Date of Original Version
Human Development and Family Science
Higher education courses frequently utilize trauma-related content material as part of the curriculum. To reduce the potential for secondary traumatic stress, it has been recommended that instructors be purposeful and cautious with the use of trauma-related materials in the classroom. Most recommendations for implementation of these materials are based on theory, as few empirical studies examine actual student reactions to this content. This study, guided by Hill's ABC-X Model, presents mixed methods survey data from undergraduate students enrolled in a trauma course across three semesters to measure trauma exposure and subjective reactions to course materials. Qualitative results indicated a range of emotional reactions to course content, with both positive and negative effects. Results support the notion that coping resources and appraisal of the content itself may influence how course content is experienced by students. Implications for teaching, policy, and future research are discussed.
Publication Title, e.g., Journal
Teaching in Higher Education
Cless, J. D. & Nelson Goff, B. S. (2023). Student reactions to trauma-related course content, Teaching in Higher Education, DOI: 10.1080/13562517.2023.2259810
Available at: https://doi.org/10.1080/13562517.2023.2259810