Background: The current study presents the results of a meta-analysis of 39 randomized controlled trials on the efficacy of acceptance and commitment therapy (ACT), including 1,821 patients with mental disorders or somatic health problems. Methods: We searched PsycINFO, MEDLINE and the Cochrane Central Register of Controlled Trials. Information provided by the ACBS (Association of Contextual Behavioral Science) community was also included. Statistical calculations were conducted using Comprehensive Meta-Analysis software. Study quality was rated using a methodology rating form. Results: ACT outperformed control conditions (Hedges' g = 0.57) at posttreatment and follow-up assessments in completer and intent-to-treat analyses for primary outcomes. ACT was superior to waitlist (Hedges' g = 0.82), to psychological placebo (Hedges' g = 0.51) and to treatment as usual (TAU) (we defined TAU as the standard treatment as usual; Hedges' g = 0.64). ACT was also superior on secondary outcomes (Hedges' g = 0.30), life satisfaction/quality measures (Hedges' g = 0.37) and process measures (Hedges' g = 0. 56) compared to control conditions. The comparison between ACT and established treatments (cognitive behavioral therapy) did not reveal any significant differences between these treatments (p = 0.140). Conclusions: Our findings indicate that ACT is more effective than treatment as usual or placebo and that ACT may be as effective in treating anxiety disorders, depression, addiction, and somatic health problems as established psychological interventions. More research that focuses on quality of life and processes of change is needed to understand the added value of ACT and its transdiagnostic nature.

/pdf/a-meta-analysis-of-the-efficacy-of-acceptance-and-commitment-51lqrn7jrh.pdf

A Meta-Analysis of the Efficacy of Acceptance and Commitment Therapy for Clinically Relevant Mental and Physical Health Problems

日本語版 Beck Depression Inventory-II (BDI-II) の開発

The efficacy of Acceptance and Commitment Therapy : An updated systematic review and meta-analysis

https://www.pure.ed.ac.uk/ws/files/25131143/Graham_Gouick_Krahe_Gillanders_2016_.pdf

A systematic review of the use of Acceptance and Commitment Therapy (ACT) in chronic disease and long-term conditions

ACT is an example of a third wave behavior therapy that saves direct change strategies for overt behaviors and utilizes contextual and experiential methods such as mindfulness and acceptance to address cognitive process that hinder and limit overt behavioral change. The treatment is informed by RFT and is based on the philosophical position of functional contextualism. ACT seeks to undermine the literal grip of language (relational framing) that fosters experiential avoidance, cognitive fusion, and behavioral inflexibility, through the application of six core psychological techniques: acceptance, defusion, contact with the present moment, self-as as-context, values, and commitment to behavior change. Homework can play an integral role in the application of these techniques, by supporting the in-session therapy. Homework can be especially useful because it allows the client to utilize these principles in situations that cannot be created in the therapy sessions, such as public situation for someone who struggles with anxiety. As with most therapies, ACT has its own homework assignments, but therapists often create new techniques to serve the clients needs.

https://www.earlyadolescence.org/files/Hayes.pdf

Acceptance and Commitment Therapy

Improving Psychological Adjustment Among Late-Stage Ovarian Cancer Patients: Examining the Role of Avoidance in Treatment

Change takes time: Understanding and responding to culture change in course redesign.

Higher education is faced with the daunting task of serving greater numbers of students and improving student outcomes while facing declining resources. This combination of factors has created an environment predisposed to course transformation/redesign. Facing course redesign can be puzzling, intimidating, and overwhelming. The purpose of the current article is to break down barriers and demystify the process of course redesign. Issues that lead to course redesign, including high DFW (grade of D/F or Withdrawal) rates, poor learning outcomes, course drift, and grade inflation, are explored. A systematic approach to course redesign is presented, including the early stages of garnering support through the process of developing an effective evaluation strategy. The ‘whole course’ redesign approach used for a large enrolment, general education Introductory Psychology course at a large Midwestern US university is used as a case study to demonstrate the process, issues, and challenges. Specific redesign plans and suggestions for institutions considering the process are discussed. In addition, data are presented regarding the faculty team’s satisfaction with the redesign process as well as perceptions of the course from the undergraduate learning assistants. Higher education in the twenty-first century is faced with numerous challenges and opportunities. While the basic structure of higher education in the United States has remained relatively unchanged in over a century, neither learners nor technology have remained static (Bok, 2006). Rapidly changing technology has created a new generation of learners who are more accustomed to being active, involved, and exploratory in learning. Further, declining funding and rising expectations add to the forces challenging the status quo in American public higher education (Mehaffy, 2010). Mehaffy stresses that higher education will continue to face declining resources coupled with the expectation to serve greater numbers of students while improving student outcomes. Technological advances have shaped the Millennials. Also known as Generation Y, Millennials were born between 1980 and 2000, and comprise the vast majority of students in higher education today. These individuals have been raised with technology, and their comfort level allows educators to use a greater variety of methods to address student learning. Mehaffy (2010) argues that technology has led to a fundamental change in the ways of developing knowledge, the ways of aggregating and sharing knowledge, and the ways of disseminating and using collective knowledge. This assertion is a part of the overall picture necessitating a significant shift in the way teaching and student learning is conceptualised. Staley and Trinkle (2011) highlight a variety of political, societal, and academic factors as components of the ‘changing landscape of higher education’ (p. 16). Students are more diverse and, in general, have a more global perspective and accompanying expectations compared with previous generations (Staley & Trinkle, 2011). In the United States, the struggling American economy and decreased federal and state funding have opened the door to variations of traditional

https://journals.sagepub.com/doi/pdf/10.2304/plat.2012.11.2.146

Transforming Introductory Psychology: a systematic approach to course redesign

Increasing college enrollments, and decreased funding have led institutions and instructors to focus on developing courses that can be taught effectively in a large class format. This article presents the effectiveness of a redesigned, blended format of Introductory Psychology taught in large sections. The goals of the project included improving academic performance and student engagement through the use of empirically supported pedagogical methods, increasing course completion rates, reducing course drift, and reducing instructional costs. Student data from traditional sections taught in fall 2011 (n = 284) were compared to data obtained from students in redesigned sections in fall 2012 (n = 1340). Results indicated significant increases in academic performance in the redesigned course compared to the traditional sections. Performance with online course materials predicted overall exam performance and all pedagogical enhancements were, on average, perceived by students as effective. While course completi...

https://journals.sagepub.com/doi/pdf/10.2304/plat.2014.13.2.107

Ann D. Rost

Papers

Improving Psychological Adjustment Among Late-Stage Ovarian Cancer Patients: Examining the Role of Avoidance in Treatment

Change takes time: Understanding and responding to culture change in course redesign.

Transforming Introductory Psychology: a systematic approach to course redesign

Redesigning a Large Enrollment Course: The Impact on Academic Performance, Course Completion and Student Perceptions in Introductory Psychology

Strategies to address challenges with large classes: Can we exceed student expectations for large class experiences?