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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. Extended English abstract is in the end of  PDF (TURKISH)  file . Ozet Duygusal, sosyal, fiziksel, bilissel gelisimi zedeleyici eylemler bireyin yasaminda kalici izler birakabilmektedir. Istismar da bu nedenle uzerinde durulmasi gereken konular arasinda yer almaktadir. Cocukluk donemi ve sonrasinda etkisini surduren istismar, sosyal gelisimi olumsuz etkileyerek bireyin sosyal becerilerden yoksun olmasina neden olabilmektedir. Bu calismada, ogretmen adaylarinin sosyal beceri duzeyleri ile cocukluk cagi istismar yasantilari arasindaki iliskisinin incelenmesi amaclanmaktadir. Nicel arastirma yontemlerinden iliskisel tarama deseni ile gerceklestirilen arastirmanin calisma grubunu, 2016-2017 egitim-ogretim yilinda Amasya Universitesi Egitim Fakultesi’nde ogrenim goren 628 ogretmen adayi olusturmaktadir. Verilerin toplanmasinda cocukluk donemi istismar yasantilari duzeylerini belirleyen “Cocukluk Cagi Orselenme Yasantilari Olcegi Kisa Formu” ve yetiskinlik donemindeki sosyal beceri duzeylerini olcmek amaciyla kullanilan “Sosyal Beceri Envanteri Kisa Formu”ndan yararlanilmistir. Verilerin analizinde iki olcek arasindaki iliskileri belirlemek icin pearson momentler carpimi korelasyon katsayisi kullanilmistir. Calismanin bulgulari incelendiginde ogretmen adaylarinin sosyal becerileri ile cocukluk cagi istismar yasantilari arasinda negatif yonde anlamli olmayan bir iliskinin oldugu gorulmektedir. Sonuc olarak ogretmen adaylarinin istismar yasantisinin sosyal beceri gelisimine olumsuz etkisinin farkinda olmalari mesleki yasamlarinda buyuk onem tasimaktadir. Ogretmen adaylarina ya da ogretmenlere istismarin olumsuz etkilerinin ve sosyal becerinin onemini aktaracak calismalar yapilabilir.

journal of human sciences

An investigation of the relationship between childhood abuse experience and social skill levels of teacher candidates&lt;p&gt;Öğretmen adaylarının çocukluk dönemi istismar yaşantıları ile sosyal beceri düzeyleri arasındaki ilişkinin incelenmesi