Thomas Barrett

Thomas Barrett

Department Chair
  • Department Chair
    Associate Professor
    Clinical Psychology (PsyD) Department

  • The Chicago School Chicago
Clinical Psychology
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.
  • 1980-1990, Staff Psychologist, Cuyahoga County Juvenile Court Diagnostic Clinic, Cleveland, OH.
  • 1986-1990, worked with Erna Furman on the Hanna Perkins toddler research project, which culminated in the publication Toddlers and Their Mothers: A Study in Early Personality Development.
  • 1990-2010, Executive and Clinical Director of the Hanna Perkins Center for Child Development, Cleveland, OH; member of the Center’s child psychoanalytic training Faculty.
  • 2001-2010, Associate Professor, Case Western Reserve University School of Medicine; occupied the John A. Hadden, Jr., M.D. Chair and served as Director of the Center for Psychoanalytic Child Development.
  • Private practice for over 35 years as a psychologist and child/adolescent psychoanalyst.
  • B.A., Psychology/Honors College, Michigan State University
  • M.A., Child Development, Michigan State University
  • Ph.D., Clinical Psychology, Michigan State University
  • Licensed Clinical Psychologist IL, OH
Areas Of Expertise

Select Presentations

  • 2013 – New York – Child & Adolescent Panel on Transference and Countertransference in Child and Adult Psychoanalysis – panel chairperson; workshop at the Annual Meeting of the American Psychoanalytic Association.
  • 2012 – Bled, Slovenia – Member of Teaching Faculty – International Psychoanalytic Association (IPA) sponsored, week-long training in Child & Adolescent Psychoanalysis for Eastern European candidates.
  • 2012 – Chicago – “An Oral History of Child Psychoanalysis.” Panel presentation. 2012 Spring meeting, American Psychoanalytic Association. 
  • 2011 – San Francisco – “Immediate and Delayed Mourning of Early Parent Loss in Childhood and Adolescence.” Presentation to the Psychoanalytic Center of San Francisco. 
  • 2011 – San Francisco – “Nuts and Bolts of Psychoanalytically Informed Assessment of Preschool-age Children.” Presentation to the Psychoanalytic Center of San Francisco. 
  • 2010 – Chicago – “Diversity, and the Role and Process of Leadership in the Development of the ‘Engaged-Professional’ Psychologist.” Colloquium presentation at The Chicago School of Professional Psychology. 
  • 2010 – Chicago – “On Becoming a Psychoanalytic Child Therapist.” Paper co-presented with C. Benoist, A. Maryles, and C. Napleton at “Wild Analysis – Annual Meeting of Division 39 of the American Psychological Association. 
  • 2009 – Detroit, MI – “Negative Oedipal Resolution and the Development of the Ego Ideal in Adolescence.” 
  • 2008 – Cleveland, OH – “The Hanna Perkins Model of Early Mental Health Consultation in Infant and Toddler Programs in Fresno, CA.” HPC Symposium/Forum, John A. Hadden, Jr., M.D., Memorial Lecture. 
  • 2007 – Washington, D.C. – Marianne Kris Memorial Lecture at the Annual Meeting of the Association for Child Psychoanalysis: “Manic Defenses against Loneliness in Adolescence.” 
  • 2006 – Boston –John & Gertrude Weil Memorial Lecture: “Mastery of bodily self-care as a contribution to moral development: Further considerations of preventive interventions.”

Select Publications

  • Barrett, T. (2008). Manic Defenses against Loneliness in Adolescence. Psychoanalytic Study of the Child. Vol. 63, 111-136. 
  • Barrett, T. (2008). The Secret Life (and Hopes) of Teens: What you don’t know about them – What they may not want to know about themselves. Child Analysis: Clinical, Theoretical, and Applied. Vol. 18. 
  • Barrett, T., Streeter, B., Lawson, P., Zraly, M., Longhofer, J., Buchbinder, M. (2006). The Hanna Perkins Center Model for Consultation in Child Care: Meeting the needs of children and their caregivers. Child Analysis: Clinical, Theoretical, and Applied. Vol. 17. 
  • Buchbinder, M., Longhofer, J., Barrett, T., Lawson, P., and Floersch, J. (2006). Ethnographic Approaches to Child Care Research. Journal of Early Childhood Research. Vol. 4, 45-63. 
  • Barrett, T. (2003). The Value of a Psychoanalytic Perspective in Medical Education. Child Analysis: Clinical, Theoretical, and Applied. Vol. 14. (Pgs. 25-41). 
  • Streeter, B. and Barrett, T. (1999). Consultations with Day Care Centers: Supporting Quality Care for Preschool-Aged Children. Child Analysis: Clinical, Theoretical, and Applied. Vol. 10. (Pgs. 155-181). 
  • Barrett, T. The Analyst versus the “Gate-Keeper”: Psychodynamic Treatment of Children. In Barron, J. and Sands, H. Eds. (1996). Impact of Managed Care on Psychodynamic Treatment. Madison: International Universities Press. (Pgs. 155-163). 
  • Barrett, T. Supporting Drive Fusion: Mitigating Destructive Aggression in Infants, Toddlers and Preschoolers. (1995). Child Analysis: Clinical, Theoretical, and Applied. Vol. 6. (Pgs. 128-151). 
  • Barrett, T. (1991). An Analytic Case: An Adolescent Boy’s Working Through of Active-Passive Conflicts. Child Analysis: Clinical, Theoretical and Applied. Vol. 2. (Pgs. 61-79). 
  • Barrett, T. (1980). Prevention in Infant Mental Health. Journal of Infant Mental Health. Vol. 1. (Pgs. 1-15).

Professional Memberships

  • 1976-current American Psychological Association (Div 39, Psychoanalysis) 
  • 1979-current Ohio Psychological Association 
  • 1986-current Association for Child Psychoanalysis (terms as Secretary, Treasurer, Councilor, Co-Chair of Program Committee) 
  • 2003-current Alliance for Psychoanalytic Schools (Vice President) 
  • 2007-current Margaret S. Mahler Psychiatric Research Foundation (past Treasurer) 
  • 2010-current National Council of Schools & Programs of Professional Psychology (Delegate) 
  • 2011-current American Psychoanalytic Association – Certified in Child/Adolescent Psychoanalysis
  • 2012-current Chicago Institute for Psychoanalysis - Faculty


Q: Please describe your teaching philosophy. 

A. Graduate students in a doctoral program in psychology should be viewed as emergent professionals and respected as young colleagues. Ours is a profession of life-long learning. My approach to teaching is to view the participants in a course as a committed community of critical thinkers who synergistically support the desire of all to gain knowledge, insight, and an increased integration of the material under study. 

Q: Please describe your philosophy regarding the practice of psychology. 

A. Clinical psychologists are mental health professionals who are uniquely trained in assessment, case conceptualization and evidence-based models of psychotherapy, preparing them for work with clients of all ages to promote optimal personality development, emotional health, and well-being. These areas of expertise provide an essential alternative to reductionistic approaches that default to the excessive and unsupported uses of psycho-pharmaceuticals. 

Q: What advice would you give a student entering The Chicago School of Professional Psychology? 

A: View your admission into the Chicago School community as an invitation to pursue and embrace with passion and pleasure a greatly rewarding, stimulating, and satisfying career path.