School High

Daniel Thomas Murphy, Ph.D., L.E.P.

Credentialed School Psychologist

Licensed Educational Psychologist

LEP License No. 2932

**** ******** ****** #*

Berkeley, California 94704 USA

510-***-**** (home-office)

510-***-**** (mobile)

*********@*****.***

Education and Credentials

June 2007 Licensed Educational Psychologist (L.E.P.) licensed by State of

California, USA

May 1994 Ph.D. in Human Development, School and Educational Psychology,

American Psychological Association accredited program at

the University of California at Berkeley, USA

December 1991 School Psychology & Advanced Pupil Personnel Services

Credentials, University of California at Berkeley, USA

May 1990 M.A., Educational Psychology, University of California,

Berkeley, USA

May 1983 B.A. English, Pre-medicine, Biology minor, Georgetown

University, Washington, DC, USA

Psycho-Educational Experience

Current Licensed Educational Psychologist in private practice -

California and Thailand. Dr. Murphy is fluent in English,

Spanish, Thai, Laotian, Swedish, Norwegian and German.

10/08 - 3/09 Psychologist, Dublin Unified School District, Dublin,

California, covered psychologist on leave

10/07 - 10/08 Lecturer, Researcher and Psychologist, Chulalongkorn

University, Faculty of Education, Department of Educational

Research and Psychology, Bangkok, THAILAND

3/07 - 9/07 Psychologist, Eastside Union High School District, San Jose,

California

8/05 - 6/06 Psychologist, San Francisco Unified School District, San

Francisco, California

8/04 - 6/05 Teacher of English Literature & Psychological Consultant,

Nakorn Payap International School (http://nis.ac.th),

Chiang Mai, THAILAND

8/96 - 8/04 Psychologist, Oakland Unified School District, Oakland,

California - Tenured - Eight Years Full-time, Two years

part-time, prior years

2/96 - 6/96 Psychologist, Fremont Unified School District, Fremont,

California

10/95 - 1/96 Psychologist, Berkeley Unified School District, Berkeley,

California

9/94 - 6/95 School-based Mental Health Consultant & Clinician, Edgewood

Children's Center, San Francisco

1/95 - 5/95 Systems Consultation Instructor, Saint Mary's College

Counseling Leadership Program, Moraga, California

9/92 - 4/93 Psychologist, Oakland Unified School District, Charles Howard

Elementary School

2/92 - 6/92 Psychologist, Oakland Unified School District, Fremont High

School and Oakland Technical High School

8/90 - 6/91 Counselor & Psycho-educational Consultant, Alameda Unified

School District, Washington Elementary School

8/89 - 6/90 School Psychologist Intern, Vallejo City Unified School

District,

Pennycook Elementary and Vallejo Senior High Schools

9/88 - 7/89 Therapist, Consultant, & Researcher, Oakes Children's (Day

Treatment) Center, San Francisco

9/87 - 5/88 Classroom Consultant, Unified School District

Assessment Specialist, Alameda Unified School District

1/87 - 5/87 Field Researcher & Consultant, Alameda Unified School

District

9/86 - 12/86 Classroom Observer, Oakland Unified School District

Work Summary for Dublin Unified School District (10/08 - 03/09):

To cover for a psychologist on maternity leave, I was assigned to three

different schools (a K-5 school, a K-8 school and a 6-8 middle school).

This included pre-referral consultations and interventions (via the

schools' respective student success teams), thorough psycho-educational

assessments and counseling caseloads for students with designated

instructional services. This required flexibility, excellent time

management, good humor and a positive attitude for quickly adjusting to

local school cultures and client needs. I greatly enjoy learning about

local school climates and cultures and quickly adapting to the needs of

students, families and staff.

Work Summary for Chulalongkorn University (10/07 - 10/08):

Lecturer, Researcher and Psychologist for Chulalongkorn University, Faculty

of Education, Department of Educational Research and Psychology, Bangkok,

THAILAND. Chulalongkorn University is the first and number one ranked

public university in Thailand. Chulalongkorn University is highly esteemed

among Thai people and I sought a position there so that I could be deeply

immersed in Thai culture, tradition and language - so that I could learn

more of the story of Thai people and "true Thai life." I successfully

taught six courses - in Thai and supplementing with English as necessary:

1) Psychological Tests for Early Identification of Exceptional Children;

2) Educational Psychology and Learner Development; 3) Introduction to

Psycho-Educational Assessment: Measurement and Test Construction; 4)

Psychology of Teaching Exceptional Children; 5) Theories and Techniques of

Counseling for Guidance; and, 6) Introduction to Children with Emotional

and Social Disorders. I also co-taught a graduate seminar on personality

assessment for Ph.D. students in Education. And, I collaborated with, co-

directed and co-founded the new International Center for Research and

Development of Social Emotional Learning at Chulalongkorn University. I

served on many committees such as improving methods for the Identification

of Gifted and Talented students in Thailand. I was involved in a

collaborative research group formed by the Chulalongkorn University,

Faculty of Education and the Thai Department of Juvenile Justice. Our

research group investigated the opportunities and practicalities of

adapting Restorative Justice programs to remediate the effects of Youth

Violence and other models of practice to prevent and minimize youth

violence.

Work Summary for Eastside Union High School District (03/07 - 09/07):

In a large urban high school of 3500 to 3800 students, I facilitated pre-

referral consultations and interventions (via the schools' respective

student success teams), did thorough psycho-educational assessments and

counseling caseloads for students with designated instructional services

and crisis counseling as needed. This required flexibility, excellent time

management, good humor and a positive attitude for quickly adjusting to

local school cultures and client needs.

San Francisco Unified School District (08/05 - 06/06):

At large urban middle and high schools in San Francisco's Mission District,

I provided community outreach, facilitated pre-referral consultations and

interventions, did thorough psycho-educational assessments and counseled

students with designated instructional services and crisis counseling as

needed. This required flexibility, excellent time management, good humor,

sensitivity to individual and cultural differences and a positive attitude

for quickly adjusting to local school cultures and client needs.

Oakland USD (08/96 - 08/04, Eight years, Tenured, Full time; 02/92 - 04/93

Part time)

At a variety of urban elementary, middle and high schools in Oakland,

California, I provided community outreach, pre-referral consultations and

interventions, did thorough psycho-educational assessments and counseling

caseloads for students with designated instructional services and crisis

counseling as needed. I provided bilingual skills, sensitivities for

individual and cultural differences, flexibility, good humor and positive

attitude for quickly adjusting to local school cultures and client needs.

Responsible for general, special educational and mental health services at

assigned school sites. Oakland has diverse populations of students coming

from varied cultures and socioeconomic levels from the world over. My 8+

years tenure with Oakland was focused on serving students and families and

gifted students for increasing student successes in all domains.

As a multi-lingual and multi-cultural psychologist, counselor and teacher

within various school districts and educational institutions in the San

Francisco Bay Area, Washington, DC area and abroad in Thailand, I have been

responsible for general, special educational and mental health services at

a wide range of school settings from elementary, middle and senior high

schools to university classrooms. I have worked with extraordinarily

diverse populations of students coming from local and distant cultures of

all socioeconomic levels from all over the world. My tenure in all school

systems is focused on serving students and families at high risk for school

failure. My role as psychologist and teacher is to identify the strengths

and resources available to individual students and their teachers and

caregivers as they provide support to the student.

One of my principal roles involves building effective coalitions of support

to help ensure students' future academic successes. This process of

resource identification and support provision often involves wide ranging

processes of consultation and outreach - to facilitate and create real,

supportive and successful bridges between the students and their academic,

social and emotional caregivers at all levels of school, student and family

communities. I am often called on to collaborate and directly teach

effective strategies and techniques to teachers and parents to assist their

roles in raising student performance. In these broad roles, I am a "change

agent" in the educational systems where I work. The role of being a

positive agent for change allows me to be a creative catalyst for helping

to ensure student successes in a wide variety of domains.

For these broad, flexible roles, I provide a diverse set of psychologically

sound approaches along with highly developed specific skills and

understandings of the importance of theories of human development,

assessment, intelligence, cognition and learning theories and related

practices, along with skills in curriculum development. I have applied my

expertise in these areas to adapt and accommodate general theories and

practices to the specific needs of individual students and their respective

learning styles. As my experiences and skills have grown in the complex

process of improving student achievement and accomplishment, I have become

skilled in an eclectic variety of methods of educational and consultation

services. These consultation and teaching services relate to a wide range

of skills of theory and applied practice in: Optimal learning, emotional

intelligence, behavioral change, mental health, moral development, social

development, counseling students, parents and staff as needed, and

providing varying levels of support for teachers and school staff.

As a regular part of my duties, I collaborate with, supervise and train new

and experienced teachers, counselors and psychologists in optimal aspects

of learning theory, behavior and elements of mental health in the context

of what is most helpful for their students/ clients. I have trained new

therapists to work within a broad prevention intervention model (The

California Primary Intervention Project) as part of a statewide Early

Mental Health Initiative grant. As appropriate, I counsel individual and

small groups of students as needed. As a regular part of my practice, I

consult with teachers, staff and families to enhance students' success in

the regular classrooms, classes for the "gifted" and also special

educational settings. I regularly conduct initial, transfer and triennial

psychological assessments for a diverse population of identified students

who may be experiencing a wide range of learning, behavior and adjustment

problems. I regularly help student assistance teams to develop effective

plans of behavioral change that focus on a wide array of possible, healthy

robust outcomes. A primary focus of my work with all school districts is

to facilitate student success and prevent student failure in a wide range

of settings. I am a leader in developing intra-departmental forums for

monthly staff development activities within the department of psychological

services. These forums act as an arena for psychologists who want to share

their knowledge, expertise, techniques and interests for the betterment of

the department and increased student achievement in the district as a

whole. As a leader in such forums, I have presented on theories of

intelligence, emotional intelligence, social-emotional learning, memory,

meta-memory strategies, learning, assessment methods and the relationships

between methods of improving student and group concentration and focus to

facilitate student achievement.

Teaching Experience

10/07 - 10/08 Lecturer, Researcher and Psychologist, Chulalongkorn

University, Faculty of Education, Department of Educational

Research and Psychology, Bangkok, THAILAND

8/04 - 6/05 Teacher of English Literature & Psychological Consultant,

Nakorn Payap International School (http://nis.ac.th),

Chiang Mai, THAILAND

9/95 - 5/98 Substitute Yoga Instructor with U.C. Berkeley Adult Sports

Program

5/95 Paper Presenter at International Seminar on Consultee-Centered Client

Consultation in Stockholm, Sweden, May 4 - 7, 1995

1/95 - 5/95 Systems Consultation Instructor, Saint Mary's College

Counseling Leadership Program, Moraga, California

3/93 Presenter of dissertation research at California Association of

School Psychologists (CASP) Convention, Irvine, California

9/92 - 5/93 School Psychology Thesis Seminar, Student Leader, University of

California at Berkeley, California

1/86 - 8/86 Special Education Teacher of Science, English, Health &

Physical Education, Dominion Psychiatric Hospital, Falls

Church, Virginia

8/84 - 6/85 Teacher of Chemistry, Honors Chemistry and Physics

Elizabeth Seton High School, Bladensburg, Maryland

9/83 - 6/84 Freshmen Science Teacher and Laboratory Instructor

DeMatha Catholic High School, Hyattsville, Maryland

At the First International Seminar on Consultee-Centered Client

Consultation in Stockholm, Sweden, I was a paper presenter and participant

in the work groups that were formed to explore the difficulties in creating

more effective working partnerships via consultation and collaboration. I

increased my learning in this area by comparing similarities and

differences in practice between school and community psychologists in the

United States, Canada and Europe. My paper explored several issues that

occur in cross-cultural consultation, including: Bias, prejudice in the

assessment and problem formulation phases, guidelines for assessment and

treatment of culturally diverse clients, and techniques for creating

conditions for success for culturally diverse clients.

At Saint Mary's College, I was an instructor in the Counseling Leadership

Program. I developed and taught a course in Systems Consultation. The

course covered the fundamentals of mental health consultation in school

systems and offered students the opportunity to gain experience in the

"mechanics" and process of mental health consultation theory and practice

in a school setting. Areas of study were: Consultation models, school

culture and change, needs assessment and analysis, program development, and

primary prevention theories and practices.

At Dominion Psychiatric Hospital, a 24-hour acute care facility for

emotionally disturbed adolescent in-patients, my role as Health and Science

teacher expanded to include counselor and mediator in addition to being a

teacher. I was also involved in classroom management, case management,

treatment planning with hospital staff, and served as a co-leader for

weekly group therapy and goal-setting meetings.

At Elizabeth Seton Catholic High School, creativity, resourcefulness and

versatility were necessary for teaching the complex subjects of Chemistry,

Honors Chemistry and Physics (along with their respective labs) to young

female students from varied academic and social backgrounds. Time

restraints required day-to-day organization and planning for the entire

year. I was also an active member of the school's disciplinary committee.

I also taught an SAT Math Preparation Course after regular school hours.

At DeMatha Catholic High school, I taught Physical Science to 9th Grade

male students. This required thoughtful preparation of material to

maintain student interest and participation. The dynamic environment also

required clear thinking and a sense of humor for ever-changing situations,

and firm and fair discipline for consistent classroom control.

Business and Other Work Experience

11/86 - Present Resident Manager, Thornhill Apartments, Berkeley,

California

6/87 - 2/92 Proprietor, Murphy's Home Services, Moving & Hauling Company,

Berkeley, California

1979 - 1983 Laboratory Assistant, Department of Pharmacology,

Georgetown University Medical School, Washington DC

Summers Water Safety Instructor and Lifeguard at Nick's Lake,

(1978 & 1979) New York State Park and Campground, Old Forge, NY

At the Thornhill Apartments, my ongoing services include - advertising and

showing apartments, interviewing and selecting new residents, bookkeeping

and record keeping, and maintaining the property as my primary duties.

And, I also help to prevent and trouble-shoot problems, improve building

and community safety - as well as providing polite and cordial relations

with all residents.

To help finance graduate school, I established Murphy's Home Services for

home repair, moving, and hauling. As an entrepreneur, I had to assess my

customer's needs, quickly provide competitive estimates, and deliver

excellent services on time and within budget.

Graduate Coursework at the University of California, Berkeley

Note Well: I graduated with summa cum laude honors from U.C. Berkeley and

my dissertation was nominated for an outstanding dissertation award within

the Graduate School of Education. Please review my transcript.

Professional Competencies

Educational Data Analysis I & II

Conceptual Bases for School Psychology

Theoretical & Scientific Bases for School Psychology Practice

School-Based Mental Health Consultation

Educational Interventions for School Psychologists

Educational Measurement

School Psychology Internship

Child Development

Social and Moral Development

Proseminar in Cognitive Development

Learning and Memory Development

Behavioral Genetics

Cognitive Linguistics

Proseminar in Memory and Learning

Theories of Intelligence

Child Assessment, Remediation and Treatment

Appraisal of Human Intelligence

Diagnosis of Human Handicaps

Assessment and Treatment of Adolescents

Community Psychology Internship and Supervision

Neuro-psychological Assessment

Educational Foundations

History of Education in the United States

Legal Issues in Educational Practice

Philosophy of Education

NASP Workshops

Crisis Intervention (Systems and Individual Levels)

Traumatic Brain Injury (TBI)

Selected Papers

. Overcoming bias in cross-cultural consultation. (Formerly titled: A

model for prevention - Avoiding mean, monolithic, mechanistic models of

mental ability and cultivating multiple models of human abilities in mental

health consultation and collaboration.)

. Cognitive components of verbal abstracting ability in elementary school-

aged children. (Nominated for "Outstanding Dissertation Award" April 1994,

University of California at Berkeley, School of Education)

. Toward an initial research phase for process-oriented assessment.

. Pilot battery for assessment of processes underlying Feuerstein's

Learning Potential Assessment Device (LPAD) test of verbal abstracting

ability.

. Issues of intelligence and its modifiability in the development of a

working theory for dynamic assessment.

. Race, ethnicity and gender as factors that influence mental health

consultation.

. Reciprocal teaching as a method of competence building and primary

prevention in education and mental health.

. An analysis of significant factors that influence student performance on

the Scholastic Aptitude Test (SAT) at Albany High School, Albany,

California.

. An analysis of first graders' conceptions of conventional and moral

rules.

. Site-based management: A summary and evaluation of first interviews.

(A joint project between U.C. Berkeley Extension and Albany Unified School

District.)

Special Skills

Speaking, reading and writing Spanish, Thai, Laotian, Swedish, Norwegian,

and German; Collaborating and consulting with educators, mental health

workers, parents and students; Facilitating staff development; Leading

individual and group therapy; Conducting thorough educational and

psychological assessments; Teaching new material to diverse individuals

and groups; Developing and implementing curricula; Researching and

writing reports - with and without statistical analysis; Creating

assessment devices, methods and materials; Using mainframe and personal

computers, with a variety of statistical, spreadsheet and word processing

software; Organizing people, information and things; Singing, playing

guitar, bass, drums and a variety of musical instruments; Performing

individual and group musical arrangements and improvisation; Composing

music and writing poetry; Practicing and teaching Yoga, stress management,

focus, concentration, optimal learning techniques, mindfulness and loving

kindness; Certified practitioner of traditional Thai massage.

Memberships

American Psychological Association (APA); National Association of School

Psychologists (NASP); California Association of School Psychologists

(CASP); Community of Mindful Living (Berkeley, California); Soup & Bread

Musical Improvisation Group (San Francisco); Northern California Dance

Collective (Greater San Francisco).

References available by request

Contact this candidate