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Selby, Christine, PhD

Selby, Christine, PhD

Selby, Christine, PhD

Professor College of Science and Humanities

Contact Information:

Husson University
119 Beardsley Meeting House
1 College Circle
Bangor, Maine 04401
Phone: 207.941.7144 Email: selbyc@husson.edu

Biography

Christine Selby, Ph.D., CEDS is a Professor of Psychology at Husson University in Bangor, Maine. She is also a licensed psychologist in part-time private practice where she specializes in eating disorders - as a Certified Eating Disorder Specialist (CEDS) with the International Association of Eating Disorders (iaedp) Professionals - and sport psychology. Dr. Selby is a member of the American Psychological Association and several of its divisions including the Society for Sport, Exercise, and Performance (Division 47) where she is a Past-President. She is also a member of the Academy for Eating Disorders, iaedp, and the Association for Applied Sport Psychology where she co-founded and co-chaired the Eating Disorders Special Interest Group. Dr. Selby has published articles and book chapters in the area of eating disorders in athletes. She has also presented locally and nationally on eating disorders and related topics at professional conferences, and to allied professionals who work directly with those dealing with eating disorders and related concerns. She is the author of Chilling Out: The Psychology of Relaxation, The Body Size and Health DebateThe Psychology of Eating Disorders, and Obesity: Your Questions Answered. Her fifth book, Therapy and Counseling: Your Questions Answered is scheduled for publication in May 2019.

Professional Statement

Husson is a wonderful educational facility that offers a wide range of areas of study, but is small enough to allow for personal attention from professors if students avail themselves of that opportunity. My undergraduate education was at a college very similar to Husson and I still appreciate the opportunity I had to get to know my professors. One of my undergraduate professors became my professional and personal mentor and that relationship significantly influenced who I am, how I think, and my desire to teach. One of the most important things he attempted to instill in all of his students was the importance of self-examination ("The unexamined life is not worth living" ~Socrates). My own experience with self-examination (i.e., understanding who I am and why I do what I do) has led me to try to instill this skill in my students as it was instilled in me. I encourage my students, whether they are undergraduate or graduate students, to use what they are learning as an opportunity to learn about themselves. I frequently pose questions or statements to my classes about what they personally think about a topic area, how it might apply to them, or what their opinion is (including considering how they might vote in an election relevant to a topic area like assisted suicide). When we discuss "controversial" areas (e.g., Freud's theory of personality development, assisted suicide, etc.) I encourage students to put aside what they think they might know and allow for the possibility that our discussions just might change their minds - or at least get them thinking!

I also carry the value of self-examination to my work as a psychotherapist. Although there are varying degrees with which individuals are willing to or capable of engaging in this process, I encourage clients to at least think about what they are doing before they do it. For some this leads to further questions and areas of exploration and others become more intentional about their actions (rather than reflexive). For those who have an interest in becoming a mental health clinician, my theoretical orientation is eclectic. Eclecticism in this day and age is often considered "suspect" in terms of how a person practices eclecticism. I do not simply pick and choose from a "menu" of techniques. Rather, the theory behind my approach involves specific uses for the Person-Centered, Cognitive-Behavioral, and Psychodynamic approaches. In my opinion, this combination of approaches, used in an intentional and thoughtful way, allows for the greatest possibility of beneficial change.

I look forward to seeing you in class!