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.