102020 Faculty Detail -Marc Lubin: Orange County - Argosy University
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Marc Lubin

Professor

Office


mlubin@argosy.edu

Education

  • Ph.D., Committee on Human Development, Clinical Psychology, University of Chicago, 1968
  • M.A., Committee on Human Development, Clinical Psychology, University of Chicago, 1964
  • B.A., Brandeis University, Psychology, 1961

Biography

Marc Lubin, PhD is a Professor and Clinical Psychology faculty member at The American School of Professional Psychology at Argosy University | Southern California (ASPP, Southern California). Dr. Lubin received his PhD from the Committee on Human Development in Clinical Psychology at the University of Chicago in 1968. He went on to complete his initial postdoctoral fellowship in Chicago at Michael Reese Hospital in 1969, and then completed an advanced postdoctoral fellowship and then a staff member position at the Austen Riggs Center in Massachusetts. During that time he was able to attend small seminars with Erik Erikson and other senior psychoanalysts as part of his training and ongoing staff role. He then returned to Chicago in 1973 to become a teacher-psychologist at the Orthogenic School at the University of Chicago and worked with severely disturbed children as a classroom teacher. At that time, his focus was on both teaching emotionally disturbed children and observing the positive impact of milieu therapy on the patients at the School, which had been founded by Bruno Bettelheim. Shortly before leaving the Orthogenic School in 1977, he began teaching at the first pre-Argosy program that began in 1976, the Illinois School of Professional Psychology, as well as privately consulting to teachers and therapists. He also started and has maintained a private clinical practice since 1978. After serving as Faculty Chair, Dean of Faculty, and Campus Dean at the Illinois School of Professional Psychology at Argosy University, Chicago in his 25 years at that institution, he joined the new ASPP, Southern California initially as Dean of Psychology and Psy.D. Program Chair in 2002. He resigned from his administrative posts in 2006 to become a full time core faculty member. Over his over 40 years of clinical practice and teaching, Dr. Lubin has maintained a strong interest in both psychotherapy and in the teaching of psychotherapy to doctoral students. At this time he currently leads therapy seminars and teaches courses in basic and advanced psychoanalytic psychotherapy, and "The Countertransference Experience" to students at ASPP, Southern California. He also continues to write articles and make presentations on the accessing and uses of countertransference awareness and clinical teaching. In 2002, he was awarded Emeritus Faculty Status from Argosy University, Chicago.

Expertise

  • Psychoanalytic Psychotherapy: Therapeutic Relationship
  • Countertransference
  • Applications of Psychoanalytic Psychotherapy to the therapeutic milieu

Selected Publications

  • Lubin, M. (2002). “The Classroom experience as a laboratory for self-understanding.” Chapter in A Pedagogy of Becoming, (editor) Mills, Jon, Value Inquiry Book Series. USA/Canada, Editions Rodopi b.v. 199-218.
  • Lubin, M. (1983) "Views on Neurosis, Listening, and Cure" Chapter in Listening and Interpreting, James Raney. Jason Aronson.
  • Lubin, M. (1982). Responding to the disturbed child's obscure reparative and communicative wishes: Mutuality in the special education of a vulnerable and explosive early adolescent boy in residential group care and treatment, Volume 1 (1). 3-19. Fall 1982.
  • Lubin, M. (1985) "Another source of danger for psychotherapists: The Supervisory introject." International Journal of Psychoanalytic Psychotherapy, 11, ed. R. Langs. New York, Jason Aronson, 25-45.
  • Lubin, M., & Stricker, G. (1991). "Teaching the core curriculum". The Core Curriculum in Professional Psychology, ed. R. Peterson, J. McHolland, R. Bent, et al., pp. 43-47. Washington, DC: American Psychological Association and National Schools of Professional Psychology. 43-47.
  • Lubin, M. (1987). Teaching clinical skills in professional psychology. In Standards and Evaluation in the Education and Training of Professional Psychologists, eds. E. Bourg, R. Bent, J. Callan, N. Jones, J. McHolland, and G. Stricker. Norman, Oklahoma: Transcript Press. Distributed by the American Psychological Association. 99-106.

Memberships

  • American Psychological Association, Division 2 (Teaching) and Division 39 (Psychoanalysis)
  • Orange County Psychological Association
  • National Register of Health Service Providers

Presentations

  • Lubin, Marc (2012). "Use of Self Observation and the Role of Creativity in the Process of Countertransference Discoveries." Invited Panel. American Psychological Association (APA)
  • Lubin, Marc (2011). "Teaching Students in Highly Insecure Settings. The Relevance of Analytic Models and Writings for Clinical Instruction and Practicum Students." Invited Panel. APA Division 39, Annual Meeting, New York, New York. April 2011
  • Lubin, Marc (2010). "Micro-analytic Self Observations in Taming Wildness in Process of Teaching and Learning." Invited Panel. APA Division 39, Annual Meeting, Chicago, Illinois. April, 2010.
  • Lubin, Marc (2009). "Applying Object Relational Concepts to Teaching of Doctroral Students in Clinical Psychology." Invited Panel. APA Division 39, Annual Meeting, San Antonio, Texas. April, 2009.
  • The value of outcomes summaries for faculty self reflection and development”. Argosy Academic Conference, Alexandria VA., October 2003.

Selected Lectures

  • National Council of Schools of Professional Psychology annual publications: 1989-1996: topics covered teaching, supervision, and modeling for clinical students, recruritment and retention of ethnic-racial minority students, teaching and administration as integrated roles in clinical psychology programs. Co-published above areas in Proceedings of Mid-Winter Meetings with George Stricker, Ph.D. and Jed Yalof, Psy.D.