Traci Wike, Ph.D., M.S.W
Phone: (804) 828-2877
Ph.D., University of North Carolina at Chapel Hill
M.S.W., University of North Carolina at Chapel Hill
B.A., University of North Carolina at Chapel Hill
Traci Wike, Ph.D., has been a faculty member at the school since 2011. Her primary area of research focuses on youth experiences of violence, specifically peer-related bullying, victimization, and harassment. A central goal of her research is to identify critical factors to increase resilience and promote healthy social-emotional outcomes for children and youth, especially youth from vulnerable populations.
She has conducted work on the effects of social emotional learning on children’s aggression and social competence as well as interpersonal influences on girls’ choices to engage in delinquency. In her current work, she is involved with two studies examining peer, family and community experiences of LGBTQ+ youth and how they influence positive well-being for this population. In addition, Wike has conducted research and published in the area of evidence-based practice and evidence-supported interventions, and how they are translated into social work practice.
Her teaching interests include courses in research methods, community and organizational practice, social welfare policy, and social justice. Prior to her appointment at VCU, Wike worked as a social research associate for a large, federally-funded study on child maltreatment, and also as a practitioner providing services to LGBTQ+ youth and leading trainings on issues specific to this population for community professionals.
Notable awards, honors and appointments
- 2019-2020 Learning Spaces Teaching Fellowship, VCU Academic Learning Transformation Lab
- 2018-2019 National Center for Faculty Development and Diversity Fellow
- 2014-2015 VCU New Investigators Grant Writing Institute
- 2009-2010 Royster Society of Fellows, Lovick P. Corn Dissertation Fellowship, University of North Carolina at Chapel Hill
- 2007-2008 Spencer Foundation Discipline-Based Fellowship in Education Policy, Duke University
- 2006-2007 Scholars for Tomorrow, Ethics in Society Graduate Fellowship, University of North Carolina at Chapel Hill
- May 2002 Frank Porter Graham Graduate and Professional Student Honor Society University of North Carolina at Chapel Hill
Research projects and funding
Recent and current
2018-2019. Rural LGBTQ Youth School and Community Experiences with Bullying, Victimization, and Social Support (PI)
2018-2020. Companion Animals in the Context of LGBTQ+ Youth Wellbeing (Co-I)
2013-2015. Determining the Role of Protective Factors in Interrupting Developmental Trajectories of Bullying and Victimization in Late Childhood (PI)
2012-2015. Pathways to Using Evidence-based Practice among Social Work Practitioners. (Co-PI)
Wike, T. L., Grady, M. D., Massey, M., Bledsoe, S. E., Bellamy, J. L., Stim, H., & Putzu, C., (2019). Factors influencing the use of the EBP process among newly licensed social work practitioners. Journal of Social Work Education, 42(1).
Grady, M. D., Wike, T. L., Putzu, C., Field, S., Hill, J., Bledsoe, S. E., Bellamy, J., & Massey, M. (2018). Recent social work practitioners’ understanding and use of evidence-based practice and empirically supported treatments. Journal of Social Work Education, 54(1).
Bledsoe, S. E., Wike, T. L., Killian-Farrell, C., Lombardi, B., Rizo, C., Bellows, A., Sommers, A., & Sheely, A. (2018). Feasibility of treating depression in pregnant adolescents using brief interpersonal psychotherapy. Social Work in Mental Health, 16(3).
Bledsoe, S. E., Rizo, C., Wike, T. L., Killian-Farrell, C., Wessel, J., & Bellows, A. O. (2017). Pregnant adolescents’ perceptions of depression and psychiatric services in the United States. Women and Birth, 30(5).
Farmer, T. W., Wike, T. L., Alexander, Q., Rodkin, P. C., & Mehtaji, M. (2015). Students with disabilities and involvement in peer victimization: Theory, research, and considerations for the future. Special issue, Peer victimization and students with disabilities: Considerations for research and intervention. Remedial and Special Education, 36(5), 263-272.
Wike, T. L., Bledsoe, S. E., Manuel, J., Despard, M., Johnson, L., Bellamy, J. L., & Killian-Farrell, C. (2014). Evidence-based practice in social work: Systemic challenges and opportunities for clinicians and organizations. Invited article for special issue, Beyond the manual: Using data and judgment in clinical social work practice, Clinical Social Work Journal, 42(2), 161-170.
Wike, T. L., Miller, S., Winn, D-M., & Taylor, J. (2013). Going along to get along? Interpersonal relationships and girls’ delinquency. Journal of Human Behavior in the Social Environment, 23(5), 604-615.
Li, J., Fraser, M. W., & Wike, T. L. (2013). Promoting social competence and preventing childhood aggression: A framework for applying social information processing theory in intervention research. Aggression and Violent Behavior, 18(3), 357-364.
Wike, T. L., Bledsoe, S.E., Bellamy, J., & Grady, M. (2013). Examining inclusion of evidence-based practice on social work training programs’ websites. Journal of Social Work Education, 49(3), 439-450.
Bledsoe, S. E., Bellamy, J. L., Wike, T. L., Grady, M., Dinata, E., Killian, C. & Rosenberg, K. (2013). Agency-university partnerships for evidence-based practice: A national survey of schools of social work. Social Work Research, 37(3), 179-193.
Fraser, M. W., Guo, S., Ellis, A. R., Thompson, A. M., Wike, T. L., & Li, J. (2011). Outcome studies of social, behavioral, and educational interventions: Emerging issues and challenges. Research on Social Work Practice, 21(6), 619-635.
Wike, T. L. & Fraser, M. W. (2009). School shootings: Making sense of the senseless. Aggression and Violent Behavior, 14, 162-169.