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Kristen M. Newberry, Psy.D.


Associate Professor
Director of Internship Training

Programs/Classes Taught:

  • Diagnostic Practicum Seminar
  • Psychoanalytic Theory & Therapy
  • Self-Care for Mental Health Professionals
  • Advanced Qualitative Research

Areas of Expertise:

Health psychology
Qualitative research
Clinical training and supervision


Dr. Kristen Newberry received her Psy.D. in clinical psychology from Wheaton College and is a licensed clinical psychologist in the state of Illinois. Dr. Newberry has over ten years of experience in clinical training and higher education administration. She currently serves as the Director of Internship Training and Associate Professor of the Illinois School of Professional Psychology at NLU.

Her areas of specialty include the treatment and diagnosis of co-morbid chronic medical conditions, particularly auto-immune, thyroid, and inflammatory conditions and mental health, as well as psychological testing for medically related concerns such as bariatric surgery, pre-surgical screenings, and egg donor evaluation. She conducts research related to graduate student self-care, wellness, and coping, and has presented on this topic with her students across the country. She has more recently developed new research in the area of coping as it relates to women’s identity and infertility diagnoses.

Before her time at NLU, Dr. Newberry served as the Program Dean at Argosy University in Schaumburg, as well as their Associate and Director of clinical training. She has taught courses in psychodynamic theory and therapy, integrative assessment, self-care for mental health professionals, consultation and supervision, and diagnostic practicum seminar. Currently, Dr. Newberry and her husband own The Sirona Center, a psychology practice in the Chicago suburbs which provides therapy and testing for a variety of presenting concerns. Dr. Newberry was raised in Florida, later moving to Illinois for graduate school. She enjoys spending time with her husband, teenage son, and their pets. She is an avid cross-fitter, enjoys photography, and loves to cook.


Doctor of Psychology, Wheaton College

Research and Interests:

There are three primary themes that permeate my philosophy of teaching: the importance of creating a safe and inclusive learning environment, the developmental level of the student, and the blending of theoretical knowledge and applied skills practice.

First, and perhaps most importantly, I believe learning should take place in an atmosphere that feels safe and inclusive. Graduate school can be a daunting endeavor for many students, filled with novel requirements, academic and clinical evaluation, and increased time demands. There is a fine line between the type of anxiety that spurs students on to excellent performance and the type that creates a barrier to learning. In my classes, I strive to create a teaching space where students can explore concepts, ask questions, take risks, and learn from their mistakes. One tangible way I attempt to create this atmosphere can be seen in my first day of class ritual. For all of my classes, regardless of the subject matter, I begin by allowing the students to become oriented to each other and myself. I ask them specifically, to identify a wish and a fear related to the class or our subject matter and share it with the class. I do the same in turn. I have found that this activity demonstrates that my classroom is a place where we can flourish in our individual differences and be appropriately vulnerable. Once students feel that they have the freedom to express their thoughts and explore questions without judgment, they are able take intellectual leaps which they might otherwise not dare.  I also find that an environment of safety facilitates conversations regarding diversity. Diversity and issues of multiculturalism are interlaced throughout all of my classes, as can be seen in my syllabi. Encouraging a nonjudgmental teaching atmosphere allows us to continually address these complex topics while also providing opportunities for the students to explore their own sense of diversity and uniqueness.

Second, my teaching is guided by the developmental level of the student. My approach in this area has been highly influenced by the integrated developmental model for supervision proposed by Stoltenberg, McNeill, and Delworth (1998). Beginning, intermediate, and advanced students have varying needs as they progress through our program. When teaching, I attempt to adjust my methodology to match that of the common developmental level of the class with a goal of fostering transition to a higher level of functioning. For example, when teaching Integrative Assessment, typically a first year course, I emphasize skill acquisition, self-monitoring of assessment and writing skills, ample opportunity for structured practice, and supportive feedback. Beginning level students often need concrete examples and more direct instruction. My approach, however, might differ with intermediate students for example, who are ready for increased autonomy and the integration of more complex theoretical frameworks.

The third and final theme evident throughout my teaching philosophy is the integration of theory and practice. I view the intellectual understanding of theory and the masterful application of theory through intervention to be equally important pillars of success.  This concept is in accord with ISPP’s practitioner-scholar model of training. In a typical class session, I strive to pair a lecture and discussion topic with in-class practice of the concept just learned. The goal of our program is not only to graduate competent scholars, but to graduate exemplary clinicians. This can only be accomplished with dual mastery of theory and practice which is thoughtfully woven throughout my course structure.

My current areas of research include graduate student self-care and coping factors related to women facing infertility treatments. I previously ran a large, qualitative study, using the Enhanced Critical Incident Technique exploring graduate psychology students’ helping and hindering factors related to their ability to thrive during graduate school. Several dissertations and presentations have come out of this research.

Contact Information:

Dr. Kristen Newberry

phone: (312) 261-3258



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