In our work with dieters, we have found that many (if not most) rely very heavily on the scale going down as an external reward for their hard work. They believe that if they were perfect, or close to perfect, on their diets, the scale should go down, if not every day, then certainly every week. This is problematic because the scale simply doesn’t work that way.
Recovery-Oriented Cognitive Therapy (CT-R) is an extension of the important work of CBT for Psychosis (CBTp) to individuals who have struggled to gain benefit from that approach.
First, let’s talk about the amazing growth we experienced in 2016. As you know, the mission of the Beck Institute is to promote excellence in CBT around the world. We accomplish this with workshops for individuals in Philadelphia and around the US, training for organizations around the world, and courses online. 2016 saw tremendous growth in each of these areas.
Here are some highlights:
With 2017 underway, we expect another banner year. Here are a few of the exciting things we have planned:
Could you take a few moments to complete our short, 3-question survey? It will help us design an array of training opportunities to suit your needs and the needs of professionals worldwide.
Sincerely,
Judith Beck
By Judith S. Beck, PhD,
President, Beck Institute for Cognitive Behavior Therapy
Guilford Publications asked me to reflect on my reasons for writing Cognitive Behavior Therapy: Basics and Beyond and Cognitive Therapy for Challenging Problems: What to Do When the Basics Don’t Work, both of which Guilford first published in 1995 and 2005, respectively. Below is what I sent:
I remember the moment I conceived of writing CBT: Basics and Beyond. It was in the early 1990’s and I was presenting a workshop with my father, Dr. Aaron Beck, in California. Most of the workshop participants were familiar with his work but asked very basic questions. Again and again, I found myself surprised by what they didn’t know (e.g., how to conceptualize patients according to the cognitive model, structure a session, set an agenda, use Socratic questioning, handle homework challenges, ask for feedback). I realized they needed a basic book that could teach them these skills in a step-by-step format, with transcripts illustrating key therapeutic interventions. I had lots of automatic thoughts when writing the book (“People will think this is too simplistic,”), for which I used CBT techniques on myself to keep going. The book is now the basic text used by most graduate schools in all the mental health disciplines, in the United States and abroad.
I also remember when I conceived of writing Cognitive Therapy for Challenging Problems: What to do When the Basics Don’t Work and it traces back to the first book. When I was writing CBT: Basics and Beyond, I had to continually separate material that was basic from material that was advanced–which made me realize that people would probably need a sequel to the basic text. I presented dozens and dozens of workshops on Cognitive Therapy for Challenging Patients and Cognitive Therapy for Personality Disorders in the years that followed. At each workshop, I asked participants to specify problems they had with some of their patients. (“What does the patient do or not do in session or between sessions that’s a problem? What does the patient say or not say that’s a problem?”) I soon had a very long list of problems. The challenge for me was in organizing the material I collected, and I had lots of false starts. It took me five years to determine how the book should best be structured. Once I figured this out, it took just another two years to complete the book.
I started off my career, not in psychology, but in education. Early on, I learned how to break down and explain complicated ideas and tasks for my young elementary school students who had learning disabilities. Through my books and workshops and other training activities, I believe I’ve been able to do the same for therapists who are learning and practicing CBT.
