Faculty Profiles

Michael A. O'Loughlin

The School of Education, Ruth S. Ammon College of Education and Health Sciences

Alumnae Hall 230

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General Information



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)

Licenses and Certifications

Licenses and Certifications

New York State License in Psychology

Professional Experience

Professional Experience

Beginning in 2018 I am co-editor of the international journal, Psychoanalysis, Culture and Society, with Dr, Angie Voela of University of East London.

In 2015 I launched a book series for which I am the series editors, The series is entitled Psychoanalytic Studies: Clinical, Social, and Cultural Contexts, with Lexington Books.

In August 2017, with colleagues Dr. Awad Ibrahim (University of Ottawa), Dr, Gabrielle Ivinson (Manchester Metropolitan University), and Dr. Marek Tesar (University of Auckland), as series co-editors, I launched a book series, CRITICAL CHILDHOOD & YOUTH STUDIES: Clinical, educational, social and cultural inquiry, to be published by Lexington Books.

I was appointed Consulting Editor to Journal of Psychosocial Studies in 2018

Personal Statement

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.

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