Ken
Fogel
Ken Fogel
- Campus: Chicago, IL
- Department: Clinical Psychology
- Institution: The Chicago School
- Address: 325 N Wells Street Chicago, IL 60654
Biography
Dr. Fogel completed his Psy.D. in Clinical Psychology from The Chicago School in 2000. He also holds bachelor's degrees from McGill University in Montreal, Canada, in Physiology, Education, and Psychology. Dr. Fogel obtained his license to practice clinical psychology in Illinois in 2002. He has offered clinical services in a diverse range of settings, including a long-term State mental health facility, the behavioral health department in a general hospital, and an HMO-based clinic.
Dr. Fogel spent several years conducting psychological testing and consulted with the Illinois Department of Children & Family Services (DCFS) from 2006 to 2020. He engaged in individual therapy with adults in a private practice setting until August 2006 and resumed this activity in Burr Ridge, IL, in February 2022. He has been working as an item writer for Part 2 of the Examination in Professional Psychology Practice (EPPP 2) in the domain of Relational Competence since 2017. Dr. Fogel began teaching courses at The Chicago School as adjunct faculty in 2002 prior to becoming program faculty in 2006. He was awarded the Distinguished Teaching Award for Excellence in Teaching in 2010-2011. He has supervised graduate students at all levels, from practicum to post-doc.
Dr. Fogel's interests include topics in assessment, ambivalence in psychotherapy and interpersonal relationships, neurobiological bases of behavior, trauma, and psychopharmacology. Dr. Fogel completed a master's degree in clinical psychopharmacology from Alliant University in May 2019, with the ultimate goal of obtaining prescription privileges in Illinois.
Education History
Degree Institution Year B.Sc. (Physiology) McGill University , Montreal, Canada 1989 B.Ed (Secondary Eduction--General Science) McGill University , Montreal, Canada 1992 B.A. (Psychology) McGill University , Montreal, Canada 1994 Psy.D. (Clinical Psychology) The Chicago School of Professional Psychology , Chicago, IL 2000 M.S. (Clinical Psychopharmacology) Alliant University , San Francisco, CA (online) 2019 Professional Memberships
Role Organization Member American Psychological Association Member APA Division 55 (Society for Prescribing Psychologists) Member Neuroscience Education Institute Member Illinois Psychological Association (IPA) Member Psychopharmacology Institute Presentations
Title Location Date Meeting the psychopharmacology training gap in APA accredited programs AACP Psychopharmacology Leadership Summit March 15, 2024 Dualities of psychology: Why psychology is harder than it looks. IPA Annual Convention October 27, 2023 "Dialectics": Why being a clinical psychologist is so hard. TCS Faculty Conversation Series February 2022 The Fence and the Pendulum: The Universal Nature of Ambivalence and its Local Impact TCSPP Thought Leader Series, Chicago, IL April 2018 "Forest Gumption": The Tree Model of Competency Development ACEPT Mini-Conference, Chicago, IL May 2013 Humor in Teaching and Learning Cultural Impact Conference, Chicago, IL February 2013 Personality Disorders: Practical Understanding for the Integrated Assessment Process Northern Illinois University, DeKalb, IL March 2008 Areas of Expertise
Area Expertise Clinical Psychology / Mental Health Assessment/Psychological Testing Mood Affective Disorders / Suicide Psychopathology Psychopharmacology Trauma/PTSD Psychology Subdisciplines - Clinical Psychology Licenses
Licensed Clinical Psychologist—Illinois Publications
Fogel, K. (2015). Brain structure and function involved in self-control, impulsivity, and disruptive behaviors. In G. Kapalka (Ed.),Treating Disruptive Disorders: A Guide to Psychological, Pharmacological, and Combined Therapies(pp. 15-32). New York, NY: Routledge.
Fogel, K., & Kapalka, G. (2012). Neuroscience. In M. Muse & B. A. Moore (Eds.). Handbook of Clinical Psychopharmacology for Psychologists (pp. 45-105). Hoboken, NJ: Wiley.
Journal Foltz, R., Fogel, K., Kaeley, A., Kupchan, J., Mills, A., Murray, K., Pope, A., Rahman, H., & Rubright, C. (2023). The psychopharmacology training gap in accredited clinical psychology programs.. Training and Education in Professional Psychology., 17 (4), 408-413.
Media Exposure
Appearance "Are people more rude?" CBS2, Chicago, May 2010
"Why do I pace when I'm on the phone?" Men's Health, February 2009, p.18
"Narcissistic personality disorder: The gift that's also a curse," Medill Reports-Chicago, February 10, 2009
"Got a Googleganger? Click Here to Find Out," NBC5 Chicago, November 2008
Question and Answer
Please describe your teaching philosophy. Learning is a very exciting and enjoyable process to me, as a student and as an instructor. I like to convey these feelings to my students, in whatever subject I am teaching. From my perspective, I am not really "teaching" per se, but providing an environment for learning. I find all aspects of psychology to be interesting and relevant, and I particularly appreciate the "middle grounds" of overlap among areas within psychology, as well as with other disciplines of study.
Please provide a statement or philosophy regarding the practice of psychology. Psychology is often taken for granted. As a reflection of the human condition, it is easy to fall prey to "common sense" findings and experiences. But the key to appreciating it is in the subtleties and the details. I adopt a dynamic approach that is informed by neurobiological aspects of functioning. One aspect of psychology on which I focus in particular, and which I view as central to virtually all issues and problems, is ambivalence. Sometimes it is obvious and easy to spot, but sometimes it is more camouflaged and requires more clinical acumen and "thinking outside the box."
Why did you choose to enter the field of psychology? The meandering path of my academic career and various life experiences led me here. Clinical psychology offers an integrative course of study that incorporates most facets of my varied interests. To me, many aspects of psychology, including assessment, therapy, consultation, or supervision, involve an invitation to play an important role in someone's life. I treat this invitation with the utmost respect and deference, and strive to become more skilled at being helpful and effective in this space over time.
What advice would you give to a student entering The Chicago School? Cultivate relationships early: These people will be your network when you graduate. Find a faculty mentor beyond your advisor. Keep a lookout for ways to broaden your vita beyond clinical experience. Hone your writing skills: They are in demand. Try not to foreclose on your interests too early; it might seem that you know where you want to focus or specialize but this will almost definitely change over time. Keep in mind that psychology is a profession where you become better over time, but you probably won't feel confident until at least 5 years after obtaining your license--but don't take my word for it, ask around!