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Self-Reported Cognitive Symptoms in Military Veteran College Students

Description
An increasing number of military veterans are enrolling in college, primarily due to the Post-9/11 GI Bill, which provides educational benefits to veterans who served on active duty since September 11, 2001. With rigorous training, active combat situations, and exposure to unexpected situations, the veteran population is at a higher…

An increasing number of military veterans are enrolling in college, primarily due to the Post-9/11 GI Bill, which provides educational benefits to veterans who served on active duty since September 11, 2001. With rigorous training, active combat situations, and exposure to unexpected situations, the veteran population is at a higher risk for traumatic brain injury (TBI), Post Traumatic Stress Disorder (PTSD), and depression. All of these conditions are associated with cognitive consequences, including attention deficits, working memory problems, and episodic memory impairments. Some conditions, particularly mild TBI, are not diagnosed or treated until long after the injury when the person realizes they have cognitive difficulties. Even mild cognitive problems can hinder learning in an academic setting, but there is little data on the frequency and severity of cognitive deficits in veteran college students. The current study examines self-reported cognitive symptoms in veteran students compared to civilian students and how those symptoms relate to service-related conditions. A better understanding of the pattern of self-reported symptoms will help researchers and clinicians determine the veterans who are at higher risk for cognitive and academic difficulties.
ContributorsAllen, Kelly Anne (Author) / Azuma, Tamiko (Thesis director) / Gallagher, Karen (Committee member) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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The moderational impact of disclosure following trauma

Description
Contemporary theories of trauma identify the creation of a coherent trauma narrative and therapeutic exposure to trauma memories as potential recovery mechanisms. These factors are often inherent to the disclosure process, resulting in a parallel theoretical framework for experimental research that conceptualizes disclosure as a therapeutic intervention. The present investigation…

Contemporary theories of trauma identify the creation of a coherent trauma narrative and therapeutic exposure to trauma memories as potential recovery mechanisms. These factors are often inherent to the disclosure process, resulting in a parallel theoretical framework for experimental research that conceptualizes disclosure as a therapeutic intervention. The present investigation examined the moderational impact of disclosure following trauma on the link between trauma severity and symptoms of Posttraumatic Stress Disorder (PTSD). Disclosure status (discloser or nondiscloser), highest extent of disclosure, and length of delay to first disclosure were tested in a series of moderated regression models among a sample of female physical and sexual assault victims (N = 1087). Findings indicate that engaging in more detailed disclosure is associated with a modest beneficial impact on PTSD, but that the majority of nondisclosers have lower symptom levels than disclosers. There is also evidence for a small subset of nondisclosers that remain at heightened distress. A unique effect was found for disclosure delay, such that for physical assault, delaying disclosure is associated with a progressively weakening negative relation between time since the trauma and PTSD. At extreme delays, the association may become positive. Findings have implications for theories of trauma recovery and therapeutic interventions, including concerns about early interventions that emphasize disclosure. Future research may benefit from focusing on nondisclosing trauma victims to gain greater insight into recovery processes.
ContributorsFields, Briana (Author) / Barrera, Manuel (Thesis advisor) / Holtfreter, Kristy (Committee member) / Knight, George (Committee member) / Chassin, Laurie (Committee member) / Arizona State University (Publisher)
Created2010