Colette Davison teaches Human Development I and II and is facilitating the supervision seminar for dual degree students and the integrative seminar for child development students.
Education
B.A. in Hispanic studies, University of Manchester, England
M.S. in developmental and educational psychology, Queen’s University of Belfast
Ph.D. in clinical psychology, Northwestern University
Related Experience
SENIOR INSTRUCTOR, Erikson Institute, Chicago, IL, 1996–present
CONSULTANT to VOA Architectural Associates of Chicago, Chicago, IL, 2004–2005
CONSULTANT, Ada S. McKinley Center of Chicago, Chicago, IL 2004–2006
CONSULTANT AND STAFF TRAINER, YWCA of Chicago, Chicago, IL, 2000–2002
SUPERVISOR, Virginia Frank Child Development Center, Chicago, IL 1995–1997
PSYCHOTHERAPIST, Virginia Frank Child Development Center, Chicago, IL 1987–1989; 1991–1997
CONSULTANT, University of Chicago, Dept. Child and Adolescent Psychiatry, Chicago, IL 1989-1991
COUNSELOR, Crisis Center for South Suburbia, Tinley Park, IL 1987–1987
DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGIST, Belfast Education and Library Board, Northern Ireland, 1979–1985
CONSULTANT, Northern Ireland Committee Examining Educational Provisions for the Hearing Impaired, 1984–1985
LECTURER, Queen’s University, Belfast, Northern Ireland, 1983–1985
Teacher of the Hearing Impaired, Holy Trinity Primary School, Belfast, Northern Ireland, 1976–1977
Teacher of Spanish, Belfast Education and Library Board Adult Education Division, Belfast, Northern Ireland, 1982–1984
Research
Dissertation: Clinician Factors in Substance Abuse Treatment, Northwestern University, June 1995.
Master’s level dissertation examining teacher attitudes toward speech-impaired children integrated into regular classrooms, Queens University of Belfast.
Served on a professional team researching and evaluating educational and psychological provision for hearing-impaired children in Northern Ireland, England, and Scotland (1983). The team reported its findings to the Northern Ireland Legislature and made recommendations for future educational and psychological provision for children and their families.