This is audio from the Second World Conference on ACT, RFT, and Contextual Behavioral Science held in London, July 2006.

Jennifer Gregg, San Jose State University, California

Many patients who would benefit from psychological treatment are not aware of the potential gains of such treatment, and may be put off by perceived stigma related to mentahealth. Contexts such as physical health, schools, and occupational settings may provide opportunities for encountering such individuals, and services at this level may serve as secondary or tertiary prevention. One challenge faced in this area is motivating potential patients or clients to engage at this early level. Acceptance and Commitment Therapy, with its focus on ideographic values, may provide a helpful tool in intervening at this level, and may assist in targeting individual movement toward enhanced functioning. This workshop will explore the use of ACT interventions to enhance motivation for treatment, and discuss ACT-based strategies for use with resistant, reluctant, or oblivious patients.

This is audio from the Second World Conference on ACT, RFT, and Contextual Behavioral Science held in London, July 2006. Kelly G. Wilson, University of Mississippi Steven C. Hayes, University of Nevada, Reno Emily K. Sandoz, University of Mississippi

RFT and ACT claim parentage in the behavior analytic tradition. This is not always apparent, however, in form of the current work. Therefore, this session will explore this heritage by examining 3 classic works in behavior analysis for the roots of what has emerged as RFT and ACT.

The Papers:
Skinner, B. F. (1945). The operational analysis of psychological terms. Psychological Review, 52, 270-277

Skinner, B. F. (1950). Are Theories of Learning Necessary? Psychological Review, 57, 193-216

Goldiamond, I. (1974). Toward a constructional approach to social problems: Ethical and constitutional issues raised by applied behavior analysis. Behaviorism, 2(1),1-84

This is audio from the Second World Conference on ACT, RFT, and Contextual Behavioral Science held in London, July 2006. Robert Zettle, Wichita State University Historical, conceptual, philosophical, and empirical developments beginning in the early 1980s until the present that have contributed to the emergence of ACT and RFT and their interrelationship will be presented from a participant-observer perspective. Educational Objectives:

1. Learn about what processes, issues, and concerns were instrumental in the development of comprehensive distancing as a functional contextualistic approach to psychotherapy with verbally-skilled adults;

2. Learn about what processes, issues, and concerns were instrumental in the development of RFT as an alternative to Skinner's Verbal Behavior in accounting for human language and cognition;

3. Learn about what processes, issues, and concerns were instrumental in RFT serving as the model of human language and cognition upon which contemporary ACT is based.