- New Orleans, LA
- Clinical Psychology
The Chicago School of Professional Psychology
- Office Phone
- Email [email protected]
In 1994, I completed my internship at Cook County Hospital (now Stroger Hospital) in Chicago, Illinois. County Hospital never turned away people who needed care. As a result, I learned a great deal about being a psychologist from people who held a deep and serious desire to help those in need. I learned a lot about serving diverse and underserved communities. After internship, I joined a private practice in downtown Chicago, finished my dissertation and PhD in 1997, and completed post-doctoral work and licensure in 1998.
In private practice, my assessment work included conducting child custody evaluations for family (divorce) courts. I also offered family assessments for the Department of Child and Family Services to help reunite families struggling with poverty, abuse, neglect, and violence. I conducted psychological assessments of individuals dealing with a range of issues, including depression and anxiety, substance abuse and physical health concerns, and educational/cognitive disabilities. I offered therapy to individuals, couples, and families, and supervised therapists working toward licensure. I also was a consultant on-site at a social service agency on the south side of Chicago.
In Fall 1999, I began teaching as a part-time adjunct instructor at The Chicago School, and supervising some of The Chicago School students in practice. I found I enjoyed teaching a great deal, as I felt I could offer to students something I felt I had missed. My own graduate school training in a PhD program had seemed disconnected from real-world clinical practice with diverse populations. I found teaching allowed me to offer PsyD students a more integrated and informed understanding of professional practice in the real-world... or at least offer them the chance to more easily learn what I had discovered after years of work and many mistakes.
After teaching part-time for four years (twice winning the Adjunct Faculty of the Year award), I began teaching full-time in 2003. I taught for several years, then became the Associate Department Chair in 2007 and spent three years in administration (with one semester as interim Department Chair).
I returned to teaching full-time in 2010, and maintained a small private practice part-time in Illinois where I worked with gay and straight individuals and couples, both in the traditional theoretical models like Bowenian Therapy, as well as newer evidence-based models such as Gottman's Sound Relational House and Johnson's Emotion Focused Therapy. Couples work is my professional passion and primary research interest, including issues associated with cohabitating couples, divorce, remarriage after divorce, and domestic partnership rights.
In Fall 2016, I left Chicago and my professional work there to move to New Orleans to teach full-time at The Chicago School program at Xavier University of Louisiana. This is a small clinical psychology program working to earn APA accreditation. Our goal is to train psychologists who in the future will live and work here, providing psychological services to the people of Louisiana. The State of Louisiana has fewer psychologists than any other state, and so the students who come to our program have a deep and serious desire to help those in need. It's an opportunity for me to try to give back what my own internship supervisors gave me.
Last, I am also a "technophile" (geek) and the webmaster of psychpage.com, a personal project of mine for about 20 years now where I try to make what we know in the field of psychology a bit more accessible, clear, and practical to the general public
- Education History
Degree Institution Year B.S. Birmingham Southern College, Birmingham, AL 1988 M.S. and Ph.D. Saint Louis University, Saint Louis, MO 1997
- Professional Memberships
Licensed in State of Illinois, IL
- Areas of Expertise
Area Expertise Clinical Psychology / Mental Health ADD/ADHD Assessment/Psychological Testing Diversity GLBT Identity Models Ethical & Legal Issues Code of Conduct for Psychologists Marriage & Family Couples Counseling Parenting Psychology Subdisciplines - Clinical Psychology
Title Location Date The Things We Don't Talk About When We Talk About ADHD. Presentation to the Crescent City Area Psychological Society (offered for 1 CEU). New Orleans, LA 2019 ACT, willingness, and the ethics of informed consent. Paper presented at ACBS Annual World Conference 13 Berlin, Germany 2015 Informed Consent in Modern Contextual CBTs. Continuing education presentation (3 hours) at the annual conference of the Association for Contextual Behavioral Science Chicago, IL 2014 Couples Therapy with One Gay Couple. Presentation to students at Howard-Brown and Center on Halstead. Chicago, IL 2012 Divorce and Child Custody. Presentation on family assessment in forensic settings with divorcing families (offered for 2 CEUs). Lake Villa, Illinois 2010 Efficacious Couples Therapy. Presentation on the Sound Relational House Model to students and clinicians at Bradley and Allendale Center (offered for 2 CEUs). Lake Villa, Illinois 2009 Parental Capacity Assessments. Presentation on the scholarly basis and an applied method to evaluation of parental functioning and parent-child attachment to students and clinicians at Bradley and Allendale Center (offered for 2 CEUs). Lake Villa, Illinois 2008
Niolon, R. (2013). Taking a second look. [Review of the book LGBT-Parent Families: Innovations in Research and Implications for Practice by A. E. Goldberg and K. R. Allen (Eds.)]. In press.
Niolon, R. (2012). The differentiation of stepfamily therapy. [Review of the book Stepfamily therapy: A 10-step clinical approach by S. Browning and E. Artelt]. PsycCRITIQUES, Vol 57(4), doi: 10.1037/a0026022
Niolon, R. (2012). Forget Mars and Venus: Men and women from earth are complicated enough. [Review of the book The Science of the Couple: The Ontario Symposium on Personality and Social Psychology by L. Campbell, J. G. La Guardia, J. M. Olson, and M. P. Zanna (Eds.)]. PsycCRITIQUES, Vol 57(44), doi: 10.1037/a0029863
Niolon, R. (2012, Fall, 2012, Spring). Couples Therapy with One Gay Couple. Presentation to students at Howard-Brown and Center on Halstead. Chicago, Illinois.
Niolon, R. (2010, February). Divorce and Child Custody. Presentation on family assessment in forensic settings with divorcing families (offered for 2 CEUs to participants). Lake Villa, Illinois.
Niolon, R. (2009, February). Efficacious Couples Therapy. Presentation on the Sound Relational House Model to students and clinicians at Bradley and Allendale Center (offered for 2 CEUs to participants). Lake Villa, Illinois.
Niolon, R. (2008, February). Parental Capacity Assessments. Presentation on the scholarly basis and an applied method to evaluation of parental functioning and parent-child attachment to students and clinicians at Bradley and Allendale Center (offered for 2 CEUs to participants). Lake Villa, Illinois.
- Question and Answer
Please describe your teaching philosophy.
As a graduate school professor, I teach students how to think critically about the research and scholarly work that guides the practice of our profession, and then how to apply their understanding to real-world clinical practice.
While I do not believe technology is required to do that, I find it can make learning much easier. I try to present information in various ways for both verbally and visually driven students, using tools like word clouds of my notes, scrolling timelines, concept maps, interactive spreadsheets, and even popular songs and videos. I try to present (and re-present) information in the best ways for novice learners to understand it, but also to organize it in the ways clinicians use it.
My assignments are scaled-down versions of the same work we do in the field, with feedback to refine skills. I try to create "learning moments" even in moments of failure, as the cost of mistakes is lower in graduate school compared to real practice, and graduate school provides the time and support to reflect and grow from our mistakes. It is my hope that students say "I had to work hard, but I feel like I learned a lot of things --and I know how to use them--" when they finish my classes.
Please provide a statement or philosophy regarding the practice of psychology.
As a high school student, I read The Thomas Covenant Chronicles by Stephen Donaldson. One of his characters talked about "permanence at rest and permanence in motion," and I've remembered that quote ever since. In many ways, human psychology has been "at rest" for generations. Suffering as well as the goals for "a good life" have remained largely unchanged over the decades, and most people still want to feel connected to loving others, do something meaningful in their lives that leaves a positive mark on others, and enjoy life (or in other words to "love, work, and play").
However, we've seen profound changes in the specific forms of suffering and healthy life - the ways we connect and disconnect, the ways we leave a mark on the world that is judged to be positive or negative, and the things we can do to feel love and enjoyment or loss and pain are always in motion. As a result, I think what we psychologists really do is hold on to what hasn't changed while recognizing what has, and try to help people do the same and reach a unique balance in their own lives.
What advice would you give to a student entering The Chicago School?
The advice I would share is the same advice someone told me as I left for graduate school. They said that graduate school would teach me three things. First, it would teach me how to work to the best of my abilities, so I should embrace it fully. Second, it would teach me to extend the limit of "the best of my abilities" further than I had thought I could, so I should work through the hard times knowing I would be better for it. Finally, graduate school would teach me to say "the hell with it" to the things that really didn't matter in life, so I should see every opportunity as a way to learn more about what life really is about. I have found these to be wise words, time and time again (in more places than just graduate school, in fact).