The Effectiveness of Acceptance and Commitment Therapy for Social Anxiety Disorder

Total Page:16

File Type:pdf, Size:1020Kb

The Effectiveness of Acceptance and Commitment Therapy for Social Anxiety Disorder Int. J. Life Sci. Pharma Res. 2018 Oct; 8(4): (L) 1-9 Original Research Article Psychology ISSN 2250-0480 THE EFFECTIVENESS OF ACCEPTANCE AND COMMITMENT THERAPY FOR SOCIAL ANXIETY DISORDER BANAFSHEH GHARRAEE1, KOMEIL ZAHEDI TAJRISHI2*, ABAS RAMAZANI FARANI3, JAFAR BOLHARI4 AND HOJJATOLLAH FARAHANI5 1Ph.D. in Clinical Psychology, Associate Professor, Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. 2Ph.D. Candidate in Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Science, Tehran, Iran. 3Ph.D. in Clinical Psychology, Assistant Professor, Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran. 4Psychiatrist, Professor, Department of Community Psychiatry, Spiritual Health Research Center, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran., Schoolof Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Science, Tehran, Iran. 5Ph.D. in Psychology, Assistant Professor, Department of Psychology, TarbiatModares University, Tehran, Iran. ABSTRACT One of the most common anxiety disorders is the Social Anxiety Disorder (SAD) which is characterized by intolerable anxiety and self-consciousness in daily social situations. Although a large body of study is conducted on the treatment for this disorder, further studies are required on new psychological therapies. The present study aims to evaluate the effectiveness of Acceptance and Commitment Therapy (ACT) on patients with SAD. The present randomized controlled trial (RCT) study is done along with pre-test, post-test and follow-up with control group. Based on the Structured Clinical Interview for DSM (SCID), the 34 subjects who were prone to social anxiety disorder on the basis of DSM-5but had no other severe psychiatric disorders were distributed randomly and equally into experimental and control groups. The experimental group was treated with 12 weekly CFT sessions whereas the control group did not receive any treatment. In the initial phase of the research work especially after 12 weeks and after a follow- up period of 8 weeks, all subjects were evaluated with AAQ-II, MAAS, LOSC, SCS, WHOQOL-BREF and LSAS instruments. In addition to descriptive statistics, repeated measure analysis of variance (RM-ANOVA) was used in order to analyze the findings.Byusing SPSS-21 software, all analyses were conducted. Based on the RM-ANOVA, Acceptance and Commitment Therapy was found more effective than the control group in all of the studied variables in post- test and follow-up. All the observed differences between the two groups were significant (P < 0.01). Acceptance and commitment therapy (ACT) seems to play an essential role in reducing symptoms and in improving the quality of the life of patients with social anxiety disorder (SAD). KEYWORDS: Acceptance and Commitment Therapy (ACT), Mindfulness, Social Anxiety Disorder (SAD), Social Phobia * KOMEIL ZAHEDI TAJRISHI Ph.D. Candidate in Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Science, Tehran, IR Iran. Received on: 19-06-2018 Revised and Accepted on: 13-07-2018 DOI: http://dx.doi.org/10.22376/ijpbs/lpr.2018.8.4.L1-9 This article can be downloaded from www.ijlpr.com L-1 Int. J. Life Sci. Pharma Res. 2018 Oct; 8(4): (L) 1-9 INTRODUCTION associated with certain cognitive impairments11. One of the main processes that is targeted in ACT Social anxiety disorder (SAD) is one of the most is "experiential avoidance." This phenomenon common anxiety disorders which is characterized occurs when a person avoids specific personal by intolerable anxiety in social situations. This experiences (for example, bodily sensations, disorder usually begins in childhood and emotions, thoughts, memories, etc.) and tries to adolescence when friendly communications with take steps to change the type and frequency of these peer groups increases. This disorder begins between events as well as the context in which these events 12 the ages of 14 and 16 on average. It is estimated happen . Therefore, ACT's purpose, as opposed to that 8-13% of the general population suffers from traditional CBT, is not to change the frequency and SAD1-2. Cognitive factors play an important role in content of thoughts or feelings, but to teach the full the prognosis and continuity of SAD. Patients with and non-defensive experience in order to achieve this disorder have inefficient thoughts and beliefs individual goals and values. In addition, ACT does that make them perceive social situations as not focus on reducing symptoms although it is 13 hazardous and dangerous and they are also anxious expected to be successful in treating this problem . and they try to avoid themselves from society3.. In SAD, experiential avoidance is demonstrated as These people attach great importance to the evident and hidden behavioral avoidance that 14 perspectives of others and usually receive others' contradicts individual values . Therefore, opinions with criticism and humiliation. They interventions such as ACTs that clearly aim to believe that they are inclined to l make mistakes change the experiential avoidance may be useful in which will have terrible consequences. These treating SAD. Over the past few years, there has beliefs exacerbate their negative emotions and been a growing interest in the third-wave cognitive create a false cycle. According to this description, behavioral therapy, especially ACT. In this regard, some of the most important cognitive features of many studies including more than 100 randomized these individuals include low self-esteem, low self- clinical trials (RCTs) have been conducted that efficacy, high dependence and high self criticism4-5. indicate the effectiveness of this treatment for Many psychological treatments have been used to various mental disorders, especially anxiety 15-16 treat this disorder. In the recent days, Cognitive disorders . For example, various studies have behavioral therapy (CBT) which includes exposure shown the effectiveness of ACT for obsessive- 13 14, 17- exercises, is empirically recommended for curing compulsive disorder , social anxiety disorder 18 16 Social anxiety disorder (SAD)6-7. While there is , panic disorder and generalized anxiety 19 widespread support for the use of traditional CBT disorder . In addition, studies have shown that for social anxiety disorder, attention is focused ACT evinces better performance even among 20 more on the patients’ poor progress and their patients who are resistant to treatment . continuous dissatisfaction with life8. Acceptance Acceptance and commitment therapy (ACT) can 13 and commitment therapy (ACT) is a third-wave also be as effective as traditional CBT . However, cognitive behavioral therapy (CBT) that focuses on there have always been criticisms in the the function of psychological phenomena. The methodological problems as well as the low effect 21 conceptualization of psychopathology in the ACT size of ACT studies . Considering the relatively approach is based on the Relational Framework new nature of this treatment, further studies are Theory (RFT) which provides a contextual and a needed to reduce the contradictions in the research. comprehensive theory for behavioral processes in For this purpose, the present study aims to evaluate the cognitive and linguistic context9. This theory the effectiveness of ACT on patients with social assumes that the core of language and cognition is anxiety disorder (SAD). to learn the ability to communicate arbitrarily between events and thereby change the function of MATERIALS AND METHODS events based on their relationship with other events10. RFT theorists have shown that the In order to conduct the research after receiving the formation of relational frameworks begins in the Code of Ethics for research from the Iran infancy and children need to learn the natural University of Medical Sciences (IR.IUMS.REC language. Practicing these frameworks will result in 1396.9211521214) and the necessary coordination language acquisition and other higher level skills at the site. The sampling was performed based on like empathy. Some of the clinical disorders have inclusion and exclusion criteria. According to certain impairments in the framework. The deficits individual sessions of the treatments, each member in the relational framework can be closely of the sample was assigned to one of the groups This article can be downloaded from www.ijlpr.com L-2 Int. J. Life Sci. Pharma Res. 2018 Oct; 8(4): (L) 1-9 randomly after the inclusion criteria were and self-report. This instrument is designed in such confirmed. The ACT experimental group received a way to include the two areas of functional 12 hourly treatment sessions based on Eifert and situations and social interactions of people with Forsyth protocol (2005)16. According to this social anxiety. This instrument has 24 items of protocol, treatment begins by psychoeducation and which 13 are function-related (e.g., participation in discusses acceptance. The subsequent sessions were a small group) and 11 are related to social devoted to creative hopelessness, mindfulness and interactions (e.g., attending a party).
Recommended publications
  • 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
    [Show full text]
  • 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. .
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • Day 2014 Guilt.Pdf
    Day, M.V. (2014). Guilt. In T. R. Levine (Ed.), Encyclopedia of deception (pp. 427-429). Thousand Oaks, CA: Sage Publications. DOI: http://dx.doi.org/10.4135/9781483306902.n164 Guilt The emotion of guilt is a negative feeling that people can experience for a wrongdoing, such as being untruthful or deceptive to others. This differs from the legal meaning of guilt, which refers to a person's culpability for an offense that violates a particular law. It is also useful to distinguish guilt, which stems from a negative evaluation of a wrongful behavior, from shame, a related emotion that arises from a negative evaluation of the self. The capacity to experience guilt differs from person to person, with some individuals feeling guilty more often than others for a variety of interpersonal and private misdeeds. Individuals can feel guilty for offenses in the past, present, or that are anticipated in the future, as well as for violations committed by close others or by one's group. Overall, years of research evidence suggests that moderate feelings of guilt are adaptive and important for social functioning. Feelings of guilt can occur following a focus on a specific action or nonaction that goes against personal or societal standards. Lying, cheating, and stealing are some of the most common examples of acts that can elicit feelings of guilt. Guilt is considered to be a self-conscious and moral emotion because it involves an evaluation of the self, and it plays a crucial role in guiding moral behavior. Beyond feeling bad, guilt is also characterized by feelings of regret and tension.
    [Show full text]
  • Module 9: Accepting Uncertainty Page 1 • Psychotherapy • Research • Training What? Me Worry!?!
    What? Me Worry!?! What? Me Worry!?! What? Me Worry!?! Module 9 Accepting Uncertainty Introduction 2 Intolerance Of Uncertainty 2 Challenging Intolerance Of Uncertainty 3 Accepting Uncertainty 4 Worksheet: Accepting Uncertainty 5 Module Summary 6 About the Modules 7 The information provided in the document is for information purposes only. Please refer to the full disclaimer and copyright statements available at www.cci.health.gov.au regarding the information on this website before making use of such information. entre for C linical C I nterventions Module 9: Accepting Uncertainty Page 1 • Psychotherapy • Research • Training What? Me Worry!?! Introduction As mentioned briefly in earlier modules, the inability to tolerate uncertainty tends to be a unique feature of people who experience generalised anxiety and excessive worrying. This module aims to examine your need for certainty, to look at how this need keeps worrying going, to describe ways of challenging this need, and to discuss how to ultimately accept uncertainty in your life. Intolerance Of Uncertainty The inability to tolerate uncertainty is an attitude many people have towards life. When one has this attitude, uncertainly, unpredictability, and doubt are seen as awful and unbearable experiences that must be avoided at all costs. People who hate uncertainty and need guarantees may: • Say things like: “I can’t cope not knowing,” “I know the chances of it happening are so small, but it still could happen,” “I need to be 100% sure.” • Prefer that something bad happens right now, rather than go on any longer not knowing what the eventual outcome will be • Find it hard to make a decision or put a plan or solution in place, because they first need to know how it will work out.
    [Show full text]
  • Acceptance and Commitment Therapy
    life Article Acceptance and Commitment Therapy (ACT) Improves Sleep Quality, Experiential Avoidance, and Emotion Regulation in Individuals with Insomnia—Results from a Randomized Interventional Study Ali Zakiei 1,* , Habibolah Khazaie 1 , Masoumeh Rostampour 1, Sakari Lemola 2 , Maryam Esmaeili 3, Kenneth Dürsteler 4,5, Annette Beatrix Brühl 6,7 , Dena Sadeghi-Bahmani 1,6,7,8 and Serge Brand 1,6,7,9,10,11,* 1 Sleep Disorders Research Center, Kermanshah University of Medical Sciences, Kermanshah 6715847141, Iran; [email protected] (H.K.); [email protected] (M.R.); [email protected] (D.S.-B.) 2 Department of Psychology, Bielefeld University, 33602 Bielefeld, Germany; [email protected] 3 Department of Psychology, Faculty of Education, University of Isfahan, Isfahan 8174673441, Iran; [email protected] 4 Psychiatric Clinics, Division of Substance Use Disorders Basel, University of Basel, 4055 Basel, Switzerland; [email protected] 5 Center for Addictive Disorders, Department of Psychiatry, Psychotherapy and Psychosomatics, Psychiatric Hospital, University of Zurich, 8008 Zürich, Switzerland 6 Center for Affective, Stress and Sleep Disorders (ZASS), Psychiatric University Hospital Basel, 4002 Basel, Switzerland; [email protected] 7 Department of Clinical Research, University of Basel, 4031 Basel, Switzerland 8 Departments of Physical Therapy, University of Alabama at Birmingham, Birmingham, AL 35294, USA Citation: Zakiei, A.; Khazaie, H.; 9 Substance Abuse Prevention Research Center, Kermanshah University of Medical Sciences, Rostampour, M.; Lemola, S.; Esmaeili, Kermanshah 6715847141, Iran 10 M.; Dürsteler, K.; Brühl, A.B.; Division of Sport Science and Psychosocial Health, Department of Sport, Exercise and Health, University of Sadeghi-Bahmani, D.; Brand, S.
    [Show full text]
  • Thanks! a Strengths-Based Gratitude Curriculum for Tweens and Teens
    Thanks! A Strengths-Based Gratitude Curriculum for Tweens and Teens Four lessons to help students understand the meaning of gratitude and how to cultivate it in their everyday lives. ggsc.berkeley.edu Thanks! A Strengths-Based Gratitude Curriculum for Tweens and Teens Table of Contents Introduction 3 Lesson 1: Discover Your Grateful Self 10 Lesson 2: See The Good Challenge 17 Gift of the Magi–Reading Gratitude Challenge–Activity Gratitude Journal–Activity Good Week Reflection–Activity Subtracting Good Things–Activity Lesson 3: Seeing The Good In Others 35 Go Out And Fill Buckets–Activity Lesson 4: Thank You For Believing In Me 43 Gratitude Letter 2 Thanks! A Strengths-Based Gratitude Curriculum for Tweens and Teens Introduction Over the past two decades, studies have consistently found that people who practice gratitude report fewer symptoms of illness, including depression, more optimism and happiness, stronger relationships, more generous behavior, and many other benefits. Further, research convincingly shows that, when compared with their less grateful peers, grateful youth are happier and more satisfied with their lives, friends, family, neighborhood, and selves. They also report more hope, engagement with their hobbies, higher GPAs, and less envy, depression, and materialism. That’s why the Greater Good Science Center launched the Youth Gratitude Project (YGP) as part of the broader Expanding the Science and Practice of Gratitude, a multiyear project funded by the John Templeton Foundation. In addition to advancing the knowledge of how to measure and develop gratitude in children, the YGP created and tested a new gratitude curriculum for middle and high schoolers. The main idea of the YGP curriculum is that varied gratitude practices should help students feel more socially competent and connected, be more satisfied with school, have better mental health and emotional well-being, and be more motivated about school and their future.
    [Show full text]
  • Acceptance and Commitment Therapy for Treatment-Resistant Posttraumatic Stress Disorder: a Case Study
    ARTICLE IN PRESS CBPRA-00192; No. of pages: 10; 4C: Available online at www.sciencedirect.com Cognitive and Behavioral Practice xx (2008) xxx--xxx www.elsevier.com/locate/cabp Acceptance and Commitment Therapy for Treatment-Resistant Posttraumatic Stress Disorder: A Case Study Michael P. Twohig, Utah State University An adult woman with chronic posttraumatic stress disorder (PTSD) and major depressive disorder who was nonresponsive to 20 sessions of cognitive behavior therapy (CBT) is presented in this case study. Two months after her CBT trial, she was treated with 21 sessions of Acceptance and Commitment Therapy (ACT) for PTSD. Measurements of PTSD severity, depression, anxiety, psychological flexibility and trauma-related thoughts and beliefs were taken at pretreatment, after Sessions 8 and 16, and at posttreatment. Results showed significant reduction on all measures throughout treatment, except for trauma-related thoughts and beliefs, which did not decrease until near the end of treatment. Strengths, limitations, and future directions are discussed. FFECTIVE treatments for posttraumatic stress disorder many clients will either refuse or not respond to the most E (PTSD) are necessary because approximately 8% of supported interventions. the population will meet diagnostic criteria for this There are multiple factors that play into undesir- disorder at some point in their lives (American able treatment outcomes: poor administration, therapy- Psychiatric Association, 2000). The need for successful interfering behaviors or external events, limited dosage, treatments has been highlighted in Western countries timing of the treatment, or the treatment might not have since the attacks on September 11, 2001 (Jordan et al., been the right match for the presentation.
    [Show full text]