Faculty & Staff

MICHAEL A OLOUGHLIN

PROFESSOR

EDUCATION, RUTH S. AMMON SCHOOL OF

HARVEY HALL
ROOM 223

p - 516-877-4108

f - 516-877-4097

e - OLOUGHLI@adelphi.edu

w - http://michaeloloughlinphd.com

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Diplomas/Degrees

Certificate 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 Courses

Childhood Development ( Birth To Grade 6 )
Classroom Management Strategies For Childhood Educators
Doctoral Thesis Supervision III
Emotional Lives Of Children: Classroom As Community
Multi Cultural Issues In School Psychology
Psychological Research III
Psychological Research IV
Psychotherapy Case Conference IV
S/T: Bearing Witness To Trauma
Sem: Working With Trauma And Dissosiation
Trauma

Personal Statement

In 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/Interests

Teaching 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. 1988
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 Interests

Doctoral Research Group in Clinical Psychology:

Students interested in intergenerational trauma; psychosis and schizophrenia; psychiatric rights issues; social justice; psychoanalysis and social change; or issues in child therapy and child trauma are welcome. Students can develop projects in their areas of interests or work on facets of my existing research projects. Emphasis is on qualitiative research, and second-year projects are included in this work. Opportunities for presentations at professional conferences available to all participating students.

My students and I pursue inquiry into...

• Intergenerational and collective trauma

• Indigenous and alternative modes of psychic healing

• Cultural and other forms of difference and their impact on trauma treatment

• Origins of, subjective experience of, and therapeutic strategies for psychoses and schizophrenia

• Child trauma and child psychotherapy

• Psychoanalysis, ideology, culture & society

---------------------

Current Research and Intellectual Interests:

• Relationship between psychoanalysis and social and political theory

• Genocide, war, collective trauma and historical memory from psychodynamic perspectives

• Teaching to the unconscious

• Intergenerational and collective trauma

• Trauma and Ireland's Great Hunger

• Trauma and indigenous peoples: Consequences of Residential Schooling

• Consequences of trauma for indigenous and other historically marginalized groups

• Social and historical bases of schizophrenia and psychosis

• Narratives of persons designated schizophrenic or psychotic

• Therapeutic strategies for persons designated schizophrenic or psychotic

• Issues in child psychotherapy

• 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

• 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

Grants/Sponsored Research

Fountain House, New York, 2013, $11,000 for Psychiatric Life History Conversations Project

Books

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O'Loughlin, M. & Charles, M. (Eds.) (2014). Fragments of Trauma and the Social Production of Suffering: Trauma, history, and memory. Lanham, MD: Rowman & Littlefield.

O'Loughlin, M. (Ed.) (2014). The ethics of remembering and the consequences of forgetting: Trauma, history, and memory. Lanham, MD: Rowman & Littlefield.

Smith, C., Lobban. G., & O'Loughlin, M. (Eds.) (2013). Psychodynamic psychotherapy in Contemporary South Africa: Contexts, theories and applications. Johannesburg, South Africa: Wits University Press.

O'Loughlin, M. (Ed.) (2013). The uses of Psychoanalysis in Working with Children's Emotional Lives. Lanham, MD: Jason Aronson.

O'Loughlin, M. (Ed.) (2013). Psychodynamic Perspectives on Working with Children, Families and Schools. Lanham, MD: Jason Aronson.

O’Loughlin, M. & Johnson, R. (Eds.). (2010). Imagining children otherwise: Theoretical and critical perspectives on childhood subjectivity. New York, NY: Peter Lang Publishing.

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, Ca: Academic Press.


Book Chapters

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Dillon, J. & O'Loughlin, M. (2014). Questions unasked: The legacy of childhood trauma in the life narratives of Lithuanian women survivors of the 1941 Soviet Deportations. In O'Loughlin, M. (Eds.). The ethics of remembering and the consequence of forgetting: Trauma, history, and memory. Lanham, MD: Rowman & Littlefield.

O'Loughlin, M (2014). Troubling naturalized trauma, essentialized therapy and the asphyxiation of memory. In O'Loughlin, M. (Eds.). The ethics of remembering and the consequence of forgetting: Trauma, history, and memory. Lanham, MD: Rowman & Littlefield.

O'Loughlin, M (2014). The ethics of remembering and the consequence of forgetting: An introduction. In O'Loughlin, M. (Eds.). The ethics of remembering and the consequence of forgetting: Trauma, history, and memory. Lanham, MD: Rowman & Littlefield.

O'Loughlin, M. & McLeod Barbara Ann (2014). "Thinking beyond our means": Engenderiing a depth understanding of trauma. In O'Loughlin, M. & Charles, M. (Eds.). Fragments of trauma and the social production of suffering: Trauma, history, and memory. Lanham, MD: Rowman & Littlefield.

Charles, M. & O'Loughlin, M. (2014). Fragments of trauma: Introduction. In O'Loughlin, M. & Charles, M. (Eds.). Fragments of trauma and the social production of suffering: Trauma, history, and memory. Lanham, MD: Rowman & Littlefield.

O'Loughlin (2014). Still waiting for the revolution. In M. Bloch, B. Swadener & G. Cannella (Eds.). Reconceptualizing Early Childhood Care and Education: Critical Questions, New Imaginaries and Social Activism. New York, NY: Peter Lang Publishing.

O'Loughlin, M. & Van Zile IV, P. T. (2014). Becoming revolutionaries: Toward non-teleological and non-normative notions of youth growth. In A. Ibrahim & S. Steinberg (Eds.). The Critical Youth Studies Reader. New York, NY: Peter Lang Publishing.

Lobban, G. & O'Loughlin, M. (2013). Afterword. In C. Smith, G. Lobban & M. O'Loughlin (Eds.). Psychodynamicp psychotherapy in contemporary South Aftrica: Contexts, theories, and applications:. Johannesburg, South Africa: Wits University Press.

O'Loughlin, M. (2013). Introduction. In O'Loughlin, M. (Eds.). Psychodynamic Perpsectives on Working with Children, Families, and Schools. Lanham, MD: Jason Aronson.

O'Loughlin, M. (2013). Introduction. In O'Loughlin, M. (Eds.). The uses of Psychoanalysis in Working with Children's Emotional Lives. Lanham, MD: Jason Aronson.

O'Loughlin, M. (2013). The uses of psychoanalysis. In O'Loughlin, M. (Eds.). The uses of Psychoanalysis in Working with Children's Emotional Lives. Lanham, MD: Jason Aronson.

O'Loughlin, M. (2013). Reclaiming genealogy, memory and history: The psychodynamic potential for reparative therapy in contemporary South Africa. In C. Smith, G. Lobban, & M. O’Loughlin, (Eds.). Psychodynamic psychotherapy in contemporary South Africa: Contexts, theories, applications. Johannesburg,, South Africa: UnivWits University Press.

O'Loughlin, M. (2012). Foreword. In M. Charles (Eds.). Working with trauma: Lessons from Bion and Lacan. Hillsdale, NJ: Analytic Press.

O'Loughlin, M. (2012). Countering the rush to medication: Psychodynamic, Iintergenerational, and cultural considerations in understanding children’s distress. In U..S. Nayar (Eds.). International Handbook on Mental Health of Children and Adolescents: Culture, Policy & Practices. (pp. pp.). Delhi, India: Sage.

O'Loughlin, M. & Charles, M. (2012). O’Loughlin, Psychiatric survivors, psychiatric treatments, and societal prejudice: An inquiry into the experience of an extremely marginal group. In G. Cannella & S. Steinberg (Eds.), (Eds.). Critical Qualitative Research Reader. (pp. pp.). NY: Peter Lang Publishing..

O'Loughlin, M. (2012). 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.

O'Loughlin, M. (2010). Ghostly presences in children’s lives: Toward a psychoanalysis of the social. In O'Loughlin, M. & Johnson, R. (Eds.). Rethinking childhood subjectivity. (pp. 49-74). New York, NY: Peter Lang Publishing..

O'Loughlin, M. (2010). Introduction: Occupying the twilight zone as a space of possibility. In O'Loughlin, M. & Johnson, R. (Eds.). Rethinking childhood subjectivity. (pp. 1-12). New York, NY: Peter Lang.

O'Loughlin, M. (2010). The curious subject of the child. In O'Loughlin, M. & Johnson, R. (Eds.). Rethinking childhood subjectivity. (pp. 207-228). New York, NY: Peter Lang.

O'Loughlin, M. (2009). Being otherwise, Teaching otherwise. In D. Caracciolo & A. Mungai (Eds.). In the spirit of ubuntu: Stories of teaching and research. Rotterdam, Netherlands: 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. 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. 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. Washington DC: AACTE.

O'Loughlin, M. (1996). The possibilities of romance on a blind date: A commentary on the JET Colloquium. In D. Hartley (Eds.). Toward a Theory of Teaching: Report on the JET Colloquium. London: Carfax Publishing.

O'Loughlin, M. (1996). The place of theory in teacher education IV. In D. Hartley (Eds.). Toward a Theory of Teaching: Report on the JET Colloquium. London: Carfax Publishing.

O'Loughlin, M. (1992). Self-identity. In L.R. Williams & D. Fromberg (Eds.). Encyclopedia of Early Childhood Education. Garland Publishing.

O'Loughlin, M. (1992). Motivation. In L.R. Williams & D. Fromberg (Eds.). Encyclopedia of Early Childhood Education. Garland Publishing.

Fleischner, J. & O'Loughlin, M. (1985). Solving story problems: Implications of research for teaching the learning disabled. In J. F. Cawley (Eds.). Cognitive functions and mathematics for the learning disabled. CO: Aspen Systems.


Refereed Articles

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O'Loughlin, M. (2014), Book Review: What is psychoanalysis?:100 Years After Freud’s Secret Committee, by Barnaby B. Barratt, London & New York, Routledge, 2013. Psychoanalytic Psychology.

O’Loughlin, M., Charles, M. Crosby, J. Arac, S. & Queler, M. (2014), Field note: Closing the gap: Narrating the prose of severe psychic suffering. Psychoanalysis, Culture & Society.

Charles, M. & O'Loughlin, M. (2012), The complex subject of psychosis. Psychoanalysis, Culture & Society, 18, 410-421.

O'Loughlin, M. & Merchant, A. (2012), Working obliquely with children. Journal of Infant, Child, & Adolescent Psychotherapy, 11, 149-159.

O'Loughlin, M. (2012), Commentary on Alcorn & Massé: Troubling pedagogy. ETD – Eduçãcao Temática Digital [Brazilian Journal of Education], 13 (1)., 252-57.

O'Loughlin, M. (2011), Commentary on Scanlan & Adlam: [Anti?] social critics: Mangy curs or pesky gadflies? Group Analysis, 44, 149-154.

O'Loughlin, M. (2010), Shock me please, I’m crazy: Is Australia another victim of the delusions of psychiatry? Arena Magazine..

O'Loughlin, M. (2009), An analysis of collective trauma among Indigenous Australians and a suggestion for intervention. Australasian Psychiatry, 17, 33-36.

O'Loughlin, M. (2009), 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), Germaine Greer's On Rage: A betrayal of an imagined whitefella identity? Arena Magazine, 9.

O'Loughlin, M. (2008), Radical Hope or Death by a Thousand Cuts? The Future for Indigenous Australians. Arena Journal, 29/30, 175-202.

O'Loughlin, M. (2007), Bearing witness to troubled memory. Psychoanalytic Review.

O’Loughlin, M (2002), Is a socially responsible and critical psychology of difference possible? Race, Gender & Class Journal. 9, (4), 175-92.

O’Loughlin, M (2001), The development of subjectivity in young children: Theoretical and pedagogical considerations. Contemporary Issues in Early Childhood. 2, (1), 49-65.

Bernhard, J., Gonzalez-Mena, J., Chang, H., O’Loughlin, M., Eggers-Pierola, C., Fiati, G. & Corson, P. (1998), Recognizing the centrality of cultural diversity and racial equity: Critiques of developmentally appropriate practice (1997 Edition). Canadian Journal of Research in Early Childhood Education,. 7, 81-90.

O’Loughlin, M. (1998), Unsettling our pedagogical assumptions: Lessons from psychoanalytic theory. Encounter: Teaching for equity and social justice. 11, 46-52..

O’Loughlin, M (1997), Helping poor and working-class children make something of themselves: The contradictions and possibilities of teaching for equity and democracy. Democracy in Education. 12, (1), 30-33..

O’Loughlin, M (1996), Facing myself: The struggle for authentic pedagogy. Holistic Education Review. 9, (4), 48-51..

O’Loughlin, M (1995), Constructivism and its discontents: A conversation. Applying research in the classroom. 14, (1), 9-13.

O’Loughlin, M (1995), Essay review of P. McLaren & C. Lankshear (Eds.). Politics of liberation: Paths from Freire (Routledge, 1994). International Journal of Qualitative Studies in Education. 8, (4), 416- 420.

O’Loughlin, M (1995), Daring the imagination: Unlocking voices of dissent and possibility in teaching. Theory Into Practice. 34, (2), 107-116..

O’Loughlin, M, L. Valli, (1994), Reflective teacher education: Cases and critiques, In Review of Education/Pedagogy/Cultural Studies. SUNY Press, 1992, 16, (2), 207-227..

O’Loughlin, M. , J.L. Kincheloe (1994), Toward a critical politics of teacher thinking: Mapping the postmodern. Bergin & Garvey, 1993.

O’Loughlin, M, D.J. Clandinin, A. Davies, P. Hogan, & B. Kennard, (1994), Learning to teach, teaching to learn: Stories of collaboration in teacher education. Teachers College Press, 1993.

O’Loughlin, M (1994), Ending the reification and colonization of teachers’ minds: The prospects for emancipatory teacher education. Essay review in Review of Education/Pedagogy/Cultural Studies. 16, (2), 207-227.

O’Loughlin, M (1993), Some further questions for Piagetian constructivists: A reply to Fosnot. Journal of Research in Science Teaching. 30, (9), 1203-1207.

Bennett, R., Ishler, M. & O’Loughlin, M (1992), Effective collaboration in teacher education. Action in Teacher Education,. 14, 52-56..

Ahlquist, R. & O’Loughlin M (1992), Playing God: Critical thinking and the fantasy of rationality. Essay Review of Paul, R. Critical thinking. What every person needs to survive in a rapidly changing world. In Theory and Research in Social Education. 20, 1, 87-97..

O’Loughlin, M (1992), Engaging teachers in emancipatory knowledge construction. Journal of Teacher Education. 43, (4), 373-382.

O’Loughlin, M (1992), Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching. 29, (8), 791-820.

O’Loughlin, M., & Campbell, M. (1988), Teacher preparation, teacher empowerment and reflective inquiry: A critical perspective. Teacher Education Quarterly, Also published in Education and Society. 15(4), 25-54, 6, 1-2, (1988), 54-70..

O’Loughlin, M. (1987), Teaching cognitive psychology: Traditional and alternative textbooks. Essay review of Mayer, R. E. Thinking, problem solving, cognition. (W. H. Freeman, 1983), and Johnson-Laird, P. N., & Wason, P. C. Thinking: Readings in cognitive science. New Directions in Psychology, 143-150.


Invited Presentation/Lecture

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O'Loughlin, M. (2014, May). Working hopefully with children. Remarks presented to Dean's Award Ceremony, Ruth S. Ammon School of Education, Adelphi Unviersity, Garden City, NY.

O'Loughlin, Michael (2014, January). Long-term traumatic consequences of the 2010 Haiti earthquake. Haiti Earthquake Commemorative Conference sponsored by Solidarite Haitiano-Americaine de Long Island, Inc, Uniondale, NY.

O'Loughlin, M. (2013, October). The Great Hunger in Ireland: A case study on intergenerational trauma transmission with clinical implications. Colloquium of Adelphi Postgraduate Center and The Adelphi Socety for Psychoanalysis and Psychoterhrapy, Garden City, NY.

O'Loughlin, M. (2013, August). Intergenerational Trauma and Healing in Children and Families. Presented at: A Time for Healing: Gunawirra Seminar for Preschool Teachers and Workers,. Gunawirra Ltd., Sydney, Australia.

O'Loughlin, M. (2013, May). On spectality and history: Is a normative, interpellated childhood inevitable? Worlds of wonder: The queerness of childhood, Williams College, Williamstown, MA.

O'Loughlin, M. (2012, May). Psychological sequelae of torture. Bronx Human Rights Clinic, Montefiore Medical Center, Bronx, N.Y..

O'Loughlin, M. (2012, March). Ghostly presences in children’s lives: A talk on intergenerational trauma. Adelphi University, N,.Y..

O'Loughlin, M. (2012, February). Grand Rounds Lecture: Intergenerational trauma: Clinical implications. Brooklyn VA Hospital: NY Harbor Healthcare Syatem.

O'Loughlin, M. (2012, January). Invited Master Teacher Presentation, Teaching Psychoanalysis, at Teacher Academy, Annual Winter Meeting of American psychoanalytic Association, New York. Waldorf Astoria, New York, N.Y..

O'Loughlin, M. (2011, November). A model for the application of psychoanalysis to the co-creation of museums of hsitory and culture. Presented at Annual Meeting of the Association for the Psychoanalysis of Culture & Society, Rutgers University, New Brunswick, NJ.

O'Loughlin, M. (2011, May). Engaging the child's deisre in psychotherapy. Postgraduate Colloguium, Derner Instittute, Adelphi Unviersity.

O'Loughlin, M. (2011, May). The therapeutic importance of bearing witness to trauma. Working with life's traumas: Psychodynamic perspectives on the treatment of child and adult surviviors of trauma. Conference sponsored by the Postgraduate Programs in Psychoanalysis and Psychotherapy, Adelphi University..

O'Loughlin, M. (2011, March). Invited Case Conference Leader. Manhattan Psychiatric Center, New York, N.Y..

O'Loughlin, M. (2011, January). Invited Master Teacher Presentation, Teaching Psychoanalysis, at Teacher Academy, Annual Winter Meeting of American psychoanalytic Association, New York. Waldorf Astoria, New York, N.Y..

O'Loughlin, M. (2011, January). Invited Master Teacher Presentaion at Teacher Academy, Winter Meeting, American Psychoanalytic Assocition. New York, N.Y..

O'Loughlin, M. (2010, October). Inter-generational and collective trauma: A psychological perspective on the Great Famine. Glucksman Ireland House, New York University.

Michael O'Loughlin (2010, March). Invited Case Conference Leader. Bronx Psychiatric Center, Bronx, N.Y..

O'Loughlin, M. (2010, January). Invited Saturday Morning Clinical Workshop: Engaging the child’s desire in psychotherapy. Austen Riggs Center, Stockbridge, MA.

Michael O'Loughlin (2010, January). Distinguished Lecture: Trauma trails from Ireland’s Great Hunger: A psychoanalytic inquiry. Austen Riggs Center, Stockbridge MA.

O'Loughlin, M. (2008, June). 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/Papers

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Robotham, M, & O'Loughlin, M. (2014). Case studies of mothers in treatment: A qualitative inquiry into the experience of women with postpartum depression. In New England Psychological Association. Bates College, Lewiston, ME.

O'Loughlin, M. (2014). Closing the distance: Creating a collaborative interpretive community for understanding psychic suffering. In M. O’Loughlin (Organizer), Closing the gap: Narrating the prose of severe psychic suffering. In Presented at Biannual Conference of Narrative Matters, Narrative Knowing / Recit et Savoir. Université Paris Diderot, Pais, France.

O'Loughlin, M. (2014). Reclaiming the ghosts of psychoanalysis past. In Annual Meeting of the Division of Psychoanalysis [Division 39}, American Psychological Association. New York, NY.

O'Loughlin, M. (2013). Troubling change in the knowledge factory: Discussant remarks. In Presented at Association for the Psychoanalysis of Culture & Society. Rutgers University, New Brunswick, NJ.

O'Loughlin, M. (2013). A model for the application of psychoanalysis to the co-creation of museums of history and culture: Discussant remarks. In Presented at Association for the Psychoanalysis of Culture & Society. Rutgers University, New Brunswick, NJ.

O'Loughlin, M. (2013). Trauma, history, memory: Discussant remarks. In Presented at Association for the Psychoanalysis of Culture & Society. Rutgers University, New Brunswick, NJ.

O'Loughlin, M. (2013). Working obliquely with chidlren. In Presented at Annual Meeting of Association for the Psychoanalysis of Culture & Society. Rutgers University, New Brunswick, NJ.

O’Loughlin, M. (2012). Still waiting for the revolution. In J. Silin [Organizer] Collective Memory, Social Amnesia: The Politics of Social Change Movements. In Twentieth Anniversary Conference, Reconceptualizing Early Childhood Education: Research, Theory & Practice. Pennsylvania State University, State College, PA.

O’Loughlin, M. (2012). Roundtable presentation: Troubling trauma. In M. Charles [Chair], Shamanism, psychoanalysis, and the origins of suffering. Presented at Annual Meeting of Association of Psychoanalysis, Culture & Society, Rutgers University, NJ.

O’Loughlin, M. (2012). Roundtable presentation: Troubling trauma. In N. Pisano [Chair], Troubling trauma, troubling treatment. Presented at Annual Meeting of Association of Psychoanalysis, Culture & Society, Rutgers University, NJ.

O’Loughlin, M. (2012). Chair & Discussant: Illusion and disillusion in memorializing trauma: Designing the 9/11 National Memorial Museum. Presented at Annual Meeting of Association of Psychoanalysis, Culture & Society, Rutgers University, NJ.

O’Loughlin, M. (2012). A qualitative inquiry into the experience of persons with chronic and delimiting psychiatric disabilities: An update. In M. O’Loughlin [Organizer] Psychosocial and phenomenological inquiry into chronic psychiatric disability: Preliminary reports. Symposium presented at the annual meeting of International Society for the Study of Psychosis and the Schizophrenias, U.S. Meeting, Chicago, IL.

O'Loughlin, M. (2012). Discussant remarks. In M. O’Loughlin [Symposium organizer], Talking story: Psychoanalysis and indigenous healing modes. In Alike/different: Navigating the Divide, Sixth Joint International Psychoanalytic Conference. Auckland, Aotearoa/ New Zeaqland.

O'Loughlin, M. (2012). Journeying across difference to a place of recognition in working with children.In M. Charles & M. O’Loughlin [Symposium organizers], Difference, social exclusion and identity formation: Challenges in working with children, adolescent, and young adults. In Alike/different: Navigating the Divide, Sixth Joint International Psychoanalytic Conference,. Auckland, Aotearoa/ New Zealand.

O'Loughlin, M. (2012). Discussant remarks, in B.A. Pivnick [Symposium organizer], Parallel practice: Zones of encounter in psychology and museums. In Annual Meeting of New York State Psychological Association. Saratoga Springs, N.Y.

O'Loughlin, M. (2012). Psychosis and social justice: The struggle for connection and place in psychiatric patients. In Annual Meeting of The Division of Psychonalyisis, American Psychological Association [Div. 39]. Santa Fe, N.M.

O'Loughlin, M. (2011). Desire and Demand in the School Lives of Children. In M. O'Loughlin [Organizer] Desire and Demand in the School lives of children. In Association for the Psychoanalysis of Culture & Society. Rutgers Universkity, New Jersey.

O'Loughlin, M. (2011). The Death of the Question Child: A Pathetic Memoir and Some Implications. In Annual Meeting of Association of Psychoanalysis, Culture & Society,. Rutgers University, New Jersey.

O’Loughlin, M. Charles, M., Crosby, J. Malamed, C. & Merchant, A. (2011). A qualitative inquiry into the experience of persons with chronic and delimiting psychiatric disabilities. In Annual Meeting of International Society for the Study of Psychosis and the Schizophrenias - U.S.. San Francisco.

Charles, M. & O'Loughlin, M. (2011). Inquiring into the pheonomenology of psychosis. In Annual Meeting of American Psychological Association. Washington, D.C.

O'Loughlin, M. & Charles, M. (2011). Subjectivity in schizophrenia: Phenomenological studies of psychosis. In Seventeenth International Congress for the Psychological Treatments of Schizophrenia and other Psychoses. Dubrovnik, Croatia.

Charles, M., Clemence, J., Newman, G. & O’Loughlin, M (2010). The struggle for connection and place among patients designated psychotic. In International Society for the Study of Psychosis and the Schizophrenias, U.S. Meeting. Austen Riggs Center, Stockbridge, MA.

O'Loughlin, M. (2010). Reclaiming a liberatory vision for psychoanalysis. In Annual Meeting of Association of Psychoanalysis, Culture & Society. Rutgers University, New Jersey.

O'Loughlin, M. (2010). O’Loughlin, M. (2010, October). Ethical and social justice conundrums in doing research in zones of social abandonment; An exploration of João Biehl’s "Vita". In Annual Meeting of Association of Psychoanalysis, Culture & Society. Rutgers University, New Jersey.

O'Loughlin, M. (2010). Recreating the social link between young children and their histories: Outline of a recuperative pedagogy for indigenous children and families. In Eighteenth Annual Conference, Reconceptualizing Early Childhood Education: Research, Theory & Practice, Georgia State University. Dalton, GA.

O’Loughlin, M. (2010). Discussant remarks. Presented in symposium Pedagogy and emotion: Silvan Tomkins & Eve Sedgwick Presented at Annual Meeting of Association of Psychoanalysis, Culture & Society, Rutgers University, NY.

O’Loughlin, M. (2010). Intergenerational and collective trauma: A psychological perspective on the Great Famine. Presented at Singing in the dark: Irishness, creativity, madness. Day-long symposium sponsored by Glucksman Ireland House, New York University and The Irish Arts Center, NY.

O'Loughlin, M. (2010). When speech and reason falter: Working with impossible mourning. In Fifth International Joint Psychoanalytic Conference, University of Edinburgh. Edinburgh, Scotland.

O’Loughlin, M. (2010). Researching schizophrenia and psychosis: A social justice and human rights orientation. In M. O’Loughlin [Organizer], Symposium presented at Psychologists for Social Responsibility, Annual Meeting, Boston Graduate School for Psychoanalysis, Boston, MA.

O'Loughlin, M. (2010). Restoring the collective fabric of indigenous communities: Reweaving narrative possibilities. In Narrative Matters, Biannual International Conference, Griffith University. Fredericton, NB, Canada.

Charles, M., Clemence, J., Newman, G. & O'Loughlin, M. (2010). Psychosis, identity, connection. In Annual Meeting of Division 39, The Division of Psychoanalysis, APA. Chicago, IL.

O'Loughlin, M. (2010). Healing indigenous soul wounds; Restoring social linkages and reweaving connections to ancestral ways of knowing and being. In Trauma: Narrative, Neuroscience, and Psychoanalysis. George Washington University. Washington, D.C.

Charles, M., Clemence, J., Newman, G., O'Loughlin, M. (2010). Psychosis, identity, connection. In American psychoanalytic Association Winter Meeting. New York, NY.

O'Loughlin, M. (2009). O’Loughlin, M. (2009, November). Discussion: On losses impossible to mourn. In Annual Meeting of International Society for Trauma and Dissociation. Washington, D.C.

Charles, M., Clemence, J., Newman, G. & O’Loughlin,. M. (2009). Listening to the Dis-Ease of Psychosis. In International Society for the Study of Psychosis and the Schizophrenias,. Baltimore, MD.

Michael O'Loughlin (2009). Beyond familialism: Exploring the importance of crypts, ghosts, severed links, zones of non-existence, and trauma trails in psychoanalytic research and clinical practice. In Annual Meeting of Association of Psychoanalysis, Culture & Society. Rutgers University, N.J.

O’Loughlin, M. (2009). Pushing the Limits of ‘Evidence’: Doing Psychoanalytically Informed Research. In M. Charles [Organizer]. Symposium presented at Annual Meeting of Association of Psychoanalysis, Culture & Society, Rutgers University, NJ.

Charles, M., Clemence, J., Newman, G. & O’Loughlin,. M (2009). Listening to the other: The psychotic’s experience of psychotherapy. In International Society for the Study of Psychosis and the Schizophrenias, International Meeting. Copenhagen.

Michael O'Loughlin (2009). Being otherwise, Teaching otherwise. In Paper presented at Fifth International Congress of Qualitative Inquiry,. Champaign, IL.

O'Loughlin, M. (2008). Psychoanalysis and Education: A troubling critical pedagogy of the unconscious. In Association for Psychoanalysis, Culture & Society. Rutgers Unviersity, N.J.

O'Loughlin, M. (2008). Radical Hope or Death by a Thousand Cuts? The Future for Indigenous Australians. In Creating Futures: Research, policy, practice. Indigenous, rural and remote and island nations in transition. Biennial Conference. Cairns, Australia.

O'Loughlin, M. (2008). O’Loughlin, M. (2008, July). What if absolutely everything I do is in the service of fleeing loneliness? In Fourth International Joint Psychoanalytic Conference. University of British Columbia, Vancouver, Canada.

O'Loughlin, M. (2008). Being otherwise, teaching otherwise. In Narrative Matters Biannual International Conference, Toronto, Canada. University of Toronto, Toronto, Canada.

O'Loughlin, M. (2008). Restoring the social link: Uses of western and indigenous narrative forms to address intergenerationally transmitted trauma. In M. O’Loughlin [Symposium organizer] Troubling narrative(s); Explorations of the healing power of story. In Narrative Matters, Biannual International Conference. University of Toronto, Toronto, Canada.

O'Loughlin, M. (2008). The paradox of non-place. In American Educational Research Association. New York.

O'Loughlin, M. (2008). The curious subjectof childhood. In American Educational Research Association. New York.

O'Loughlin, Michael (2007). The catastrophic consequences of severing the social link: Sexual abuse among aborigines, a case in point? In Annual Meeting of Association of Psychoanalysis, Culture & Society. Rutgers University, New Jersey.

O'Loughlin, Michael (2007). Doing “Multicultural psychology” against the grain. In M. O’Loughlin [Symposium organizer]. An examination of the effects of introducing college students to a critical psychology of difference in a variety of psychology cl. In Annual Meeting of American Psychological Association,. San Francisco.

O'Loughlin, M. (2007). Whereof one cannot speak… thereof one cannot stay silent. In M. O’Loughlin [Symposium organizer], Haunting memories: Explorations of spectral aspects of the psyche. In Bi-annual meeting of International Society for Theoretical Psychology,. Toronto, Canada.

O'Loughlin, M. (2006). Recreating the social link between children and their histories: Revisiting ghosts in the nursery and exploring the power of story as a decolonizing strategy. In Reconceptualizing Early Childhood Education: International Conference. Rotorua, Aoteaoroa / New Zealand.

O'Loughlin, M. (2006). What difference does difference make to a school psychologist? Facing ourselves and the students with whom we work. Presented at New developments in multicultural school psychology practice. In School Psychology Conference. Adelphi University, N.Y..

O'Loughlin, M. (2006). The politics and ethics of trauma narratives and the memorialization of experience. In Narrative matters. Aacdia University, Nova Scotia.

O'Loughlin, M. (2006). The decolonizing potential of the displacement, loss, and “homelessness” of migrant narratives for teacher educators. In Narrative Matters. Aacdia University, Nova Scotia.

O'Loughlin, M. (2006). O’Loughlin, M. Musings on loss, history, and moral community. Ethical Culture Society of Westchester County, White Plains, New York.

O'Loughln (2006). The conundrum of decolonizing educational projects in an imperial world. In American Educational Research Association. San Francisco.

O'Loughlin, Michael (2006). On moral witness: Responding to traumatic testimony. In Presentation to residential students. Adelphi University.

O'Loughlin, M. (2005). Creating humane and child-centered approaches to discipline with young children. In Long Island Hebrew Academy. Great Neck, NY.

O'Loughlin, M. (2005). Becoming the subject of one's story: Voicing the unthought known. In Reconceptualizing Early Childhood Education: Thirteenth International Conference. Madison, WI.

O’Loughlin, M. (2005). Constructing a liveable subjectivity: Hauntology as the basis of a pedagogy for young children. In M. O’Loughlin [Organizer] When language is the subject: On the spoken and unspoken in children’s coming to be. Presented at Thirteenth Annual Conference, Reconceptualizing Early Childhood Education: Research, Theory & Practice, Madison, WI.

O'Loughlin, M. (2005). The decolonizing potential of the displacement, loss, and "homelessness" of migrant experiences for teacher educators. In Race, Gender & Class Conference. New Orleans, LA.

O'Loughlin, M. (2005). Dislocated selves: Explorations of the workings of race, gender, and class in identity formation and stories of resistance to normative naming of selves. In Race, Gender & Class Conference. New Orleans, LA.

O'Loughlin, M. (2005). On moral witness: Responding to trraumatic testimony. In Third Joint International Psychoanalytic Conference. Cape Town, South Africa.

O'Loughlin, M. (2005). Strangers to ourselves: The decolonizing potential of displacement, loss, and “homelessness” in our pedagogical lives. In American Educational Research Association. Montreal, Quebec.

O'Loughlin, M. (2005). Confessions of a disappointed bloody ballet dancer. In American Educational Research Association. Montreal.

O'Loughlin, M. (2004). Dealing with difference. In Freshman/ transfer student orientation. Adelphi University.

O'Loughlin, M. (2004). Making a place for children in our world. In Summer Literacy Institute. St. John's Unviersity N.Y..

O’Loughlin, M (2004). Through a glass darkly: Troubling memories of loss, desire, belonging, and lack, then and now. In M. O’Loughlin [Organizer], Oh me, oh my! Troubling shame, loss and phantasy in childhood. In Twelfth Annual Conference, Reconceptualizing Early Childhood Education: Research, Theory & Practice. Oslo, Norway.

O'Loughlin, M. (2004). Issues in parenting young children. In Child Activity Center Parent Forum. Adelphi University.

O'Loughlin, M. (2004). Countering amnesia: The importance of witnessing and testifying. In Ethical Cultural Society of Westchester County. White Plains, N.Y..

O'Loughlin, M. (2004). Countering amnesia: The importance of testifying. In Remarks introducing keynote speech by Minnijean Brown-Trickey. Adelphi University.

O’Loughlin, M. (2004). Culturally sensitive counseling for economically disadvantaged women and women of color. In professional counseling staff of Nassau County Coalition Against Domestic Violence. Hempstead, NY..

O’Loughlin, M (2003). Making a place for children in our world. In at Nassau County {NY} Association for the Education of Young Children Annual Meeting. Uniiondale, NY.

O’Loughlin, M. (2003). Educating children for a more peaceful and hopeful world. Presented at Kappa Delta Pi Awards Ceremony. School of Education, Adelphi University, Garden City, NY.

O’Loughlin, M (2003). Thoughts on a decolonizing pedagogy for peace education: Countering dualism, paranoia, ideological embeddedness and historical amnesia. In Peace education post 9-11: Curricular explorations of Us and Them,” Annual Meeting of American Educational Research Association. Chicago, IL.

O’Loughlin, M (2003). Strangers to ourselves: The decolonizing potential of the displacement, loss, and “homelessness” of migrant experiences. In M. O’Loughlin [Organizer], “On being homeless”: The decolonizing possibilities of displaced lives and fractured subjectivities. In Eleventh Annual Conference, Reconceptualizing Early Childhood Education: Research, Theory & Practice. Tempe, AZ.

O’Loughlin, M. (2002). A multi-modal approach to assessment. In Teaching workshop: Does assessment really improve teaching? sponsored by the Teaching and Advisement Committee of the Faculty Senate, Adelphi University.. New York.

O’Loughlin, M (2002). A decolonizing pedagogy: Introducing undergraduate students to the psychology of hatred and genocide and the nature of historical memory. In [M. O’Loughlin, Organizer] symposium “Raising awareness of RGC oppressions among college students: Tales from the. In Fourth Annual Conference, Race, Gender, & Class Project. Southern University of New Orleans, New Orleans, LA..

O’Loughlin, M (2002). A preliminary investigation of young adults’ racial formation and their stances regarding the workings of racism in U.S. society. In Fourth Annual Conference, Race, Gender, & Class Project. Southern University of New Orleans, New Orleans, LA.

O’Loughlin, M (2002). Meditations on death and deadness. In Second Joint International Conference of Psychoanalytic Societies: Deaths and endings: Finality, Transformations, New Beginnings. Trinity College, Dublin, Ireland..

O’Loughlin, M (2002). Is a socially responsible and critical psychology of difference possible? Race, Gender & Class Journal. (pp. 9, (4), 175-92.).

O’Loughlin, M (2002). Synthesis, schmynthesis: A symptomatic reading of the quest for synthesis in psychoanalysis. Psychoanalytic Psychology.

O’Loughlin, M. (2001). Preparing an inviting college syllabus. In Presented at a workshop sponsored by the Teaching and Advisement Committee of the Faculty Senate, Adelphi University.. New York.

O’Loughlin, M. (2001). Autobiographical explorations of racial identity. In The Campus Dialogue: Talking Across Racial Lines, Adelphi University.. New York.

O'Loughlin, M (2001). Exploring otherness in self and self in other: Autobiographical explorations in the workings of identity formation. In Symposium, Otherness in self, self in other [M. O’Loughlin, Organizer]. In Third Annual Conference, Race, Gender, & Class Project. Southern University of New Orleans, New Orleans, LA.

O'Loughlin, M (2001). Ethical and pedagogical dilemmas in attempting to foster upward mobility among historically marginalized groups in the United States. In Third Annual Conference, Race, Gender, & Class Project. Southern University of New Orleans, New Orleans, LA..

O'Loughlin, M (2001). The subject of psychoanalysis: Thoughts on subjectivity, subjection, and a role for psychoanalysis in articulating liberatory understandings of the possible lives of children. In Tenth Annual Conference, Reconceptualizing Early Childhood Education: Research, Theory & Practice. New York.

O’Loughlin, M. (2001). Synthesis, schmynthesis: A symptomatic reading of the quest for synthesis in psychoanalysis. In M. O’Loughlin, [Organizer] The whole cloth of psychoanalysis: A challenge to the synthetics of synthesis. Symposium presented at Annual Meeting of Division of Psychoanalysis [Div. 39]. American Psychological Association, Santa Fe, NM.

O'Loughlin, M (2000). Toward a new psychology of difference: A critique of the collusion of psychology in furthering racial oppression and an exploration of the possibilities of a socially responsible and critical psychology of difference. In Second Annual Conference, Race, Gender, & Class Project. Southern University of New Orleans, New Orleans, LA.

O’Loughlin, M. (2000). Violence prevention through the construction of a school community. In Workshops for students, presented at Wellness Day, Hewlett-Woodmere Middle School. New York.

O’Loughlin, M. (2000). Creating classroom community and managing difficult children. In Presentation to faculty, Smith St. Elementary School. Uniondale U.F.S.D. New York..

O’Loughlin, M. (2000). Developing family literacy programs for families that are poor in ethnically diverse communities. In Presentation to Multicultural Committee. Central Islip U.F.S.D., New York..

O’Loughlin, M (1999). Making a difference through teaching: Education and the possibilities of social change. In Presented to Teachers of Tomorrow. Uniondale U.F.S.D., New York..

O’Loughlin, M (1999). Violence prevention in the middle school. In Presented to Committee on Special Education. Great Neck, New York..

O'Loughlin, M. (1999). Let's not be peckers in the pecking order! Theoretical and pedagogical possibilities of racial reading. In M. O'Loughlin [Organizer], The fourth R: Radical reading. In Annual Meeting of the National Council of Teachers of English. Denver, CO.

O'Loughlin, M (1999). An integrative theory of children's racial formation using Kleinian and discursive perspectives and its implications for understanding violent acts by children. Paper presented at Children, culture and violence. In Children, culture and violence, a conference sponsored by Adelphi University, Long Island University, the Glass Institute, and Teachers College, Columbia. New York, NY.

O'Loughlin, M. & St. Jean, P (1999). A proposal for a national center for activist parents and teachers to defend the rights of children to culturally inclusive and empowering literacy education. In Whole Language Umbrella of the National Council of Teachers of English. Rochester, NY.

O’Loughlin, M. (1999). Violence prevention: What teachers can do. In Presented to elementary teachers. Uniondale U.F.S.D., New York..

O’Loughlin, M. (1999). Coping with adolescent rebellion. In Talk presented to Special Education Parent Teacher Association. Sewhanaka Central High School, New York..

O’Loughlin, M (1999). Loosening the ties that bind. In Commencement Address by Distinguished Teacher of the Year, Honors Convocation. Hofstra University, New York..

O’Loughlin, M. (1999). Participant and group facilitator in Beyond cognitive science: Bringing the social back into the study of reading and writing. In Town Meeting presented by the Psycholinguistics and Sociolinguistics SIG at Annual Meeting of International Reading Association. San Diego, CA..

O'Loughlin, M (1999). Eliminating the INSIDE/OUTSIDE dichotomy in our understanding of the formation of children's subjectivity: Implications for early childhood research, theory, and practice. In Critical Perspectives on Early Childhood Education SIG, Annual Meeting of American Educational Research Association. Montreal, Canada.

O'Loughlin, M (1999). Shattering the silence: Stories from the academic closet. In S.H. King [Organizer], On the threshold of the millennium: The continuing challenge of race and racism in education. In Annual Meeting of American Educational Research Association. Montreal, Canada.

O'Loughlin, M. & Barnes, M (1999). Inquiring into diverse children's racial formation: Critical and theoretical considerations. In M. O'Loughlin [Organizer]. An inquiry into diverse children's racial formation and their negotiation of dominant and subaltern discursive practices and ideo. In Annual Meeting of American Research Association. Montreal, Canada.

O’Loughlin, M. (1998). Implications of post-colonial theory for qualitative research: Can we transcend race and class bias in our research epistemologies and practices? In International Qualitative Research in Education Conference. Athens, GA.

O’Loughlin, M. (1997). Queerying racism in the academy: In what ways might professors and students act up and act out against racial and other oppressions that divide us? In Presented at S.U.N.Y. Old Westbury.. New York.

O’Loughlin, M (1997). Opening the closet on unexamined white privilege. In Bergamo, 1997: The Nineteenth Annual JCT Conference on Curriculum Theory and Classroom Practice. Bloomington, IN..

O’Loughlin, M (1997). Imagining a socially just and racially inclusive psychology: Musings from post-colonial theory. In Fifth European Congress of Psychology. Dublin, Ireland..

O’Loughlin, M. (1997). A sociocultural perspective on teaching: Toward a culturally relevant pedagogy. In Annual meeting of the American Educational Research Association. Chicago.

O’Loughlin, M. (1997). Discussant for symposium, A sociocultural perspective on teaching: Toward a culturally relevant pedagogy, at the Annual Meeting of the American Educational Research Association, Chicago, IL.

O’Loughlin, M., Decker, N., and undergraduate students from Hofstra University (1996). Introducing preservice teachers to democratic and inclusive education: Professor and student teacher perspectives. In Annual Meeting of the American Educational Research Association. New York City.

O’Loughlin, M., Bierwiler, B., & Serra, M. (1996). Transcending a pedagogy of poverty and cultural invasion: Lessons about literacy and humanity from an urban school writing project. In Annual Meeting of the American Educational Research Association. New York City.

O’Loughlin, M (1996). Fourth International Invitational Colloquium. In The Journal of Education for Teaching. Bloomington, IN..

O’Loughlin, M. (1996). Stories of literacy in an urban school setting. In Colloquium presentation, School of Education, University of Colorado. Boulder, CO..

O’Loughlin, M (1995). Six propositions concerning children, their growth, and the language we use to describe them. M. O’Loughlin Organizer, If not child development, then what?: Exploring the possibilities of dialogic and sociocultural theories for our understanding of the. In Reconceptualizing Early Childhood Education, Research, Theory, and Practice: Fifth Interdisciplinary Conference. Santa Rosa, CA..

O’Loughlin, M. (1995). “Teacher Center/Higher education collaboration. In New York State Teacher Center Spring Retreat. Sagamore, Bolton Landing (Lake George), NY..

O’Loughlin, M (1995). Defining literacy, defining literacy research: A critical perspective. In Capturing multiple perspective on literacy research, (K. Dahl, Chair) at the Annual Meeting of the American Educational Research Association. San Francisco, CA..

O’Loughlin, M. [With Jon Davies]. (1994). The politics of enabling change: Is an “emancipatory consultant” an oxymoron? In JCT Conference on Curriculum Theory and Classroom Practice. Banff, Alberta, Canada.

O’Loughlin, M. (1994). Critical pedagogy: A personal view. In R. Ahlquist & M. O’Loughlin, Emancipatory teacher education: Contradictions and critical possibilities. In JCT Conference on Curriculum Theory and Classroom Practice. Banff, Alberta, Canada.

O’Loughlin, M. (1994). Constructing knowledge of science: Connected, critical, and socially conscious science teaching and learning. In Fall Conference of the Association for the Education of Teachers of Science, Northeast Region. Hofstra University, New York..

O’Loughlin, M (1994). Making the case for culturally relevant pedagogy. In Reconceptualizing Early Childhood Education: Research, Theory and Practice: Fourth Interdisciplinary Conference. Durham, New Hampshire..

O’Loughlin, M (1994). On the virtues of disobedience: The possibilities of the margin as a site of radical change in schools and universities. In Reconceptualizing Early Childhood Education: Research, Theory and Practice: Fourth Interdisciplinary Conference. Durham, New Hampshire..

O’Loughlin, M (1994). A few more questions for constructivists. In Perspectives on the foundation of constructivism at the Annual Meeting of the American Educational Research Association. New Orleans, LA..

O’Loughlin, M. (1993). Developing a rationale for emancipatory knowledge construction: Five questions for constructivists. In F. Peterman (Organizer), Restructuring constructivism: A conversation about constructivism, teacher education, and the classroom ecology. In Annual Meeting of the American Educational Research Association and Sixty-sixth Annual Meeting of the National Association for Research in Science Teaching. Atlanta, GA.

O’Loughlin, M., Bernstein, S. & Serra, M. (1993). Whose story is it anyway? Ethical and methodological dilemmas in using qualitative research methods in the study of teachers’ lives. In M. O’Loughlin (Organizer), Issues in doing qualitative research on teacher beliefs from critical and emancipatory per. In Annual Meeting of the American Educational Research Association. Atlanta, GA..

O’Loughlin, M. (1993). Enabling students to learn for themselves. In Interdisciplinary Symposium on Teaching sponsored by the Center for Teaching Excellence. Hofstra University, Hempstead, N.Y..

O’Loughlin, M. (1992). Supporting our children in school. In Talk presented to meeting of P.T.A., P.S. 115. Queens, NY.

O’Loughlin, M. (1992). Rewriting the discourse of cognitive and developmental psychology: Moving from the hegemony of “mind,” “cognition,” and “development,” to consider the emancipatory and critical possibilities of human meaning-making. In Fourteenth Annual Conference on Curriculum Theory and Classroom Practice. Bergamo Conference Center, Dayton, OH..

O’Loughlin, M (1992). Appropriate for whom? A critique of the culture and class bias underlying developmentally appropriate practice in early childhood education. In Second Conference on Reconceptualizing Early Childhood Education Research, Theory, and Practice: Reclaiming the Progressive Agenda in Early Childhood Education. Chicago, IL..

O’Loughlin, M. [with J. Davies] (1992). Issues in tracking and detracking. In Presented at the Annual Teacher Conference Day, Comsewogue School District. Suffolk County, NY..

O’Loughlin, M. (1992). Discussant for Symposium, The development of preservice teachers’ pedagogy and epistemology. In Annual Meeting of the American Educational Research Association. San Francisco, CA..

O’Loughlin, M. (1992). The discourse of pedagogy and the possibility of social change. In F. Peterman (Chair), Constructivism, beliefs, and teacher education. In Annual Meeting of the American Educational Research Association. San Francisco, CA..

O’Loughlin, M. (1992). Teaching heterogeneous groups using. In Annual Meeting of the Long Island Association for Supervision and Curriculum Development. Hofstra University, Hempstead, N.Y..

O’Loughlin, M. (1991). The possibilities and challenges of critical teacher education. In N. Gover (Chair), Freire and teacher transformation. In Challenging education, creating alliances: An institute in Honor of Paulo Freire’s Seventieth Birthday. New School for Social Research, New York, NY..

O’Loughlin, M. (1991). Who is doing the talking?: Inquiring into the sociocultural relationship between language, power and privilege. In M. O’Loughlin (Chair), Empowering poor children and children of color: Deconstructing the power relations of schooling and articulating a. In Thirteenth Annual Conference on Curriculum Theory and Classroom Practice. Bergamo Conference Center, Dayton, OH.

O’Loughlin, M (1991). Rethinking early childhood education: A sociocultural perspective. In J. Jipson (Chair), Deconstructing constructivism. In Conference on Reconceptualizing Research in Early Childhood Education: Loosening the Ties that Bind. University of Wisconsin, Madison, WI..

O’Loughlin, M (1991). Developing a research topic, a research question and a project plan. In Workshop leader at the Interfuture Study Abroad program, Exploratory Conference. Suffolk University, Boston, MA..

Robinson, H.A., Brieschke, P., Kottkamp, R., Miller, J., O’Loughlin, M. & Unruh, E. (1991). A movement towards naturalistic research: Six advisors collaborate for change. In Third Annual Conference on Ethnographic and Qualitative Research in Education. University of Massachusetts, Amherst, MA..

O’Loughlin, M (1991). Undergraduate and graduate student teachers’ developing understandings of teaching and learning: Report of a one-year journal study and follow-up interviews. In F. Rust (Chair), Evolving beliefs about teaching: Contradictions and complexities in prepar. In Annual Meeting of the American Educational Research Association. Chicago, IL.

O’Loughlin, M. (1991). Beyond constructivism: Toward a dialectical model of the problematics of teacher socialization. In V. Richardson-Koehler (Chair) The emerging role of constructivism in changes in teachers’ beliefs. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

O’Loughlin, M. (1990). Enabling students to learn for themselves. In Annual Conference of the Association for Constructivist Teaching. Northampton, MA..

O’Loughlin, M. (1990). Self-reflexive pedagogy: A narrative inquiry. In Twelfth Annual Conference on Curriculum Theory and Classroom Practice. Bergamo Conference Center, Dayton, OH..

O’Loughlin, M (1990). The reflective path: The crossroads of theory and practice. In Educational Administration Alumni Association Professional Day Conference, School of Education. Hofstra University, Hempstead, N.Y..

O’Loughlin, M (1990). Teacher’s ways of knowing: A journal study of teacher learning in a dialogical and constructivist learning environment. In D. J. Cunningham (Chair), Semiotic teaching methods: a critical analysis. In Annual Meeting of the American Educational Research Association. Boston, MA..

O’Loughlin, M (1990). A perspective on teachers’ beliefs and their effects. In J. Shultz, (Chair). Evolving Beliefs About Teaching: Implications for Preservice Teacher Education. In Annual Meeting of the American Educational Research Association. Boston, MA.

O’Loughlin, M [co-presented with R. Ahlquist] (1990). ] Finding One’s voice through collaboration and construction. In Twenty Third Annual Conference of the College Reading and Learning Association. Irvine, CA..

Ahlquist, R. & O’Loughlin, M. (1990). Finding one’s voice: A prerequisite for learning and critical thinking. In Twenty Third Annual Conference of the College Reading and Learning Association. Irvine, CA..

O’Loughlin, M. (1990). Listening to and talking with our students: The importance of voice and dialogue to authentic student learning. In Teacher as Researcher Conference, School of Education. Hofstra University, Hempstead, N.Y..

O’Loughlin, M. (1989). Educating for possibility and empowerment. In Hofstra Education Society. Hofstra University, New York, Hempstead, N.Y..

Ahlquist, R. & O’Loughlin, M (1989). Demystifying critical and feminist pedagogy: What’s a teacher supposed to do? In Eleventh Annual Conference on Curriculum Theory and Classroom Practice. Bergamo Conference Center, Dayton, OH..

O’Loughlin, M. (1989). Moderator of discussion on weak versus strong sense critical thinking. In Ninth Annual & Seventh International Conference on Critical Thinking and Educational Reform, Center for Critical Thinking & Moral Critique. Sonoma State University, Rohnert Park, CA..

Ahlquist, R. & O’Loughlin, M. (1989). Genuinely liberatory teaching: The challenge in practicing what we preach. In Ninth Annual & Seventh International Conference on Critical Thinking and Educational Reform, Center for Critical Thinking & Moral Critique. Sonoma State University, Rohnert Park, CA.

O’Loughlin, M (1989). Educating for possibility and empowerment: An introduction to critical pedagogy. In Ninth Annual & Seventh International Conference on Critical Thinking and Educational Reform, Center for Critical Thinking & Moral Critique. Sonoma State University, Rohnert Park, CA..

O’Loughlin, M. (1989). The influence of teachers’ beliefs about knowledge, teaching and learning on their pedagogy: A constructivist reconceptualization and research agenda for teacher education. In Nineteenth Annual Symposium of the Jean Piaget Society. Philadelphia, PA.

O’Loughlin, M (1989). Opening up a world of possibility for all of our children: The role of teachers and teacher educators. In the Annual reception for cooperating teachers, School of Education. Hofstra University, Hempstead, N.Y..

O’Loughlin, M. (1989). Opening up a world of possibility for all our children: The role of educational television. In T. Baker (Chair), Children’s Television Workshop’s fourth workshop on The State of the Child in the 1990’s: Children in schools. New York, N.Y..

Bennett, R. V., Cummings. R & O’Loughlin, M. (1989). University-school collaboration: A successful model of exchange, teaching and research. In Annual Meeting of the American Association of Colleges of Teacher Education,. Anaheim, CA..

O’Loughlin, M. (1989). Overview of a collaborative project designed to enhance teacher renewal. In M. Ishler (Organizer), Teacher exchange fellowships: Creating Partnerships for school and university faculty development. In Annual Meeting of the Association of Teacher Educators. St. Louis, MO..

O’Loughlin, M. (1989). From voice to critical consciousness. In M. O’Loughlin (Organizer), Critical pedagogy and teacher empowerment: Translating theory into practice. In Annual Meeting of the Association for Teacher Educators. St. Louis, MO.

O’Loughlin, M. (1989). School-University collaboration: A critical component in bridging the gap between theory and practice in teacher education. In M. O’Loughlin (Organizer), School-University collaboration: An effective vehicle for teacher renewal and empowerment. In Annual Meeting of the Association for Teacher Educators. St. Louis, MO..

O’Loughlin, M. (1988). Self-worth and its relation to school achievement. In Presented to P.T.O. meeting, Crim Elementary School. Bowling Green, OH.

O’Loughlin, M. (1988). Facilitating the development of adaptive patterns of achievement motivation. In Presented to secondary education majors. Bowling Green State University, Bowling Green, OH..

O’Loughlin, M (1988). A problem-posing approach to pedagogy in teacher education. In Tenth Annual Conference on Curriculum Theory and Classroom Practice. Bergamo Conference Center, Dayton, OH..

O’Loughlin, M. (1988). Reconceptualizing educational psychology to facilitate teacher empowerment and critical reflection. In Annual Meeting of the Midwest Association of Teachers of Educational Psychology. Bloomington, IN.

O’Loughlin, M. (1988). Voice: The essential concept underlying motivation and learning. In Presented to elementary education class. Hofstra University, Hempstead, N.Y.

O’Loughlin, M. (1988). Developing voice, self-esteem and literacy in the kindergarten child. In Presented to kindergarten parents’ meeting, Crim Elementary School. Bowling Green, OH.

O’Loughlin, M. (1988). Member of panel for panel discussion, Critical thinking and liberation. In Eighth Annual and Sixth International Conference on Critical Thinking and Educational Reform, Center for Critical Thinking and Moral Critique. Sonoma State University, Rohnert Park, CA.

O’Loughlin, M. (1988). Critical pedagogy: A necessary prerequisite for critical thinking in schools. In Eighth Annual and Sixth International Conference on Critical Thinking and Educational Reform, Center for Critical Thinking and Moral Critique. Sonoma State University, Rohnert Park, CA.

O’Loughlin, M (1988). The role of audience in writing. In “Writing across the curriculum,” sponsored by the Graduate School of Arts and Sciences. Bowling Green State University, Bowling Green, OH.

O’Loughlin, M. (1988). The role of authoritative parenting in the fostering of self-discipline in children. In P.T.O. Meeting, Crim Elementary School. Bowling Green, OH.

O’Loughlin, M., & Campbell, M (1988). Teacher preparation, teacher empowerment and reflective inquiry: A critical perspective. In Annual Meeting of the American Association of Colleges of Teacher Education. New Orleans, LA.

O’Loughlin, M. (1987). Moderator of panel discussion on critical thinking. In Conference of Midwestern Association of Teachers of Educational Psychology. Bowling Green State University, Bowling Green, OH.

O’Loughlin, M. (1987). Developing positive achievement motivation at the college level. In Presentation to Honors Students Association. Bowling Green State University, Bowling Green, OH.

O’Loughlin, M. & Kuhn, D. (1987). Developing abilities in the coordination of theory and evidence. In D. Kuhn (Chair), The development of skills in the evaluation of causal and correlational evidence. In biennial meetings of the Society for Research in Child Development. Baltimore, MD.

O’Loughlin, M. (1987). Meeting the challenge by offering a challenge: A cognitive perspective on teaching and learning. In Conference of the College of Education and Allied Professions. Bowling Green State University, Bowling Green, OH.

O’Loughlin, M. (1986). Practical reasoning and abstract reasoning: Alternate modes of thinking or points on a developmental continuum? In Cognitive Studies of Work Group, Developmental Psychology. Graduate Center, City University of New York, New York, N.Y.

O’Loughlin, M. (1986). ). The influence of prior belief on people’s ability to generate evidence on a formal reasoning task. In . Doctoral Colloquium, Developmental Psychology. Teachers College, Columbia University, New York, N.Y.

O’Loughlin, M. & White, M. A. (1982). Improving teaching on television: The utility of direct instructional principles. In Annual Convention of the American Psychological Association. Washington, DC.

O’Loughlin, M., Brobst, K., Chernick, R., & Oehlsen, D. (1982). Effects of training in planfulness on the performance of eighth graders. In Annual Convention of the American Psychological Association. Washington, DC.

O’Loughlin, M., Reitzes, K., & Shepherd, M. J. (1982). Teaching study skills to learning-disabled adolescents. In Annual Conference of the New York Association for the Learning Disabled. New York, N.Y.

O’Loughlin, M. (1969). Beyond constructivism: Toward a dialectical model of the problematics of teacher socialization. In V. Richardson-Koehler (Chair) The emerging role of constructivism in changes in teachers’ beliefs. In Annual Meeting of the American Educational Research Association. Chicago, IL.


Dissertation Chaired

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Meredith Friedson (2014). Subjective darkness: Depression as a loss of connection, narrative, meaning and the capacity for self-representation. Adelphi University.

Yas Alahendra (2012). Narratives of mothering across place, time and generation: Immigration and motherhood in two generations of South Asian women in the United States. Adelphi University.

Jay Crosby (2012). Stimulation and it's Discontents: An inquiry into Mentalization, Psychopathology and Culture. Adelphi University.

Emily Ogden (2012). Alienationand impingement: An inquiry into masochism. Adelphi University.

Shamaila Khan (2011). The dilemma of the postcolonial subject and the notion of identity and being: An examination of the workings of identity in the art of Shazia Sikander. Adelphi University.

Nirit Gradwohl (2010). Integrating the incoherent in a collective narrative: The place of Shoah for the granddaughters of Holocaust survivors. Adelphi University.

Elisabeth Schreiber (2009). Returning to Thebes: Birth stories and personal myths of origin. Adelphi University.


Other Scholarly/Artistic Work

O’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 Accomplishments

2013 Faculty Award for Excellence in Scholarship and Creative Work, Adelphi University

Fellowships 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.

2015 Sabbatical leave, Adelphi University

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 Activities

Membership in Professional Organizations:

Association for Psychoanalysis, Culture & Society [C0-chair & Board Member] [Annual Conference co-chair, 2010, 2011, 2012, 2013, 2014]

Adelphi Society for Psychoanalysis and Psychotherapy [Member of program planing group and treasurer for Joint Psychoanalytic Conference]

American Educational Research Association

International Society for the Psychological Study of Schizophrenia and the Psychoses [Member, program comm. for 2010 U.S. conference, and for International conference in 2015]

International Society for the Study of Psychology and Psychotherapy

MindFreedom International

Liaison to School Commmittee, and Graduate Education Committee, American Psychoanalytic Association.

Race, Gender, and Class Association, Founding member

Invited Member, American Psychological Association Advisory Group for Diversity Education Resources [2006 - 2007]

Community and Corporate Leadership

Member, Advisory Board, Caroline W. Mungai Foundation

Volunteer, Human Rights Clinic, Healthright International, providing pro bono forensic services to asylum applicants to the U.S. who have been victims of torture in their countries of origin.

Licenses & Certifications

Licensed as a Psychologst in New York State