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.

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