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Acceptance & Commitment

Therapy
Overview
ABOG, KARYL CHRISTINE A.

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Behavior Therapy
- Emerges as an approach committed to the
development of well specified and
rigorously tested applied technologies
based on scientifically well-established
basic principles

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Context Supporting a
Generation of BT
1. A number of empirical anomalies have
emerged.
2. The underlying treatment development
model is showing signs of wear.
3. The rise of constructivism and similar
post modernist theories weakened the
mechanistic assumptions that were once
dominating.
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Third Wave
The new behavior therapies carry forward the BT
traditions, but they:

1. Abandon a sole commitment to the firstorder change


2. Adopt more contextualistic aasumptions
3. Adopt more experiential and indirect
strategies
4. Considerably broaden the focus of
change
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Underlying Philosophy
1. Several of the new behavior therapies
have contextualistic roots.
2. This philosophical difference seems to
make more sense of the difference
between second generation BT and the
new forms.

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The truth is always itself


contextually situated function.

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Basic Theory: Relational Frame

Theory
Relational Frame Theory research has
shown that human beings are
extraordinarily able to learn to derive and
combine stimulus relationships and to
bring them under arbitrary contextual
control.

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Nonabitrary stimulus relations are those


defined by formal properties of related
events. However, humans can readily
learn to relate events that are not formally
related.

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Properties of relational learning:


1. Bidirectionality
2. Combinatorial
3. Transformation of stimulus functions
among related stimuli

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C-A-T animal, and C-A-T cat


(4) Derived additional relations
Animal C-A-T
cat C-A-T
cat animal
Animal cat

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Theory of Psychopathology:
Psychological Inflexibility
1. Ubiquity of pain
2. Cognitive fusion
3. Experiential avoidance

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Thoery of Change:
Psychological Flexibility
1. Establishing psychological acceptance
2. Establishing cognitive defusion skills
3. Distinguishing self-as-context from
conceptualized self
4. Contacting the present moment and
establishing self-as-process skills
5. Distinguishing choice from reasoned action
6. Teaching committed behavioral persistence and
behavioral change strategies linked to those
values
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