Dr. Hughes is an experienced teacher and school psychologist who has worked in public schools in the United States and in international schools in Germany and Switzerland. She lived abroad for fourteen years as a member of an expatriate family. Her personal and professional international experiences led Dr. Hughes to serve as one of four partners in the establishment of the company, Bridging Cultures GmbH, in Zurich, Switzerland in 1996. Its focus was to help internationally mobile people with their cross-cultural transition challenges as well as opportunities for personal growth.
Following her family’s repatriation to the United States in 1999, Dr. Hughes established Bridging Cultures Inc. to help individuals, families, and organizations in cultural transition. She has created a Cultural Transition Resiliency Model which she uses in her private practice with individuals and families and in her consulting and training work with multicultural school and organizational communities. Dr. Hughes also conducts training workshops and provides coaching services on topics related to Living, Learning, & Working Multiculturally. She served as a two-term board member of the national organization SIETAR-USA, the Society for Intercultural Training, Education, and Research and served as co-chair of the 2012 national conference.
Dr. Hughes focuses her personal and volunteer efforts on topics related to special education, parenting and family development, child adoption, and mental illness. She currently serves as either a committee member and/or in a leadership capacity in several organizations devoted to these topics, both in the United States and internationally.
- Hughes, C. (February 2014). Diversity Training for the Real World of Today's Educational Settings. Annual Convention of the National Association of School Psychologists, Washington, DC.
- Calkin, S., Hughes, C., Myers, M.J., Silberman, P. & Stack, A. (November 2013). Volunteering Across Borders in Places of War: Supporting Aschiana Afghanistan Children to Develop Tomorrow's Leaders. Annual Conference of the Society for Intercultural Training, Education, & Research - USA (SIETAR-USA). Washington, DC.
- Hughes, C. (November 2013). A Resiliency-Building Model for Working with Families in Cultural Transition. Annual Conference of the Illinois Psychological Association. Schaumburg, Illinois.
- Hughes, C. & McCloud-Schingen, K. (October 2012). Navigating the Rough Waters of Political Discourse Using Intercultural Tools. Annual Conference of the Society for Intercultural Training, Education & Research – USA (SIETAR-USA). Minneapolis, Minnesota
- Brubaker, C., Hughes, C., & Lei, A. (July 2012). Invited Workshop: Bridging the Marketing Gap. Summer Institute of Intercultural Communication. Portland, Oregon.
- Hughes, C. (March 2011). We’re All in This Together! Navigational Strategies for Intercultural Intersections of School Communities. Annual Conference of Families in Global Transition (FIGT). Washington, D.C.
- Hughes, C. & Keller, T. (January 2011). Psychologist’s Role in a Non-Psychological Setting: Crossing Borders in the School Community, Among Multidisciplinary Professionals, and Within a Culturally Diverse Context. The Chicago School of Professional Psychology Cultural Impact Conference, Chicago, Il.
- Hughes, C. (July 2010). Resiliency-Building Practices for Culturally Diverse Families in School Settings. Annual Conference of the International School Psychology Association. Dublin, Ireland.
- Hughes, C. (April 2010). Panelist: Preparing K-12 Students to Live and Work in an Intercultural World: Whose Responsibility is It? Annual Conference of the Society for Intercultural Training, Education & Research – USA. Spokane, Washington.
- Hughes, C. (March 2010). Invited Speaker: Expatriate Children and USA Schooling. World Bank Family Network. Washington, D.C.
- Hughes, C. & Koning, S. (April 2009). Intercultural Elephants at the Crossroads of our Society: Critical Dialogues for Challenging Times. Annual Conference of the Society for Intercultural Training, Education, and Research – USA. Cary, North Carolina.
- Hughes, C. & McNichol, M. (October 2008). The Changing Face of Education in the Wave of Globalization. SIETAR Global Conference. Granada, Spain.
- Hughes, C. (September 2008). Application of a Cultural Transition Support Framework for Latino(a) Families in School Settings. The Chicago School of Professional Psychology Cultural Impact Conference. Chicago, Illinois.
- Hughes, C. (October 2007). The Family Cultural Transition Journey: Supporting Personal Identity & Shared Meaning. Annual Conference of the Illinois Counseling Association. Tinley Park, Illinois.
- Hughes, C. (September 2005). Resiliency-Building Strategies to Address the Stigma of Mental Illness Across Cultural Lines. Conference on Promoting Resiliency in Refugee & Immigrant Families. Chicago, Illinois.
- Hughes, C.A. (November 2012). Navigating the rough waters of today’s political discourse through an intercultural lens. Diversity Times, Center for Multicultural Diversity Studies, The Chicago School of Professional Psychology.
- Hughes, C.A. (March 2001). Strangers in one’s own land – Reentry surprises! The Round Robin (American Women’s Club of Zurich)
- Hughes, C.A. (September 1999). Departures are transitions too. Mothering Matters, pp. 6-8.
- Hughes, C.A. (November 1995). Bridging Cultures: A review of the cultural adjustment workshop for parents on the move – fall term 1995. Inter-Community School Newsletter
- Hughes, C.A. (June 1994). Children abroad. New Roots, 6 (2), p. 1.
- Hughes, C.A. (1993). Doctoral dissertation. A knowledge utilization investigation of the adoption of a consultation based service delivery model by multidisciplinary teams. Ann Arbor, MI: University Microfilms International
- Hughes, C.A. (1987). Children and adoption. In Thomas, A. & Grimes, J. (Eds.) (1987) Children’s needs: Psychological perspectives. (pp. 9-19). Washington, DC: National Association of School Psychologists.
- Lennox, N., Hyman, I. A. & Hughes, C. (1988). The institutionalization of a consultation-based service delivery system. In J.L. Graden, J.E. Zin, & M.J. Curtis (Eds.) Alternative educational delivery systems: Enhancing instructional options for all students. (pp. 71-88). Washington, DD: The National Association of School Psychologists.
- Firoved, R., Lennox, N. & Hughes, C. (1985). Trends from the 1984-85 survey of salaries, negotiations, and professional issues of New Jersey school psychologists. New Jersey School Psychologist, 5, 6-12.
- American Psychological Association
- National Association of School Psychologists
- International Association of School Psychologists
- Illinois Association of School Psychologists
- Illinois Psychological Association
- Society for Intercultural Training, Education, & Research – USA
- American Mental Health Counseling Association
- American Counseling Association
- Council for Exceptional Children
- National Council on Family Relations
- International Association of Applied Psychology
- Board Member, Kent State University Foundation
- Board Member & Vice President, Development, Aschiana Foundation. (Supports Aschiana Children’s Center in Afghanistan). Washington, D.C.
- Immediate Past National Conference Co-Chair, SIETAR-USA (Society for Intercultural Education, Training & Research)
- Board Member & Past President, NAMI-CCNS (National Alliance on Mental Illness – Cook County North Suburban Chapter)
- International Committee Chair, Rotary Club of Wilmette, Illinois
- Board member, Turning Point Behavioral Health Care Center in Skokie, Illinois
- Board member, Avatar Research Institute. Washington, D.C.
Q: Please describe your teaching philosophy.
A: As a teacher, I believe that learning needs to have a purpose, allows for student engagement, best takes place in a student-teacher relationship, and respects the student as the pilot of his or her own journey with the instructional topic.
Q: Please describe your philosophy regarding the practice of psychology.
A: Whether working in the schools or in private practice, my philosophy as a psychologist is to facilitate pathways for a client to achieve significant goals based on principles of wellness and positive psychology.
Q: Why did you choose to enter the field of psychology?
A: I was intrigued by the subject of psychology during my adolescent years of identity development, discovered its profound usefulness in my early twenties as an elementary school teacher, and decided to become a school psychologist upon realizing that I could merge my passion as an educator with knowledge of applied mental health principles to enhance the learning and wellbeing of children.
Q: What advice would you give a student entering The Chicago School of Professional Psychology?
A: Remain curious and receptive to new knowledge and learning opportunities as they will serve you well in a dynamically changing field in an ever-changing world.