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Epilogue
Published in Stijn Geerinck, Reconstructing Identity After Brain Injury, 2022
Cognitive behavioural therapy (CBT) may be useful in this respect to identify, understand and change thoughts and behaviour caused by stress and negative feelings. Expectations, demands and ideas are altered and new adaptive thinking styles and coping skills are developed, tested and applied. Acceptance and commitment therapy (ACT), in turn, focusses on the acceptance of the new situation and the choice for behaviour consistent with personal goals and values. This way, people can once again have the feeling of living a meaningful life with their impairments. Narrative therapy highlights the stories of people with ABI and the way they cope with it in their lives. New positive narratives with a focus on strengths are written, centralising the person rather than the impairment, so that people can come to terms with their injury and reconnect with their values in life. By externalising (‘you are more than your brain injury’), one gradually gets in touch with oneself again.
Acceptance and Commitment Therapy (ACT) After Brain Injury
Published in Giles N. Yeates, Fiona Ashworth, Psychological Therapies in Acquired Brain Injury, 2019
Acceptance and Commitment Therapy (ACT) is a third-wave cognitive behavioural therapy that is rooted in both pragmatic philosophical traditions and radical behaviourism. A large body of empirical research has been undertaken over the last 30 years that supports Relational Frame Theory (RFT – which emerged from radical behaviourism), the theory that underpins ACT. Consideration of RFT is beyond the scope of this chapter, but interested readers are encouraged to consult Törneke (2010). During the last 15 years ACT has been used increasingly in populations with neurological conditions, including traumatic brain injury (e.g., Myles, 2004; Whiting, Deane, Simpson, McLeod, & Ciarrochi, 2017).
Supporting breastfeeding women with mental health issues
Published in Amy Brown, Wendy Jones, A Guide to Supporting Breastfeeding for the Medical Profession, 2019
Most psychosocial models of mental health focus on stable mental health being based around engaging in activities which are meaningful to the patient (e.g. CBT (Lejuez et al. 2011), acceptance and commitment therapy (ACT) (Hayes et al. 2011), dialectical behavioural therapy (DBT) (Lineham 2015). The life (in this case parenting) values that we each hold are individual. By focusing on these and engaging with them, patients increase the number of positive and self-affirming activities which then enable greater thought balancing and positive mood. It also provides a sense of living our lives in accordance with our values and gives a sense of achievement and enjoyment.
A Preliminary Investigation into the Factor Structure of Two Psychological Flexibility Measures in a Sample of Community-Dwelling Older Adults
Published in Clinical Gerontologist, 2023
Jenna L. Adamowicz, Emily B. K. Thomas, Ti Hsu, Natalie L. Denburg, Anne I. Roche
Acceptance and Commitment Therapy (ACT) is a transdiagnostic psychotherapy which facilitates behavioral change by increasing psychological flexibility (Hayes, Strosahl, & Wilson, 2011). Psychological flexibility, or the ability to engage in values-based actions with present moment awareness, despite the presence of internal struggles (e.g., thoughts or physical sensations) (Hayes, Luoma, Bond, Masuda, & Lillis, 2006), is comprised of three core processes that have been identified as key tenets to guide case conceptualization and promote overall psychological flexibility: openness, awareness, and engagement (Strosahl, Robinson, & Gustavsson, 2012). Openness is willingness to experience one’s emotions, thoughts, physical sensations, memories, and urges (even when unpleasant), in the pursuit of personal values. Awareness is mindful attention to one’s experiences, behaviors, and functions of behavior. Engagement is connection with and the pursuit of personal values through consistent and flexible behaviors over time.
Psychological Assessment of Older Adults
Published in Clinical Gerontologist, 2023
Three studies in this issue focus on assessment of mental health factors in older adults. One study finds evidence for “age neutrality” (i.e., similar item functioning) in younger (N = 84) versus older (N = 68) adults who completed the Structured Clinical Interview for DSM-IV Personality Disorders (SCID-II) (Van Alphen et al., 2022). Another study finds evidence for the discriminant and construct validity in older adults (two samples: N = 517; N = 427) who completed the Italian version of the Geriatric Anxiety Scale (Picconi et al., 2022). And another study finds preliminary evidence for a three-factor structure of the Comprehensive Assessment of ACT processes [CompACT]), a tool used in Acceptance and Commitment Therapy (ACT), in a sample of older adults (N = 80) (Adamowicz et al., 2022), and also notes inadequate factor fit for another ACT measure studied.
Mindfulness for the Moment: Adapting Interventions for the Period of the Sport Season
Published in Journal of Sport Psychology in Action, 2023
Andrew N. Augustus, Samuel Zizzi, Thomas Minkler, Christopher Lindauer
Considering that present-moment focus was foundational to the preseason, it will be important for athletes to observe their newfound awareness in a nonjudgmental way. As the training load increases, the relationship athletes have with their thoughts, moods, and behaviors becomes more important, so it can be useful to introduce the idea of defusion. Acceptance and Commitment Therapy (ACT) metaphors and meditations can help teach the skill of defusion, which is the ability to distance oneself from thoughts and moods and observe them without judgment (Hayes et al., 2012). A self-critical athlete, for example, could use defusion to distance themselves from cycles of negative self-talk during a tough practice and to return their focus toward the task-relevant details of the moment. A coach could use this approach to observe their building pattern of frustration when an athlete makes a series of mistakes, and to use the space between their emotion and their behavior to avoid an immediate reaction they might regret. This concept is typically introduced by a consultant, who then helps coaches and athletes develop sport-relevant examples to help the concept stick. Swimmers, for example, might visualize thoughts and moods floating down a river on kickboards. The swimmers would be encouraged to simply label the kickboards with the type of thought or mood and then to watch them float down the river. This skill could be reinforced by integrating mindfulness practice consistently into the team’s training schedule (see Table 2 for a hypothetical week-long plan).