Peer Responses to Negative Personal Experiences
Faculty Mentor
Dr. Amy Hackney
Location
Russell Union Ballroom
Type of Research
On-going
Session Format
Poster Presentation
College
College of Behavioral & Social Sciences
Department
Department of Psychology
Abstract
Sexual assault is highly prevalent in the United States, with 1 in 4 women experiencing sexual assault in their lifetime (Basile et al., 2022). Most survivors disclose to informal support systems such as friends rather than formal authorities (Ahrens et al., 2007), and research demonstrates that early social reactions significantly influence survivors’ psychological adjustment and help-seeking behaviors (Ahrens, 2006; Relyea & Ullman, 2015). Survivors consistently report that being believed, listened to, and not blamed are among the most helpful responses (Kirkner et al., 2021). Despite this, limited research has examined individuals' immediate, intuitive reactions at the moment of disclosure.
The present study examines college students’ first affective, cognitive, and behavioral responses to a hypothetical situation in which a female friend discloses being sexually assaulted. Participants will read a brief scenario and respond to timed, open-ended questions assessing their initial emotional reaction, first thought, and intended response to the disclosure. Participants will also indicate their perceptions of what constitutes “immediate” versus “delayed” disclosure and complete demographic measures. Data collection is aiming for around 150 participants. Participants are being recruited through the psychology department SONA systems.
By focusing on quick, first reactions rather than carefully thought-out answers, this study aims to better reflect how people respond in real-life situations. In addition to examining immediate peer reactions, the study also explores how individuals define “immediate” versus “delayed” disclosure, as prior research has used inconsistent definitions of delayed disclosure. Understanding how people personally interpret disclosure timing can help clarify societal expectations surrounding reporting. Overall, the findings may inform peer education efforts and interventions designed to promote validating and supportive responses to sexual assault disclosures within college students.
Program Description
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Start Date
4-23-2026 10:00 AM
End Date
4-23-2026 12:00 PM
Recommended Citation
Molter, Audrey; Wansley, Brynn; Tuten, Milla; and Hackney, Amy, "Peer Responses to Negative Personal Experiences" (2026). GS4 Student Scholars Symposium. 94.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026/2026/94
Peer Responses to Negative Personal Experiences
Russell Union Ballroom
Sexual assault is highly prevalent in the United States, with 1 in 4 women experiencing sexual assault in their lifetime (Basile et al., 2022). Most survivors disclose to informal support systems such as friends rather than formal authorities (Ahrens et al., 2007), and research demonstrates that early social reactions significantly influence survivors’ psychological adjustment and help-seeking behaviors (Ahrens, 2006; Relyea & Ullman, 2015). Survivors consistently report that being believed, listened to, and not blamed are among the most helpful responses (Kirkner et al., 2021). Despite this, limited research has examined individuals' immediate, intuitive reactions at the moment of disclosure.
The present study examines college students’ first affective, cognitive, and behavioral responses to a hypothetical situation in which a female friend discloses being sexually assaulted. Participants will read a brief scenario and respond to timed, open-ended questions assessing their initial emotional reaction, first thought, and intended response to the disclosure. Participants will also indicate their perceptions of what constitutes “immediate” versus “delayed” disclosure and complete demographic measures. Data collection is aiming for around 150 participants. Participants are being recruited through the psychology department SONA systems.
By focusing on quick, first reactions rather than carefully thought-out answers, this study aims to better reflect how people respond in real-life situations. In addition to examining immediate peer reactions, the study also explores how individuals define “immediate” versus “delayed” disclosure, as prior research has used inconsistent definitions of delayed disclosure. Understanding how people personally interpret disclosure timing can help clarify societal expectations surrounding reporting. Overall, the findings may inform peer education efforts and interventions designed to promote validating and supportive responses to sexual assault disclosures within college students.
