BackgroundThe need for effective interventions to improve mental health and emotional well-being at a population level are gaining prominence both in the United Kingdom and globally. Advances in technology and widespread adoption of Internet capable devices have facilitated rapid development of Web-delivered psychological therapies. Interventions designed to manage a range of affective disorders by applying diverse therapeutic approaches are widely available.ObjectiveThe main aim of this review was to evaluate the evidence base of acceptance and commitment therapy (ACT) in a Web-based delivery format.MethodA systematic review of the literature and meta-analysis was conducted. Two electronic databases were searched for Web-delivered interventions utilizing ACT for the management of affective disorders or well-being. Only Randomized Controlled Trials (RCTs) were included.ResultsThe search strategy identified 59 articles. Of these, 10 articles met the inclusion criteria specified. The range of conditions and outcome measures that were identified limited the ability to draw firm conclusions about the efficacy of Web-delivered ACT-based intervention for anxiety or well-being.ConclusionsACT in a Web-based delivery format was found to be effective in the management of depression. Rates of adherence to study protocols and completion were high overall suggesting that this therapeutic approach is highly acceptable for patients and the general public.
Participants were trained and tested to select stimuli of differing physical quantities in the presence of 2 color contextual cues for more than and less than. Following more than and less than relational training, participants allocated the majority of their responses to the slot machine that shared formal properties of color with the contextual cue for more than, despite the identical payout probabilities of the slot machines.
(2015) 'Use of the 'Stop, Start, Continue' method is associated with the production of constructive qualitative feedback by students in higher education.', Assessment and evaluation in higher education., 40 (5). pp. 755-767. Further information on publisher's website:
Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Abstract Students in higher education are increasingly asked to give feedback on their education experience, reflecting an increase in the importance attached to that feedback. Existing literature demonstrates that qualitative student feedback is valued and important, yet there has been limited evaluation of the means by which qualitative student feedback is collected, and how collection method influences the depth of feedback from students. We evaluated the depth of feedback written by students on programmes at three different universities in the UK, using an established evaluation instrument. We found that the use of a structured proforma ('Stop, Start, Continue') was associated with feedback of greater depth than that produced using free-text entry. We then evaluated the effect of switching from a free-text to a structured proforma at one institution and found, again, that the structured proforma was associated with feedback of greater depth. In addition, students indicated a preference for the structured proforma.
Relational frame theory (RFT) is a contemporary behavior-analytic account of language and cognition. Since it was first outlined in 1985, RFT has generated considerable controversy and debate, and several claims have been made concerning its evidence base. The present study sought to evaluate the evidence base for RFT by undertaking a citation analysis and by categorizing all articles that cited RFT-related search terms. A total of 174 articles were identified between 1991 and 2008, 62 (36%) of which were empirical and 112 (64%) were nonempirical articles. Further analyses revealed that 42 (68%) of the empirical articles were classified as empirical RFT and 20 (32%) as empirical other, whereas 27 (24%) of the nonempirical articles were assigned to the nonempirical reviews category and 85 (76%) to the nonempirical conceptual category. In addition, the present findings show that the majority of empirical research on RFT has been conducted with typically developing adult populations, on the relational frame of sameness, and has tended to be published in either The Psychological Record or the Journal of the Experimental Analysis of Behavior. Overall, RFT has made a substantial contribution to the literature in a relatively short period of time.
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