标题：An investigation of the relationship between childhood abuse experience and social skill levels of teacher candidates Öğretmen adaylarının çocukluk dönemi istismar yaşantıları ile sosyal beceri düzeyleri arasındaki ilişkinin incelenmesi
摘要：Damaging actions of emotional, social, physical and cognitive development can leave permanent traces in the individual's life. Abuse is also one of the issues to be addressed. Abuse of childhood and its aftermath can negatively affect social development and cause the individual to be deprived of social skills. In this study, it is aimed to investigate the relationship between preservice teachers’ social skill levels and childhood traumas. The study was conducted with the relational screening method of quantitative research methods. In the study group of the research there are 628 preservice teachers who continue to Education Faculty of Amasya University in the academic year 2016-2017. In the collection of data, "Childhood Trauma Scale Short Form" which determines levels of childhood abuse experiences and "Social Skills Inventory Short Form" used to measure social skills levels during adulthood were utilized. In the analysis of data, Pearson Moments Correlation Coefficient was used for determining the relationship between the two scales. In the findings of the study, social skills and childhood abuse were negatively related; but which is not significant for preservice teachers. As a result, it is very important for the prospective teachers to be aware of the negative effect of the abuse experience on social skills development in their professional lives. Studies may be made to teacher candidates or teachers to explain the negative effects of abuse and the importance of social skills.
