Dr. Roekle currently works in several settings: group private practice, community mental health, and as a half time professor at The Chicago School. Previous settings included college counseling, an emergency services team, and residential work. Dr. Roekle works with adults, adolescents, families and couples and supervisees both trainees and employees at Turning Point in Skokie, IL.
Her theoretical leanings are constructivist, integrated/integral and nondual, which influences an integrated treatment approach, including the use of cognitive/behavioral, experiential, feminist, mindfulness, and nondual techniques.
Association for Comprehensive Energy Psychology
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.
Roekle, M (2007). From truth to solidarity: An option for integrating feminist dialogues. Michigan Feminist Studies, Vol. 20.
Q: Please describe your teaching philosophy.
A: I believe each student needs to practice the material in order to truly learn it, whether that involves attaching an image, group experience, clinical example, or class discussion to an idea. I include practical examples and application exercises in every class that I teach, and have students practice showing me what they know through a variety of modalities. My experience is also that students do not learn if they do not feel safe, similar to a therapeutic setting. Consequently, I believe in very consciously creating a safe, respectful, and empathic learning environment where students can feel comfortable exploring both ideas and themselves.
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)