بررسی نقش ابعاد ترومای دوران کودکی در پیش‌بینی شناخت اجتماعی در دانشجویان
محورهای موضوعی : فصلنامه تعالی مشاوره و روان درمانی
آمنه بخشی زاده
1
,
حسین ابراهیمی مقدم
2
,
میرمالک هاشمی
3
1 - دانشجوی دکترای روانشناسی، گروه روانشناسی، دانشگاه آزاداسلامی، واحد رودهن، ایران.
2 - دانشیار، گروه روانشناسی، دانشگاه آزاداسلامی، واحد رودهن، ایران.
3 - دانشیار گروه روانشناسی، واحد رودهن، دانشگاه آزاداسلامی، رودهن، ایران.
کلید واژه: ترومای دوران کودکی, شناخت اجتماعی, غفلت, سواستفاده.,
چکیده مقاله :
هدف: هدف از پژوهش حاضر بررسی رابطه نقش ابعاد ترومای کودکی در پیش‌بینی شناخت اجتماعی بود.
روش: روش پژوهش توصیفی و از نوع همبستگی بود. جامعه‌ی آماری شامل دانشجویان دانشگاه آزاد واحد رودهن با رده سنی 20 سال به بالا بودند، که در سال (1400-1401) مشغول به تحصیل بودند و از بین آن‌ها 336 دانشجو از طریق نمونه‌گیری دردسترس انتخاب شدند. برای گردآوری داده‌های این پژوهش از پرسشنامه ذهن‌خوانی از طریق تصویر چشم، (بارون- کوهن، 2001) (RMET)، و پرسشنامه ترومای کودکی (برنشتاین، 2003) (CTQ)، استفاده شد. تحلیل داده‌ها با استفاده از روش رگرسیون چندگانه با نرم‌افزار SPSS-27 انجام شد.
یافته‌ها: یافته‌ها نشان داد که، ابعاد ترومای دوران کودکی (غفلت فیزیکی، سوء استفاده جنسی، سوء استفاده عاطفی، غفلت عاطفی و سوء استفاده فیزیکی) قادر به پیش بینی شناخت اجتماعی بصورت منفی و معکوس هستند (001/0> P، 05/0>P) و غفلت عاطفی با ضریب تاثیر (31/0-Beta =) و غفلت فیزیکی، با ضریب تاثیر (29/0-Beta =) قوی‌ترین پیش‌بینی‌کننده مشکلات، در شناخت اجتماعی دانشجویان بود.
نتیجه‌گیری: می‌توان گفت افرادی که تجربه ترومای کودکی داشته‌اند، ممکن است نقص‌هایی در شناخت اجتماعی نشان دهند که می‌تواند پیامدهای قابل توجهی داشته باشد و منجر به کاستی‌هایی در جنبه‌های مختلف فهم اجتماعی و دشواری‌ها در درک احساسات و نیات دیگران شود و باید مداخلات روانی اجتماعی، برای پیشگیری و کاهش اثرات دراز مدت ناملایمات دوران کودکی ایجاد شود.
Purpose: The purpose of this study was to investigate the relationship between the dimensions of childhood trauma in predicting social cognition.
Methodology: The research method was descriptive and correlational. The statistical population consisted of students of Roudehen Islamic Azad University aged 20 and above who were studying in the academic year (1400-1401), and 336 students were selected through available sampling. Data for this research were collected using the Reading the Mind in the Eyes Test (RMET) (Baron-Cohen, 2001) and the Childhood Trauma Questionnaire (CTQ) (Bernstein, 2003). Data analysis was performed using multiple regression methods with SPSS-27 software.
Findings: The findings indicated that dimensions of childhood trauma (physical neglect, sexual abuse, emotional abuse, emotional neglect, and physical abuse) were able to negatively and inversely predict social cognition (P < 0.001, P < 0.05), and emotional neglect with a beta coefficient of -0.31 and physical neglect with a beta coefficient of -0.29 were the strongest predictors of problems in social cognition among students.
Conclusion: It can be concluded that individuals who have experienced childhood trauma may exhibit deficiencies in social cognition, which can have significant consequences and lead to deficits in various aspects of social understanding and difficulties in perceiving the emotions and intentions of others. Therefore, social and psychological interventions should be implemented to prevent and reduce the long-term adverse effects of childhood trauma.
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