The Moderating Role of Self-Compassion in the Relationship Between Adverse Childhood Experiences and Psychological Flexibility

Abstract

The aim of this study was to examine the moderating role of self-compassion in the relationship between adverse childhood experiences and psychological flexibility in university students. The sample of the study consisted of 743 (347 female and 396 male) university students studying at a state university in the Eastern Anatolia region of Türkiye and selected by convenience sampling method. Students completed the Childhood Adverse Experiences Scale, the Self-Compassion Scale Short Form, and the Multidimensional Psychological Flexibility Inventory Short Form via an online survey. The findings showed that self-compassion had a moderating role in the relationship between adverse childhood experiences and psychological flexibility. It was determined that the negative effect of adverse childhood experiences on psychological flexibility was lower in university students with high levels of self-compassion than in students with low and medium levels of self-compassion. In addition, it was observed that approximately half of the university students had at least one adverse childhood experience and that domestic violence, emotional neglect and emotional abuse were quite common among these experiences. The results showed that self-compassion functions as a protective factor in coping with psychological difficulties caused by adverse childhood experiences and the potential importance of developing self-compassion on mental health. In this context, it is recommended that self-compassion-based interventions should be included more in university mental health centres.

Keywords

• Adverse childhood experiences
• Psychological flexibility
• Self-compassion

Olumsuz Çocukluk Deneyimleri ile Psikolojik Esneklik Arasındaki İlişkide Öz-Anlayışın Düzenleyici Rolü

Abstract

Bu çalışmanın amacı, üniversite öğrencilerinde olumsuz çocukluk deneyimleri ile psikolojik esneklik arasındaki ilişkide öz-anlayışın düzenleyici rolünü incelemektir. Çalışmanın örneklemi, Türkiye’nin Doğu Anadolu Bölgesi’ndeki bir devlet üniversitesinde öğrenim gören ve kolay örnekleme yöntemi ile belirlenen 743 (347 kadın ve 396 erkek) üniversite öğrencisinden oluşmaktadır. Öğrenciler çevrim içi bir anket aracılığı ile Çocukluk Çağı Olumsuz Yaşantılar Ölçeği, Öz Şefkat Ölçeği Kısa Formu ve Çok Boyutlu Psikolojik Esneklik Envanteri Kısa Formu’nu yanıtlamıştır. Bulgular, olumsuz çocukluk deneyimleri ile psikolojik esneklik arasındaki ilişkide öz-anlayışın düzenleyici rolü olduğunu göstermiştir. Öz-anlayış düzeyi yüksek olan üniversite öğrencilerinde olumsuz çocukluk deneyimlerinin psikolojik esneklik üzerindeki olumsuz etkisinin, öz-anlayış düzeyi düşük ve orta olan öğrencilere göre daha düşük olduğu belirlenmiştir. Ayrıca, üniversite öğrencilerinin yaklaşık yarısının en az bir olumsuz çocukluk deneyimi yaşadığı ve bu deneyimler arasında özellikle aile içi şiddet, duygusal ihmal ve duygusal istismarın oldukça yaygın olduğu görülmüştür. Sonuçlar, olumsuz çocukluk deneyimlerinin neden olduğu psikolojik zorluklarla başa çıkmada, öz-anlayışın koruyucu bir faktör olarak işlev gördüğünü ve öz-anlayışı geliştirmenin ruh sağlığı üzerindeki potansiyel önemini göstermektedir. Bu bağlamda, üniversitelerin ruh sağlığı merkezlerinde öz-anlayış temelli müdahalelere daha fazla yer verilmesi önerilmektedir.

Keywords

• Olumsuz çocukluk deneyimleri
• Psikolojik esneklik
• Öz-anlayış

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