Faculty & Student Research Projects
Faculty & Student Research Projects
The School Psychology faculty and students are engaged in various research projects in collaboration with schools and communities. Our goals are to 1) support trainees' development and understanding of research, 2), evaluate school systems, programs, and strategies in educational settings, and 3) ensure social justice, nondiscriminatory and equity work in settings for K-12 student success. Our research are presented and disseminated at the local, state, national, and international levels.Edited Book Chapters and Intervention Materials
*Alam, N., Kim, T., Simon, C., Tran, O. K. (2019). Want to be a School Psychologist? A career that helps all kids. In Lettie Ramirez, Ed., You are not alone: Recipes to obtain success for students by students. Valazquez Press.
Motamedi, M. O, Johnson, E., Rodriquez, A., & Tran, O. T. (2019). How to stay healthy. Your emotional and psychological health. In Lettie Ramirez, Ed., You are not alone: Recipes to obtain success for students by students. Valazquez Press.
* Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2016). Merrell’s Strong Kids: A social and emotional learning curriculum for students in grades 3-5 (2nd Ed.). Baltimore: Paul H. Brooks Publishing.
* Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2016). Merrell’s Strong Kids: A social and emotional learning curriculum for students in grades 6-8 (2nd Ed.). Baltimore: Paul H. Brooks Publishing.
Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2016). Merrell’s Strong Kids: A social and emotional learning curriculum for students in grades 9-12 (2nd Ed.). Baltimore: Paul H. Brooks Publishing.Presentations at Professional Conferences
*Tran, O.K.. Alam, N., Cazares, F., Johnson, E., Kim, T., et al. (February, 2019). Transforming education experience through social and emotional learning. Poster presentation at the National Association of School Psychologists, Atlanta, GA.
Tran, O. K. (February, 2018). Transforming education through social and emotional learning. Poster to be presented at the National Association of School Psychologists, Chicago, IL.
*Tran, O. K., dela Cruz, M., Lin, Y., Minahan, J., Onuma, M., et al. (February, 2017). Transforming education: Strong Kids Social and Emotional Learning Curriculum, 2nd Ed. Poster presentation at the National Association of School Psychologists, San Antonio, TX.
*Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (February, 2016). Launching a Stronger SEL Program: Strong Kids and Strong Teens Revised. Mini-skills presentation at the National Association of School Psychologists, New Orleans, LA.
Tran, O. K., Jimenez, V., Diaz, R., Faulkner, J., Burger, N., & Ponte, N. (February, 2015). Promoting social and emotional learning in a three-tiered model. Poster presentation at the National Association of School Psychologists Conference, Orlando, FL.
Feurborn, L., Gueldner, B., & Tran, O. (February, 2015). Integrating mindfulness practices into social and emotional learning framework. Paper presentation at the National Association of School Psychologists Conference, Orlando, FL.
Tran, O. K., Bitter, K., Miller, C., Shaw, N., & Snyder, G. (February, 2014). School psychologists as leaders in the SEL movement. Paper presentation at the National Association of School Psychologists Conference, Washington, DC.
Tran, O. K. (February, 2013). Promoting social and emotional learning in special day classrooms. Poster presentation at the National Association of School Psychologists Conference, Seattle, WA.
Tran, O. K. (April, 2012). Promoting civility and resiliency through Social-emotional learning- Strong Kids curricula. Symposium presentation at the Western Psychological Association Conference, San Francisco, CA.
Gueldner, B. A,. & Tran, O. K. (February, 2012). From theory and research to Practice: SEL in action. Mini-skills presentation at the National Association of School Psychologists Conference, Philadelphia, PA.
Tran, O. K., & Malliarys, N. (February, 2012). Knowledge of RTI in schools: Implications for training education professionals. Poster presentation at the National Association of School Psychologists Conference, Philadelphia, PA.
Tran, O. K., Ablang, C., Pham, M., & Medcalf, E. (February, 2011). Increasing resiliency and school success- Strong Kids Learning Curriculum. Poster presentation at the National Association of School Psychologists Conference, San Francisco, CA.
Albeg, L., Castro-Olivo, S., Appelbaum, A., Tran, O., & Santiago, E. (February, 2011). Assessing acculturative stress: Development and structure of the CASAS scale. Poster presentation at the National Association of School Psychologists Conference, San Francisco, CA.
Social Emotional Learning & Emotional Well-being Project
Social and emotional learning (SEL) is an effective framework to address the mental health challenges confronted in schools and promote prevention and the acquisition of social and emotional competency skills. Through educative and evidence-based practices, social and emotional learning can be infused through school or classroom-based curricula. SEL includes a broad range of tools and systematic techniques used to promote mental health; teach social, emotional, and life skills; and prevent negative life outcomes, through effective curricula as an integral part of a school program.
The Strong Kids Project promotes SEL learning in schools. The Strong Kids and Strong Teens Social and Emotional Learning Curriculum was developed by Dr. Tran and her colleagues from the University of Oregon. The program was first published in 2006 and revised in 2016. The program includes the following:
- 5 Programs total
- Principle of effective teaching
- Research-based
- Practical and skill competency development
- 10-12 semiscripted lessons
- Goal: Teach social and emotional skills and assets to promote resilience and mitigate risk in youth
- Content addresses 5 competency areas: Emotion ID, ID of strengths and areas for attention, Strategies to regulate (e.g., cognitive, behavioral, anger, stress), Empathy, Social problem solving, Making helpful decision with self and others in mind
Graduate students are involved as research assistants assisting with data collection and program implementation in schools, data analysis, and presentation of research at national and local conferences, and development of publications.
Social Justice in Action: Perceptions and Practices in Schools Project
Project Overview:
- Educational opportunities for students of color are hindered (e.g., black students spend less time in the classroom for learning); Schools have fewer resources, particularly those serving students of color
- Students of color come from homes with higher unemployment and lower incomes that white children (lack housing, healthcare, nutrition)
- Students treated differently by teachers
- At-risk for school failure, dropout, crime, mental health, social-emotional problems
- Discrimination and social injustice happening
Social justice refers to the values that strive to decrease or eliminate inequity, promote inclusiveness of diversity, and establish environments that are supportive for all people. School psychologists are professionals who apply their expertise in mental health and education to help create safe, supportive learning environments. They are uniquely positioned to advance equity through culturally responsive services and advocacy for students and families (NASP Board of Directors, 2017). However, school psychologists experience personal, professional, and societal barriers to achieving social justice. These include lack of professional training, workplace support, and resources (Shriberg et al., 2011).
This project involves a survey to assess the training and practices school psychologists engage in to promote social justice, and to identify resources and supports that would better enable them to address inequities. Graduate students assist with development of project survey, data collection, data analysis, and presentation of project results.
Chang, L., Glickman, H., Sidiqi, N., and Jennings, G. (2020). Exploration of
School-Based Trauma Informed Care for Immigrant Youth. National Association of
School Psychologists Convention, Baltimore, MD. February 18-21, 2020.
Hernandez, R., and Jennings, G. (2019). Trauma Informed Care Among Immigrant Youth:
Qualitative Interviews of Professionals. National Association of School Psychologists
Convention, Atlanta, GA. February 26-March1, 2019.
Toy, B. and Jennings, G. (2017). Current Practices in Trauma Informed Care for Youth:
Mental Health Perspectives and Implications for Beginning School Psychologists. Spring
CSUEB Research Symposium. April 20, 2017.
Vite-Arguello, I., and Jennings, G. (2019). Trauma Informed Care Strategies for Immigrant
Students. Spring CSUEB Research Symposium. March 28, 2019.
Trauma Informed Care in Bay Area Schools Project
Five graduate research teams have explored 1. the impact of stress and trauma on youth's learning and development; 2. Northern California Bay Area educators' and mental health professionals' views and applications of Trauma Informed Care (TIC) in schools, and 3. the uniquely traumatic impact of immigration on youth in schools. TIC is the ecological response to stress that promotes resilience in youth.
The research teams have presented at national conferences during National Association of School Psychologists conventions and at University Research Symposiums.
The goal of the TIC as a model is to: increase educators' understanding of how trauma impacts development; reduce the likelihood of re-traumatization in school environments; recognize and support youth's strengths to foster post-traumatic growth; and increase skills and resources toward healthier outcomes.
Trauma Informed Care in Bay Area Schools Project
Professional Conference Presentations & Highlights
