Abstract:

The concept of childhood is based on very ancient. In every period of history, children have been engaged. Today, it also preserves its validity as one of the areas of social problems. This problem is a situation that also traumatizes the person. If the traumatic condition caused by this agitation is not eliminated, people may face greater problems in their future lives, such as crime interference. In such a serious social problem, the importance of social service cannot be denied. But people cannot interfere with someone else when they have a problem. Therefore, in this study, the social services/social services and consultancy department aimed at determining the socio-demographic characteristics of students in their childhood behaviors that they were exposed to. The study group of the research is composed of a total of 152 students studying and accepting to participate in the research at the Department of Social Services and Consultancy at the University of Kırıkkale. For the collection of data on socio-demographic qualities from independent variables in the study, the Personal Information Form has been used by Kaya (2014) for data on the students’ childhood life experiences, adapted to the Turkish Childhood life scale. According to the study, the average score of students who suffered physical disability is X =41.18, the average score of students who suffered emotional disability is X =8. 58, those who have been subjected to physical abuse are X =6.55, those who have been subjected to sexual abuse are X =6.64 and those who have been subjected to emotional abuse are X =8.14. Students are most affected by emotional and physical disturbances during their childhood. According to the sociodemographic characteristics of the students, when they look at their childhood life, there is no significant difference between their childhood life life according to their gender. However, there have been significant differences between the age of the students, their family structures, their childhood, with whom they spent their childhood, their parents’ profession, their state of mental illness and their state of violence. Accordingly, students aged between 18-20 years, who grown up in a core family, who were born second or third in the family, who spent their childhood with their relatives, who were mother-in-law and father-workers, who had mental disorders, who mostly showed violence, could be said to have experienced greater disorder in their childhood than other students.

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