Dianne Chambless | University of Pennsylvania Department of Psychology

Professor of Psychology; Director of Clinical Training

Department:

Psychology

Education:

BA, Political Science, Tulane University; Ph.D., Clinical Psychology, Temple University

Address:

Solomon Labs, 3720 Walnut St., Room C23

Phone:

215-898-5030

Email:

dchamb@psych.upenn.edu

Personal Page

Penn Anxiety Program

Research Themes:

Psychopathology and Psychotherapy

Specific Research Areas:

Treatment of anxiety disorders, intimate relationships & anxiety disorders

Research Synopsis:

Anxiety disorders, cognitive-behavior therapy, prediction of treatment outcome, especially by family relationship factors (expressed emotion), and identification and dissemination of empirically supported psychological interventions.

Representative Courses:

PSYC 600 Psychopathology
PSYC 704 Research Methods in Clinical Psychology
PSYC 709, Clinical Seminar: Empirically Supported Treatments

Appointments:

Psychology Graduate Group

Advisees:

Kelly Allred [Psychology Graduate Student]
Moriah Brier [Psychology Graduate Student]
Eliora Porter [Psychology Graduate Student]

Representative Publications:

Chambless, D. L. (2012). Adjunctive couple and family intervention for patients with anxiety disorders. Journal of Clinical Psychology: In Session, 68, 548-560. doi: 10.1002/jclp.21851

Chambless, D. L., Blake, K. D., & Simmons, R. A. (2010). Attributions for relatives’ behavior and perceived criticism: Studies with community participants and patients with anxiety disorders. Behavior Therapy, 41, 388-400. doi:10.1016/j.beth.2009.11.001

Stewart, R. E., & Chambless, D. L. (2009). Cognitive-behavioral therapy for adult anxiety disorders in clinical practice: A meta-analysis of effectiveness studies. Journal of Consulting and Clinical Psychology, 77, 595-606. doi: 10.1037/a0016032

Siev, J., & Chambless, D. L. (2007). Specificity of treatment effects: Cognitive therapy and relaxation for generalized anxiety and panic disorders. Journal of Consulting and Clinical Psychology, 75, 513-522. doi: 10.1037/0022-006X.75.4.513 and 10.1037/a0013667