Effect of emotional intelligence and resilience on trauma coping among university students

Abstract

<B>Background</b><br /> Exposure to natural or manmade disasters is associated with long-term health consequences, including those for mental health. Trauma can be considered as the severe mental health outcome of such kinds of disasters. University students as an academic population can also be exposed to different types of disasters in their life. However, most students tend to remain within the academic society due to their coping capacities. It is possible that some students who are suffering from a trauma may not have been identified and that some may even have healed due to individual resilience.<br /> <br /> <B>Participants and procedure</b><br /> This study investigated samples of German and Sri Lankan university students (N = 356), attempting to identify relationships between emotional intelligence and its impact on trauma compared with resilience capacities. A purposeful sampling method was used for data collection.<br /> <br /> <B>Results and conclusions</b><br /> Independent sample t-test and hierarchical multiple regression analysis demonstrated that German students and Sri Lankan students used different levels of resilience capacity and emotional intelligence in their trauma coping.

Stress and wellbeing in urban college students in the U.S. during the COVID-19 pandemic: Can grit and gratitude help?

“…Exposure to adversity also helps to overcome numeracy bias and allows those who have survived hardships to become more compassionate to large groups where there is mass suffering, unlike those who may not have experienced adversity (Lim & DeSteno, 2019). And coping capacities in college populations have been described as the impetus for students to remain in academic society after having experienced personal trauma (Bulathwatta et al, 2017). Here again, grit and gratitude may help.…”

Prioritizing the Interview in Selecting Resident Applicants: Behavioral Interviews to Determine Goodness of Fit

“…A key component of attracting candidates of “good fit” 22 , 65 was our ability to give the candidates a sense of what it would be like to train as a resident in the Bronx as part of our Montefiore team. Within the virtual setting, providing a virtual tour was pivotal.…”

“…HEXACO 21 is a 6-dimensional model of human personality that was created by Ashton and Lee and explained in their book, The H Factor of Personality; the 6 factors include Honesty-Humility (H), Emotionality (E), Extraversion (X), Agreeableness (A), Conscientiousness (C), and Openness to Experience (O) with each factor indicating high and low levels. Further, in our group discussions, we sought the “right-fit” to our program: the right personality, including resilience (Duckworth’s Resilience and “GRIT” 22 - 24 ), and potential for success in a busy city, and culturally complex, economically underserved academic hospital environment. In essence, we sought individuals who would successfully assimilate the ethos of Montefiore (eg, sense of “social justice”).…”

The Impact of Maltreatment History and the Presence of Individual, Familial, and Communal Protective Factors on College Adjustment

“…This is likely due in part to the increased stress-reactivity that is often associated with a history of trauma (Weltz et al, 2016). A history of trauma has been linked with lower levels of mental and physical health and higher suicide risk in college students (Bulathwatta et al, 2017;Sheline & Rosén, 2017). In this population, a history of childhood maltreatment has been correlated with higher levels of aggression, lower GPA, and lower levels of personal and emotional college adjustment (Moore et al, 2019) as well as higher levels of psychological distress and PTSD symptomology (Dale et al, 2018).…”