Michael Davison

Michael Davison

Department Faculty
  • Department Faculty
    Forensic Psychology

  • The Chicago School Online
ExCEL IO/FO Psychology
The Chicago School of Professional Psychology (Online)
Office Location
Office Phone
On-campus Ext.

Michael Davison has been teaching at the graduate level since 1996. He became an Adjunct Professor at The Chicago School of Professional Psychology in 2008, and in July of 2010, transitioned into the role of Assistant Professor in the online Forensic Psychology Program. Dr. Davison completed his Psy.D. in Clinical Psychology from The Adler School of Professional Psychology in 1995. He has conducted various forensic evaluations on adults, adolescents, and young children in a wide range of contexts, including civil, family and criminal courts. Since 1996 he has owned and operated a community based sex offender treatment program. Dr. Davison has also served as a consultant to area police departments. Prior to becoming a Psychologist, Dr. Davison worked for 5 years as an addiction counselor at Lutheran General Hospital.

  • B.A., Criminology, Northern Illinois University
  • M.A. Counseling and Human Services, Roosevelt University
  • Psy.D., Clinical Psychology, The Adler School of Professional Psychology

Licensed Clinical Psychologist--IL

Areas Of Expertise

Dr. Davison’s Contact Information

Phone: 847.490.7689
Skype: drmike.davison
Email: mdavison@thechicagoschool.edu

Teaching Philosophy

Conceptualization of Learning

I begin with the assumption underlying theories on adult learning. That is, the student is here because they choose to be here and to learn what is being offered. They are more likely to accept information when it is presented in a logical, orderly, and clear manner with real-world implications. This leads to insightful interpretations of the material by the student. Insightful interpretations are facilitated by discussion between me and students. One of the most important insights that can be attained is how the knowledge they are acquiring applies to their life.

Collaborative Learning Process

I view the learning process as having similarities to psychotherapy - it is collaborative in nature between student and instructor. It is my expectation that students not only learn from me and from each other, but that I learn from them as well. The connection and energy established between us is a powerful teaching tool. My role is not only a source of knowledge, but also a source of support and an avenue for other resources; as well as role-modeling, for the student, being a psychologist. Students experience me as approachable, open to questions, and genuinely interested their academic success. I strive to be student-focused, competent, flexible, and appreciate the uniqueness of each student.

Application Outside the Classroom

Due in part to my training in Cognitive Psychology, I encourage students to be open to the role of context, environment, culture, diversity, and individual differences. By asking students how a concept applies across contexts, it challenges them to think critically. In my experience, this greatly facilitates learning inside and outside the classroom.

Conceptualization of Teaching

I also contribute to the learning atmosphere by encouraging appropriate interactions between us. I am respectful of other’s opinions. I present the material in an outline form, including providing my PowerPoint slides, and provide appropriate historical and current research to support what I teach. Besides presenting traditional research as appropriate, I also rely heavily on real life examples from my practice on the topic being discussed. As often as possible and appropriate I try to make examinations similarly real-world in format and content. Finally, I believe we should be having fun in class.

Goals for Students

I want them to learn how to think critically and like a psychologist-not only about the topics I present in class, but also about information that they are exposed to in their everyday lives. Second, I want students to understand the widespread application of psychology, not to leave their knowledge at the door when they enter a different room. Third, I want students to enjoy what we’re doing in class and to find its value outside the classroom.

Personal Growth

In order to improve my teaching ability, I welcome direct feedback from students. I encourage students to express their comments about their experience, my teaching, and the way the course is structured. I then attempt to address their concerns and make changes as needed.

Board/Committee Memberships

  • Member, Collaborative Sex Offender Committee DuPage County- Bimonthly meetings with Sex Offender Treatment Providers, Probation Sex Offender Team, Polygraph Examiners, States Attorney Office, Public Defenders Office
  • Member, Lake County Sexual Assault Council
  • Member, Lake County Sexual Assault Council, Sex Offender Evaluation Guidelines subcommittee
  • Member, Lake County Sexual Assault Council, Sex Offender Treatment Guidelines subcommittee 

Starting on 4/8/10 I have been on the subcommittees that have written the standards for Sex Offender Evaluations, Sex Offender Treatment Completion Criteria, and the Treatment Provider and Evaluator Credentialing Criteria. Attend monthly meetings.   

Professional Organizations

  • Member, American Psychological Association
  • Member, Association for the Treatment of Sexual Abusers

Professional Meeting Presentations

  • Davison, M. (2013), July)  Acceptance and Committment Therapy with Addictive Disorders.  Inservice Training at Lutheran General Hospital’s Addiction Treatment Program, DesPlaines, IL.

  • Davison, M. (2013, May).  Risk Assessment of Child Pornoigraphy Offenders. Collaborative Sex Offender Committee – DuPage County, Wheaton, IL.

  • Davison, M. (2013, April).  Deception.   Chicago Home Office Life and Health Underwriters Association

  • Davison, M.  (2010, April).The Role of Mindfulness in Psychotherapy.  Psychology in the City Conference, City Colleges of Chicago, Chicago, IL.   

  • Davison, M.  (2010, September). Designing and Implementing Meaning Sanctions.  Collaborative Sex Offender Committee – DuPage County, Wheaton, IL.   

  • Davison, M.  (2010, October). Consideration of Risk to the Community in Sentencing Sex Offenders. Lake County State’s Attorney’s Office in-house training.  Waukegan, IL.   

  • Davison, M.  (2010, November).  Mindfulness as a Self-Care Practice for Addiction Treatment Providers.  Inservice Training at Lutheran General Hospital’s Addiction Treatment Program, DesPlaines, IL. 

  • Davison, M. (2010, December). Assessment and Treatment of Sexually Aggressive Youth. Inservice Training for Clinical Staff at Hartgrove Hospital. Chicago, IL. 

Media Presentations

  • Dr. Michael Davison was interviewed on 1/12/2011 by Mike McConnell on WGN Radio about female teachers who are sexual predators, having relationships with their students. 

  • Dr. Michael Davison, was interviewed and quoted in a story about Colonel Russell Williams, a former Canadian air force base commander who was recently convicted for two murders, sexual assaults, and numerous counts of breaking and entering. The story, which appeared in newspapers throughout Canada including the Vancouver Sun, the Calgary Herald and the Montreal Gazette, focused on whether a psychopath and sexual deviant like Williams can be rehabilitated.