创伤症状预测学生的课程经历:本科PTSS和学习有关创伤相关的内容
Jessica D Cless1, Carol A Johnston2, Briana S Nelson Goff2
1Department of Human Development and Family Science, The University of Rhode Island, Kingston, Rhode Island, USA.
Journal of American college health : J of ACH
|February 18, 2026
概括
创伤课程的学生通常可以很好地容忍敏感内容,无论他们的创伤后应激症状 (PTSS). 更高的PTSS与解离显示出更少的负面反应,这表明有保护作用.
科学领域:
- 心理学 心理学 心理学
- 创伤研究 创伤研究
- 高等教育 高等教育
背景情况:
- 具有创伤内容的大学课程可能会导致学生的痛苦和二次创伤性压力.
- 了解学生对敏感材料的反应,特别是那些患有创伤后应激症状 (PTSS) 的学生的反应,至关重要.
研究的目的:
- 调查不同程度的PTSS本科生如何对创伤相关的课程内容做出反应.
- 识别学生对敏感学术材料反应的潜在调节因素.
主要方法:
- 90名在创伤性压力课程中的本科生参与了这项研究.
- 学生完成了关于创伤症状,经历和对课程内容的反应的调查.
- 使用了多变量回归和适度分析.
主要成果:
- 学生对课程的反应在不同的PTSS水平上是相似的.
- PTSS水平与情绪反应,感知缺点和分离有显著的相关性.
- 较高的PTSS与分离症状相结合,与较少报告的缺点有关.
结论:
- 与创伤相关的课程内容通常没有被发现对学生来说是重创性的,即使是那些有现有创伤症状的学生.
- 分离可能会在接触创伤材料时为患有较高PTSS的学生提供保护作用.
- 这些发现为教学策略提供了信息,用于在高等教育中教授敏感的,与创伤相关的科目.
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