The impact of being afforded a college education on posttraumatic growth, trauma resilience, and academic resilience in individuals exposed to trauma.

摘要

Trauma resilience has many definitions and trajectories; however, theorists remain consistent on the idea that some individuals who endure trauma do not succumb to its impact, but instead flourish in its aftermath. Research that focuses on individuals who do exhibit symptoms, yet go on to achieve notable feats is important to understanding how various paths of resilience and growth interact and can be encouraged. The purpose of this study was to examine the factors associated with being provided a college education on trauma resilience, academic resilience, and posttraumatic growth in "at risk" students who have experienced a traumatic event. Participants included approximately 146 individuals (77 Males, 69 Females) named as Horatio Alger Association of Distinguished Americans' National Scholars who exemplify academic resiliency and were selected based on their ability to demonstrate integrity and perseverance in overcoming adversity. Participants were asked to complete an electronic survey designed to assess whether or not the participant meets criteria for Posttraumatic Stress Disorder (PTSD), shows posttraumatic growth as a result of facing adversity, and/or shows academic resilience. Qualitative questions were utilized to uncover themes or factors related to the student's ability to be resilient. Results indicated that as the number of events that the participants were exposed to increased, participants were less likely to meet criteria for a PTSD diagnosis. Second, there was not a significant relationship found between posttraumatic growth and academic resilience, but a significant relationship was found between posttraumatic growth and trauma resilience. Lastly, the most commonly supported theme reported by participants as being influential in their growth, ability to make meaning of their past adversities, and academic success was learning that there were other individuals who had been through similar adversities and had persevered. Recognizing the aspects of the program that were the most beneficial to the students can not only provide insight into why this group of at-risk students were resilient, but can also illuminate the needs of other at-risk students in their journeys towards resiliency.