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EDUCATION B.A. 1965 College of Wooster, Wooster, Ohio M.A. 1975 George Peabody College of Vanderbilt University, Ph.D. 1986 Northwestern University, Clinical Psychology Program INTERNSHIP 1985-86 Institute for Juvenile Research, Chicago, Illinois. Northwestern University fellowship, 1980-81, 1981-82. PROFESSIONAL ASSOCIATIONS CLINICAL AFFILIATIONS AND TRAINING Hypnoanalytic Therapy
EMDR (Eye-Movement Desensitization and Reprocessing)
Transformational Imagery
Immune system, virus, fatigue, and immunological disorders
Psychological testing, case consultation of children, adolescent,
adult, and family cases
PROFESSIONAL EXPERIENCE - Teaching, Research, Administration, & Supervision Adjunct faculty, Illinois School of Professional Psychology, January 1988 - 1989. Part-time faculty, Psychology Department, Northeastern Illinois University, January 1988 - 1989. Methodological consultant, American Bar Foundation grant evaluating empirical literature on the criminal justice system response to rape, May - Sept. 1984. Part-time instructor, Northwestern University, 1984-86. Part-time instructor, George Williams College and Lutheran General School of Nursing, 1983-85. Teaching assistant, Department of Psychology, Northwestern University,
1983-85. Coordinator, APA application for accreditation of Evanston campus Clinical Psychology Program, 1983-85. Research practicum, Northwestern University and Michael Reese Hospital, psychotherapy research, 1982-85. Research practicum, Thresholds Mothers' Project, 1981-82. Organizer, dream groups and conferences on Jungian psychology, 1977-81. Program Manager, Day Care Services, Inc., Des Moines, 1976-77. Supervised network of third-sector day care centers and day care homes. Expanded affective developmental curriculum, developed evaluation frameworks, trained staff, worked with parent groups. Worked with United Way staff and agency Board of Directors. Wrote and monitered federal grants. Child advocate for underachieving gifted children in rural Tennessee, 1974-76. Worked in perceptual-motor program for disadvantaged 5-6 year-olds. Field research on programs under model special needs legislation in rural Tennessee. Consultation with schools, legislators, parent groups, and conferences. Experience with due process. Information analyst, Experimental Information Service, Nashville, 1971-74.
Wrote abstracts of educational research for computer information service. Community worker with Frontier Interns program, Rochdale, Lancashire, England, 1967-69. Completed field work and surveys for community relations office. Developed language program for Pakistani immigrants. Worked with British school and community groups to develop racial awareness curriculum. Back to TopFisher, E.H. Stress, trauma, and anxiety: Coping with threats in a changing world. St. Petersburg, FL, June 2003. Fisher, E.H. Trace materials vs. heavy metals, oral and IV chelation: An investigation of research findings, current protocols, and clinical practice. St. Petersburg, FL, May 2003. Fisher, E.H. Toxicity and detoxification: Medicinal foods to protect from toxins and heal toxic disorders. Eckerd College, St. Petersburg, FL, April 2003. Fisher, E.H. Depression, the brain, and the mind: How information-processing biases construct reality. Seminar on toxicity and detoxification/medicinal foods for healing. St. Petersburg, FL, April 2003. Fisher, E.H. Keeping your brain young: Prevention and treatment of Alzheimer's and related disorders. St. Petersburg, FL, March 2003. Fisher, E.H. Toxicity and detoxification: Cooking with medicinal foods. St. Petersburg, FL, March 2003. Fisher, E.H. Food as trauma, food as medicine: protection from toxins, healing from toxic disorders. St. Petersburg, FL, February 2003. Fisher, E.H. Toxicity and detoxification: Food as trauma, food as medicine. St. Petersburg, FL, January 2003. Fisher, E.H. Toxicity: The role of environmental exposure in biological, emotional, and cognitive disorders. St. Petersburg, FL, December 2002. Fisher, E.H. Cooking with medicinal foods: Protection from toxins, healing from toxic disorders. St Petersburg, FL, November 2002. Fisher, E.H. Food as trauma, food as medicine: medical management of biological, cognitive, emotional, and behavioral disorders. Nature's Finest, October 2002. Fisher, E.H. Depression and women: the role of gender-related information-processing biases. Northwestern University Program on Women, November 1985 and October 1986. Fisher, E.H. Depression and women: implications for women in therapy. Northwstern University Program on Women, April 1985 and February 1986. Fisher, E.H. & K.I. Howard. Dose-response functions in psychotherapy process-outcome. Chicago Society for Psychotherapy Research, April 1984. Fisher, E.H. & K.I. Howard. The process-outcome of psychotherapy as a function of gender-pairing. Society for Psychotherapy Research, Lake Louise, Canada, June 1984. Fisher, E.H. Women and depression: role of cognitive factors, transmission of impairment to children, and response to treatment. In-service meeting, Kendall College Lab School, Evanston, June 1984. Fisher, E.H. Dose-response functions in psychotherapeutic process; differential effects of within-gender and cross-gender working alliances. Illinois Psychological Association, Chicago, November 1983. Back to TopFisher, E.H. (2003) Medicinal foods for healing: Protection from toxins, healing of toxic disorders. Self-published: St. Petersburg, 2003. Fisher, E.H. (2003) Food as trauma, food as medicine: A psychoneuroloimmunological perspective. Audio: CD of seminar presentation, St. Petersburg, 2003. Fisher, E.H. (2003) Keeping the brain young: Prevention and treatment of Alzheimer's and related disorders. Self-published: St. Petersburg, 2003. Fisher, E.H. (2003) Dealing with trauma: Some guidelines for recovery. New Times Natually: St. Petersburg, March/April 2003. Fisher, E.H. (2002) Women and trauma: An immunological perspective. Womyn's Words: St. Petersburg, November 2002. Fisher, E.H. (2002) Welcome, new neighbor: Use of integrated perspective and altered states to work with trauma and immunological illness. Fisher, E.H. (2002) Women and trauma: Issues in medical management of immunological and dissociative disorders. Self-published: St. Petersburg, 2002. Fisher, E.H. (1999) Packing for mountain climbing: Guidelines for at-home medical management of immunological or dissociative disorders. Self-published: Evanston, 1999. Fisher, E.H. (1997) Trauma to body/mind: a psychoneuroimmunological perspective. Self to Self. Volume 1. Fisher, E.H. (1989) Gender bias in therapy? An analysis of patient and therapist causal explanations. Psychotherapy: Theory, Research and Practice, 21, (3), 389-401. McGraw, K. & Fisher, E.H. The criminal justice system response to rape: A methodological review. (Chapter in book by W. Kirstettner, American Bar Foundation.) Back to TopFisher, E.H. Gender as stimulus or subject variable in clinical research: Conceptual and methodological issues. Back to TopFisher, E.H. Omnipotence marvelous but still unborn: A study of boundary management and basic assumption phenomena in a small dream group. Fisher, E.H. Understandings of intelligence underlying programs for children with exceptionally high verbal ability. Fisher, E.H. & K.I. Howard. Dose-response functions in psychotherapeutic process: Differential effects of within-gender and cross-gender pairings. Fisher, E.H. Experimental single-subject design. Fisher, E.H. Hemispheric asymmetry, cognition and emotion: Implications for understanding and treating psychopathology. Back to TopTeaching experience with kindergarten, second grade and fourth grade classes. Previous certification for preschool through 9th grade. Behavioral intervention in Alternative Living, Day Treatment, and Social Training Programs. Parent training and support groups. Work with families in respite program for developmentally disabled children. Teaching at college and graduate levels. Intervention with children, adolescents and adults with special needs, in classrooms, agencies, and support services. Clinical intervention with in-patient and out-patient adults and adolescents. Development and implementation of screening programs, perceptual-motor programs, therapeutic child care programs. Parent groups. Developing resources for slow and rapid learners, especially underachieving gifted children with academic or emotional difficulties. Training in PET/TET and a variety of communication, management, problem-solving, and counseling models. Intervention with patients with chronic mental illness, and multiple, co-occurring diagnoses. Emergency on-call with children, adolescents, and adults. Out-patient and in-patient psychotherapy. Intensive psychoanalytic therapy. Writing psychiatric evaluations, in-patient chart notes, and results of mental status exams. Evaluating dangerousness to self and others and making recommendations about involuntary commitment. Facilitating due process when parents and school disagree on children's needs. Assessment of children, adolescents and adults, using a standard psychological test battery and a variety of additional neuropsychological assessment and screening tools to screen for organicity and atypical or subclinical immunological and neurological disorders. Writing developmental profiles, evaluations and treatment plans. Developing screening program for aftercare patients applying for Alternative Living Program. Administration, management, and supervision. Writing program goals, developing evaluation frameworks for program and staff, training and supervising staff, and teaching staff to supervise others. Writing and monitoring grants for federal funding of training. Developing alternative living program in rural community; planning, renting, furnishing, staffing and supervising a group home with social training program and part-time day treatment program. Working with DMH field staff. Writing grant applications. Coordinated APA-accreditation process for Clinical Psychology program at Northwestern University. Back to TopPsychotherapy research. Developing conceptual and statistical models for understanding therapy process and outcome: identifying factors which predict rate of response and positive vs. negative outcome, exploring how gender functions as a variable in psychotherapy process and outcome. N=1 designs, particularly J.B. Chassan's intensive design and M.B. Shapiro's empirical studies using psychoanalytic perspective to analyze clinical phenomena in individuals and groups. Finding ways to combine psychoanalytic and empirical epistemologies and methodologies to monitor changes in individuals in psychotherapy. Integrating these strategies into practicum experiences during clinical training. Depression and women. Developing and testing causal models for understanding the role of cognitive factors in onset and remission of depression, in the context of biochemical, psychosocial, and behavioral processes. Factors involved in transmission of impairment, particularly in interactions of depressed mothers with their infants and children. Inferential processes in interpersonal interaction. Internal attributions (causal explanations) as mediators of judgments about self and other. How clinical inferences are made. Impact of adult and system inferences on children's development. Neuroanatomical models of affect and cognition. Interest in right hemisphere, limbic system and REM sleep henomena and possible relationship with disordered thought processes, dreams, fantasies, delusions or hallucinations, and normal and disturbed affective states. Interest in Roy Schafer's provision of a cognitive-behavioral model for contemporary psychoanalytic therapy. Identifying personality variables which change during course of onset of psychopathology and/or psychotherapeutic treatment and those which remain more stable, particularly on projective instruments (e.g. Exner's description of transient and more chronic depressive signs). History and philosophy of psychology as a developing science. Processes through which structures of knowledge emerge. Clinical psychology as a developing profession. Legal and ethical issues. Back to Top
Dr. Elizabeth H. Fisher 
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