This group case study describes the course of an eight-session mindfulness-based intervention (MBI) for nonclinical, yet psychologically distressed, individuals in a university setting. The present MBI was adapted from mindfulness-based cognitive therapy (MBCT), which was initially developed for treatment-resistant depressed patients. The treatment rationale and its application to a university population are discussed and the protocol is described session-by-session along with the therapeutic process of change targeted in each session. Treatment feasibility, acceptance, and patient satisfaction are reviewed in consideration of outcome and process of change variables as captured by quantitative and qualitative data. The complicating factors, accessibility, and barriers of the group format, and treatment implications of MBIs are considered within the context of an ethnically diverse university sample. Furthermore, we provide recommendations for clinicians in university settings, highlighting how MBIs can be used as a transdiagnostic treatment for stress, anxiety, and depressogenic thinking in ethnically diverse populations.
ObjectiveCognitive‐behavioral therapy (CBT), which includes a decided emphasis on exposure and response/ritual prevention (ERP) and between‐session practice of treatment principles, has consistently demonstrated efficacy for the treatment of obsessive‐compulsive disorder (OCD) and is a gold standard, recommended first‐line treatment. CBT with ERP has been successfully adapted to fit the needs of autistic individuals with OCD. The present article provides a brief overview of CBT for OCD and outlines special considerations and adaptations needed when working with patients with OCD and comorbid autism, with an emphasis on the importance of between‐session homework.MethodA case vignette is presented.ResultsThis case study illustrates the role of homework in the exposure‐based treatment of an adult autistic individual with comorbid OCD.ConclusionImplications of this case vignette are discussed, and recommendations are offered for clinicians working with autistic individuals with OCD, especially in regard to bolstering completion of between‐session ERP homework.
ACT is best understood functionally and contextually as the purposeful behavior of a clinician in a therapeutic context that is both principle-informed and experientially guided. From a functional and contextual account, every ACT case is subject to cultural adaptation because no two individuals have identical learning histories and situational contexts. If ACT is practiced functionally and contextually, no additional guidelines for cultural adaptation are needed. What is extremely difficult, however, is to practice and embody ACT functionally and contextually. The article offers some insights into how a clinician stays connected with the therapeutic context with a given client functionally and contextually.
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