V. Elizabeth Hoggard-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, child memory, and human rights responses.
|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. 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 role of traumatic stress and memory science in human rights practices--specifically, 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 or prosecution (e.g., "credible fear" and refugee status determination interviews; investigation of atrocity crimes). Her developing program of research is focused on interventions that integrate culturally responsive implementation and dissemination to (a) promote refugee child mental health and (b) improve the practices of professionals interfacing with trauma-exposed populations in investigative contexts. Currently, Elizabeth is working on three main projects: a study of forensic interviewer knowledge of child 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 secondary data analyses (Fragile Families) exploring the relation between autistic and ADHD children, harsh parenting/maltreatment, and child mental health outcomes in adolescence.
Elizabeth also writes about J.R.R. Tolkien and transformative works in her free time. She has presented at several conferences and has appeared as a guest on The Tolkien Experience.
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|
|Louise & Johnny Hyers Academic Support Scholarship||University of Georgia||2022-2023|
|Karen Elizabeth Willis Scholarship||University of Georgia||2022-2023|
|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" Award||The State Journal & West Virginia Child Advocacy Network||2018|
|Gold Star Award||Randolph-Tucker Children's Advocacy Center||2018|
|Segal AmeriCorps Education Award||AmeriCorps||2013|
|Student Leadership Award Nominee||Middlebury College||2013|
|Feminist of the Year Award||Middlebury College||2011|
|HDFS Graduate Student Organization||Evaluation Coordinator||2022-present||Student leadership at department level, responsible for monthly needs assessments & designing evaluations to support goals of student projects|
|Georgia College Transition Partnership||Program Evaluation & Data Workgroup; Self-Advocacy Committee||2022-present||Multi-university, DHS-funded project to support autistic students' transition to workforce or grad school|
|HDFS Graduate Student Organization||Vice President||2021-2022||Student leadership at department level, including development of HDFS grad students needs assessment|
|Graduate Student Association||HDFS Representative; Diversity & Inclusion Committee Member||2021-2022||Student leadership at university level, including development of annual needs assessment for grad students with disabilities & creation of an independent student organization|
My advisory committee is comprised of (a) Dr. Elizabeth Wieling (major professor) and Dr. Margaret Caughy, both in HDFS at UGA; (b) Dr. Sonja Brubacher, of the Centre for Investigative Interviewing and Griffith Criminology Institute, at Griffith University; and (c) Dr. Chad Clay, from International Affairs and the Center for the Study of Global Issues (GLOBIS) at UGA.
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)
- King, V.E. (2022). Latin American Refugee Youth in the United States: Migration-Related Trauma Exposure and Implications for Policy and Practice. International Journal of Migration, Health, & Social Care. https://doi.org/10.1108/IJMHSC-07-2021-0065 Online here (not open access).
- Leyva, L., McNeill, T., Balmer, B., Marshall, B., King, V.E. & Alley, Z. (2022). Black Queer Students’ Counter-stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space. American Educational Research Journal. https://doi.org/10.3102/00028312221096455 Online open access here.
- 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.
Conference Presentations since 2021
- King, V.E. (2023, April 17). Neurodivergence and Qualitative Interviewing [Conference presentation]. Authentically Autistic Research Symposium: Intersecting Identities, Emory University, Atlanta, GA, USA.
- King, V.E. (2023, March 23-25). Autistic-ADHD Children with Developmental Disability: Lower Parenting Stress Associated With Higher Maltreatment, Despite Decreases in Stress Over Time [Poster session]. Society for Research in Child Development Biennial Meeting, Salt Lake City, UT, USA. [Accepted but withdrawn due to extenuating circumstances].
- King, V.E. (2023, March 21-23). Child Traumatic Stress and the Forensic Interview [Conference presentation]. 39th International Symposium on Child Abuse, Huntsville, AL, USA.
- King, V.E. (2022, April 13-16). "More Cannot Be Said": Using a Critical, Semi-systematic Literature Review to Understand Academic Silence on the Queer Potential of Legolas and Gimli [Conference presentation]. Popular Culture Association Annual Conference (Tolkien Studies Division). (online)
- 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 Immigrant 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)
- 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/