V. Elizabeth King
College of Family and Consumer Sciences
Graduate Research Assistant
Elizabeth is a doctoral student with a background in child welfare, focusing on traumatic stress, human rights, and child memory.
|Degree||Field of Study||Institution||Graduation|
|Master of Education||Child Studies (Psychology & Human Development)||Vanderbilt University||2020|
|Graduate Certificates||Poverty & Intervention; Latino & Latina Studies||Vanderbilt University||2020|
|Bachelor of Arts||Sociology/Anthropology with a minor in Education Studies||Middlebury College||2013.5|
Elizabeth brings her experience working in the child welfare, Child Advocacy Center, and criminal justice fields as a child forensic interviewer and multidisciplinary investigative team facilitator to her research perspectives. She is broadly interested in the social-ecological etiology of childhood trauma in historically marginalized populations; the potential of national and organizational policy to impact well-being throughout the lifespan; and interventions to improve best practices for professionals or layprofessionals who interface with trauma-exposed populations. Currently, Elizabeth works under the direction of Dr. Elizabeth Wieling on projects related to developing ecologically responsive multi-component systemic interventions for populations exposed to mass traumas. This research is being conducted primarily with immigrant and refugee communities in the U.S. and in low-income post-conflict settings internationally.
Elizabeth's primary research interest is the use of trauma-informed, developmentally appropriate, investigative interviewing techniques for eliciting accounts of trauma and violence that would constitute a need for international protection (e.g., "credible fear" interviews; human rights violations; investigation of atrocity crimes). Elizabeth is engaged in her own scholarship to (a) define current knowledge of Latin American youth refugees' experiences of trauma; (b) to define and assess the developmental and cultural appropriateness of current practices in interviewing asylum-seeking children at the US border; and (c) understand the role of traumatic stress knowledge in child forensic interviewer practices in North America. Currently, Elizabeth is working on three main projects: a study of child forensic interviewer knowledge of traumatic stress; the preliminary development of a theory of moral disengagement to support interventions on the behavior of State actors at the US Southern border; and a secondary data analysis (Fragile Families) exploring the relation between child autistic traits, harsh parenting, and the development of child traumatic stress symptoms in adolescence.
Elizabeth also writes about J.R.R. Tolkien's literary work in her free time, which she has presented at the Tolkien Society and the Popular Culture Association (upcoming).
Prior Professional Positions
|Organization||Title||Years of Service|
|Vanderbilt University||Graduate Research & Evaluation Assistant (Human & Organizational Development; Teaching & Learning)||2|
|YWCA of Nashville & Middle Tennessee||Domestic Violence Specialist||1|
|Randolph-Tucker Children's Advocacy Center||Multidisciplinary Investigative Team Coordinator & Lead Forensic Interviewer; Clinical Supervisor of Forensic Interviewers||5|
|Ripton Elementary School||Student Teacher||1|
|Middlebury College||Research Assistant, Tutor, Monitor, and Academic Coordinator (English & American Literature; Gender, Sexuality & Feminist Studies; Women's Resource Center; Queer Studies House)||4|
|Award Name||Awarded By||Year Awarded|
|FACS Funds for Excellence Scholarship||University of Georgia||2021|
|Graduate School Research Assistantship||University of Georgia||2020-2024|
|Dean's Academic Tuition Scholarship||Vanderbilt University||2018-2020|
|West Virginia's "Forty Under Forty"||The State Journal & West Virginia Child Advocacy Network||2018|
|Segal AmeriCorps Education Award||AmeriCorps||2013|
|Student Leadership Award Nominee||Middlebury College||2013|
|Feminist of the Year||Middlebury College||2011|
|Georgia College Transition Partnership||Student Member; Program Evaluation Workgroup Member||2022-present||Multi-university project to support autistic students' transition to workforce or grad school|
|GSA Diversity & Inclusion Committee||Member||2021-present||Student leadership at university level, including development of annual needs assessment for grad students with disabilities & creation of an independent student organization|
|Graduate Student Association||HDFS Representative||2021-present||Student leadership at university level|
|HDFS Graduate Student Organization||Vice President||2021-present||Student leadership at department level, including development of HDFS grad students needs assessment|
My advisory committee currently consists of three individuals: Dr. Elizabeth Wieling (major professor) and Dr. Margaret Caughy, both in HDFS at UGA; and Dr. Sonja Brubacher, of Griffith University's Centre for Investigative Interviewing.
Areas of Expertise
child and family trauma; immigration (discplacement & refugees); forensic and investigative interviewing; program evaluation
- Society for Applied Research in Memory and Cognition (2021 to present)
- Society for Research in Child Development (Latinx Caucus; 2020 to present)
- American Psychological Association (2019 to present)
- Society for Community Research and Action (Immigrant Justice Group; 2018 to present)
- American Professional Society on the Abuse of Children (2018 to present)
- Leyva, L., McNeill, T., Balmer, B., Marshall, B., King, V.E. & Alley, Z. (in press). Black Queer Students’ Counter-stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space. American Educational Research Journal.
- Curtis, M., Boe, J., King, V.E., & Osborne, K. (2022). Quantitative criticalism: guidelines for conducting transformative quantitative family science research. Journal of Family Theory & Review. https://doi.org/10.1111/jftr.12449 Online open access here.
- Buckingham, S.L., Langhout, R.D., Rusch, D., Mehta, T., Chávez, N.R., Ferreira van Leer, K., Oberoi, A., Indart, M., Paloma, V., King, V.E., & Olson, B. (2021). The roles of settings in supporting immigrants’ resistance to injustice and oppression: A policy position statement by the Society for Community Research and Action. American Journal of Community Psychology. https://doi.org/10.1002/ajcp.12515 Online open access here.
- 1 Revise & Resubmit
King, V.E. (2017, April). Forensic Interviewing: So, uh, what exactly do you do? Retrieved from https://web.archive.org/web/20160626071055/https://wvcan.org/forensic-interviewing/
- King, V.E. (2021, November 2-5). Latin American Immigrant Youth's Traumatic Exposure Across Social Ecological Levels and Migration Stages: A Systematic Review of the Literature [Poster session]. International Society for Traumatic Stress Studies 37th Annual Meeting. (online)
- Buckingham, S.L., Ferreira van Leer, K.; Oberoi, A.; Olson, B.; Rusch, D.; King, V.E.; Indart, M.; Chávez, N.R.; Mehta, T. (2021, August 12-14). Giving Psychology Away: Considering Tensions in Public Interest Policy Advocacy [Conference panel]. American Psychological Association Annual Meeting 2021. (online)
- King, V.E. (2021, July 4-5). “The Burnt Hand Teaches Most About Fire”: Applying Traumatic Stress and Ecological Frameworks to Narratives of Displacement and Resettlement Across Cultures in Tolkien’s Middle-earth [Conference presentation]. The Tolkien Society Summer Seminar, Oxford, England. (online) https://www.youtube.com/watch?v=zj4N_cyKTDI
- Ellis, E., King, V.E., & Trejo, A. (2021, June 24-26) The Intersection of Detention, Traumatic Stress & Suicide: A Review of the Literature and Implications for Policy [Conference presentation]. American Family Therapy Academy Conference. (online)
- Leyva, L.A., McNeill, T., King, V.E., & Marshall, B.L. (2021, April 11-13). "I Really Avoid Any Way of Being Seen as a Sexual Being to My Peers": Embodied Oppressions and Agency among Queer Women of Color in Undergraduate STEM [Conference presentation]. American Education Research Association Conference, Orlando, FL, United States. (online)
- Leyva, L.A, McNeill, T., Balmer, B.R., Marshall, B.L., King, V.E., & Alley, Z. (2021, April 11-13). A Counterstorytelling of Black Queer Students’ Experiences of Queer of Color Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space [Conference presentation]. American Education Research Association Conference, Orlando, FL, United States. (online)