- Gruba-McCallister, F. P., & Philpott-Jones, S. Cultivating critical consciousness in future clinicians: Linking individual and collective well-being through service learning. Presented at the 5th Annual Conference of The Society for Humanistic Psychology, Pittsburgh, PA, 2012.
- Gruba-McCallister, F. P., & Paszkiewicz, W. Educating for liberating: Continuing Adler’s vision for a socially responsible psychology. Presented at the Annual Conference of the North American Society of Adlerian Psychology, Chicago, IL, 2006.
- Gruba-McCallister, F. P., & Paszkiewicz, W. Using service learning to develop socially responsible graduate students. Presented at the National Conference of the Higher Learning Commission, Chicago, IL, 2006.
- Gruba-McCallister, F. P. Existential therapy: Still meaningful after all these years. Presented at the Chicago Association for Psychoanalytic Psychology, Chicago, IL, 2003.
- Gruba-McCallister, F. P. (2007). Narcissism and the empty self: To have or to be. The Journal of Individual Psychology, 63 (2), 182-192.
- Gruba-McCallister, F. P. (2002). Education through compassion: The cultivation of the prophetic contemplative. In J. Mills (Ed.), A pedagogy of becoming. New York: Rodopi Press.
- Levington, C., & Gruba-McCallister, F. P. (1996). Suicide and transcendence: Crossing the great divide. In Sacred sorrows: Embracing and transforming depression. (J. Nelson and A. Nelson, Eds.). N.Y. Tarcher.
- Gruba-McCallister, F. P., & Levington, C. (1995). Suffering and transcendence in human experience. Review of Existential Psychology and Psychiatry, 22, 99-115.
- Gruba-McCallister, F. P., & Levington, C. (1994). Authenticity as open existence. Advanced Development, 6, 1-10.
- Gruba-McCallister, F. P. (1993). The imp of the reverse: A phenomenology of the unconscious. Journal of Religion and Health, 22, 107-120.
- Gruba-McCallister, F. P. (1992). Becoming self through suffering: The Irenaean theodicy and advanced development. Advanced Development, 4, 49-58.
- Serve as chair of an advisory taskforce for the Chief of Police of Park Ridge, IL on police-community relations.
Q & A
Q: Please describe your teaching philosophy.
A. Education should be a transformative and liberating experience. To achieve this, teaching must be more than the mere transmission of information from the presumed expert (Teacher) to the passive recipients (Students). Instead teacher and students must be engaged in a dialogue and function as co-investigators of important questions that offer the opportunity for everyone to question the taken-for-granted, critically examine assumptions, and openly explore alternative views. Teaching must also engage all aspects of the learner so that growth can occur for the whole person through the education process.
Q: Please describe your philosophy regarding the practice of psychology.
A. Among the health professions, psychology is unique because of the integral role of the person of the practitioner in providing services to those in need. Thus, the professional and personal aspects of the practice of psychology are integrally interconnected. Though psychology alone cannot provide answers to the most pressing problems facing contemporary society, it offers valuable insights on all of them. This capacity of psychology to be applicable across such a broad range of problems and issues is what makes it a thriving and vibrant profession.
Q: What advice would you give a student entering the Chicago School of Professional Psychology.
A. See your education as an opportunity to challenge yourself on all levels and to learn how to weave personal and professional growth into the learning process.