Faculty and Staff Biography Profile (2022)

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Faculty and Staff Biography Profile (1)

Name :

Thao Le

Title :

Department Chair/Professor

Unit :

Department of Family and Consumer Sciences

Address :

2515 Campus Road
Honolulu, HI 96822

Room :

Miller Hall 201G

Phone :


Fax :


E-mail :


Professional Prep/Appointments :

2004 Ph.D., University of California, Davis
1994 M.P.H., University of California, Berkeley

1992 B.S., University of California, Irvine

1992 B.A., University of California, Irvine

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2020-present Professor, Family & Consumer Sciences (FCS), UH Manoa
2018-present Cooperating Graduate Faculty, School of Social Work, UH Manoa
2014-present Cooperating Graduate Faculty, Office of Public Health Studies, UH Manoa
2012-2020 Associate Professor, Family & Consumer Sciences (FCS), UH Manoa
2011-2012 Assistant Professor, Family & Consumer Sciences, UH Manoa
2005- 2011 Assistant Professor, Human Development & Family Studies, Colorado State University (tenure and promotion was granted July 1, 2011)

Projects :

Externally-Funded Projects as PI
(2014-2021) Mindfulness-Based Development Training. Hawaii Department of Human Services, Office ofYouth Services

(2016-2018) Engaged Mindfulness in Vietnam; Mind & Life 1440 Awards
(2011-2013) Hawaii Military YouthAdventure Camp: Military Community, Family & Youth Extension Program.DOD,Office of Family Policy, Children & Youth and USDA/NIFA

(2011-2012) Mindfulness as Youth Suicide Prevention Intervention for Native Americans. American Psychological FoundationVisionaryFunds Grant

(2008-2010) School Context and Developmental Patterns of Delinquency and Violence among
ImmigrantYouth. Russell SageFoundation

(2007-2009) Capacity Building for Organizations Empowering Communities against Youth Violence. HHS Administration for Children and Families grant to National Council on Crime and Delinquency

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(2007-2008) Evaluation of Creative Interventions: Community-Based Domestic Violence Intervention Project Robert Wood Johnson Foundation grant to Creative Interventions

Internally-Funded Awards as PI at University of Hawaii Manoa

(2015-2017) Mindfulness-Based Intervention to Promote Positive Youth Development in Hawaii
(2012-2014) Mindfulness-Based Intervention to Promote Positive Youth Development.
HATCH & Extension Smith Lever Funds/USDA/NIFA

Externally-Funded Projects as Co-PI

(2013) Mindfulness-Based Hawaii Military Adventure Camp: Extension-Military Collaboration.
(2010-2011) Rocky Mountain Adventure Camp: Extension-Military Collaboration. DOD/USDA-NIFA

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Internally-Funded Awards as PI at Colorado State University

(2009-2010) Multiculturalism & Youth Violence: Settings & Processes. Colorado Injury Control Research Center

Consultant, Lead Investigator

(2005-2010) Center on Culture, Immigration and Youth Violence Prevention Center. Centers for Disease Control & Prevention

Selected Courses Taught:

Current Courseat UH Manoa
HDFS 333 Adolescent & Early Adulthood

HDFS 435 Mindfulness & Skillful Living

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Courses Taught at Colorado State University

HDFS 311Adolescent Development & Early Adult Development

HDFS 312 Adult Development & Aging

HDFS 492 Program Proposal/Senior Seminar

HDFS 550 Research Methods

HDFS 592Grant Writing

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HDFS 612 Adolescent Development

Professional Development Courses
PDE3 Mindfulness & Skillful Learning/Living

Research Interests :

Mindfulness-based prevention/intervention programs; optimal development & resiliency; ethnic minority populations and cross-cultural issues

Selected Publications :

Le, T.N., & Jackman, T. (in press). Beyond aloha: Can university of Hawai'i students cultivate Native Hawaiian relational awareness in a mindfulness course? In C.M. Fleming, J. Proulx, and V. Y Womack (Eds.), Beyond white mindfulness: Critical perspectives on racism, wellness, and liberation.
Le, T.N., & Trieu, D. (2020). Personal wisdom as reflected in the Vietnamese classic literature in the Tale of Kieu. In A. Intezari, C. Spiller, & S.Yang (Eds.), Practical wisdom, leadership, and culture: Asian, Indigenous, And Middle-Eastern Perspectives. Taylor & Francis.
Le, T.N., Nguyen, K.T., & Douang, K. (2019). randomized study of mindfulness and service/project-based learning with students in Vietnam. International Journal of Research on Service-Learning and Community Engagement, 7(1), Article 5.
Le, T.N., & Alefaio, D. (2019). Mindfulness training for social service providers in Hawaii: Context and considerations. Journal of Social Service Research. https://doi.org/10.1080/01488376.2019.1606758

Le, T.N., Buddharakkhita, B., & Cerswell, L. (2018). The six R’s framework as mindfulness for suicide prevention. Invited book chapter for edited volume Positive Psychology and Suicide Prevention.
Le, T.N., & Alefaio, D. (2018). Hawaii’s educators’ experiences in a professional development course on mindfulness. Professional Development in Education. DOI: 10.1080/19415257.2018.1474485
Le, T. N. (2017). Cultural considerations in a phenomenological study of mindfulness with Vietnamese youth and cyclo drivers. International Perspectives in Psychology: Research, Practice, Consultation, 6(4), 246-260.
Proulx, J., Bergen-Cico, D., Fleming, C.M., Croff, R., Le, T.N., Noorani, M., Aldwin, C., & Oken, B. (2017). Considerations for research and development of culturally relevant mindfulness interventions in African minority communities. Mindfulness. 10.1007/s12671-017-0785-z
Le., T.N., & Proulx, J. (2015). Feasibility of mindfulness-based intervention for mixed-ethnic Asian/Pacific Islander incarcerated youth. Asian American Journal of Psychology. Advance online publication. http://dx.doi.org/10.1037/aap0000019
Le, T.N., & Trieu, D. (2015). Translating and implementing a mindfulness-based positive youth development program in Vietnam. Health Promotion International. 10.1093/heapro/dau101
Le, T.N., & Gobert, J. (2015). Translating & implementing a mindfulness-based youth suicide prevention intervention in a Native American community. Journal of Child and Family Studies, 24(1), 12-23. DOI: 10.1007/s10826-013-9809-z
Le, T.N. & Shim, P. (2014). Mindfulness and the aloha response. Journal of Indigenous Social Development, 3(1) 1-11. http://hdl.handle.net/10125/33336
Le, T.N.(2014). Mindfulness-based adventure camp for military youth. Journal of Extension, 52(2), #2FEA5.
Le, T.N., & Doukas, K.M. (2013). Making meaning of turning points in life review: Values, wisdom, and life satisfaction. Journal of Religion, Spirituality, and Aging.doi: 10.1080/15528030.2013.765367
Goebert, D., Le, T.N., & Sugimoto-Matsuda, J. (2012). Violence, Asian Americans, and health. In G. Yoo, M.N. Le, & A. Oda (eds). The Handbook of Asian American Health.
Le, T.N., Johansen, S. (2012).The relationship between perceived school multiculturalism and interpersonal violence: An exploratory study. Journal of School Health, 81(11), 688-695.
Le, T.N. & Stockdale, G. (2011). The influence of school demographic factors and perceived student discrimination on delinquency trajectory in adolescence. Journal of Adolescent Health, 49(40< 407-413.
Le, T.N., Arifufku, I., Vuong, L., Tran, G., Lustig, D.F., & Zimring, F. (2011). Community mobilization & community-based participatory research to prevent youth violence among Asian and immigrant populations. American Journal of Community Psychology. 48 (1-2), 77-88. DOI: 10.1007/s10464-010-9413-y.
Chang, J., & Le, T.N. (2010). Multiculturalism as a dimension of school climate: The impact on the academic achievement of Asian American and Hispanic youth. Cultural Diversity & Ethnic Minority Psychology.
Le, T.N. (2010). Life satisfaction, openness value, self-transcendence, and wisdom. Journal of Happiness Studies. doi: 10.1007/s10902-010-9182-1
Le, T.N., Lai, M., & Wallen, J. (2009). Multiculturalism and subjective happiness as mediated by cultural and relational variables. Cultural Diversity and Ethnic Minority Psychology. 15(3), 303-313.
Le, T.N., Goebert, D., & Wallen, J. (2009). Acculturation factors and substance use among Asian American youth. The Journal of Primary Prevention, 30(3),453-473. doi: 10.1007/s10935-009-0184-x (rejection rate 2008 = 80%) Le, T.N., & Stockdale, G. (2008). Acculturative dissonance, ethnic identity, and youth violence. Cultural Diversity and Ethnic Minority Psychology, 14(1), 1-9. Published as the FEATURE ARTICLE of this volume.
Le, T.N., & Wallen, J. (2008). Risks of non-familial violent physical and emotional victimization in four Asian ethnic groups. Journal of Immigrant and Minority Health, 11(3), 174-187. doi: 10.1007/s10903-007-9100-8.
Le, T.N. (2008). Cultural values, life experiences, and wisdom. The International Journal of Aging & Human Development, 66(4), 259-281.
Le, T.N. (2008). Age differences in spirituality, mystical experiences, and wisdom. Ageing & Society, 28(3), 383-411.
Ngo, H., & Le, T.N. (2007). Stressful life events, culture, and violence. Journal of Immigrant and Minority Health, 9. 75-84. 10.1007/s10903-006-9018-6.
Le, T.N., Tov, W., & Taylor, J. (2007). Religiousness and depressive symptoms in five ethnic adolescent groups. The International Journal for the Psychology of Religion, 209-230.
Spencer, J., & Le, T.N. (2006). Parent refugee status, immigration stressors, and Southeast Asian youth violence. Journal of Immigrant and Minority Health, 8, 359-368. doi: 10.1007/s10903-006-9006-x.
Le, T.N., & Kato, T. (2006). The role of peer, parent, and culture in risky sexual behaviors for Cambodian and Lao/Mien adolescents. Journal of Adolescent Health, 39(3), 288-296.
Le, T.N., & Arifuku, I. (2006). Moving picture of API youth: A case for disaggregate data on youth victimization and delinquency. Amerasia Journal, 29-41.
Le, T.N., & Stockdale, G. (2005). Individualism, collectivism, and delinquency in Asian American adolescents. Journal of Clinical Child and Adolescent Psychology, 34(4), 681-691.
Le, T.N. (2005). Non-Familial victimization among Asian Pacific Islander: The Oakland experience. Journal of Ethnicity in Criminal Justice, 3(3), 49-64.
Le, T.N., Monfared, G., & Stockdale, G. (2005). The relationship of school attachment, parent engagement, and peer delinquency with self-reported delinquency for Chinese, Cambodian, Lao/Mien, and Vietnamese youth. Crime and Delinquency, 51(2), 192-219. DOI: 10.1177/0011128704273466.
Go, C.C., & Le, T. N. (2005). Gender differences in Cambodian delinquency: The role of ethnic identity, parental discipline, and peer delinquency. Crime and Delinquency, 51(2), 220- 237. doi: 10.1177/0011128704273466. Chang, J., Le, T.N. (2005). The Influence of parents, peer delinquency, and school attitudes on academic achievement for Chinese, Cambodian, Laotian-Mien, and Vietnamese youth. Crime and Delinquency, 51(2), 238-264. doi: 10.1177/0011128704273469.
Le, T., Arifuku, I., Nunez, M. (2003). Girls and culture in delinquency intervention: A case study of RYSE. Juvenile and Family Court Journal, 54(3), 25-34. doi: 10.1111/j.1755-6988.2003.tb00078.x.
Le, T. (2002). Asian Pacific Islander and delinquency: A review of literature and research. The Justice Professional, 15(1), 57-70. doi: 10.1080/08884310212825.
Jenkins, C. Le, T., McPhee, S., Stewart, S., & Ha, T. (1996). Health care access and preventive care among Vietnamese immigrants: Do traditional beliefs and practices pose barriers? Social Science and Medicine, 43(7), 1049-1056.


What should be included in an employee biography? ›

Your bio should include important professional roles and achievements. It's also valuable to add passions, personal interests, and how you bring your values to your work. Finally, your bio should give your readers a chance to get to know you.

How long should a biography be about yourself? ›

Personal biographies on a resume or a job-search site should be a single paragraph or a few short paragraphs that describe who you are. It is best to keep this type of personal bio between 300 and 500 words.

How do you write a 3 sentence bio? ›

For a three-sentence bio, consider these three objectives: Tell readers who you are and what you do. Reveal a glimpse of your personality. Encourage readers to find out more.

How do you introduce yourself in a work bio? ›

It's a good idea to include:
  1. Your name.
  2. Your current job title.
  3. Your company name or personal brand statement.
  4. Your hometown.
  5. Your alma mater.
  6. Your personal and professional goals.
  7. A relevant achievement or accomplishment.
  8. Your hobbies.

What are the examples of biography? ›

Popular biographies are life histories written for a general readership. The Immortal Life of Henrietta Lacks by Rebecca Skloot and Into the Wild by Jon Krakauer are two popular examples.

What is biographical questionnaire? ›

A biodata test, life experience questionnaire, or a biographical inventory test, is a tool used during the hiring process to measure a candidate's behavioral consistency. By measuring a person's behavior, a company can see how that candidate will act in the future.

What is a short biographical statement? ›

The biographical statement should include the author(s) full name. In addition, it is also appropriate to discuss your personal history, academic program and/or field placement, and interest in the article's subject. The biographical statement may not exceed 75 words.

How do you write a good biography? ›

6 Tips on How to Write a Biography
  1. Get permission. Once you've chosen the subject of the biography, seek permission to write about their life. ...
  2. Do your research. ...
  3. Form your thesis. ...
  4. Make a timeline. ...
  5. Use flashbacks. ...
  6. Include your thoughts.
30 Aug 2021

What is a short bio about yourself? ›

What Is a Short Bio? A short bio is a short paragraph that serves as a brief professional biography for résumés, company websites, personal branding, and more. These little blurbs sum up your current position, your years of experience in education and the workforce, plus your professional goals.

How do you end a biography? ›

Summarize the subject's most memorable actions.

The conclusion of a biography should remind the reader of the subject's achievements or actions. Briefly describe their greatest achievements so that the reader can remember why it is important or enlightening to learn about their life.

How many paragraphs is a biography? ›

So how to write a biography essay outline? Unless otherwise specified by your professor, you should follow the standard five-paragraph essay structure.

How long should bio be? ›

The long bio is typically between 3-5 paragraphs, varying from 3-5 sentences each. The short biography is typically used in other publications, print or online, as author bios at the end of articles or blogposts, in the “About” section of company or personal websites, or as listing in a professional directory.

What to write in about me examples? ›

I am outgoing, dedicated, and open-minded. I get across to people and adjust to changes with ease. I believe that a person should work on developing their professional skills and learning new things all the time. Currently, I am looking for new career opportunities my current job position cannot provide.

What are words with bio? ›

The 8 letter words that start with Bio are bioscope, biologic, biofuels, biocycle, biochips, biometry, bioscopy, biogenic, biolytic, biolysis, biolyses, biometer, biofuels, biotypes, etc. These are some of the words that start with Bio.

What are the examples of biography? ›

Popular biographies are life histories written for a general readership. The Immortal Life of Henrietta Lacks by Rebecca Skloot and Into the Wild by Jon Krakauer are two popular examples.

How do you write a good biography? ›

How to write a professional bio
  1. Your name.
  2. Your current role or professional tagline.
  3. Your company or personal brand.
  4. Your goals and aspirations.
  5. Your 2-3 most impressive and relevant achievements.
  6. One quirky fact about you (if it's appropriate to the site)
20 Oct 2022

What are the features of a biography? ›

They will look at the features of a biography, which include: Written in formal language. Use of compound and complex sentences, containing connectives. Written in the past tense and usually written in chronological order (in time order)


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