Forms of Trauma and Youth Social-Emotional Problems: Examining Indirect Effects of Perceived Social Support

Adolescents who experience some type of trauma may have different perceptions of social support, which could affect their ability to cope through the traumatic experience. The current study aims to understand the relationship between different types of trauma and social support; as well as, the indirect effect social support between the relationship of types of trauma and social-emotional problems. Two hundred and sixty-nine high school students participated in this study from a high school in the southeast region of the United States (45.4% males, 47.6% females, 2.2% transgender, 2.2% gender nonconforming, 2.6% other). Data were analyzed using path analysis. Results found that only experiencing interpersonal trauma was significant and negatively associated to parent, close friend, and classmate support. Experiencing non-interpersonal trauma was only significant and negatively associated with parent support. Indirect effects were found in the relationship between both parent support and interpersonal and non-interpersonal trauma when social-emotional problems were added into the model. There were no significant indirect effects for classmate or close friend support between interpersonal trauma and social-emotional problems. With these negative perceptions of social support, it is important for schools to consider providing social-emotional curriculum and restorative practices, particularly for students who have experienced interpersonal trauma, that could potentially increase perceptions of social support and trust among peers and teachers. Additionally, interventions including families, such as psychoeducation for caregivers, trauma-informed therapy with caregiver sessions, and/or family therapy, may be important to improve adolescent perceptions of parent support and reduce risk of social-emotional difficulties.