Hidden Trauma, Quiet Drama: The Prominence and Consequence of Complicated Grief Among College Students

2015 ◽  
Vol 56 (3) ◽  
pp. 280-285 ◽  
Author(s):  
Bradley E. Cox ◽  
Jessica G. Dean ◽  
Robin Kowalski
Keyword(s):  
College Students ◽  
Complicated Grief

Insomnia and Complicated Grief Symptoms in Bereaved College Students

2005 ◽  
Vol 3 (2) ◽  
pp. 99-111 ◽  
Author(s):  
Heather Gaines Hardison ◽  
Robert A. Neimeyer ◽  
Kenneth L. Lichstein
Keyword(s):  
College Students ◽  
Complicated Grief

scholarly journals Prolonged Grief Disorder in a Diverse College Student Sample

2021 ◽  
Vol 11 ◽  
Author(s):  
Kim Glickman
Keyword(s):  
College Students ◽  
Attachment Style ◽  
Associated Factors ◽  
Online Survey ◽  
Complicated Grief ◽  
Unexpected Death ◽  
Prolonged Grief Disorder ◽  
Student Sample ◽  
Prolonged Grief ◽  
Grief Support

Objective: The purpose of this study was to explore the rate of prolonged grief disorder (PGD) and associated factors in a large sample of diverse college students. Sources of grief support and perceived helpfulness of support were also examined.Method: An online survey was administered to bereaved students at three colleges at the City University of New York. PGD measured by the Inventory of Complicated Grief was the primary outcome. Chi-squared and t-tests were used to assess the association between PGD and associated factors.Results: A total of n = 899 participants completed the Inventory of Complicated Grief (ICG) based on a significant death loss = >12 months. An estimated 13.4% (n = 120/899) met criteria for PGD. The rate of PGD was associated with race, history of anxiety or depression, trauma other than the death, insecure attachment style, kinship to the deceased, closeness to the deceased, cause of death, and sudden/unexpected death. The majority of students sought grief support from a friend or family member.Conclusion: The rate of PGD in this sample of college students is similar to that of adults and most prevalent for students of color. Identification of those most at risk is critical to referring these students to effective treatments.

Coping With Loss: Understanding Growth and Grief in Kashmiri Students

2021 ◽  
Vol 49 (6) ◽  
pp. 786-817
Author(s):  
Shereen Ashai ◽  
Karen M. O’Brien
Keyword(s):  
College Students ◽  
Coping Strategies ◽  
Natural Disasters ◽  
Posttraumatic Growth ◽  
Coping Strategy ◽  
Complicated Grief ◽  
Future Research ◽  
Clinical Implications ◽  
Muslim Students ◽  
Considerable Loss

Youth in Kashmir experience considerable loss during their formative years as a result of ongoing exposure to severe sociopolitical conflict and devastating natural disasters. This study identified the losses experienced by 204 Kashmiri college students, their adaptive and maladaptive coping strategies, and the degree to which they experienced symptoms of complicated grief and posttraumatic growth. These predominantly Muslim students relied on their faith and spiritual practices to cope with their losses. Complicated grief symptoms were associated with the number of losses experienced, the severity of associated distress, and two types of coping (meaning focused and maladaptive). In addition, posttraumatic growth was explained by the number of losses and distress, as well as coping strategy (problem focused, meaning focused, or maladaptive). We discuss clinical implications and recommendations for future research.

Bereaved College Students: Social Support, Coping Style, Continuing Bonds, and Social Media Use as Predictors of Complicated Grief and Posttraumatic Growth

2020 ◽  
pp. 003022282094195 ◽  
Author(s):  
Natania S. Lipp ◽  
Karen M. O’Brien
Keyword(s):  
Social Support ◽  
College Students ◽  
Social Media ◽  
Posttraumatic Growth ◽  
Media Use ◽  
Complicated Grief ◽  
Continuing Bonds ◽  
Future Research ◽  
Social Media Use ◽  
Positive Direction

Many college students experience the death of someone close to them and could be at risk for complicated grieving. Their primary sources of support may be unavailable as family members may live far away and their peers may be unprepared to respond to their grief. In addition, college students are exposed to a variety of stressors that could result in maladaptive coping. Furthermore, although most college-aged students use social media, little is known about its impact on grieving. The purpose of this study was to examine the degree to which social support, coping, continuing bonds, and social media use predicted complicated grief and posttraumatic growth in a sample of college students who had experienced an interpersonal loss. Participants (N = 258; 77.5% female, M age = 19.98, SD = 1.41) completed an online survey assessing the aforementioned constructs using Likert-type scales. Findings from two hierarchical regressions indicated that coping variables accounted for the greatest percentage of variance in grieving outcomes with avoidant-emotional coping being the most robust predictor of complicated grief and problem-focused coping accounting for considerable variance in posttraumatic growth (both were associated positively with the outcomes). As hypothesized, continuing bonds explained variance in both grieving outcomes with externalized continuing bonds and maintaining continuing bonds on social media predicting complicated grief and internalized continuing bonds contributing to posttraumatic growth (also all positively associated). Social support from family also was predictive of posttraumatic growth in the positive direction. Future research directions and implications for practice are discussed with the hope that this research might inform the development of interventions to assist college students who are grieving.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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