After completing clinical licensure, Dr. Gaubatz joined the graduate faculty of the University of Texas at San Antonio and chaired the psychology program at the University of the Incarnate Word before returning "home" to Chicago. Dr. Gaubatz has worked in practice settings for career counseling, substance abuse, college-based counseling, private practice, adolescent inpatient, and sexual dysfunctions in addition to private and public schools. Dr. Gaubatz has published on clinical diagnostic and treatment issues, philosophical issues in psychology, professional development issues in mental health training programs, and systemic interventions with children and adolescents. His research interests center on clinical training issues, especially formalized student review procedures and trainee and practitioner awareness of the cultural-embeddedness of mental health interventions. Dr. Gaubatz earned a Ph.D. in Counseling Psychology from Loyola University in 1998.
- Belviso, F., & Gaubatz, M. (2013). An exploratory study of death anxiety and trainees' choice of theoretical orientation. Omega, 67(4), 405-421.
- Papachrysanthou-Hanzlik, M. & Gaubatz, M. (2012). Clinical PsyD trainees' comfort discussing sexual issues with clients. American Journal of Sexuality Education, 7, 219-236.
- Gaubatz, M.D. & Vera, E.M. (2006). Trainee competence in masters-level counseling programs: A comparison of counselor educators' and students' views. Counselor Education and Supervision, 46, 32-43
- Burns, S., Maniss, S., Young, L., & Gaubatz, M. (2005). Attributions of control and sero-positivity among Latinos: Examining the predictive utility of the locus of control construct. AIDS Care, 17(2), 263-271.
- Sturmey, P. & Gaubatz, M. D. (2003). Clinical and counseling practice: A case-guided approach. (Book.) Boston: Allyn & Bacon Press.
- Gaubatz, M. D. & Vera, E. M. (2002). Do formalized gatekeeping procedures increase programs' follow-up with deficient trainees? Counselor Education and Supervision, 41(4), 294-305.
- Vera, E. M. & Gaubatz, M. D. (2002). Promoting social competencies in school-aged children (book chapter) in D. Atkinson & C. Juntunen (Eds.), Counseling strategies for developmental concerns. London: Sage Publications.
- Gaubatz, M. D. (1997). Subtle ethnocentrisms in the hermeneutic circle. American Psychologist, 52(6) 657-658.
- Belviso, F. & Gaubatz, M. D. (2011). Experiential avoidance and death anxiety of beginning therapists: The impact on theoretical orientation. Paper presented at the 118th Annual Convention of the American Psychological Association, San Diego, California.
- Gaubatz, M. D. & Vera, E. M. (2002). Trainee deficiency in masters-level counseling programs: Students' views. Poster presented at the 110th Annual Convention of the American Psychological Association, Chicago, Illinois.
- Borman, C., Gaubatz, M. D., Gallagher, J., Golden, L., & Henderson, P. (1999). Preparing school counselors for the 21st century. Paper presented at the 1999 Association for Counselor Education and Supervision National Conference, New Orleans, Louisiana.
- Raser, J., & Gaubatz, M. D. (1998). Just for fun: Some thought experiments for social constructionism and theories based on discourse metaphors. Paper presented at the 1998 Galveston 7 International Conference, Dallas, Texas.
- Pro-bono and reduced-fee counseling/assessment, consultation and supervision services for the Career Transition Center of Chicago.
- Pro-bono clinical/consultation, supervision, and psychoeducational programming services for Chicago, Texas, and St. Louis area public and private school-based interventions.
- American Psychological Association (APA), Division 17 - The Society of Counseling Psychology, Division 2 - Society for the Teaching of Psychology
- American Counseling Association
- National Career Development Association
- Association for Counselor Education and Supervision
- Association for Contextual Behavioral Science
Q: Please describe your teaching philosophy.
A. Two themes highlight my teaching efforts: my interest in the contextual effects of the guiding narratives of psychology and my interest in the theoretical and cultural assumptions that underlie clinical practice. As a professor, I draw from clinical experiences and use small-group activities and case discussions to personalize class topics and build a collaborative "interactive space" in the classroom. I also challenge students to critically question the assumptions that underlie their views of the human person (and of clients). I entered academia because I want to help people become reflective agents of change at both individual and systemic levels. To achieve this goal in my classes, I tap multiple philosophical perspectives to help students critically reflect about the lenses through which they understand the world, and I help them draw on their own personal and cultural experiences as they engage with the topics we discuss. I am very interested in helping students, as scholar-practitioners in training, constantly test and re-assess their views. I also work to help trainees critically reflect about more proactive, systemic ways to prevent, and not just remediate, psychological distress. In this sense, my teaching goals parallel my goal as a therapist: to respect clients' and supervisees' understandings of the world while joining them in finding new ways to experience and act within it.
Q: Please provide a statement or philosophy regarding the practice of psychology.
A. As a psychologist, I am most interested in the narratives through which people make sense of their experiences, and I am particularly interested in mindfulness-based experiential processes through which people learn to defuse from and accept their thoughts and emotions and connect with their present-moment experiences. In addition, because most important aspects of our lives are culturally situated--including our psychological "selves"--I am particularly interested in how these narratives and processes get reified. Once reified, however, that is, once entered into a linguistic system whose ontology is "bracketed" by a particular community/culture/identity group, important relationships between these nominalizations are best unearthed with good, solid, hopelessly old-fashioned empirical work. Bracketed ontology, skeptical empiricism, narrative/systemic/mindfulness-based therapy: that is psychology to me.
Q: Why did you choose to enter the field of psychology?
A. For me, "becoming a psychologist" was an evolutionary change. I became more interested over time in doing things (professionally) that were meaningful to me. Although I enjoyed it, engineering was less meaningful to me than working with clients, families, and students in the mental health field. Psychology is intrinsically interesting, and I feel fortunate to have made it my professional life.
Q: What advice would you give to a student entering The Chicago School?
A. My advice to the beginning doctoral student is: Be prepared to work. The doctorate in psychology is a rigorous degree that rewards your efforts to learn both in and out of class. Work hard, study purposefully, and grab every clinical experience opportunity you can.