TRAUMATIC FACTORS AFFECTING THE SELF-REALIZATION OF STUDENTS

The article is dedicated to studying the impact of the cases causing trauma on the self – realization of students. The levels of the self – realization of students who often subject to traumas with different professions and who rarely subject to trauma are distinguished, and the impact of trauma on the level of their emotional tolerance and academic achievements is determined. It is established that there is an important relation between the self – realization of students with the events causing trauma and this relation is more evident at the levels of self – realization. The study shows that the young who are not subjected to a serious trauma have a high self – realization in comparison with others. Though their academic achievement is same, but creativity is higher in the young who are subjected to trauma less and they always think about the individual development. Procedural and content motives dominate in their activity and in reality, expresses itself as doing different work in the direction of self –recognition. In contrary, the young who experienced serious traumas have lower self – realization level and only fill gaps even a number of successes are achieved. Research showed that at the scale of defending time by the scale of self-realization, the students with low indexes, indicators of the adaptation scales like disadaptivity, self-disacceptence, outer control, avoiding  problems is relatively higher (p=0.005 in the level is important) in the second group (who have strong trauma) than the first group (who have weak trauma). At the scale of defining time, the students with high indexes, indicators of the adaptation scales like self-acceptance, acceptance of others, emotional comfort, domination is relatively higher (p=0.005 in the level is important) in the first group (who have weak trauma). It was detected that by the scale of self-respect the students with low indexes, disacceptence of others and self-acceptance is relatively higher (p=0,005 in the level is important) in the first group than the second group. By the scale of self-respect, the students with average results, the indicators of scales like self-disacceptance of others ,emotional discomfort, outer control, non-domination, avoiding problems is relatively higher(p=0.05 in the level is important) in the first group than the second group. According to the self-respect scale, the students with high indexes, the indicators of scales like self-acceptance, acceptance of others, domination is relatively higher in the second group than the first group.