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  • Debra Glick

    Originally from Wayland, MA, I earned my BA in Psychology from Haverford College. After graduating in 2004, I worked for two years as a Clinical Research Coordinator in the Department of Psychiatry at Mass General Hospital. I was then fortunate to be accepted to work in the Acceptance, Mindfulness, and Emotion Lab as a graduate student at Suffolk.

    In my free time, I love spending time with friends and family. Some of my favorite activities are: having long conversations (about anything and everything!), reading, working on crossword and jigsaw puzzles, walking outside, going to beaches/pools (I love sun and hot weather), cooking, playing sports, and attempting various art projects,

    Current Position: Doctoral Student

    Clinical and Research Interests: 

    During my time at Suffolk, I have worked in a variety of clinical settings. I have had practica at the Crossroads Day Treatment Program of the May Institute, the Bedford VA Hospital, and the Emerson College Counseling Center.

    Although my clinical interests have evolved over time, what has not changed is my emphasis on the therapeutic relationship. I strive to develop and maintain strong connections with each individual with whom I work. I then focus on helping individuals move closer to living their lives in ways that are consistent with the things they really care about (i.e., their values). I also try to help them recognize their strengths and use them to enact behavioral changes in their lives.

    My clinical experiences led me to my current research interest:  procrastination. I recognized that, although many had dreams for their lives (e.g., going back to school; having a romantic relationship), individuals often procrastinated on taking the steps necessary to achieve these dreams.  In talking to the clients, it became clear that their failure to take steps was often the result of not wanting to experience the discomfort (e.g., anxiety, sadness) that goes along with making large lifestyle changes.

    My current research focuses on the relationships between the desire to avoid discomfort (i.e., experiential avoidance) and academic procrastination, as that is the type of procrastination that has been the most largely studied. I hope to then expand my research to better understand the ways in which experiential avoidance may lead to procrastination in other areas of life, such as making decisions.

    Dissertation Title: A Comparison of the Effects of Two Interventions for Reducing Academic Procrastination: Acceptance-Based Behavioral Therapy vs. Time Management

    My dissertation explores the hypothesis that academic procrastination is a method of experiential avoidance. In other words, students may procrastinate in order to avoid uncomfortable thoughts (e.g., “I am not smart enough”), emotions (e.g., “I am scared I may fail”), or physical sensations (e.g., “My stomach hurts when I think about the upcoming exam”) that go along with completing schoolwork.

    I am also testing the effects of two interventions for academic procrastination. Whereas one intervention teaches students specific time management strategies, the other teaches students about experiential avoidance and encourages them to think about and act in ways consistent with their academic values (e.g., to be a dedicated student). If procrastination is a method of experiential avoidance, the latter intervention should have a greater effect on reducing procrastination than does the former.

    ERP Title:  Relationships among Social Anxiety, Self-focused Attention, and Experiential Distress and Avoidance

    My ERP was designed to expand on the research showing that many individuals with social anxiety engage in a great deal of self-focused attention. Specifically, I explored the hypothesis that self-focused attention may be a method of controlling or altering internal experiences (i.e., experiential avoidance).

    Results showed that undergraduates high in social anxiety reported more fear of losing control over emotions, more thought suppression, more emotion dysregulation, more distress about emotions, less mindfulness, and less perceived control over emotions than did those low in social anxiety.  Furthermore, self-focused attention was correlated with most of these constructs. Finally, measures of experiential distress and avoidance significantly contributed to the classification of participants into high or low anxiety groups over and above measures of self-focused attention.

    Recent Publications and Presentations: 

    Publications
    Glick, D.M., & Orsillo, S.M. (2011).  Relationships among social anxiety, self-focused attention, and experiential distress and avoidance.  Journal of Cognitive and Behavioral Psychotherapies, 11(1), 1-12.

    Roffman, J., Gerber, A., & Glick, D. (2011). Neural models of psychodynamic concepts and treatments: Implications for psychodynamic psychotherapy. In R.A. Levy, J.S. Ablon, & H. Kaechele (Eds.), Psychodynamic Psychotherapy: Evidence-Based Practice and Practice-Based Evidence. New York, New York: Springer.

    Marci, C.D., Glick, D.M., Loh R., & Dougherty, D.D. (2007).  Autonomic and prefrontal cortex responses to autobiographical recall of emotions.  Cognitive, Affective, & Behavioral Neuroscience, 7(3), 243-250. 

    Principe, J.M., Marci, C.D., Glick, D.M., & Ablon, J.S. (2006).  The effect of patient readiness to change on early alliance and continuation in psychotherapy.  Psychotherapy: Theory, Research, Practice, Training, 43(2): 238-243.

    Roffman J.L., Marci C.D., Glick, D.M., Dougherty D.D., & Rauch S.L. (2005). Neuroimaging and the functional neuroanatomy of psychotherapy. Psychological Medicine, 35:1-14.

    Poster Presentations
    Czech, S.J., Vernig, P.M., Glick, D.M., Katz, A.M., & Orsillo, S.M. (2010, June). Does values affirmation affect anticipatory and response anxiety to a stressful task? Poster presented at the World Congress of Behavioral and Cognitive Therapies conference, Boston, MA.

    Glick, D.M., & Orsillo, S.M. (2010, May). Relationships among academic procrastination, anxiety, and acceptance and mindfulness. Poster presented at the Association for Psychological Science conference, Boston, MA.

    Theodore-Oklota, C.R., Glick, D.M., Demir, M.R., & Orsillo, S.M.  (2008, November).  The role of avoidant coping in the development of relational aggression.  Poster presented at the Association for the Advancement of Behavioral and Cognitive Therapy, Orlando, FL.

    Glick, D.M., & Orsillo, S.M.  (2008, August).  Relationships among Social Anxiety, Self-focused Attention, and Experiential Distress and Avoidance.  Poster presented at the American Psychological Association conference, Boston, MA.

    Glick, D.M., & Orsillo, S.M.  (2007, November).  Relationships among social anxiety, self focused attention, and experiential avoidance.  Poster presented at the Association for the Advancement of Behavioral and Cognitive Therapy, Philadelphia, PA.

    Glick, D.M., & Orsillo, S.M.  (2007, November).  The development of a measure of self-focused attention.  Poster presented at the Association for the Advancement of Behavioral and Cognitive Therapy, Philadelphia, PA.