March 5th: Abrania

My work as a research assistant with Project DIRECT has varied significantly in the past two years, providing an assortment of experiences that will inform my future career in research. In my first semester in Dr. Baker’s lab, I had the opportunity to participate in data entry associated with program evaluations regarding the teacher training that had been in progress at several of our partner schools. In this process, I had the ability to learn from teachers’ experiences with our program from their own words, suggestions, and critiques. These lessons have informed my current participation in “Helping Hands,” a Project DIRECT program focused on collaborating directly with teachers in our partner schools to establish long-term and community-informed relationships. One morning once per week, I have the opportunity to provide any assistance that a teacher may need with her kindergarten class. From a trauma-informed lens, I have been able to provide specialized and extended interactions with students that often show behavioral problems, and I have developed incredibly positive relationships with children that may otherwise perform poorly. Teachers have also given me the opportunity to lead small groups with some kindergartners, giving them more free time to focus on their class and plan. Overall, working as a “Helping Hand” has given me a firsthand experience in understanding the strengths and challenges teachers and students face, doing so in a way that provides any aid needed. Through a bottom-up approach, these qualitative lessons, in turn, can inform the trauma-informed research we conduct at Project DIRECT. Participating in research that seeks to translate our current literature into effective interventions and public policy has been a defining experience in my own pursuit of a career in evidence-based policy, and I am incredibly thankful to Dr. Baker and Project DIRECT for the opportunity to participate in this work.