Author ORCID Identifier:

https://orcid.org/0000-0002-4570-9916

Date of Graduation

12-2025

Document Type

Thesis

Degree Name

Master of Arts in Psychology (MA)

Degree Level

Graduate

Department

Psychological Science

Advisor/Mentor

Bridges, Ana

Committee Member

Questch, Lauren

Second Committee Member

Ham, Lindsay

Keywords

bibliotherapy; college students; PTSD; sexual violence; trauma

Abstract

College students endorse high rates of sexual violence victimization and posttraumatic stress disorder (PTSD). Help-seeking behaviors in college students are low and may be impacted by limited financial resources, competing obligations, treatment-related stigma, and features of PTSD such as avoidance, fear, and shame. Novel opportunities for sexually victimized college students to engage with trauma-focused interventions are necessary to mitigate the biopsychosocial consequences of PTSD. In a nonconcurrent, multiple baseline trial of a self-guided cognitive behavioral workbook for PTSD, sexual violence-exposed college students (N = 6) completed a 3-, 4-, or 5-week baseline period and then utilized the study workbook for an 8-week treatment period. Changes in trauma-related symptoms and other potential determinants of treatment efficacy were examined at regular intervals. Results demonstrate that participants who engaged with the self-guided workbook reported significant declines in trauma-related symptom severity and improvements in trauma-related attitudes, skills, and knowledge. Most participants found the self-guided workbook to be helpful, acceptable, and effective in managing trauma-related symptoms. Participants shared key insights into factors that impact college students’ access and engagement with trauma-focused treatment. Results evidence the clinical utility of self-guided PTSD workbooks and highlight important barriers and facilitators to trauma-focused treatment among a population with elevated clinical need and a low help-seeking behavior.

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