Michael Davison, Psy.D. Chicago Campus

"One of the most important insights  
that can be attained is how 
the knowledge they are acquiring 
applies to their life." 
- Michael Davison, Psy.D.

"One of the most important insights
that can be attained is how
the knowledge they are acquiring
applies to their life."
- Michael Davison, Psy.D.

Michael Davison, Psy.D., M.L.S.
Director, M.A. in Counseling, Specialization in Forensic Counseling

Conceptualization of Learning
I begin with the assumption of underlying theories on adult learning. That is, the student is here because they choose to be here and to learn what is being offered. They are more likely to accept information when it is presented in a logical, orderly and clear manner, with real-world implications. This leads to insightful interpretations of the material by the student. Insightful interpretations are facilitated by discussion between me and students. One of the most important insights that can be attained is how the knowledge they are acquiring applies to their life.

Collaborative Learning Process
I view the learning process as having similarities to psychotherapy – it is collaborative in nature between student and instructor. It is my expectation that students not only learn from me, and from each other, but that I learn from them as well. The connection and energy established between us is a powerful teaching tool. My role is not only a source of knowledge, but also a source of support and an avenue for other resources; as well as modeling, for the student, being a psychologist. Students experience me as approachable, open to questions, and genuinely interested their academic success. I strive to be student-focused, effective, flexible, and appreciative of each student's uniqueness.

Application Outside the Classroom
Due in part to my training in Cognitive Psychology, I encourage students to be open to the role of context, environment, culture, diversity, and individual differences. By asking students how a concept applies across contexts, it challenges them to think critically. In my experience, this greatly facilitates learning inside and outside the classroom.

Conceptualization of Teaching
I also contribute to the learning atmosphere by encouraging appropriate interactions between us. I am respectful of other’s opinions. I present the material in an outline form, including providing PowerPoint slides, and provide appropriate historical and current research to support what I teach. Besides presenting traditional research as appropriate, I also rely heavily on real-life examples from my practice on the topic being discussed. As often as is possible and appropriate, I similarly try to make examinations real-world in format and content. Finally, I believe we should have fun in class.

Goals for Students
First, I want students to learn how to think critically and like a psychologist – not only about the topics I present in class, but also about information that they are exposed to in their everyday lives. Second, I want students to understand the widespread application of psychology, and to not leave their knowledge at the door when they enter a different room. Third, I want students to enjoy what we’re doing in class and to find its value outside the classroom.

Personal Growth
In order to improve my teaching ability, I welcome direct feedback from students. I encourage students to express their comments about their experience, my teaching, and the way the course is structured. I then attempt to address their concerns and make changes as needed.

Please email or call me (312-662-4319) if you have questions or would like more information about me.

Education

  • Psy.D., Clinical Psychology, Adler University (formerly Adler School of Professional Psychology)
  • M.L.A., Legal Studies, The Santa Barbara and Ventura Colleges of Law
  • M.A., Counseling and Human Services, Roosevelt University
  • B.A., Criminology & Psychology, Northern Illinois University

Professional Memberships

  • American Psychological Association (APA), Member
  • Association for the Treatment of Sexual Abusers (ATSA), Member
  • Association for Contextual Behavioral Science (ACBS), Member
  • Collaborative Sex Offender Committee DuPage County, Member
  • Lake County Sexual Assault Council, Member
  • Lake County Sexual Assault Council, Sex Offender Evaluation Guidelines Subcommittee, Member
  • Lake County Sexual Assault Council, Sex Offender Treatment Guidelines Subcommittee, Member
  • Prison Audit Team, John Howard Association, Member
  • Universal Journal of Psychology, Manuscript Reviwer

Select Publications

  • Davison, M. and Guzder, K. (2007). An Invitation to Personal Peace. 1st World Publishing. Fairfield, Iowa.
  • Reinecke, M. & Davison, M. (2007). Depression: A Practitioner's Guide to Comparative Treatments. Springer Press, New York, NY.
  • Freeman, A. & Davison, M. (2006). A Therapist Manual for the Treatment of Depression. Self-Published.
  • Davison, M. (2005). The Trend of Coaching: Adler would agree. Journal of Individual Psychology.
  • Reinecke, M. & Davison, M. (2002). Comparative Treatments for Depression. Springer Press, New York, NY.
  • Freeman, A. & Davison, M. (1997). Short-Term Therapy for the Long-Term Patient. In Innovations in Clinical Practice. Professional Resource Exchange, Sarasota, FL.

Select Presentations

  • Davison, M. (2016, April) Empirically Supported Sex Offender Evaluation and Treatment. 2-Hour In-Service Training. Aurora Health Care – Sinai Medical Center, Milwaukee, Wisconsin.
  • Davison, M. (2015, June) Vermont Assessment of Sex Offender Risk (VASOR-2) and the Sex Offender Treatment Needs and Progress Scale (SOTIPS). In-service Sex Offender Parole Officers.
  • Davison, M. (2014, October) The Neurobiology of Porn Addiction. Primary Care Psychology Associates. Didactic Training.
  • Davison, M. (2014, July) Acceptance and Commitment Therapy with Addictive Disorders. In-service Training at Lutheran General Hospital’s Addiction Treatment Program, Des Plaines, IL.
  • Davison, M. (2014, June) Becoming a High-Impact Expert in a Rapidly Changing World. Los Angeles, California.
  • Davison, M. (2014, May) They are not all high-risk. The basics of actuarial risk assessment for sex offenders. In-service Sex Offender Parole Officers.
  • Davison, M. (2014, April). Deception. Chicago Home Office Life and Health Underwriters Association
  • Davison, M. (2013, May). Risk Assessment Of Child Pornography Offenders. Collaborative Sex Offender Committee – DuPage County, Wheaton, IL.
  • Davison, M. (2013, March). Mindfulness as a Self-Care Practice for Addiction Treatment Providers. In-service Training at Lutheran General Hospital’s Addiction Treatment Program, Des Plaines, IL.
  • Davison, M. (March, 2012) Third Wave Behavior Therapies for Sex Offenders: Promoting Successful Reentry. Mental Health and Corrections Conference, St. Louis, MO.