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Constructivist self-development theory: a theoretical framework for assessing and treating traumatized college

I L McCann¹, L A Pearlman

¹Women's Trauma Recovery Center, Oakland Park, Kansas.

Journal of American College Health : J of ACH

|January 1, 1992

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This study introduces constructivist self-development theory (CSDT) for assessing and treating trauma in college students. CSDT offers a framework to address self-capacities, cognitive schemas, and trauma memories for effective intervention.

Area of Science:

Psychology
Trauma Studies
Higher Education Mental Health

Background:

Traumatized college students require specialized assessment and treatment approaches.
Existing frameworks may not fully integrate the individual's subjective experience of trauma.
A constructivist perspective emphasizes the role of personal history in shaping trauma adaptation.

Purpose of the Study:

To present a new conceptual framework, constructivist self-development theory (CSDT), for the assessment and treatment of traumatized college students.
To outline therapeutic approaches within CSDT for managing acute symptoms and setting treatment expectations.
To detail the application of CSDT in addressing self-capacities, cognitive schemas, and intrusive trauma memories.

Main Methods:

The study proposes constructivist self-development theory (CSDT), integrating object relations, self-psychology, and social cognition.

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CSDT is founded on a constructivist view of trauma, acknowledging individual history's impact.

The framework guides systematic assessment and practical treatment of trauma-affected self-aspects.

Main Results:

CSDT provides a structured approach to assess and treat three key areas affected by trauma: self-capacities, cognitive schemas, and intrusive memories.
Therapeutic interventions focus on stabilizing acute symptoms and managing expectations.
Guidelines are provided for determining the need for extended treatment.

Conclusions:

Constructivist self-development theory (CSDT) offers a comprehensive model for understanding and intervening in college student trauma.
The framework facilitates targeted treatment of self-capacities, cognitive schemas, and trauma-related distress.
CSDT aids in assessing the complexity of trauma adaptation and guiding long-term therapeutic planning.