Childhood Traumas, and Personality Beliefs and Emotional Intelligence
Condition: University Students; Childhood Traumas; Emotional Intelligence
MeSH terms: Wounds and Injuries
Study type: Observational [Patient Registry]

Summary: 
      The aim of this clinical study is to show the effects of childhood traumas on emotional
      intelligence levels and personality beliefs in university students. The key questions it aims
      to answer are:

      Do childhood traumas have an effect on emotional intelligence levels? Do childhood traumas
      have an effect on personality beliefs? Do emotional intelligence levels have an effect on
      personality beliefs? A socio-demographic data form, childhood trauma scale, Bar-On emotional
      intelligence scale and personality beliefs scale will be administered to the participants.

      Researchers will compare Group 1 of those with childhood trauma to Group 2 of those without
      childhood trauma to see the impact of childhood trauma.
    

Detailed description: 
      Most of the people are faced with the facts such as more or less stressful factors or some of
      their wishes are not met during their childhood, and these experiences do not turn into a
      trauma under normal conditions. However, the severity of the stressful event experienced, the
      age and self-power of the traumatized individual, and the inconvenience of the family and
      environmental conditions can turn such experiences into a traumatic process and have
      psychological consequences that will affect the whole life.

      Childhood trauma is defined as the exposure of children to attitudes and behaviors that
      hinder their physical, emotional, mental or social development and harm their health, by
      their parents or persons responsible for caring for and educating them, or by strangers.
      Child neglect and abuse is a health problem that impairs the health and well-being of
      children and leaves permanent scars throughout their lives.

      Although structural biological factors are effective at a certain level in the formation of
      personality, the character dimension of the personality shaped by psychosocial effects is at
      least as important as the biological dimension. Among the factors that play a role in the
      formation of personality disorders, dysfunctional beliefs of the person also play a role.
      Each personality disorder has its own dysfunctional beliefs. These beliefs are shaped by
      personality development.

      Emotional intelligence is defined as the index of personal, emotional and social competences
      and skills that will help the individual to cope successfully with the pressure and demands
      of the environment. In other words, emotional intelligence is the ability of an individual to
      know himself, to control and motivate himself, to postpone his wishes, to control his
      emotional changes, to resist obstacles, to approach other people with understanding, to sense
      their deepest feelings, to establish and maintain effective relationships, and learnable
      psychological and social skills. . Thanks to these skills, people can maximize their success
      and satisfaction in life.

      Traumatic events experienced in childhood can also affect the personality development of the
      individual and his emotional reactions to the events he has experienced.

      In this study, the significant differences results have been obtained in emotional
      intelligence levels such as avoidant, dependent-passive-aggressive, antisocial, histrionic,
      schizoid, paranoid and borderline personality belief levels, and intrapersonal,
      interpersonal, adaptability, stress management and general mood in those with childhood
      traumas compared to those without childhood traumas. Moderately reliable results were found
      between childhood traumas levels, personality beliefs, and emotional intelligence levels.
      Reliable results could not be obtained between obsessive personality beliefs and emotional
      intelligence levels.
    

Intervention name(s): Survey work
Intervention type(s): Behavioral
Intervention description(s): Childhood Trauma scale, Personality Beliefs questionnaire, Emotional Intelligence scale
Observational model: Ecologic or Community
Time perspective: Cross-Sectional
Sampling method: Probability Sample
Study population: 
        University students