Oanh K Tran, PhD Faculty Profile

Photo of Oanh Tran

Oanh   K  Tran, PhD

Professor & School Psychology Program Coordinator

Department of Educational Psychology

Dr. Oanh Kim Tran is a Professor and Program Coordinator of the School Psychology Program at 绿帽换妻, East Bay (绿帽换妻).  Dr. Tran received her Ph.D. from the University of Oregon in 2007 and has been with 绿帽换妻 since then, where she teaches and mentors graduate students. In addition to her academic role, Dr. Tran works as a school psychologist and educational consultant. 

Her research and professional interests encompass childhood mental health, social and emotional learning (SEL), special education assessment, multi-tiered systems, parent training, and social justice in school psychology.  Dr. Tran facilitated the inaugural 绿帽换妻 Lunch and Learn series, “Rise Up and Speak Up,” inviting experts to address topics of racism, social injustice, poverty, violence, white privilege, and what school psychologists can do to be change agents.  Additionally, she is the faculty mentor for the 绿帽换妻 Social Justice League (SJL) and School Psychology Association (SPA). 

Dr. Tran has a well-established scholarly record with numerous publications and presentations.  She is also co-author of the Strong Kids and Strong Teens Social-emotional Learning Curriculum (1st and 2nd Editions).  As a Vietnamese American immigrant, practitioner, and scholar, Dr. Tran uses her expertise and experience to advocate for diverse leaders in education, school-family-community collaboration to promote emotional-mental health, student learning and success, social justice, equitable and ethical practices, and culturally responsive schools.  

Dr. Tran currently leads two research projects:

  • Promoting Social Emotional Learning and Wellness in Schools: This project aims to promote the implementation of SEL curricula in schools to support students’ emotional, mental, social, and academic success.
  • Social Justice Perceptions and Practices in Training and Schools: This project explores how school psychologists are trained and how they engage in and promote social justice. The project seeks to identify resources and supports to help school psychologists address inequities more effectively.






-Co-author of Strong Kids and Strong Teens Social and Emotional Learning Curricula to enhance emotional literacy skills and resiliency.

-Promoting social and emotional learning through class-wide and school-wide supports through implementing research-based curricula in a three-tiered model. See Strong Kids website https://strongkidsresources.com.

-Graduate level training in the Department of Educational Psychology, with focus in school psychology.

-School Psychology program coordination, accreditation, and credentialing.

-Social Justice and equitable practices

-Faculty mentor for the Social Justice League (SJL) and School Psychology Association (SPA). 

  • PhD School Psychology, University of Oregon
  • MA Psychology, 绿帽换妻, Sacramento
  • BA Psychology, 绿帽换妻, Sacramento

Not teaching this semester.

*=Denotes equal contribution

*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. K. (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 (2ndEd.). 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 (2ndEd.). 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 (2ndEd.). Baltimore: Paul H. Brooks Publishing.

Tran, O. K., Gueldner, B. A., & Smith, D. (2014). Building resiliency in schools. In R. Gilman, E. S. Huebner, & M. Furlong, Eds. Handbook on Positive Psychology in Schools. New York: Taylor & Francis.

Castro-Olivo, S., Tran, O. K., Begum, G., Arellano, E., Garcia, N., & Tung, C., (2013). A comprehensive model for promoting resiliency and preventing violence in schools. Contemporary School Psychology, 17(1), 23-34.

Tran, O. K., Pham, A., & Davis, J. (2013). Suicide. In J. Sandoval (Ed.), Handbook of Crisis Counseling, Intervention, and Prevention in Schools (3rd Ed.), Mahwah, NJ: Lawrence Erlbaum.

Tran, O. K., & Merrell, K. W (2010). Promoting student resilience: Social and emotional learning as a universal prevention approach. In B. J. Doll (Ed.), Handbook of Youth Prevention Science. Mahwah, NJ: Lawrence Erlbaum.

Merrell, K. W., Juskelis, M. P., Tran, O. K., & Buchanan, R. (2008). Social and emotional learning in the classroom: Impact of Strong Kids and Strong Teens on students' social-emotional knowledge and symptoms. Journal of Applied School Psychology, 24,. (209-224).

Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2008). Teachers' perceptions of social and emotional learning in the classrooms. Journal of Applied School Psychology.

Tran, O. K. (2008). The Strong Kids Curricula for building social and emotional resiliency in children and adolescents. Prevention in Counseling Psychology, 2, (7-10).

Merrell, K. M., Gueldner, B. A., & Tran, O. K. (2008). Social and emotional learning: A school-wide approach to intervention for socialization, friendship problems, and more. In B. J. Doll & J. A. Cummings (Eds.), Population-based Services of School Psychologists. (pp. 165-185). Bethesda, MD: National Association of School Psychologists.

Merrell, K. M., Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2007). Strong Kids:. A social and emotional learning curriculum for students in grades 3-5. Baltimore: Paul H. Brooks Publishing.

Merrell, K. M., Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2007). Strong Kids: A social and emotional learning curriculum for students in grades 6-8. Baltimore: Paul H. Brooks Publishing.

Merrell, K. M., Carrizales, D., Feurborn, L., Gueldner, B., A., & Tran, O. K. (2007). Strong Teens:. A social and emotional learning curriculum for students in grades 9-12. Baltimore: Paul H. Brooks Publishing.

Merrell, K. M., Buchanan, R., & Tran, O. K. (2006). Relational aggression in children and adolescents: A review with implications for school settings. Psychology in the Schools. (43, 345�360).

Carrizales, D., & Tran, O. K (2004). Promoting emotional resilience in schools: The Strong Kids and Strong Teens curricula. Oregon School Psychologist Association Bulletin.

Tran, O. K., & Furlong, M. J. (2004). Personal strengths and assets among adolescents: A comparison of smokers and non-smokers. The California School Psychologist. (61�75).

Furlong, M. J., Tran, O. K., & Soliz, A. (2004). School violence prevention. In T. S. Watson & C. H. Skinner (Eds.), Comprehensive Encyclopedia of School Psychology. (pp. 278��281).

Tran, O. K. (2002). Personal strengths and assets of adolescent smokers and non- smokers. Proceedings of the Summer 2002 Academic Research Consortium (ARC). University of California, Santa Barbara.

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., Minahean, 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. K. (February, 2015). Intergrating mindfulness based practices into social and emotional framework. Paper presentation at the National Association of School Psychologists Conference, Orland, FL.

Tran, O. K., Bitter, K., Miller, C., Shaw, N., & Synder, G. (February, 2014). School psychologists as leaders in the SEL movement. Paper presentation at the National Association of School Psyhchologist 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., & Malliarys, N. (May, 2012). Knowledge of RTI in schools: Implications for training education professionals. Poster presentation at the 绿帽换妻 Research, Scholarship, & Creative Activity Exhibit, Hayward, CA.

Tran, O. K., Kim, R., & Kim, B. (2012, May). Social Justice League empowers positive change and social awareness. Poster Presentation at 绿帽换妻 Diversity Day. 绿帽换妻, East Bay, Hayward, CA.

Tran, O. K. (April, 2012). Promoting Civility and Resiliency through Social-Emotional Learning- Strong Kids Curricula. Symposium presentation at the Western Psychological Association, San Francisco, CA.

Gueldner, B. A,. & Tran, O. K. (February, 2012). From Theory and Research to Practice: SEL in Action. Mini-skills presented at the National Association of School Psychologists, Philadelphia, PA.

Tran, O. K., & Mallaryis, N. (February, 2012). Knowledge of RTI in Schools: Implications for Training Education Professionals. Poster presentation at the National Association of School Psychologists, Philadelphia, PA.

Smith, D., Tran, O. K., Chang, V., & Vogel, M. (October, 2011). Fostering Civility in Youth. Invited Symposium at Southern Oregon University. Ashland, Oregon.

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 presesentation at the National Association of School Psychologist Conference.

Poster Presentation: Using Strong Kids Curriculum to Promote Social and Emotional Resiliency., March 25, 2010, Chicago, Illinois, National Association of School Psychologists

Poster Presentation: Promoting Competence and Opportunities for Ethnic Minorities through External Assets., March 25, 2010, Chicago, Illinois, National Association of School Psychologists

Using evidence-based strategies to promote social and emotional learning., February 28, 2009, Boston, MA, National Association of School Psychologists

The impact of asset gaps: Implications for service and training., February 26, 2009, Boston, MA, National Association of School Psychologists Conference.

Implementation of Strong Kids Learning Curriculum with At-Risk Middle School Boys, March 14, 2008, Burlingame, CA, California Association of School Psychologists

Promoting social and emotional learning in schools: An investigation of massed versus distributed trials and social validity of the strong kids curriculum in late elementary-aged students., March 15, 2007, New York., National Association of School Psychologists Conference.

  • 2017-2018: Promoting Social Justice and Social Emotional Wellness in K-12 Schools ($10,000)
  • 2016-2017:Promoting K-12 Learning Outcomes using Strength-Based and Prevention Models ($12,000)
  • 2015-2016: Enhancing Student Outcomes through Social and Emotional Learning and Strength-based Assessments ($13,000)
  • 2014-2015: Social and Emotional Learning and Strength-based Mental Health Supports to Enhance Student Outcomes ($11,772)
  • 2013-2014- Mental health needs in schools and intervention practices: Social and emotional learning-Prevention for ALL. Received ORSP mini-grant (4,922) at 绿帽换妻. Mentored two graduate students.
  • 2012-2013- Promoting student pesilience: Social and emotional learning in special education classrooms. Received ORSP mini-grant ($2,819) at 绿帽换妻. Mentored two graduate students.
  • 2008-2009- Promoting Student Resilience: The Effects of Social and Emotional Learning in Schools. Received ORSP mini-grant (3,230 & 9 WTU assigned time) at 绿帽换妻. Mentored two graduates students.

Academic Senate

Retention, Tenure, and Promotion Policy and Procedures (2011-current)

Student Service Office to Succeed (SSOS) for Asian American Pacific Islander

Co-director of the Community Counseling Clinic (CCC)

绿帽换妻, East Bay, Basic Skills Requirements Appeals Committee

绿帽换妻, East Bay General Education Writing Skills

Credentialed School Psychologist in California

Graduate level courses:

Cognitive Behavioral Therapy

Fieldwork and Internship Supervision

Assessment of Social and Emotional Behaviors

Cognitive Assessment

Developmental Report Writing

Curriculum Based Assessment and Response to Intervention (RtI)

Pediatric Psychology

Crisis Intervention