Becoming an ACT Trainer

What are Peer Reviewed Trainers?

The Peer Reviewed Trainers (PRTs) is a service organization that is under the purview of the ACBS Training Committee. PRTs are expert ACT trainers who have committed to be of service to other trainers, ACBS members, professionals, students and the community at large through their expertise in providing training in ACT, RFT, and Functional Contextualism.

Does the PRT process apply to different types of ACT practitioners other than trainers?

The PRT process is focused exclusively on an individual’s activities as a trainer, that is, the services they offer to other professionals who are wanting to learn ACT, RFT, and/or Functional Contextualism. As it is part of the Training Committee, the PRT program is focused on the activity of providing professional training to others learning ACT/RFT/FC. It is not involved in determining an individual’s competency as an ACT practitioner in general nor does it apply to practitioners who are implementing ACT in other capacities including as a clinician, coach, teacher, consultant, supervisor, etc. Many of the PRTs are also in other roles in which they apply ACT in various capacities, but the PRT designation is focused only on their training activities.

Is the Peer Reviewed Trainer process an accreditation program or certification of competency?

No. The PRT process is NOT an accreditation or certification program, nor does it purport to determine who is or is not competent to provide ACT trainings nor other applications of ACT including therapy. All PRTs need to be expert trainers, but certainly not all competent ACT trainers have decided to go through the PRT process. This is a service organization that, as part of its membership criteria, requires that all members have demonstrated that they are expert ACT trainers.

Why join the ACBS training community?

Being listed as a trainer on the ACBS site is meant as a pragmatic way to help learners find high quality ACT training. The ACT Trainers in this community are committed to training with high fidelity to the model and work from explicit, agreed-upon shared values as they train others in ACT. Anyone is free to do/provide training in ACT without undergoing peer review or joining this training community. This peer review process is a voluntary method trainers choose to undergo because it fits their own professional development goals.

Also, as an ACT Peer-Reviewed Trainer, you are able to apply through ACBS to be a co-sponsor for an event that offers CEs for Psychologists at a deeply discounted price. To find out more information on this opportunity, please visit the ACBS CE Co-Sponsorship page.

Being a trainer is also a way to give back to the ACBS community. We are all stronger when we work together. Being a trainer gives you a voice in influencing what ACBS does relating to training and allows you to be part of how ACT and CBS training is conducted around the world. If you'd like a chance to give back to ACBS, and have the skills to be listed as a trainer, we'd encourage you to consider joining. As one member said, joining this community isn't about "what do I get?" but instead, "what can I contribute?".

What are the requirements to apply?

You are welcome to join this training community and be listed as an ACT trainer. Six criteria must be met to do so:

Agree to the list of values and principles for ACT trainers
Have a terminal degree in a relevant behavioral field
Be known to be of good character at the organization’s sole discretion
Be highly effective in the core skills and competencies of an ACT therapist
Be highly effective in training others in ACT
Have a good working knowledge of the basic science and philosophy that underpin ACT vis-a-vis- behavior analysis, relational frame theory, and functional contextualism (see examples of the basic science essays here). Please note that AI cannot be used except for translation, and essays may be subjected to AI checkers.

The ACBS training community uses a process of peer review to determine whether a trainer meets these criteria. The spirit of the peer review process is to protect the high fidelity of ACT training through review of the accuracy and quality with which a trainer shares the ACT model while simultaneously promoting a non-proprietary open community that encourages new talent and innovation.

Fee

There is an $80 USD administrative fee for each application. Those in Developing Nations (see if you qualify here) will see a fee of $10 USD (if this fee is a barrier, please contact ACBS to discuss the situation, as we don't what this fee to be the difference between your application & non-application).

One of the duties of the ACBS Training Committee has been the time intensive task of maintaining training quality standards, and administration of the ACT Trainer Peer Review process. Those of you that have gone through it know that it is a significant review, and much time and care is taken in this process. It has been estimated that the average cost of ACBS staff time to usher through one of these applications is approximately $160 USD. As you can see, ACBS is absorbing half of the cost of this application process. This does not include all of the generous volunteer time of our committee and our reviewers in this process.

How do I know if I am ready to apply?

If you are interested in joining the training community and being listed as a trainer, a good place to start is with self-assessment. To self-assess your qualifications:

Review the values statement (leer en español) to see if these are values you endorse (these are listed at the end of the application and also posted in the "Peer Reviewed ACT Trainers Values Statement" file at the bottom of this webpage)
Assess yourself against the list of therapist competencies and trainer competencies to see if you would rate yourself highly.

Criterion re ‘Terminal Degree in Behavioral Health Field’

One of the criteria to be listed as an ACT trainer is that the applicant’s terminal degree be in a behavioral health field. This is meant to ensure that trainers have relevant underpinning theoretical and applied knowledge of behaviorism and can provide. Applicants with degrees in other areas of applied psychology (e.g. organizational, educational, counseling, health, social work, marriage & family therapy) may be able to show that their training has the relevant education and application of behavioral principles to their field of expertise. Applicants with terminal degrees in other fields may have some difficulty showing this competence.

Given that recipients of ACT training will often include behavioral/mental health clinicians, it is also necessary that applicants have the credentials required in one’s respective country to provide behavioral/mental health services (e.g. behavior analysis, psychotherapy).

If your final degree is not in a behavioral health field, you should contact the Chair of the Training Committee in advance of preparing any application to determine if your underpinning knowledge and competencies will be likely to fit this criterion. In emailing the Chair, it would be useful to describe your training to date, your degree, the nature of your work and any subsequent courses of study or experience acquired that can testify as to your underpinning skills in the theory and application of behavioral psychology. The current Chair is Lou Lasprugato.

If you view yourself as qualified, please consider requesting peer review of your skills as an ACT trainer.

Why peer review and how does it work?

The ACBS community uses a peer review process to balance the need to protect and foster the high fidelity of ACT training with the need to keep the community open to new talented, innovative, qualified trainers. Peers review the materials the trainer submits. A positive review means that peers view the trainer’s work as of the soundest quality. Real effort is made to have the decision to list a trainer on the ACBS website under the influence of the data/argument in the work rather than personal or political factors like who you know or where you trained.

Here’s how the peer review process works:

Candidates self-assess their qualifications relative to the evaluation criteria and submit their application for peer review to join the ACBS training community and be listed as an ACT trainer on the ACBS website.
Each training application is reviewed by two currently listed trainers. ACBS staff assigns reviewers through the Training Committee approved process: ACBS staff, using a list of Peer Reviewed Trainers, reaches out to trainers (inverse order of those who have most recently completed reviews) or have never done a review (new trainers). Based on their availability, reviews are assigned or the next person on the list is asked until a reviewer is assigned. Staff makes sure that at least one of the two reviewers has reviewed an application in the past and that the reviewers have no known conflicts of interest with the applicant (wrote a letter a recommendation for the application, was a former supervisor, etc.).
The Reviewers receive the invitation by e-mail. The Reviewer agrees or declines to review.
If the Reviewer agrees, he or she reads the application and completes the peer review rating form, selects a recommendation, and submits the review to the Training Committee. Reviewers are expected to keep the information in applications they review confidential.
The Committee Chair makes the final decision relying on peer-review feedback to guide the decision and will send a summary letter to inform the applicant of the decision along with each reviewer’s blind comments to the applicant (the same summary and each others’ comments are sent to reviewers). Applicants are encouraged to use reviewers' comments as suggestions regarding where they could further refine skills and competencies. The Committee Chair may need to occasionally resolve issues related to conflict of interest among reviewers. Reviewers’ identities are generally not revealed to applicants in order to free reviewers from any social pressures, allowing them to consider only the quality of the application.
Trainer profiles of those approved by the review process are posted on the ACBS website.

The following forms are used to determine the skills of the applicant:

Now that you have read the information about the application process and feel that you are ready to submit your application, you can go to the peer review application form (leer en español) The Committee Chair offers suggestions and guidance on the application process. Applicants should submit all materials at one time (not in pieces as they are completed/gathered). All materials will be submitted electronically to ACBS at support@contextualscience.org. Please feel free to also email ACBS if you have any questions or concerns.

Please label documents to include information about the criterion they are fulfilling (e.g., Criterion1.Signed Values and Principles.pdf , Criterion3a.JaneDoeLetter.docx, Criterion5i.ACTWorkshop.ppt).

How can my training be observed?

As part of the peer review application, it is necessary to have two current ACT trainers review a training example. There are two options to satisfy this important requirement for peer review: live observation or video recording.

Live observations of a training at a conference/event can be organized by the Training Committee if you successfully complete the Observation Request Form for Trainings. However, individuals should download the forms below and consider the application process before they make a request.

Another option is to submit a previous training video recording. You can submit this with your application and the Training Committee will find observers for you. Video footage should be limited to 3 hours total. If you choose this option, you must submit a viewer's guide for the observers to direct attention to specific portions that highlight the particular competencies.

Whether the observation is done live or via video, the observer will complete the peer review observation form. The Committee Chair has provided suggestions and guidelines for observers and reviewers.

What if my trainings are in a language other than English?

ACBS strongly supports diversity in our training community. We are committed to supporting applicants who train in languages other than English by arranging for their application to be reviewed by others fluent in that language. In cases where that is not possible, for example when an applicant’s recorded material is in a language not spoken by someone in the training community, we seek to overcome that barrier in other ways. Applicants have successfully had video recordings of a training transcribed, as one example, and then Peer Reviewed Trainers have evaluated the tapes complete with transcripts. We encourage applicants in this situation to contact the ACBS Training Committee administrative support person at support@contextualscience.com, or Lou Lasprugato, Training Committee Chair directly for further information. ACBS is a worldwide organization and the Training Committee welcomes the opportunity to work with you to minimize language as a barrier to peer recognition of your training skills.

Sobre se tornar um Peer-Reviewed ACT Trainer: o que é e como chegar lá?

Who can I contact with questions?

If you have any questions about requesting peer review or joining the training community, please contact the ACBS Training Committee administrative support person at support@contextualscience.org

admin August 20, 2007 - 4:08pm

Basic Science Essays Examples

As part of your application to become a peer reviewed ACT trainer you need to show a good level of knowledge of how ACT and ACT training is underpinned by basic science and philosophy (RFT, Behavior Analysis, & Functional Contextualism).

The Training Committee has collected a few examples of the basic science essays to help applicants understand what they are looking for. The example essays include comments explaining what worked and what didn't, as well as the final decision (pass or fail).

Example 1 essays passed without needing revisions. Examples 2 and 3 both needed revisions before passing (both versions are included).

ACBS staff November 5, 2019 - 10:06am

CBS-Trainers Lunch N Learn Series

What's the monthly Lunch 'n Learn Trainer Series?

The Lunch N Learn Trainer Series is a monthly recurring event where any CBS-trainer (peer reviewed or otherwise) can volunteer to host a 60-minute Zoom session. Target audience of these one-hour sessions are ACBS-members who are trainers themselves and/or who have an interest in training others in CBS-related approaches (ACT, RFT, CBA, etc.).

The guest trainers can choose one of two formats:

1. Pure Q&A (attendees are advised to come with questions)
2. A 30-minute presentation or mini-workshop on a training-related topic the trainer is passionate about, followed by 30-minute Q&A with attendees afterwards.

When and how often will there be an event?

We aim to present you (at least) one guest trainer every month. We do not have a regular date and time for the sessions as these are chosen individually by our guest trainers. Please note, that sessions are displayed in the trainer's local time - be sure to convert those to your own local time zone.

Who can attend?

Anyone who has an interest in training others based on a CBS-related approach. All sessions are free of charge thanks to the generous support of the guest trainers. All sessions are limited to ACBS-members only.

How do I get access to the sessions?

We will publish the Zoom-links to all events 1 week in advance on the child "Zoom" page (available to ACBS members only), to which there's a direct link at the bottom of this page, or you can click on the "Access Zoom link" just under the event, which will also take you to the child page.

Will sessions be recorded?

Some of the sessions will be recorded, some not. To find out whether a session recording is (yet) available of a past event, scroll further down to the event in question and check for "Access recording" followed by a link to the recording (available to ACBS members only). The direct link to this child "recording" page can be found at the bottom of this page.

YOU ARE INVITED TO THE FOLLOWING UPCOMING SESSION(S):

Sarah Pegrum: ACT in Supervision

Description: Explore how you can bring ACT into your supervision to help your supervisee/trainee; connect with who they want to be as a therapist, build an awareness of when they are on or off track, and how to get back on track

Wednesday, 12th April 2023

12PM Eastern / 9AM Pacific / 5PM GMT

HAVE A LOOK AT OUR PAST SESSIONS:

Miranda Morris: "Not Good Enough to Be a PRT: Me Neither!"

The session took place on 17 September 2021.
Click here for the recording (membership restricted area).

Russ Harris: "Keeping it Simple"

The session took place on 9 October 2021.

Viewing period of this session recording has been expired, but you can find more session recordings here.

Hank Robb: Open Q&A-session on training-related issues

Session took place on 3 Nov 2021.
The session was not recorded, but you can find more session recordings here.

Richard Bennett: "Keeping It Real - Using Experiential Methods in ACT"

Session took place on 6 December 2021.
Access recording + session slides.

Robyn Walser: "It's not just what you know about ACT, it's the relationship you create with your audience, too" (PART 1)

The session took place on 7 January 2023.
Access recording (member-restricted area)

Maria Karekla: "Technological and Cultural Adaptations in Training"

Session took place on 21 January 2022.
Access recording (member-restricted area)

Rikke Kjelgaard: "A Balancing ACT - How to manage your own emotions during difficult training sessions"

Session took place on 3 February 2022
Access recording (member restricted area)

Beate Ebert: "Acceptance - How do I actually teach it?"

Session took place on 21 February 2022
Access recording + slides (membership-restricted area).

Matt Boone: "Teaching Self-as-Context to Beginners"

Session took place on 12 March 2022.
Access meeting powerpoint

Robyn Walser: "It's not just what you know about ACT, it's the relationship you create with your audience, too" (PART 2)

Session took place on 25 March 2022.
Access recording (membership-restricted area).

Bartosz Kleszcz: "How to survive a workshop as a narcissistic trainer"

Session took place on 25 April 2022.
Access recording (membership-restricted area).

Jacob Martinez: "Thinking by The Minute: Structuring Trainings for Success"

Session tok place on 13 May 2022.
Access recording (membership-restricted area).

Jenna LeJeune: "Oops, I did it again: Learning from the mistakes I've made as a trainer"

Session took place on 18 July 2022.
Access recording (membership-restricted area)

Robyn Walser: "It's not just what you know about ACT, it's the relationship you create with your audience, too" (PART 3)

Session took place on 19 August 2022.
Access recording (membership-restricted area).

Raul Manzione: "The F in RFT is for Fun! How to Teach Relational Frame Theory in your ACT Trainings Without Being (too) Aversive"

Recorded 3 October 2022
Access recording (membership-restricted area).

Ray Owen: "Knowing Your Audience"

Summary: A practical session about setting up training events to meet the audience's needs. We'll swap ideas and experiences about common issues, e.g. adapting to varying levels of prior CBS knowledge, the different needs of different professional groups & how to address all these at the planning stage.

Session took place on 10 November 2022.
Access Zoom-recording and slides (membership-protected area).

Stuart Libman: ACT'ing Organizationally: Training Prosocial

Summary: This CBS Trainer L’n’L will feature an introduction to training Prosocial (www.prosocial.world), including an example of this approach to implementing ACT in organizations as it’s evolving in a behavior analytically oriented school-based partial hospital program.

Session took place on 5 December 2022.
Access recording (membership-restricted area).

Hank Robb: A Train-the-Trainer session on "Forgiveness & Reconciliation"

Description: Forgiveness can be conceptualized as no longer holding the facts against someone or something in contrast to excusing, forgetting, explaining, or understanding the facts. Reconciliation can be conceptualized as giving the chance for the same painful thing to happened again. The approach presented allows for forgiveness without reconciliation. It will provide physical metaphors as well as consider the role of acting willingly and grudgingly when forgiving or reconciling. Please note: It will be useful for attendees to have the facts of one or more unforgiven grievances written down on a piece of paper when attending the session. (No public sharing needed, just to maximize the experiential part of the practice).

Recorded on 15 February 2023
Access recording (membership-restricted area).

Holly Yates: Training the Basics of FAP

Description: What do I need to know to incorporate FAP into my training as a trainer? In this hour, we will go over the basics of FAP, how it presents as a stand alone therapy, as well as how it enhances models that you currently practice. We will go through the 5 rules of FAP, identify CRBs and answer some basic questions. Let's have some fun as we have a FAPpy Trainers LnL hour!

Friday, 17th March 2023

12PM Eastern / 9AM Pacific / 5PM GMT

Access recording (member-restricted area)

Valerie Kiel August 15, 2021 - 9:05pm

CBS-Trainers Lunch N Learn Series - Recordings

Sarah Pegrum: ACT in Supervision

Recorded 12 April 2023

Access recording: https://youtu.be/ziytiw5hzA8

Holly Yates: Training the Basics in FAP

Recorded 17 March 2023

Access recording: https://youtu.be/ZiTOGiIchhM

Hank Robb: "Forgiveness and Reconciliation"

Recorded 15 February 2023
Access recording: 1drv.ms/v/s!AoXrItjGSq7_-w_TR45wUWu2Y6Hx?e=HpbnsC

Stuart Libman: "ACT'ing Organizationally: Training Prosocial"

Recorded 5 December 2022
Access recording: https://youtu.be/bysCTLoT_gs

Ray Owen: "Knowing Your Audience"

Recorded 10 November 2022
Access recording: https://1drv.ms/v/s!AoXrItjGSq7_90nZOxep-Y_M346W?e=pcqy6Q
Access presentation + planning sheet: Download from attachments below

Raul Manzione: "The F in RFT is for Fun! How to Teach Relational Frame Theory in your ACT Trainings Without Being (too) Aversive"

Recorded 3 October 2022
Access recording: https://youtu.be/dwMvI5IoveM

Robyn Walser: "It's not just what you know about ACT, it's the relationship you create with your audience too" (Part 3)

Recorded 19 August 2022
Access recording: https://us02web.zoom.us/rec/share/YI_qm6wkO-vG5ftZwSKDWlOUqywcrbl8oV8J7F8d0-RzHZHV82e3gJhuUYXKdzCK.iH8jYhmEOwHpHyyS

Jenna LeJeune: "Oops I did it Again: Learning from the Mistakes I've Made as a Trainer"

Recorded 18 July 2022
Access recording: https://youtu.be/qDnNoFOk7wQ

Jacob Martinez: "Thinking by The Minute: Structuring Trainings for Success"

Recorded 13 May 2022
Access recording: https://us02web.zoom.us/rec/share/rkq4dPQZEvZ4t1kdessi4Pea5RZRR4SeK6PxAZ9sdTDwI9BZ4ZQ9IQ9ZD7VkQeMf.fB5Eb5UEtNHe67DT
Kenncode: y8&u72PT

Bartosz Kleszcz: "How to survive a workshop as a narcissistic trainer"

Recorded 25 April 2022

Access video recording: https://1drv.ms/v/s!AoXrItjGSq7_7nLqLmiC9-m8vRTO?e=PVcmA7
Access audio recording: https://1drv.ms/u/s!AoXrItjGSq7_7nGIRPH0_ViynGkh?e=I37goc
Download the session slides => See attachment below

Robyn Walser: "It's not just what you know about ACT, it's the relationship you create with your audience too" (Part 2)

Recorded on 25 March 2022
Access recording: https://1drv.ms/u/s!AoXrItjGSq7_7DcbtX_riMDrUJSx?e=m4YLUx

Beate Ebert: "Acceptance - How do I actually teach it?"

Recorded on 21 February 2022
Access recording: https://1drv.ms/v/s!AoXrItjGSq7_5xB_uphTA3Tbr-8d?e=3RFSUp
Download the session slides => See attachment below

Maria Karekla: "Technological and Cultural Adaptations in Training"

Recorded on 21 January 2022
Access recording: https://drive.google.com/file/d/1qXrr75_GtTUSn2mnFfTcn3MTZhgtzC7q/view?usp=sharing
Please note that this particular Lunch n Learn session has primary applications for and development of client-focused digital interventions.

Robyn Walser: "It's not just what you know about ACT, it's the relationship you create with your audience too" (Part 1)

Recorded on 7 Jan 2022
Access recording: https://us02web.zoom.us/rec/share/eq6Ru9UeXWXCuK5RfPFYl9yxvTCoBZDCw20l4w66XN7tzWz68zvWtauOa71fFuyf.TklJebheUz3sTYv1
Access Passcode: d%6G*s3s

Richard Bennett: "Keeping It Real - Using Experiential Methods in ACT"

Recorded on 6 Dec 2021

Access recording: https://us02web.zoom.us/rec/share/ZFxvQS9s-rLPs2S-TZkQqOYtTv3FGSZA4Oba6DyNAvssaWiCrmGETW4Kl8FTWdn3.D54VCgXGgArbW3E3
Download the session slides => See attachment below

Miranda Morris: "Not Good Enough to Be a PRT: Me Neither!"

Recorded on 17 September 2021
Access recording: https://youtu.be/S_smu-6-HZE

Community September 21, 2021 - 2:05pm

Learn More About the PRT Application Process

Sobre se tornar um Peer-Reviewed ACT Trainer: o que é e como chegar lá? - Apresentado pela ACBS Brasil Chapter

At the 2023 World Conference in Cyprus, two members of the Training Committee hosted an informational meeting on becoming a Peer-Revewied ACT Trainer.

Abstract: If you are thinking about completing the application process to become a peer reviewed ACT trainer, then this panel is for you. Being a peer reviewed trainer is an important way to be a part of ACBS. The panel includes Training Committee members who will share their experiences and discuss the steps in becoming a PRT and answer your questions such as, "I want to become a peer reviewed ACT Trainer, and... How long does it take?; What is the process?; What is the application like?; What if I am not a native English speaker?; What is the point of becoming a peer reviewed trainer?; Do I have the experience/qualifications to be a peer reviewed trainer?" and many others. All are welcome!

Click here to see the slides from the meeting.

ACBS staff October 25, 2023 - 11:36am

New Harbinger Publications - resources for ACT Trainers and Therapists

New Harbinger publishes a wealth of materials on ACT, from in-depth training manuals and professional texts, to accessible, self-treatment workbooks for the layperson.

If you are an ACT therapist, our books can serve as the bibliotherapy side of your practice, providing your clients with additional self-work between treatments. You can find self-help resources here. If you are an ACT trainer, our many professional books can serve as excellent teaching materials and resources.

admin September 20, 2007 - 2:28pm

Trainer Pages (for trainees)

Available pages for Trainers appear below. Pages are created and maintained by trainers for their trainees. They often contain general information as well as available training materials.

Emily November 19, 2008 - 10:43pm

Benjamin Schoendorff's training page - Page de formateur ACT

Welcome to my training page!

You will find on this page training documents in English covering my work in several countries: various worksheets and relevant articles.

On the child pages to this page, you will find documents in various languages (French, Portuguese, Spanish and Swedish).

In order to see these documents appear at the bottom of this page and to be able to download them, you have to be a member of ACBS. To join ACBS, click here!

Warm regards,

Benjamin Schoendorff

Pour les documents relatifs à mes ateliers québécois cliquez ici.

Pour les documents relatifs à mes ateliers français (France, Suisse, Belgique) cliquez ici.

For Swedish worshop documents click here.

Para Brasileo workshop documentos, cliquar aqui.

Para documentos en español, haga clic aquí.

In addition to the articles that you can download directly from this page, check out the following pieces available on the ACBS site by clicking on the links below:

Ruiz review of ACT 2010. Comprehensive article analyzing the general empirical evidence concerning Acceptance and Commitment Therapy (ACT), both in terms of clinical trials and in terms of process studies.

FACT: The utility of an integration of functional analytic psychotherapy and acceptance and commitment therapy to alleviate human suffering. Callaghan, Gregg, Marx, Kohlenberg & Gifford, (2004). This article outlines the areas of convergence between ACT and FAP as well as the differences.

Using Acceptance and Commitment Therapy to empower the therapeutic relationship, Pierson & Hayes (2007). This chapter outlines the ACT model of the therapeutic relationship and invites clinicians to concentrate on the ACT processes as they appear in the therapy room and the therapeutic relationship.

Mindfulness, values, and the therapeutic relationship in Acceptance and Commitment Therapy. Wilson & Sandoz, (2008). In S. F. Hick & T. Bein (Eds.), Mindfulness and the therapeutic relationship. New York: Guilford Press.

A Contextual Behavioral Approach to the Role of Emotion in Psychotherapy Supervision, Batten & Santanello (2009). Great article discussing how emotion processing in supervision 'This paper provides a contextual behavioral rationale for including a focus on emotion in supervision, with a four-phase model for shaping early trainees’ ability to use their emotional reactions to facilitate therapy in a coherent manner."

The role of emotion in psychotherapy supervision: A contextual behavioral analysis. Batten & Follette (2000)

Selective bibliography:

ACT:

Batten, S. (2011) The essentials of ACT. Short and to the point, this little book packs an unusual punch. It's all there in clear and concise prose. Highly recommended.

Hayes, S.C, Strosahl, K.D., & Wilson, K.G. (2012). Acceptance and commitment therapy: The process and practice of mindful change (2nd edition). New York, NY: The Guilford Press.

Psychological Flexibility Training (PFT): Flexing Your Mind along with Your Muscles [Kindle Edition] Buy it on amazon (only $4,99!)

Wilson, K. G., & DuFrene, T. (2009). Mindfulness for Two: An Acceptance and Commitment Therapy Approach to Mindfulness in Psychotherapy. Oakland, CA: New Harbinger.

Harris, R. (2009). ACT Made Simple: An Easy-To-Read Primer on Acceptance and Commitment Therapy. Oakland, CA: New Harbinger.

Strosahl, K., Robinson, P., & Gustavsson, T. Brief Interventions for Radical Change: Principles and Practice of Focused Acceptance and Commitment Therapy. A great clinician-aimed book brimming with clinical tips and handy workarounds the most common clinical difficulties. It will supercharge your ACT work.

Schoendorff, B., Grand, J., & Bolduc, M-F (2011). La thérapie d'acceptation et d'engagement, guide clinique. Brussels: De Boeck. This is the book we wrote around the matrix and integrating ACT and FAP. In simple language it takes you on a tour of how to do therapy using ACT, FAP and the matrix. It covers the overal ACT model, therapist tools, intake sessions, case conceptualisation and a thorough rund down of the ACT processes and how to enhance your process work with the relationship and the matrix. It concludes on two appendices, a theoretical one ranging from basic behavioral principles to RFT and an exposition of FAP rules and how to apply them to ACT processes. Richly illustrated with cartoons, clinical vignettes and a wealth of new and more traditional ACT exercices, we think it's a very good book and would love to see it translated in more languages as there is no other book like it right now. Buy it on amazon.ca.

FAP:

Tsai, M., Kohlenberg, R.J., Kanter, J., Kohlenberg, B., Follette, W., & Callaghan, G. (2008). A guide to Functional Analytic Psychotherapy: Awareness, courage, love and behaviorism. New York: Springer. Buy it on amazon.com.

Kohlenberg, R. J., & Tsai, M. (1991). Functional Analytic Psychotherapy: A guide for creating intense and curative therapeutic relationships. New York: Plenum. Buy it on amazon.com.

Tsai, Kohlenberg, Kanter, Hlman, Loudon (2012) Functional Analytic Psychotherapy: Distinctive Features. Buy it on amazon.com.

RFT:

Törneke, N. (2010). Learning RFT: An introduction to relational frame theory and its clinical applications. Oakland, CA: New Harbinger Publications, Inc.

Clinical Behavior Analysis:

Ramnero, J., & Törneke, N. (2008). ABCs of human behavior: Behavioral principles for the practicing clinician. Oakland, CA: New Harbinger & Reno, NV: Context Press.

benjamin schoendorff April 16, 2012 - 8:25pm

Documentos de talleres en español

En esta página encontrarás documentos y herramientas de formación clínica en español, tambien formularios de los talleres que he dado en español, así como las hojas de trabajo del cliente y formularios puente. Muchas gracias a Paula Qunitero y Juan Pablo Colletti para traducciones.

A continuación podes leer una entrevista que me hizo mi amiga Paula Quintero, en Buenos Aires. Para ver los documentos y poder descargarlos, tienes que ser un miembro ACBS y loguearte.

Espero que lo disfrutes y no dudes en dejar comentarios en esta página.

Encuentro con un Terapeuta: Entrevista con Benjamín Schoendorff (realizada por Lic. Paula José Quintero)

1) ¿Qué fue lo que te decidió a estudiar psicología y por qué has elegido esa orientación en particular?
Yo llegué tarde a la psicología. Mi trayectoria personal empezó en las finanzas, luego de haber realizado estudios en filosofía, política y economía. Luego de una crisis personal, pasé 10 años de mi vida produciendo música techno antes de elegir enfrentar mi “dragón personal” de adicción a las drogas a través de la aceptación y de la acción comprometida. Y a partir de ahí decidí volver a la universidad para estudiar psicología y entrenarme como terapeuta cognitivo-conductual. Mi interés desde tiempo atrás por el mindfulness y mi compromiso con la ciencia pronto me guió hacia ACT (Terapia de Aceptación y Compromiso) y me convertí en uno de los pioneros de ACT en Francia, escribiendo el primer libro de ACT de auto-ayuda en francés en 2009. La Terapia de Aceptación y Compromiso “le habla” a mi experiencia personal más profunda y satisface mi compromiso con las prácticas basadas en la evidencia. Más tarde me encontré con FAP (Terapia Analítico-Funcional); FAP realmente me ayudó a entender la importancia de las dimensiones interpersonales y progresé de manera asombrosa en mis relaciones terapéuticas con mis clientes y en mis relaciones de la vida cotidiana.

2) ¿En qué se diferencia tu técnica y la teoría que te guía de la psicoterapia convencional? ¿Qué hace que ACT sea única?
Desde mi punto de vista, hay tres elementos que hacen que ACT sea única. Primero, pone el foco de atención en el momento presente adaptando de manera flexible las técnicas del mindfulness a la mayoría de las poblaciones clínicas. Segundo, ofrece una forma novedosa para lidiar con experiencias privadas indeseadas: haciendo lugar a emociones y sensaciones incómodas y dolorosas (aceptación) y distanciándonos de los pensamientos que nos “atrapan” a través de la defusión. Tercero, hay un foco en valores y en utilizar lo que es más importante para la persona para motivar y reforzar la activación conductual y el cambio. Estos tres elementos convierten a ACT en una forma más humanística y existencial de terapia cognitivo-conductual, lo que representa en gran medida su atractivo para terapeutas y clientes. Respecto a la ciencia, ACT mantiene un alto compromiso con basar la práctica clínica en estudios empíricos, principios básicos e investigación experimental y en el desarrollo de la Teoría de los Marcos Relacionales, la cual constituye un paso más allá del análisis de la conducta verbal de Skinner en 1957 dando cuenta de manera novedosa de los procesos verbales respaldándose en la investigación experimental básica.

3) ¿Cuál es el mayor mito acerca de la psicoterapia?
¡Oh, esa es una elección difícil de hacer! ¡Hay tantos! Si tengo que elegir uno diría: la idea de que uno tiene que encontrar la causa de raíz de sus problemas en su historia personal antes de lograr avanzar. ACT nos muestra que conectándonos con nuestros valores y con acciones que nos llevan hacia lo que es importante, podemos recuperar una vida rica y satisfactoria, aún cuando la gran pregunta del “¿Por qué?” permanezca sin responderse.

4) ¿Cuál es la parte más difícil y desafiante de ser psicoterapeuta? ¿Y la más gratificante?
Lo que resulta un desafío para mí como terapeuta es mantenerme flexible en todo momento y constantemente volver a la experiencia del cliente más que a mis propias ideas o teorías. La parte más gratificante es ver a mis clientes florecer una vez que han empezado a involucrarse en conductas que los acercan a lo que es importante para ellos en la vida.

5) ¿Cuál parece ser el obstáculo más grande para los clientes en psicoterapia?
Eso depende de cada cliente, pero diría que un obstáculo común es que los clientes están más acostumbrados a escuchar lo que les dice su mente en lugar de lo que les muestra su experiencia (lo que en ACT llamamos “defusión cognitiva”). Esto significa que ellos quedan frecuentemente atrapados en estrategias que no funcionan para cambiar cómo piensan o sienten. Otro gran obstáculo es el impacto que tiene su propia lucha privada contra lo que sienten, en sus propias relaciones interpersonales, incluída la relación terapéutica. Por lo tanto el terapeuta tiene que permanecer atento de no fusionarse con lo que el cliente dice y también prestar mucha atención a las dimensiones interpersonales de la lucha del cliente, a medida que aparecen en la relación terapéutica.

6) En tu opinión: ¿Cuáles son las cualidades más importantes de un psicoterapeuta?
Flexibilidad, autenticidad, compasión y la habilidad de conectar con el cliente tratando de no quedar atrapado en el contenido de las historias que limitan el comportamiento valioso del cliente. Y también la disposición a mostrarse vulnerable.

7) ¿Qué es lo que primariamente facilita el cambio terapéutico? ¿Cuál crees que es la intervención más poderosa de ACT para generar cambio?
De nuevo: depende. Desde el punto de vista de ACT, el aumento de la flexibilidad, la habilidad de sostener los pensamientos con liviandad y actuar al servicio de valores es la clave. De modo que, en cualquier momento dado, la intervención más poderosa será aquella que mejor promueva flexibilidad en ese momento particular. En general encuentro que referir al cliente al diagrama de la Matrix (1) puede constituir una intervención poderosa en tanto que ayuda al cliente a notar si está atrapado en la lucha contra su sufrimiento o se está acercando hacia lo que es importante para él, de una manera que es una intervención que minimiza la interferencia del terapeuta y así maximiza el aprendizaje del cliente.

8) Has creado un enfoque muy interesante integrando intervenciones de ACT y de FAP. ¿De qué manera crees que FAP puede mejorar las intervenciones de ACT y viceversa?
ACT y FAP comparten las mismas raíces filosóficas e históricas (ambas se desarrollan dentro del contextualismo funcional). ACT es un gran modelo de cómo interactuamos con nuestras experiencias privadas y cómo nuestros modos de interacción pueden, en ciertos contextos, influenciar nuestra conducta. En términos generales, el modo en que interactuamos con las experiencias privadas puede o bien empujarnos a actuar para cambiar esa experiencia – alejarnos de ella- o bien inspirarnos a actuar en la dirección de nuestros valores vitales –acercarse a lo que es importante-. ACT se basa en la Teoría de los Marco Relacionales, un elegante modelo de cómo estos procesos son el resultado del funcionamiento normal de la inteligencia verbal. Así pues ACT es en gran medida una terapia enfocada en los procesos intrapersonales. Como tal, es un modelo muy poderoso. Por momentos, sin embargo, algunas intervenciones de ACT pueden sentirse como invalidantes por parte del cliente y enviar tanto al terapeuta como al cliente de nuevo “a sus mentes”. FAP, por el otro lado, se focaliza en la relación y en reforzar en el momento presente el comportamiento relacional más operativo. De manera que FAP se focaliza en los procesos interpersonales. Ahora bien, ambos enfoques consideran que el modo en que interactuamos con nuestra experiencia interna y con otras personas, fue aprendido a través de interacciones interpersonales. De modo que al integrar herramientas de FAP a la terapia ACT, podemos usar mejor la relación como un contexto social en el cual aprender ambos, es decir, un modo más útil de interactuar con nuestras experiencias internas y con los otros. Además, prestar atención a los efectos del comportamiento del terapeuta en el cliente y viceversa, como sugiere FAP, ayuda a la terapia a permanecer en “contacto con la tierra” y el cliente siente que se encuentran en el núcleo del trabajo más que en la teoría del terapeuta.

9) Si hubiese una cosa que desearías que tus clientes sepan acerca de la psicoterapia o de la enfermedad mental ¿Cuál sería?
Que ellos no están “rotos” o defectuosos, que no hay nada que tenga que ser añadido o removido de ellos antes de que puedan tener una vida rica y significativa. También me encantaría que sepan que la terapia se trata de ayudarlos a acercarse a la vida que quieren a través de sus propias acciones más que tratarse de “deshacerse de” o de interpretar sus síntomas.

10) Hoy en día la depresión genera mucha preocupación; algunos incluso hablan de una “epidemia”. ¿Qué factores (sociales y psicológicos) crees que están influenciando la actual prevalencia de la depresión?
Tengo la sensación de que los factores que más están ejerciendo influencia sobre ésto son sociales y culturales. En el plano social, no puedo evitar pensar que anteponer las ganancias por sobre las personas tiene un impacto directo sobre la salud mental. La gente siente que no tiene control sobre su vida cuando son objeto de fuerzas económicas sin rostro que son presentadas como realidades insuperables más que como elecciones políticas. También creo que la cultura del “sentirse bien” tiene mucho por lo que responder. Somos constantemente bombardeados con mensajes que dicen que tenemos que sentirnos bien para vivir bien. Empezamos a comparar nuestra experiencia interna con lo que los otros muestran para el afuera y encontramos que estamos “deseando”. ACT y FAP pueden ayudar al demostrarnos que podemos experimentar eso al “actuar bien”, es decir, en línea con nuestros valores de manera efectiva; nos podemos mover hacia vidas más significativas, incluso cuando habrá días en que nos sintamos bien y días en que nos sintamos no tan bien.

11) ¿Cuál de los libros que has leído recientemente sobre salud mental, psicología o psicoterapia te pareció muy bueno?
Como era de esperar, los dos libros que más valoro como terapeuta son: el libro original de ACT y, más aún, la versión revisada de 2011. También recomiendo, sin dudas, el libro original de FAP (1991) y la Guía Clínica de FAP (2008). Estos libros son la piedra angular de mi práctica clínica. Y un libro que estoy leyendo en este momento y que recomendaría es “Intervenciones Breves para el Cambio Radical” de Strosahl, Robinson y Gustavsson (2012), que es un libro acerca de intervenciones breves de ACT escrito por tres clínicos increíbles.

12) ¿Cual crees que es la investigación más emocionante que se está realizando en este momento en el campo del contextualismo funcional?
Estoy entusiasmado con la investigación en las fronteras de la Teoría de los Marcos Relacionales (TMR): sus aplicaciones en el campo del autismo para ayudar a niños autistas a desarrollar un comando del lenguaje más flexible, sus aplicaciones en el aumento del desempeño intelectual y, finalmente, sus aplicaciones en el campo de la investigación de la cognición implícita. Si TMR da una cuenta viable de la cognición humana, tiene que tener aplicaciones más allá de psicoterapia clínica. Es en estos dominios así como también a través de ACT, que la TMR demostrará su utilidad para el campo más amplio de la psicología. Respecto a investigación clínica, estoy particularmente interesado en los estudios centrados en los procesos. No es suficiente saber que la Terapia A y la Terapia B son efectivas. Quiero saber qué procesos están involucrados para que podamos refinar una Terapia C que focalice directamente los procesos clínicos significativos. Muchos investigadores en ACT y FAP comparten esta perspectiva de modo que podemos esperar de nuestra comunidad de investigación algunos hallazgos interesantes en el futuro cercano.

13) ¿Cuál es el mejor consejo que puedes ofrecer a nuestros lectores sobre cómo llevar adelante una vida significativa?
Simplemente notar, observar en el momento presente si lo que haces está al servicio de orientarte hacia lo que es importante para ti o al servicio de alejarte de aquello que no quieres pensar o sentir.

(1) La Matrix, creada por Kevin Polk, es un diagrama sencillo para trabajar sobre los 6 principios de ACT para aumentar la flexibilidad psicológica.

Bibliographia

Schoendorff, B., Grand, J., & Bolduc, M-F (2011). La thérapie d'acceptation et d'engagement, guide clinique. Brussels: De Boeck. Este es el libro que escribimos en torno a la matriz, integrando ACT y FAP. En un lenguaje simple, te lleva por un tour sobre como usar ACT, FAP y la Matrix. El libro hace un recorrido por el modelo ACT, herramientas para el terapeuta, sesiones de admisión, conceptualización de casos, y un completo recorrido por los procesos de ACT y como mejorar tus procesos de trabajo con la relación terapéutica y la Matrix. Incluye dos apéndices, uno teórico, que va desde los principios conductuales básicos hasta RFT y otro que expone las reglas de FAP y como aplicarlas en el marco de los procesos de ACT. Ricamente ilustrado con caricaturas, viñetas clínicas y enriquecido con nuevos y los tradicionales ejercicios de ACT. Pensamos que es un muy buen libro y nos encantaría traducirlo en tantos idiomas como ningún libro ha sido hasta ahora.

benjamin schoendorff December 5, 2012 - 4:38am

Documentos de treinamento em português

Você vai encontrar nesta página os documentos do workshop en Portuges (Brasil). Obrigado a Michaele Saban e Karen Vogel para traduções.
Para ver os documentos e baixá-los, você precisa ser um membro da ACBS e ser registrado dentro

You will find on this page the workshop documents.
To see the documents and download them, you need to be a member of ACBS and be logged in

benjamin schoendorff April 16, 2012 - 8:27pm

Documents de formation Québec (format lettre)

Vous trouverez sur cette page divers documents relatifs aux ateliers ACT-FAP donnés au Québec en 2011-2012 seul ou avec Marie-France Bolduc.

Vous pouvez aussi téléchargez divers articles et documents en anglais sur ma page de formation anglophone, ici.

En adhérant à l'ACBS (cotisation basée sur la valeur que vous donnez à l'association à partir d'un minimum de US$15), vous pourrez accéder librement aux documents ci-dessous (diapos de l'atelier, fiches et échelles cliniques et documents supplémentaires) et les télécharger au format pdf. NB: Ces documents n'apparaitront que si vous êtes membre et 'logged in'.

En adhérant à l'ACBS (cotisation basée sur la valeur que vous donnez à l'association à partir d'un minimum de USD$15), vous pourrez accéder librement aux documents ci-dessous (diapos de l'atelier, fiches et échelles cliniques et documents supplémentaires) et les télécharger au format pdf. NB: Ces documents n'apparaitront que si vous êtes membre et 'logged in'.

L'ACBS compte à ce jour près de 6000 membres dans le monde entier et représente une communauté unique qui promeut la recherche et la dissémination de l'ACT, la Théorie des Cadres Relationnels, et, plus largement, la science comportementale contextuelle. Nous espérons que vous choisirez de rejoindre l'ACBS ainsi que sa branche francophone, l'AFSCC. Pour ce faire, une fois membre de l'ACBS, il vous suffit d'envoyer un courriel à psychologiecontextuelle@gmail.com. L'AFSCC, née en 2011 compte à ce jour près de 150 membres. L'adhésion est gratuite. Une fois membre de l'ACBS, vous aurez accès à la quasi-totalité des articles scientifiques publiés sur l'ACT et la TCR, à des chapitres de livres, des présentations powerpoint, des protocoles de traitement, des vidéos et une abondance d'outils cliniques. Si vous ne désirez pas encore, rejoindre l'ACBS, vous pouvez m'écrire par courriel pour que je vous communique les documents qui, sur cette page, ne sont disponibles qu'aux membres de l'ACBS.

Vous trouverez aussi des documents et illustrations libres de droits pour usage non commercial sur le site https://act-afscc.org/ où vous pourrez également être informé de nos prochaines formations et vous inscrire pour être référencé en tant que thérapeute et/ou superviseur(e) ACT francophone.

benjamin schoendorff April 16, 2012 - 8:35pm

Documents de formation en français (format A4)

Vous trouverez sur cette page divers documents relatifs aux ateliers ACT-FAP donnés en France, Suisse et Belgique par moi-même ou avec Jana Grand ou Egide Altenloh.

Vous pouvez aussi téléchargez divers articles et documents en anglais sur ma page de formation anglophone, ici.

benjamin schoendorff April 16, 2012 - 8:28pm

Training documents in Swedish

Below you will find over 20 documents: handouts from the workshop in powerpoint and pdf format; articles about FAP, integrating ACT and FAP, ACT and the therapeutic relationship; FAP questionnaires; ACT-FAP session bridging sessions; client matrix forms and worksheets, and more. This is only a sample of the hundreds of articles, documents, powerpoints, videos that you have free access to and can dowload as an ACBS member. Slet Gustavsson att tacka för översättningarna.

If you are not yet ready to join ACBS and attended the workshop, please email me and I'll send you the documents.

ALso be sure you visit http://functionalanalyticpsychotherapy.com/

Where you'll find more information about FAP and a treasure-trove of downloadable articles and tools for therapists.

Selected FAP bibliography:

Kohlenberg, B.S. & Callaghan, G.M. (2010). FAP and Acceptance Commitment Therapy (ACT) : Similarities, Divergence, and Integration, in J. Kanter, M. Tsai & R.J. Kohlenberg (Eds.). The practice of Functional Analytic Psychotherapy, New York : Springer.

Kohlenberg, R.J. & Tsai, M. (1991). Functional Analytic Psychotherapy : A guide for creating intense and curative therapeutic relationships, New York : Plenum.

Kohlenberg, B. & Callaghan, G. M. (2010). FAP and Acceptance Commitment Therapy: Similarities, divergence, and integration. In Kanter, J.W., Tsai, M., & Kohlenberg R.J. (Eds.). The practice of Functional Analytic Psychotherapy. New York: Springer.

Warm regards,

benjamin schoendorff April 16, 2012 - 8:29pm

David Gillanders' Training Page

Hi, I hope you've enjoyed training with me or maybe you have just found these training goodies! Hope you enjoy these materials and find them useful, they are given away, not for profit, so don't go making a profit from them! You don't need permission to use or copy any of these materials.

If you want to contact me to arrange a training, or ask about any training materials you can email me via the University of Edinburgh website here.

Here is some description of the content of this page:

NEW!!!! My team and I at the University of Edinburgh have created some training videos of therapy sessions with simulated clients. These are password protected so to see them you will need to download this document

Powerpoints for various workshops and trainings I deliver:

Empirical Status (updated June 2015)

Introduction to ACT Powerpoint

A presentation on ACT & Behaviour Analysis

Metaphors I have created - The sailing boat metaphor, the rope bridge metaphor, the bicycle factory, walking the path, taking your armour off.

Therapist behaviour tracking grids - These are inspired by the work of Henry Whitfield of Mindfulness Ltd. who has done a more detailed version for tracking the level of organisation and purpose of therapy behaviours. I have simplified this down to simply helping people track the function of their behaviour or when observing others, and even provided a further simplification.

A developmentally sequenced introductory reading list (updated March 2015)

A picture of the two sides of the hexagon

A brief overview of ACT

Workability diary - I use this early on in treatment after having the client discriminate how they are standing towards their probelm using physical gestures of fighting, hiding, or willing and then have them keep an activity diary for a week that also serves to have them discriminate if these activities are fighting, hiding or willing and to rate how much they feel they are really living their life in each moment, theres also a space to write notes on what things hook you in or help you be willing. I've also done a version 2.0 that changes 'fighting' to 'figure it out' which may fit some clients strategies better.

Selected ACT readings - just stories, poems and quotes that inspire me and are ACT relevant

ACT audio exercises: These are 6 recordings of exercises, targeting each of the main ACT processes. Before listening or downloading you must read the guide and disclaimer document.

I've attached a case formulation sheet that walks you through functional analysis / workability. The rating of dimensions of psychological flexibliity owes a debt to Kelly's approach in M42, and to David Chantry's ACTADVISOR

This case formualtion sheet has been simplified and revised a number of times, this is the latest version I use, based on feedback from participants. Its version 2.2.

Mark Turner of Guy's Hospital, London has adapted the formulation template for working with people who have visible difference concerns

I also have completed a version as an example of the client John, who appears itn the videos that are mentioned in the document above.

These are the slides that Helen Bolderston and I used for our Seattle preconference workshop: 'Learning ACT from the Inside Out'

David Gillanders March 20, 2012 - 6:27pm

ACT Peer Reviewed Trainers Think Tank June 2021

Hi Trainers Community!

Here is the link to the video presentation. You can toggle between the slides being large or the presenter being large or both equal by hovering your cursor over the video and clicking on the arrows and icons on the right of the screen.

Watch this first, then reflect on the questions below. If you are unable to attend the Think Tank on Friday you can post your own contribution to the Trainer's List serve in advance and we can begin the dialogue there. If you are able to attend on Friday, watch the video, think about the questions, feel free to post on the list serve about this, but otherwise just bring your own thoughts and experiences to the Think Tank.

Reflections

What ways do you currently evaluate your training?
What are the benefits of doing so?
How do you see the disadvantages, costs or unintended consequences to evaluating training outcomes?
What do people think about trying to develop a consensus on measurement - a shared package of measures?
How do you react to the idea of a shared platform for therapist development tracking that generates training outcome data from across the group of trainers?

In the think tank we will go straight into small group work to share our reflections, and then come together as a group.

There is also time set aside in the Think Tank to discuss the recent list serve actvivity, which will be led by the Training Comitte members rather than by me.

Looking forward to seeing as many of you there as possible,

Best wishes

David

David Gillanders

Additional unpublished materials referred to in the presentation

You can see and download all the materials that I have been developing but as yet have not published, that I mentioned in my presentation. The slides themselves have links or citations to much of the published material.

The Mindful Healthcare Scale:

Data Summary

Items

Scoring

ACSSES

Items

AKQ-R

Description of Development Work

AKQ-R Items

AKQ-R Scoring

Tracking Consultations

Emily Sandoz forwarded me a form that she uses to track consultee behaviours when she offers someone consultation on their clinical work

David Gillanders June 18, 2021 - 6:39pm

Elizabeth Maher's Training Page

Hello,

Welcome to my training page. On this page you will find various materials that I use in my training. My page is just getting started so there will be more added in due course. So far, you will find various metaphors that I have created, an ACT thought record, a psychological flexibility model in layman's terms, and information on supervision and consultation. I hope you find these materials helpful.

If you have any queries or to arrange a training, please feel free to contact me liz@nz-act-training.com

Elizabeth Maher October 18, 2012 - 5:45am

Jason Luoma's training page

Attached below are some documents providing information on how to obtain further training in ACT and also Powerpoint presentations from some past trainings. This page is just getting started, so more presentations will be added over time.

*Can't see the links below? Access to attachments, videos, audio, the professional listserv, etc. are a privilege of paid ACBS membership.

With Values-Based Dues, you choose how much you pay for your membership. You can sign up here.

For more information about training I provide, online training, and a listserv to be alerted to ACT trainings in the Pacific NW, you can go here for more info. Additional ACT-relevant handouts and ACT audio-recordings can be found here.

Jason Luoma March 20, 2009 - 12:22pm

Jen Plumb Vilardaga's Training Page

Welcome to Jen's trainer page!

Here you will find lots of great things that you can download, only for members who have paid their values-based dues.

Anything here that I have created is not copyrighted. Other materials are cited accordingly and are not copyrighted.

The video you see on this page is of myself and Matt Villatte; created to help people think about different ways to create actions in line with values (this video also has RFT prompts).

At the bottom of this page (below the video) you will find a link to "TRAINING HANDOUTS". Here you will find handouts from my most recent trainings.

I hope you enjoy all that you find here. Please do not hesitate to contact me for additional information at jennifer.plumb.vilardaga@duke.edu

Jen Plumb April 14, 2016 - 11:58pm

TRAINING HANDOUTS

These are handouts from recent trainings

Jen Plumb April 15, 2016 - 12:42am

Lou Lasprugato's Training Page

Welcome to my ACT Training Resource Page!

Below you will find my bio, links to my introductory training and consultation videos, an interviewI conducted with experts on ACT and Behavior Analysis, and webinars on the ACT Matrix, Going EPIC (Experiential, Pragmatic, Integrative, Contextual) in ACT, and Magic ACT: Transforming Pain into Purpose with Clinical RFT (co-facilitated by Phillip Cha). Also included are a few workshop testimonials and other resources, including worksheets which you are welcome to use as you wish, as long as not for profit.

For more information on individual training/consultation, please click here

For workshop or webinar inquiries, please contact me at lasprugatomft@gmail.com or 916-215-8451

Bio:

Lou Lasprugato, MFT, is a licensed Marriage and Family Therapist, with private practices in both California and Virginia, and Peer-Reviewed Trainer in Acceptance and Commitment Therapy (ACT) with the Association for Contextual Behavioral Science. Lou has worked as a psychotherapist in a variety of settings over the years, including an intensive outpatient program at Kaiser Permanente that he subsequently managed, and an integrative medicine program at Sutter Health. He has facilitated dozens of workshops internationally on ACT and mindfulness, as well as co-created courses and lectures on nutritional psychology, stress system restorative therapy, and integrative mental health. Lou has also provided supervision to other mental health professionals and continues to provide individual consultation on ACT and other contextual behavioral approaches. He earned his Master of Arts in Counseling Psychology, with a specialization in Holistic Studies from Lesley University, Cambridge, MA, following a career as a professional musician.

Workshop Testimonials:

"The training was well-organized. Highest quality. Lou is a talented presenter-personable, knowledgeable. I appreciated the mix of lecture and experiential - it kept things interesting and gave us a chance to try out the skills. I enjoyed learning more about ACT and how to use it. I will seek out other trainings offered by both Lou and Praxis." - Debbie Oliver, MFT

"The presenter was clearly very knowledgable and comfortable with teaching the information. Although anxiety-provoking, practicing the skills was helpful. I liked the various examples to help facilitate application of ACT in my own practice." - Jessica Lester, PsyD

"Loved the training, pacing, information. Lou was engaging, injecting humor, and giving great examples." - Lorraine Blue, MFT

"Training today with Lou Lasprugato was fantastic! Really lovely and powerful combination of heart and mind that is rare to find. Great teacher. Lots of really useful demos and practical exercises." Marc Tibber, DClinPsy

Worksheets:

PLEASE NOTE: worksheets are available for download only by ACBS members when logged in. Consider joining this global network of contextual behavioral scientists and clinicians with values-based dues (see Join/Renew link).

Clinician:

ABC Choice Point - adapted version of Russ Harris' Choice Point with ABC emphasis (powerpoint for telehealth format)

ACT Case Conceptualization Grid - functional contextual case conceptualization and treatment planning worksheet

ACT Training Model - multifaceted overview for training ACT based upon Contextual Behavioral Science

Flexibility Across Dimensions - clinical/training coding sheet for assessing psychological flexibility across the six dimensions

Hexaflex Monitor - clinical/training worksheet (Portland peer-practice perspective) for monitoring Hexaflex-based interventions

Introducing Psychological Flexibility - multiple exemplars for evoking psychological flexibility across the core processes + creative hopelessness

RFT Interventions for Transforming Pain into Purpose - relationally framed questions designed to transform the function of painful private events

Client/Clinician:

ACT Matrix - diagram for sorting context of experience and function of behavior to cue psychological flexibility (adapted version)

ACT Matrix fillable - powerpoint version for telehealth format

ACT Vowels Assessment (AVA) - clinical instrument for asssessing psychological flexibility skills at intake

Bullseye - worksheet/assessment tool for values-based living within four primary life domains (adapted version)

Cycle of Suffering - worksheet for assessing conditional/cyclical patterns of unworkable behavior (from pain to suffering)

Cycle of Resilience - worksheet for identifying conditional/cyclical patterns of workable behavior (from pain to purpose)

Flexible Action Plan - worksheet for hierarchical exploration of flexible action planning (life domain, values, actions)

Flexibility and Alliance Session Tool (FAST) - clinical instrument for assessing psychological flexibility skills and therapeutic alliance at follow-up

Wheel of Fulfillment - worksheet for exploring the significance of valued life domains and corresponding fulfillment

ACT Skills Group Series:

Curriculum outlines available below. If interested in obtaining the various worksheets/handouts utilized within the group series, please email me directly at lasprugatomft@gmail.com

Lou Lasprugato September 15, 2017 - 6:32pm

Louise Hayes' Training Page

Welcome to my training page. I hope you enjoy doing ACT work with young people as much as I do. Here you will find materials that I use in my workshops.

You need to be logged in as a member to download the attachments, so if nothing is happening when you click on a link, try logging in.

Attached are my values cards in English, Dutch, and Italian, among a few other things.

As you may remember from my workshops, membership of ACBS takes only a few minutes and costs just a few dollars. We keep this fee very low because our aim is to welcome you into the community. Once you are logged in you will find you have access to information from the entire community, a plethora of publications, clinical materials, measures, presentations, etc…

If you are having difficulty please drop me an email and I’ll try and help you.

There are more free resources available from my website www.louisehayes.com.au

Kind regards, Louise

Louise Hayes December 22, 2011 - 6:44pm

Hayes values cards - Danish translation

The file with a Danish translation can be downloaded at this link

https://www.dropbox.com/s/q37bxqtwofwaddd/Hayes%20cards%20danish%20new%20version.pdf?dl=0

The translation was done by camilla grønlund, camilla@acthouse.dk

Thanks Camilla

Louise Hayes November 8, 2012 - 4:27am

Norwegian values cards

Norwegian values cards Louise Hayes November 30, 2015 - 3:01am

Values cards French translations - 3 files

There are two card files for the French translation. One contains cards that have images, the other has question cards.

You will also need the instruction booklet, which is in english on this site.

Louise

Louise Hayes August 17, 2013 - 10:35pm

Values cards translated into Polish (wersja polska)

Hi all,

Below you will find translation of Louise Hayes's Values Cards into Polish.

best regards,

Joanna Dudek-Glabicka

Joanna Dudek November 2, 2012 - 3:09pm

Values cards translated into Spanish

Graciela Rovner has translated the cards into Spanish.

Attached.

Graciela August 8, 2012 - 2:20am

Values cards translation Portuguese (Portugal)

Dear all,

Please find in the attachment below the portuguese (from Portugal) translation of Louise Hayes's Values Cards.

Peace,

Nuno Ferreira

Lecturer in Clinical Psychology

University of Edinburgh

Nuno.Ferreira@ed.ac.uk

(0044)1316503898

yakodik July 10, 2012 - 8:49am

Matthew Boone's Trainer Page

Welcome to my trainer page. Here, you can view a list of my peer-reviewed publications, book chapters, invited lectures, and conference presentations. Please visit my website: www.matthewsboone.com for more information about me.

Watch my training series: ACT Nuggets (included at the bottom of this page).

Or check out this video from one of my workshops where we demonstrate the ACT classic metaphor: Tug of War.

Watch these ACT animations I helped to create at my day job. (FYI - this should not be construed as an endorsement by the VA of my non-VA training activities)

My ACT for Depression and Anxiety group protocol can be found here. (Only accessible to ACBS members) Alterantively, if you would like me to email you a copy, write to me.

Matt Boone December 10, 2015 - 11:16pm

Ole Taggaard Nielsen's Training Page

Hi Everyone !

Welcome to my Training page where you will find various ACT resources in Danish.

I hope you will enjoy these materials and find them useful.

I am a licensed Psychologist and Specialist in Psychotherapy and Supervision, ACBS Peer reviewed ACT Trainer and member of the ACBS trainer community. Owner of the private practice “ACT Klinikken” in Copenhagen - www.actklinikken.dk.

Feel free to get in contact with me if you have any questions, comments and suggestions.

(You need to be logged in as a member to download the attachments, so if nothing is happening when you click on a link, try logging in).

Ole Taggaard Nielsen June 23, 2012 - 9:57am

Steve Hayes' Training Page

Welcome to my training page!

This entire site is fillied with training resources, but I use this page so that people who have been to trainings of mine can get oriented to the work. If you cannot see the attachments on these pages it is because you are not yet logged in ... see below.

I generally add talks and resources as I do events and leave just the last couple of years here, but if I forget to add something you want, let me know and I will try to get them up.

At the bottom of this page are links to many materials you might find useful, and links to other areas of the site where you will find more materials.

However, you will not be able to view or download these materials without becoming a member of ACBS. That is because access to attachments, videos, audio, the professional listserv, and so on are a privilege of paid ACBS membership. Becoming a member takes less than 3 minutes, and is an easy one-step process. The link is below.

Some videos etc I cannot put on this page (such as my TED talks. The first one can be found here: www.bit.ly/StevesFirstTED

WORKSHOP ATTENDEES: If you received a special link, use it to join rather than the link below. Then whether you just joined or are already and ACBS member log in first. If you did not get a special link, use the link that is only a couple of lines down from here.

If this "you have to be a member" pitch sounds like a crass attempt to get you to give money to ACBS, well it really is not. It is a crass attempt to get you to be part of a community, and that is much different. With Values-Based Dues, you choose how much you pay for your membership based on what your values are, how you think ACBS furthers those values, and your ability to pay. If you are new and don't know whether this organization and this website is important to you, it is perfectly reasonable to use lower amounts initially and then adjust your dues as you learn what it has to offer [When ACBS went to values-based dues, dues payments went up -- there is a nice ACT-consistent lesson in there]. And of course if you are very poor, go all the way to the minimum. Simply go to www.contextualscience.org/join to complete the process. (If you have an account already, be sure to log in first to see the attachments to this page and throughout the site. You can technically have a website account and not yet have joined -- watch out for that no man's land because you will not see the attachments.). If you do not have a credit card or cannot afford even the minimum (in the Developing Nations, that is not uncommon for example) then just send an email to our Executive Director at acbs@contextualscience.org (or to me -- I will be happy to pay for it). The requirement for a credit card is to avoid spam spiders from joining and loading spam onto the site since once you are a member you can upload anything that seems relevant to the work, creating pages and so on.

I hope that you find these materials interesting and helpful in your journey and that the make a difference in the lives of those you serve.

Peace, love and life.

- S

(Try to solve any problems by searching the site but if you cannot, then email me: stevenchayes "at-sign" gmail "dot" com ... sheesh, why do I even try to avoid spammers?)

Steven Hayes February 26, 2011 - 4:59pm

Training Slides and Handouts

Below you will find slides and any related handouts from workshops I have given.

Please fee free to peruse beyond the materials from a training you did with me.

Steven Hayes November 19, 2008 - 10:44pm

2011 Trainings

These are materials for a few workshops I am giving or have given in 2011. Things that seem repetitive I do not upload so if your specific workshop is not here, just try one of the others and see if it is close

Steven Hayes February 26, 2011 - 5:30pm

2010 Trainings

2010 Trainings Steven Hayes February 26, 2011 - 5:28pm

2009 Trainings

Steven Hayes February 26, 2011 - 5:25pm

2012 Trainings

My workshops in 2012 have used the same slides set. The one for Chicago and Phoenix is the generic one; the one for Newport Beach is listed specifically. These are in PowerPoint and should load on any system with MS Office on it or equivalent.

Steven Hayes January 17, 2012 - 2:34pm

Trainings in Germany March 2012

I've attached below a number of resources sent to me by Rainer Sonntag and Georg Eifert that might be of special use to participants in my March 2012 workshops in Germany. If you can see this it is because you haven't logged in. You have to join ACBS and then log in to see the materials.

By the way, there is a German chapter forming and there is more extensive page of German materials on the website. Just search for "German" and you will find it.

Steven Hayes February 29, 2012 - 8:47pm

2013 Trainings

2013 Trainings Steven Hayes March 11, 2013 - 8:36am

2014 Trainings

2014 Trainings Steven Hayes April 23, 2014 - 7:32pm

2015 trainings

I now do most of my trainings with Praxis, a training company owned by New Harbinger Publications

For information, go to www.praxiscet.com

I've attached a couple of files below however for recent 2015 workshops

Steven Hayes August 11, 2015 - 5:31pm

2016 Trainings

Here are some slides I used in 2016

Steven Hayes April 4, 2016 - 12:41pm

2017 Trainings

2017 Trainings Steven Hayes October 10, 2017 - 11:13am

2018 Trainings

2018 Trainings Steven Hayes November 4, 2018 - 8:47am

ACT Boot Camp workshops

Jacque and I ran BootCamp for a few years but frankly the burden of running conferences is not small and we have turned over the conduct of ACT Boot Camp to Praxis, which is a subsidiary of New Harbinger Publications.

If you are interested in ACT Boot Camp go to www.praxiscet.com for the upcoming versions and to get on their email list

Steven Hayes March 11, 2013 - 7:52am

ACT Boot Camp Reno February 20-23, 2014

Here are the handouts and some additional materials. All the slides are up too. Woo hoo.

Steven Hayes February 16, 2014 - 12:24pm

ACT Boot Camp, January 12-15, 2012

We are going to hold "ACT Boot Camp" in Reno this January 12 - 15.

The first ACT Boot Camp was a complete success!
Thank you to all 161 of you who attended.

We are going to hold "ACT Boot Camp" in Reno this January 12 - 15.

The plan is this.

A two day experiential workshop will be held Thursday and Friday January 12-13 and Saturday and Sunday will focus on skills training.

There will be evening presentations each day -- talks on the model, data, sessions on reading ACT processes, and similar things.

Other than expenses and an honorium for two presenters, all income will go to support the lab in Reno.
For the individuals who want to know about level. It's a question that's tough to answer because categories like "introductory" or "intermediate" capture so little of the variance
and the topics keep changing and evolving so what is in a beginning workshop now is often not what was there a few years ago.

Let's just say it this way:
There are things in here that will benefit people of all skills levels, but it is not deliberately cast at an intermediate or advanced level. We set it up with beginners and intermediates particularly in mind.

Continuing Education credits:
We will be issuing CEUs for this event.

They will be issued through the Association for Cognitive Behavioral Science (ACBS), so APA-approved!

The credits will be for:
• Psychologists
• MFT
• Social Workers
We can get MFT and SW CEUs in California through ACBS, however, people will then have to get them recognized in their particular state.

*****Register at (www.contextualpsychology.org/join) ACBS before attending the Boot Camp*****

Schedule:
Start at 8:00am all days.

End at 9:00pm on Thursday, Friday, and Saturday.

End at 4:30pm on Sunday.
Payment Method:
*********************
While this PayPal button will happily take your money
regardless, you have to take an additional step to
make sure we know who you are so we can match the
money to your actual registration.

Send an email to:
ACT.in.Context@gmail.com

with your name, contact information, and level of registration.
Make sure the name you use there and the one you then use in checking out
with PayPal (your credit card, etc.) are the same or tell us how to match the
names if they differ (e.g., "I used Geraldine Fickwat's credit card but that is
my sister. My name for registration is ..." or "I used my corporate card for registration
in the name of the 'ACT Center for All Things Wonderful' but actually my
name is John Jones and my contact information is ...

It's a kludge solution, we realize. We are working on a real one,
but in the meantime help us out.

And it would be wise to save your PayPal receipt in case of problems.
*********************

Hotel:
ACT Boot Camp will be held at the Silver Legacy hotel in Reno.

We have a block of 60 rooms but more are available. However the deadline to reserve a room is very short: 1 week.
The rooms are super nice and are $49 Wed and Thursday night and $69 Friday and Saturday. Technically, after 2 people are in the room rates go up by $10 per person per room. Max 4 / room.

***Click Here*** to make your hotel reservation online using group code ACT12.

OR...

Call Silver Legacy at 1-800-687-8733 and give the group code ACT12. Reservations received after December 21, 2011 will only be accepted on a space and rate availability basis. Now in fact this is a slow period so that would likely still work but don’t risk it. You can stay elsewhere if you like but this will be convenient to the meeting and it is a good deal. And getting 60 rooms filled is how we got the meeting room.

Transportation:
AIRPORT: The Reno Tahoe International Airport (RNO) is a mere 4 miles from the resort and takes only 12-15 minutes to arrive.

SHUTTLE: The Silver Legacy offers shuttle service daily from 5am – 12 Midnight running every 30 minutes. The shuttle leaves hotel valet at the hour and half hour and picks up at the airport at 15 and 45 minutes past the hour.

PARKING: Both a 10 story parking garage, and Valet parking are available.

DRIVING: The Silver Legacy a landmark in downtown Reno and our gracious tower can be seen upon approach from any direction. The Silver Legacy is easily accessible from both the 395 and 80 freeways.

Hertz:
The Silver Legacy has arranged for special car rental rates for attendees. For your convenience there is a complete Hertz rental desk located in the Resorts Lobby and Reno Tahoe Airport near the baggage pick-up. Cars can be rented or returned at the Resort, or any Hertz Corporate location. For Hertz reservations, please call 1-800-654-2240, and use group code CV# 03VW0004.

Steven Hayes March 11, 2013 - 8:34am

ACT Boot Camp, March 14-17, 2013

At the bottom of the page you will find the material relevant to the March 2013 ACT Boot Camp workshop. We will be updating this as we go so recheck the pages.

We will be handing out a packet at registration containing all the information needed for your workshop participation. Registration is in the Bubinga Lounge Wednesday from 5:30pm to about 10 (the meet and greet cash bar opens at 7) in the El Dorado Hotel. Registration will reopen Thursday at 7:30am in the Convention Center. Prepare yourself for some loooong days. This is called Boot Camp for a reason!

Some of the Trainers have provided their PowerPoint’s if you want to download them to follow along.

If you have any questions or need assistance, email Brian Cooper <ACT.in.Context@gmail.com>.

- S

"Love isn't everything, it's the only thing"

Steven Hayes March 11, 2013 - 8:47am

ACT Boot Camp, September 5-8, 2013

You will find at the bottom of the page materials to download for the ACT Boot Camp in Florida.

If you have any questions or need assistance, email Brian Cooper <ACT.in.Context@gmail.com>.

Steven Hayes August 27, 2013 - 3:34am

ACT and Gestalt: why are they similar?

It is very common for people to notice that ACT looks a bit like Gestalt or Emotional Focused Therapy. That links has been there from the beginning. Les Greenburg is on the back of the original ACT book for example. Why would that be?

Part of it is that contextual behavioral thinking helped establish Gestalt therapy.

Gestalt therapy never had much to do with Gestalt psychology -- even the Gestalt
psychologist that were still around rejected the comparison.

See the attached article for documentation and explanation.

Ralph wanted to call it integrative therapy ... think of how the history of psychotherapy might have been different had that happened. The ACBSers are just walking over that same ground.

Steven Hayes October 25, 2015 - 9:05pm

All About ACT: ACT Handouts for Professionals

The materials below contain a longer handout (with brief description of ACT as a treatment, as well as suggestions for further reading, measurement materials, treatment protocols, and current research findings); a list of ACT randomized trials;

and a short, focused handout I use in my workshops for the Institute for Advancement of Human Behavior.

Steven Hayes February 26, 2011 - 5:48pm

Brief audio exercises

These are jsut brief exercises you can use.

Steven Hayes August 11, 2015 - 5:35pm

Clinical Tools & Protocols

The resources attached below are helpful for doing ACT. There is an amazing number of protocols on the site ... I just attached a few to show examples.

There are many more resources, such as introductory materials for clients, other protocols, metaphors, exercises, visual aids, and so on, available on the site here: www.contextualscience.org/clinical_resources

Steven Hayes February 26, 2011 - 6:00pm

Fun things

This is a page just with things I like ... mostly from other people. The poem from Jason Luoma (The ACT Therapist) is awesome.

The Greek film is one of those "open your eyes; touch your non-toothache" pieces that moves we every time I see it

Steven Hayes March 24, 2015 - 2:10am

Handouts to Use with Clients

Below are a few handouts you may wish to use with clients.

There are more available at www.contextualscience.org/clincial_resources

Steven Hayes February 26, 2011 - 7:29pm

How to test RFT

HOW TO TEST RFT

I occasionally hear the old chestnut that "RFT is not really testable."

It makes me mad.

Over two decades ago my students and I laid out a fairly well crafted list of ways you can test RFT.

I've put the in the page numbers of the quotes below for a reason: so you can cite specific predictions if you want even if you do not have access to this book.

Many of these predictions are now known to be true. And not one piece of disconfirmatory evidence has yet emerged, so far as I know.

I would invite RFTers who are publishing new pieces to occasionally remember our history. If you agree with me that these were indeed reasonable stakes to pound in the ground 20 years ago, then every once in a while it would be good remind readers that the theory was laid out in testable ways from the beginning. There are dozens of such predictions in the 2001 purple book but even before that, we were putting our ideas on the line and asking for help in showing where and how the theory was wrong. In the history of science all theories are wrong -- in their details at least -- given enough time and effort to test them. That surely includes RFT. I'm not a falsificationist but risky tests are pragmatically useful because as we learn more about the contextual conditions under which knowledge claims, we advance the precision, scope, and depth of our analyses.

Anyway, the summary below should be of use.

- Steve Hayes

*******************************

Hayes S. C., Gifford, E. V. & Ruckstuhl, Jr., L. E. (1996) Relational frame theory and executive function. Chapter in G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory and executive function (pp. 279-305). Baltimore: Brookes.

From p. 298:

TESTS OF THE THEORY

A theory of executive function based on relational frames has two somewhat distinct components that can be tested: whether relational frame theory is a worthwhile account of human verbal behavior and verbal regulation, and whether executive function can be usefully thought of in these terms.

Relational frame theory argues that relational frames are learned and are not primitive psychological functions. We already mentioned five testable components to this claim: They should show clear developmental trends, they should be flexible, they should be under both antecedent and consequential control, and improved relational abilities should emerge from deliberate training. Supportive data exist in each these five areas, but much more remains to be done.

The last point is particularly in accord with the pragmatic assumptions of behavior analysis: The best way to test a theory or device is to see if it can lead to more effective treatment (Hayes, Nelson, & Jarrett, 1987). Training could occur with populations who have disabilities in rule generation, rule understanding, and rule following, such as children with attention deficits or hyperactivity, youth who are antisocial, and those with mental retardation. Typical youth could be

From p. 299:

given procedures designed to modify existing repertoires and accelerate their healthy development.

These five testable components of the claim that relational frames are learned also suggest ways that this key aspect of relational frame theory can be disproved. If derived stimulus relations are present in whole cloth in neonates, or emerge without training in nonhumans, the theory is disproven. If new, more subtle, or more complex stimulus relations cannot be taught to children and brought to bear on arbitrary events in a fashion envisioned by the theory, it is disproven. The theory argues that a wide variety of relations can be trained and that derived stimulus functions will be transformed by these underlying relations. The first point has some empirical support, but not yet the latter. If complex relations are merely a by-product of equivalence and nonequivalence, and if derived functions are merely transferred, not transformed, when relations such as oppositeness pertain to two stimuli, the theory is disproven. A key idea is that relational frames are a defining feature of human verbal behavior. If the behavioral functions of verbal events (e.g., self-awareness, construction of long-term futures and a resultant reduction in impulsivity, complex problem solving) do not emerge in children in a fashion that parallels developing relational abilities, the theory is disproven. If complex relational frames can be developed in nonhumans, without also seeing some of the effects produced in humans by verbal behavior, the theory is disproven.

If relational frame theory is correct, children should show increased abilities in verbal regulation as they learn to apply more complex relational frames to events (e.g., if-then, comparatives). The theory suggests that the key aspects of training are 1) increases in the number of available relational frames, 2) increases in combinatorial abilities and the resultant complexity of the derived relational networks, 3) greater sensitivity and subtlety in the contextual control of relational frames and resulting increases in both their arbitrary applicability and appropriate regulation by physical context, 4) increased ability to transform stimulus functions through derived stimulus relations and greater sensitivity and subtlety in the contextual control over this process of transformation, 5) greater ability to relate networks of relations, and 6) greater ability to alter the functions of the previously nonverbal world by including aspects of this world in relational networks. As these performances increase in children, we should see increases in self-control, reasoning, and problem solving-if not, the theory is disproven.

According to the theory, following verbal rules is a product of the ability both to apply if-then frames to events and to transform the functions of verbally constructed consequences and of experience with contingencies that support specific types of rule following, such as pliance, tracking, and augmenting. Both contentions are clearly testable. Our line of thinking also suggests that pliance usually helps establish tracking, which helps establish augmenting. It suggests that moral development and other complex forms of rule governance normally emerge in that sequence and may need to be trained in that sequence. It also suggests novel ways that deficits in rule following may occur, such as mismatches of

From p. 300:

types of rules and rule following (e.g., the tendency for persons with some histories to treat descriptions as demands and thus to show pliance or counterpliance instead of tracking in these situations).

Testing these effects of verbal rules will be difficult, but behavior analysis offers the field at large not just a theoretical approach, but also a set of methods that are highly precise and well-developed. These include refined methods of arbitrary matching-to-sample and methods for testing the effects of rules on sensitivity to changes in environmental demands. Behavior analysts have also argued for and used refined "talk aloud" methods for detecting the participation of verbal rules in problem solving (Hayes, 1986; Wulfert, Dougher, & Greenway, 1991).

Steven Hayes January 9, 2017 - 6:54pm

Measures and Tools for Case Formulation and to Track Therapy Outcomes and Processes

Here are a few commonly-given measures to assess client progress in key ACT domains.

There are many more available, including foreign language and population-specific versions of measures, as well as information on who developed them; all available by visiting the Measures & Assessment section of the site.

Steven Hayes February 26, 2011 - 6:22pm

Therapy Transcripts

These files are transcripts of real treatment sessions with clients (recorded and shared with permission). Please treat them carefully as they are confidential clinical materials.

Videos of one of these sessions is available for purchase from APA:

Acceptance and Commitment Therapy with Steven C. Hayes. (Part of the Systems of Psychotherapy APA Psychotherapy Video Series)

Also, there are many other videos available for purchase and all make great training materials. To explore other formal materials for learning and doing ACT, visit: www.contextualscience.org/books_tapes

Steven Hayes February 26, 2011 - 6:11pm

World Conference 13 in Berlin slides and materials

Here are the slides and handouts for my PreCon and the slides for my talks at WC 13 - Steve Hayes

Steven Hayes July 15, 2015 - 3:38pm

WorldCon XI in Sydney Pre-Conference Workshop

Here are miscellaneous materials from our workshop

including some some clinical tools, measures, and several articles ...

By the way, to understand what the "ACT ADVISOR" stands for open the file just by that name (its a simple rating scale -- no items -- but the key explains the acronym)

The slides are up. Most of the RFT slides in Day 2 are in the Day 1 section and many of the Day 2 slides were not used

- S

Steven Hayes July 6, 2013 - 12:23am

ACBS Conference Talks from 2010 or earlier

Below are slides from talks I have given on ACT, RFT, and Contextual Behavioral Science at conferences and meetings.

Steven Hayes February 26, 2011 - 5:37pm

Training Resources for RFT/FC/BA Competencies

The Training Committee would like to help existing and potential Trainers to develop their knowledge of the scientific, conceptual, and philosophical underpinnings of ACT, and thus we suggest below some materials and activities that may be beneficial. Across time, we would like to see the evolution of a ‘library’ of recommended readings. In addition, the Training Committee may consider the development of eLearning modules related to clinical applications of RFT and FC.

ACBS staff November 18, 2015 - 3:15pm

Behavior Analysis Resources

Catania, A. C. (2013). Learning, Interim (5th) Edition. Cornwall-on-Hudson, NY: Sloan.

Dougher, M. J. (Ed.) (2000). Clinical behavior analysis. Reno, NV: Context Press.

Hayes, S. C. (1992). Verbal relations, time, and suicide. In S. C. Hayes & L. J. Hayes (Eds.), Understanding verbal relations (pp. 109-118). Reno, NV: Context Press.

Kohlenberg, R., Tsai, M., & Dougher, M. (1993). The dimensions of clinical behavior analysis. The Behavior Analyst, 16(2), 271-282.

Ramnero, J., & Torneke, N. (2008). The ABCs of human behavior: Behavioral principles for the practicing clinician. Oakland, CA: New Harbinger.

ACBS staff November 19, 2015 - 10:36am

Multi-Media Resources

Foxy Learning: ‘An Introduction to Relational Frame Theory’

Benjamin Schoendorff: “The Matrix, Basic Processes & Relational Framing”

Thomas Szabo: Speaking on RFT

Portland Mindfulness Therapy: RFT Crash Course Parts 1 - 5

Clinical Applications of RFT with Yvonne Barnes-Holmes:

Video 1: https://www.dropbox.com/s/byvmetpqrh9muut/Yvonne.Rich.mp4?dl=0

Video 2: https://www.dropbox.com/s/tlptc9o88e5xfgn/Yvonne%20and%20Sue.mp4?dl=0

Video 3: https://www.dropbox.com/s/1607yqbv4vvrgol/Yvonne%20and%20Jon.mp4?dl=0

Website Resource for New RFT book by Matthieu Villatte, Jennifer Villatte, & Steve Hayes:

There has recently been a website built to support the new clinical RFT book "Mastering the Clinical Conversation: Language as Intervention" by Matthieu Villatte, Jennifer Villatte, and Steve Hayes: http://languageasintervention.com/

On this website, you will find hours of short video tutorials explaining the material presented in each chapter of the book (6 chapters are currently covered through 19 tutorials... more to come), video demonstrations (some with RFT captions... more to come), and a number of
additional resources relevant to clinical RFT.

All the material you will find on this website is and will remain FREE. Tutorials and demonstrations are on their youtube channel too (called languageasintervention.com), and you are welcome to share and use them in trainings and classes as much as you want.

(This list is just a beginning and the TC will review any suggestions sent to us for inclusion in the curriculum and support materials. We may also develop a number of suggested activities that people could engage in to help them master this material.)

ACBS staff November 18, 2015 - 3:24pm