Examination of Problem Solving Skills Among University Students with Childhood Trauma Experiences

Year 2018, Volume: 26 Issue: 3, 1 - 1, 31.12.2018

Hatice Demirbaş

Abstract

Objective: Problem solving
skills are an important subject to handle with childhood trauma experiences. The
aim of this study was to examine problem solving skills with childhood trauma
experiences among university students. Methods: Participants consist
of 647 students from a Faculty of Education. The Problem Solving Inventory, Childhood Trauma Questionnaire
(CTQ)   and Sociodemographic Form were administered to the students to
collect data. Childhood Trauma Questionnaire scores were calculated as the low and high level of childhood trauma
experiences. The independent samples t-test was used to assessment data. Results: There were
statistically significant differences between the means of Problem Solving subscale scores (impulsive style,
reflective style, avoidant style, monitoring style, confidence style and
planfulness style) of the students with the low and high
level of childhood trauma (physical, emotional and sexual). Also, the students with both high
level of childhood trauma experiences (n=47) and history of suicidal behavior
use avoidant style (t=-2.978, p<0.004) and reflective style (t=-2.289,
p<0.026) as problem solving skills. Conclusions: The results showed
that the students with high childhood trauma experiences are different according
to problem solving skills from the students with low childhood trauma
experiences. Therefore, improving the problem solving skills in risk groups who
are high childhood traumatic experiences is important to well being, to protect from health-damaging and life-threatening
behavior.

Keywords

Problem solving skills, childhood trauma history, child abuse, university students

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