CAPS Training Staff

Courtney Albinson, Ph.D.

  • B.A.: Psychology, University of Notre Dame, Notre Dame, IN
  • M.A.: Kinesiology, University of Minnesota – Twin Cities
  • Ph.D.: Counseling Psychology, University of North Texas, Denton, TX
  • Internship: CAPS, Northwestern University, Evanston, IL

Having worked at university counseling centers for the majority of my training and career, I am passionate about college student mental health and hope to share my enthusiasm and experience with trainees pursuing an internship at CAPS. My interest in working as a clinical psychologist in a university setting initially stemmed from my passion for working with student-athletes. I have specialized training and experience in sport psychology consultation and research. I continue to enjoy working with athletes and the college student population in general on performance-related issues, as well as on common issues of concern to students such as relationships, depression/anxiety, identity and career development. I often draw upon cognitive-behavioral approaches in working with clients, in particular DBT, in addition to emotion-focused, relational, and problem-solving perspectives. I also have an interest in utilizing primary prevention efforts to enhance college students’ health, and oversee outreach and prevention programs provided by CAPS, as well as supervise externs in the provision of psychoeducational programming.

I strive for a supportive, collaborative relationship with supervisees. I am interested in knowing about trainees’ professional experiences, career goals, areas of competency, and opportunities for growth. I encourage supervisees to actively pursue new learning opportunities, observe, integrate, self-reflect, and experiment in their clinical work. My supervisory style is flexible – at times more directive and educational, at other times more process-oriented and observational – but hopefully always from a supportive stance with a dose of humor along the way.

Roberta Baer, Ph.D.

  • B.A.: University of Illinois, Chicago, History and Secondary Education
  • M.A.: Northwestern University, Dept. of Psychology, Chicago Campus
  • Ph.D.: Northwestern University, Dept. of Psychology, Chicago Campus
  • Internship: Kaiser Permanente, Los Angeles, California

Supervision of psychology trainees has always been one of the most meaningful and rewarding professional experiences. I find that I too learn so much from each stimulating and challenging supervisory relationship. My theoretical orientation, beginning with Psychodynamic and Self Psychology/Relational theories, has always embraced the importance of relationships. My orientation has become more integrative as I have come to appreciate the importance of cognitive theory and related strategies and dialectical behavioral therapy. While initially trained in longer term models, I now also enjoy working in brief, solution focused therapy with emphasis on the strengths and resiliency that clients bring to their therapeutic work. In my own work and in supervision, I also encourage in depth appreciation for the uniqueness of each individual.

I enjoy working with young adults as they traverse new challenges and experiences and work to help them consolidate a stronger and more resilient sense of self. In my work with Graduate and Professional students, the focus may be facilitating a greater integration between career development, personal growth and the enhancement of relationships. Other areas of interest include working with clients with Eating Disorders, Women’s Issues, and Mindfulness and Meditation practice.

I hope to provide a safe yet challenging supervisory environment for trainees to explore clinical material. I encourage collaboration between myself and the trainee as we begin by identifying meaningful goals for our work together. I encourage the exploration of transference and countertransference issues and hope to facilitate a dynamic discussion of these complex processes. While we focus on the current strengths and talents of the developing professional, we also talk openly about growth edges and ways to challenge oneself.

Eileen Biagi, Ph.D.

  • B.A.: Psychology, University of Notre Dame, Notre Dame, IN.
  • M.A.: Counseling Psychology, University of Notre Dame, Notre Dame, IN.
  • Ph.D.: Counseling Psychology, University of Notre Dame, Notre Dame, IN.
  • Internship: Illinois State University Student Counseling Center, Normal, IL.

My theoretical orientation is eclectic, and I tend to conceptualize most often using humanistic, psychodynamic, and cognitive-behavioral models. For me, one of the interesting challenges in providing psychotherapy is to find an approach that is meaningful from the client's perspective, grounded in theory, and informed by research. I actively search to find the approach best suited for each client's needs. While I enjoy working with clients with a wide variety of clinical issues and presenting concerns, I am particularly interested in addressing eating disorders, body image issues, mood disorders, and relationship issues.

I thoroughly enjoy supervision and see it as a rewarding process for both supervisor and supervisee. I begin supervision by learning about the supervisee's interests, past clinical experiences, and goals. This allows me to gear supervision to the supervisee's unique training needs. My goal is to create a supportive, collaborative, learning environment in which strengths can be built upon and growth areas can be developed.

John H. Dunkle, Ph.D.

  • B.A.: Psychology; State University of New York College at Cortland, Cortland, NY
  • M.A.: Psychology; State University of New York College at Cortland, Cortland, NY
  • Ph.D.: Counseling Psychology; University at Albany, State University of New York, Albany, NY
  • Internship: Mental Health Division, University of Massachusetts, Amherst

Greetings! Thank you for your interest in our training program at CAPS. I would like to give you a brief background on my supervisory style and my professional areas of interest. First and foremost, I would like to say that I find supervision and training invigorating and very rewarding. I view supervision as both a supervisory and a mentoring process. I approach supervision from a developmental perspective, integrating various methods and techniques depending upon training level. I spend the first few supervision sessions with trainees having a thorough discussion about training goals, past clinical rotations, past supervision experiences, and areas of clinical interest and experience. I strongly encourage the use of video-recordings of therapy sessions as an aid in fostering growth as a therapist. Mentoring is also a key aspect of supervision, and, therefore, I often counsel trainees in supervision on various issues related to their professional development.

My clinical interests are in the areas of short-term psychodynamic therapy, crisis intervention, gay/lesbian/bisexual affirmative psychotherapy, general college student developmental and mental health concerns, and professional ethical and legal issues. While I conceptualize client issues from a psychodynamic perspective, my actual in-session interventions look more eclectic or integrative. For example, I have recently been learning a great deal about Dialectical Behavior Therapy techniques and have found interventions from that approach quite helpful when working with college students.

I know that this is a very brief description but I hope that it gives you a flavor of me as a supervisor and a clinician. Again, thanks for visiting our site and learning about the CAPS training program.

Rob Durr, Ph.D.

  • B.A.: Psychology and Sociology, Southern Illinois University, Carbondale, IL
  • M.C.: Master of Clinical Mental Health Counseling, Arizona State University, Tempe, AZ
  • Ph.D.: Counseling Psychology, University of Denver, Denver, CO
  • Internship & Postdoctoral Fellowship: CAPS, Northwestern University, Evanston, IL

I practice from an integrative theoretical orientation primarily grounded in interpersonal process and cognitive-behavioral therapy. My work is also strongly influenced by positive and humanistic psychology and acceptance and commitment theory. Trained in the scientist-practitioner model in graduate programs that emphasized person-centered psychotherapy and multiculturalism, I strive to deliver empirically supported therapies while simultaneously focusing on clients’ unique needs, values and interests.  A majority of my research and outreach efforts have focused on vocational psychology topics such as career development, emotional intelligence and leadership. I have instructed courses on mindfulness and delivered several workshops on peak performance.

I provide person-centered supervision based on the integrative developmental model (IDM, Stoltenberg, McNeil, & Delworth, 1998). Similar to my clinical work, I focus heavily on strengths, resiliency, establishment of a safe, collaborative relationship, and bring a genuine curiosity about supervisee’s story to the supervision process. I see supervision as a time for dialogue about clinical uncertainties, challenges and victories. Emphasis is placed on trainee’s strengths and human potential with a careful balance of how we might challenge ourselves to better serve our clients. 

Bettina Bohle-Frankel, M.D.

I received my academic education in Germany and went 1982-1989 to the Universities of Heidelberg and Goettingen for premedical and medical studies. Afterwards I did some residency training in Germany in Neurology and Psychiatry. In 1992 I came to the US for personal reasons and did my residency at different hospitals: Internship at Brockton Hospital, a community hospital affiliated with Boston University, PGY II and PGY III at Cambridge Hospital, affiliated with Harvard University, and PGY IV at Northwestern Memorial Hospital (Northwestern University) in Chicago. I am board certified in psychiatry and I am a clinical instructor in the psychiatry department of Northwestern University's Medical School.

My treatment philosophy is based on the biopsychosocial model. While I was trained mostly in psychodynamic psychotherapy I have also integrated cognitive, DBT and supportive elements in my work. At CAPS I mainly see students in need of psychopharmacological treatment who are in therapy with a psychologist (staff, intern or extern) or social worker. This gives me an opportunity to consult frequently with our trainees. I believe these consultations are a good preparation and model for working successfully in a multidisciplinary context for the trainees. In my view it is important to take everyone's view into account to tailor treatment in the best interest of the student.

Lynn Gerstein, LCSW

  • B.A. Linguistics and Spanish: UCLA, Los Angeles, CA
  • M.A. Linguistics: UCLA, Los Angeles CA
  • Masters of Social Work (MSW): Family Mental Health: Syracuse University, Syracuse, NY

My clinical training is in Family Systems Theory and Practice and my clinical experience has been working with individuals, couples, families and organizations (workplaces) with a specialization in substance abuse. My orientation comes from my identity as a social worker, drawing on many theoretical models. My work with individuals is built on the belief that in therapy we are seeking change, movement out of isolation or pain into empowerment and fulfillment. This change can happen in a variety of ways, through changes in the environment as well as interpersonal changes. I work to understand the client’s current experience and goals for change and together we explore the strategies that are best suited for the individual needs. I am particularly interested in issues of identity and relationships.

Elizabeth Gobbi, M.D.

Staff Psychiatrist

Special Interests: Cross-cultural psychiatry, eating disorders, anxiety disorders.

Monika Gutskowska, Psy.D.

  • B.A. Psychology/French,  Dominical University
  • M.A. and Psy.D. Clinical Psychology, Chicago School of Professional Psychology
  • Internship: Lake Forest College, Lake Forest, IL
  • Postdoctoral Fellowship: University of Wisconsin Madison, Madison, WI

I have passion for supervision and training and I consider privilege to be part of professional and personal growth of our trainees.   My clinical interests include international students and immigrants, cultural adjustment, grief/loss, trauma, identity development, relational concerns, gender and sexual identity, Adult Children of Alcoholics and working with socially marginalized students.  I integrate interpersonal, feminist, and relational cultural theories in my treatment approach. I also incorporate mindfulness based interventions in my work.  I believe in uniqueness of each client and I tailor my interventions to clients’ needs and where they are in the change process.  I also pay attention to the healing power of therapeutic relationship.
I approach supervision from the developmental framework.  My supervision philosophy is centered on creating an open, collaborative, and supportive space for my supervisee to learn, reflect, grow, be challenged, explore, and take risks.  My hope is to guide trainees to find their own clinical voice, celebrate their strengths, build on their skills and insights, and reflect on any aspect of the relationship with their clients.  I very much value openness, respect, and safety I hope we can build in supervisory relationship.  I view an important aspect of supervision is to develop a deeper understanding how one’s assumptions, experience, culture, and multiple social identities impact our work with clients.  
Originally from Poland, I made my way to Chicago as a teenager.  Outside of work, I can be seen biking, hiking, dancing, traveling, or checking out a new restaurant in town.  I also enjoy spending time with my wonderful circle of friends and family.

Wei-Jen Huang, Ph.D., CGP

  • B.A.: Sociology, Tunghai University, Taiwan
  • M.S.: Special Education, Connecticut State College
  • M.S.: Counseling Education, Purdue University
  • M.S.: Clinical Psychology, Purdue University
  • Ph.D.: Clinical Psychology, Purdue University

Welcome to Northwestern University CAPS training program. I enjoy supervision and see this as a crucial part of a psychology trainee’s development. I am relational and see meaningful connections with safe people as the crucial element for healing. I combine psychodynamic, cognitive-behavioral and systemic approaches in therapy. My professional interests include: group therapy, relationship education and couples therapy, Asian issues and consultation for Asian governments. I believe in creating a safe place for people, highlighting people’s strengths, good intention and efforts, and challenging people (including myself) to grow in order to unleash one’s potential.

Diane L.S. Lin, Ph.D.

  • B.A.: Humanities, Northwestern University, Evanston, IL
  • M.A. and Ph.D.: Clinical Psychology, Loyola University of Chicago
  • Internship: UIC Counseling Center, University of Illinois at Chicago

Thank you for checking out and considering our training site & program--I believe NU CAPS to be a "be all that you can be" training site that will truly refine, extend, and prepare trainees to be versatile, competent, and forward-thinking professional clinicians. I work with and think about clients in an integrated fashion that combines existential/humanistic components and problem-solving systemic approaches with psychodynamic underpinnings. I also draw upon a number of approaches such as relaxation techniques, CBT, DBT, motivational interviewing and harm-reduction depending on the client’s concerns and needs.

My clinical and professional interests include: Multicultural/cross-cultural issues, diversity issues, graduate and professional students, gender and relationship issues, identity/personal development, urban family concerns, parenting, faith and spirituality, and community psychoeducation and self-help groups focused on personal growth, well-being, healing, relationship and life enhancement/success.

My supervision style is supportive, collaborative, semi-structured and tailored to trainees’ learning goals. Depending on the trainees’ needs, we will dialogue, exchange ideas, information, provide feedback, ask questions, and share thoughts to understand clients and trainee’s work better. We will listen to tapes and view videotape portions of trainee's work. A general learning goal would be to grow and refine conceptualization and therapy skills, and to integrate these as well as to address a wide range of professional development/identity concerns (depending on trainee’s interests/needs).

Cindy McKinzie, Psy.D.

  • B.A.,Economics/French, Goucher College, Towson MD
  • M.S. Counseling Psychology, Loyola College, Baltimore MD
  • Psy.D. Clinical Psychology, Loyola College, Baltimore MD
  • Internship: CAPS, Northwestern University, Evanston, IL
  • Postdoctoral Fellowship: University of Michigan, Ann Arbor, MI

I have spent my whole career in college student mental health, and believe that working with college students represents a unique specialty within the field of psychology. My theoretical orientation is Integrative, combining Psychodynamic (particular Object Relations and Self Psychology), Developmental, DBT, and Feminist/Multicultural Theory. I enjoy working with a wide variety of presenting concerns and have particular experience with trauma, eating concerns, identity issues, relationship issues, and anxiety. I am also a Registered Yoga Teacher, and my clinical work is infused with an appreciation for holistic health and wellness.

As a former Training Director, I have a particular passion for supervision and professional development. My approach is developmental, collaborative and feminist-based, and my hope is to provide a supportive and engaging space for psychologists-in-training as they define themselves theoretically and clinically, as well as identify and hone their passions and interests within the field.

Tiffany Mehling, LCSW

  • B.S.: Communication Studies and Dance; Northwestern University, Evanston, IL
  • M.A.: Clinical Social Work; University of Chicago, Chicago, IL

I work from a contextual approach, looking at both individual and social vulnerabilities and sources of resilience when conceptualizing my work as a clinical case manager and as a therapist.  All of my experience has been in settings where I have utilized a short-term, strengths based, solution focused model, with an abundance of case management for clients requiring a more long term model of treatment.  I value evidenced based practice and strive to match clients with the most appropriate treatment for their current needs. 

As a supervisor I tend to be rather direct and goal focused, as is the nature of case management, but always in the context of a supportive environment.  I strive to identify individual strengths that can be utilized to achieve goals.  I encourage trainees to think outside the box for new and more efficient ways of doing things and to encourage me to do the same, acknowledging that learning and growth are a lifelong process and I can learn new things from the relationship as well.

Henry Perkins, Ph.D.

  • B.A.: Psychology, University of Illinois, Champaign-Urbana
  • M.Ed.: Counseling Psychology, University of Illinois, Champaign-Urbana
  • Ph.D.: Northwestern University, Counseling Psychology
  • Internship: Health Psychology, Cook County Hospital

My theoretical orientation has evolved over time from an initial humanistic-psychodynamic view to my current perspective which includes an appreciation for short-term, symptom focused interventions. Like many other practitioners, I have come to increasingly rely upon CBT-based empirically supported treatment approaches in my work with anxious and depressed clients. While the utility of symptom focused treatments has become well established, I have not lost sight of the importance of the therapeutic relationship as the vehicle through which these interventions are delivered.

I am interested in Health Psychology with particular emphasis on Mind-Body approaches for stress management and wellness. I am especially interested in current advances in the areas of neuroscience, psychology, and psychiatry as they relate to the concept of neuro-plasticity-the brain’s capacity to alter itself based on experience.

I take a developmental approach to supervision in which I encourage my supervisee to consider the supervisory relationship as a co-creation that is equally meaningful for both parties. A part of my responsibility involves facilitating an optimal balance of safety and challenge in the supervisory relationship that will promote learning and growth. Supervision is one of the most enjoyable aspects of my work at CAPS.

David Shor, Ph.D.

  • B.A.: Psychology – University of Texas at Austin
  • Ph.D.: Northwestern University - Counseling Psychology
  • Predoctoral Internship: University of California at Santa Barbara Counseling and Career Services
  • Postdoctoral Fellowship: Northwestern University CAPS

In supervision, I aim to provide a collaborative, learning environment that nurtures existing skills while also challenging my supervisee to stretch and grow clinically. I expect supervisees to set clinical goals for their training experience and will work hard to help supervisees obtain the clinical experiences they value. I also consider supervisees’ professional development as a focus of clinical supervision. I expect supervisees to challenge themselves both in and out of supervision and expect to review examples of clinical work on a regular basis. I enjoy working with different theoretical orientations and encourage my supervisees to experiment with a variety of orientations/therapeutic techniques during their training year.

I was trained and tend to conceptualize from a psychodynamic frame. However, given that much of our work is with highly intelligent and intellectualized students, I find it is essential to address cognitions and behaviors and to offer psycho-education. I frequently see actors, musicians, singers etc in addition to the “performance” of academic excellence and what many see as social performances. In supervision, I offer a combination of respect, support, and challenge. I respect my supervisees as adults and treat them as such. That includes identifying strengths and providing space and encouragement for the development of those talents and skills. Treating supervisees as adults also means I expect an openness to ones areas of weakness and a willingness to work with me on those areas. I also expect supervisees to accept the responsibilities that come with their position and to make client welfare their top priority.

Jod Taywaditep, Ph.D.

  • M.A. and Ph.D.: Clinical Psychology, University of Illinois at Chicago, IL
  • Internship: UIC Counseling Center, University of Illinois at Chicago, IL

Although I began my clinical training in psychology with a focus on cognitive-behavioral therapy, over the years, thanks to the help of my supervisors, I have acquired psychodynamic, humanistic, and interpersonal theories to enrich my work. I integrate cognitive-behavioral therapy, existential/humanistic approach, self-psychology, and feminist and multicultural theories into a blend that helps me have a better grasp of the complexity of the human experience.

My professional interests include training and supervision in professional psychology, teaching, human sexuality and gender issues, prejudices, identity development, intergenerational conflict, multicultural counseling, and diversity issues, international students, individuals with GLBTQ concerns, and mental-health issues related to marginalization and oppression.

Regarding supervision and training, I am honored that my work plays a role in the development of future generations of psychologists. My work as a supervisor begins with setting the environment in which both we work collaboratively to increase our skills and awareness; I hope the learning goes both ways, and not one of us, but both of us become better at what we do—as it is my believe that all clinicians must continue to learn and grow throughout their professional lives. My work entails discovering and highlighting the trainee’s assets, talents, and interests, then strengthening these assets further, as well as locating areas growth areas in light of their development as a clinician, then devising approaches that assist the trainee to achieve greater levels of professional competency and autonomy.