绿帽换妻

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 (2^nd 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 (2^nd 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 (2^nd 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, 2^nd 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.

Project Overview

Social and emotional learning (SEL) is an effective framework for addressing mental health challenges in schools and promoting the acquisition of social and emotional competency skills. Through educative and evidence-based practices, SEL can be infused into school or classroom-based curricula. SEL encompasses 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 in schools. The (see Brookes Publishing) 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:

• 5 programs in total
• Principles of effective teaching
• Research-based content
• Practical skill and competency development
• 10-12 semi-scripted lessons
• Goal: Teach social and emotional skills and assets to promote resilience and mitigate risk in youth
• Content addressing 5 competency areas:
  • Emotion identification
  • Identification of strengths and areas for improvement
  • Strategies to regulate emotions (e.g., cognitive, behavioral, anger, stress)
  • Empathy
  • Social problem-solving
  • Making helpful decisions with self and others in mind

Graduate students are involved as research assistants, assisting with data collection and program implementation in schools, data analysis, presentation of research at national and local conferences, and development of publications.

Project Overview

• Educational Disparities: Educational opportunities for students of color are hindered; for example, Black students spend less time in the classroom for learning. Schools serving students of color often have fewer resources.
• Socioeconomic Challenges: Students of color frequently come from homes with higher unemployment and lower incomes compared to White children, leading to a lack of housing, healthcare, and nutrition.
• Differential Treatment: Students of color are often treated differently by teachers.
• Risk Factors: These students are at higher risk for school failure, dropout, crime, mental health issues, and social-emotional problems.
• Discrimination and Social Injustice: Ongoing issues of discrimination and social injustice are prevalent.

Social justice refers to the values that strive to decrease or eliminate inequity, promote inclusiveness of diversity, and establish supportive environments for all people. School psychologists 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 face personal, professional, and societal barriers to achieving social justice, including a 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 the development of the 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-March 1, 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 绿帽换妻 Research Symposium.  April 20, 2017.

Vite-Arguello, I., and Jennings, G. (2019). Trauma Informed Care Strategies for Immigrant Students. Spring 绿帽换妻 Research Symposium. March 28, 2019.

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.

2024 Interns' Action Research Capstone Projects

Clickable links to view interns Action Research presentations.