Fawna Stockwell

Fawna

Stockwell

Fawna Stockwell

Associate Director

  •  
  • Campus:
  • Downtown Chicago
Department
MS Applied Behavior Analysis
Institution
The Chicago School of Professional Psychology
Address Map of 325 N Wells St Chicago IL 60654
Office 638
325 N Wells Street
Chicago, IL 60654
Office Phone
312-467-8601
Email
Biography

Fawna Stockwell, PhD, BCBA-D is the Associate Director of Research in the Applied Behavior Analysis Department of The Chicago School of Professional Psychology's Chicago campus. Over the past 10 years, their research has focused on topics including polyamory, communication in relationships, gender, sexual behavior, BDSM, mindfulness, and effective skill-building strategies. Fawna has a vision of using precise measurement and an individualized approach to connect people to affirming, accessible interventions that create meaningful change. In addition to their work at The Chicago School, Fawna is the Founder and Director of Research and Programs at Upswing Advocates: a nonprofit organization that provides sliding scale trainings and research opportunities that support the LGBTQIA community.

Education History
Degree Institution Year
Bachelor of Social Work University of Missouri, Columbia, MO 2004
Master in Clinical Psychology, ABA Specialization The Chicago School of Professional Psychology, Chicago, IL 2008
Doctorate of Philosophy in Applied Behavior Analysis The Chicago School of Professional Psychology, Chicago, IL 2011
Community Involvement
Role Organization
Vice Chair at Large Howard Brown Health board of directors
Chair Howard Brown Health Quality and Compliance committee
Areas of Expertise
Area Expertise
Applied Behavior Analysis Academic Skills
Instructional Design
Lifestyle Management
Time Management
Diversity Gender Issues, Class
Psychology Subdisciplines - Applied Behavior Analysis
Research Design/Methodology Quantitative Inquiry
Sexuality/Gender Issues Gender Identity
Gender Reassignment
LGBTQ
Presentations
Title Location Date
Gender Affirming Clinical Skills for Helping Professionals Chicago, IL 12/10/17
Affirming Strategies for Working with Neurodiverse Clients Chicago, IL 11/11/17
Never too Late for Sex Ed: A Behavior Analytic Opportunity to Build Your Sexual Knowledge Webinar - ABACNJ 10/17/17
Where are We Going and How Do We Get There? Helping Clients Track Their Progress toward Valued Goals Family Counseling Service, Aurora, IL 8/25/17
Sitting with My Dysphoria: The Impact of Mindfulness and other ACT-based Exercises on Gender Dysphoria and Valued Actions of Transgender and Gender Nonconforming Adults Evidenced Based Advances for Work with Sexual Orientation and Gender Diversity conference, San Jose, CA 3/10/17
The Naked Truth: Researching Sexual Behavior, Gender, and Romantic Relationships as a Behavior Analyst Association for Behavior Analysis conference, Chicago, IL 5/31/16
The Effects of “Go Fast” and “Go Slow” Practice Instructions on Skill Retention, Stability, Application, and Derived Relational Responding in Adult Learners. International Precision Teaching Conference, Reno, NV 12/11
Publications
Journals

Stockwell, F., Hopkins, L., & Walker, D. (2017). Implicit and explicit attitudes toward mainstream and BDSM sexual practices and their relation to interviewer behavior: An analogue study.. The Psychological Record, 67 (4), 435-446.

Hirsh, J., Stockwell, F., & Walker, D. (2014). The effects of contingent caregiver imitation of infant vocalizations: A comparison of multiple caregivers.. Analysis of Verbal Behavior, 30 , 20-28.

Stockwell, F., & Moran, D. J. (2013). A relational frame theory account of the emergence of sexual fantasy.. Journal of Sex and Marital Therapy, 40 (2), 92-104.

Stockwell., F., Walker, D., & Eshleman, J. (2010). Measures of implicit and explicit attitudes toward sexual terms using the IRAP and questionnaire in BDSM and student participants.. The Psychological Record, 60 , 307-324.

Question and Answer
Please describe your teaching philosophy.

As an instructor, I see the classroom as a dynamic environment that must be carefully engineered to maximize learning for all students. I take a selectionistic approach to teaching and learning: by creating courses that support student learning and enjoyment, I strive to nurture curiosity and critical thinking and capture excellent student performance.

As an advocate for effective education, B. F. Skinner took the stance that “The learner is always right.” This attitude is fundamental to everything I do as an instructor. My courses are tailored to student repertoires and values and don’t reflect a “one size fits all” approach. I closely and frequently monitor the performance of each individual student to gauge whether a certain concept has been mastered or more instruction is needed – the student’s performance “tells” me whether my course design is working as it should, or if it needs to be adjusted to ensure that students truly master the course material. This shows my pragmatic concern for workability – I do what works for the specific students I am working with, and I change what doesn’t work for them. I facilitate learning with my students in several ways: setting clear expectations, the use of empirically validated instructional practices that promote active responding such as Precision Teaching and response cards, and being approachable and available to students.

As an advocate for effective education, B. F. Skinner took the stance that “The learner is always right.” This attitude is fundamental to everything I do as an instructor. My courses are tailored to student repertoires and values and don’t reflect a “one size fits all” approach. I closely and frequently monitor the performance of each individual student to gauge whether a certain concept has been mastered or more instruction is needed – the student’s performance “tells” me whether my course design is working as it should, or if it needs to be adjusted to ensure that students truly master the course material. This shows my pragmatic concern for workability – I do what works for the specific students I am working with, and I change what doesn’t work for them.

I facilitate learning with my students in several ways: setting clear expectations, the use of empirically validated instructional practices that promote active responding such as Precision Teaching and response cards, and being approachable and available to students.

I facilitate learning with my students in several ways: setting clear expectations, the use of empirically validated instructional practices that promote active responding such as Precision Teaching and response cards, and being approachable and available to students.

Professional Skills
Gender, Sexuality, Transgender, Research, ABA, Training