Dr. Fogel completed his Psy.D. in Clinical Psychology from The Chicago School of Professional Psychology in 2000. He also holds three Bachelors degrees from McGill University in Montreal, Canada-Physiology, Education, and Psychology. He has offered clinical services to adults, adolescents, and children in a diverse range of settings, including a long-term State mental health facility, the behavioral health department in a general hospital, and an HMO-based clinic.
Dr. Fogel spent several years conducting psychological testing, and currently consults with the Illinois Department of Children & Family Services (DCFS). He engaged in individual therapy with adults in a private practice setting until August 2006. Dr. Fogel began teaching courses at The Chicago School as adjunct faculty in 2002 prior to becoming program faculty in 2006. He has supervised graduate students at all levels, from practicum to post-doc.
Dr. Fogel's interests include topics in psychological assessment, especially projective techniques, ambivalence in psychotherapy and interpersonal relationships, biological bases of behavior, trauma and posttraumatic stress disorder, prescription privileges for psychologists (RxP), and neurological bases of consciousness and cognitive functioning. As assistant chair of curriculum in the Clinical PsyD Department, Dr. Fogel is investigating alternative models of competency development and evaluation.
Fogel, K. (2015). Brain structure and function involved in self-control, impulsivity, and disruptive behaviors. In G. Kapalka (Ed.), Treating Disruptive Disorders: A Guide to Psychological, Pharmacological, and Combined Therapies (pp. 15-32). New York, NY: Routledge.
Fogel, K., & Kapalka, G. (2012). Neuroscience. In M. Muse & B. A. Moore (Eds.). Handbook of Clinical Psychopharmacology for Psychologists (pp. 45-105). Hoboken, NJ: Wiley.
Fogel, K. (2013, May). “Forest Gumption”: The tree model of competency development. Presented at the First Annual ACEPT Mini-Conference, Chicago, IL.
Fogel, K. (2013, February). Humor in Teaching & Learning. Presented at 17th Annual Cultural Impact Conference, Chicago, IL.
Fogel, K. A. (2012, January). “Cube Rooted”: The tree model of competency development. Poster presented at the National Council of Schools and Programs in Professional Psychology Mid-Winter Conference, New Orleans, LA.
Fogel, K. (2008, March). Personality Disorders: Practical Understanding for the Integrated Assessment Process. Northern Illinois University, DeKalb, IL.
“Are people more rude?” CBS2, Chicago, May 2010
“Why do I pace when I’m on the phone?” Men’s Health, February 2009, p.18
"Narcissistic personality disorder: The gift that's also a curse," Medill Reports-Chicago, February 10, 2009
“Got a Googleganger? Click Here to Find Out,” NBC5 Chicago, November 2008
American Psychological Association
Illinois Psychological Association
Neuroscience Education Institute
APA Divisions 55 (American Society for the Advancement of Pharmacotherapy), 56 (Trauma)
Q: Please describe your teaching philosophy.
A: Learning is a very exciting process to me, as a student and an instructor. I like to convey this excitement to my students, in whatever subject I am teaching, like passing a baton. In this sense, I am not really "teaching" per se, but providing the environment for learning to occur. I find all aspects of psychology to be interesting and relevant to teach, and I particularly appreciate the "middle grounds" of overlap among areas within psychology, as well as with other disciplines of study.
Q: Please provide a statement or philosophy regarding the practice of psychology.
A: Psychology is often taken for granted. As a reflection of the human condition, it is easy to fall prey to "common sense" findings and experiences. But the key to appreciating it is in the subtleties and the details. I adopt a dynamic approach that is informed by neurobiological aspects of functioning. One aspect of psychology on which I focus in particular, and which I view as central to virtually all issues and problems, is ambivalence. Sometimes it is obvious easy to spot, but sometimes it is more camouflaged and requires more clinical acumen and "thinking outside the box."
Q: Why did you choose to enter the field of psychology?
A: The meandering path of my academic career and various life experiences led me here. Clinical psychology offers an integrative course of study that incorporates most aspects of my varied interests. To me, many aspects of psychology, including assessment, therapy, consultation, or supervision, involve an invitation to play an important role in someone's life. I treat this invitation with the utmost respect and deference, and strive to become more skilled at being helpful and effective in this space over time.
Q: What advice would you give to a student entering The Chicago School?
A: Cultivate relationships early: These people will be your network when you graduate. Find a faculty mentor beyond your advisor. Keep a lookout for ways to broaden your vita beyond clinical experience. Hone your writing skills: They are in demand. Remember that psychology is a profession where you become better over time, but you probably won't feel confident until at least 5 years after obtaining your license.