- Barr, M., Kelly, B., Newhouse, N., (2011). What's with online teaching anyway? A discussion with a panel of faculty from Online/Blended Programs. Scholarship of Teaching and Learning Conference: The Chicago School of Professional Psychology.
- Adult Sunday School Leader, Eucharistic Minister, St. Philip's Episcopal Church, Beulah, Michigan
- American Psychological Association (APA)
Q: Please describe your teaching philosophy.
A: In the fields of psychology and counseling, students must be prepared to master a third-person knowledge base (the theories, techniques and skills of psychology), a second-person knowledge base (developmental and diagnostic assessment of others), as well as embark on and sustain an ongoing first-person understanding (self-knowledge; self-awareness). All this (and much more!) is required of practicing mental health professionals. The requisite third- and second- person knowledge bases are reflected in The Chicago School's Institutional Goals of Scholarship and Professional Practice (the material assessed by post-graduate licensure examinations), while the first-person awareness of self is reflected in the school's institutional goals of Diversity and Professional Behavior. Culturally sensitive, competent interpersonal relatedness requires an ever-expanding horizon of self-awareness and deepening attunement to self and other in the context of a community of care. These ongoing developmental processes must be catalyzed and nurtured in the classroom, the practicum/internship, and the graduate school community at large.
Q: Please provide a statement or philosophy regarding the practice of psychology.
A: The practice of psychology and counseling requires a fully engaged mind and a fully awake and open heart, willing to deeply connect with others who are suffering. To be so fully engaged at the level of mind and heart with those who suffer requires practices that nourish and sustain us, as well as ongoing and regular connection to more experienced guides and supervisors. This work requires a combination of intelligence, courage, good humor, and humility.
Q: Why did you choose to enter the field of psychology?
A: Having taught middle- and high-school orchestra for several years after undergrad, I found myself more interested in the kids' lives and their family situations than in finding new ways to get them to play in tune. I thought I might be of use to others and decided that clinical psychology was the best route for me to try to do just that. I've been at it ever since.
Q: What advice would you give to a student entering The Chicago School?
A: Your life will be changed.