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ReplytoGina.docx

SOCIAL SUPPORT 2

Social Support: A Protective Factor Following Trauma

Gina Terry

School of Behavioral Sciences, Liberty University

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Gina Terry

Email: [email protected]

Social Support: A Protective Factor Following Trauma

Introduction

Trauma can affect an individual’s sense of safety, well-being, and relationships long after the event ends. Although responses vary from person to person, social support can serve as an important protective factor during the recovery process. Supportive relationships may reduce feelings of isolation, strengthen coping skills, and help regain a sense of connection and safety.

Comparison of Trauma

As Briere and Scott (2025) and Levers (2023) explain, trauma occurs within a broader interpersonal context, while recovery is influenced by the resources available to the individual. Research supports this idea. Posttraumatic recovery through the use of a biopsychosocial model shows that stress is responsive when interpersonal relationships interact with coping and self-efficacy (Calhoun et al., 2022). Similarly, Wang et al. (2021) found greater social support predicted lower subsequent PTSD symptoms. Together, these findings demonstrate the important role that supportive relationships play in recovery.

Contrast of Trauma

The literature differs in its emphasis on trauma and recovery. Saplosky (2004) primarily approaches stress through physiological processes and the prolonged negative impact on the body. However, Briere and Scott (2025) and Levers (2023) emphasize psychological symptoms and the interpersonal environment of the trauma. Research shows that social support is not equally protective across all situations. Wang et al. (2021) found there is a directional relationship between social support and PTSD symptoms, while Cusack et al. (2024) found that the influence of support varied depending on the trauma. Thus, social support matters, but its impact depends on the individual and circumstances of the trauma.

Biblical Integration

Scripture emphasizes the importance of support. Galatians 6:2, instructs us to “bear one another’s burdens” (English Standard Version Bible, 2001/2016, Galatians 6:2), while Romans 12:15 says “rejoice with those who rejoice, weep with those who weep” (ESV Bible, 2001/2016, Romans 12:15). Ecclesiastes 4:9-10 illustrates having support during difficult times. These teachings align with trauma literature because they recognize that connection is important, while calling for compassion and sharing of responsibility.

Conclusion

Social support can be a meaningful protective factor following trauma, but it is not the same for everyone. In some situations, it can play a significant role in healing, while in others, it may only represent a small part of the complex process of recovery. Integrating physiological, psychological, relational, and biblical perspectives provides counselors with a broader understanding of trauma and recovery.

References

Briere, J., & Scott, C. (2025). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment (3rd ed.). SAGE Publications.

Calhoun, C. D., Stone, K. J., Cobb, A. R., Patterson, M. W., Danielson, C. K., & Bendezu, J. J. (2022). The role of social support in coping with psychological trauma: An integrated biopsychosocial model for posttraumatic stress recovery. Psychiatric Quarterly, 93(4), 949–970. https://doi.org/10.1007/s11126-022-10003-w

Cusack, S. E., Ridings, L. E., Davidson, T. M., Espeleta, H. C., Wilson, D. A., & Ruggiero, K. J. (2024). Social support in relation to posttraumatic stress disorder symptoms among patients with violent versus nonviolent injury. Psychological Trauma: Theory, Research, Practice, and Policy, 16(3), 504–512. https://doi.org/10.1037/tra0001509

English Standard Version Bible. (2016). Crossway. (Original work published 2001)

Levers, L. L. (2023). Trauma counseling: Theories and interventions for managing trauma, stress, crisis and disaster. Springer Publishing Company.

Sapolsky, R. M. (2004). Why zebras don't get ulcers: The acclaimed guide to stress, stress-related diseases and coping(3rd ed.). St. Martin's Griffin.

Wang, Y., Chung, M. C., Wang, N., Yu, X., & Kenardy, J. (2021). Social support and posttraumatic stress disorder: A meta-analysis of longitudinal studies. Clinical Psychology Review, 85, Article 101998. https://doi.org/10.1016/j.cpr.2021.101998

Discussion-AnalysisintheStudyofTraumaAssignmentInstructions.docx

EDCO 790

Peer-Review Discussion: Analysis of the Study of Trauma Assignment Instructions

The skills of comparison and contrast are crucial to scholarly writing and presentation as required in doctoral study and completion of the dissertation. This discussion is one of three parts , the Analysis in the Study of Trauma: Part One Assignment, a Peer-Review Discussion: Analysis of the Study of Trauma, and the Analysis in the Study of Trauma: Part Two Assignment.

In this discussion, each learner will post a thread that is an abstract of the assignment that was submitted in for the Analysis of the Study of Trauma: Part One Assignment. This abstract should follow the current seventh edition manual APA standard for abstracts. Learners will also attach their Part One paper to the thread.

Learners are to reply to a classmate who has either no replies or only one reply from fellow classmates. Learners are to also respond back to those classmates who respond to their original thread.

The student reply will include the following sections with noted headings.

· Introduction – no heading. Give brief paragraph of summary of insight gained from reviewing the classmate’s Part One paper.

· Comparative Feedback – Provide comparison of one peer-reviewed journal article published in the last three years that shares similar insight to the classmate’s discussion on comparison in Part One.

· Contrasting Feedback - Provide contrast per one peer-reviewed journal article published in the last three years that shares different insight to the classmate’s discussion in Part One – this can reflect difference in insight with either the classmate’s comparison or contrast discussion. The content of the reply should clarify what is being contrasted.

· Biblical Integration – Provide integration of a relevant scripture passage to classmate’s thread and a relevant scholarly reference that has a focus in Christian or Faith-based Counseling.

· Conclusion – Summary of remarks shared with classmate.

· APA style reference list at the end of the reply.