Rahmandani Amalia, Ardhiani Lusi Nur
Faculty of Psychology, Universitas Diponegoro, Semarang, Indonesia.
Faculty of Psychology, Universitas Gadjah Mada, Yogyakarta, Indonesia.
J Child Adolesc Trauma. 2024 Jun 5;17(4):1105-1119. doi: 10.1007/s40653-024-00641-6. eCollection 2024 Dec.
Prospective professional helpers particularly in psychology are at great risk when they have had adverse childhood experiences (ACEs). Their self-regulation as survivors may endanger their profession in the future. A mixed-methods sequential explanatory study aimed to gain an in-depth understanding of the self-regulation of emerging adult students majoring in psychology who survived ACEs. The first study with a cross-sectional survey method identified negative correlation between ACEs and self-regulation. The domain of childhood maltreatment was more strongly negatively associated with impulse control than goal setting. The opposite applied to the domain of family/household dysfunction. Meanwhile, the second study with a narrative method among participants with at least four types of ACEs generated ten narrative themes (i.e. intense self-criticism, excessive self-dedication, awareness, meaning reconstruction, compensation or avoidance, competitiveness, independence, family orientation, social relation patterns, and social support role). Integration of the two results generated four forms of survivors' typical self-regulation. Two forms were in line with previous concepts (i.e. impulse control and goal setting), the rest were two survivor-specific findings (i.e. cognitive functioning and the value of the other's presence). There were three groups of participants produced from correspondence analysis. The results indicate that despite their survival, their setting goals and striving for the future, psychology students with more ACEs are still hindered by the terrible memories and their impacts. Self-insufficiency and interpersonal issues particularly may cloud their future profession as helpers. The psychology students themselves or other parties can help improve self-regulation by understanding the possible connections between their ACEs and their current difficulties, separating lingering emotions caused by past history, and improving abilities gradually, intrapersonally and interpersonally.
特别是心理学领域的未来专业助人者，若有童年不良经历（ACEs），则面临巨大风险。作为幸存者，他们的自我调节可能会在未来危及他们的职业。一项混合方法的序列解释性研究旨在深入了解经历过ACEs的心理学专业新兴成年学生的自我调节。第一项采用横断面调查方法的研究确定了ACEs与自我调节之间的负相关。童年虐待领域与冲动控制的负相关比与目标设定的负相关更强。家庭/家庭功能障碍领域则相反。同时，第二项对至少有四种ACEs类型的参与者采用叙事方法的研究产生了十个叙事主题（即强烈的自我批评、过度的自我奉献、意识、意义重建、补偿或回避、竞争力、独立性、家庭导向、社会关系模式和社会支持角色）。两项结果的整合产生了幸存者典型自我调节的四种形式。两种形式与先前的概念一致（即冲动控制和目标设定），其余两种是幸存者特有的发现（即认知功能和他人存在的价值）。对应分析产生了三组参与者。结果表明，尽管经历过ACEs的心理学专业学生幸存下来，并设定目标并为未来努力，但他们仍受到可怕记忆及其影响的阻碍。特别是自我不足和人际问题可能会给他们未来作为助人者的职业蒙上阴影。心理学专业学生自身或其他各方可以通过了解他们的ACEs与当前困难之间的可能联系、分离过去经历所带来的 lingering 情绪，以及在个人内部和人际层面逐步提高能力，来帮助改善自我调节。
