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Sandra Georgescu Psy.D.

Sandra Georgescu

Department Faculty
  • Associate Professor
    Clinical PsyD Department

  • The Chicago School Chicago
Department
Clinical Psychology
Address
The Chicago School of Professional Psychology
Office Location
Office Phone
On-campus Ext.
Email
SGeorgescu@thechicagoschool.edu
Website
Association of Contextual Behavioral Sciences (ACBS)
Biography

Dr. Sandra Georgescu joined The Chicago School of Professional Psychology in 2005. She recieved her B.A. in Psychology with a minor in Political Science from Concordia University in Montreal, Canada, and her doctorate from the Illinois School of Professional Psychology. Dr. Georgescu speaks English, French, and Romanian. She works from a Contextual cognitive-behavioral perspective and is interested in mindfulness and acceptance based approaches.

Dr. Georgescu is also President of the Association of Contextual Behavioral Sciences (ACBS) - Chicago Chapter, partakes, organizes and provides consultation services to professionals in the community as well as inservices to various agencies in the Chicagoland area.

Education
  • Psy.D. - Illinois School of Professional Psychology
  • Graduate Dipl. Adult Education - Concordia University
  • B.A. Psychology; Minor in Political Science - Concordia University, Montreal, Canada
Licensure(s)
  • Licensed Clinical Psychologist—Illinois
Areas Of Expertise

Select Presentations

  • Georgescu, S. (2012). Dialectical Behavior Therapy for Adolescents. Allendale for Kinds, Lake Villa, Illinois.
  • Georgescu, S. (2011). A functional approach to “acting out” behaviors. Allendale for Kinds, Lake Villa, Illinois. 
  • Bach, P. & Georgescu, S. (2011) – ACT Experiential Workshop - 2 day experiential training for clinicians and mental health students. Chicago, IL 
  • Bach, P. & Georgescu, S. (2010) – ACT Experiential Workshop - 2 day experiential training for clinicians and mental health students. Chicago, IL 
  • Georgescu, S. (2010). The Shaping Game: a proposal for ACT as Stage II DBT. Presented at the ACBS World Conference, University of Reno, Nevada
  • Georgescu, S. (2010). ACT Peer Consultation Groups: Panelist ACT/CBS Chapters Panel Discussion, ACBS World Conference, University of Reno, Nevada. 
  • Georgescu, S. (2010). DBT for children, adolescents and their families. Allendale for Kinds, Lake Villa, Illinois
  • Georgescu, S. (2009). ACT model for children & adolescents (& their families). Allendale for Kinds, Lake Villa, Illinois
  • Georgescu, S. (2008). Acceptance & Commitment Therapy. Presented at Elmhurst College Counseling Center, Elmhurst IL 
  • Georgescu, S. & Holmes, E.P. (2008). Acceptance Based DBT for Emotion Regulation. ACBS World Conference, Illinois Institute of Technology.
  • Vuille, P. & Georgescu, S. (2008). 1st French language ACT Experiential Workshop – 2.5 day experiential training for clinicians and mental health students. Neuchatel, Switzerland.

Select Publications

  • Georgescu, S., Bolduc, M-F & Holmes, E.P. (2010). La Thérapie Comportamentale Dialectique (TCD): movement vers l’acceptation intégrale des expériences privées. (Dialectical Behavior Therapy: Movement towards full acceptance of private events). La Revue Quebecoise de Psychologie 31(3), 105-126. 
  • Holmes, P., Georgescu, S., Liles, W. (2006). Further Delineating the Applicability of Acceptance and Change to Private responses: the Example of Dialectical Behavior Therapy. The Behavior Analyst Today, 7(3), 301-324.

Professional Memberships

  • ACBS Chicago Chapter – Past President

Q&A

Q: Please describe your teaching philosophy.
A: I primarily work from a behavioral/cognitive-behavioral perspective and my philosophy of teaching is increasingly influenced by functional-contextualism - in a nutshell this means that I am committed to helping students actively develop the personal and professional qualities necessary of thorough future clinicians. In thinking of the educational and experiential processes that students go through, I am reminded of one of my mentors' (Dr. Holmes) dancing metaphor: First, you learn to hear the music (first year classes), then you learn the steps (intervention classes) and finally you learn to put the steps to the music (therapy seminars and practica) and eventually dance to different songs.

Pragmatically, I can break this down into three completely arbitrary and overlapping sections.

1)What I hope students take away from my classes includes: acquisition of theoretical knowledge that reflects breadth and depth. I expect students to initially encounter, consider and critically think about various concepts. As classes progress, I begin to look for an increased ability to synthesize knowledge through its application to clinical material.
I also place great emphasis on sharing knowledge that is useful in enhancing students' professional (& personal) repertoire. This knowledge, for me, is heavily rooted in science and scholarship, so I tend to pull from (and question) empirically validated treatmetns and the theories behind them (in continuing with the dance metaphor - what dances are you learning?).
Over time, I strive to help students develop as much flexibility as possible with the material learned, relative to their stage of development. This of course is contingent on really knowing the material and implies critical thinking, analysis and in more advanced courses, the ability to detect the workability of what has been learned/applied (e.g. how are the cha-cha steps working out to the tango beat?)
With regard to student outcome, I therefore value progress - I aim for movement intellectually, behaviorally & emotionally.... if you go through my classes being indifferent, I have not done my job & we should really talk.

2) Method - I value and request that students come willingly to learn, to participate and contribute something meaningful (useful = quality) - sometimes this means that less is more. We are all quite skilled at "opinionating" and evaluating and while this is a wonderful tool which we will make great use of, I hope to inspire (model) openess and willingness to take the time to sometime look beyond what minds say and see if anything of value arises. There are plenty of opportunities for give and take through reflections, discussion, role-plays, presentations and modeling... something is always happening.

3) Measuring stick - includes the obvious grades that one receives at the end of the semester. I am heavily influenced by pragmatism, workability and context so all of these are taken into account. I look for increased flexibility and skill acquisition/application in a response-able manner throughout the semester. Ongoing feedback is usually provided and encouraged. Sometimes it will include direct instruction, sometimes a question and sometimes a suggestion for orienting yourself towards the material from a different angle. Feedback and dialogue is always intended in the service of increasing flexibility while keeping one eye on workability in the context of values - as student, clinician etc... (& those of the class that you are in).

In sum, the dialogue that takes place in my clases is inteded to be vital, involved, open and useful to students (and their future cleints) as they master and increase their flexibility with this craft called therapy - this is how the three areas interconnect. I therefore seek to create an environment where students can grow in their meaningful direction and learn to give and take openly and with care on a most basic of human levels.

Q: Please provide a statement or philosophy regarding the practice of psychology.
A: As a Contextual Behavioral Therapist I am heavily influenced by the functional-contextual paradigm. My areas of specialty include Dialectical Behavior Therapy (DBT), Acceptance & Commitment Therapy (ACT), and Functional Analytic Therapy (FAP), although I've also been trained in the more classic (Beckian/Ellis) style of CBT. Given this background, I emphasize both acceptance (mindfulness) and change (behavioral) technologies and use them in helping clients develop fuller lives in the direction of their chosen values. Implicit in this is a respect for the person's current contextual circumstances, the idiosyncratic history/diversity that they bring to the clinical situation with a perpetual push to do better and live a fuller, more vital life.

Q: Why did you choose to enter the field of psychology?
A: To be honest, it was by default. I started out in Poli.Sc. and quickly contacted the helplessness involved in changing big systems... so I switched to psychology figuring that perhaps I can effect change/progress with one person at a time... and I never left.

Q: What advice would you give to a student entering The Chicago School?
A: Take the time to think of what you really value & use your education to get you moving in that direction.... In the meanwhile, see if you can also make a meaningful contribution!