Acceptance and commitment therapy as a school-based group intervention for adolescents: An open-label trial

Takahashi, Fumito; Ishizu, Kenichiro; Matsubara, Kohei; Ohtsuki, Tomu; Shimoda, Yoshiyuki

doi:10.1016/j.jcbs.2020.03.001

Cited by 14 publications

(27 citation statements)

References 38 publications

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“…48 The ACT has also been applied to school-based intervention for adolescents. 49 and to bring about a truly responsible way of dealing with life and the world. Morita therapy, 51 which has been proven effective in anxiety and depression, considers that anxiety and people's sense of values to live good lives are considered as two sides of natural human feelings, and that it helps people to accept their anxiety and fears as part of their natural feelings to utilize their characteristics and potential in more constructive and desire-actualizing ways in their lives.…”

Section: With Regard To Therapeutic Interventions In Psychiatry Andmentioning

confidence: 99%

Personalized values in life as point of interaction with the world: Developmental/neurobehavioral basis and implications for psychiatry

et al. 2022

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Section: With Regard To Therapeutic Interventions In Psychiatry Andmentioning

confidence: 99%

Personalized values in life as point of interaction with the world: Developmental/neurobehavioral basis and implications for psychiatry

et al. 2022

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“…As yet another example, more rigorous research designs would be beneficial for evaluating ACT across the tiers, with a particular focus on probing the mechanisms of change that are purported to drive ACT's effects (see Kazdin & Nock, 2003, for an overview of methods toward this end). Although some studies of ACT in schools have shown changes in purported process variables (e.g., Sabaini, 2013, Takahashi et al, 2020, none have used rigorous enough designs to conclude that changes in these processes precede or account for or have functional relationships with changes in mental health outcomes. Thus, at bottom, the theory of psychological flexibility underlying ACT has yet to be systematically validated in schools.…”

Section: Future Directions For Act In Schoolsmentioning

confidence: 99%

“…Evidence is still wanting, for example, to ACT IN SCHOOLS 30 demonstrate that the AFQ-Y could be used for evaluating the effectiveness of universal ACTbased prevention programming (e.g., Connect) or for progress monitoring students' responsiveness to targeted, group-based ACT (e.g., The Thriving Adolescent) in schools. Some intervention studies in schools have indeed measured changed in process variables (e.g., Sabaini, 2013, Takahashi et al, 2020), yet these have not been conducted with a measurement-oriented lens and, thus, have not rigorously investigated the construct validity of the measures employed for these purposes. We therefore suggest systematic and thorough lines of school-based research are warranted not only with the AFQ-Y but also with other ACT-related measures that might have treatment utility for informing efforts across the tiers in schools.…”

Section: Measuring Act-related Processes In Schoolsmentioning

confidence: 99%

ACT in Schools: A Public Health Approach

Renshaw¹,

Weeks²,

Roberson³

et al. 2021

Preprint

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This chapter makes the conceptual and empirical case for using acceptance and commitment therapy (ACT) with youth in school settings. We provide background for this project by making a logical, evidence-based case for school-based mental health services more generally. We then outline a public health approach to using ACT in schools via multitiered system of supports (MTSS), which emphasizes scaled prevention at universal, targeted, and intensive levels. Following, we review the existing literature on ACT in schools—concluding there is adequate evidence to support use at the targeted level, encouraging yet weaker evidence supporting use at the universal level, and promising yet extremely limited evidence for use at the intensive level. We close the chapter by discussing the limitations and challenges of using ACT in schools, offering future directions for progressing research and practice. We suggest future work in this area might especially benefit from (a) enhancing the methodological rigor of research designs in school-based studies, (b) testing the viability of brief or focused ACT at the targeted level in schools, (c) investigating the treatment utility of ACT-related process measures in schools, and (d) expanding the scope of ACT in schools to promote the wellbeing of teachers and other educators.

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“…The majority of school-based ACT interventions have taken place in Australia (Burckhardt et al, 2016(Burckhardt et al, , 2017Livheim et al, 2015) the USA (Murrell et al, 2015) and some European countries such as Belgium (Van der Gucht et al, 2017), Sweden (Livheim et al, 2015) and Finland (Puolakanaho et al, 2019). More recently, Fang and Ding (2020b) and Takahashi et al (2020) have described ACT interventions in schools in China and Japan, respectively. No studies have, however, been reported on the use of ACT in secondary schools in the UK and there is a lack of reported implementation details regarding the development of workshop content and structure.…”

Section: The Use Of Act In School Settingsmentioning

confidence: 99%

Developing the content of a brief universal acceptance and commitment therapy (ACT) programme for secondary school pupils: InTER-ACT

Samuel

Constable²,

Harris

et al. 2021

Pastoral Care in Education

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Mental health difficulties often start in childhood and the number of young people experiencing mental health difficulties [are] is rising, particularly since the Covid-19 pandemic. Schoolbased programmes have been identified as an effective way to provide support for young people and present an opportunity to offer universal programmes, which can increase equity of access, facilitate resilience and reduce stigma. Whilst there is an emerging evidence of the benefits of preventive mental health programmes delivered in schools, there is a need for more robust evidence and methodological rigour in the development and descriptions of these programmes.Acceptance and Commitment Therapy (ACT) is one approach that may be appropriate as a framework for preventing and reducing mental health difficulties in schools. This paper describes the content development of a UK-based universal school programme using ACT: the In-school Training in Emotional Resilience (InTER-ACT) programme. It describes the steps taken across the stages of content development, from planning the programme, delivering the programme in a school, receiving feedback and integrating the subsequent revisions. The final version of the programme, including summaries of session content, is provided.Consistent with an ACT ethos, the personal values of the researchers, and the influence of these on the programme are discussed, providing a novel integration of methodical detail and authentic, reflective practice. This article provides a transparent and detailed overview of the iterative processes involved in developing the content of an evidencebased pastoral care programme in a way that is systematic, rigorous and responsive to teacher and pupil feedback.

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Acceptance and commitment therapy as a school-based group intervention for adolescents: An open-label trial

Cited by 14 publications

References 38 publications

Personalized values in life as point of interaction with the world: Developmental/neurobehavioral basis and implications for psychiatry

Personalized values in life as point of interaction with the world: Developmental/neurobehavioral basis and implications for psychiatry

ACT in Schools: A Public Health Approach

Developing the content of a brief universal acceptance and commitment therapy (ACT) programme for secondary school pupils: InTER-ACT

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