Assessing Trauma Competence Among Title IX Practitioners: Analyzing Self-Perceived Capability and Associated Factors

Authors

• Aliena Hansen, Univeristy of Nebraska-LincolnFollow

First Advisor

Kathryn Holland, Department of Psychology.

Second Advisor

Sarah Gervais, Department of Psychology.

Date of this Version

5-2026

Document Type

Thesis

Citation

Hansen, A. 2026. Assessing trauma competence among Title IX practitioners: Analyzing self-perceived capability and associated factors. Undergraduate Honors Thesis. University of Nebraska-Lincoln. 

Comments

Copyright Aliena Hansen, 2026. 

Abstract

Sexual assault remains a persistent issue on college and university campuses, and the way institutions respond to survivors can significantly influence their well-being and willingness to seek support. Title IX Practitioners are often responsible for responding to reports of sexual misconduct, making trauma-informed approaches essential in their work. However, relatively little research has examined how practitioners perceive their own trauma-related capabilities. The present study examined self-perceived trauma competence among Title IX Practitioners and explored factors associated with differences in perceived competence. Participants completed a survey assessing their confidence in applying trauma-informed principles when working with complainants. Results indicated variability in perceived trauma competence across different domains, with practitioners generally reporting stronger relational and interpersonal skills than trauma-specific knowledge. Additionally, greater time spent working directly with complainants was associated with higher perceived trauma competence. These findings highlight the importance of ongoing training and professional development to strengthen trauma-informed practices within institutional responses to sexual misconduct. Improving practitioner trauma competence may help promote more supportive and consistent responses for survivors across higher education institutions.