Thomas Barrett

Thomas Barrett

Department Chair
  • Department Chair
    Clinical Psychology Doctoral Program (PsyD) - Chicago Campus

  • The Chicago School Chicago
Clinical Psychology
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.

From 1990 - 2010, Dr. Barrett served as Executive and Clinical Director of the Hanna Perkins Center for Child Development and during that time was a member of the Center’s child psychoanalytic training Faculty.  From 2001 through June 2010 he held an Associate Professorship at the Case Western Reserve University School of Medicine where as the John A. Hadden, Jr., M.D. Chair he was the Director of the Center for Psychoanalytic Child Development.  For more nearly 35 years he has maintained a private practice as a psychologist and child/adolescent psychoanalyst.

Dr. Barrett holds degrees in Child Development and Clinical Psychology from Michigan State University and undertook post-graduate training in Infant Mental Health with Prof. Selma Fraiberg at the Child Development Project of the University of Michigan.  He completed child analytic training through the Hanna Perkins Center in 1987.  From 1986-1990 he 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.   Dr. Barrett has published a variety of professional papers and presents regularly at conferences at local, national, and international venues. 

  • 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
  • 2011-current Chicago Center for Psychoanalysis - Member
  • 2012-current Chicago Institute for Psychoanalysis - Faculty
  • 2013-current International Psychoanalytic Association - Member


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.