Counseling and Psychological Services

• B.A.: Elmhurst College, Spanish, Elmhurst, IL
• M. A.: University of North Texas, Psychology, Denton, TX
• Ph.D.: University of North Texas, Counseling Psychology, Denton, TX
• Internship: Southern Illinois University-Carbondale, Carbondale, IL

My theoretical orientation is integrative. I conceptualize primarily from an interpersonal perspective and intervene with what seems to fit best with the client. I draw from interpersonal, CBT (especially from the Dialectical Behavior Therapy model), emotion-focused, feminist/multicultural, and systems theories for interventions.

My main clinical interests include trauma treatment and multicultural issues (e.g., race/ethnicity, sexual orientation, size etc.). I like to work with individuals who have Axis II traits and diagnoses. The main topics on which I have presented include Health at Every Size, size diversity, DBT, treatment of trauma, and affect in psychotherapy.

I love doing therapy and believe we are never done learning. Supervision provides an additional place in which to discuss therapy, conceptualize, and figure out what works. I provide supervision in a developmental context and my goal is to help supervisees grow as much as possible in their year at CAPS. I am supportive and challenging, often encouraging supervisees to try new things and take risks in their therapy work.

• 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.

• 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.

• 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.

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.

• B.S.: Medicine Northwestern University Feinberg School of Medicine; Chicago, IL
• M.D.: Northwestern University Feinberg School of Medicine; Chicago, IL
• Psychiatry Residency: Northwestern University; Evanston Hospital
• Senior paper: Group Therapy with Incest Survivors; A Primer
• Other:
• Japanese language certificate, Stanford Center (Tokyo)
• Northwestern University Medical School; clinical instructor.
• Board Certified Psychiatry
• Examiner: American Board of Psychiatry and Neurology Oral Boards
• Fellow, American Psychiatric Association
• Member CAPS “Eating Concerns Assessment and Treatment Team”

Professional interest include eating disorders, cross cultural therapy, young adult wellness.

I believe in the CAPS “team approach” where communication and collaboration between psychologists, social workers, and psychiatrists results in students receiving the best possible care.

• 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.

• 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).

• BS: Health and Wellness, Taylor University, Upland, IN
• MSW: University of Michigan, Ann Arbor, MI

Working with trainees is one of the aspects I enjoy most about working at CAPS. I appreciate the opportunity to see trainees develop as professionals over the course of the year. I primarily serve as a Case Management Supervisor for Advanced Therapy Interns or as a Clinical Supervisor for Developmental Programming externs. In both types of supervision, I have an interpersonal style that is direct and collaborative. While often times serving in more of a consultant role, I encourage trainees to challenge themselves as professionals in order to develop new skills. With clinical cases I work from a cognitive behavioral approach combined with some dialetical behavioral approaches. I place high value on the therapist client relationship and having been trained in social work, consider the "person in environment" and the impact of vaiours systems in the clients life. I have a special interest in working with third culture kids, study abroad returnees, and clients who are early on in the change process.

• 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.

• B.A.: Psychology from James Madison University, Harrisonburg, VA
• M.A.: Clinical Psychology from Chicago School of Professional Psychology, Chicago, IL
• Psy.D. Clinical Psychology from Chicago School of Professional Psychology, Chicago, IL
• Internship: University of Notre Dame, Notre Dame, IN; concentration in Alcohol and Other Drugs
• Postdoctoral fellowship: Northwestern University, CAPS, Evanston, IL

I enjoy working with adults and emerging adults on life transitions, relationships and relational concerns, and mood disorders. I also have a specialty in addictions work and conduct substance abuse evaluations and provide substance abuse treatment. I primarily conceptualize clients from a psychodynamic perspective; I consider the client’s family of origin and early relational experiences as pertinent to conceptualization. I also consider a person’s culture of origin and issues of diversity as essential to conceptualization and treatment planning. I work therapeutically from a relational perspective and utilize a variety of techniques including motivational interviewing and CBT/DBT to provide symptom management. I also consider not only my relational experience of the client, but also the client’s relational experience of therapy as important parts of the therapeutic alliance.

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.

• B.A.: Psychology – University of Texas at Austin
• Ph.D.: Northwestern University - Counseling Psychology
• Pre-Doctoral Internship: University of California at Santa Barbara Counseling and Career Services
• Post Doctoral 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.

• B.A.: Psychology; Grinnell College, Grinnell , Iowa
• M.A.: Psychology; University of North Dakota; Grand Forks, ND
• Ph.D.: Clinical Psychology; University of North Dakota; Grand Forks, ND
• Internship: Counseling, Testing, and Career Center; University of Akron; Akron, OH

I identify myself as a cognitive-behavioral and feminist therapist, and I use these theories to direct my understanding of and approach to clients. I use techniques from many orientations in my therapy work depending upon the needs of each client. I most enjoy individual therapy. I have worked with clients with a variety of concerns and am especially interested in working with clients with women’s issues, eating disorders, trauma histories, anxiety disorders, substance abuse issues, and those working on LGB identity issues. I also have a passion for prevention work. My approach to supervision is a developmental one. I work collaboratively with supervisees to determine a focus for supervision based on the supervisee’s developmental level and particular needs.

• M.D.: College of Medicine, Chiang Mai University, Chiang Mai, Thailand
• 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 GLBTQI 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.