Jordan Jacobowitz

Jordan Jacobowitz

Department Faculty
  • Program Faculty
    Clinical Psychology
    Associate Professor
  • The Chicago School Chicago
Clinical Psychology
The Chicago School of Professional Psychology
325 N Wells St Chicago, IL 60654
325 N Wells St
Office Location
Office Phone
On-campus Ext.
Dr. Jacobowitz received a Ph.D. from Hebrew University of Jerusalem in 1984 and has been with The Chicago School since 1988, first as adjunct faculty and since 1993 as program faculty. He has worked mainly in university/hospital settings, including inpatient and outpatient settings with some private practice work. Dr. Jacobowitz has a lifespan perspective with a generalist orientation. Working abroad for many years, he has extensive clinical work with people from many different national, religious, ethnic, and racial backgrounds. His clinical interests include applying and developing the psychoanalytic orientation to understand and treat psychopathology; examining lifespan psychology (how experiences from different life periods are interlinked); and educating students to become clinicians. He has extensive experience in interviewing, but in particular has worked more than 25 years interpreting objective and projective tests. Most of his experience has been with individual psychotherapy from a psychodynamic perspective, with some experience in group and family therapy. Dr. Jacobowitz's orientation has been primarily psychoanalytic and humanistic. His research experiences have spanned many different areas including student selection for graduate schools; psychosomatic phenomena; lifespan psychology; and leadership and selection in business settings.
  • B.A. in Psychology, New York University
  • M.A., Hebrew University of Jerusalem, Israel
  • Ph.D., Hebrew University of Jerusalem, Israel
Areas Of Expertise

Select Presentations

  • Shanan, J. and Jacobowitz, J. The Role of Student Selection in the Prevention of Suicide and Psychiatric Disorders in Medical School. International Conference of the Study of Mental Health, Jerusalem, 1979.
  • Jacobowitz, J. and Shanan, J. Personality, Development, and Research Design in the Study of Aging. Twelth International Congress of Gerontology, Hamburg, 1981.
  • Jacobowitz, J. Differences in Coping Styles between Middle Aged Men and Women, An Empirical Study. Israeli Psychological Conference, Jerusalem, 1983.
  • Jacobowitz, J. and Markus-Kaplan, M. Clinical, Social, and Developmental Characteristics of Older Men and Women Seeking Outpatient Psychiatric Treatment. Gerontological Society of America, 39th Annual Scientific Meeting Program, Chicago, 1987.
  • Jacobowitz, J and Shanan, J. The Problem of Drop-outs in Longitudinal Studies of Aging. First Israeli Gerontological Conference, Herzilia, 1976.

Select Publications

  • Shanan, J. and Jacobowitz, J. Personality and Aging, Annual Review of Gerontology and Geriatrics (Ed. C. Eisdorfer), Springer Publishing, New York, 1982.
  • Jacobowitz, J. and Shanan, J. Higher Education for the Second Half of Life--The State of the Art and Future Perspectives. Educational Gerontology, 8, 545-564, 1982.
  • Jacobowitz, J. and Newton, N. Time, Context, and Character: A Life-span View of Psychotherapy during the Second Half of Life. In R.A. Nemiroff and C.A. Colarusso (Eds.). New Dimensions in Adult Development, New York, Basic Books, 1990.
  • Jacobowitz, J and Newton, N. Dynamics and Treatment of Narcissism in Later Life. In. M. Duffy (Ed). Handbook of Counseling Psychology and Psychotherapy with Older Adults, New York, John Wiley and Sons, 1999.
  • Pratch. L and Jacobowitz, J. Successful CEOs of Private Equity Funded Ventures. Journal of Private Equity, 6-31, Summer, 2004.


Q: Please describe your teaching philosophy.
A: Student centered (a la Carl Rogers) technique: a mixture of clarity, humor, and the Socratic Method.

Q: Please provide a statement or philosophy regarding the practice of psychology.
A: I am kind of old school: psychology to me is a calling and an art, practiced more from the heart and curious intellect than from business interests. Observation, non-judgmental empathy, and making logical sense of the seen and inferred are key components for understanding people.

Q: Why did you choose to enter the field of psychology?
A: It seemed to me during my late teen years that psychology was a way of combining my observations that people (including myself) behaved irrationally with my cognitive predilections to seek meaningful connections among things. Since early childhood I also had an inexplicable need to help others.

Q: What advice would you give to a student entering The Chicago School?
A: Keep an open mind.