Veronica Fruiht, PhD

Dr. Fruiht completed her BS in Psychology Cal Poly, San Luis Obispo, where she completed undergraduate research on self-efficacy of among female engineering students. She then earned an MA and Ph.D. in Positive Developmental Psychology at Claremont Graduate University where she studied strengths-based interventions for adolescents and community college students. After 2 years on the faculty at the University of Wisconsin, she was excited to return back to the North Bay where she was raised to join the faculty at Dominican.

Core Faculty Veronica Fruiht_Psychology

Assistant Professor of Psychology
Dominican University of California
50 Acacia Avenue
San Rafael, CA 94901

Office: Bertrand Hall 27
[email protected]

Dr. Fruiht’s research interests center around the construct of hope as well as the mentoring relationships of young people. Specifically, she looks at how positive, supportive relationships help adolescents and emerging adults set and achieve academic goals. Her most recent project aims to understand and measure how people think about and experience hope in their everyday lives. She enjoys teaching courses in developmental psychology, statistics, and methodology, and sharing her expertise in positive psychology with students.

Academic Background

B.S. Psychology, California Polytechnic State University, San Luis Obispo, 2007

M.A., Ph.D. Positive Developmental Psychology, Claremont Graduate University, 2010, 2014

Selected Publications

Miranda-Chan, T.,* Fruiht, V.,* Dubon, V., & Wray-Lake, L. (2016). The functions and longitudinal outcomes of adolescents naturally occurring mentorships. Journal of Community Psychology, 57, 47-59. doi: 10.1002/ajcp.12031

Fruiht, V. (2015). Supportive others in the lives of college students and their relevance to hope. Journal of College Student Retention: Research, Theory & Practice, 16, 64-87. doi: 10.1177/1521025115571104

Fruiht, V. & Wray-Lake, L. (2013). The role of mentor type and timing in predicting educational attainment. Journal of Youth and Adolescence, 42, 1459-1472. doi: 10.1007/s10964-012-9817-0