LAUSR

ABSTRACT Given the rise of incidents of mass violence affecting college campuses, interventions for students are gravely needed, especially ones with broader accessibility and reach. This pilot study examined two online narrative writing interventions for undergraduates experiencing distress a year after exposure to a mass murder at their university. Thirty-nine students completed online narrative writing tasks across 4 days. Coping self-efficacy (CSE) and posttraumatic growth (PTG) were assessed. The intervention was feasible and acceptable, as demonstrated by high levels of completion at two follow-ups (97% and 87% respectively). Both groups had significant increases in CSE from baseline to postintervention. Implications and recommendations are discussed.