University Archive
The Purdue Global University Archive (PGUA) expands visibility and access to the scholarly output of our university's academic community by showcasing its works, activities, and history.
The PGUA is a service provided by the Purdue Global Library. For more information about the PGUA, its mission, policies, and how to contribute your own scholarly work to it, visit the Guide to the University Archive.
Communities
Select a community to browse its collections.
Recent Submissions
The Long-Lasting Effects of Childhood Trauma on Criminal Behavior: A Comprehensive Analysis
(2024) Van Horn, Nataleigh
This study systematically reviews the literature on the relationship between childhood abuse and criminal behaviors. Drawing upon a comprehensive analysis of existing research, this study aims to synthesize the long-term consequences of childhood trauma, specifically its role in shaping criminal tendencies. The synthesis of evidence will shed light on the various forms of trauma, such as physical abuse, physical neglect, sexual abuse, emotional abuse, emotional neglect, exposure to violence, and their differential effects on criminal outcomes. The review did show connections between specific types of childhood trauma, mental illnesses, and specific criminal behaviors. Key themes addressed include the identification of specific trauma types most strongly associated with criminal behavior, the role of gender and socio-economic factors, and the impact of mental illnesses and attachment styles. Childhood trauma was linked to a variety of mental illnesses in adulthood which had an impact on the specific types of crimes which were committed. By elucidating the nuanced connections between childhood trauma and criminality, this systematic literature review aims to inform future research directions and intervention strategies aimed at breaking the cycle of criminal behavior stemming from early-life adversities.
Adult women with childhood trauma: How religion/spiritual practice impedes the healing process
(2024) Winchell, Robin
This research paper demonstrates the role that past childhood trauma can affect engagement with religious or spiritual organization of community involvement if negative impacts are present as seen through a purposive sample. An original survey was utilized to identify if negative impacts would cause disengagement in religious or spiritual involvement for those with past childhood trauma. 26 participants of U.S. citizens, who identified as female, confirmed past childhood trauma, as well as being engaged in mental health therapy, and engagement with a religious or spiritual organization were derived through the survey platform SurveyMonkey. The study yielded results that indicate that the type of mental health counseling received could impact an individual’s decision to disengage from their religious or spiritual organization or community if a negative impact was present. The result of this research provides supporting evidence that the data supports the hypothesis that a negative impact can cause disassociation with a coping strategy. The results contribute to the discussion of childhood trauma and the relationship between mental health counseling and the effects that can happen to the individuals religious or spiritual experience if a negative impact occurs. This can help mental health professionals and religious counselors understand the connection between childhood trauma, disengagement, and utilizing religious and spiritual organizations in a positive manner and being aware of what could cause issues with this coping strategy.
Substance Abuse Disorders in Adulthood: The Influence of Retrospectively Perceived Parenting Style
(2024) Alexander, Rebecca
The purpose of this research was to determine if parenting styles impact substance use issues in adulthood based on the participant’s retrospectively perceived parenting style. It was hypothesized that authoritative parenting will show a decreased risk of substance use in adulthood, while authoritarian and permissive parenting styles show an increased risk. The research was conducted with 97 participants who completed a survey which included both the DAST-20 (Drug Abuse Screening Test) and a Parenting Style Assessment to determine severity of substance use issue as well as perceived parenting style. This survey resulted in two groups, those who had a substance use issue and those who did not. The responses from those who did not have a substance use issue resulted in primarily authoritative and authoritarian parenting styles. The majority of participants with a substance use issue reported an authoritarian parenting style. A one-way ANOVA was performed to determine statistical significance. While there was no statistical significance between authoritarian and authoritative parenting styles for those without a substance use issue, there was statistical evidence to support the claim that participants with a substance use issue were most likely to experience an authoritarian parenting style. Permissive parenting was scored as the lowest experienced parenting style overall. This research shows a link between authoritarian parenting style as a factor in substance use issues in adulthood. By understanding factors that impact substance use, mitigating factors such as implementing authoritative parenting style practices could help decrease the number of individuals who have substance use issues.
Generation Z and Workplace Values: Determining a Generation Z Hierarchy of Workplace Values that Influence Workplace Preferences
(2024) Bellinder, Margaret
This study explores the workplace values and preferences of Generation Z (Gen Z), the latest generation entering the workforce. Existing studies focus on nine workplace values significant to Gen Z that influence how they relate to the workplace environment: diversity, equity, inclusion, mental well-being, personal connection, learning and development, corporate social responsibility, and ethical standards. By analyzing data from a pairwise comparison survey administered to 258 participants, this research identifies patterns in workplace value prioritization among Gen Z and investigates differences in generational workplace value preferences. Hypotheses tested include Gen Z's prioritization of professional growth and development, gender differences in prioritizing connection, and the strength of agreement in the workplace values hierarchy compared to previous generations. The resultant workplace values hierarchy supported the hypothesis that Learning and Development is a top priority among Gen Z. Moreover, contrary to expectations, men were predicted to be more likely to prioritize personal connection than females. Additionally, analysis between generational cohorts captured a relationship between the strength of preference towards workplace values and Generation. The study recognizes the significance of developmental programs in attracting Gen Z and cultivating gender diversity. Moreover, the research uncovers a potential pitfall in exclusively catering to employee preferences when crafting corporate policies and initiatives, as individualistic values tend to hold greater prominence in the workplace values hierarchy of Gen Z. To address this challenge, organizations can adopt a balanced approach by incorporating collectivist values into their organizational culture, while also promoting individualistic values through complementary initiatives.
Graduate Students Seeking to Improve Self-Care: Effect of Emotional Intelligence Training on Self-Care
(2023) Miller, Tatiana
Graduate students are an at-risk group for burnout and tend to neglect their self-care; however, the sparse literature on self-care in graduate programs highlights the need for more research and further emphasis in graduate programs on self-care. This study examined if emotional intelligence training would help increase graduate students' self-care practices. A random sample of 25 participants between the ages of 25-53 completed The Self-Care Questionnaire, watched a half-hour emotional intelligence training, and then a week later completed the same questionnaire. The research results show that graduate students do not regularly practice overall self-care. The results indicate that the intervention (watching the EI training of how often they engage in self-reflection) had a positive and statistically significant impact on the multiple dimensions of self-care, including Physical, Psychological, Emotional, Spiritual, Academic, and Balance. The results also indicate that the intervention (watching the EI training of how often they engage in self-reflection) effectively promoted these dimensions of well-being. After watching the emotional intelligence training, graduate students' overall self-care practices increased. The emotional intelligence training provided graduate students with a strategy, journaling, in order to self-reflect as a way to engage in self-care. The fact that almost a third of the participants had never considered emotional or spiritual practices as part of their self-care highlights a gap in knowledge and awareness in this area. These results should be considered when graduate programs seek ways to support their students, prevent burnout, and reduce stress. Keywords: emotional intelligence, self-care, self-reflection, stress, coping.