Terry Webster

Terry Webster

MFT Adjunct Faculty
  • Associate Professor

  • The Chicago School Los Angeles
Marriage and Family Therapy
The Chicago School of Professional Psychology
617 W 7th St Los Angeles, CA 90017
617 W 7th St
Office Location
Room 835
Office Phone
On-campus Ext.

A researcher and scholar, Dr. Webster is the Chair of Psychology at The Chicago School’s Westwood and Irvine Campuses and has held several key teaching positions at a number of higher education institutions, including The California Graduate Institute and the University of California at Irvine. She has served as chair and internal reader for doctoral student dissertations and has played an integral role in updating the Dissertation Manual, as well as academic documents and internal procedures. Dr. Webster has expertise in research design and methodology, program evaluation, and Lifespan Psychology. Her primary research areas are Developmental Psychology with an emphasis on middle and late adulthood, and Health Psychology.

  • B.A., Psychology, University of California, Los Angeles
  • Ph.D., Psychology and Social Behavior, University of California, Irvine
Areas Of Expertise

Select Presentations

  • Webster, T.  (2005). Differing perspectives:  The relationship between discordant views of caregiving burden and caregiver depression.  Poster presented at the Gerontological Society of America, Orlando, FL.

Select Publications

  • Webster, T.  (2008). The Doctoral Project: A Manual for Students.  Los Angeles: California Graduate Institute.
  • Kimberley A. Babb, Chuansheng Chen, James Swanson, Carol K. Whalen, Terry Webster, Robert Moyzis, Michael Murias, Yuan-Chun Ding, and Sabrina Schuck  (2007).  Dopamine Receptor D4 (DRD4) Gene and Performance on the Draw-an-Alien Task. Manuscript submitted for publication.

Community Involvement

  • Stephen S. Wise Temple, Los Angeles, CA, board member (2001-2012)
  • The Guardians, member (2004-present)
  • America-Israel Public Affairs Committee, member (2007-present)

Professional Memberships

  • American Psychological Association Division 20, Aging
  • Association for Psychological Science
  • Gerontological Society of America


Q: Please describe your teaching philosophy.
A:  I consider the classroom a place where both students and instructors can engage in discussion and intellectual inquiry.  I like to blend lectures with experiential activities, which helps to bring abstract theoretical positions into the arena of the "real world."  For the time they are in class with me, I ask my students to be alert to how principles presented in the class can be applied in day-to-day situations.  I would not want my students to complete my course, close the book, and walk away.  My hope is that students can take what they have learned and use it over a lifetime.

Q. Why did you choose to enter the field of psychology?
A. For as long as I can remember, I have been fascinated by human behavior, what makes people "tick."  To be involved in the field of Psychology allows for a lifetime of learning.  I never wanted to be static in my occupational life, and I cannot imagine a field more perfect for those who are continuous "seekers."

Q. What advice would you give a student entering The Chicago School?
A. Graduate education is more than a series of courses taken to achieve an advanced degree.  It is also an opportunity to experience tremendous personal growth that cannot be measured merely in terms of grade point average.  While it is important for students to be engaged in the educational experience, it is important to consider how graduate school fits into life's "bigger picture."  Consider these years as part of your journey, to be taken seriously, yes, but also to be enjoyed.