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Research
Below you will find publications, research briefs, and short infographics for my research. Click on the picture to expand and access the link.
*Please note that some of the infographics correspond with published articles which should be used if the information presented here is cited.
“The trauma of system failure:” The Interactional Process affecting MSW intern trauma exposure response
Social workers are frequently exposed to the suffering of clients and communities they partner with while navigating multiple institutional factors exacerbating their and their clients’ trauma. While significant research has identified high levels of trauma exposure response and burnout among master’s level social workers, limited work explicitly examines what influences the impact of trauma exposure response among MSW interns. As such, a Grounded Theory design was used to understand the process through which MSW interns and supervisors identify and respond to the manifestation of interns’ trauma exposure in placement. Data were collected via in-depth, semi-structured interviews with 15 MSW interns and 11 supervisors from three MSW programs. Findings inform the Interactional Process of the Three S’s, which highlights the process through which the Self, Supervisor, and System either exacerbate or mitigate interns’ trauma exposure response. Although interns leveraged coping skills, most interns described a “hopelessness” as they internalized the inability to change the circumstances that continued to traumatize their clients. A few interns could make meaning out of their roles, primarily influenced by the support from their supervisors. Interviews with supervisors outline how personal experiences and coping methods, their own experience with their supervisors, and the university collectively impact how they support interns exposed to client trauma. The Interactional Process underscores the need to address harmful policies and practices throughout social work systems. Implications describe points of intervention for universities and placement sites to implement to protect MSW interns and their supervisors.
Liberatory Participatory Action Research
There has been a visible increase in the use of Participatory Action Research (PAR) among qualitative researchers. PAR was developed out of a need to upend hierarchical power structures by centering community knowledge and inciting change. By centering community participation and a commitment to political action, liberatory PAR can be used as a tool to challenge oppressive systems and enact political transformation. Despite such admirable ambitions, these promises of action and change are often unrealized in qualitative research. We ground this entry in critical race theory for education, Black feminism, and community organizing to explore the tensions and difficulties inherent in conducting PAR research in university settings. Recognizing the hegemonic approach to mainstream research traditions, we critically examine university researchers' efforts to use PAR to interrupt oppressive systems. To that end, we present three critical considerations for a liberatory PAR praxis: (1) the co-creation of community, (2) liberatory spaces within projects to dream of a new future, and (3) the uptake of systemic action towards liberation.
Addressing Anti-Black Racism in Social Work Education: A Policy Brief to Ensure Black Students Thrive in Social Work
Black students’ experiences of racism and microaggressions in college are widespread and often met by a lack of university response. Social work programs are not immune, as experiences of racism within social work programs lead to poor mental health and academic outcomes for Black students. Of concern, increasing legislation across the United States has been enacted to restrict and weaken university diversity, equity, and inclusion programs. This legislation abrogates means to address racialized inequities within higher education and, therefore, social work education, leaving Black students vulnerable to mistreatment. In the current landscape of anti-Black violence and the disavowal of legislation meant to benefit the Black community, we recommend policies to reduce the hate perpetuated by current legislation and to transform social work programs from places of harm to places of safety and belonging for Black students.
‘We are not ok’: a photovoice study on educational violence and resistance by and for Black undergraduate students at predominantly white institutions
Experiences of individual and institutional racism within education hinders the ability of Black students to study safely, negatively impacting their mental health and academic outcomes. However, universities continuously fail to respond, ultimately silencing Black students. Despite persistent educational violence, Black students continue to thrive through radical resistance. To highlight both experiences of oppression and resistance, the current study utilized photovoice to understand the intersectional experience of 5 Black women undergraduate students at predominantly white institutions. Implications inform actionable strategies to ensure Black students are in a space where they can thrive.
“The Things We Carry”: Interventions against the cumulative effects of racism in K-12 education
Anti-Black racism in K-12 education settings has long-term impacts on Black students, including negative academic and mental health outcomes. Limited interventions following experiences of racism shape Black students’ expectations of K-12 education, accumulating over time into institutional distrust and these mental health outcomes. As such, it is necessary to understand how Black students experience racism within K-12 settings to better inform interventions that can be implemented at the school level. To that end, this study employed the participatory action research (PAR) method of photovoice to understand the impacts of racism in educational settings among 5 Black women undergraduate students. Results highlight the cumulative effects of racism on identity development and early coping. Implications inform future interventions to address the cumulative effects of anti-Black racism in K-12 education
“Unfortunately what’s right isn’t always what’s best”: Exploring teacher and school staff experiences with mandated reporting
Mandated reporting is the current system in place for school personnel to support youth whom they suspect have experienced maltreatment. However, limited research details the experiences of mandated reporters. Thus, the current study utilizes reflexive thematic analysis to explore how school personnel identify and respond to suspected abuse. Analysis of interviews with 14 school personnel who made reports resulted in three themes: (1) the subjectivity of the decision to report; (2) the absence of youth voices; and (3) experiences navigating inadequate systems of support. Findings illuminate the tensions reporters hold and reinforce calls to implement supports for youth and families.
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