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M Khuri


I am a clinical associate faculty in the Department of Educational Psychology/ Division of Counseling Psychology and a licensed clinical psychologist. I administer the practicum program, help prepare doctoral students for internship, and teach courses related to the practice of counseling/psychotherapy with an emphasis on effective delivery and meaningful outcomes, and on the history of psychology.

Prior to joining Educational Psychology, I was a program director in the Department of Housing of four undergraduate, living-learning communities focused on domestic and global diversity, women in math, science, and engineering, students in the pre-health professions, and undergraduate research. From 1997 until 2004, I worked as an assistant coordinator in the Program on Intergroup Relations, a social justice and experiential education program.

Since 1998, I have maintained a part-time, independent practice working with adults, adolescents, and children using interpersonal, psychodynamic, and multicultural frameworks. My clinical work is informed by theory and research on development, affect regulation, mentalization, and the psychotherapy process.

Doctor of Psychology, Clinical (APA approved)
Illinois School of Professional Psychology, Chicago, IL, 1998

Pre-doctoral Internship (APA approved)
University of Illinois Counseling Center, Urbana, IL, 1997

Coursework in undergraduate psychology
Loyola University, Chicago IL, 1991-1992

Bachelor of Fine Arts, Painting (minor in art history)
Washington University, St. Louis, MO, 1987

Key Professional Appointments

  • Clinical Associate Professor, Educational Psychology, University of Illinois, Urbana-Champaign

Khuri, L., & Chazan, L. (2016). Two practitioners' participation in an online discussion concerning psychoanalysis and the Palestinian-Israeli conflict pn. Psychoanalysis, Culture and Society, 21(2), 204-213.  link >

Spanierman, L. B., Soble, J. R., Mayfield, J. B., Neville, H. A., Aber, M., Khuri, L., & De La Rosa, B. (2013). Living learning communities and students' sense of community and belonging. Journal of Student Affairs Research and Practice, 50(3), 308-325.  link >

McDonagh, D., Thomas, J., Khuri, L., Sears, S. H., & Peña-Mora, F. (2010). Empathic design research strategies: Designing for, with and by people with disabilities. In Handbook of Research on Trends in Product Design and Development: Technological and Organizational Perspectives (pp. 58-79). IGI Global.  link >

Khuri, M. L. (2004). Facilitating Arab-Jewish intergroup dialogue in the college setting. Race Ethnicity and Education, 7(3), 229-250.  link >

Khuri, M. L. (2004). Working with emotion in educational intergroup dialogue. International Journal of Intercultural Relations, 28(6), 595-612.  link >


EPSY 492: History and Systems of Psychology (EPSY 492) A seminar on the history of psychology within a social and cultural context and its theoretical systems, and their relations to contemporary psychology. An awareness of the roots and context of one's own views as well as understanding and appreciation of others' views will be fostered. There will be some focus on encouraging self-study of the history of one's own theoretical orientation.

EPSY 520: Counseling Psychology Practicum (EPSY 520) Intensive supervised experiences in applied educational psychology; use of a wide variety of diagnostic and observational techniques and treatment. Students may take more than one section.

EPSY 590: Advanced Seminar in Educational Psychology (EPSY 590) Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department.