This study explored the relationship between dispositional mindfulness, posttraumatic outcomes (i.e., stress and growth) and cognitive coping strategies (i.e., intrusive rumination, deliberate rumination, and positive reappraisal) that may support more positive posttraumatic outcomes. In blending a literature base addressing posttraumatic growth with a literature base exploring mindfulness and positive reappraisal, it appears that dispositional mindfulness is uniquely situated to positively influence posttraumatic cognitions, recovery and growth. The relationship between mindfulness, cognitive coping and posttraumatic outcomes was investigated in a sample (N=437) of university students given the high, traumatic exposure prevalence rate (e.g., 72%-92%) and the elevated rates of posttraumatic distress observed in college students (approximately 20% report clinical or subclinical levels of distress). Path analysis revealed that both dispositional mindfulness and the amount of schematic disruption associated with the traumatic exposure had significant direct and indirect effects on posttraumatic stress and posttraumatic growth. Interpretation of the path analysis suggested three, broad paths: 1) An intrusive path linking traumatic disruption to posttraumatic stress through intrusive rumination, 2) A deliberate path linking traumatic disruption to both posttraumatic outcomes through deliberate rumination, associated with greater posttraumatic stress and greater posttraumatic growth, and 3) A mindful-reappraisal path linking mindfulness to both posttraumatic outcomes through positive reappraisal and both ruminative types, associated with reduced posttraumatic stress and greater posttraumatic growth. Results suggest that dispositional mindfulness, the amount of schematic disruption following a traumatic exposure, and cognitive coping styles all affect posttraumatic outcomes. As such, appropriately selected and implemented mindfulness-based interventions may facilitate recovery and growth in the aftermath of trauma. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2015. / June 2, 2015. / coping, mindfulness, positive reappraisal, posttraumatic growth, posttraumatic stress, rumination / Includes bibliographical references. / Angela Canto, Professor Directing Dissertation; Neil Abell, University Representative; Debra Osborn, Committee Member; Alysia Roehrig, Committee Member; , .
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_366070 |
| Contributors | Hanley, Adam W. (authoraut), Canto, Angela I. (professor directing dissertation), Abell, Neil (university representative), Osborn, Debra S., 1968- (committee member), Roehrig, Alysia D., 1975- (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting department) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (194 pages), computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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