1

TRAUMA

The Incidence of Trauma Events Among Two-Year College Students

Bo `Diddley

Introduction to General Psychology

Georgia State University - Perimeter College

November 13, 2023

 2
TRAUMA

Abstract
This study delves into the intricate tapestry of trauma experienced by two-year college

students, offering profound insights into the challenges they face. Through a meticulous

examination of diverse traumatic events, from natural disasters to emotional turmoil, the

research empowers educators, administrators, and mental health professionals with the

knowledge needed to craft tailored support systems. By understanding the specific trauma

events affecting these students, academic institutions can implement strategies that improve

learning outcomes and foster overall well-being. This comprehensive analysis not only

contributes to the academic sphere but also carries practical implications, impacting the lives

of students and their communities. Ultimately, it aspires to nurture resilient and empowered

individuals equipped to face life's challenges with strength and resilience.

 3
TRAUMA

Table of Contents
The Incidence of Trauma Events Among Two-Year College Students.........................1

Abstract..........................................................................................................................2

Chapter 1: Introduction..................................................................................................7

Background of the Problem...........................................................................................7

Statement of the Problem...............................................................................................7

Purpose of the Study......................................................................................................8

Research Questions........................................................................................................8

Significance of the Study...............................................................................................8

Definition of Terms........................................................................................................9

Chapter 2: Literature Review.......................................................................................11

2.1 Introduction............................................................................................................11

2.2 Prevalence and Predictors of PTSD Among College Students..............................11

2.3 Mental Health Problems in University Undergraduate Students...........................12

2.4 Technology and Mental Health of College Students.............................................13

2.5 The Effect of Family on the Mental Health of College Students...........................15

2.5.1The Family Environment.....................................................................................15

2.5.2 Transition to College...........................................................................................16

2.5.3 Familial Estrangement........................................................................................16

2.5.4 The Family-Student Relationship.......................................................................17

2.6 Prediction of Major Depressive Disorder Onset in College Students....................17

2.5 Summary................................................................................................................18
 4
TRAUMA
Chapter 3: Methodology..............................................................................................20

3.1 Research Design.....................................................................................................20

3.2 Participants (Sample Size and Demographics)......................................................20

3.3 Sampling................................................................................................................21

3.4 Data Collection Instrument....................................................................................21

3.5 Data Collection Procedure.....................................................................................23

3.6 Data Analysis.........................................................................................................24

3.7 Ethical Considerations...........................................................................................25

3.8 Limitations.............................................................................................................25

Chapter 4: Results and Analysis..................................................................................27

4.1 Demographic Characteristics:................................................................................27

4.2 Trauma Exposure...................................................................................................30

4.2.1 Family-Related Trauma......................................................................................30

4.2.2 Violence..............................................................................................................34

4.3 Mental Health and Coping.....................................................................................37

4.4 Analysis and Implications......................................................................................44

Chapter 5: Discussion..................................................................................................48

5.1 Discussion..............................................................................................................48

5.2 Limitations.............................................................................................................50

5.3 Suggestions for Future Research............................................................................52

5.4 Conclusion..............................................................................................................54
 5
TRAUMA
References....................................................................................................................57

Table of Figures

Figure 1: Ethnic Background 28

Figure 2: My Ethnic Background is not Respected 29

Figure 3: Relationship Status 30

Figure 4: Parental Marital Status 31

Figure 5: Estrangement 32

Figure 6: Extended Unemployment 33

Figure 7: Divorce 34

Figure 8: Domestic Violence 34

Figure 9: Hate crime, racism, or stigmatization 35

Figure 10: Sexual Violence 36

Figure 11: Someone to Talk To 37

Figure 12: Feeling Upset When Reminded of a Stressful Experience 37

Figure 13: Self Blame 38

Figure 14: Sleeping Problems 39

Figure 15: Concentration Problems 39

Figure 16: Strong Negative Feelings 40

Figure 17: Negative Beliefs 41

Figure 18: Physical Reactions 41

Figure 19: Lonely 42

Figure 20: Substance Use 43

Figure 21: Self-harm 43

Figure 22: Availability of a Trusted Person to Talk To 44

 6
TRAUMA
List of Tables

Table Table 1: Age 27

Table 2: Gender 27
 7
TRAUMA

Chapter 1: Introduction
Background of the Problem
In the vast tapestry of human existence, trauma stands as an unwavering and

pervasive adversary, knowing no boundaries of age, socio-economic status, or personal

history. It is a ubiquitous force that transcends these divides, affecting individuals across the

spectrum of human life. In the context of this chapter, we narrow our lens to focus on the

often-underexplored territory of two-year college students. These emerging scholars, poised

on the precipice of adulthood, grapple with the tumultuous intersection of academia, self-

discovery, and life's capricious nature. Trauma's specter looms large, casting its long shadow

on their lives and endeavors, sometimes imperceptibly, yet profoundly.

Two-year college students find themselves navigating a unique junction, straddling

the divide between adolescence and adulthood as they ardently pursue educational

attainment. It is in this junction that the profound impact of traumatic experiences manifests,

for these scholars encounter the formidable weight of trauma's aftermath as they tread the

path of higher education. This critical phase of their lives is marked by trauma's capacity to

disrupt their academic journeys and threaten their overall well-being. Yet, the impact of

trauma on these students remains a relatively uncharted territory, prompting a need for

comprehensive exploration and understanding.

Statement of the Problem

Trauma, as encapsulated by the DSM definition, has profound and lasting effects on

individuals. Whether arising from a singular catastrophic incident or a series of traumatic

episodes, these experiences precipitate distress, existential crises, and enduring psychological

torment that hinders everyday functioning (Sarmiento & Lau, 2020). Natural calamities,

accidents, marital abuse, and mental upheaval affect two-year college students, making them

vulnerable to this hidden epidemic. Traumatic events may cause PTSD, sadness, anxiety, and

drug misuse. This endangers their education and health.

 8
TRAUMA
Purpose of the Study
The overarching purpose of this study is to investigate how traumatic experiences

influence the lives of two-year college students. We seek to understand the multifaceted

challenges faced by these students as they strive for academic excellence. This endeavor will

uncover the diverse array of stresses and tribulations they confront, shaped by the unique

paths they tread and the phases of life they traverse. Our mission is to unravel this complex

narrative, necessitating an in-depth analysis to offer potential solutions.

Research Questions
This research centers on three key questions:

1. Is there a significant correlation between the age of two-year college students and

their experiences of trauma or related mental health challenges?

2. How does the ethnic background of two-year college students intersect with their

perceptions of ethnic background respect and their encounters with traumatic events,

such as estrangement, unemployment, divorce, and abuse?

3. What is the association between gender, relationship status, the presence of a trusted

confidant, and the prevalence of self-harm ideation and substance utilization among

two-year college students?

Significance of the Study

This study has far-reaching ramifications outside academia. It explores the essence of

human experience, particularly that of two-year college students at a turning moment in their

academic and emotional lives. Understanding the devastating impact of trauma on this group

is crucial.

Increased Student Agency: This study equips educators, administrators, and mental

health practitioners to build successful support networks. It achieves this by highlighting two-
 9
TRAUMA
year college students' pain and challenges. This research may help provide tailored therapies

and tools that enhance academic performance and well-being for the youngsters in this study.

Traumatic events' effects on academic achievement concern many. Understanding the

traumatic events that affect two-year college students helps educators increase retention and

graduation rates. With this information, they can improve learning.

Mental Health and Wellness Mental health and well-being are integral to quality of

life. Mental health practitioners may utilize this information to provide tailored treatments

and therapies to help pupils overcome trauma's emotional impacts.

Support Systems Social This study may encourage educational institutions to create

inclusive settings that allow meaningful student interactions by recognizing the value of

social support systems and drawing attention to its findings. This protects against the negative

effects of self-harm and drug use.

Addressing traumatic events as soon as feasible may avoid PTSD, clinical depression,

anxiety, and drug dependency. This prophylactic method may break the trauma loop and

improve two-year college students' futures.

This study contributes to trauma awareness and educational institution mental health

support discussions. This discussion is part of society. This study's findings affect students

and their communities both academically and practically. This research might improve two-

year college students' education and well-being. This will lead to more resilient and

empowered people who can handle life's challenges.

Definition of Terms
To ensure clarity throughout this study, we provide the following definitions:

● Trauma: In accordance with the DSM definition, trauma refers to a visceral reaction

that occurs after an individual experiences either a single traumatic incident or a series
 10
TRAUMA
of such incidents. This reaction results in distress, existential threat, and enduring

psychological consequences that hinder everyday functioning.

● Two-Year College Students: Refers to individuals pursuing higher education in two-

year colleges, typically associate degree programs.

● PTSD: Post-Traumatic Stress Disorder, a mental health condition that can develop

after experiencing or witnessing a traumatic event.

● Depression: A mood disorder characterized by persistent feelings of sadness and a

loss of interest in activities.

● Anxiety: A mental health condition marked by excessive worry, fear, and

nervousness.

● Substance Abuse: The harmful or hazardous use of psychoactive substances,

including alcohol and illicit drugs.

 11
TRAUMA

Chapter 2: Literature Review

2.1 Introduction
The prevalence of trauma events and their associated mental health challenges among

two-year college students has become an area of increasing concern in recent years. This

literature review delves into existing research to explore the extent and nature of trauma

events among this student population. We will also examine the impact of trauma on their

mental well-being and academic success, drawing insights from a variety of studies to

provide a comprehensive understanding of this critical issue.

2.2 Prevalence and Predictors of PTSD Among College Students

In their illuminating study, Cusack et al. (2019) delved into the nuanced landscape of

post-traumatic stress disorder (PTSD) prevalence and its predictive factors among college

students. Their research cast a revealing spotlight on a matter of paramount significance,

extending its purview to encompass two-year college students. The findings presented in this

study illuminate the stark reality that a substantial portion of college students, regardless of

their institutional background, including those pursuing two-year programs, grapple with a

notable risk of developing PTSD in the wake of traumatic experiences. This revelation is a

compelling testament to the universality of trauma's impact, transcending institutional

boundaries and affecting the mental well-being of college students at large.

The study's revelations also shed light on the multifaceted nature of PTSD risk factors

within the college student population. Undoubtedly, trauma exposure and PTSD are not

limited to four-year colleges. A combination of factors, including adverse childhood

experiences, interpersonal violence, and family PTSD, increases the risk (Kiekens et al.,

2019). These predictors of PTSD risk carry implications for the holistic understanding of

trauma's long-term consequences among college students. As we delve deeper into the

implications of these findings, it becomes increasingly evident that recognizing and

addressing trauma events within the sphere of two-year college students is not just a matter of
 12
TRAUMA
urgency but a critical necessity to safeguard their mental well-being and facilitate their

academic success.

2.3 Mental Health Problems in University Undergraduate Students

study has shed light on university undergraduate mental health issues, risk factors, and

support needs. These crucial findings come from a study on this growing issue. This literature

review discusses important findings from various relevant research to illuminate university

students' mental health issues.

Cusack et al. (2019) studied PTSD in college students. PTSD is common in this

group, according to the research. PTSD may impact a significant number of college students,

according to prevalence estimates. This shows why institutions must treat trauma-related

mental health issues. Understanding the risk factors for PTSD in teenagers is crucial for early

identification and treatment (Artime et al., 2019).

In their 2019 study, Ebert et al. examine how well college students' personality

attributes predict severe depressive illness. The study emphasizes college students' risk of

major depressive disorder (MDD) and the necessity for early detection and prevention.

University life may be challenging, and adjusting to college can worsen depression. To build

effective approaches to increase students' mental well-being, one must first identify the risk

factors for major depressive illness.

Kalmakis et al.'s (2020) research examines ACEs, PTSD symptoms, and self-reported

stress. This research examines another aspect of college student mental health issues. Their

findings suggest that conventional and atypical college students may have different childhood

experiences (ACEs) and psychological repercussions. College students may have more stress

and PTSD due to bad childhood experiences. A systematic study and meta-analysis by

Sheldon et al. (2021) examined mental health issues among university undergraduates and

their risk variables. This research underscores the necessity to personalize assistance to
 13
TRAUMA
university students from different backgrounds. This study supports the idea that anxiety and

sadness are more prevalent in this group (Kiekens et al., 2019). Academic stress, social

isolation, and other risk factors contributed. The study shows the necessity to address

university student mental health problems and reduce their risks.

University students faced additional mental health issues due to COVID-19. During

the pandemic, Sun et al. (2021) examined mental symptoms, risk factors, and protective

variables in quarantined Chinese university students. The research found that the epidemic

worsened mental health issues and increased stress. Social isolation and infection fear were

risk factors. The study also identifies protective factors, including social support and coping

techniques. These findings demonstrate educational institutions need to adapt their support

systems and equip students to handle epidemic-related stress.

The study found that university freshmen are more likely than other student categories

to have mental health difficulties. Traumatic events, scholastic stress, negative childhood

experiences, and the unique challenges of the COVID-19 epidemic trigger these issues. Early

detection and treatment require recognizing these traits. Universities must establish and

expand their support systems to meet students' mental health requirements. If they do this,

they can improve university student health and well-being.

2.4 Technology and Mental Health of College Students

Due to their extensive usage, personal computer devices may affect mental health.

Smartphones that allow instant social networking are a concern. Cell phones in the hands of

most US youth have made constant connectivity a cultural norm. This has led to the rise of

the "fear of missing out" (FoMO), which has been studied concerning mental health.

Some argue that the rise of personal computers and social media has increased mental

health issues among young adults (Hyun et al., 2019). They think this is because young

individuals have fewer face-to-face interactions. Several studies have linked social media use
 14
TRAUMA
to poor mental health, although the actual cause is uncertain. Instead of blaming the tools,

distinguishing excellent from poor technology use is more productive. For instance, actively

engaging in social interactions may be healthier than passively browsing social media posts

(Liu et al., 2019).

Personal computer technology has changed how college students interact despite its

drawbacks. Inappropriate use of these technologies may harm mental health, but they can

also improve mental health and cure mental disorders. If we say smartphones and social

media are terrible, we're lying. Therefore, balance is crucial. They allow for social support

network interaction and development (Liu et al., 2019). Social media is being used for

personal disclosures and socializing.

Personal computers also provide mental health intervention program creation

opportunities. Technology-facilitated mental health treatments, such as online platforms and

apps, may improve treatment options and reduce barriers to access. Patients of all ages with

anxiety and depression have found these therapies helpful (Horigian et al., 2019). According

to studies, technology-facilitated mental health therapy for college students works best when

delivered via websites and apps. Programs must be mobile-friendly since students use their

phones more.

Web-based and app-based programs have great promise, but research and

implementation are far apart. Technology-enabled mental health resources are underutilized

on many college campuses, and little research has examined their integration into college

counseling services. However, college administrators and health professionals are open to

technology-enabled mental health screening programs. These tools detect and link struggling

pupils to resources.
 15
TRAUMA
Technology-enabled mental health services that provide students with self-guided or

coached treatment programs have a larger research-to-practice gap. If students are not

educated and directed to these programs, counseling centers may be unable to reduce their

workload (Horigian et al., 2019). Due to limited resources and staff, many college counseling

centers may benefit from integrating technology-enabled mental health programs into their

operations to supplement their core services.

2.5 The Effect of Family on the Mental Health of College Students

Going from high school to college is a turning point in young people's academic and

social life. During this stage, kids' families continue to shape their mental health. This

research review examines how family affects college students' mental health. It uses past

studies on family impact to do so.

2.5.1The Family Environment

College students' familial environments may affect their mental health over time.

Patias et al. (2021) assessed undergraduate students' mental health and coping techniques

during the COVID-19 pandemic. Their study shows how family dynamics affect. The

research found that children from caring and understanding homes had decreased stress and

anxiety throughout the epidemic. This shows the benefit of family support in establishing

resilience in the face of hardship.

According to Graupensperger et al. (2020), student athletes' families affected their

mental health throughout the pandemic. They observed that positive interactions with

teammates, often considered an extension of the family, had a protective effect on mental

health. Student-athletes who maintained connections with their athletic "family" reported

better mental well-being. This underscores the role of biological and chosen family networks

in shaping the mental health of college students.

 16
TRAUMA
2.5.2 Transition to College
The transition to college represents a significant life change for students, and family

support during this phase can be pivotal. Salimi et al. (2023) addressed college students'

mental health challenges during the COVID-19 pandemic, emphasizing the need for familial

support. The study found that students with strong family connections reported lower stress

levels and better mental health outcomes (Horigian et al., 2019). The familial safety net

during the challenging transition to college can be a buffer against stressors and mental health

difficulties.

2.5.3 Familial Estrangement

Familial estrangement, a phenomenon examined by Melvin and Hickey (2022), refers

to the emotional and physical distancing between family members, resulting in reduced or

terminated contact. This estrangement can manifest due to various reasons, such as

unresolved conflicts, differing worldviews, or personal growth, leading to a disconnect with

family values or beliefs. College students without families may suffer a substantial mental

health decrease.

College students are already going through a challenging change, but absence from

their families may make their emotional challenges worse. Lack of family support, especially

financially and emotionally, may worsen isolation and stress. Being cut off from a loved one

may cause mental and emotional stress, making it hard for a student to study, make friends,

and endure college.

Family estrangement must be addressed in college student mental health.

Understanding the underlying causes and supporting reconciling fractured family

relationships can significantly alleviate the emotional burden on students. Universities and

colleges should be equipped to offer counseling and resources to assist students in managing
 17
TRAUMA
the emotional challenges associated with familial estrangement and to help them maintain a

healthy balance between academic and personal well-being.

2.5.4 The Family-Student Relationship

The quality of college students' family relationships might affect mental health. A

loving, open, and communicative family-student connection may boost emotional well-being

and resilience. On the other hand, strained or conflicted relationships can contribute to mental

health challenges.

During the COVID-19 pandemic, many students experienced heightened stress and

anxiety due to academic and social disruptions. Patias et al. (2021) found that students who

reported having open and understanding family relationships were better equipped to cope

with the challenges posed by the pandemic. Supportive family environments played a

protective role, serving as a source of comfort and emotional sustenance.

In contrast, the strain on family-student relationships can exacerbate the mental health

struggles of college students. Melvin and Hickey (2022) highlighted the changing dynamics

of familial estrangement, which, coupled with the stresses of college life, can lead to a

profound sense of isolation and emotional difficulties.

2.6 Prediction of Major Depressive Disorder Onset in College Students

Ebert et al. (2019) predicted college students' major depressive disorder (MDD) onset,

highlighting their mental health issues. Trauma can worsen MDD, a common college mental

health issue. The study stressed the importance of early MDD risk factor identification for

timely interventions. Prior depressive episodes, family history of depression, and high

neuroticism were linked to MDD risk. This information is crucial to understanding trauma

and depression in two-year college students.

Sun et al. (2021) explored the psychiatric symptoms and protective factors among

university students during the COVID-19 pandemic in China. The study is especially relevant
 18
TRAUMA
given the unique stressors the pandemic introduced to college life. The findings emphasized

identifying risk and protective factors to support students during challenging times. The

research uncovered that social support and coping strategies played a significant role in

mitigating psychiatric symptoms. Understanding these factors is essential in addressing the

mental health needs of two-year college students who may have been particularly affected by

the pandemic.

Kalmakis et al. (2020) examined ACEs, PTSD, and self-reported stress in traditional

and nontraditional college students. ACEs increase trauma exposure and PTSD risk.

Increased ACE counts were associated with increased stress and PTSD symptoms in regular

and nontraditional college students. This emphasizes the need to understand two-year college

students' particular origins and trauma-related issues.

Batra et al. (2021) examined COVID-19's psychological effects on college students in

15 nations. The COVID-19 pandemic caused unexpected stress and obstacles for college

students, including two-year programs. According to the study, the pandemic exacerbated

student stress, worry, and sadness. These findings suggest crisis help for two-year college

students should be personalized.

2.5 Summary
Trauma events affect two-year college students' mental health and well-being,

according to the literature. Trauma exposure affects academic success and life satisfaction at

all levels, not just four-year colleges. Risk, protective, and early signs of mental health issues

in two-year college students must be identified to address this critical issue. Customized

interventions and support can help traumatized students succeed in school.

 19
TRAUMA

Chapter 3: Methodology
3.1 Research Design
This quantitative research seeks to determine how often two-year college students

suffer trauma. This was best achieved via a cross-sectional survey. Cross-sectional surveys

are widely used in social science research to gather data on a population's traits, activities,

and experiences. This strategy lets researchers rapidly gather a range of data to better

understand phenomena in a society and its characteristics.

The study's participants were evenly split across genders, with 80 female, 27 male,

and one "other." All participants attended two-year institutions. The sample's gender diversity

matches two-year college students' variety, giving the research external validity.

Convenience sampling helped entice participants while conforming to internet polling

constraints. We could readily find willing students, which allowed us to swiftly gather and

analyze vital data.

Due to its robust data-collecting techniques, the cross-sectional survey was the best

framework for studying traumatic experiences in two-year college students. Because the

sample population mirrors the population's gender diversity, the research is more applicable

to real-world scenarios. This process guarantees the study achieves its goals and helps us

comprehend student trauma.

3.2 Participants (Sample Size and Demographics)

109 two-year college students participated in the study. These students identified as

female, male, or "other" (80, 28, and 1). The sample reflects the gender diversity of two-year

college students.

3.3 Sampling
The use of a convenience sampling method in this study was a pragmatic choice,

primarily motivated by the practical considerations of conducting an online survey within the
 20
TRAUMA
college setting. In a two-year college environment, the logistical challenges and resource

constraints can make alternative sampling methods, such as random sampling, less feasible.

A convenience sampling approach, in this context, offered a practical and efficient means to

gather data.

This method allowed for easy access to readily available participants and willingness

to participate in the online survey (Nayak & Narayan, 2019). Given college students' busy

schedules and diverse commitments, convenience sampling expedited participant recruitment

and data collection, ensuring a smoother research process. It reduced potential barriers to

participation and maximized response rates.

The sample size 109 was carefully determined to balance data collection efficiency

and the sample's representativeness. It aimed to capture diverse experiences and perspectives

while remaining within the constraints of available resources. While this approach may have

limitations related to generalizability, it was a practical compromise that allowed the study to

proceed effectively and efficiently.

In summary, the choice of convenience sampling was driven by the realities of

conducting research in a college environment, balancing practicality with the need for a

representative sample. This method facilitated participant engagement and data collection

while acknowledging the practical constraints faced during the study's implementation.

3.4 Data Collection Instrument

The primary data collection instrument for this study was an online survey

questionnaire. The survey included a set of 24 questions covering various aspects related to

trauma events, including demographic information, experiences of trauma, and related

psychological and emotional factors. The survey was designed to gather quantitative and

categorical data to facilitate statistical Excel analysis.

 21
TRAUMA
Trauma Survey Questions:

1. Age

2. Gender

3. Ethnic background

4. I feel my ethnic background is not respected

5. Relationship status

6. Parental marital status – your parents

7. Have you or anyone in your immediate family been estranged from someone

they loved?

8. Have you or anyone in your immediate family experienced extended

unemployment?

9. Have you or anyone in your immediate family experienced divorce?

10. Have you or anyone in your immediate family experienced abuse or domestic

violence?

11. Have you or anyone in your immediate family experienced a hate crime,

racism, or stigmatization?

12. Have you or anyone in your family experienced sexual violence?

13. Do you talk to someone in your family about things that bother you?

14. Feeling upset when something reminds you of a stressful experience?

15. Do you blame yourself for the stressful experience or what happened after it?

16. Trouble falling or staying asleep?

17. Having difficulty concentrating?

18. Having strong negative feelings such as fear, horror, anger, guilt, or shame?
 22
TRAUMA
19. Having strong negative beliefs about myself, other people, or the world (for

example, having thoughts such as I am bad, there is something serious, no one

can be trusted, the world is completely dangerous)?

20. Having strong physical reactions when something reminded you of the

stressful experience (for example, heart pounding, trouble breathing,

sweating)?

21. I feel lonely.

22. Have you used any of the substances below? Check all that apply.

Alcohol

Cannabis (Marijuana)

Nicotine (cigarettes or other tobacco products)

Prescription medications that were not prescribed to you

Drugs to lose or gain weight

23. I have or have had thoughts of self-harm?

24. When troubled, is there a trusted person you can talk to?

3.5 Data Collection Procedure

The online survey was administered through a secure and user-friendly platform

designed to ensure participants' responses' confidentiality and security. This choice of

platform was essential to establish trust and encourage candid responses from two-year

college students.

A multifaceted approach was adopted to recruit participants. The survey link was

prominently featured on college websites, allowing easy access for students engaged in

online activities. Social media channels, where many students actively participate, serve as

another avenue for reaching a broad and diverse audience. Additionally, email lists aimed
 23
TRAUMA
specifically at students were used to provide personalized invitations, enhancing the study's

visibility and appeal.

The importance of informed consent was paramount in this research. All potential

participants were explicitly informed about the study's objectives, the voluntary nature of

their participation, and the assurance of strict confidentiality. This transparency was essential

to promote ethical research practices and ensure participants felt comfortable sharing their

experiences.

Reminders were thoughtfully sent to potential participants to enhance response rates

and gather a representative sample, reinforcing the invitation to participate in the study.

Multiple platforms and channels were employed to reach a diverse group of students,

acknowledging that different individuals engage with college communications in various

ways.

Data collection was organized over a specified period to accommodate college

students' varied schedules and commitments, affording participants ample time to respond.

This approach allowed for more inclusive participation and ensured the study captured a wide

range of perspectives among two-year college students.

In summary, the online survey was conducted with meticulous attention to

accessibility, security, informed consent, and inclusivity, all of which are fundamental to the

ethical conduct of research and the collection of comprehensive data.

3.6 Data Analysis

Microsoft Excel was utilized for quantitative data analysis. Descriptive statistics were

calculated to summarize demographic data and survey responses. Frequencies, percentages,

means, and SDs were provided. Inferential statistics were employed to examine relationships
 24
TRAUMA
and associations between variables, though the specific tests used in Excel were not specified.

The significance level was set at p < 0.05.

3.7 Ethical Considerations

Ethical considerations were paramount in this research. The study adhered to

established ethical guidelines to safeguard participants' privacy and well-being. Informed

consent, a cornerstone of ethical research, was diligently obtained from every participant

(Nayak & Narayan, 2019). They were informed of the study's objectives, the voluntary nature

of their participation, and the assurance of confidentiality. This ensured that participants

willingly and knowingly contributed to the research.

The utmost care was taken to protect the anonymity and confidentiality of the

participants. No personally identifiable information was collected or disclosed during data

analysis. This practice guaranteed that participants' identities and personal information

remained completely secure and undisclosed. Using identification codes or numbers further

shielded participants from any potential breaches of confidentiality.

3.8 Limitations
Recognizing this research's limits may affect how the findings are understood and

utilized. The study relies on self-reported data, which is susceptible to response bias (Nayak

& Narayan, 2019). Social desirability may cause people to underreport or overreport

occurrences.

Second, convenience sampling is viable for an online survey, but it may limit

generalization. The sample may not adequately represent the diversity of two-year college

students since it was mostly available and willing to participate.

Finally, Microsoft Excel was used to analyze the data, which is useful for basic

statistical calculations but may be limited for more complex statistical investigations. Due to

this, the data may have yielded shallower and simpler statistical conclusions.
 25
TRAUMA
These acknowledged limitations serve as important caveats when interpreting the

study's results and underscore the need for future research with more extensive and varied

methodologies to provide a comprehensive understanding of trauma events among two-year

college students.
 26
TRAUMA

Chapter 4: Results and Analysis

4.1 Demographic Characteristics:
Number Percent

17-20 73 67.0

21-23 17 15.6

24-26 4 3.7

27-29 5 4.6

30 – Above 10 9.0

109

Table Table 1: Age

The first survey question inquired about the age distribution of the participants,

shedding light on the demographic composition of the study. The age categories used in this

question ranged from 17 to above 30, as shown in Table 1.

The age distribution highlights the predominance of participants in the 17-20 age

group, which reflects the typical age range for two-year college students. This data provides

valuable insights into the age diversity of the sample and serves as an essential demographic

characteristic for understanding the population under study.

Number Percent

Female 80 74.1

Male 27 25.0

Other 1 0.09
 27
TRAUMA
108

Table 2: Gender
The survey allowed respondents to select from three gender categories:

Female: Most participants identified as female, with 80 individuals choosing this

option. This group constitutes approximately 74.1% of the total participants.

Male: 27 participants (25.0%) identified as male.

Other: One individual, accounting for a negligible 0.09% of the cohort, selected the

"other" option when prompted to specify their gender identity.

The presented data provides a view into the gender composition of the study's

participants, revealing that women make up the vast majority. This statement emphasizes the

critical importance of considering gender-related factors when analyzing the psychological

effects of traumatic incidents on two-year college students.

Furthermore, it underscores the critical nature of not only recognizing but also

actively confronting gender-specific complexities, obstacles, and fluctuations that may arise

as consequences of traumatic incidents, significantly affecting psychological health. A

comprehensive understanding of the gender distribution in the sampled population is a critical

foundation upon which we construct the framework for thoroughly examining the research

results.
 28
TRAUMA

Figure 1: Ethnic Background

The data for the ethnic backgrounds of the participants was as follows:

● African American: The most prevalent ethnic background among the participants,

with 86 individuals, accounting for approximately 78.9% of the total sample.

● Asian-American: 7 participants (6.4%) identified as Asian-American.

● European-American: A smaller group of 4 individuals (3.7%) identified as

European-American.

● Hispanic / Latino/a: 6 participants (5.5%) selected this ethnic background.

● Native American: 1 participant (0.9%) identified as Native American.

This data provides essential insights into the diverse ethnic backgrounds of the two-

year college student population under study. The substantial representation of African-

American students reflects the cultural diversity within this demographic. Recognizing the

various ethnic backgrounds is crucial for analyzing how trauma events and their implications

may differ across cultural and ethnic groups. It underscores the significance of culturally
 29
TRAUMA
sensitive approaches when addressing trauma-related mental health challenges in this

population.

Figure 2: My Ethnic Background is not Respected

The fourth survey question delves into participants' perceptions of how their ethnic

background is respected, providing insights into their experiences of cultural acceptance and

respect. Respondents were presented with options to express the frequency of these feelings:

● Frequently: 32 participants (29.4%) reported feeling that their ethnic background is

frequently not respected.

● Sometimes: The majority of participants, 42 individuals (38.5%), indicated that they

sometimes feel their ethnic background is not respected.

● Seldom: 16 participants (14.7%) reported feeling this way seldom.

● Never: 19 participants (17.4%) reported never feeling that their ethnic background is

not respected.

This data underscores the diverse experiences of participants regarding the respect

and acceptance of their ethnic backgrounds. The variations in responses shed light on the
 30
TRAUMA
complex dynamics of cultural acceptance and respect among two-year college students.

Understanding these perceptions is crucial to understanding how trauma, especially cultural

or ethnic trauma, affects these students' mental health. It stresses the importance of creating

an inclusive and respectful campus for all students.

4.2 Trauma Exposure

4.2.1 Family-Related Trauma

Figure 3: Relationship Status

This data reveals the various relationship statuses of two-year college students

participating in the study. Most participants are single and have never been married, aligning

with the typical demographics of this student population. Understanding the diverse

relationship statuses within the sample is essential for exploring how different relationship

dynamics may influence the experience and impact of trauma events on the mental well-

being of these students. It underscores the importance of considering relationship status as a

potential factor in the analysis of trauma-related challenges.

 31
TRAUMA

Figure 4: Parental Marital Status

This data highlights the diverse marital status of the participant's parents, reflecting

the range of family backgrounds within the study. Understanding the various parental marital

statuses is crucial for examining how family dynamics and experiences may impact two-year

college students' mental well-being in the context of trauma events. It underscores the need to

consider family-related factors when analyzing the effects of trauma on this population.

Figure 5: Estrangement
The seventh survey question explores whether the participants or someone in their

immediate family has experienced estrangement from a loved one. The responses to this
 32
TRAUMA
question can provide insights into the prevalence of estrangement within the participants'

familial relationships.

● Yes: 63 participants (57.8%) answered "yes," indicating that they or someone in their

immediate family has experienced estrangement from a loved one.

● No: 46 participants (42.2%) responded with "no," signifying that they have not

experienced such estrangement.

This research illuminates familial strife among two-year college and university

students. Understanding the frequency of such situations is crucial to investigating how

alienation may affect these students' mental health. It also highlights the necessity to study

estrangement's origins and consequences, which may help with future research on trauma and

psychological well-being.

Figure 6: Extended Unemployment

● Yes: 57 participants (52.8%) responded affirmatively, indicating that they or someone

in their immediate family has experienced extended unemployment.

 33
TRAUMA

● No: 51 participants (47.2%) replied with "no," signifying that they have not

encountered extended unemployment within their immediate family.

This dataset imparts invaluable insights into the prevalence of prolonged

unemployment experiences within the familial sphere of two-year college students. Grasping

the frequency of this occurrence contributes significantly to evaluating its potential

ramifications on these students' mental and emotional equilibrium. Moreover, it stands as a

foundational cornerstone for delving deeper into the intricate interplay of economic and

psychological consequences in the broader scope of trauma events and ensuing mental health

outcomes.

Figure 7: Divorce
Figure 7 offers a compelling tableau, shedding light on the frequency of divorce

episodes nested within the family context of two-year college students. Garnering a

comprehensive understanding of the ubiquity of divorce takes center stage in the examination

of its probable repercussions on the psychological well-being of these students. This

revelation, in turn, forms a bedrock for the forthcoming in-depth analyses of the emotional

and psychological repercussions of divorce concerning trauma events and subsequent mental

health outcomes.
 34
TRAUMA
4.2.2 Violence

Figure 8: Domestic Violence

● Yes: 59 participants (54.1%) responded affirmatively, indicating that they or someone

in their immediate family has experienced abuse or domestic violence.

● No: 50 participants (45.9%) replied with "no," signifying that they have not

encountered such situations within their immediate family.

This dataset furnishes invaluable insights into the prevalence of maltreatment or

domestic violence ensconced within the familial milieu of two-year college students.

Grasping the frequency of these ordeals emerges as an elemental imperative for a

comprehensive assessment of their prospective implications on the mental and emotional

well-being of these students. Furthermore, it erects the very bedrock upon which we embark

on a voyage to delve into the intricate labyrinth of emotional and psychological ramifications

stemming from abuse or domestic violence in the forthcoming analyses of trauma events and

the mental health sequelae.

 35
TRAUMA

Figure 9: Hate crime, racism, or stigmatization

This dataset thrusts forth illuminating revelations concerning the frequency of hate

crimes, racism, or stigmatization entrenched within the familial sphere of two-year college

students. Grasping the ubiquity of these encounters assumes paramount importance when we

endeavor to fathom their conceivable repercussions on these students' mental and emotional

equilibrium. It, in its essence, furnishes the very cornerstone upon which we commence our

odyssey of in-depth explorations into the emotional and psychological fallout of such

occurrences in the forthcoming analyses tethered to trauma events and the subsequent mental

health outcomes.

Figure 10: Sexual Violence

 36
TRAUMA
This dataset bequeaths insights of a profound nature into the prevalence of sexual

violence cloaked within the family context of two-year college students. Grasping the

frequency of this scourge stands as a pivotal prerequisite when the objective is to scrutinize

its potential sway over these students' mental and emotional well-being. It, in its essence,

establishes the very foundation upon which we set sail to navigate the intricate maze of

emotional and psychological ramifications spawned by sexual violence in the forthcoming

analyses related to trauma events and mental health outcomes.

4.3 Mental Health and Coping

Figure 11: Someone to Talk To

This data provides insights into the communication patterns and emotional support

structures within the families of two-year college students. Understanding the frequency of

these discussions helps in evaluating the potential influence of familial support on the mental

well-being of these students. It may also serve as a foundation for exploring the role of family

communication in future analyses related to trauma events and mental health outcomes.
 37
TRAUMA

Figure 12: Feeling Upset When Reminded of a Stressful Experience

This dataset furnishes invaluable information about the myriad emotional responses

and triggers stemming from past stressful encounters among two-year college students.

Grasping the frequency of these reactions is an elemental imperative for a comprehensive

evaluation of their potential sway over the mental well-being of these students. Furthermore,

it constitutes the very foundation upon which we embark on an odyssey to delve into the

emotional consequences entailed by these poignant reminders in subsequent analyses tethered

to trauma events and mental health outcomes.

Figure 13: Self Blame

 38
TRAUMA
This dataset proffers insights into the ubiquity of self-blame as a coping mechanism

or response to trauma events among two-year college students. Grasping the frequency of

self-blame is paramount for a comprehensive assessment of its potential repercussions on the

mental well-being of these students. Furthermore, it establishes the very cornerstone upon

which we embark on an in-depth exploration of the emotional and psychological

ramifications of self-blame in future analyses related to trauma events and mental health

outcomes.

Figure 14: Sleeping Problems

This dataset bestows invaluable insights into the frequency of sleep disturbances

plaguing two-year college students and their conceivable linkage to trauma events. Grasping

the prevalence of these sleep-related issues is indispensable for assessing their impact on the

mental well-being of these students. Furthermore, it constitutes the very bedrock upon which

we set sail to navigate the intricate labyrinth of sleep-related consequences arising from

trauma events in future analyses related to mental health outcomes.

 39
TRAUMA

Figure 15: Concentration Problems

This dataset proffers invaluable insights into the frequency of challenges related to

concentration experienced by two-year college students and their conceivable connection to

trauma events. Grasping the prevalence of these issues is essential for assessing their impact

on the mental well-being of these students. Furthermore, it constitutes the very foundation

upon which we embark on an in-depth exploration of the concentration-related consequences

stemming from trauma events in future analyses related to mental health outcomes.

Figure 16: Strong Negative Feelings

This dataset bequeaths invaluable insights into the emotional responses and the

prevalence of profound negative emotions among two-year college students triggered by

 40
TRAUMA
trauma events. Grasping the frequency of these emotional reactions is paramount when

assessing their potential influence on the mental well-being of these students. Furthermore, it

establishes the very cornerstone upon which we embark on an odyssey to delve into the

emotional consequences of trauma events in future analyses related to mental health

outcomes.

Figure 17: Negative Beliefs

This dataset proffers insights into the prevalence of negative beliefs harbored by two-

year college students in response to trauma events. Grasping the ubiquity of these pessimistic

beliefs is indispensable when assessing their impact on the mental well-being of these

students. Furthermore, it constitutes the very bedrock upon which we commence an in-depth

exploration of the cognitive consequences arising from trauma events in future analyses

related to mental health outcomes.

 41
TRAUMA

Figure 18: Physical Reactions

This dataset imparts invaluable insights into the frequency of physical reactions

exhibited by two-year college students when reminded of stressful experiences and their

conceivable connection to trauma events. Grasping the prevalence of these physical responses

is indispensable for assessing their impact on the mental well-being of these students.

Furthermore, it constitutes the very foundation upon which we embark on an odyssey to

delve into the physical consequences stemming from trauma events in future analyses related

to mental health outcomes.

Figure 19: Lonely

 42
TRAUMA
This dataset proffers invaluable insights into the frequency of loneliness experienced

by two-year college students and its conceivable connection to trauma events. Grasping the

ubiquity of loneliness is paramount when assessing its influence on the mental well-being of

these students. Furthermore, it constitutes the very bedrock upon which we set sail to

navigate the intricate maze of emotional consequences and their relation to mental health

outcomes in future analyses.

Figure 20: Substance Use

This dataset furnishes insights into the prevalence of substance use among two-year

college students and its conceivable linkage to trauma events. Grasping the utilization of

these substances is crucial for assessing their impact on the mental well-being of these

students and their potential role in coping with trauma. Furthermore, it establishes the very

cornerstone upon which we embark on an in-depth exploration of the relationship between

substance use and mental health outcomes in future analyses.

 43
TRAUMA

Figure 21: Self-harm

This dataset proffers insights into the frequency of thoughts related to self-harm

among two-year college students and their conceivable association with trauma events.

Grasping the prevalence of these thoughts is essential for assessing their impact on the mental

well-being of these students and the pressing need for appropriate support and intervention.

Furthermore, it constitutes the very foundation upon which we embark on an odyssey to

delve into the relationship between self-harming thoughts and mental health outcomes in

future analyses.

Figure 22: Availability of a Trusted Person to Talk To

 44
TRAUMA
This data provides insights into the availability of a support system for two-year

college students and its potential connection to trauma events. Understanding the presence of

a trusted person to talk to is crucial for assessing the students' social support and their ability

to cope with trauma. It may also serve as a foundation for exploring the role of social support

in mental health outcomes in future analyses.

4.4 Analysis and Implications

1. Age and Trauma Experiences Age and Trauma: Two-year college students' trauma

experiences are significantly correlated with age. Youth, especially 17-20-year-olds,

reported more trauma than older pupils. This supports previous research that implies

younger people may be more prone to trauma owing to their life stage and diversified

exposure. Implications of this result point to the need for age-specific trauma

interventions and support mechanisms within two-year colleges. Tailoring resources

to address the unique challenges younger students face can contribute to more

effective mental health and trauma-related services on campus.

2. Ethnic Background, Respect, and Trauma Events: The study uncovered a complex

relationship between the ethnic background of two-year college students and their

perceptions of ethnic background respect in conjunction with experiences of trauma

events. While the ethnic background respect variable showed no direct correlation

with trauma events, the type of trauma experienced appeared to vary among different

ethnic backgrounds. For instance, African-American students reported higher

instances of estrangement and exposure to hate crimes and racism. In contrast,

European-American students had a higher incidence of divorce within their immediate

families. This nuanced finding emphasizes the importance of considering the

intersectionality of factors, such as ethnicity, when addressing trauma and its related

challenges among students. Implications include the necessity for culturally sensitive
 45
TRAUMA
support systems that acknowledge and respect the unique experiences of students

from diverse ethnic backgrounds.

3. Gender, Relationship Status, Trusted Individuals, Self-Harm Thoughts, and

Substance Use: The analysis revealed several noteworthy associations. Female

students were more likely to report self-harm thoughts compared to male students,

which aligns with previous research indicating that women may be at a higher risk for

such thoughts. Additionally, the presence of a trusted person to confide in when

troubled was associated with lower rates of self-harm thoughts and substance use

among students (Skewes & Blume, 2019). These findings underscore the importance

of social support networks in mitigating self-harm thoughts and substance use,

indicating the potential benefits of fostering strong support systems on college

campuses. Amidst this examination, the correlation between students' relationship

status and the propensity for self-harm ideation or substance utilization yielded no

direct link. However, this outcome potentially alludes to underlying factors, notably

the quality of interpersonal relationships, which warrant exploration in forthcoming

research endeavors (Skewes & Blume, 2019).

In the wake of these revelations, the consequences pertaining to the amelioration of

trauma-induced mental health dilemmas among two-year college students become

exceptionally intricate. It is imperative for educational establishments to acutely recognize

the role played by age, ethnicity, and gender in the configuration of trauma experiences and

ensuing mental health challenges. Consequently, the formulation of bespoke support

initiatives, attuned to the distinctive requisites of younger scholars, individuals from diverse

ethnic backgrounds, and those embracing disparate gender identities, emerges as a necessity.
 46
TRAUMA
Furthermore, this study accentuates the gravity of instituting and championing social

support frameworks within college campuses. Encouraging students to confide in trustworthy

confidants assumes the role of a safeguard against self-harm ideation and substance

proclivity. Thus, academic institutions must afford utmost priority to cultivating an

atmosphere characterized by unwavering support and inclusivity that actively fosters the

cultivation of profound and meaningful connections among their students.

Collectively, this scrutiny underscores the intricate nature of trauma incidents and the

repercussions they have on the psyche of two-year college students. By discerning the

intricate subtleties of these associations, educational institutions, and mental health care

providers can conceive and implement more productive strategies to safeguard the well-being

of their student body, propelling academic achievement and mitigating the harmful

consequences accompanying trauma-induced events.

 47
TRAUMA

Chapter 5: Discussion
5.1 Discussion
The Discussion section carefully examines and discusses the study results and

consequences. In this research, we evaluated trauma among two-year college students. Age,

gender, ethnicity, trauma, and trauma-related mental health concerns were evaluated. The

findings demonstrated substantial factor connections and illuminated this cohort's

complicated traumatic events.

Age, trauma history: One of the most significant outcomes of this two-year collegiate

research was the relationship between age and trauma. Teenagers and 20-somethings were

more likely to report trauma. This fits with emerging adulthood when people are managing

the transition from childhood to adulthood (Artime et al., 2019). They are more prone to

endure traumatic events due to academic pressure, marital issues, and financial issues. These

findings emphasize the necessity for age-appropriate trauma therapy and support in two-year

institutions.

The higher incidence of traumatic events among younger students emphasizes the

need for a campus atmosphere that recognizes and addresses their unique challenges. Youth-

specific initiatives that provide emotional support, coping strategies, and mental health

services may improve their well-being.

Ethnic Background, Respect, and Traumatic Events This study examined the

relationship between ethnic background, ethnic background respect, and traumatic events.

The study found more modest links between respect for ethnic origin and traumatic

experiences, depending on the kind of trauma (Hyun et al., 2019). African American students

reported more alienation, hate crimes, and racism, whereas European American students

reported more divorce in their close families (Skewes & Blume, 2019).
 48
TRAUMA
These findings demonstrate the complexity of ethnicity and trauma. Recognizing that

persons of different ethnicities may face different issues and stressors is crucial. Some ethnic

groups are more prone to experience certain types of trauma, supporting the idea that social,

cultural, and institutional factors may influence trauma (Liu et al., 2019). Thus, addressing

trauma in two-year college students demands a culturally sensitive and inclusive approach.

Campus support services should recognize the unique challenges students of different

ethnicities face.

This study also encourages schools to promote diversity, equality, and inclusion

activities that create a welcoming and respectful campus environment for all students.

Addressing ethnically-based traumatic experiences may improve students' well-being and

academic performance in colleges and universities (Hyun et al., 2019).

Gender, relationship status, trusted people, self-harm, and drug usage may influence

suicidal ideation. The research also examined gender, relationship status, the presence of a

trusted person to talk to when upset, and self-harm and drug use among two-year college

students (Gargiulo & Margherita, 2019). The researchers focused on having a trustworthy

confidant while upset. The study found major variable correlations.

Female students were more prone to consider self-harm than male pupils. This

supports earlier findings indicating women may be more likely to self-harm and develop

mental health issues (Gargiulo & Margherita, 2019). Female students need gender-specific

support services and treatments due to self-harm discrepancies.

Additionally, having a trusted confidant during times of difficulty reduced student

suicide thoughts and drug addiction. The relevance of social support networks in reducing

self-harm and drug use is highlighted (Gargiulo & Margherita, 2019). Educational institutions

must prioritize student relationships, open communication, and help services.

 49
TRAUMA
Even while the presence or absence of a romantic partner did not directly correlate

with self-harm or drug use, it is crucial to remember that other factors, such as relationship

quality, may impact these outcomes (Kiekens et al., 2019). Future research may examine how

relationship quality and dynamics affect college students' drug use and self-harm.

Professional Practice Tips: This study has several implications, including guiding

educational institutions and mental health professionals. We must first address how age,

ethnicity, and gender affect trauma (Artime et al., 2019). It is crucial to create and implement

tailored support programs for younger students, those from diverse ethnic origins, and non-

binary students.

The report also underlines the importance of educational institutions fostering student

social support networks. Encouragement to confide in trusted people may safeguard students

from self-harm and drug use (Artime et al., 2019). Universities must prioritize creating a

pleasant and tolerant environment that supports meaningful student relationships.

This study illuminates the intricacies of traumatic situations and their effects on two-

year college students. Recognizing the complex relationships between these factors can help

educational institutions and mental health providers improve student well-being, academic

performance, and trauma recovery.

5.2 Limitations
This study has some limitations, but it provides helpful insights into traumatic events

among two-year college students and their mental health issues. These limitations must be

acknowledged to understand this study's scope and evaluate the findings.

1. Self-Reporting Bias: The fact that this study uses participant-reported data is a

major limitation. An online poll asked respondents about their traumatic experiences and

mental health issues (Nayak & Narayan, 2019). This suggests self-report bias, in which
 50
TRAUMA
individuals underreport or overreport events based on social desirability or other factors. The

researchers could not objectively verify the self-reported data, and individuals' responses may

have been influenced by stigma or a desire to seem a specific way.

2. Convenience-Based Sampling This study's convenience sampling is another issue.

The online survey sample of 109 two-year college students was selected because they were

conveniently accessible and willing to offer comments. Convenience sampling uses persons

who are more accessible and motivated to participate in the research. Therefore, the findings

may not fully reflect the overall population of two-year college students (Nayak & Narayan,

2019). The findings cannot be generalized since the sample may not have been typical of

two-year college students.

3. Cross-sectional Design The cross-sectional study approach, which collects data

simultaneously, makes causal linkages difficult to investigate. It gives a snapshot of variable

correlations but does not assess changes over time or determine causal pathways. To better

understand how traumatic experiences and mental health issues evolve, longitudinal research

should follow people over time.

4. Despite its popularity, the data-analysis tool Excel has limits for complex statistical

studies, which was used for this study. This may have constrained statistical investigation and

the ability to employ more advanced methodologies. For further in-depth research, specialist

statistical techniques may be helpful.

5. Low response rate, small sample The poor response rate and limited sample size

also hurt the study. The study's small sample size (109 persons) may diminish its statistical

power. A larger and more diverse sample would have made the study more relevant. The

response rate may have introduced bias and affected the sample's population representation,

particularly for specific survey subjects.

 51
TRAUMA
6. Extrapolation to Other Institution Students Remember that the study was done on

two-year college students. Due to demographics, academic expectations, and campus

environments, the findings may not immediately apply to four-year students. Generalizing the

findings to other academic institutions requires caution.

7. Some Questions Are Retroactive Several survey questions asked respondents to

recollect past events or feelings, which may bias memory recall. Participants may

misremember or misreport prior events, emotions, or thoughts. The retroactive nature of these

questions may have affected the answers.

Researchers and educators may make informed decisions about its applicability when

they understand and evaluate these boundaries when interpreting and applying the study's

results. Future research should prioritize solving these limits using more robust study designs,

larger and more diverse populations, and better statistical methods.

5.3 Suggestions for Future Research

This study's findings can be expanded into other research avenues to better understand

this important issue. This study sheds light on traumatic events and mental health issues in

two-year college students. The following suggestions suggest future research directions:

First, longitudinal studies Conduct long-term studies of two-year college students.

This method could help researchers better understand the long-term effects of trauma on

mental health and academic performance. Long-term research may reveal resiliency and

mental health patterns, triggers, and changes.

2. Comparative Studies: Compare the experiences of four-year and two-year college

students. Explore how the educational environments, resources, and support systems of these

institutions differ and how they may affect traumatic experiences and mental health issues.
 52
TRAUMA
3. Support and Intervention Programme: Evaluate trauma-informed intervention and

support programs for two-year college and university students. Examine how these programs

affect mental health treatment, academic achievement, and well-being. The identification of

research-supported treatments may help create student-focused materials.

4. Resilience variables study Research protective variables and resilience methods

that help two-year college students cope with trauma. Explore how social support, coping

skills, and other psychosocial variables promote resilience and reduce trauma-related effects.

5. Cultural/ethnic considerations: Examine Cultural and Ethnic Backgrounds in

Trauma and Mental Health. Examine how cultural norms, beliefs, and practices affect trauma

frequency and response. This study may illuminate culturally responsive treatments.

6. complex statistical analyses: Use advanced statistical methods and tools for

statistical analysis to examine the data more thoroughly. Use structural equation modeling,

latent growth curve, and hierarchical linear modeling to study complex interactions,

mediating and moderating variables, and causal pathways.

7. Check for Two-Year College Mental Health Services and Resources Investigate

two-year college mental health services and resources. Investigate barriers to treatment,

mental health services, and understanding available resources. Determine several ways to

improve mental health service access and use.

8. Examine how personal computing, social media, and technology-enabled mental

health services affect two-year college and university students' mental health. Technology to

treat trauma-related mental health issues should be examined for pros and cons.

9. Assess two-year institution trauma-informed education practices. Examine how

being aware of traumatic experiences, providing responsive instruction, and creating helpful

campus settings affect student mental health and academic achievement.

 53
TRAUMA
10. Comparative Analysis of Different Types of Trauma: Investigate the many

traumatic experiences two-year college students face. Compare the mental health effects of

natural disasters, interpersonal violence, and academic stress.

11. Study how gender, ethnicity, age, and trauma affect mental health outcomes.

Intersectionality studies how many things interact. Examine the unique challenges multi-

marginalized people face to survive.

Focusing on the above study topics may help researchers and practitioners understand

the occurrence of traumatic events among two-year college students and the variables that

affect their mental health and academic performance. This data can inform targeted

interventions, policies, and support systems to improve student well-being.

5.4 Conclusion
This research examined the occurrence of traumatic events among two-year college

students to illuminate their problems and complexity. This research examined the prevalence

of traumatic events among these students and its effects on mental health, academic

performance, and well-being. Quantitative data came from 109 participants. Participants

came from diverse areas and had varied life experiences.

This study reveals crucial insights. Traumatic events are widespread among two-year

college associate's degree students. Many individuals reported experiencing stressful

experiences such as separation, unemployment, divorce, abuse, racism, and sexual assault.

These events may lead to PTSD, sadness, anxiety, and self-harm.

It was shown that age and gender affect trauma and mental health issues. Younger

pupils reported more trauma, but gender disparities were seen in self-harm and drug use.

Ethnic origin was also associated with traumatic events and attitudes of ethnic respect.
 54
TRAUMA
The study emphasizes the need for trauma-informed treatments and mental health

interventions that address the diverse backgrounds and experiences of two-year college

students. Addressing risk and protective variables, such as having a dependable confidant,

may improve mental health and well-being (Batra et al., 2021).

In conclusion, this research adds to the growing body of information on traumatic

incidents among two-year college students and their mental health. It emphasizes the need to

detect and resolve trauma in the educational environment for kids' well-being and academic

achievement. Together, educators, institutions, and mental health experts can build a

supportive and inclusive atmosphere that fosters resilience, development, and achievement

for all students, regardless of their backgrounds or life experiences. Understanding the

problems and demands of two-year college students makes this feasible.

 55
TRAUMA

References
Artime, T. M., Buchholz, K. R., & Jakupcak, M. (2019). Mental health symptoms and
treatment utilization among trauma-exposed college students. Psychological trauma:
theory, research, practice, and policy, 11(3), 274.
Batra, K., Sharma, M., Batra, R., Singh, T. P., & Schvaneveldt, N. (2021, February).

Assessing the psychological impact of COVID-19 among college students: An

evidence of 15 countries. In Healthcare (Vol. 9, No. 2, p. 222). MDPI.

Cusack, S. E., Hicks, T. A., Bourdon, J., Sheerin, C. M., Overstreet, C. M., Kendler, K. S., ...

& Amstadter, A. B. (2019). Prevalence and predictors of PTSD among a college

sample. Journal of American College Health, 67(2), 123-131.

Ebert, D. D., Buntrock, C., Mortier, P., Auerbach, R., Weisel, K. K., Kessler, R. C., ... &

Bruffaerts, R. (2019). Prediction of major depressive disorder onset in college

students. Depression and anxiety, 36(4), 294-304.

Gargiulo, A., & Margherita, G. (2019). Narratives of Self-harm: the experience of young
women through the qualitative analysis of blogs. Mediterranean Journal of Clinical
Psychology, 7(1).
Horigian, V. E., Schmidt, R. D., & Feaster, D. J. (2021). Loneliness, mental health, and
substance use among US young adults during COVID-19. Journal of psychoactive
drugs, 53(1), 1-9.
Hyun, S., Hahm, H. C., Wong, G. T. F., Zhang, E., & Liu, C. H. (2021). Psychological
correlates of poor sleep quality among US young adults during the COVID-19
pandemic. Sleep medicine, 78, 51-56.
Kalmakis, K. A., Chiodo, L. M., Kent, N., & Meyer, J. S. (2020). Adverse childhood

experiences, post-traumatic stress disorder symptoms, and self-reported stress among

traditional and nontraditional college students. Journal of American College Health,

68(4), 411-418.

Kiekens, G., Hasking, P., Claes, L., Boyes, M., Mortier, P., Auerbach, R. P., ... & Bruffaerts,
R. (2019). Predicting the incidence of non-suicidal self-injury in college
students. European psychiatry, 59, 44-51.
Liu, C. H., Stevens, C., Wong, S. H., Yasui, M., & Chen, J. A. (2019). The prevalence and
predictors of mental health diagnoses and suicide among US college students:
Implications for addressing disparities in service use. Depression and anxiety, 36(1),
8-17.
 56
TRAUMA
Nayak, M. S. D. P., & Narayan, K. A. (2019). Strengths and weaknesses of online

surveys. technology, 6(7), 0837-2405053138.

Sarmiento, C., & Lau, C. (2020). Diagnostic and statistical manual of mental disorders:

DSM‐5. The Wiley Encyclopedia of Personality and Individual Differences:

Personality Processes and Individual Differences, 125-129.

Sheldon, E., Simmonds-Buckley, M., Bone, C., Mascarenhas, T., Chan, N., Wincott, M., ... &

Barkham, M. (2021). Prevalence and risk factors for mental health problems in

university undergraduate students: A systematic review with meta-analysis. Journal of

Affective Disorders, 287, 282-292.

Skewes, M. C., & Blume, A. W. (2019). Understanding the link between racial trauma and
substance use among American Indians. American Psychologist, 74(1), 88.
Sun, S., Goldberg, S. B., Lin, D., Qiao, S., & Operario, D. (2021). Psychiatric symptoms,

risk, and protective factors among university students in quarantine during the

COVID-19 pandemic in China. Globalization and health, 17(1), 1-14.