Relation between Childhood Psychological Trauma, Communication Problems, and Social Interaction among University Students

Abstract

Context: This narrative literature review sought to critically analyze the link between early psychiatric trauma, communication issues, and social interaction among university students. A comprehensive search was undertaken across major electronic databases, including PubMed, Scopus, PsycINFO, Web of Science, and Google Scholar, for articles published between 2015 and 2025. The final synthesis contained approximately 50 peer-reviewed papers that matched the inclusion criteria. The data consistently show that childhood psychological trauma is significantly associated with impaired communicative ability, higher social anxiety, emotional dysregulation, and lower social engagement among university students. Several studies have highlighted communication issues as a mediator between early trauma and later social interaction deficiencies. The review emphasizes the long-term psychosocial consequences of childhood trauma and the significance of incorporating trauma-informed practices into university counseling services and nursing interventions to improve students' communication skills, social functioning, and overall well-being.

Conclusion: The review identifies the long-term consequences of early psychological trauma on university students' interpersonal communication ability and social interaction. The evidence highlights the need for early screening, care-based intervention programs, and targeted mental health initiatives in universities to prevent the adverse effects of early experiences and promote better student outcomes.