Human Development & Family Science

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Research from the Department of Human Development & Family Science. The department website may be found at https://www.ndsu.edu/hdfs/

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Browsing Human Development & Family Science by Author "Chinopfukutwa, Vimbayi Sandra"

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    Exploring the Concept of Prevescalation Through the Lens of Trauma: The Role of Students and Teachers
    (North Dakota State University, 2021) Chinopfukutwa, Vimbayi Sandra
    Numerous studies highlight that adolescence is the peak period of risk for trauma and its negative effects on physical and mental health. The current research focused on two studies examining whether training students and teachers in schools on effective strategies such as trauma-informed practices (TIPs) may help those who have experienced trauma build resilience and prevent the negative effects of trauma from progressing to adulthood. Study one examined the degree of trauma exposure, the role that students play in the implementation of TIPs, and the extent to which implementing TIPs impacts their lives. Participants were students (aged 15-18) participating in an elective Social Emotional Learning course in two rural high schools in the Midwest. Descriptive statistics showed that 46.2% of the students in the sample had at least one adverse childhood experience. Interview data also showed that students implemented Social Emotional Learning, Self-Care, and Restorative Circles in their schools. Results also showed that students trained younger students, same-age peers, and their teachers on these practices. Finally, results indicated that implementing TIPs promoted positive behaviors among students and teachers in the schools. Study two examined whether teachers’ professional quality of life and type of training received predicted their implementation of TIPs in schools. Participants were 324 teachers (aged 22-70) from three public school districts in the Midwest (different from the schools in study one). Hierarchical multiple regression analyses showed that compassion satisfaction positively predicted teachers’ implementation of TIPs while compassion fatigue negatively predicted teachers’ implementation of TIPs. In addition, teaching experience significantly moderated relations between compassion fatigue and teachers’ implementation of TIPs. Finally, training on Self-Care and Restorative Circles positively predicted teachers’ implementation of TIPs in schools. Discussion focuses on ways to provide support for students and teachers as they continue to promote the implementation of TIPs in schools.
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    Peer Crowd Affiliations as Predictors of Prosocial and Risky Behaviors Among College Students
    (North Dakota State University, 2019) Chinopfukutwa, Vimbayi Sandra
    College students often affiliate with similar peers, forming identity-based peer crowds. Research has shown that affiliations with certain peer crowds is associated with risky behaviors, thus derailing college success. This study examined whether college peer crowd affiliations predicted risky and prosocial behaviors. Participants were 527 students at a public university in the Midwest (aged 18 - 26). Hierarchical multiple regression analyses showed that Counterculture and Athletic/Social affiliations positively predicted risky behaviors. Arts/Ethnic and Scholastic affiliations positively predicted prosocial behaviors and negatively predicted risky behaviors. In addition, hierarchical multiple regression analyses showed that gender moderated the relation between peer crowd affiliation and prosociality. The results highlight the importance of college peer crowds and their implications for academic success. The discussion focuses on ways to promote positive behavior among college peer crowds using research.