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Meghan Roekle

Meghan Roekle

Department Faculty
  • Assistant Professor
    Clinical Psychology Psy.D. Department

  • The Chicago School Chicago
Department
Clinical Psychology
Address
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.
Email
MRoekle@thechicagoschool.edu
Website
WholeHealth Chicago
Biography

 

Dr. Roekle is a half time professor at The Chicago School and spends the rest of her week doing therapy and supervision. She is a practitioner at WholeHealth Chicago, an integrative medical practice, and is a senior supervisor at Turning Point, a community mental health center. Previous settings included college counseling, emergency services, and residential work. Dr. Roekle works with adults, adolescents, families and couples doing both short and long term treatment, and her theoretical leanings are cognitive/constructivist, integrated/integral and nondual. These traditions inform an integrated treatment approach, including the use of cognitive/behavioral, experiential, feminist, meditative and nondual techniques. Dr. Roekle also has an interest in energy psychology, a body of evidence-supported treatments that combine energetic/physical interventions (meridians, chakras, and other ancient healing modalities) with modern cognitive interventions. She holds a certificate in Emotional Freedom Technique (EFT) and is pursuing a certification in comprehensive energy psychology.

Education
  • B.A. in Psychology, University of Michigan
  • Clinical Psy.D., The Chicago School of Professional Psychology
Licensure(s)
  • Licensed Clinical Psychologist, Illinois
Areas Of Expertise

Professional Memberships

  • Association for Comprehensive Energy Psychology

Select Presentations

  • Roekle, M. & Starcevich, M. (2013). Improv is Life: An Improvisational Workshop for Therapists. Presented at Cultural Impact Conference, Chicago IL.
  • Roekle, M. (2012). Doing therapy with nobody. Presented at the Science and Nonduality Conference, San Rafael, CA. 
  • Roekle, M. & Starcevich, M. (2011). Improvisational workshop for therapists. Presented at Society for Humanistic Psychology (Div. 32) Conference, Chicago, IL. 
  • Roekle, M., Hardin, B. & Machizawa, S. (2010). Symposium: Serving our communities—A service learning pedagogy to meet both field and training needs. Presented at the American Psychological Association Conference, San Diego, CA. 
  • Roekle, M., Hardin, B., & Machizawa, S. (2010). A Service Learning Pedagogy to Meet Both Field and Training Needs. Presented at The Chicago School of Professional Psychology’s Third Annual SoTL Institute. 
  • Roekle, M & Leone, C. (2009). Treating children, adolescents, families: An integrative self-psychological approach. Paper presented at the Illinois Psychological Association’s Annual Conference, Skokie, IL. 
  • Roekle (2007). Paradigm Shifting: Emerging dynamic metaphors in current research on the mind and self. Paper presented at APA Conference, San Francisco, CA. 
  • Roekle (2006). From truth to solidarity: An option for integrating feminist dialogues. Presented at Association for Women in Psychology conference, Ypsilanti, MI.

Select Publications

  • Roekle, M (2007). From truth to solidarity: An option for integrating feminist dialogues. Michigan Feminist Studies, Vol. 20.

Q&A

Q: Please describe your teaching philosophy.
A: Exploration, collaboration, integration. I hope that I model transparency, a willingness to make mistakes, hear feedback, try things out, improvise. I want to create a safe environment so that all aspects of a student’s unique experience can arise and be expressed, and then facilitate that expression in a way that gets students learning from one another, seeing new possibilities and feeling inspired about this brilliant profession.

Q: Why did you choose to enter the field of psychology?
A: For all kinds of reasons. It was the only area of study that kept my attention and created some passion in me. I couldn't think of anything better than being able to help others on an individual level, creating meaningful relationships and moments of insight together. I also come from a family of teachers, and always envisioned applying psychological knowledge in a variety of settings, including academic ones, which led to pursuing a doctorate, the most flexible of degrees!

Q: What advice would you give to a student entering The Chicago School?
A: Be active in your learning. Get involved, get excited about your classes, explore your interests. Create relationships with your faculty and fellow students, and open up to these people as you are able, exploring yourself through these relationships and recognizing who you are in the context of others. Be humble and be confident. Ask questions and offer suggestions. Listen and talk. (In that order)