Megan R. Holmes is a professor of social work and co-director of the Center on Trauma and Adversity.
Using her clinical experience with families from domestic violence households to set the foundation for her research, the overarching goal of her work is to contribute to the optimal development of children who have been exposed to intimate partner violence (IPV) by identifying risk and protective factors that will be translated into interventions. To that end, her research contributes to child well-being knowledge and has three distinct areas of focus that merge to inform interventions in reducing the negative consequences of IPV exposure
- Identifying sensitive or critical developmental periods when IPV exposure has a significant effect on children’s behavioral and mental health outcomes;
- Focusing on optimal child development by examining risk factors (e.g., co-occurrence of child maltreatment, cumulative risk of violence exposure) and protective factors (e.g., maternal warmth, child well-being); and
- Identifying specific dimensions of sibling relationships that may ameliorate poor future behavioral and mental health outcomes for IPV-exposed children.
Building on this foundation, Dr. Holmes was recently awarded an NIH R01 to advance the measurement of sibling relationship quality. This study will rigorously develop and validate the Sibling Prosocial Relationship Questionnaire (SPRQ)—a child- and caregiver-report measure available in both English and Spanish—for children ages 8 to 17. By establishing a reliable and culturally sensitive tool, this work fills a critical gap in family research and clinical practice, enabling researchers and practitioners to better understand how prosocial sibling interactions can serve as protective factors that foster resilience, enhance social connection, and improve child and adolescent health outcomes.
Holmes' current research also focuses on creating community and system responses to trauma that promotes relational health and healing throughout Cleveland and the state of Ohio.
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Why I Teach
I teach to empower future social workers and scholars with the knowledge, skills, and empathy needed to create meaningful change. By fostering a trauma-informed learning environment, I guide students to think critically, challenge assumptions, and develop a deep understanding of diverse lived experiences. My goal is to inspire them to become compassionate advocates for social justice, well-being, and resilience—in their clients, their communities, and themselves.
Equally important to me is mentoring the next generation of researchers. I work with undergraduate, master’s, and doctoral students to cultivate their development as independent scholars. Under my mentorship, students gain authorship on publications, present at national conferences, learn the grant-writing process, and build their own research and scholarship plans. Through my federal and foundation-funded projects, I provide funded opportunities for students to engage in research, and I mentor doctoral students in preparing competitive NIH F31 applications. I also offer teaching mentorship for doctoral students who are preparing to enter the professoriate.
In both the classroom and research environment, teaching allows me to contribute to a broader ripple effect of impact—ensuring that the next generation of practitioners and scholars are well-equipped to make a difference.
Why I Chose This Profession
I chose social work to make a tangible difference in the lives of individuals and communities. The profession allows me to blend empathy with evidence-based practice, addressing systemic injustices and supporting those impacted by trauma. Growing up, I witnessed firsthand the power of compassionate support during challenging times, which inspired me to pursue this path. Social work’s focus on social justice, advocacy and human connection aligns deeply with my values. It’s a profession that challenges me to keep learning, engage with diverse perspectives, and use my skills to promote resilience and well-being at both individual and societal levels.