Something Distressing This Way Comes: The Effects of Trigger Warnings on Avoidance Behaviors in an Analogue Trauma Task

Pulling the Trigger: A Systematic Literature Review of Trigger Warnings as a Strategy for Reducing Traumatization in Higher Education

In the academic context, trigger warnings can be defined as explicit statements that alert a group of learners that certain content explored or discussed in a learning environment may contain potentially distressing material. Extant research highlights a relationship between traumatization and trigger warnings; however, the extent to which trigger warnings constitute a method of best practice for reducing traumatization in higher education has not been addressed. Thus, a systematic literature review was conducted to explore this relationship. A search conducted across academic databases to locate peer-reviewed articles published between November 2010 and November 2020, combined three areas of interest: (1) "trigger warnings," (2) "best practice," and (3) "higher education." Database searches and further manual searches yielded a total of 194 journal articles. Of these, 20 studies satisfied all inclusion criteria. Following the data extraction process, thematic analysis was employed to identify, analyze, and report patterns within data. The key themes identified through the review include trigger warnings as inclusive practice, as part of trauma-informed pedagogy, as ineffectual practice, and as harmful practice. The evidence suggests that when embedded as part of a broader, holistic, and trauma-informed approach, trigger warnings can be a valuable tool for assisting with the effective reduction of traumatization in the higher education context.

A nervous wait: Instagram's sensitive-content screens cause anticipatory anxiety but do not mitigate reactions to negative content

Online platforms like Instagram cover potentially distressing imagery with a sensitive-content screen (blurred imagery plus a content warning). Previous research suggests people typically choose to "uncover" and view screened content. In three studies, we investigated whether the presence of screens mitigates the negative emotional impact of viewing content. In Study 1, participants viewed positive and neutral images, and screens (with an option to view the negative images beneath) for a 5-minute period. In Study 2, half the participants saw a grey mask in place of the typical sensitive-content screen. In addition, each image appeared for a fixed period (5 s) and participants had no option to uncover it. Study 3 was like Study 2 except half the participants saw negative images preceded by a sensitive-content screen and half saw negative images without screens. Overall, participants reported a significant increase in state anxiety and negative affect from pre-to post task when they were exposed to sensitive-content screens, whether or not they were also exposed to the negative imagery beneath. Our data suggest sensitive-content screens cause negative responses - state anxiety and negative affect - that do not translate to an emotional benefit when people view negative content.

Students responses to differing trigger warnings: A replication and extension

OBJECTIVE

The goal of this study was to assess students' responses to a potentially triggering passage from literature using differing trigger warnings.

PARTICIPANTS AND METHOD

123 undergraduates read a passage which contained depictions of physical and sexual assault. Students were randomly assigned to differing trigger warning conditions prior to reading the passage that anticipated either neutral, positive, or negative emotional reactions. Measures of PTSD symptoms and distress were taken on Day 1, Day 2, and Day 14.

RESULTS

Distress to the triggering passage did not vary as a function of either trauma history or trigger warning type. Those with higher PTSD scores to start did not experience more distress over time.

DISCUSSION

The data suggest that instructors can assign challenging passages with the expectation that those with related traumas will not be disproportionately affected. In addition, the type of warning is not likely to impact on student emotional responses.