Childhood Trauma and Problem Behavior: Examining the Mediating Roles of Experiential Avoidance and Mindfulness Processes

Autor/inn/en	Roche, Anne I.; Kroska, Emily B.; Miller, Michelle L.; Kroska, Sydney K.; O'Hara, Michael W.
Titel	Childhood Trauma and Problem Behavior: Examining the Mediating Roles of Experiential Avoidance and Mindfulness Processes
Quelle	In: Journal of American College Health, 67 (2019) 1, S.17-26 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0744-8481
DOI	10.1080/07448481.2018.1455689
Schlagwörter	Trauma; Child Development; At Risk Persons; Behavior Problems; College Students; Metacognition; Student Behavior; Coping; Student Characteristics + Suchen Sie Ihr Suchwort? Kindesentwicklung; Risikogruppe; Collegestudent; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student behaviour; Schülerverhalten; Bewältigung
Abstract	Objective: Childhood trauma is associated with a variety of risky, unhealthy, or problem behaviors. The current study aimed to explore experiential avoidance and mindfulness processes as mechanisms through which childhood trauma and problem behavior are linked in a college sample. Participants: The sample consisted of college-aged young adults recruited November-December, 2016 (N = 414). Methods: Participants completed self-report measures of childhood trauma, current problem behavior, experiential avoidance, and mindfulness processes. Bootstrapped mediation analyses examined the mechanistic associations of interest. Results: Mediation analyses indicated that experiential avoidance was a significant mediator of the association between childhood trauma and problem behavior. Additionally, multiple mediation analyses indicated that specific mindfulness facets--act with awareness and nonjudgment of inner experience--significantly mediated the same association. Conclusions: Interventions for college students who have experienced childhood trauma might profitably target mechanisms such as avoidance and mindfulness in order to minimize engagement in problem behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01