Diplomas / DegreesCertificate in Psychoanalysis and Psychotherapy, Postdoctoral Programs in Psychoanalysis and Psychotherapy, Derner Institute for Advanced Psychological Studies, Adelphi University, New York (2003)
Ph.D., Developmental Psychology, Teachers College, Columbia University (1988)
M. Phil., Psychology, Teachers College, Columbia University (1982)
M.A., School Psychology, Teachers College, Columbia University (1981)
Graduate Diploma in Computer Science, Trinity College, Dublin, Ireland (1979)
Graduate Diploma in Education, University College, Dublin, Ireland (1978)
B.A. (Major - Psychology), University College, Dublin, Ireland (1977)
Elementary Education Teacher Certificate, St. Patrick’s College, Dublin, Ireland (1972)
Recent CoursesChildhood Development ( Birth To Grade 6 )
Classroom Management Strategies For Childhood Educators
Clinical Interventions Workshop
Clinical Practics III Psychotherapy Preaticum
Continuing Doctoral Thesis Supervision I
Continuing Doctoral Thesis Supervision III
Continuing Doctoral Thesis Supervision IV
Doctoral Thesis Supervision II
Emotional Lives Of Children: Classroom As Community
Independent Guided Study Introduction To Lacan
Independent Study Sexual Trauma Counseling
Independent Study Trauma And Eating Disorders
Multi Cultural Issues In School Psychology
Multicultural Issues II: Race,Class And Ethnicity
Ongoing Dissertation Supervision
Ongoing Doctoral Thesis Supervision
Psychological Research III
Psychological Research IV
S/T: Bearing Witness To Trauma
S/T: Bearing Witness To Traum
Trauma
Personal StatementIn my teaching I strive to be caring, supportive, and student-centered, while at the same time providing intellectually challenging and rigorous courses for my students. All of my classes, irrespective of size or level, are taught seminar style, and involve students in rigorous intellectual work, in reflective writing, in group work, and quite frequently in projects that demand practical applications or research extensions of the ideas under study. My postdoctoral training in psychoanalysis, completed in 2003, has greatly enhanced my teaching capabilities and has allowed me to understand group dynamics and the workings of anxiety in the classroom. In addition, it has allowed me to become more courageous in dealing with complex, anxiety provoking topics, of which the current war and the recent WTC disaster are obvious examples. I believe that teaching should be anchored in students’ lives and experiences, but not bounded by the contexts of their lives. My goal is to enable students to go beyond these boundaries to envisage a wider range of possibilities so that they become informed proactive, caring, concerned citizens of our world. I believe that these values are evident both in my current course syllabi and in the pedagogical experiences students have in my classes. In all of my classes students encounter the following, which are illustrated in the syllabi for my courses:
• Opportunities for autobiographical inquiry into their own emotional and cultural experiences
• Opportunities to enter the emotional and cultural experiences of persons different from themselves through study of literature, poetry, and films.
• Opportunities to expand their intellectual understanding through exposure to rigorous and demanding theoretical work
• Opportunities to learn in discursive environments in which dialogue and discussion are privileged, and students are encouraged to take responsibility for their own learning
• Multi-modal assessment including credit for
o active participation and informal writing
o autobiographical inquiry and writing
o field projects where applicable
o responses to literature and films
o rigorous theoretical term papers
o opportunity for self-evaluation as part of the grading process
I believe in my students and in their capacity to learn. I am willing to devote as much time as necessary in class and outside of class to assist students in accomplishing their goals. I set my standards as high as I can and I view it as my responsibility to assist students in attaining those standards.
I believe that a fundamental responsibility of a faculty member is to be a working scholar. Our classes should be filled with fresh ideas, provocative thoughts, and classic and cutting edge thinkers and writers. Anything less is a disservice to our students. I read widely and my classes change constantly as result of my desire to test out my understandings by bringing new ideas to students.
Teaching Specializations / InterestsTeaching Interests:
I am interested in courses at any level that deal with
• Psychoanalysis
• Child psychotherapy
• Issues of diversity in
psychology
• Individual and collective
trauma
Schizophrenia and psychosis
• Psychoanalysis, politics and
social justice
• Psychodynamic approaches to
psychotherapy for autistic
spectrum disorders
• Emotional lives of children
• The workings of ideology in
society
• Racial, ethnic, and family
issues from critical
educational and psychological
perspectives
• Critical media and critical
cultural studies
• Preparation of teachers to
work with ethnically diverse
urban children in communities
that are poor
• Classroom management
• Postmodern and postcolonial
studies and critical race
theory
University Teaching Experience:
Fall 2001 - Present
Professor/ Associate Professor, Education & Derner Institute of Advanced Psychological Studies, Adelphi University
Courses taught:
Processes of Learning [Undergraduate]
Cognition and teaching [Undergraduate]
Community, School & Society[Undergraduate]
Developmental Psychology [Undergraduate]
Environmental Psychology [Focus: Race, class, and social justice in psychology] [Undergraduate]
Witnessing history: Explorations of collective trauma and historical memory [Undergraduate]
Institute. on Teaching: The emotional life of children [Graduate]
Introduction to Psychoanalytic Theory [Graduate]
Inquiry II [Graduate]
Historical, social, and moral foundations of education [Graduate]
Masters seminar: inquiry in teaching and learning [Graduate]
Classroom management for childhood educators [Graduate]
Multicultural Issues in School Psychology [Graduate]
Contemporary Psychoanalytic theory [Graduate]
Clinical interventions [Graduate]
Psychoanalytic theory [Graduate]
Autistic and psychotic states in children [Graduate]
Psychotherapy Case Conference [Doctoral]
Psychotherapy Supervision [Doctoral]
Witnessing history: Explorations of collective trauma and historical memory [Doctoral]
Bearing witness to trauma [Doctoral]
Multicultural Issues II: Race, class, ethnicity [Doctoral]
Advanced Childhood Psychopathology [Postgraduate]
Summer 2008
Adjunct Professor, Unitec, Auckland, Aoteaoroa / New Zealand
Courses taught:
Guest lectures on children's emotional lives, on reflective teaching, and on research methods
Summer 2005, 2006, 2007
Adjunct Associate Professor, Unviersity of Hawai'i
Courses taught:
The emotional lives of children and the possibility of classroom as community
Literacy and culture
Fall 2000 - Summer 2001
Visiting Associate Professor, Education Studies, Adelphi University
Courses taught:
Child growth and development [Undergraduate]
Models of learning and theories of teaching [Undergraduate]
Community. school & society [Undergraduate]
Historical, social, and moral foundations of education [Graduate]
Instiute. on Teaching: The emotional life of children [Graduate]
August 1996 - Aug. 2000
Associate Professor, Literacy Studies, Hofstra University. Responsible for teaching graduate courses in psychology of literacy; cultural studies; critical literacy and critical media studies; literacy, culture and ethnicity; qualitative research methods; proposal writing, dissertation advisement, multicultural foundations of education.
Courses taught:
Proposal writing [Doctoral]
Intro. to qualitative research in literacy [Doctoral]
Discursive foundations of language and literacy [Doctoral]
Introduction to doctoral studies: Literacy and culture [Doctoral]
Ethnicity, poverty and literacy: An adv. course [Cert. Adv. Studies]
Reading, writing, and cognition [Masters]
Ethnicity, family, and community:
Implics. for literacy instr. [Masters]
Introduction to critical; literacy and critical media studies [Masters]
Multicultural education in the metropolitan area [Grad.]
Summer Instit. on Tchng: Autobiography and racial identity [Grad.]
Summer Instit. on Tchng: The emotional life of children [Grad.]
Summer 1998
Visiting Associate Professor, Teacher Education and Curriculum Studies, University of Hawai’i.
Courses taught:
Summer Instit. on Tchng: Autobiography and racial identity [Grad.]
Summer Institute: Introduction to critical literacy [Grad.]
January 1989- Aug. 1996
Assistant Professor, Associate Professor, Curriculum and Teaching, Hofstra University. Responsible for teaching courses in the developmental psychology of childhood and adolescence, critical thinking, moral education, teacher as researcher, and reflective teaching, to undergraduate and graduate students.
Courses taught:
Intro. to critical pedagogy: The work of Paulo Freire [Adv. grad]
Child development for teachers [Masters]
Adv. child dev. for teachers [Masters]
Modern trends in teaching [Masters]
The adolescent and the secondary school [Masters]
Critical thinking and the secondary school [Masters]
Moral development and moral education [Masters]
Summer Instit. on Tchng: The language of the classroom [Grad.]
Summer Instit. on Tchng: Autobiography and racial identity [Grad.]
The child in the school setting [Undergraduate]
January 1988 - Dec. 1988
Assistant Professor, Educational Foundations and Inquiry, Bowling Green State University.
Courses taught:
Educational psychology [Undergrad. & Honors Undergrad.]
Child development [Undergrad.]
Adolescent development [Grad.]
Human development [Grad.]
August 1986 - Dec. 1987
Instructor, Educational Psychology, Educational Foundations and Inquiry, Bowling Green State University.
Responsible for teaching Educational Psychology, and Psychology of Childhood to undergraduates; Adolescence and Human Development to graduate students.
1983-1986
Instructor, Developmental Psychology, Teachers College, Columbia University.
Taught The empirical study of human development, a graduate level course on developmental research methods. Course required lecturing, research advisement and supervision of projects. (Co-taught with J. Capatides [1983], with D. Kuhn and E. Amsel [1984]).
1982-1983
Teaching Assistant, Developmental Psychology, Teachers College, Columbia University.
Cognitive Development (D. Kuhn)
1980-1981
Teaching Assistant, School Psychology, Teachers College, Columbia University.
Individual Psychological Testing (A.E. Boehm)
Public School Teaching Experience:
1973-1979
Special Education Teacher, St. Augustine’s Special School, Blackrock, Dublin, Ireland.
Taught special needs adolescents with learning and behavioral disorders in a specialized public school setting.
1972-1973
Elementary school teacher, Public School, Ballymun, Dublin, Ireland.
Taught first grade in public school in.
Research InterestsCurrent Research and Intellectual Interests:
My principal research interests are:
• Inquiry into the formation of subjectivity, focusing particularly on psychoanalytic understandings of racial formation, and the sociopolitical and intrapsychic causes of racial hatred
• Inquiry into the relationship between ideology, language, culture, and individual subject formation
• Relationships between poverty, race, ethnicity, social class and school achievement
• Possibilities of schools as caring, reparative communities
• Postcolonial theory
• Bakhtinian theory
• Lacanian theory
• Critical media studies
• Education and social justice
• Preparation of teachers and psychologists for urban communities that are poor and ethnically diverse
• Relationship between psychoanalysis and social and political theory
• Genocide, war, collective trauma and historical memory from psychodynamic perspectives
• Teaching to the unconscious
• Trauma and historically marginalized groups
Social and historical bases of schizophrenia and psychosis
BooksO’Loughlin, M. & Johnson, R. (Eds.). (2009). (Under contract) Rethinking childhood subjectivity. Albany: SUNY Press.
O'Loughlin, M. (2009). The subject of childhood. New York: Peter Lang Publishing.
Charlemaine, C, O’Loughlin, M. & Wheeler, E. (Eds.). (2002). Race, Gender & Class Journal. Special issue: Psychology and race,.
Kuhn, D., Amsel, E., & O’Loughlin, M. (1988). The development of scientific thinking skills. San Diego: Academic Press.
Book ChaptersShowing first 5 of 10. View All Michael O'Loughlin. (2010). Trauma trails from Ireland's Great Hunger: A psychoanalytic inquiry. In Willlock, B., Curtis, R., & Bohm, L (Eds.). Loneliness and Longings: Psychoanalytic Perspectives on a Crucial Dimension of the Human Condition. (pp. ).
O'Loughlin, M. (2009). Being otherwise, Teaching otherwise. In D. Caracciolo & A. Mungai (Eds.). In the spirit of ubuntu: Stories of teaching and research. (pp. ). Rotterdam: Sense Publishers.
O'Loughlin, M. (2007). On losses that are not easily mourned. In L. Bohm, R. Curtis, & B. Willock (Eds.). Psychoanalysts' Reflections on Deaths and Endings: Finality, Transformations, New Beginnings. (pp. ). London & New York: Routledge.
O'Loughlin, M. (2006). On knowing and desiring children: The significance of the unthought known. In G. Boldt & P. Salvio (Eds.). Love's return: Psychoanalytic essays on childhood teaching and learning. (pp. ). New York: Routledge.
O'Loughlin, M. (2001). Seven principles underlying socially just and ethnically inclusive teacher preparation. In S.H. King and L. Castenell (Eds.). Racism in Teacher Education. (pp. ). Washington DC: AACTE.
Recent ArticlesShowing first 5 of 25. View All O'Loughlin, M. (2009, 8). An analysis of collective trauma among Indigenous Australians and a suggestion for intervention. Australasian Psychiatry, 17, 33-36
O'Loughlin, M. (2009, 6). Review of Multicultural Education Policies in Canada and the United States, edited by Reva Joshee & Lauri Johnson, UBC Press, Vancouver, 2007, In. Journal of Educational Administration and History.
O'Loughlin, M. (2008, 10). Germaine Greer's On Rage: A betrayal of an imagined whitefella identity?. Arena Magazine, 9
O'Loughlin, M. (2008, 5). Radical Hope or Death by a Thousand Cuts? The Future for Indigenous Australians. Arena Journal, 29/30, 175-202
O'Loughlin, M. (2007, 3). Bearing witness to troubled memory. Psychoanalytic Review
Invited Presentations and LecturesMichael O'Loughlin (01 January 2010). Distinguished Lecture: Trauma trails from Ireland’s Great Hunger: A psychoanalytic inquiry. Austen Riggs Center, Stockbridge MA
O'Loughlin, M. (16 June 2008). Recreating the social links between children and their histories: The possibilities for culturally relevant approaches to education for indigenous children. Public Lecture [sponsored by the School of Education, Unitec] presented at Unitec, Institute of Technology, Auckland, Aotearoa/New Zealand
Conference Presentations and PapersShowing first 5 of 145. View All O'Loughlin, M. (22 November 2009). O’Loughlin, M. (2009, November). Discussion: On losses impossible to mourn . Annual Meeting of International Society for Trauma and Dissociation, Washington, D.C.
Charles, M., Clemence, J., Newman, G. & O’Loughlin,. M. (10 October 2009). Listening to the Dis-Ease of Psychosis. International Society for the Study of Psychosis and the Schizophrenias,, Baltimore, MD
Michael O'Loughlin (03 October 2009). Beyond familialism: Exploring the importance of crypts, ghosts, severed links, zones of non-existence, and trauma trails in psychoanalytic research and clinical practice. Annual Meeting of Association of Psychoanalysis, Culture & Society, Rutgers University, N.J.
Charles, M., Clemence, J., Newman, G. & O’Loughlin,. M (06 June 2009). Listening to the other: The psychotic’s experience of psychotherapy. International Society for the Study of Psychosis and the Schizophrenias, International Meeting ,, Copenhagen
Michael O'Loughlin (21 May 2009). Being otherwise, Teaching otherwise. Paper presented at Fifth International Congress of Qualitative Inquiry,, Champaign, IL.
Selected Dissertations ChairedElisabeth Schreiber (2009). Returning to Thebes: Birth stories and personal myths of origin.Adelphi University
Nirit Gradwohl (2009). Integrating the incoherent in a collective narrative: The place of Shoah for the granddaughters of Holocaust survivors.Adelphi University
Other Scholarly / Artistic WorkO’Loughlin, M., & Fleischner, J. E. (1980). Story problem solving: Implications of research for teaching children with learning disabilities. Institute for the Study of Learning Disabilities, Teachers College, Columbia University. (Technical Report #12). [ERIC Document No.: ED 210 841].
O’Loughlin, M., Reitzes, K., & Shepherd, M. J. (1983). Teaching general and specific study strategies to learning disabled adolescents: Lessons ready for validation. Institute for the Study of Learning Disabilities, Teachers College, Columbia University. (Technical Report #31).
O’Loughlin, M. (1988). Meeting the challenge by offering a challenge: A cognitive perspective on teaching and learning. In E. Fiscus (Ed.), Proceedings of the 1987 College of Education and Allied Professions Conference: Focus on the Student. Bowling Green, OH: Bowling Green State University.
O’Loughlin, M. (1994, Fall). Fostering hope and nurturing dissent: A pedagogy of possibility. Hofstra Horizons: Research at Hofstra University, Hofstra University, New York.
O’Loughlin, M. (2003, Spring). Self-evaluation by students: A tool for democratization of college classrooms. Teaching and Research Forum: Website of the Faculty Center for Professional Excellence, Adelphi University, 3.
Honors and AccomplishmentsFellowships and Teaching Awards:
1998 Distinguished Teacher of the Year Award, Hofstra University.
1998 Award for Excellence in Teaching, Association for Childhood Education International, Nassau/Suffolk Branch.
2008 Sabbatical leave, Adelphi University
1996 Sabbatical leave, Hofstra University
1990-1991 Member of Center for Teaching Excellence, Hofstra University - a competitive award to university faculty to provide leadership experiences to faculty colleagues university-wide. Financial stipend for eighteen months provided.
1988 Jennings Teaching Fellow, Bowling Green State University.
Spring Fellowship from Martha Holden Jennings Foundation to engage in collaborative project with Bowling Green Public Schools. Financial stipend and release time provided.
Academic Awards and Honors:
2003 Research Release Time Award, Adelphi University for 2003-2004 academic year.
2002 President’s Faculty Development Award, Adelphi University [Jointly awarded with Louise Skolnik]
Research Release Time Award, Adelphi University for 2002-2003 academic year.
1979-1986 Continuous scholarship support from Teachers College, Columbia University.
1979 Graduate diploma in Computer Science awarded with First Class Honors.
1978 Graduate diploma in Education awarded with First Class Honors.
1977 B.A. awarded with Commendation in Psychology.
Professional ActivitiesMembership in Professional Organizations:
Association for Psychopanalysis, Culture & Society
Adelphi Society for Psychoanalysis and Psychotherapy
American Educational Research Association
American Psychological Association
International Society for the Psychological Study of Schizophrenia and the Psychoses
Race, Gender, and Class Association, Founding member
Invited Member, American Psychological Asosciation Advisory Group for Diversity Education Resources [2006 - 2007]
Community and Corporate LeadershipMember, Advisory Board, Caroline W. Mungai Foundation
Volunteer, Human Rights Clinic, Doctors of the World, providing pro bono forensic services to asylum applicants to the U.S. who have been victims of torture in their countries of origin.
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