M.S., Tulane University
Certificate, Disaster Mental Health and Trauma Studies
M.S.W., Tulane University
B.S., Virginia Polytechnic Institute and State University
Jennifer Murphy (she/her) is a third-year doctoral student at Virginia Commonwealth University School of Social Work. Her academic and professional experiences have focused on youth, trauma and restorative practices in schools. Her research interests include the impacts of trauma and mental health on youth’s school experiences, facilitators and barriers to school mental health service utilization, and the role of school social workers in PreK-12 public schools.
Murphy earned her Bachelor of Science in sociology from Virginia Tech in 2014, where she completed field experiences at a local crisis hotline, the Virginia Tech Police Department and a women’s resource center. She earned her Master of Social Work from Tulane University in 2015, with a Post Baccalaureate Certificate in Disaster Mental Health and Trauma Studies. She also earned her Master of Science in Disaster Resilience Leadership Studies from Tulane. While completing her degrees, Murphy fulfilled her field internship with the Center for Restorative Approaches, integrating and facilitating restorative practices in K-12 schools for several Louisiana parishes in the Greater New Orleans area.
Prior to enrolling at VCU, Murphy worked as a school social worker for three years with Lynchburg City Schools in Lynchburg, VA. During this time, she obtained her Pupil Personnel License with an Endorsement in School Social Work from the Virginia Department of Education. She is a member of the Virginia Association of School Social Workers.
Notable awards, honors and appointments
- Member, School Social Work Research Committee, Virginia Association of School Social Workers - February 2021- present
- Student representative, Governance and Operations Committee - September 2020-May 2021
- Racial Justice Fellow, Racial Justice Task Force - September 2020-May 2021
Murphy, J. L., Van Voorhees, E., O’Connor, K. E., Tomlinson, C. A., Matijczak, A., Applebaum, J. W., Ascione, F. R., Williams, J. H., & McDonald, S. E. (2021). Positive engagement with pets buffers the impact of intimate partner violence on callous-unemotional traits in children. Journal of Interpersonal Violence, 1-22.
Agnich, L. E., Kahle, L., Peguero, A., Murphy, J., Foroughi, O., & Nester, J. (2017). Does breaking gender stereotypes contribute to victimization at school? Criminal Justice Studies, 30 (3), 257-275.
Bouchard, L. M., & Murphy, J. L. Happiness, hope, and hopelessness: Substance use among high school seniors by geographic location. [Submitted for review]. School of Social Work, Virginia Commonwealth University.
Pittman, S. K., Kliewer, W., Murphy, J. L., McDonald, S. E., & Farrell, A. D. Do youth become desensitized to violence? A systematic review of studies testing the pathological adaptation to violence theory [Submitted for review]. Department of Psychology, Virginia Commonwealth University.
Kim, Y., Lee, H., & Murphy, J. L. (2021, Jan 15-19). Gender specific profiles of adverse childhood experiences (ACEs) [poster presentation accepted]. 2021 Society of Social Work and Research 25th Annual Conference, San Francisco, CA.
Bouchard, L. M., & Murphy, J. L. (2021, Jan 15-19). Substance use among high school seniors by geographic location [poster presentation accepted]. 2021 Society of Social Work and Research 25th Annual Conference, San Francisco, CA.
Clayton, A., & Murphy, J. L. (2021, Jan 15-19). Examining the relationships between perceived microinteractions and adolescents’ self-reported grades and feelings of well-being: Gender and racial differences and similarities [poster presentation accepted]. 2021 Society of Social Work and Research 25th Annual Conference, San Francisco, CA.
Murphy, J. L., Granger, K., Peterson, N., Pandey, T., & Sutherland, K. (2020, Oct. 29-31). Examining reciprocal relations between teacher burnout and classroom management efficacy [Poster presentation accepted]. The 2020 Annual Conference of Advancing School Mental Health: Equitable and Effective School Mental Health – School Climate and Universal Health Promotion Track, Baltimore, MD.