Joe Albert Garcia, Ph.D.
Registered Psychological Assistant to Dr. Angus Strachan, State of California, #PSB30216

Address

Lund & Strachan
2510 Main Street, Suite 201
Santa Monica CA 90405
Phone: (310) 392-2293
Fax: (310) 392-6043

Current

Mt. St. Mary’s College – Adjunct Professor of Psychology
UCLA – Adjunct Professor of Psychology
Yorkville University – Professor of Psychology
Lund & Strachan, Inc. – Clinician and Consultant
RAND Institute – Research Associate

Education

Ph.D. Psychology, University of California, Los Angeles. 2003
Internship at the Guidance Center and Long Beach Memorial Hospital
C.Phil. Psychology, University of California, Los Angeles. 2001
Ford Foundation Fellowship Recipient.
M.A., Psychology, University of California, Los Angles. 1998
Project 88 Fellowship Recipient.
B.A., University of California, Berkeley. 1993
Departmental Honors in Psychology.

Publications

In Press at Journal of American Medical Association: Jensen, P., Glied, S., Garcia, J.A., & Crowe, M,
The MTA Cooperative Group. The Cost-effectiveness of Multimodal treatment for ADHD in children.

Garcia, J.A. and Weisz, J.R. (2002) When Youth Mental Health Care Stops: Therapeutic Relationship
Problems and Other Reasons for Ending Youth Outpatient Treatment. Journal of Consulting and Clinical Psychology, vol. 70, no.2, p439-443.

Garcia, J.A. (1997). The Content of the Internet Discussion Forum for ADHD. The ADHD Report, 6-8.

Garcia, J.A. (1998). Why Children Drop Out of Therapy. Clinical Psychiatry News, (Nov), 1998

Professional memberships

American Psychological Association
American Psychological Society

Papers and Presentations

Dissertation: The Long-term Cost-Effectiveness of Multimodal Treatments for ADHD: One year followup using direct costs of treatment. Are psychosocial treatments cheaper in the long-run?

Master Thesis: Factor Analysis of the RNAQ (Reason for Non-Attendance Questionnaire): Why Children Drop Out of Community Clinic Based Therapy.

Honors Thesis: Measuring Aggression in ADHD Children and Comparison Children. (1993)

Poster Presentation: Western Psychological Association: Content Analysis of Internet Support Newsgroup on ADHD. (1995).

Poster Presentation: Western Psychological Association: Predictive Validity of Informers: Measuring Aggression in ADHD and Comparison Boys. (1995).

Teaching Experience

2005 UCLA – Abnormal Psychology (Psychology 173)
Class covers various mental illnesses and their classification, epidemiology, and treatment.
Duties include preparing exam, conducting office hours, providing midterm reviews, and assisting in presentation of materials.

2005 Mary’s Collge – Industrial Organizational Psychology (Psychology 148)
Taught class introducing the concepts central to I/O Psychology. Covered topics including personnel selection, employee motivation, job satisfaction, team organization, leadership enhancement, and job analysis.

2004 St. Mary’s College – Research Methods (Psychology 106/106L)

Taught class in issues of basic experimental design and factorial design of experiments.
Covered topics in appropriate statistical analysis for different types experimental designs.
Conducted experiments and analyzed data with the class as an instrument to help students gain real practice in interpretation of experiments.

2003 UCLA – Abnormal Psychology (Psychology 127)
Graduate Teaching Instructor for class focused on psychopathology. Class covers various
mental illnesses and their classification, epidemiology, and treatment. Duties include preparing
exam, conducting office hours, providing midterm reviews, and assisting in presentation of
materials.

2002-2003 UCLA - Research Methods in Psychology. (Psychology 100B)
• TA overall rating by students: Median 8.5 (one to nine scale, nine being highest)
• Taught class in issues of basic experimental design and factorial design of experiments.
Covered topics in appropriate statistical analysis for different types experimental designs.
Conducted experiments and analyzed data with the class as an instrument to help students
gain real practice in interpretation of experiments.

2001-2002 Greater Long Beach Child Guidance Center – Parenting class on behavioral interventions for
children with disruptive behavior disorders.
• Responsibilities involved providing written and audio-visual material to the parents of children
with disruptive behavior disorders. Conducted lectures on the basis for behavioral interventions
with these children and assisted parents in problem solving and adapting the principles to the
specific issues related to their child.

2000-2001 UCLA – Full Academic Year. Research Methods in Psychology. (Psychology 100B)
• Chosen as the Head Graduate Student Instructor for the course.
• Responsibilities involve being the instructor for the fifteen Graduate Student Teaching
Assistants (TAs). Preparing exams for the undergraduate students. Organizing instructional
materials for the Teaching Assistants. Providing pedagogical examples for TAs to convey
material to their own students and own labs. Acting as liaison between students and TA for any
grading disputes or questions. Remodeling statistics portion of the research methods class to
include modern computer assisted statistical programs.

2000 UCLA – Summer Session: Research Methods in Psychology. (Psychology 100B)
• TA overall rating by students: Median 8.0 (one to nine scale, nine being highest)
• Student’s rating of TA’s communication skills: Median 9.0
• Sample Student comments: “Joe was a very good TA. Very knowledgeable about the material
and was very concerned for the progress of his students. He was a fair grader and very
approachable for help inside, and outside, of class. He is also a very good speaker.” “The
section was fun and Joe was a great TA! He was very helpful, pleasant, and really tried to help
us learn. Although we hated the course, Joe made it bearable.”

2000 UCLA -Winter Quarter: Research Methods in Psychology. (Psychology 100B).
• TA overall rating by students: Median 9.0
• Students’ rating of their feeling welcome to seek help from TA: Median 9.0
• Sample student comment: “Joe is awesome!! He has been the best TA I have had at UCLA.
He was truly concerned and interested with our learning”

1999 UCLA - Fall Quarter: Counseling Relationships – (Psychology 177).
• Provided discussion forums for students to talk about issues related to the class lecture.
Lectured on materials not covered in larger lecture such as differences between schools of
thought in psychotherapy. Conducted role-plays and class exercises to demonstrate topics for
students.
• TA overall rating by students: Median 9.0
• Student’ rating of TA communication skills: Median 9.0
• Sample student comment: “Joe Garcia is so awesome. He is so much fun and increased my
interest in the subject. He was personal and very interactive. He made me feel comfortable
about speaking up. I think he deserves a bonus.”
1999 UCLA – Summer Session: Research Methods in Psychology. (Psychology 100B).
• TA overall rating by students: Median 9.0
• Students’ rating of how welcome they felt in seeking help: Median 9.0
• Sample student comment: “Joe has been one of the best and most helpful TA’s I have had at
UCLA. He presents the material in section in a clear and understandable way. He is eager to
help students outside of class.

1999 UCLA -Spring Quarter: Research Methods in Psychology. (Psychology 100B).
• Responsibilities as in Research Methods class above
• TA overall rating by students: Median 8.0
• Sample student comment: “Joe was a great TA. He was knowledgeable about the material,
punctual, and was a very fun and friendly TA. I’m really going to miss this class… I never
thought I’d say that about psych 100B!”

1998 UCLA - Winter Quarter: Research Methods in Psychology. (Psychology 100B).
• TA overall rating by students: Median 8.5
• Students’ rating of TA’s concern for student learning: Median 9.0 (one to nine scale)
• Sample student comment: “He really took a lot extra time to help during office hours, always
made sure we understood the material, and really made a difference for our experiment design.
I would definitely want him again for a TA of a class.”

1997 UCLA - Summer Session: Clinical Issues and Supervision- (Psychology 193).
• Provided clinical support and supervision for undergraduate psychology majors who had
placements in mental health centers or programs. Taught class on topics such as ethical
responsibility of therapists, empirically validated treatments, and evaluation and design of
therapy

Research Experience

U.C. Berkeley with Dr. James McHale, 1991
Research Area: Child Development
Duties: Coordinated follow-up of Child and Family Development Study, Produced newsletter for
subjects concerning results, contacted subjects regarding follow-up administration of tests.

University of Pittsburgh with Dr. William E. Pelham, 1992
Research Area: ADHD
Duties: Paid Research Assistant, Collection and management of data, Data Checking and Entry,
Administration of questionnaires, Participation in behavioral observation system, Coding of Video
Data , and Data Analysis.

U.C. Berkeley with Dr. Stephen Hinshaw, 1991,1992,1994
Research Area: Child Psychopathology
Duties: Research Associate, Lead Counselor, Playground Coordinator; Interviewing children for
various research projects, Administration of Assessment Tests, Supervision and Organization of
Behavioral Observation, Administration of Sociometric Study Interviews, Video Taping of Parent-child
Interactions, Data Entry and Management, Manuscript Preparation.

Institute of Human Development with Dr. Tracy Heller and Dr. Stephen Hinshaw, 1994-1996
Project: Multimodal Treatment Study of Children with ADHD
Duties Assessment Coordinator; Supervision of Research Staff, coordination of Family
Assessment, Training at the Long Island Jewish Medical Center for the Classroom Behavior
observation System, Scheduling of Families for Assessments, Supervision of Data Collection and
Completion, Training at the New York Psychiatric Center on the Diagnostic Interview Schedule for
Children, Participation in /Multisite Conference Calls on Data Entry System and Behavior observation
System, training of Research staff on batteries of Interviews and Questionnaires, interviewing and
Hiring of Classroom Behavior Observers.

UCLA, Medical School with Melissa DelHomme, 1998
Project: Genetic Marker Study of Children with ADHD
Duties: Conduced clinical interviews with children and parents. Participated in research teams
assessing diagnosis of children and adults involved in the project. Administered consent to treat.
Made clinical decisions regarding diagnosis, suggestions for treatment, and abuse reports.

UCLA, Department of Psychology with John Weisz, Ph.D., 1997-Present
Project: Clinic Study
Duties: Conducted extensive assessments with children and Parents. Interviewed and supervised
research assistants. Collected data and analyzed data using SPSS. Scored multiple measures
involved in the study. Participated in measure development on the Reasons for Termination
Questionnaire. Worked on preparation, editing, and publication of manuscripts.
UCLA, Department of Psychology, in collobaration with Peter Jensen, M.D. 2001-Present
Project: MTA study and mental health economics
Duties. Gathered data on the costs of treatments from baseline to end-of-treatment and through oneyear
followup. Analysed cost-effectiveness of various treatments for ADHD. Prepared manuscripts
for publilcation regarding Cost-effectiveness of treatments.

Interviews, Questionnaires, and Tests

WISC-III, DISC [Computer (DSM IV) and paper version(DSM III); formally trained at NYPI by Prudence Fisher, M.A.], SCID (not formally trained), WIAT, CDI, BDI, CBCL, YSR (Child version of CBCL), Wender Utah Scale, Michigan Alcohol Screening Test, Drinking History Questionnaire, Social Support Inventory, COPE (response to stress Q), Parents Knowledge of Behavioral Principles, Coddington Life Events Scale, Alabama Parenting Q, Parent-Child Relationship Q, Multi-dimensional Anxiety scale for children, Halperin Continuous Performance Task, Glaser CPT, Self-reported Antisocial Behavior Q, ADHD Q for parents, CLAM (Conners scale), SNAP IV, Dyadic Adjustment Scale, Inventory of Small life events, Parental Stress Inventory, Trained in taking Vital Signs on Children, NEO five factor inventory Q, Social skills rating system, Connors Parent Rating Scales, Homework Problems Checklist, Aggression and Conduct Problems Scale, Home situation Q, Columbia Impairment Scale, Child Mental Status Exam, and interviews developed specifically for the project (semi-structured interviews, developmental history questionnaires, consumer satisfaction scales,)

References available upon request