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Faculty Profiles

Elisha Eveleigh Faculty Headshot

Elisha Eveleigh, Ph.D.

Assistant Professor of Psychology

On Faculty since 2011
BGC M220

Dr. Eveleigh is a clinical child psychologist interested in the remediation of academic and social-emotional concerns. She completed a post-doctoral fellowship where she gained expertise in the evaluation and treatment of child and adolescent mental health and neurodevelopmental concerns. Dr. Eveleigh’s current research involves the construct of hope and she is part of a team developing new ways to measure hope. In addition to her work at Wheaton, she provides child and family therapy at a local private practice.

Ohio State University
Ph.D., School Psychology

Ohio State University
M.S.W., Clinical Counseling Focus

Miami University
B.A., Psychology, Minor in Spanish

  • Clinical child psychology
  • School psychology
  • The identification and remediation of academic concerns
  • Hope
  • American Psychological Association
  • National Association of School Psychologists

Summer Literacy Development: A Reading Intervention for Middle School Refugees
National Association of School Psychology, National Convention (formally accepted), 2014

Race to Success: A Collaborative Behavior Intervention for Middle School
National Association of School Psychology, National Convention (formally accepted), 2014

Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Graders
National Association of School Psychology, National Convention, 2010

A Review of the Effects of Self-Monitoring on the Reading Performance of Students with Disabilities
National Association of School Psychology, National Convention, 2010

Home-School Collaboration: A Research-to-Practice Study
National Association of School Psychology, National Convention, 2010

Effective Writing Interventions, Paper Presentation
2009 National Association of School Psychology, National Convention, 2009

  • Introduction to Psychology
  • Developmental Psychology
  • Theories & Principles of Counseling
  • Abnormal Psychology
  • Advanced Statistics and Psychological Assessment
  • Current Issues in School Psychology

Dr. Eveleigh is interested in the efficacy and efficiency of academic and behavioral interventions, particularly in urban school settings. She is also interested in positive psychology, specifically, the measurement and cultivation of hope when a positive outcome seems unlikely.

Teaching Psychological Theories: Integration tasks and teaching strategies, Journal of Psychology and Theology
Watson, T., Eveleigh, E., 2014

Comparison of the effects of two flashcard drill methods on children’s reading performance: Instructional efficiency revisited, Journal of Applied School Psychology
Joseph, L.M., Eveleigh, E., Konrad, M., & Neef, N., & Volpe, R., 2012

A meta-analytic review of cover-copy-compare and variations of this self-management procedure, Psychology in the Schools
Joseph, L.M., Konrad, M., Cates, G., & Eveleigh, E., 2012

Schultz, T., Canning, S. S., & Eveleigh, E. (2018).  Traumatic events and transformation: Posttraumatic stress, posttraumatic growth, and religious coping in individuals exiting sex trafficking who are enrolled in a problem-solving court. Journal of Human Trafficking.

Watson, T., Eveleigh, E., (2014). Teaching psychological theories: Integration tasks and teaching strategies, Journal of Psychology and Theology, 42(2), 200-210.

Dr. Eveleigh directs the School Psychology lab and seeks to link research to practice through the study of academic and social-emotional interventions. This group is particularly interested in the impact of factors, such as trauma, poverty, and immigration on the academic performance of individuals. Currently, the School Psychology lab is focused on trauma and recovery. We are also studying the development of virtues in coping with trauma. This lab collaborates with the labs of Dr. Tammy Schultz and Dr. Sally Canning in working on trauma recovery for women exiting prostitution and trafficking.

Members of this group can expect to:

  1. Review the literature on effective academic and socio-emotional interventions for at-risk children.

  2. Understand the ways that interactions between an individual and his/her environment affect academic, social, and emotional well-being.  

  3. Communicate findings through written and oral communication.