The Predictive Effect of Transferred Psychologıcal Trauma on Teachers' Psychological Flexibility

Abstract

This study sought to ascertain the correlation between educators' psychological flexibility and the transference of psychological stress. Psychological flexibility refers to the ability of individuals to adapt to challenging life circumstances and stressful situations, whereas transferred psychological trauma explores how the repercussions of past traumatic events experienced by individuals can impact subsequent generations. The primary objective of the study is to ascertain the correlation between these two significant psychological constructs. The study population comprises teachers employed across several districts of Istanbul. The participants were selected using the convenience sampling approach. The data collection approach for participants was conducted online and was voluntary. In this procedure, the researcher utilized a personal information form, alongside the previously validated and reliable 'Transferred Psychological Trauma Scale' and 'Psychological Flexibility Scale.' During the data analysis phase of the investigation, statistical tests were employed based on the distribution features of the acquired data. Given the data exhibited a normal distribution, parametric tests were employed. Correlational analysis was employed to assess the association between teachers' psychological flexibility and psychological trauma, while normal regression analysis was utilized to ascertain whether psychological trauma predicts psychological flexibility. The results were examined in the context of existing research, and recommendations were provided.