Clinical Psychology

Relaxation. Behavior therapists frequently use
the progressive relaxation methods of Jacobson
(1938). The patient is first taught to tense and
relax particular muscle groups and then to

distinguish between sensations of relaxation and

tensing. The instructions for relaxation can easily

be taped and played at home for practice. Gener-

ally, about six sessions are devoted to relaxation

BOX14-1 Psychologist Perspective: Judith S. Beck, Ph.D.

Dr. Judith S. Beck is the director of the Beck Institute for

Cognitive Therapy and Research and a clinical associate

professor at the University of Pennsylvania School of

Medicine. Dr. Beck is an expert in cognitive therapy, and

she travels around the country and the world training

practitioners in the theory and practice of this approach

for psychological problems. In addition to her teaching

and administrative roles, Dr. Beck conducts and pub-

lishes research in the areas of cognitive assessment and

cognitive treatment. She has also authored or coau-

thored a number of publications for the general public

concerning cognitive therapy and depression. Dr. Beck

gave us some background information about herself as

well as her impressions regarding the future of clinical

psychology and cognitive therapy.

What originally got you interested in the field of

psychology?

I had always been interested in working with children and

decided early on I wanted to be a teacher. In fact, my

degrees are in education and educational psychology.

Initially, I taught students with learning disabilities, then

supervised special education teachers. I then became

interested in the work of Aaron T. Beck, M.D., who is my

father and the“father”of cognitive therapy. Midway

through my doctoral program, I decided I should learn

more about his field of expertise. I was skeptical at first

that I could ever be a good psychologist, because I did not

realize that counseling skills could be learned; they did

not have to be inborn or intuitive, the way my teaching

skills had been. Taking psychology courses and doing

practica demonstrated to me that many of the skills I had

learned and refined as a teacher (and later as a supervisor)

served me in good stead. Coming full circle, one of my

favorite professional activities today is teaching students

and professionals in mental health fields, and occasionally

in education as well.

Describe what activities you are involved in as a

psychologist.

As the director of a nonprofit psychotherapy center

whose missions include clinical care, education, and

research, my activities are quite varied. I spend a great

deal of time in administration. I supervise our clinical

staff, psychologists, and other mental health profes-

sionals in our extramural and visitor training programs.

I do a significant amount of teaching of cognitive

therapy, nationally and internationally, in courses,

conferences, and workshops.

In addition, I treat a small caseload of patients

with a variety of outpatient psychiatric disorders. I am

involved in several research grants as a consultant or

principal investigator. I publish articles and chapters

and am currently working on a second book, which

teaches clinicians how to conceptualize, plan treat-

ment, and work with patients who have challenging

disorders. I am on the board of several community and

professional organizations. I am president-elect of the

Academy of Cognitive Therapy, a nonprofit organiza-

tion that certifies mental health professionals in cog-

nitive therapy. As a clinical associate professor of

psychology in psychiatry at the University of Pennsyl-

vania, I develop and teach courses in cognitive therapy,

supervise third- and fourth-year psychiatric residents,

and teach graduate-level psychology students and

psychiatric nurses.

What are your particular areas of expertise or interest?

My major expertise is cognitive therapy. One area I

have concentrated on is the cognitive conceptualiza-

tion of patients, especially those with personality dis-

orders. I have developed a structured format to help

clinicians make data-based hypotheses about how

patients, as a result of adverse childhood experiences

(and genetic predisposition), develop rigid, global,

negative beliefs about themselves, other people, and

their worlds, and how these beliefs have affected their

information processing, perceptions, emotional reac-

tions, and behavior throughout their lives.

Connected with this interest is teaching clinicians

to use cognitive conceptualization as a guide in form-

ing and maintaining a sound therapeutic alliance, in

developing treatment plans, and in varying the struc-

ture, interventions, and expectations for patients with

complex problems and disorders who do not respond

to standard cognitive therapy.

I also continue to develop more effective strate-

gies to teach and supervise students and professionals.

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