Abstract
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.