Posttraumatic Stress Disorder (PTSD) is a trauma and stressor related disorder, when one is exposed to actual or threatened death, injury or sexual violence (APA, 2013). Due to the prevalence of PTSD symptomology within the college student population, it is important that students know what types of treatment components may be effective in alleviating such symptoms. Research has shown that the dissemination of evidence-based treatments for trauma have shown to improve patient care, influence policy makers, promote better training, support therapeutic research and encourage accountability (Cook, Schnurr, Foa, 2004). More recently, research has indicated that when college students are given information on which treatments are evidence-based and which are not, they will rate EBTs higher as being more effective, and unsupported treatments as lower pre-test compared to post-test (Hupp, McKenney, Schmitted, McCobin, & Owens, 2013). This current study focuses on the effectiveness of education on the treatment components for PTSD, on influencing college students’ perceptions of treatment component effectiveness. Results indicated that learning about EBT components for PTSD did increase participants’ knowledge of effective components, compared to learning about evidence based and questionable treatment components, and diagnostic information. It was also found that there was no significant change in participants’ knowledge of questionable treatment components, when learning about supported treatments only, supported and unsupported treatments, and diagnostic information.
|Commitee:||Conoyer, Sarah, Jewell, Jeremy|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 58/06M(E), Masters Abstracts International|
|Subjects:||Psychology, Clinical psychology|
|Keywords:||College students, Dissemination, EBT, Evidence-based treatment, PTSD, Posttraumatic stress disorder|
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