Acceptance and Commitment Therapy
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Personality Characteristics and Experiential Avoidance in Trichotillomania: Results from an Age and Gender Matched Sample
Marquette University e-Publications@Marquette Psychology Faculty Research and Publications Psychology, Department of 1-2016 Personality Characteristics and Experiential Avoidance in Trichotillomania: Results from an Age and Gender Matched Sample Chad T. Wetterneck Rogers Memorial Hospital Eric B. Lee Utah State University Christopher A. Flessner Kent State University Rachel C. Leonard Rogers Memorial Hospital Douglas W. Woods Marquette University, [email protected] Follow this and additional works at: https://epublications.marquette.edu/psych_fac Part of the Psychology Commons Recommended Citation Wetterneck, Chad T.; Lee, Eric B.; Flessner, Christopher A.; Leonard, Rachel C.; and Woods, Douglas W., "Personality Characteristics and Experiential Avoidance in Trichotillomania: Results from an Age and Gender Matched Sample" (2016). Psychology Faculty Research and Publications. 241. https://epublications.marquette.edu/psych_fac/241 Marquette University e-Publications@Marquette Psychology Faculty Research and Publications/College of Arts and Sciences This paper is NOT THE PUBLISHED VERSION. Access the published version at the link in the citation below. Journal of Obsessive-Compulsive and Related Disorders, Vol. 8 (January 2016): 64-69. DOI. This article is © Elsevier and permission has been granted for this version to appear in e-Publications@Marquette. Elsevier does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Elsevier. Personality Characteristics and Experiential Avoidance in Trichotillomania: Results from An Age and Gender Matched Sample Chad T. Wetterneck Rogers Memorial Hospital Eric B. Lee Utah State University Christopher A. Flessner Kent State University Rachel C. Leonard Rogers Memorial Hospital Douglas W. Woods Texas A&M University Abstract Despite its prevalence and a growing body of research, significant gaps remain in the knowledge of trichotillomania (TTM). -
Momentary Experiential Avoidance: Within-Person Correlates, Antecedents, T and Consequences and Between-Person Moderators
Behaviour Research and Therapy 107 (2018) 42–52 Contents lists available at ScienceDirect Behaviour Research and Therapy journal homepage: www.elsevier.com/locate/brat Momentary experiential avoidance: Within-person correlates, antecedents, T and consequences and between-person moderators ∗ Susan J. Wenzea, , Trent L. Gauglera, Erin S. Sheetsb, Jennifer M. DeCiccoc a Lafayette College, 730 High St., Easton, PA 18042, USA b Colby College, 4000 Mayflower Hill Dr., Waterville, ME 04901, USA c Holy Family University, 9801 Frankford Ave., Philadelphia, PA 19114, USA ARTICLE INFO ABSTRACT Keywords: We used ecological momentary assessment to investigate momentary correlates, antecedents, and consequences Experiential avoidance of experiential avoidance (EA), and to explore whether depression and anxiety moderate these within-person Ecological momentary assessment relationships. Participants recorded their mood, thoughts, stress, and EA four times daily for one week. Baseline Depression depression and anxiety were associated with EA. EA was lower when participants reported more positive mood Anxiety and thoughts, and higher when participants reported more negative mood, negative thoughts, and stress. The EA-stress relationship was stronger for participants with higher depression. Lag analyses showed that negative mood, negative thoughts, and stress predicted subsequent EA. In turn, EA predicted subsequent negative mood, negative thoughts, and stress. The relationship between EA and subsequent negative thoughts was stronger for participants with higher anxiety. Participants with higher depression and anxiety had a less negative association between positive thoughts and subsequent EA. This study adds to a growing body of literature on the process of EA as it unfolds in vivo, in real-time. Findings highlight links between momentary negative internal experiences and EA (which may be especially strong for people with depression or anxiety) and suggest that certain positive subjective experiences may buffer against EA. -
Measuring Experiential Avoidance in Adults: the Avoidance and Fusion Questionnaire
IJBCT Volume 6, No. 3 Measuring Experiential Avoidance in Adults: The Avoidance and Fusion Questionnaire Jonathan E. Schmalz & Amy R. Murrell, Ph.D. Abstract To date, general levels of experiential avoidance are primarily measured by the Acceptance and Action Questionnaire – II (AAQ-II), but it includes items of questionable comprehensibility. The Avoidance and Fusion Questionnaire for Youth (AFQ-Y), previously validated as a measure of experiential avoidance with children and adolescents, was investigated as a measure with adult college students. The AFQ-Y evidenced adequate reliability (α = .92) and appropriate convergent and divergent validity in this sample. Interestingly, AFQ-Y and AAQ-II scores, though significantly related, were not so closely related as to say they measure the same construct. The implications of this and future directions for measurement development are discussed. Keywords: experiential avoidance, assessment, functional approach The purpose of the present article is threefold. We intend to review the literature on experiential avoidance since a meta-analysis conducted in 2004 (Hayes et al.) and a review by Kashdan, Barrios, Forsyth, and Steger (2006). As a part of this review, we intend to examine the current “gold standard” measure of experiential avoidance. Finally, a measure of experiential avoidance, valid with children and adolescents, will be presented and validated with an adult sample to address issues of item content and clarity. Experiential avoidance (EA) defines a functional class of behaviors involving excessive negative evaluations of private events (i.e., thoughts, feelings, sensations) and an unwillingness to experience them. EA is evidenced by intentional efforts to control or escape private events and the contexts which occasion them (Hayes, Wilson, Gifford, Follette, & Strosahl, 1996). -
Applying ACT to Cases of Complex Depression: New Clinical And
ApplyingApplying ACTACT toto CasesCases ofof ComplexComplex Depression:Depression: NewNew ClinicalClinical andand ResearchResearch PerspectivesPerspectives PartPart I:I: DepressionDepression withwith PsychosisPsychosis andand SuicidalitySuicidality Brandon Gaudiano, Ph.D. Assistant Professor of Psychiatry Grant Support: NIH K23 MH076937 OutlineOutline ¾¾ ClinicalClinical FeaturesFeatures ofof PsychoticPsychotic DepressionDepression ¾¾ ACTACT forfor PsychosisPsychosis ResearchResearch ¾¾ TreatmentTreatment DevelopmentDevelopment ProjectProject ¾¾ ClinicalClinical ConsiderationsConsiderations ¾¾ CaseCase ExampleExample DepressionDepression withwith hallucinationshallucinations and/orand/or delusionsdelusions PsychoticPsychotic DepressionDepression ¾ PrevalencePrevalence ratesrates z 15-19% of individuals with depression have hallucinations or delusions (Ohayon and Schatzberg, 2002) z Up to 25% of depressed hospitalized patients (Coryell et al., 1984) ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders ¾ PsychoticPsychotic depressiondepression cancan bebe difficultdifficult toto diagnosediagnose andand treat:treat: z psychotic features in mood disorders can be more subtle than those found in patients with primary psychotic disorders z patients often underreport psychotic symptoms due to embarrassment or paranoia ¾ PsychoticPsychotic depressiondepression cancan -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
The Use of Experiential Acceptance in Psychotherapy with Emerging Adults
Pepperdine University Pepperdine Digital Commons Theses and Dissertations 2015 The use of experiential acceptance in psychotherapy with emerging adults Lauren Ford Follow this and additional works at: https://digitalcommons.pepperdine.edu/etd Recommended Citation Ford, Lauren, "The use of experiential acceptance in psychotherapy with emerging adults" (2015). Theses and Dissertations. 650. https://digitalcommons.pepperdine.edu/etd/650 This Dissertation is brought to you for free and open access by Pepperdine Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Pepperdine Digital Commons. For more information, please contact [email protected], [email protected], [email protected]. Pepperdine University Graduate School of Education and Psychology THE USE OF EXPERIENTIAL ACCEPTANCE IN PSYCHOTHERAPY WITH EMERGING ADULTS A clinical dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Psychology in Clinical Psychology by Lauren Ford, MMFT October, 2015 Susan Hall, J.D., Ph.D. – Dissertation Chairperson This clinical dissertation, written by: Lauren Ford, MMFT under the guidance of a Faculty Committee and approved by its members, has been submitted to and accepted by the Graduate Faculty in partial fulfillment on the requirements for the degree of DOCTOR OF PSYCHOLOGY Doctoral Committee: Susan Hall, J.D., Ph.D., Chairperson Judy Ho, Ph.D. Joan Rosenberg, Ph.D. © Copyright by Lauren Ford (2015) All Rights Reserved -
Social and Emotional Skills Well-Being, Connectedness and Success
Social and Emotional Skills Well-being, connectedness and success ©OECD FOREWORD Contents Foreword Foreword 3 Education systems need to prepare students for continuous effort to create the kind of binding social their future, rather than for our past. In these times, capital through which we can share experiences, ideas Introduction 4 digitalisation is connecting people, cities and continents and innovation and build a shared understanding among to bring together a majority of the world’s population in groups with diverse experiences and interests, thus 01. Measuring Social and Emotional Skills 5 ways that vastly increases our individual and collective increasing our radius of trust to strangers and institutions. potential. But the same forces have made the world also 02. Social and emotional skills drive critical life outcomes 10 more volatile, more complex, and more uncertain. And Over the last years, social and emotional skills have when fast gets really fast, being slow to adapt makes been rising on the education policy agenda and in the 03. The impact of specific social and emotional skills on life outcomes 17 education systems really slow. The rolling processes of public debate. But for the majority of students, their automation, hollowing out jobs, particularly for routine development remains a matter of luck, depending on ○ Conscientiousness – getting things done, as required and in time 17 tasks, have radically altered the nature of work and life whether this is a priority for their teacher and their and thus the skills that are needed for success. For those school. A major barrier is the absence of reliable metrics ○ Openness to experience – exploring the world of things and ideas 20 with the right human capacities, this is liberating and in this field that allow educators and policy-makers to exciting. -
Social Emotional Learning Standards, Benchmarks, and Indicators
Appendix D SOCIAL EMOTIONAL LEARNING STANDARDS, BENCHMARKS, AND INDICATORS Social Emotional Learning Standards, Benchmarks, and Indicators Background This document was created by the Social Emotional Learning Indicators Workgroup through a process that utilized a thorough literature review along with a detailed scan of other states and a Canadian province that have developed SEL standards. The literature review is contained in three bibliographies and the national scan detailed the work in 11 states and one province. These studies were prepared by the American Institutes for Research under contract with OSPI. The bibliographies focused on an overarching evidence basis for SEL, literature that aligned with the standards and benchmarks that were developed in 2016 by the Washington Social Emotional Learning Benchmarks Workgroup, along with a list of references specific to the creation of the indicators in this document. These bibliographies and the scan are contained in the 2019 report to the legislature from the Social Emotional Learning Indicators Workgroup and are a part of the Washington state SEL resource package. The purpose of this document is to provide a scaffolded framework identifying observable developmental benchmarks/indicators. Educators benefit from clear definitions of skills and dispositions articulating how learners develop. Purpose of This Document The primary purpose of this document is to help teachers answer the question, “How do I know what to look for when describing social emotional development for my students?” Educators can use this document to reference developmentally appropriate examples of student social emotional learning (SEL) corresponding to specific standards and benchmarks, and therefore inform their instruction to aid student development. -
An Examination of Experiential Avoidance
Eastern Michigan University DigitalCommons@EMU Master's Theses, and Doctoral Dissertations, and Master's Theses and Doctoral Dissertations Graduate Capstone Projects 2014 An examination of experiential avoidance as a vulnerability factor for posttraumatic stress symptoms and excessive behaviors in parent and young adult child dyads Meaghan M. Lewis Follow this and additional works at: http://commons.emich.edu/theses Part of the Psychology Commons Recommended Citation Lewis, Meaghan M., "An examination of experiential avoidance as a vulnerability factor for posttraumatic stress symptoms and excessive behaviors in parent and young adult child dyads" (2014). Master's Theses and Doctoral Dissertations. 828. http://commons.emich.edu/theses/828 This Open Access Thesis is brought to you for free and open access by the Master's Theses, and Doctoral Dissertations, and Graduate Capstone Projects at DigitalCommons@EMU. It has been accepted for inclusion in Master's Theses and Doctoral Dissertations by an authorized administrator of DigitalCommons@EMU. For more information, please contact [email protected]. An Examination of Experiential Avoidance as a Vulnerability Factor for Posttraumatic Stress Symptoms and Excessive Behaviors in Parent and Young Adult Child Dyads by Meaghan M. Lewis Thesis Submitted to the Department of Psychology Eastern Michigan University in partial fulfillments of the requirements for the degree of MASTER OF SCIENCE in Clinical Behavioral Psychology Thesis Committee: Tamara M. Loverich, Ph.D., Chair Ellen I. Koch, Ph.D., Member Flora Hoodin, Ph.D., Member July 15, 2014 Ypsilanti, Michigan Parent and Young Adult Child Experiential Avoidance and Traumatic Stress ii Acknowledgments My thanks go primarily to my advisor, Dr. -
Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions
Article 12 Using Acceptance and Commitment Therapy to Negotiate Losses and Life Transitions Stacy Speedlin, Kevin Milligan, Shane Haberstroh, and Thelma Duffey Speedlin, Stacy, Ph.D., LPC, LCDC, is an adjunct professor at the University of Texas at San Antonio. Milligan, Kevin, M.A., LPC is a doctoral student at the University of Texas at San Antonio. Haberstroh, Shane, Ed.D., LPC is an associate professor at the University of Texas at San Antonio. Duffey, Thelma, Ph.D., LPC is department chair and full professor at the University of Texas at San Antonio. Abstract In this article, we describe the application of acceptance and commitment therapy (ACT) on clients coping with grief and loss. As a theoretical approach to grief counseling, we examine how ACT’s six core processes can be applied. ACT’s philosophical foundation and six core processes work effectively within the context of the grief counseling session. We suggest ACT strategies for working with clients who have experienced loss. Keywords: grief, loss, counseling, strategies for grief counseling, acceptance and commitment therapy, ACT Loss is endemic to the human condition. Individuals experience loss during expected life transitions, while other times, they face multiple, unexpected losses that can leave them devastated and isolated (Horn, Crews, & Harrawood, 2013). Clients requesting grief counseling can present with a myriad of losses, including death, divorce, loss of a job, or loss of a child through separation. Others may seek counseling due to transitional losses like moving away from home, starting a new career, or questioning the very meaning of their life choices. A client may seek counseling for depression and may likely also reveal losses pertaining to lifestyle, hopes and aspirations. -
Research-Based Practice with Women Who Have Had Miscarriages
CMcal Scholarship Research- based Practice with Women Who Have Had Miscarriages Kristen M. Swanson Purpose: To summarize a research-based description of what it is like to miscarry and to recommend an empirically tested theory of caring for women who have experienced miscarriage. Design: The research program included three phases: interpretive theory generation, descriptive survey and instrument development, and experimental testing of a theory-based intervention. Methods: Research methods included interpretive phenomenologE factor analysis, and ANCOVA. Findings: A theory of caring and a model of what it is like to miscarry were generated, refined, and tested. A case study shows one woman’s response to miscarrying and illustrates clinical application of the caring theory. Conclusions: The Miscarriage Model is a useful framework for anticipating the variety of responses women have to miscarrying. The caring theory is an effective and sensitive guide to clinical practice with women who miscarry. IMAGE:JOURNAL OF NURSINGSCHOLARSHIP, 1999; 31 :4,339-345.01999 SIGMA THETATAU INTERNATIONAL. [Key words: caring, miscarriage, theory construction, counseling] t least one in five pregnancies ends in miscarriage-the program of inquiry about miscarriage and its aftermath. An unplanned, unexpected ending of pregnancy before the important contribution of the pilot study was the conclusion that time of expected fetal viability (Hall, Beresford, & a woman’s feelings about miscarriage could be understood only Quinones, 1987). Women’s responses range from relief in the context of what being pregnant and having a miscarriage to devastation with much variability in the time required meant to her. For example, if being pregnant was perceived as a Ato achieve resolution. -
Acceptance and Commitment Therapy As a Treatment for Anxiety and Depression: a Review
` Acceptance and commitment therapy as a treatment for anxiety and depression: A review Michael P. Twohig, Ph.D., Michael E. Levin. Ph.D. Faculty, Department of Psychology, Utah State University, Logan, UT 2810 Old Main, Logan UT, 84322 Michael P. Twohig, Corresponding Author The authors have nothing to disclose. Key Words: Acceptance and Commitment Therapy, ACT, anxiety, depression, psychological flexibility Synopsis: Acceptance and commitment therapy (ACT) is a modern form of cognitive behavioral therapy based on a distinct philosophy (functional contextualism) and basic science of cognition (relational frame theory). This article reviews the core features of ACT’s theoretical model of psychopathology and treatment as well as its therapeutic approach. It then provides a systematic review of randomized controlled trials (RCTs) evaluating ACT for depression and anxiety disorders. Summarizing across a total of 36 RCTs, ACT appears to be more efficacious than waitlist conditions and treatment-as-usual, with largely equivalent effects relative to traditional cognitive behavioral therapy. Evidence from several trials also indicate that ACT treatment outcomes are mediated through increases in psychological flexibility, its theorized process of change. Acceptance and commitment therapy (ACT)1 is part of a larger research approach called Contextual Behavioral Sciences (CBS). Those with a CBS focus to their work generally adhere to a behavior-analytic theoretical orientation, and as such have a strong interest in the basic science that informs