Design an educational workshop and present it to the class. Ideally, your workshop should provide your peers with an overview of the theory, principles, and techniques of your chosen psychotherapy.
The workshop is intended to be a presentation style of format. While we are not grading on creativity, the project must be a presentation. You may use Powerpoint. Voice over is appreciated but not required. AI-generated text or presentations are not allowed and will be considered an honor code violation as they are not your own work.
3 Learning Objectives for your workshop
Brief historical summary
Critique the theory or model
Describe the major concepts/components of the theory
Determine the complexity of the theory (how elaborate or simple is it?)
Determine the scope of the theory (where does it stand along the continuum from grand theory to conceptual model?)
Discuses the usefulness of the theory or model (Can it be used to guide psychiatric nursing practice? If so, how?)
Description of the techniques for use
Evidenced based literature to support the utilization of the theory or model in specific populations
Lifespan issues with use of the theory or model
Cultural variations with use of the theory or model
Section 2: Apply the therapy to practice
Apply your chosen theory to a specific psychiatric population (i.e. Solution Focused therapy for work with youth with externalizing behavioral problems or MI for work with smoking cessation) with a DSM diagnosis
Define the chosen disorder/population
Epidemiology (incidence, prevalence, demographics)
Assessment
Include screening tests or measures applicable to the disorder
Clinical Presentation and typical age of onset of the chosen disorder
Cultural Variations of clinical presentation and potential impact on treatment
Diagnosis – DSM-5-TR; Natural course of the disorder; Differentials
Treatment – Your chosen theory/model
Efficacy of the treatment theory/model
Full Answer Section
- Attendees will be able to apply ACT principles and techniques to a specific psychiatric population, understanding its usefulness, evidence base, and cultural considerations in nursing practice.
Brief Historical Summary:
ACT emerged in the late 1980s and gained prominence in the 1990s, primarily developed by
Steven C. Hayes, Kirk Strosahl, and Kelly Wilson. It is considered part of the "third wave" of behavioral therapies, moving beyond traditional cognitive restructuring (as seen in earlier CBT) to incorporate elements of mindfulness, acceptance, and values-based living. Its roots lie in contextual behavioral science, particularly
Relational Frame Theory (RFT), which is a psychological theory of human language and cognition. Unlike traditional CBT, which often aims to
change problematic thoughts, ACT encourages individuals to
accept unwanted private experiences (thoughts, feelings, sensations) and commit to actions aligned with their values, regardless of these internal experiences.
Critique of the Theory or Model:
Strengths (Critique):
- Empirically Supported: ACT has a robust and growing evidence base for a wide range of conditions.
- Broad Applicability: Its focus on universal human processes (e.g., suffering, meaning-making) makes it broadly applicable across diverse diagnoses and life challenges.
- Non-Pathologizing: It tends to be less pathologizing than some other therapies, framing psychological struggle as a natural human experience rather than a personal failing.
- Focus on Life Quality: Shifts the goal from mere symptom reduction to living a rich, full, and meaningful life, even with symptoms.
- Integration with Mindfulness: Incorporates powerful mindfulness techniques, which are beneficial for emotional regulation and present-moment awareness.
Weaknesses (Critique):
- Complexity of RFT: The underlying Relational Frame Theory can be abstract and challenging for new practitioners to grasp fully, making the theoretical foundation less intuitive than traditional CBT.
- Metaphor-Heavy Language: ACT relies heavily on metaphors, which while often effective, can sometimes be misunderstood or feel contrived if not used skillfully and culturally sensitively.
- Resistance to "Acceptance": Some clients initially struggle with the concept of "acceptance," fearing it means condoning or resigning to their problems rather than active change.
- Training Demands: Effective application requires significant training and personal practice in mindfulness and defusion techniques.
Describe the Major Concepts/Components of the Theory:
ACT is built around six interconnected core processes, often visualized in the
Hexaflex model, which work together to foster
psychological flexibility:
- Acceptance: Actively and non-judgmentally embracing difficult thoughts, feelings, and sensations rather than trying to suppress or control them. (The opposite of experiential avoidance).
- Cognitive Defusion: Learning to observe thoughts without being controlled by them; seeing thoughts as just thoughts, not literal truths or commands. (The opposite of cognitive fusion).
- Being Present (Mindfulness): Consciously attending to the present moment with openness, curiosity, and flexibility; disengaging from excessive rumination on the past or worry about the future.
- Self-as-Context: Understanding that "you" are not your thoughts or feelings, but rather the unchanging "space" or "observer" of your experiences. This promotes a sense of stable self amidst fluctuating internal states.
- Values: Discovering what truly matters to you deep in your heart – your chosen life directions, qualities of being, and principles that guide your actions. These are not goals, but ongoing processes.
- Committed Action: Taking concrete, effective steps guided by your values, even in the presence of difficult thoughts and feelings. This involves setting goals and acting on them.
Determine the Complexity of the Theory:
ACT is
moderately complex. While its core principles (the Hexaflex) are presented as relatively straightforward concepts, the underlying theoretical framework (Relational Frame Theory) is quite elaborate and academically dense. For practitioners, skillfully applying the techniques requires significant practice and often personal experience with mindfulness and acceptance. It's more than just a set of techniques; it's a flexible framework that requires therapists to embody its principles.
Determine the Scope of the Theory:
ACT stands somewhere along the continuum from a
conceptual model to a mid-range theory. While RFT provides a grander theoretical basis for human language and cognition, ACT itself functions more as a
comprehensive therapeutic model with a clear set of principles, processes, and techniques applicable across a wide range of psychological issues. It's not a grand theory attempting to explain all human behavior, but it provides a sophisticated, unifying framework for understanding and intervening in psychological suffering.