Nore Salman

I provide psychological evaluations, diagnosis, and treatment planning. I am also responsible for providing therapy to children, adolescents, adults, families and couples.

completed psychological evaluations for children and adults. Provided psychotherapy to children and adults.

Providing Training on the Role of Pediatric Psychology Consultation-Liaison Services to Physicians.

Collaborate with physicians for treatment planning and psychological issues management.

Doctoral Dissertation
Leah Horvath, Ph.D, Chair of Research Project
A Cross-cultural Examination of Gender Role Conformity
•Contributed to the field of psychology by being the first investigator to examine the validity and reliability of the Conformity to Feminine Norms Inventory (CFNI-45) and Conformity to Masculine Norms Inventory (CMNI-46) with the Middle-Eastern population and found it to be of excellent validity and reliability.
•Collected original data from 21 countries in the Middle-East comparing the Middle-Eastern population of men and woman to the Caucasian American population for the purpose of examining social and cultural differences in the development of gender role perceptions and behaviors.
•Completed examination of 6 hypotheses of cross-cultural variables impacting personality development and gender norm conformity.

Provided therapy and consultations to hem/oncology, neurology, and psychology department in inpatient and outpatient basis.

Teaching Personal and professional development course for students to grow into doctoral level professionals knowledgable in the theoretical and application of models in psychology.

Taught doctoral level courses in psychology educating students the theoretical models and clinical application of current evidence based practice to desired demographics and mental health issues.

Worked with patients who are at high risk for suicidality, homicidality, self-injurious behavior, elopement, gang involvement, substance abuse, and trauma. Diagnoses range from mood disorders such as depression and anxiety to substance use, conduct disorder, and psychosis.

•Completed psychosocial, psychosexual, and risk assessments to acquire history of the patient’s presenting problem and evaluate their mental, and emotional health status.
•Conducted individual and family therapy with children and adolescents in a partial hospitalization program who present with a wide range of severe emotional and behavioral disorders.
•Lead Trauma-Focused CBT individual, family, and 2 group therapy sessions in the inpatient and partial hospitalization units.
•Helped families better understand the identified patient’s presenting problem, improved communication, and assisted in creating a better functioning home environment.
•Created comprehensive treatment plans that cater to the unique needs of each patient and executed interventions to help achieve their goals.
•Extensive documentation of therapy interventions and patient growth by writing daily progress notes to maintain charts up-to-date and to communicate to other hospital staff patient’s progress.
•Engaged in weekly one hour of individual supervision with a licensed clinical psychologist to discuss patient cases and enhance therapeutic skills and treatment planning.
•Participated in one-hour weekly group supervision by presenting cases to learn of alternative theoretical conceptualizations and treatment modalities from various members of the team.
•Collaborated with psychiatrists, program managers, social workers, psychologists, and school counselors to create an effective and implementable treatment plan and to insure outpatient care is available upon patient discharge.
•Mentorship and consultation to other practicum students with supervisory support.

Member of Administration Panel
Group Relations Conference

•Provided and discussed psychological research and theory with members of the administration team to assist in understanding their experiences within organizational settings.
•Discussed leadership, roles, and organized tasks of the conference while simultaneously engaging in in-group processes of the administrative members experiences/needs/support to better implement a successful conference for the Northwestern Family Institute.
•Met to consistently process, analyze, and examine group member’s thoughts and feelings about the conference administration team, tasks, and goals.
•Explored possible transference and counter-transference among members of the administration team towards faculty and directors.
•Developed an understanding of leadership, diversity, and authority issues in groups.

Worked with children and adolescents suffering from Attachment Disorder, Bipolar Disorder, Psychotic Disorder, Anxiety Disorder, Obsessive Compulsive Disorder, Major Depressive Disorder, Post-Traumatic Stress Disorder, Attention Deficit Hyperactivity Disorder, Severe Cognitive Deficits, as well as Pervasive Developmental Disorders such as Asperger’s Disorder, Autism Disorder, Tourette’s Syndrome, and other emotional and behavioral disturbances.

•Participated in weekly rotations and on-call responses to crisis and emergency calls for children and adolescents at risk of self-injury and suicidality.
•Provided weekly individual and family therapy to children, adolescents, and their families with diverse racial and social economic status who presented with a wide array of diagnoses.
•Facilitated 3 weekly psychotherapy groups for children and adolescents on a weekly basis. One group was process-oriented (13-18 years old), the second was structured towards behavioral and emotional management (7-12 years old), and the third was a socially interactive group focused on interpersonal and social skill building (15-17 years old).
•Collaborated with the training director, parents, school staff, and district personnel for the development and modification of student’s Individualized Education Plan.
•Maintained regular contact with parents, psychiatrist, and school staff for coordination of care and case management.
•Participated in weekly therapeutic and diagnostic seminars/didactic trainings in which assessment, case conceptualizations and presentations, family and group psychotherapy issues, and additional relevant clinical topics are discussed.
•Engaged in consistent case-presentation rotations with peers, evaluated by a licensed psychologist and licensed psychiatrist to insure continued growth and exposure to alternative treatment modalities, medication management, and therapeutic interventions.
•Received Clinical Training in hypnotherapy and mindfulness.
•Participated in the decision-making process of determining student’s readiness to transition back to the public school district based on therapeutic and behavioral progress.

APA Accredited Program
Multicultural Psychology Graduate Level Course


•Co-educated social theories and their application to clinical work with doctoral students.
•Created a safe environment in the classroom where students express their traditional and dissenting beliefs while exploring biases and prejudice.
•Organized and collaborated with the Transgender Chicago Chapter to present at the Illinois Professional School of Psychology/Argosy University, Chicago and speak to their experiences with gender identity and the transitioning process.
•Reviewed weekly assignments and provided feedback.

Educated students on both the theoretical and practitioner model of providing group psychotherapy.

Social Psychology & Difference; Doctoral Level Course

• Co-educated graduate students in acquiring solid knowledge of social and psychological theories and their empirical foundation and effectiveness in contextual treatment of clients.
•Increased students’ ability to critically analyze and evaluate theories using empirical evidence and application of treatment modalities based on the client’s development of the presenting problem.
•Facilitated an environment in which greater awareness of age, ability status, race, ethnicity, gender, sexual orientation, immigration, and religion implications on the therapeutic relationship and encouraged therapist awareness for reflection on reactions to the aforementioned populations.
•Challenged graduate students to reflect and examine their own biases, stereotypes, and reactions to clients.
•Collaborated with Professor to ensure continued student growth through debriefings and discussion of each student’s progress.
•Reviewed weekly assignments and provided feedback.

Heartland Alliance-Kovler Center
Refugee Assistance Program

•Translated patient’s communication and therapist’s interventions to facilitate a culturally sensitive interaction.
•Assisted patients in understanding therapist’s diagnosis, therapeutic intervention, and treatment plan.
•Helped clients learn to utilize mental health services at the Kovler Center/Heartland Alliance.
•Collaborated with multidisciplinary team including psychologists, psychiatrists, and case managers to assist patients.

Heartland Alliance
Settings: on Site, Psychologist’s/Psychiatrist’s Office/Patient’s Home

•Interpreted and translated psychologist’s psychotherapy interventions from English to Arabic for the patient to understand, and translated client’s response to the psychologist from Arabic to English.
•Engaged in consistent reflection of my presence in the psychotherapy room and its impact on the psychologist and client therapeutic relationship.
•Supported patients and therapist understanding of cross-cultural differences and helped contribute to a culturally sensitive interactions for psychologist and patient therapeutic alliance.
•Assisted patients in understanding therapist’s diagnosis, treatment plan, and therapeutic interventions.

Assessment and psychological evaluation of children and adolescents presenting with a wide range of diagnoses including Attachment Disorder, Bipolar Disorder, Anxiety Disorder, Obsessive Compulsive Disorder, Major Depressive Disorder, Post-Traumatic Stress Disorder, Attention Deficit Disorder with Hyperactivity, as well as Cognitive and Pervasive Developmental Disorders.

•Administered and interpreted psychological assessments including cognitive, objective, and projective measures to children and adolescents.
•Provided individual psychotherapy to children, adolescents, and their families.
•Facilitated two therapy groups on a weekly basis for children ages 6-11 years-old and 11-17 years-old. One was cognitive behavioral oriented group which was solution-focused, the second was process oriented group that encouraged the development of interpersonal skills and encouraged appropriate emotional expression.
•Attended weekly meetings with the staff pertaining to case management, peer-to-peer consultations, and treatment planning.
•Completed a 40 hour required didactic training to work with victims of domestic violence.
•Met with parent to communicate child diagnosis and made appropriate referrals based upon diagnostic recommendations and treatment planning.

Participated in the development of minority student mentoring curriculum for the institute.
•Researched evidence-based articles for the development of a database as a resource for mentors to access when mentoring minority psychology fellows.
•Identified and researched strategies for developing a mentoring relationship, essential elements for mentoring students of color, career-life balance for early career psychologists in professional programs, and necessary resources for the development of skills, and support for minority leadership to include in the institution’s database.
•Assisted mentors with meeting minutes and communicated objectives and conclusions of meetings for co-founders, members, and mentors.

APA Accredited Program
Personal and Professional Development-Process Group for Graduate Students

I assisted people in learning English.

APA Accredited Program
Group Psychotherapy

•Co-taught doctoral students the application of theoretical models to the practice of group psychotherapy.
•Helped students understand appropriate analytic interpretations of internal conflicts, drive theory, attachments style, transference, counter-transference, and defense mechanisms.
•Assisted in educating graduate students on the similarities and differences between analytic interpretations on an intrapsychic, interpsychic, group-as-whole, sub-groups, and organization-to-organization analyses.
•Assisted students in identifying internal conflicts, biases, and prejudice and their role in groups.
•Helped students analyze group processes and intervene from different theoretical orientations.
•Coached students on applying and synthesizing theory, research, and application of psychotherapy consultations.
•Assisted students in developing an understanding of leadership, diversity, and authority roles in groups.
•Collaborated with Professor to ensure continued student growth through debriefings and discussion of each student’s progress and contributions.