Farrell, K. & Keller, T. (2009). Components of an in-school intervention program for relational aggression. A workshop presented at APA national conference, Toronto, Canada.
Jacobowitz, J. and Keller, T. (2010). Teaching clinical assessment in a multi-theoretical, multi-method, and multicultural professional world that values efficiency and thrift: An impossible profession. Third Annual SoTL Institute of The Chicago School of Professional Psychology, Chicago, IL.
Hughes, C. & Keller, T. (2010). Psychologist’s role in a non-psychological setting: crossing borders in the community, among multidisciplinary professionals, and within a culturally diverse context. 16th Annual Cultural Impact Conference, The Chicago School of Professional Psychology, Chicago, IL
VP and program director of a not-for-profit organization related to in-school intervention project, StronGirls/StronGuys that addresses social emotioal learning and peer bullying among middle school children.
Conduct research to understand the issues and consequences related to female peer relationships with diverse female population
Partner with an in-school intervention program for boys at the middle school age to improve their relationship skills and emotional vocabulary to reduce isolation in the face of life stressors
National Academy for Neuropsychology
Association of Education Therapists
APA, Division 53 – Child and Adolescent psychology
Q: Please describe your teaching philosophy.
A: . I enjoy teaching adults because we can learn together and further each other’s knowledge in the process. Much like my therapy philosophy, I believe we all bring different types of expertise or points of view that are important into our relationships, learning, and growth processes. It might be my job to highlight that and help people see ways in which they need to grow, but ultimately the adult learner is an active member of that process.
Q: Please provide a statement or philosophy regarding the practice of psychology.
A: There is something very personal about practicing psychology and while this personal piece makes a good psychologist, there have to be boundaries. To that end, I believe that through empathy extended from the therapist to the client, much can be achieved toward helping people find their truths and changing what needs to be changed. Change is an often difficult process and a supportive figure can be a guide through that process, but each individual will his or her own way of making change happen. I am open to finding that way with the client.
Q: Why did you choose to enter the field of psychology?
A: I chose the field of psychology because I felt it was a personal calling.
Q: What advice would you give to a student entering The Chicago School?
A: I would tell an entering Chicago School student to be open to exploring beyond your preconceived notions and you will find out how to become the best psychologist you can be.