- Downtown Chicago
- Business Psychology
The Chicago School of Professional Psychology
Dr. Newton is a professor in the I/O and Business Psychology programs. She has been affiliated with The Chicago School since 1982 and has served as director of clinical training, associate dean, and program director of I/O Psychology. Other professional experience includes serving as CEO of Dana Services Inc., a company that provided in-home services to the elderly and psychiatric patients. She was a founding consulting partner of Redirections Inc, a company that provides customized 360 inventories, executive coaching and individualized consultation and training to senior executives of Fortune 500 corporations and public agencies. She maintains a private practice in clinical psychology and also provides coaching and consultation to small business owners. Her areas of interest include executive coaching, individual assessment, workplace failure as a developmental experience, and meditation and psychotherapy.
- Education History
Degree Institution B.A. Psychology Agnes Scott College M.A. Psychology Connecticut College Ph.D. Clinical Psychology Wayne State University
Illinois Licensed Psychologist
- Areas of Expertise
Area Expertise Business/IO Psychology Employee Development Executive Assessment Executive Coaching Leadership Organizational Psychology Career/Workplace Issues Career Development Therapeutic/Theoretical Orientation Psychoanalysis
Newton, N. Khanna, C. & Thompson, J. (2008). Workplace failure: Mastering the last taboo.Consulting Psychology Journal: Practice and Research, 60(3), 227-245.
Davis, N. Newton, N. & Moane, F. (2004).Workplace coaching. Unpublished textbook currently used in courses in workplace coaching and individual assessment at The Chicago School of Professional Psychology.
Newton, N. & Sprengle, K. (Eds.). (2000).Psychological interventions in the home: Housecalls.New York: Springer Publishing Co.
Newton, N. & Jacobowitz, J. 1999. Transferential and countertransferential processes in therapy with older adults. In M. Duffy (Ed.), Handbook of counseling and psychotherapy with older adults. New York: John Wiley & Sons. Pp. 21-39.
Jacobowitz, J. & Newton, N. 1999. Dynamics and treatment of narcissim in later life. In M. Duffy (Ed.), Handbook of counseling and psychotherapy with older adults. New York: John Wiley & Sons. Pp. 453-469.
Jacobowitz, J. & Newton, N. 1990. Time, context, and character: A life-span view of psychopathology during the second half of life. In R.A. Nemiroff & C.A. Colarusso (Eds.), Frontiers of Adult Development. New York: Basic Books.
- Question and Answer
Please describe your teaching philosophy.
The most effective teaching relies on engagement of students in an active learning process. I expect that students will take responsibility for their own learning and that the classroom provides an arena in which learning takes place. As a teacher, I draw upon Kohl's learning model which emphasizes continually linking theory and research to students' life and work experiences. This model fits well with the I/O program's focus on the application of I/O theory and research to real-world situations. Q: Please provide a statement or philosophy regarding the practice of psychology. Psychology provides a systematic way of studying the diverse ways in which people negotiate their life experiences. Psychological theory and research provides frameworks for practicing psychologists to understand and appreciate each individual's unique experiences. As a psychologist, my goal is to draw upon this understanding to enable my clients to move forward and lead more satisfying lives. Q: Why did you choose to enter the field of psychology? I became a psychologist because I was very curious about how people live their lives. I have always felt that while we cannot always control or even predict our life experiences, we can choose how we respond and what we learn from those experiences. I felt that psychology could provide the knowledge and resources necessary for making positive and compassionate choices.
What advice would you give to a student entering The Chicago School?
I would encourage students to think about what they want to get out of their education - what is important to them to learn and what their goals are - why they are doing this and what are their criteria for a successful experience. It is that sense of personal vision that allows students to take a proactive approach to graduate education and sets the stage for a positive experience.
- Professional Skills
executive coaching, mediation and psychotherapy, psychology of women, workplace failure