Prior to receiving his doctorate, Christopher Murray worked as a counselor in a shelter for homeless youth and as a special education teacher in both middle and high school settings. His first position as a faculty member was at DePaul University in Chicago where he worked for 8 years prior to joining the faculty at the University of Oregon. While in Chicago, Chris worked with over 70 different Chicago public schools as part of the Corey H. settlement agreement. This work included working directly with teachers and administrators on improving special education service delivery models, primarily on the south and west sides of Chicago. Since joining the UO faculty, he continues his work with schools and communities to improve services and supports for vulnerable children, youth, and adults.
Over his career, Professor Murray has received approximately $22 million in external funding as a PI or Co-PI from a variety of federal agencies including the Office of Special Education Programs, the Office of Special Education and Rehabilitative Services, the Office of Postsecondary Education, the Institute of Educational Sciences, and the Administration for Community Living. This funding has supported 18 doctoral trainees, 25 preservice master’s students, and his research. He currently serves as a Professor of Counseling Psychology & Human Services and as the Director of the Center on Human Development in the College of Education at the University of Oregon.
Honors and Awards
1/2014 American Rehabilitation Counseling Association (ARCA) Annual Research Award, First Place. The Effects of Working at Gaining Employment Skills on the Social and Vocational Skills of Adolescents with Disabilities: A School-Based Intervention.”
10/ 2014 National Rehabilitation Association Editor’s Choice Award. The Effects of Working at Gaining
Employment Skills on the Social and Vocational Skills of Adolescents With Disabilities: A School-Based Intervention,” published in the Rehabilitation Counseling Bulletin.
10/2015 Fund for Faculty Excellence Award, Academic Affairs, University of Oregon.
Publications * = student author
Pham, Y., Murray, C., & Gau, J. (2022) The Inventory of Teacher-Student Relationships: Factor structure and associations with engagement among high-risk youth. Psychology in the Schools, 59, 413-429.
Vincent, C.G., Walker, H., Espelage, D., Valido, A., Murray, C., Svanks, R., Marquez, B., Pennefather, J. (2022). Student outcomes from the pilot test of a comprehensive school safety framework for high schools: Student ownership, accountability, and responsibility for school safety (SOARS). NASSP Bulletin, 106(4), 339-363.
Murray, C., Kosty, D., Doren, B., Gau, J. & Seeley, J. (2021). Patterns and predictors of post-high-school engagement among youth with high-incidence disabilities: A longitudinal person-centered analysis. Developmental Psychology, 57(4), 584-596.
*Bromley, K. W., Murray, C., *Rochelle, J., & Lombardi, A. (2021). Social support among college students with disabilities: A descriptive analysis. Journal of Student Affairs Research & Practice, 58(5), 477-490.
Knowles, C. L., Murray, C., Gau, J., & Toste, J. R. (2020). Teacher-student working alliance among students with emotional and behavioral disorders. Journal of Psychoeducational Assessment, 38, 753-761.
*Pham, Y. K., & Murray, C. (2019). Career locus of control and career and school adjustment of adolescents with and without disabilities. Journal of Career Development, 46, 502-515.
*Pham, Y. K., Murray, C. & Good, R. H. (2018). Grades, behavior and engagement of adolescents with disabilities: An examination of social relationships among students, parents, and teachers. School Community Journal, 28, 47-62.
*Sinclair, J., *Hansen, S., Machalicek, W., *Knowles, C., *Hirano, K. A., *Dolata, J., *Blakely, A., Seeley, J. R., & Murray, C. (2018). A 16-year review of participant diversity in intervention research across a selection of 12 special education journals. Exceptional Children, 84, 312-329.
Pham, Y.K., & Murray, C. (2016). Social relationships among adolescents with disabilities: Unique and cumulative associations with adjustment. Exceptional Children, 82, 234-250.
Murray, C., *Kosty, D., & *Hauser-McLean, K. (2016). Social support and attachment to teachers: Relative importance and specificity among low-income children and youth of color. Journal of Psychoeducational Assessment, 34, 119-135.
Murray, C., Lombardi, A., & *Kosty, D. (2014). Profiling adjustment among postsecondary students with disabilities: A person-centered approach. Diversity in Higher Education, 7, 31-44.
Murray C. & Zvoch, K. (2011). The Inventory of Teacher-Student Relationships: Factor structure, reliability, and validity among African American youth in low-income urban schools. Journal of Early Adolescence, 31, 493-525.
My research focuses on understanding factors and processes associated with positive developmental and social outcomes among students with disabilities who are exposed to high levels of stress. I am particularly interested in implementing and evaluating school- and community-based programs that enhance social supports and social relationships in the lives of children, youth, and adults with disabilities from low-income backgrounds.