Russ Harris: ACT Training Part I

www.actmindfully.com.au Russ Harris: ACT Training Part I

Distractiwww.bilityactmindfully.co, Disconnection,m.au Disengagement, Dissociation

Distractibility, Disconnection, Disengagement, Dissociation

Fusion: Past, Future, Reasons,Fusion: Rules, Past, Judgments Future, Reasons, Rules, Judgments

PsychologicalPsychological Flexibility Flexibility has has two two ‘ ‘strandstrands’:s’: • The ability to be psychologically present and open to experience (be present, open up) • The ability to be psychologically present and open to experience (be present, open up) • The ability to control your actions to serve valued ends (be present, do what matters) • The ability to control your actions to serve valued ends (be present, do what matters) The aim of the ACT Practitioner: The aim• ofThe the aim ACT of the Practitioner: ACT practitioner is to model, instigate and reinforce Psychological Flexibility • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility ACT therapists/coaches are primarily doing one of two things: ACT therapis• Developingts/coaches psychological are flexibility primarily in the moment doing with one the of client two things: • Working to get there - developing an alliance where this can occur or supporting practice outside the • Developingroom. psychological flexibility in the moment with the client • Working to get there - developing an alliance where this can occur or supporting practice outside the room.

www.actmindfully.com.au AWAY MOVES TOWARDS MOVES Behaving unlike the person you Behaving like the person you want want to be, doing things that take to be, doing things that take you you away from the life you want towards the life you want Distractibility, Disconnection, Disengagement, Dissociation

Fusion: Past, Future, Reasons, Rules, Judgments

HOOKS HELPERS Thoughts, feelings, emotions & What matters to you? Who do memories that ‘hook’ you and you care about? What skills, values, strengths can you use? Psychologicalpull you into Flexibilityaway moves has two ‘strands’: • The ability to be psychologically present and open to experience (be present, open up) • The ability to control your actions to serve valued ends (be present, do what matters)

The aim of the ACT Practitioner: • The aim of the ACT practitioner is to model, instigateSituation and reinforce Psychological Flexibility SITUATION Thoughts Feelings ACT therapists/coaches are primarily doing one of two things: • Developing psychological flexibility in the moment with the client • Working to get there - developing an alliance where this can occur or supporting practice outside the room.

The 'choice point' - by Joe Ciarocchi, Ann Bailey, Russ Harris 2 (C) Russ Harris 2016 www.actmindfully.com.au 12 Russ Harris: ACT Training Part I

www.actmindfully.com.au What does the client describe as the main problem(s)?

What does the client want from therapy/coaching? Emotional Goals: What thoughts, images,Distracti feelingsbility, emotions,, Disconnection, sensations, memories, urges, would he like to have less of? (*NB: We convert these to behaviouralDisengagement, goals with theDissociatio reframe: “Son we’ll be learning new skills to handle these difficult thoughts and feelings more effectively, so they have less impact and influence over you” *)

Behavioural Goals: What would the client like to stop/start; do more/less of? How would he like to treat himself, others, the world, differently? What goals would she like to pursue? What activities/skills would she like to start, resume, develop? What people, places, events, activities, challenges, would he like to approach rather than avoid? What relationships does she want to improve, and how? What life problems does he want to solve?

EXTERNAL BARRIERS. Are there any external barriers (as opposed to psychological barriers) to a rich and full life - e.g. legal, social, medical, financial, occupational problems that require problem solving and/or skills training?

UNWORKABLE ACTION Fusion:What Past, is the Future, client doing that makes life worse, or keeps her stuck, worsens problems, inhibits growth, prevents Reasons,healthy Rules, solutions, Judgments impairs health, damages relationships etc? (What would we see and/or hear on a video?)

What IMPORTANT or MEANINGFUL people, places, events, activities, situations, goals, problems and challenges is the client avoiding or escaping (e.g. withdrawing from, quitting, procrastinating, giving up on, or staying away from)?

FUSION: (Include examples of specific thoughts, as well as of processes such as ‘worrying’, etc.) PAST & FUTURE: (rumination, worrying, fantasizing, blaming, predicting the worst, reliving old hurts, idealizing the past or the future, flashbacks, ‘if only …’, why did it happen?, catastrophizing, resentment, regrets etc.)

PsychologicalSELF-DESCRIPTION: Flexibility (self-judgments, has twoself-limit ‘stranding ideass’: about ‘who I am’ or ‘what I can and can’t do’, self-labels) • The ability to be psychologically present and open to experience (be present, open up) • REASONSThe ability: (reasons to control the client your gives actions for why to she serve can’t, valued won’t ends or shouldn’t (be present, change, do or whatwhy his matters) life can’t be improved)

The RULES:aim of (about the how ACT myself, Practitioner: others, life should be: look for key words such as: ‘should’, ‘have to’, ‘must’, ‘ought’, • ‘right’,The ‘wrong’,aim of the ‘always’, ACT practitioner‘never’, ‘can’t isbecause’, to model, ‘won’t instigate until’, ‘shouldn’t and reinforce unless’ Psychological etc.) Flexibility

ACT JUDGMtherapisENTS:ts/coaches (mostly these will are be negative, primarily but sometimes doing positive;one of may two be things:about anyone or anything: other people, • oneself,Developing one’s job, psychological one’s body, one’s flexibility thoughts in the and moment feelings, the with past, the the client future, or even life itself) • Working to get there - developing an alliance where this can occur or supporting practice outside the room.OTHER:

www.actmindfully.com.au EXPERIENTIAL AVOIDANCE: (Private experiences the client is trying to avoid, get rid of, or is unwilling to have) THOUGHTS, IMAGES, MEMORIES, EMOTIONS, FEELINGS, SENSATIONS, URGES, CRAVINGS, WITHDRAWAL SYMPTOMS:

Distractibility, Disconnection, Disengagement, Dissociation LOSS OF CONTACTING THE PRESENT MOMENT: The 4 Ds: Distractibility, Disengagement, Disconnection, Dissociation? Deficits in ability to narrow focus, broaden focus, sustain focus, or shift focus?

VALUES & COMMITTED ACTION IMPORTANT LIFE DOMAINS: (What life domains and what people does the client care about: e.g. work, study, health, parenting, marriage or other intimate relationship, friends, family, spirituality, community, environment)?

VALUES: (What values seem important within those domains?)

GOALS & ACTIONS: (What values-congruent goals and activities does he: a) already have; and b) want to pursue?)

Fusion: Past, Future, Reasons, Rules, Judgments NEED FOR SKILLS-TRAINING: (What important skills does the client lack or fail to use e.g. problem solving, goal setting, self-soothing, assertiveness, communication, conflict resolution, relaxation, empathy?)

RESOURCES: (What strengths, skills and other personal resources does the client already have, that could be utilized? What external resources could be accessed?)

MY PERSONAL BARRIERS: (What difficult thoughts and feelings show up for me, regarding this client?)

PsychologicalBRAINSTORM: FlexibilityWhat questions, has exercises, two worksheets, ‘strands’: metaphors, tools, techniques and strategies can I use in the •nextThe session? ability Wha to tbe skills psychologically-training may be present required? and Is openvalues to-based experience problem -(besolving present, required open for up)external barriers? • The ability to control your actions to serve valued ends (be present, do what matters)

The aim of the ACT Practitioner: • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility

ACT therapists/coaches are primarily doing one of two things: • Developing psychological flexibility in the moment with the client • Working to get there - developing an alliance where this can occur or supporting practice outside the room.

www.actmindfully.com.au Opening ACT

DISSECTINGDistractibility TH, Disconnection,E PROBLE M Disengagement, Dissociation This form is to help gather information about the nature of the main challenge, issue, or problem facing you. First, please summarize, in one or two sentences, what the main issue or problem is:

Second, please describe, in one or two sentences, how it affects your life, and what it stops you from doing or being:

Regardless of what your problem is—whether it is a physical illness, a difficult relationship, a work situation, a financial crisis, a performance issue, the loss of a loved one, a severe injury, or a clinical disorder such as depression—when we dissect the problem, we usually find four major elements that contribute significantly to the issue. These are represented in the boxes below. Please write as much as you can in each box about the thoughts, feelings, and actions that contribute to or worsen the challenge, problem, or issue facing you:

Entanglement with Thoughts Life-draining Actions: What memories, worries, fears, self-criticisms, or What are you currently doing that makes your life Fusion:other Past, unhel pfFuture,ul thoug hts do you dwell on or get worse in the long run: keeps you stuck; wastes your Reasons,“caught Rules, up” in t hatJudgments are related to this issue? What time or money; drains your energy; restricts your life; thoughts do you allow to hold you back or push you impacts negatively on your health, work, or around or bring you down? relationships; maintains or worsens the problems you are dealing with?

PsychologicalStruggle with FlexibilityFeelings has two strand Avoiding Challenging Situations: What emotions, feelings, urges, impulses, or‘ s’: What situations, activities, people, or places are you •senThesatio abilityns (ass tooci beate dpsychologically with this issue) presentdo you fig andht openav tooid experienceing or staying (be aw present,ay from? openWhat up) have you quit, •with,The av oiabilityd, sup topr econtrolss, try to your get ridactions of, or toother servewise valued w endsithdra (bewn fpresent,rom, drop doped what out o matters)f? What do you keep struggle with? “putting off” until later? The aim of the ACT Practitioner: • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility

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www.actmindfully.com.au YOUR VALUES: What really matters to you, deep in your heart? What do you want to do with your time on this planet? What sort of person do you want to be? What personal strengths or qualities do you want to develop?

1. Work/Education: includes workplace, career, education, skills development, etc. Distractibility, Disconnection, 2. Relationships: includes your partner, chilDisengagement,dren, parents, relatives, Dfrieissociationds, co-workers,n and other social contacts.

3. Personal Growth/Health: may include religion, spirituality, creativity, life skills, meditation, yo ga, nature; exercise, nutrition, and/or addressing health risk factors like smoking, alcohol, drugs or overeating etc

4. Leisure: how you play, relax, stimulate, or enjoy yourself; activities for rest, recreation, fun and creativity.

THE B ULL’ S EYE: make an X in each area of the dart board, to represent where you stand today. My behaviour is I am behaving like far removed the person I want from the way I’d to be like it to be

Work/ Leisure Fusion: Past,Educa Future,tion Reasons, Rules, Judgments

Psychological Flexibility has two ‘strands’: • The ability to be psychologically present and open to experience (be present, open up) • The ability to control your actions to serve valued ends (be present, do what matters)

The aim of the ACT Practitioner: • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility

ACT therapists/coaches are primarily doing one of two things: • DevelopingPersonal psychological growth/ flexibility in the moment with the client Relationships • Working toHe getal ththere - developing an alliance where this can occur or supporting practice outside the room.

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www.actmindfully.com.au Setting Up Sessions

#1 – Pressing Pause • Can I have permission to press pause from time to time - so if I see you doing something that looks like it might be contributing to your problemsDistracti worse,bility I can, Disconnection, pause you and shine a light on what’s happening, and we can address it? Disengagement, Dissociation • And can I also press pause if I see you doing something that looks like it might be really helpful or useful, in terms of dealing with your problems and improving your life? So again we can shine a light on it, and see more clearly what you’re doing, and think about ways you can use it outside of this room?

#2 - Trying New Things • I mentioned already that part of this approach includes learning new skills to handle thoughts and feelings more effectively. Is it okay if at times ask you to try some of these things in session? • At times I might ask you to do an exercise that seems a bit weird or strange, and you are always free to say no. I’m only going to suggest these things if I think they’ll be helpful to you, but you certainly don’t have to do them. . #3 – Setting an Agenda • Are you okay if we take a couple of minutes at the start of each session to establish a focus or an agenda for the session? To pick one important problem or area of life that we can hone in on, and make the main focus of the session, in order to improve it? Fusion:• Past,The reasonFuture, for this, is it makes our work much more efficient. If we are talking about several different Reasons, Rules,problems Judgments at once, it’s very hard to deal effectively with any of them.  Once client agrees, set an agenda – e.g. use the ‘bull’s eye’ and pick a quadrant – or ask the client to nominate a single problem/ goal/ domain of life/issue/relationship to focus on

#4 – Team Building • Very often the problems that show up in your interactions with other people outside this room, also tend to show up here in our sessions too. Is it okay if I press pause at times and get us look at what’s happening here in the room, in the way that you and I are interacting with each other? • To get you to notice things that you’re doing that seem helpful and things that seem unhelpful, in terms of us building a strong team/alliance? And can I ask you at times to try out new skills or strategies here in the room with me, so that you can then take them and use them with other people outside this room?

Psychological Bring this Flexibility in at any point has where two the session‘strand becomess’: about relationship issues. If there is any sign of conflict or • Thetension ability or stuckness, to be psychologically check with the present client: Can and I just open check to weexperience are a team (be here? present, We are open working up) together, as a team, with the same aim: to help you build a better life? • The ability to control your actions to serve valued ends (be present, do what matters)

The#5 aim – Being of the Real ACT Practitioner: • Can we make this a place where we can both be real with each other? I want you to be real with me – and give • The meaim honest of the feedback ACT practitioner about whether is to what model, I am instigate doing is helpful and reinforce or not etc. Psychological And I want to be Flexibility real with you, too. Am I allowed to give you honest feedback? ACT therapis• Sometimests/coaches that can be areconfronting primarily – but there doing are very one few ofpeople two in thethings: world that will give you honest feedback. One of the most powerful things about coaching/counselling is that you will, if you allow it, get • Developing psychological flexibility in the moment with the client honest feedback from someone else in a kind way, with no other agenda than to help you build a better life • Working to get there - developing an alliance where this can occur or supporting practice outside the room.

www.actmindfully.com.au Informed Consent  The name reflects a key message: accept what is out of your control, and commit  to action that improves your life  It’s a very active form of therapy/coaching; it’s not just talking about problems  ‘Learning skills to handleDistracti thoughtsbility and, fDisconnection,eelings more effect ively, so the y have  less impact and influenceDisengagement, over you’ Dissociation  ‘Clarifying what matters to you, what you want to stand for in life, what strengths and qualities you want to develop, how you want to treat yourself and others  ‘Taking action to solve problems, face challenges, and do things that make life better’  Requires practice between sessions – like learning to play guitar  At times, may be a roller-coaster ride. (Pre-empt urge to drop out, if relevant.)

Mindfulness

 ‘Pa ying attention with FLexibility, Openness, Curiosity and Kindness’ (FlOCK)  At the ‘core’ of mindfulness is contact with the present moment  The basic instruction is ‘notice X’ - where X is anything that is here and now  The first step in defusion is ‘notice your thoughts’  The first step in acceptance is ‘notice your feelings’ Fusion: Past, Future,To ac cess the observing self, ‘notice that you are noticing’ Reasons, Rules, Judgments Self-As-Context

 There are two meanings of ‘Self-As-Context’. In almost all current ACT textbooks, SAC is defined as or described as the ‘observing self’ or ‘observer self’. But sometimes the term is used to mean ‘flexible perspective taking’ - and when used this way it can include interventions based around developing any or all of the following: the observing self, empath y, compassion, self-compassion, “inner child” work, and defusion from the conceptualized self.

The Observing Self (Self-as-context)

 'Strengthens' or' enhances' defusion/acceptance/contact with the present moment Psychological FlexibilityBecomes a 'short has cut' two for ‘ strandthe above:s’: e.g. 'look at this from your observing self' • The ability toFac beilitates psychologically defusion from present the andconce openptua tolis experienceed self, and (be gives present, a stable open sense up) of self • The ability toIncr controleases willingnessyour actions for to serveexposure valued to fe endsared (be private present, exp erdoien whatces(e.g. matters) traumatic memories)  For trauma survivors: a part of you came through unharmed The aim of theT ACTranscen Practitioner:dence is an important part of any spiritual journey • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility Three types of interventions for the observing self: ACT therapists/coaches are primarily doing one of two things:  metaphors (chessboard/ documentary of Africa/ stage show/ sky and • Developingw psychologicaleather/ thinking flexibility self and in observing the moment self) with the client • Working todefusion get there exer - developingcises aimed an at alliance defusion where from thethis conceptualizedcan occur or supporting self (the good practice self &outside the room. bad self exercise/ naming the story)  contacting the observing self (‘continuous you’/ notice who’s noticing/ 'I am' exercise)

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www.actmindfully.com.au INFORMED CONSENT • ACT is a very active form of therapy or coaching – not just talking about problems. • Learning skills to handle difficult thoughts and feelings more effectively, so they have less impact and influence over you • Clarifying what matters to you, whatDistracti you carebility about,, Disconnection, the sort of person you want to be, how you want to treat yourself and others,Disengagement, what you want D yourissociatio life to ben about • Taking action: to solve problems, and do things that make life better • So my aim is to have you leave here at the end of each session with an action plan – something you can take away and do in between sessions, to make a positive difference in your life.

HANDS AS THOUGHTS & FEELINGS • Imagine in front of you is everything that matters: the people, places, activities you love etc. And all the real life problems and challenges you need to deal with • Now pretend your hands are your thoughts & feelings. Now copy me – get caught up in your thoughts • Notice 3 things: 1) How much are you missing out on? 2) How disconnected and disengaged are you from the people and things that matter? How difficult is it to focus on the task at hand or the problem you need to address? 3) How difficult is it to take action, to do the things that make your life work? (give examples) • Now slowly separate from your thoughts & feelings Fusion:• Past,What’s Future, your view of the room like now? How much easier is it to engage and connect? How much Reasons,easier Rules, is itJudgments to take action? • Notice these things (i.e. hands) haven’t disappeared. If you can use them, do so. After all, often thoughts and feelings have useful and important information that can help you. And if there’s nothing useful you can get from them, you just let them sit there.

PUSHING AWAY PAPER • In front of you is everything that matters: the people, places, activities you love etc. And all the real life problems and challenges you need to deal with • This paper is all the thoughts & feelings you don’t want. Push them away, hard! • Notice 3 things: 1) How tiring is it? 2) How distracting is it; how difficult is it to fully engage or connect with the things and people that matter? How difficult is it to keep your attention focused on the task at Psychologicalhand or the Flexibility problem you has face? two 3) How ‘strand difficults’: is it to take action, to do the things that make your life • Thework? ability (give to examples)be psychologically present and open to experience (be present, open up) • • TheNow ability rest toit on control your lap. your actions to serve valued ends (be present, do what matters) • How much less effort is that? How much easier is it to engage and connect, or keep your attention focused on the task or problem facing you? How much easier is it now to take action? The aim• Notice of the your ACT thoughts Practitioner: & feelings (i.e. the paper) haven’t disappeared. But you have a new way of • Theresponding aim of the to ACT them, practitioner so they don’t is to hold model, you back instigate or tie andyou downreinforce or stop Psychological you taking effective Flexibility action and engaging in your life. And if there’s something useful you can do with them use them. Often thoughts and feelings have useful information that can help you – but you can’t effectively access ACT therapisthat informationts/coaches while you’re are primarily busy struggling doing with them. one Andof two if there’s things: nothing useful you can get • Developingform them, psychological you just let them flexibility sit there. in the moment with the client • Working to get there - developing an alliance where this can occur or supporting practice outside the room.

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www.actmindfully.com.au 2 Questions We Continually Dance Between: Q: What valued direction does the client want to move in (towards moves)? • alues clarification • oal setting Committed ActionDistracti (includesbility skills, training/ Disconnection, problem solving) Q: What is getting in the way? Disengagement, Dissociation • usion efusion • Avoidance Acceptance • Automaticity Awareness/ engagement

Defusion Versus Disputation In RCTs comparing ACT to traditional CBT for depression, defusion created faster reductions in believability of depressogenic thoughts than disputation did. Note this happened even though with defusion we are not actively trying to reduce believability! We can defuse from thoughts even when we still believe them 100%! (We can also fuse with thoughts that we don’t believe, such as when we are fantasizing)

Defusion Step 1: e acknowledge the thought – whether it be a belief, idea, attitude, assumption, schema, metacognition – and we restate it plainly: E.g. ‘So you have the thought that/ you have the belief that/ you have the cognition that/ your mind tells you that/ you believe that/ this thought shows up that ……. X, Y, Z Defusion Step 2: Instead of looking at the content of the thought – true or false, positive or negative – look at what happens if you fuse with it. E.g.: If you hold on tightly to (or get hooked by) that thought (or belief/idea/attitude/assumption etc.) – and let Fusion:it control Past, you Future, (or let it control what you do with your arms and your legs and your mouth) – how does that work for you, long term? Reasons, Rules, Judgments There are many variants on step , eg.:  oes holding it tightly/getting hooked by it help you to be the person you want to be?  In the long term does holding it tightly/getting hooked by it take you towards or away from the life you want (or towards/away from your values)?  If you let this thought dictate your actions, how does that work in terms of creating the life you want? In those two steps, the client is already defusing from the thought/belief/idea. (e do not have to waste time and energy debating whether it is true or false, assessing if it is right or wrong, or judging it as positive or negative.) If the client says holding on tightly to the thought is helpful/workable/facilitates towards moves etc, then we say, ‘In that case, there is no problem. Let’s move on to something that’s an issue.” If the client acknowledges that hooked/holding on is a problem we can then ‘sell’ defusion: “So if we could do some work here to help you unhook from these types of thoughts, (or loosen your grip on them) would that be useful?” e can then go on to more formal defusion practice. So you’ve already done some defusion with those first steps – now you can go on to more formal defusion eercises The great thing is a client can still defuse from a thought that he believes, and that disputation can never disprove Psychologicalor refute – e.g. Flexibility ‘The plane might has crash’, two ‘I might ‘strand get rejected’,s’: ‘One day I will die’ • The ability to be psychologically present and open to experience (be present, open up) • The ability to control your actions to serve valued ends (be present, do what matters) DEFUSION – A MAJOR PARADIGM SHIFT  It’s not the thought content that is the problem, in ACT. The problem is fusion. The aim ofAlways the normalieACT Practitioner: validate thoughts  Always affirm that we don’t choose the vast majority of our thoughts – they just ‘show up’ • The aime clear of the that ACT no onepractitioner has ever found is to amodel, way to instigatestop unhelpful and thoughts reinforce from Psychological appearing but Flexibility we can learn to respond differently to them when they ‘show up’.  It doesn’t matter how positive or negative the thought is. ACT therapis ositivets/coaches thoughts can be are really primarily unhelpful, and doing negative one thoughts of two can bethings: really valuable, depending on the contet. • Developing Even the psychological most negative flexibilityof thoughts in is the not momenta problem with if we theare defusedclient from it. • Working to get there - developing an alliance where this can occur or supporting practice outside the room. (C) Russ Harris 2016 www.actmindfully.com.au 10

www.actmindfully.com.au a ip

PRAGMATISM WORKABILITY SECONDARY GAINS f u g ang ith that thught Distractif u tbility that th, Disconnection,ught ictat hn thi thught h up if u u int it an t it cnt u Disengagement,hat u h Dissociatio it n ta it at fac aug ang ith h that a u hat in th ng un uing itt it t u hat t hat u gt f uing int it int it hp u cat a ich fing thught ituatin h u g f h an fu an aningfu if ight it hp u ai cap u gi it a g ana n f in th ht un thugh u in a it won’t FORM AND LOCATION hat that thught i ig i it hat it un i INTERESTED u ic n ’ hat’ an intting thught u an t h i it cat in pac it ing MEDITATIVE ti f ing in hat ictin t u thught c an g i an at hat p paing cu ca iing pat u hu tc COMPUTER SCREEN agin thi thught n a cput cn hang th fnt YOUR MIND IS LIKE .... color, and format. Animate the  a “don’t get killed” machine Fusion: Past, Future, THOUGHTS words. Add in a bouncing ball. Reasons, a Rules, word machine Judgments  radio “doom and gloom”  a masterful salesman INSIGHT  the world’s greatest story teller hn u u int thi thught  a fascist dictator gi it a u attntin h  a judgment factory u hai chang hat u tat tp ing hn it h up BULLYING REFRAME What’s it i t puh aun that thughtifia u NAMING THE STORY ant t ha it un u if t u f a th thught an fing hat t a th ti put int a i titled “the something something story,” what would you call it? PROBLEM SOLVING ach ti thi t h up Psychological Flexibility has two ‘THstrandE CLASSs’:ICS name it: “Aha, there’s the XYZ hi i ut u in p I’m haing th thught that • story again!” Theing ability u’ to in be pain psychologically u present a and it in aopen i ic to experience (be present, open up) • Thein ability ti t tofigu control ut a a your t actions toing serve it valued ends (be present, do what matters) tp th pain u in a it NOTICING t p hi i it pat it uic an tic hat u in i ting The aimIt’s ofnt thefcti ACT it’s ing Practitioner: hat it it thught n ca u ight n t ut f th tic hat u’ thining • The aim of the ACT practitioner is toang model, instigate n th u and ta reinforceph Psychological Flexibility utin a nt ffcti han u in f that thught u i t a hth u Who’s taing h u u THE OBSERVING SELF a a ind’s utin a ffcti in ACT therapisth gi uts/coaches a ich an fu if are in primarily doing one of two things:tp a c an at thi thught a n a ta ci f u ing f • Developingth ng un psychological flexibility in the moment i that t with the client • Working to get there - developing an alliance where this can occur or supporting practice outside the room.

igu Summary of Defusion Techniques

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alues are ‘desired ualities of ongoing action’. Collouially: values are your heart’s deepest desires for how you want to behave as a human being. alues are like a compaDistractiss: guidebility you,, give Disconnection, direction, help you stay on track. Disengagement, Dissociation oals versus values: marriage versus being loving aluesfocused life versus goalsfocused life alues are OT: goals, desires, needs, ethics, morals, feelings, rules, beliefs, codes of conduct

. alues are here and now goals are in the future. . alues never need to be justified. . alues often need to be prioritied. . alues are best held lightly. . alues are freely chosen.

Once values are clarified: short term, medium term and long term goals are set: SAT goals, and Live erson’s goals Then action plans are created to achieve the goals.

Fusion: Past, Future, Reasons, Rules, Judgments This eercise is a fantasy – if dreams could come true, if magic could happen – what would you love to have happen? e are not tring to realisticall redict the future its a agical fantas to hel ou get in touch with our values

Step Imagine: I wave a magic wand and for the net ten years you behave like the sort of person you want to be in every important relationship in your life. othing stops you no thoughts, no feelings, no life events (because this is magic).

Step Imagine: e are now ten years in the future. or the last ten years you have behaved like the sort of person you want to be in every important relationship in your life. And now I place a mindreading machine on your head, and I tune it into the mind of someone very important to you, so you can now hear their every thought, just as if you were listening to a radio. Psychological Flexibility has two ‘strands’: •As youThe tune ability in tothis be person's psychologically thoughts, present they’re and thinking open to about experience YOU— and(be present,how you open have up) behaved over the •lastThe ten abilityyears sinceto control the magic your actions happened. to serve about valued what ends you (be stand present, for in do life, what what matters) your greatest ualities are, and the role you played in their life. The aim of the ACT Practitioner: • If dreamsThe aim could of the come ACT true,practitioner if magic is could to model, happen, instigate what andwould reinforce you love Psychological to hear them Flexibility thinking? Imagine it now. irst they are thinking about what you stand for in life – ause seconds) And now, they are thinking about what your greatest ualities are – ause seconds) ACTAnd therapis now, theyts/coaches are thinking aboutare primarily role you played doing in their one life of over two the things: last years – ause seconds) • Developing psychological flexibility in the moment with the client •eeatWorking for one to getor two there other - developing iortant an relationshis, alliance where then this rocess can occur as follows or supporting practice outside the room. So what does this eercise reveal about the sort of person you ideally want to be: the ualities you want to develop or use more, the way you want to treat others, and what you want to stand for in life?

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Distractibility, Disconnection, Disengagement, Dissociation F i g u SPEECHES MIND-READING MACHINE WHAT MATTERS? r e Imagine your eightieth birthday (or twenty-first or fiftieth Imagine I place ami nd-reading machineon your head, What do you really want? What matters to you

1 or retirement party, and so on). Two or three people and I tune it into the mind of someone veryimp ortant in the big picture? What do you want to stand 1

. make speechesab out what you standfor, what you mean to you, so youca n nowh ear their every thought. As you for? Is there ny a thingin your life right nowtha t 1

to them, the role you playedin their life. In the IDEAL tune in, they’re thinkinga bout YOU--about what you gives you a sense of meaning,p urpose, vitality? C world, where you have livedy our life asthe persony ou standfor, what your strengthsa re, what you mean to o an be, ha would you hea them saying? them, and you play life. mm w t to w t r the role in their In the THE SWEETSPOT Fusion: Past, Future, IDEAL world, where you have lived your life asthe Vividlyr ecall a rich, “sweet“ memory andge t in person you you hear

o want to be, what would them LIFE AND DEATH touch with the emotions. What is meaningful n Reasons, Rules, Judgments thinking? a. Imagineyo ur o wn funeral: imagine what youw ould like about this memory?

V to hear peoplesa yinga bout you. a lu b. Act out your own funeral--psychodrama style DISAPPROVAL s e c. Write your obituary or fill in a blankt omb tone. What do you disapproveof, or dislike, in the s d. Imagine youso mehow know you only havetw enty-four actions of others? How would youac t C hours to live, but you can’t tell anyone: who would you visit, differently, if you were in their shoes? l ? a and what would you do r i f i MISSING OUT c WEALTH a Wha impor an areas of life have yougi ven up You inherit a fortune.W hat wo uld you do with it? Who t t t t

i or missedo ut on for lack of willingness? o would be there to share those activities or appreciate the Clarifying n things you buy? How would you act toward all those

T people who share your new life? FORMS AND WORKSHEETS e Values c Valued LivingQu estionnaire h EXPLORING YOUR PAIN Bull’s Eye n ass i a. Pain As Your Ally: What does this painte ll you about Life Comp qu what really matters, what you truly care about? Valued Actions Inventory e b. PaPsychologicalin As Your Teacher:How Flexibility can this pain help yhasou to two ‘strands’: List of Common Values s

grow or learn or develop new skills ands trengths? How • The ability to be psychologically present and open to experience (be present, open up) canit help you better relate to others? CHILDHOOD DREAMS c. From Worrying• Theto Cariabilityng:W htoat docontrol your fea ryours, worr iactionses to serve valued ends (be present, do what matters)As ach ild, what sort of life did you imagine for and anxieties show youthat you care about? Whatdo they MAGIC WAND the future? remind you is veryimp ortant? a. I wave this magic wand and you have the total The aim of the ACT Practitioner: approval of everyoneon the planet--no matter what ARTISTIC METHOD S CHARACTER STRENGTHS you do, they love,r espect, and admirey ou--whether Paint, draw, or sculpt your values. What per•sonal Thestreng taimhs and ofq u thealities ACTdo yo upractitioner already have? is to model,you become instigate s au rgeon or and a se rreinforceial killer. Wha tPsychological wo uld Flexibility Which new ones wouldyo u like to develop? How would you thendo with your life? How would you treat you like to applyt hem? others? LIKES b. I wave this magic wand, and all these painful What do you like to do?

ACT therapists/coaches are primarilythought sdoing, feelings, and one mem oofries twono longer things: havean y K n IF … THEN … impact on you.W hat would youdo with your life? ROLE o • would you changea as MODELS w If you achievedDeveloping that goal, thenhow psychological flexibility in Wthehat wmomentould yous ta withrt, stop the, do more client of, or less of?

Who do you look up o? Who inspi es you? ? ? t r W result What would youdo differently from there on How How would you behave differently? If we watched you • Working to get there - developing an alliance where this can occur or supporting practiceWhat pers ooutsidenal strengt hthes or qualities do they you would behave differently with friends, family, on a video, what would we seean d hear that would h s s s? havet hat you admire? a colleagues,room. uc tomer , and other show us magic had happened? t

M a t t e r s

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www.actmindfully.com.au Join the D.O.T.S. We all naturally tr y to avoid or get rid of painful or unpleasant thoughts and feelings. The aim of this exercise is a) to find out which methods you use, and b) what effects those methods may have in the long term. NB: Please do this non-judgmentally - with genuine curiosity! Please do not start judging these methods as ‘good’ or ‘bad’, ‘right’ or ‘wrong’, ‘positive’ or ‘negative’. The aim is simply to find out if these methods are worDistractikable – i.e.bility do these, Disconnection,methods work in the long term to give you a rich and meaningful life? Obviously, if any of these methods do acDisengagement,tually improve your life inD theissociatio long termn, k eep doing them!

D - Distraction: what do you do to distract yourself fro m, or ‘take your mind off’’ painful thoughts & feelings? (e.g. movies, TV, internet, books, co mputer games, exercise, gardening, gambling, food, drugs, alcohol)

O - Opting out: what important, meaningful or life-enhancing activities, events, tasks, challenges, or people, do you avoid, quit, escape, procrastinate, or withdraw fro m? (If they’re not important, meaningful or life-enhancing, then opting out is no problem!)

T- Thinking strategies: ho w do you tr y (consciously or not) to think your way out of pain? Tick any o f the follo wing that you have done, and write in any others: Worrying; Dwelling on the past; Fantasizing about the future; Imagining escape scenarios (eg leaving your job or your partner) or revenge scenarios; Thinking ‘It’s not fair …’ or ‘If only ….’; Blaming yourself, others, or the world; Talking logically and rationally to yourself; Positive thinking; Positive affir matio ns; Judging or criticizing yourself; Giving yourself a Fusion:hard Past, time; Future, Analyzing yourself (trying to figure o ut why you are like this); Analyzing the situation (trying to figure o ut why this happened); Analyzing others (tr ying to figure out why they are like this); P lanning; Strategizing; Constructive problem- Reasons,solvi Rules,ng; Making Judgments To Do lists; Repeating inspirational sayings or proverbs; Challenging or disputing negative thoughts; Telling yourself ‘This too shall pass’ or ‘It may never happen’. Other thinking strategies:

S - Substances & other Strategies: what substances do you use put into your body to avoid or get rid of pain, (include foods, drinks, cigarettes, recreational drugs, naturopathic and herbal remedies, and prescription medication)? Any other Strategies you use to avoid pain (e.g. yoga, meditation, having affairs, aggressiveness, Tai Chi, massage, exercise, picking fights, dancing, music, suicide attempts, self-har ming, prayer, smashing things, staying in bed, self-help books, seeing a therapist)?

Psychological Flexibility has two ‘strands’: Now consider this: do these methods get rid of your unwanted thoughts and feelings, so they never come back? •Ho wThe ma ny ability of these to methods be psychologically give yo u so me r epresentlief fro m andpain inopen the s hotort experience term, but keep (be you present, stuck or make open your up) life worse in the •longThe term ability: ‘none’ to ….……. control ‘a feyour w’ … actions … … ‘a bo tout servehalf’ …… valued…. ‘most’ ends ………… (be present,... ‘all’? do what matters)

Clearly, some of these methods are helpful, if you use them flexibly, m oderately, sensibly – in which case, keep using them! TheHowever, aim of when the yo uACT have over-re Practitioner:lied on these methods – used them excessively, rigidly, or inappropriately - what have they cost yo u in ter ms o f h ealth, money, wasted time, relationships, missed opportunities, or increased emotional pain? • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility

ACT therapists/coaches are primarily doing one of two things: • GivenDeveloping that a) no matter psychological what you do, flexibilitypainful though in tsthe and moment feelings keep with coming the clientback, and b) trying very hard to avoid or get rid of •themWorking often makes to life get worse there in the- developing long term – woan u ldalliance you be opwhereen to learning this can a ‘new occur way’ or of supporting responding to practice them; a method outside that the room.is radically different to everything else you’ve tried ?

www.actmindfully.com.au ACT Made Simple

HEALING HAND DistractiTHE CHbilityOICE, Disconnection, TO FEEL COMPASSION Lay a hand on the part of your Disengagement,Suppose I could give Dyouissociatio a choice: n Hold this feeling gently as if it’s a body where you feel this most (a) you never have to have this crying baby or a whimpering intensely. Imagine this is a healing feeling ever again, but it means puppy. hand--the hand of a loving nurse you lose all capacity to love and or parent or partner. Send some care, or

warmth into this area--not to get (b) you get to love and care, THE STRUGGLE SWITCH rid of the feeling, but to open up but when there’s a gap between Is the struggle switch on, off, or at around it, make room for it, hold what you want and what the halfway point we call it gently. you’ve got, feelings like this “tolerating it”? one show up. If the switch was like a dial with a Which do you choose? scale of 0 to 10, and 10 is full on SOFTENING struggle, and 0 no struggle at all, See if you can soften up around then right now, what level are you? the feeling, loosen up, and hold Are you willing to see if we can it gently. bring it down a notch or two?

NORMALIZING ALLOWING This feeling tells you that you’re a See if you can allow this feeling to normal human being who has a Fusion:be Past,there. Future,You don’ t have to like it heart and who cares. This is what Reasons,or want Rules, it--just Judgments allow it. humans feel when there’s a gap between what we want and what we’ve got. EXPANSION FEELINGS See if you can open up and expand around the feeling. It’s as METAPHORS if, in some magical way, all this Quicksand space opens up inside you. Passengers on the Bus Demons on the Boat Wade Through the Swamp THE OBSERVING SELF Pushing Against a Clipboard Take a step back and look at this feeling from your observing self. BREATHE INTO IT Breathe into this feeling. It’s as if Psychological Flexibility has two ‘strands’: your breath flows into and around THE CURIOUS SCIENTIST PHYSICALIZING • it. NotTheic eability where to this be fee psychologicallyling is in presentImagin eand this open feeling to is experiencean object. (be present, open up) • yTheour b abilityody. Zoo tom control in on it. your actions toIs serveit liquid, valued solid, or ends gaseo (beus? present, do what matters) Observe it as if you are a curious How big is it? Is it light or heavy? NOTICING scientist who has never What temperature is it? Is it at Notice where this feeling is. The aimencountered of the an ACTything likPractitioner:e this. the surface or inside you? What Notice where it’s most intense. • WThehere aim are theof the edges? ACT W hepractitionerre is tosh model,ape does instigate it have? What and co reinforcelor? PsychologicalNotice the ho Flexibilityt spots and cold does it start and stop? Is it moving Is it transparent or opaque? What spots. or still? Is it at the surface or does the surface feel like--hot or Notice the different sensations ACT therapisinside you? Hotts/coaches or cold? Light oarer primarilycold, rough doing or smo oneoth, wet of o twor things:within the feeling. • hDevelopingeavy? psychological flexibility indr ythe? moment with the client • Working to get there - developing an alliance where this can occur or supporting practice outside the room.

Figure 8.1 Common Acceptance Techniques

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www.actmindfully.com.au • otie • knoege • ake roo Distractibility, Disconnection, • pan aareness Disengagement, Dissociation

Y ‘POAIC’ OOAO • otie, ientiy the • here are they hat are they ike Obsere the ith uriosity • ae the nonugentay • aiate noraise the

OA • ie is painu • he ‘reaity gap’ a big gap beteen hat you ant an hat you’e got naturay this hurts • neitabiity o earaniety hen you step out o your oort one Fusion:• Past,syho Future,euation on eotions • o ou you epet soeone ese to ee uner these irustanes Reasons, Rules, Judgments Y OU o AUOAYUO • hen you get pushe aroun oinate by these eeings, ho oes your behaiour hange • as athing on a ieo, hat ou see or hear • An hat happens ater that An then An then • An ho oes that ipat on your ie

Y OU o A AOA A OOO AA

• o you eer try to get ri o the hat sort o things o you o to ake the go aay • o ong o they go aay or o soon o they return • o those strategies you use to aoi hae any ong ter rabaksostssieeets Psychological Flexibility has two ‘strands’: •The O abilityY to be psychologically present and open to experience (be present, open up) • o hen these eeings sho up, either they push you arounontro you ho you bak bring you on … • •TheOr ability you try to har control to aoiget your ri actions o the, to h serveih in the valued ong ter ends ak (bees thi present,ngs orse do what matters) • An the ore that happens, the ore you get you stuk, the harer ie gets The aim• of on the’t kno ACT ho to Practitioner: stop painu eeings shoing up eryboy has the ut o kno a ierent ay o responing to the • o that hen they sho up, you on’t hae to get aught up pushe aroun oerhee by the … • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility • An you on’t hae to strugge ith the or ight the, either • t’s a ne ay o haning painu eeings, so they hae uh ess ipat an inuene oer you ACT therapis• t’s raiats/coachesy ierent ro areeerything primarily ese you’e trie doing one of two things: • •Developingou you psychological be intereste in e flexibilityarning ho toin othe that moment with the client • Working to get there - developing an alliance where this can occur or supporting practice outside the room. AA O AU • ushing Aay aper eerise eonstrates ho aeptane aiitates auesbase iing • ients on’t get this ink, epet resistane

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www.actmindfully.com.au Self-compassion: 6 Elements

• Contact the present moment: notice & acknowledge your painful thoughts & feelings • Kindness: pursue the value of kindness towards yourself: words, thoughts, imagery & action • Defusion: defuse from harshDistracti judgmentalbilityself, Disconnection,-talk • Acceptance: open up and makeDisengagement, room for painful D issociatiothoughts andn feelings • Validation: validate your pain as a normal & natural part of being human • Connectedness: notice and empathise with others’ pain; recognize yourown pain as somethingyou have in common with others; reveal your pain to compassionate others

The Resilience Formula

4 approaches to any problematic situation:

1. Leave 2. Stay & change what can be changed 3. Stay & accept what can’t be changed & live by your values 4. Stay & give up & do stuff that makes it worse

OBSERVING SELF EXERCISE Fusion: Past, Future, Reasons, Rules,• Notice Judgments your breath (10 seconds pause) • Be aware you’re noticing (10 seconds pause) • Notice what you’re thinking ... • Be aware you’re noticing ... • Notice what you can hear .... • Be aware you’re noticing .... • Notice what your mind is telling you ... • Be aware you’re noticing .... • Notice what you can feel in your feet .... Psychological• Be Flexibilityaware you’re noticinghas two .... ‘strands’: • The •abilityNotice to be what psychologically thoughts you’re present having and.... open to experience (be present, open up) • The •abilityBe awareto control you’re your noticing actions ... to serve valued ends (be present, do what matters) • So there’s a part of you that notices everything The aim of• theOptional: ACT Life Practitioner:is like a stage show … and on that stage are all your thoughts and feelings • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility and everything you can see, hear, touch, taste and smell … and there’s a part of you that can step back and watch the show – zoom in and take in the details, or zoom out and take ACT therapists/coaches are primarily doing one of two things: in the big picture. • Developing psychological flexibility in the moment with the client • • WorkingOptional: to get there It’s always - developing there, analways alliance available. where Youthis canuse occur it every or timesupporting you practice practice outside the room. mindfulness. It’s like a safe place from which to step back and observe your thoughts and feelings, and allow them to freely flow through you – to let them come, and stay and goin their own good time – neither sweeping you nor pulling you into a struggle.

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www.actmindfully.com.au Addressing Unworkable Behaviour In Session

 Contact With The Present Moment Distractibility, Disconnection, Can I press pause, please. I’m noticingDisengagement, something that’s Dissociatio going onn here  Defusion

My mind’s telling me you’ll be upset or angry, or think I’m rude, or make a complaint about me, or

this will damage our relationship.

 Acceptance

I’m feeling pretty anxious about it. My heart’s racing.

 Values

But my aim in here is to help people live better lives – so if I ignore this, I’m not being true to myself

and I’m doing you a disservice Fusion: Past, Future, Reasons, Committed Rules, Judgments Action

So even though I’m feeling really nervous, I’m going to tell you what I’ve noticed.

 Non-judgmental description of the specific behaviour.

I’ve noticed ……

 Permission to address the behaviour

Is it okay if we have a look at this behaviour for a moment –what effect it’s having, what’s triggering it? Psychological Flexibility has two ‘strands’: • The ability to be psychologically present and open to experience (be present, open up) • The ability to control your actions to serve valued ends (be present, do what matters)

The aim of the ACT Practitioner: • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility

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www.actmindfully.com.au Commitment Exercise PART 1 Pick a value of high importance that you have been neglecting or have lost touch with.

My value(s) is(are) to be ... Distractibility, Disconnection, Disengagement, Dissociation

What I’ve been doing that’s inconsistent with my value(s) is ....

What that has cost me is ... (Think of relationships, health, wasted time, wasted money, emotional distress, etc)

PART 2 My commitment is to take the following action(s). (Be specific: specify when will you do it - day, date, time - and what will you actually do) ....

Fusion: Past, Future, Reasons, InRules, order Judgmentsto do what I v al ue, I am willing to make room for (accept and defuse) the following thoughts, images, feelings, urges, memories & sensations: I am willing to make room for thoughts & images such as:

I am willing to make room for emotions/feelings such as:

Psychological Flexibility has two ‘strands’: • The ability to be psychologically present and open to experience (be present, open up) • TheI amability willing to control to make your room actions for sensations to serve valuedin my body ends such (be present,as: do what matters)

The aim of the ACT Practitioner: • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility

ACT therapisI am willingts/coaches to make ro areom forprimarily urges to: doing one of two things: • Developing psychological flexibility in the moment with the client • Working to get there - developing an alliance where this can occur or supporting practice outside the room. I am willing to make room for memories such as:

(C) Russ Harris 2016 www.actmindfully.com.au 191 (C) Russ Harris 2016 www.actmindfully.com.au 19 AWAY MOVES TOWARDS MOVES Behaving unlike the person you Behaving like the person you want want to be, doing things that take to be, doing things that take you you away from the life you want towards the life you want

HOOKS HELPERS Thoughts, feelings, emotions & What matters to you? Who do memories that ‘hook’ you and you care about? What skills, pull you into away moves values, strengths can you use?

Situation SITUATION Thoughts Feelings

The 'choice point' - by Joe Ciarocchi, Ann Bailey, Russ Harris 20 20 Russ Harris: ACT Training Part I

www.actmindfully.com.au * * * BRAND NEW 2-DAY WORKSHOPS * * * ACT for Depression & Anxiety Disorders Distractibility, Disconnection, Do you want to help your clientsDisengagement, find rapid relief D issociatiofrom suffering?n And go on to build richer, fuller lives? If so, this 2-day advanced level workshop on is for you. You’ll go deeper into the ACT model, take your skills to the next level, and learn specific methods for depression and anxiety disorders. You’ll learn about common stumbling blocks and sticking points, and how to quickly get around them. And you’ll discover a wealth of practical tools and strategies to effectively target depression (major depressive disorder and dysthymia) and the full range of anxiety disorders (from OCD & phobias to social anxiety & panic disorder). The workshop will include live demonstrations, videos of therapy sessions, and a wide range of experiential exercises.

Fusion: Past,Day Future,1: ACT for Anxiety Disorders Reasons, Rules, Judgments • Case formulation and treatment planning made simple • 5 most common mistakes when treating anxiety • How to respond when clients say, “I hate this feeling! I just want it to go!” • How to get to and work with the very roots of anxiety • How to dissolve worrying and catastrophising • ‘Mindful ceasefires’: the antidote to ‘panic attacks’ • Exposure: from old school to cutting edge. What is exposure? Why is it essential? What does the latest research tell us about the best way to do it? • Facing your fears with compassion: the art of flexible exposure • Defusing obsessions and surfing compulsions Psychological• Releasing Flexibility the has shackles two ‘ofstrand perfectionisms’: • The ability to be psychologically present and open to experience (be present, open up) Day 2: ACT for Depression • The ability to control your actions to serve valued ends (be present, do what matters) • Case formulation and treatment planning made simple The aim of •theHow ACT to Practitioner:motivate the unmotivated • The aim• ofWhat the ACT to dopractitioner when clients is to saymodel, “nothing instigate will and work” reinforce Psychological Flexibility • How to set goals when “nothing matters” ACT therapis• ts/coachesHow to find meaning are primarily when “life doing is meaningless” one of two things: • Developing• Shame psychological-busting: flexibility moving in from the momentself-contempt with the to clientself-compassion • Working• toWorking get there with - developing the ‘inner an child’ alliance where this can occur or supporting practice outside the room. • Homework horrors: how to get clients active between sessions • Out of the swamp: how to get clients moving in valued directions • Suicidality: what reinforces it and how to compassionately undermine it

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www.actmindfully.com.au RESOURCES *** INTERACTIVE ONLINE TRAINING *** Enhance & Uplift Your Sessions with these MultimediaDistracti bility8-week, Disconnection, Online Course s Disengagement, Dissociation ‘ACT Advanced’ – 8-week Online Course This action‐packed, highly practical 8‐week interactive online course takes your ACT skills to the next level. It includes numerous video clips of therapy sessions. It will guide and support you to strengthen and streamline your ACT, so you can effectively empower your clients. It covers all the same ground as Russ’s advanced‐level live ACT workshops (part 2 ACT‐training), but in more depth and detail because it goes for much longer. The course runs three times a year. For more info: www.ImlearningACT.com

ACT & Mindfulness for Trauma: An In-Depth Integrated Approach This 8 week interactive online course will take you step‐by‐step through the use of ACT with the whole spectrum of trauma‐related disorders (not just PTSD): www.ImlearningACT.com

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*** LIVE WORKSHOPS *** Take Your ACT Skills Further With These Specialised Masterclasses

Fusion: Past, Future,ACT For Depression & Anxiety Disorders – with Russ Harris Brand new 2‐day advanced level workshops: Sydney, Brisbane, Melbourne, Adelaide, Perth. Reasons, Rules,September Judgments‐October 2017. For more info, go to: www.actmindfully.com.au

ACT For Psychosis – with Eric Morris Back by popular demand: 1‐day workshops in Sydney, Brisbane, Melbourne. September, 2017. For more info, go to: www.actmindfully.com.au

 The Happiness Trap – by Russ Harris The best‐selling ACT self‐help book, for everyone and anyone; now published in 30 languages.

 The Happiness Trap Pocketbook– by Russ Harris & Bev Aisbett A fun, comic‐book version of the original – especially for teenagers and adults who are not into reading

 The Reality Slap – by Russ Harris An ACT‐based self‐help book for grief, loss, crisis, and trauma, with a major emphasis on self‐compassion.

 ACT With Love – by Russ Harris Psychological FlexibilityA popular has self‐help two book, based‘strand on the uses’: of ACT for common relationship issues. • The ability to be psychologicallyThe Confidence Gap –present by Russ Harris and open to experience (be present, open up) • The ability to controlAn ACT your look actionsat confidence, to success, serve and valued performance, ends especially (be present, suitable for dolife andwhat executive matters) coaching.

 ACT Made Simple– by Russ Harris The aim of the ACT Practitioner:An introductory textbook on ACT, packed full of practical information, in an accessible, easy‐to‐read style. •  Getting Unstuck In ACT – by Russ Harris The aim of the ACTThe practitioner first advanced‐level is totextbook model, on ACT. instigate Covers common and sticking reinforce points for Psychological both clients and therapists. Flexibility

 The Weight Escape – by Joe Ciarrochi, Ann Bailey, and Russ Harris ACT therapists/coachesA self‐help are book onprimarily ACT for weight loss doing & wellbeing. one of two things: • DevelopingAC Tpsychological Companion: The Happineflexibilityss Trap in App the moment with the client • Working toA rea getlly usefulthere and - developing practical app to an use alliancewith your clients. where Contains this can over occur2 hours ofor recorded supporting exercises. practice outside the room. Annual Australia & New Zealand ACT Conference: www.anzact.com

The Official ACT Website: www.contextualpsychology.org This website is packed full of resources! Membership is via values‐based dues – i.e. you pay whatever you think it’s worth. (The minimum joining fee is $10) 22

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Distractibility, Disconnection, Disengagement, Dissociation

Fusion: Past, Future, Reasons, Rules, Judgments

The aim of the ACT Practitioner: • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility

www.actmindfully.com.au

Distractibility, Disconnection, Disengagement, Dissociation

Fusion: Past, Future, Reasons, Rules, Judgments

The aim of the ACT Practitioner: • The aim of the ACT practitioner is to model, instigate and reinforce Psychological Flexibility