Kin Kong

Kin Kong

Department Faculty
  • Department Faculty
    Clinical Psychology
    Assistant Professor

  • The Chicago School Chicago
Clinical Psychology
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.

Dr. Kong joined The Chicago School in 2006 as program faculty for the Clinical Psy.D. department. She studied chemistry as an undergraduate at Cornell University before earning a Ph.D. from DePaul University. Dr. Kong has given many presentations that address mental health in the Asian-American community. In her private practice, Dr. Kong provides bilingual and bicultural mental health services to children, adolescents, adults and families.

  • B.A. in Chemistry, Cornell University
  • PhD., DePaul University
  • Licensed Clinical Psychologist—Illinois
Areas Of Expertise

Select Presentations

  • Kong, K.C. (2005, 2004, 1998)
  • Kong, K.C., Ida, D. J., Arganze, G. (2002)
  • Kong, K.C. (1999 - 2006)
  • Aristy, J., Kong, K.C., Nguyen, D., & Medina, A (2001)
  • Kong, K.C. (1999)

Community Involvement

  • Past Committee Member, Illinois Children's Mental Health Partnership, Cultural Competence Committee
  • Past Council Member, DHS/OMH Chicago Metropolitan Child and Adolescent Network Quality Council
  • Past Board Member, Video Machete, Chicago, IL. A non-profit organization of community activists, artists, students, and youth working towards social change via media production and distribution.

Professional Memberships

  • American Psychological Association
  • Illinois Psychological Association


Q: Please describe your teaching philosophy.
A: I immigrated to the U.S. at age 15, spoke no English, so I studied chemistry despite an innate interest in the humanities. I remembered taking my first psychology class, which I did poorly, despite all my efforts. Now I wonder if this is because psychology, unlike chemistry, is an embodied and culturally bound field. This experience, in addition to the different realities I encountered in my life made me deeply reflective and contemplative. My teaching philosophy is therefore reflective and contemplative. I question and encourage students to question the assumptions and worldviews underlying the knowledge. I am also aware that students with non-traditional backgrounds might have a different learning curve than traditional students. To apply Piaget's theory of cognitive development to learning, when the materials presented have worldviews and assumptions that parallel the student's, then learning is simple assimilation. But when the materials presented have underlying worldviews and assumptions that differ from the student's, then learning takes longer and require greater effort as accommodation is first needed.

Q: Please provide a statement or philosophy regarding the practice of psychology.
A: Psychology is a helpful tool to the acquisition of wisdom for living. The danger is to mistaken psychological knowledge for wisdom, words for truths.

Q: Why did you choose to enter the field of psychology?
A: I have always been interested in truly understanding all that is involved in being human. I am interested not just in acquiring knowledge, but also wisdom for living. I thought in addition to hopefully living to a ripe old age, psychology may be another way for me to gain knowledge and wisdom into the human condition.

Q: What advice would you give to a student entering The Chicago School?
A: I would encourage students to keep an open mind, examine their assumptions and worldviews, and question the assumptions and worldviews of the knowledge they are presented. Most importantly, I would encourage students to remember that becoming a competent psychologist is a long path with many large and small challenges. These challenges are essential to the development of a psychologist. Consequently, it is important that students find ways to manage the stress generated by the challenges so that they do not avoid the challenges.