Ashley Ellison
Ashley Ellison graduated in 2018 from Eastern Washington University with a degree in psychology. Ashley’s McNair research project examined student perception of trauma informed instructional practices and services in higher education. Her topic is close to her heart, as she watched trauma informed practices work in her hometown of Walla Walla (district featured in Paper Tigers, 2016). Ashley presented her findings at the National Conference for Undergraduate Research. In 2018 she began attending New Mexico State University in their Educational Specialist Degree (EdS) program in School Psychology.
McNair Program Reflection: “TRiO McNair has made my success and future career possible. It has not been an easy journey getting to where I am today graduating, but McNair has always been there for me by supporting and teaching me the skills for success in graduate school while helping me navigating the academic world. I have learned so much from the EWU TRiO McNair staff and shared so many great experiences over the last two years. I am eternally thankful for everything this program has done to ensure my success in the program, graduate school, and as an academic.”
2017 McNair Faculty Research Mentor: Dr. Susan Ruby – Psychology
Research Title: Assessing the Need for Trauma Based Services in Higher Education
Abstract: Research on Adverse Childhood experiences and the effects trauma has on adult health outcomes indicates a need for trauma informed instructional practices in classrooms. However, limited research exists regarding trauma informed practices in higher education settings. We know little about the needs, experiences, and perceptions of college students who have experienced trauma. The Substance Abuse and Mental Health Services Administration (SAMHSA) defines a trauma informed environment as (1) realizing the impact of trauma and understanding paths for recovery, (2) recognizing signs and symptoms of trauma within their systems, and (3) responding by fully integrating knowledge about trauma into programs and practices (2012). The Oregon Health Authority (n.d.) defines the principles of trauma informed care in the classroom as (1) creating safety, (2) trustworthiness, (3) choice, (4) collaboration. and (5) empowerment. For my study, I am seeking to understand student perspectives of trauma informed practices and services on the university campus. I am conducting focus groups with approximately eight students per group. During the focus sessions, I provide definitions and examples of the five elements of trauma informed care in the classroom and ask students to share their perceptions and experiences regarding these elements in classrooms. I will ask them not to identify specific courses or instructor names in describing their experiences. I will conduct discourse analyses to examine common themes in student perceptions.
