Session: Acceptance and Commitment Therapy (ACT) for Children and Adolescents: A Process-Based Approach to Shaping Psychological Flexibility
Clinical Intervention Training 1 - Acceptance and Commitment Therapy (ACT) for Children and Adolescents: A Process-based Approach to Shaping Psychological Flexibility
Thursday, November 16, 2023
8:30 AM – 5:00 PM PST
Location: Skagit (603), Level 6
Earn 7 Credit
Keywords: ACT (Acceptance and Commitment Therapy), Child, Adolescents Recommended Readings: Gloster, A. T., Walder, N., Levin, M. E., Twohig, M. P., Karekla, M. (2020). The empirical status of acceptance and commitment therapy: A review of meta-analyses, Journal of Contextual Behavioral Science, 18; 181-192, https://doi.org/10.1016/j.jcbs.2020.09.009., Han A, Yuen HK, Jenkins J. Acceptance and commitment therapy for family caregivers: A systematic review and meta-analysis. Journal of Health Psychology. 2021;26(1):82-102. doi:10.1177/1359105320941217, Hayes, L. and Ciarrocchi, J. (2015). The Thriving Adolescent: Using Acceptance and Commitment Therapy and Positive Psychology to Help Teens Manage Emotions, Achieve Goals, and Build Connection. Context Press: US., Puolakanaho, A., Lappalainen, R., Lappalainen, P. et al. Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy: A Randomized Controlled Trial. J Youth Adolescence 48, 287–305 (2019). https://doi.org/10.1007/s10964-018-0973-8, Shuanghu Fang, S. Dongyan Ding, D. (2020). A meta-analysis of the efficacy of acceptance and commitment therapy for children, Journal of Contextual Behavioral Science, 15; 225-234, https://doi.org/10.1016/j.jcbs.2020.01.007.
Founder & Executive Director NEW ENGLAND CENTER FOR OCD AND ANXIETY Belmont, Massachusetts
This workshop for clinicians with some experience with cognitive behavior therapy, behavior therapy, or Acceptance and Commitment Therapy (ACT) will explore how to use ACT to enhance psychological flexibility with children, adolescents, and parents through supporting curiosity, willingness, mindfulness, and values-guided trial and error learning. Specifically, the presenter will introduce a transdiagnostic process-based developmental model of ACT (the DNA-V; Hayes & Ciarrochi, 2015) and discuss how to shape psychological flexibility through incorporate specific ACT strategies in exposure-based treatment. Clinical examples, role play demonstrations, and opportunities for participants to practice will augment the workshop’s didactic content to illustrate case conceptualization and pragmatic applications of therapeutic techniques. Clinicians can expect to leave the workshop with an understanding of how to identify and address skills deficits contributing to psychological inflexibility in disorders of childhood and adolescence. The practical skills in contextual behavioral, process-based assessment and treatment they will gain can be used as stand-alone intervention or may be incorporated into other cognitive behavioral or behavioral approaches.
Outline:
I. Part 1 (Morning) – Introduction to A Process-Based Contextual Behavioral Approach to Disorders of Childhood and Adolescence a. Overview of Contextual Behavioral Science and theoretical underpinnings i. What is a contextual behavioral approach? ii. Underlying assumptions iii. Implications for understanding “disorder” from this perspective b. Description of processes targeted in treatment i. Understanding psychological flexibility as a set of skills ii. Six processes of ACT (present moment awareness, acceptance, defusion, perspective-taking, valuing, committed action) iii. Treatment targets and goals from a process-based contextual behavioral perspective c. Evidence base for ACT i. Brief review of treatment research to date d. Introduction to the DNA-V model i. Overview of the DNA-V ii. Theoretical underpinnings iii. Experiential presentation of DNA-V components e. The Therapeutic Alliance and Stance i. Creating a context for acceptance and change ii. Key processes for therapists
Break for Lunch
II. Part II (afternoon) – Application of the DNA-V Model: Shaping Psychological Flexibility a. DNA-V as Assessment Tool i. Understanding skills deficits using the DNA-V ii. The Comfort vs. Discovery Zone Worksheet b. Shaping Noticing Skills i. Identifying deficits in noticing ii. Shaping stronger noticing skills c. Shaping Advising Skills i. Identifying deficits in using the “Advisor” ii. Shaping more effective use of the Advisor d. Shaping Discovery Skills (Exposure engagement) i. Identifying deficits in discovery skills ii. Shaping flexible, self-directed discovery e. Shaping Valuing Skills i. Identifying deficits in valuing ii. Shaping connection to and embodiment of valuing III. Part III: Case Conceptualization, Consultation, & Discussion
Learning Objectives:
At the end of the session, the learner will be able to:
Describe the theoretical underpinnings of Acceptance and Commitment Therapy (ACT)
Identify the behavioral processes targeted in an ACT intervention.
Describe psychological flexibility as a set of behavioral skills that can be shaped as a target of contextual behavioral intervention.
Explain how to shape the processes involved in psychological flexibility, including present moment awareness, defusion, valuing, and committed action.
Identify skills deficits that contribute to psychological inflexibility.
Describe the DNA-V model and the three functional classes of behavior it addresses.
Long-term Goal: Engage child and adolescent clients using valuing as action and direction to “contextualize” exposure and place exposure-based tasks under appetitive control.