Steven Migalski, Psy.D. Chicago Campus

"My teaching philosophy reflects a sincere personal  
belief that  meaningful graduate education in clinical  
psychology must challenge  traditional assumptions 
about what a psychologist is and does."  
- Steven Migalski, Psy.D.

"My teaching philosophy reflects a sincere personal
belief that meaningful graduate education in clinical
psychology must challenge traditional assumptions
about what a psychologist is and does."
- Steven Migalski, Psy.D.

Steven Migalski, Psy.D.
Core Faculty, Department of Clinical Psychology

I joined the Adler faculty in October 2004 and chose to teach here because educating clinicians and social scientists that care about social justice is exciting, and I believe it will make our world a better place. I aim to train psychologists, who will work in multiple roles and various contexts as “local clinical scientists” in all that they do professionally. In my opinion, psychologists have a responsibility to attend to issues of social justice and to be politically active with the goal of affecting meaningful change both in and out of the psychotherapy office.

My teaching philosophy reflects a sincere personal belief that meaningful graduate education in clinical psychology must challenge traditional assumptions about what a psychologist is and does. Moreover, my mentors instilled in me the belief that graduate education in psychology requires far more than committing information to memory for the purpose of demonstrating mastery of content knowledge on assignments and exams. Therefore, I emphasize the interpersonal context in which teaching and learning occur—and then model for students a spirit of curiosity and systematic inquiry toward the aim of shared learning, analytical thinking, and healthy skepticism. I also try to create opportunities for students to learn from and teach one another. In the classroom, it is my aim to provoke personal discovery through critical reflection and to promote community-based praxis as a necessary outcome of heightened consciousness. Ultimately, my hope is for students’ education at the Adler School to be a truly transformative experience.

Andersonville Behavioral Health is my north side Chicago clinic where for many years Adler School graduate students have trained in both psychological assessment and psychodynamically oriented psychotherapy. Recently, I began a nonprofit organization, Prevent Depression Chicago,  where our community service practicum students have begun to train. At Prevent Depression Chicago, we aim to provide primary and secondary preventive interventions including community-based depression screening, to develop and implement educational campaigns focused on self-care and well-being, and to conduct social science research that addresses the complex vulnerabilities, which place individuals and communities at risk for depression and related conditions.

My research and clinical work focus on: (1) gay-male identity development, especially experiences with bullying, dating, friendship, intimacy and self-esteem; (2) models of time-limited psychodynamic psychotherapy; (3) the misapplication and abuse of DSM-5 in psychological assessment; (4) the differential diagnosis of neurodevelopmental disorders, especially ADHD and learning disorders; and (5) the primary and secondary prevention of depression. 

Lately, I am most interested in research methods that induce community change including phenomenological inquiry, multiple case study, grounded theory, and narrative research. I am also interested in mixed methods research, which integrates both traditional quantitative methods with qualitative design.

Please e-mail or call me (312-662-4352) if you have questions or would like more information.

Education

  • Psy.D., Clinical Psychology, Illinois School of Professional Psychology
  • Clinical Psychology Residency, Northwestern University
  • M.A., Clinical Psychology, Illinois School of Professional Psychology
  • B.S., Psychology, Loyola University Chicago

Licensure

  • Licensed Clinical Psychologist

Professional Memberships

  • American Psychological Association

Select Presentations

  • Migalski, S. (2013). DSM-5 Case Conference. Pediatric Grand Rounds, Special Needs Clinic, New York Columbia Presbyterian Hospital, New York, New York.
  • Migalski, S. (2013). The DSM in Clinical Practice: Transitioning to the DSM-5. Psychiatric Grand Rounds, New York University Post-Graduate Medical School, New York, New York.
  • Migalski, S. (2013). Preparing for DSM-5: A critique of the medical model. Continuing Education Presentation: DSM-5 Series, Adler School of Professional Psychology, Chicago, Illinois.
  • Migalski, S. (2012). Supervision of psychological assessment: Enhancing the quality of patient care. Chair, Symposium presented at American Psychological Association, Orlando, Florida.
  • Migalski, S. A. (2010). Multicultural case conference: Differential Diagnosis of ADHD in a 10-year-old Latina child. University of Tennessee Health Science Center - Memphis, Tennessee
  • Migalski, S. A. (2010). The use of the Wechsler Individual Achievement Test to assess learning disabilities with forensic patients. Will County Prison Program.
  • Migalski, S. A. (2009). Differential diagnosis of psychiatric disorders with adjudicated youth. Will County Prison Program.
  • Flack, J. and Migalski, S. A. (2008). Screening for obsessive-compulsive disorder in a non-clinical sample of adults: Implications for the management of anxiety disorders in primary care psychology. Poster Presentation, American Psychological Association, Boston, Massachusetts.
  • Migalski, S. A. (2007). Personality assessment: Cross cultural considerations. Kyoto Notre Dame University - Japan.
  • Migalski, S. A. (April, 2006). Child and adolescent psychopathology: Applying the basics in residential settings. Lawrence Hall Youth Services. Chicago, Illinois.
  • Migalski, S. A. (March, 2006). Sexual identity development and harassment of GLBT students. Sulzer Regional Library, Chicago, Illinois.
  • Migalski, S. A. (February, 2004). Psychological testing and assessment: What every clinician should know. Josselyn Center for Mental Health, Northfield, Illinois.
  • Migalski, S. A. (March, 2004). Preventing suicide and other life-threatening behaviors: Implications for community mental health delivery. Josselyn Center for Mental Health, Northfield, Illinois.
  • Migalski, S. A. (April, 2004). Using the MCAS and CAFAS rating scales: How clinical outcomes can help us to practice more effectively. Josselyn Center for Mental Health, Northfield, Illinois.
  • Migalski, S. A. and Cohen, J. (June, 2004). Clinical work with gay, lesbian and bisexual youth: Myths and milestones. Josselyn Center for Mental Health, Northfield, Illinois.