS AND DEFINITIONS ............................................................9 REVIEW OF THE LITERATURE ...............................................................................................12 COLLEGE STUDENT MENTAL HEALTH ...................................................................13 HISTORY OF COLLEGE MENTAL HEALTH .......................................................13 ADJUSTMENT TO COLLEGE ................................................................................14 CURRENT MENTAL HEALTH NEEDS OF COLLEGE STUDENTS ..................17 TRAUMA ..........................................................................................................................20 HISTORY OF TRAUMA ...........................................................................................20 DEFINING POTENTIALLY TRAUMATIC EVENTS ............................................22 EXPOSURE TO PTES IN COLLEGE STUDENTS ................................................23 IMPACT OF PTES ON ADJUSTMENT ...................................................................25 viii SOCIODEMOGRAPHIC PREDICTORS..................................................................29 FACTORS OF RESILIENCE............................................................................................31 RESILIENCE DEFINED ...........................................................................................32 SOCIAL SUPPORT ...................................................................................................34 RELIGIOUS ENGAGEMENT ..................................................................................36 COLLEGE ENGAGEMENT FACTORS ..................................................................37 MENTAL HEALTH PREDICTORS .........................................................................38 SUBJECTIVE EVENT SEVERITY ..........................................................................39