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Louise O’Donnell, Ph.D. is originally from Wisconsin but now considers herself Texan. Dr. O’Donnell received her psychology degrees from the University of Houston (BA), Trinity University (MA), and the University of Texas at Austin (Ph.D.). She completed her internship in Clinical Psychology at the University of Texas Health Science Center San Antonio.

I am coming to the ADHD Clinic of San Antonio after retiring from the University of Texas Health Science Center (UTHSCSA) / UT Health as an Associate Professor in the Department of Psychiatry, Child and Adolescent Psychiatry division. I was dual appointed to the Department of Pediatrics where I developed and was charged with developing the neuropsychological/behavioral assessment portion of the Chromosome 18 Clinical Research Program. I now hold an adjunct faculty position with the Department of Psychiatry.

While at UT Health, I ran a pediatric neuropsychological practice through the Department of Psychiatry. My patients ranged in age from 12 months to young adulthood. The children and families were referred for assessment because of suspected neurodevelopment disorders such as learning disabilities (e.g., dyslexia, dysgraphia and dyscalculia), ADHD and language disorders. I saw persons with suspected intellectual and memory impairment and those with possible behavioral /emotional disorders (e.g., depression, anxiety, bipolar and schizophrenia). I also provided a neuropsychological assessment of children who were recovering from the effects of cancer surgery and chemotherapy as well as children with ongoing problems such as sickle cell anemia. I developed a specialty practice and have significant expertise in the assessment of persons suspected of having autism spectrum disorders. I look forward to seeing children and families with these and similar conditions at the ADHD clinic.

Prior to UT Health, I held a position for eleven non-consecutive years, as Research Director and Early Childhood/School Age Team manager with Harcourt Assessment/The Psychological Corporation. While with Harcourt, I focused on the development of well standardized, reliable and valid psychological assessment instruments used by professionals to assess infants and children and the investigation of the clinical utility of these instruments across populations of children with atypical development.

I have been married for 35 years to Lamont Wood, a new retired free-lance writer in the information technology and American history fields. We have adult twin sons and three wonderful grandchildren. Recent additions to the family include a very curious kitten and sweet energetic puppy. For fun, I enjoy reading fiction, herb gardening and experimenting with new recipes my family patiently endures.

Read more about Louise O’Donnell, Ph.D.


  • Education
  • Training Internships
  • Academic Appointments
  • Teaching


  • 1979 – BA – Psychology – The University of Houston
  • 1982 – MA – Clinical Psychology – Trinity University
  • 2000 – Internship – Clinical Psychology – The University of Texas Health Science Center at San Antonio
  • 2004 – Ph.D. – Educational Psychology/School Psychology – The University of Texas at Austin

• 1999-2000, Clinical Psychology, The University of Texas Health Science Center at San Antonio, San Antonio, TX
o Supervisors: Lawrence Schoenfeld, Ph.D., and James Stedman, Ph.D.

• 1997-1999, Child Clinical Neuropsychology, Austin Neurological Clinic, Austin, Texas
o Supervisor: Nancy Nussbaum, Ph.D.

• 1996-1997, Child Clinical Neuropsychology, Texas Neuro-Rehabilitation Center, Austin, Texas
o Supervisor: Richard Marshall, Ph.D.

• 1996-1997, School Psychology, Esperanza Treatment Center, Austin, Texas.
o Supervisor: Kevin Stark, Ph.D.

• 1995-1997, School Psychology, Eanes, Austin and Pflugerville Independent School Districts.
o Supervisor: Kevin Stark, Ph.D.

• 1980-1982, Clinical Psychology, Incarnate Word University, San Antonio Children’s Center and San Antonio, State School, San Antonio, Texas.
o Supervisor: John Worsham, Ph.D.

  • 09/2006 – Present, UT Health, San Antonio
    • Assistant Clinical Professor, Department of Psychiatry, San Antonio, TX
    • Details: I am involved in clinical (service), teaching, and research activities as part of my appointment with the child and adolescent and general psychiatry divisions of the department of psychiatry
  • 07/2013 – 05/2017, University of Texas at San Antonio, San Antonio, TX
    • Adjunct Faculty,
    • Details: With a psychiatrist colleague, I co-taught the behavioral health course of the FAME project. FAME was a collaboration between UTSA and UT Health to facilitate medical student education by enrolling college students in an advanced pre-medical program.
  • 09/2006 -8/2015, UT Health, San Antonio
    • Assistant Clinical Professor, Department of Pediatrics, San Antonio, TX
    • Details: I was involved in research, training and clinical activities as part of my appointment with pediatrics. I designed and ran the neurodevelopmental portion of the Chromosome 18 longitudinal research project.
  • 09/2012 -9/2019, UT Health, San Antonio
    • Associate Program Director, Adult Psychiatry Residency Training Program, San Antonio, TX
    • Details: I oversaw the general psychiatry training program Tuesday didactics and was responsible for educating general psychiatry residents about quality improvement processes including functioning as faculty advisor for their site-specific QI projects. I was also involved in the reorganization and oversight of the general psychiatry psychotherapy training program. I was a member of the general psychiatry residency management team that met weekly to discuss training issues.
  • 01/2014 -9/2018, UT, Health, San Antonio
    • Assistant Clinical Professor, Department of Neurosurgery, San Antonio, TX
    • Details: I designed and ran the behavioral portion of a research study entitled Neurocognitive and Behavioral Functioning of Individuals with Craniosynostosis following endoscopic Treatment. I conducted pre and post-surgery neuropsychological assessment of infants with craniosynostosis. I provided written evaluations to parents, obtained and maintained IRB approval for the project and maintained the neuropsychological database
  • 09/2000 – 12/2001 UT Health, San Antonio
    • Social Science Research Associate, Department of Psychiatry, San Antonio, TX
    • Details: Activities included comprehensive neuropsychological assessment as part of two grant funded research studies. Principal investigators: R. Olvera MD and S. Pliszka MD.
  • Social Science Research Associate, Department of Pediatrics, San Antonio, TX
  • Details: Activities included comprehensive neurodevelopment assessment of infants and children with chromosome 18 deletions as part of grant funded research. Principal Investigator: J Cody, PhD.
  1. Course-Based Teaching
  • Graduate Medical Education, Course Director, General Psychiatry (2013-2019)

Designed course curriculum and sole course presenter for following lectures

  • PGYI Psychiatry Bootcamp lectures (each topic discussion 2 hours in duration)
    • General Interviewing
    • Motivational Interviewing
    • Mental Status Examination
  • PGY I Introduction to Psychotherapy (10 lecture hours)
  • PGY II Dialectic Behavior Therapy course (6 lecture hours)
  • PGY II Interpersonal Therapy course (6 lecture hours)
  • PGY II Personality and Psychopathology course (4 lecture hours)
  • PGY II Diagnostic Methodology course (5 lecture hours)
    • Statistics
    • Cognitive and intellectual assessment
    • Projective assessment
    • Executive functioning assessment
    • Learning and memory assessment
  • PGYIV Patient Safety and Quality Improvement (10 lecture hours)
  • PGYIV Introduction to Neuropsychology (6 lecture hours)
  • PGIV Ethics: practical applications (2 lecture hours)
  • Graduate Medical Education, Lecturer, General Psychiatry (2018-2020)
    • PGY II Child development seminar -Spoke on Autism Spectrum Disorder


  • Graduate Medical Education, Lecturer, General Psychiatry (2017-2020)
    • PRITE lecture and discussion of exam questions relating to human development, psychotherapy and psychological/neuropsychological assessment
  • Graduate Medical Education, Lecturer, Child, and Adolescent Psychiatry Fellowship
    • Neuropsychological Assessment CAP-I Seminar
      • 2-9-2021 Intellectual or Cognitive Testing
      • 2-23-2021 Executive Functioning and Memory Assessment
      • 3-3-2021 Projective and personality Testing
    • Interpersonal Therapy CAP-I and CAP-2 Seminar
      • 3-23-2021 (3 hour seminar)
    • Selective Mutism CAP-I and CAP-2 Seminar
      • 5-18-2021

Prior to 2021: Designed and presented following 1-hour lectures

  • Communication and Language Disorders (2006-2020)
  • Cognitive/Intellectual Assessment (2006- 2011)
  • Intellectual Disabilities (2006-2020)
  • Reading Disability (2006-2011)
  • Math, writing and nonverbal learning disabilities (2006-2011)
  • Autism Spectrum Disorders (2017-2020)
  • Traumatic brain injury (2010-2015)
  • Statistics: test reliability and validity (2007-2011)
  • Graduate Medical Education, Participant, Child and Adolescent Psychiatry Fellowship
    • Interviewed CAP fellowship applicants 11/10/2020
    • Psychiatric Formulation seminar (2011-2013)
  • Graduate Medical Education, Consultation, Child and Adolescent Psychiatry Fellowship
    • Quality Improvement Consultation (2012-2020)
  • Graduate Medical Education, Case Conference Participant Child and Adolescent Psychiatry Fellowship
    • Case conference on Pseudo Seizures (2020)
    • Discussed results of neuropsychological evaluation of child with TBI who developed pseudo seizures.
  • Graduate Medical Education, Course Director, Clinical Psychology Training Program
    • Five session (2 hours each) seminar on ADHD, Autism, TBI, learning disabilities and cognitive assessment (2011)
    • Six session (2 hours each) seminar on child neuropsychology (2009-2010)
    • One session (2 hours each) seminar on Autism (epidemiology, genetic and clinical behavioral presentation of persons with ASD (2008-2020


  • Undergraduate Medical Education, Medicine, Behavior and Society Course Co-Director (2006-2019)

This course consists of six (one-week) modules over an 18-month period for first- and second-year medical students

Activities included writing module objectives, organizing module content and individual lecture presenters, organizing team-based learning activities, moderating bereavement and transgender panels, writing examinations and collaborating on the development of Friday Synthesis cases. I also read and graded module-based reflective writing for all students.

Designed and presented following lectures

  • Communication Skills (1-hour)-Module One
  • Professionalism (1-hour) Module One
  • Nature and nurture (1-hour) Module One
  • Cultural competence (2-hours)-Module Two
  • Discrimination and health care disparities in medicine (2-hours) Module Two
  • Wellness and Stress Reduction (1 hour) Module Two
  • Religion, spirituality and medicine (2 hours) Module Two
  • Motor and language development (1 hour) Module Three
  • Cognitive Development (1 hour) Module Three
  • Stage theories of social emotional development (1 hour) Module Three
  • Attachment style and temperament (1-hour) Module Three
  • Mental Defense Mechanisms (1-hour) Module Three
  • Patient Personality Styles (1-hour) Module Four
  • Aging and Functional Decline (1-hour) Module Four
  • Death and Dying (1-hour) Module Four
  • Learning and Memory (1-hour) Module Five
  • Emotional Intelligence (1-hour) Module Five
  • Mental Status Evaluation (1-hour) Module Five
  • Autism Spectrum Disorders (1-hour) Module Six
  • LGBT patients and Medical care (1-hour) Module Six
  • Sexual Abuse and violence (1-hour) Module Six
  • Undergraduate Medical Education, On Becoming a Doctor Course Team Teacher (2006-2011)
    • Group leader for five two-hour small-group sessions of the Human Behavior Section of the On Becoming A Doctor course.
      • The topics discussed included mental defense mechanisms, personality types, human sexuality, diversity in medicine and death and dying.
      • For the death and dying small groups family members who lost loved ones shared their experiences with the dying process.
  • Undergraduate Medical Education, Pre-matriculation course lecturer for in-coming medical students (2008-2011)
    • Provided a Myer‘s Briggs Preference Inventory lecture and the results of each student’s inventory .
  • Undergraduate Medical Education, Guest lecturer for Mind Brain and Behavior Course
    • Provided Social Emotional Development Lecture (7/15/2020 and 7/7/2021)
  • Undergraduate Medical Education Psychopathology later named Mind, Brain and Behavior course small group co-leader (2007-2012)
    • The group consisted of a small group of second year Medical Students (MS2).
    • My role was to demonstrate, teach, and have them practice their interviewing skills and mental status examinations with hospitalized patients.
  • Undergraduate Medical Education, FAME (Facilitated Acceptance in Medical Education) Course Co-Director (2013-2017)

This behavioral health course was designed to introduce first-year college students to the field of mental health and psychiatry. The course consisted of in class lectures and on-site interviewing (students conducted a mental status examination) of in-patient psychiatric patients.

Designed and presented following lectures

  • Professionalism (1-hour)
  • Mental defense mechanisms (2-hours)
  • Mental status evaluation (2 hours)
  • Ethics and law in mental health/psychiatry (1 hour)
  • Anxiety, obsessive-compulsive and trauma-related disorders (3 hours)
  • Insight oriented and cognitive behavior therapy (2 hours)
  • Child development and neurodevelopmental disorders (3 hours)
  • Graduate College Education, St Mary‘s University Master’s Level Clinical Psychology Program. Course Director. (2003).
    • Developed and taught a course titled Cultural Bases of Social Behavior. The course met weekly for three hours for one semester.


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