SkyTeam Partners is pleased to offer special discounts (up to 10% - 25%) off applicable worldwide airfares for the ACBS World Conference 2025 in New Orleans, Louisiana.

Please click here to book your flights! Remember to use Meeting Event Code: 4998S

You may also visit www.skyteam.com/globalmeetings, click "Attend your Event" and enter Meeting Event Code: 4998S

How to get to the Sheraton New Orleans Hotel:

From Louis Armstrong New Orleans International Airport (MSY)

The Louis Armstrong New Orleans International Airport is only 13 miles west of The Sheraton New Orleans Hotel. Here you will find multiple transportation options.

By Bus

You can find the airport bus stop on the second level of the airport, near the Delta counter, in the median (look for the sign and bench).

The Airport Express (202) Bus provides transport into New Orleans 9 times each day. The fare for this route is $1.50.
• Bus number 202 (direction New Orleans Central Business District) - 40-60 minutes (10 stops) → Get off at Elk Place at Cleveland Avenue bus stop. You will then walk for roughly 11 minutes or .5 miles/.8 kilometers to the Sheraton New Orleans.
• For bus schedule information, pick up locations and route information, please go to www.norta.com. You can also download the GoMobile app here for trip-planning and real time departures). (You can pay via a transportation card, the app. or as of Sept. 2024 you can pay on the bus with exact cash.) 
• A copy of the bus schedule and frequency is here.

By Taxi

Taxicab booths are located outside on the first level of the Terminal, near Baggage Claim Belts 1 and 14. Passengers must wait in line at one of these booths for taxi service.

Taxi rides cost approximately $36 from the airport to the Sheraton New Orleans for up to two passengers with a travel time of 25-35 minutes. For three or more passengers, the fare will be $15 per extra passenger, and $1 per bag. Taxis are required to accept credit card payments.

Transportation Network Companies - Uber and Lyft

Uber and Lyft offers transportation services from the Airport. Passengers can meet their app-based ride service outside of the Ground Transportation Center located on the first floor of the Short-Term Parking Garage by crossing the pedestrian crosswalk located outside of Baggage Claim 6.

Click here for detailed instructions for Uber. 

Click here for detailed instructions for Lyft.

Driving Directions from the Airport

From Louis Armstrong New Orleans International Airport (MSY) - this is approximately a 30 minute drive.

Get on I-10 E in Metairie from Jerome S. Glazer Airport Access Rd for 4.0 miles/6.4 kilometers. Follow I-10 E to US-90 E in New Orleans. Take exit 13B - A from US-90 BUS W for 10.6 miles/17 kilometers. Drive to Canal Street for 1.3 miles/2 kilometers. Merge onto US-90 E for 0.4 miles/.64 kilometers. Continue straight onto S Claiborne Avenue for 0.2 miles/.32 kilometers. Turn right onto Canal Street for 0.7 miles/1.13 kilometers.

Yes, the venue for the ACBS World Conference 2025 in New Orleans, Louisiana (Sheraton New Orleans) has an elevator for access to all meeting rooms. All meeting rooms are wheelchair accessible.

Bathrooms (toilets) are available for wheelchair access in the Sheraton. You can also request room accessibility during the process of making your reservation. After you have completed your reservation, you will want to contact the hotel directly (+1 504-525-2500) and speak to the ADA on site. They will assist you to make confirmed customizations of your room, to choose a bed type and choose accessibility options.

For more information about the physical features of the Sheraton's accessible rooms, common areas, or special services relating to a specific disability, please call +1 504-525-2500. https://www.marriott.com/hotels/fact-sheet/travel/msyis-sheraton-new-orleans-hotel/#accessibility 

The Sheraton New Orleans accessibility features include:

Accessible Areas with Accessible Routes from Public Entrance

Business Center
Fitness Center
Meeting spaces and ballrooms
Pool accessible
Pool pathway
Public entrance alternative
Registration Desk Pathway
Registration desk
Restaurant(s)/Lounge(s)

Guest Room Accessibility

Accessible guest rooms with 32” wide doorways
Accessible route from public entrance to accessible guest rooms
Bathtub grab bars
Bathtub seat
Deadbolt locks, lowered
Door night guards, lowered
Doors with lever handles
Flashing door knockers
Hearing accessible rooms and/or kits
Pool pathway
Public entrance alternative
Registration Desk Pathway
Registration desk
Restaurant(s)/Lounge(s)
Roll-in shower
Shower wand, adjustable
TTY/TTD available
TV with close-captioning
Toilet seat at wheelchair height
Transfer shower
Vanities, accessible
Viewports, lowered
Additionally, Service animals are allowed on the property for people with disabilities.

Also, ACBS will have a set of bathrooms in the hotel designated as "All Gender", for comfortable access for anyone of any gender.

Off-Site Events and Transportation:

Any Off-Site Events and transportation planned by ACBS during the conference will be wheelchair accessible.  

The ACBS World Conference 2025 will be held at:

Sheraton New Orleans
500 Canal Street
New Orleans, Louisiana 70130
USA

+1 504-525-2500 or +1 888-627-7033

Group block rate $182.00 USD (plus tax) (valid July 10-23, 2025):
 

The ACBS room block has now closed. 

For other rooms nearby, please put the Sheraton address above into your favorite 3rd parting booking site to find a room close by.

Rooms have 2 Double Beds or 1 King Bed.

Occupancy: single ($182), double ($182), triple ($200), quad ($215)

Rate includes complimentary standard internet in the guest room.

Check in 4:00pm, check out 11:00am. Reservation cancellations made fewer than 3 days prior to scheduled arrival will incur penalties.

Rooms in our block at the Sheraton New Orleans (if rooms are still available) are only available for online reservations until June 19, 2025 (5pm local time). 

This hotel has ADA accessible rooms. See here for more information.

Interested in sharing a room? Click here to view our room share/ride share page.

Warning: Fake (Scam) Travel and Reservation Email

We’ve been made aware that some ACBS 2025 World Conference participants have received scam emails from a fraudulent company posing as a travel agency. These emails falsely claim that a hotel reservation has been made and requires confirmation. Click here to learn more.

Our conference venue, Sheraton New Orleans is located near many local restaurants. This list is only supplied as a convenience and is not exhaustive. Please double check prices and times, as they may vary from what we have below.

This information was kindly submitted to us by Ben Ramos, thank you Ben!

Please use this page to find hotel roommates or rides for the ACBS World Conference 2025 and/or pre-conference workshops.

Please be sure to post a "check-in" and "check-out" date in your posting and if you already have a room reserved or not (and where).

To post your need: click "add new comment" (which appears in blue below). It is recommended that you list your email address so that you may be contacted directly, but that is up to you.

To respond to a posting: click "reply" at the bottom of a post, and your reply will appear on this page (you may want to give your email address so that you may be contacted directly).

See the "Example Post" and "Example Reply" below to understand what this will look like.

When your need has been met, please go back to your comment (be sure you are logged in) and click "edit", and delete the content of your post. (admin is the only one who can delete the post entirely, but if you have deleted all of the content, I'll know to delete the post) Otherwise people will just keep contacting you....

Click "Contact Us" above in the header of the site for feedback or assistance. (You only need a login to interact with this page, paid membership is not required to participate.)

Please note that it becomes the responsibility of each participant in the program to communicate with and to work out an agreement with a potential room sharer. ACBS's role is strictly limited to the maintenance of this website page who have signified interest in the program and will maintain the page but will not (a) screen participants, (b) make any determination as to the appropriateness of any resulting room share, or (c) represent that any room share which may follow use of the service will prove to be satisfactory to the participants.

YOU MUST LOG IN TO YOUR ACCOUNT TO VIEW THE POSTINGS BELOW.

*Inclusion on this page does not imply an endorsement from ACBS. This list is only supplied as a convenience and is not exhaustive. Prices and times may vary from what we have below.  Make sure to double check those with the venues.

This information was kindly submitted to us by Ben Ramos, thank you Ben!

Warning: Fake (Scam) Travel and Reservation Email

We’ve been made aware that some ACBS 2025 World Conference participants have received scam emails from a fraudulent company posing as a travel agency. These emails falsely claim that a hotel reservation has been made and requires confirmation.

What you need to know:

• This company is not affiliated with ACBS or the 2025 conference.
• ACBS does not share participant email addresses with third parties or publish them online. 
• Do not respond, click any links, or share personal information.

How to protect yourself:

• Block the sender and mark these emails as spam. 
• Only book accommodations through trusted sources, such as the official conference website or reputable hotel providers. 
• Find official conference hotel information here: https://contextualscience.org/wc2025_hotel

If you have any concerns, please contact ACBS staff directly. Stay vigilant and safe!

A list of potential providers and additional information about child care is included below. Note that this is a referral list and in no way suggests a recommendation or endorsement. ACBS does not recommend or endorse any child care facility or provider, nor can we assure you of the quality of care.

Jubilant Preschoolers - (504)-874-7266 or [email protected]

• 1938 Dumaine St., New Orleans, LA 70116 - According to Google maps this is 1.5 miles from the Sheraton New Orleans
• Open 6:00am to 11:59pm - Monday through Friday for children 6 weeks to 12 years

Summer Camps -

Information and Registration links to summer camps near the Sheraton New Orleans will be added to this page as they become available.

Academy of the Sacred Heart Summer Camp - 504.269.1230 or [email protected]

• Camp is held at the Mater Campus, 4301 St. Charles Ave & Rosary Campus, 4521 St. Charles Ave - According to Google maps this is approximately 3 miles from the Sheraton New Orleans
• Open 9:00am to 3:00pm - Monday through Friday for children 1 to 13 years of age
• After care is available until 5:30pm for an additional fee
• Registration opens in January

The University of New Orleans Summer Day Camp - 504-280-6009 or [email protected]

• Camp is held at the Recreation and Fitness Center, located on the corner of Elysian Fields and Lakeshore Drive - According to Google maps this is 6.9 miles from the Sheraton New Orleans
• Open 8:30am to 3:00pm - Monday through Friday for children 5 to 11 years of age
• Before and after camp supervision available for free (7:30 until camp starts and end of camp until 5:30pm)

 Upturn Arts Summer Camp - (504) 390-8399 

• Camp is held at 719 Toledano St, NOLA 70115 - According to Google maps this is 2.4 miles from the Sheraton New Orleans
• Open 9:00am to 3:00pm - Monday through Friday for children 4 years of age and older
• Before and after camp supervision available for free (8:30 until camp starts and end of camp until 5:00pm)

PowerPoints & Handouts

We encourage you to use the 2025 WC PowerPoint template. 

Please title your files using the following examples (session number, first presenter, title or truncated title, type):

• 23 - García- ACT for Pain - PPT
• 23 - García - ACT for Pain - Handout 1 and 2
• 23 - García - ACT for Pain - Handout 2
• 59 - Valenzuela - Derived Relational... - PPT

https://www.dropbox.com/request/ekpMVKTTlh83hsrvckN2

Please add your files above prior to June 30. (PPT files are happily accepted after June 30, but after that we can not guarantee that they will be available to attendees prior to your session.)

Printing Handouts

In an effort to reduce paper consumption at the conference, we will only be printing handouts that are worksheets to be completed during sessions. (PPT slides with space for notes are not considered worksheets.) If you have a worksheet that you would like to make available to your attendees, add it to the Dropbox folder (links above) by June 30 so that it can be printed. Make sure to indicate in the file name what needs to be printed (for example, “23 - García - ACT for Pain - Handout 1 - PRINT”). Copies will be delivered to your room just prior to your session during the conference.

Post-Test Questions

Some sessions will be asked to provide post-test questions. If this is the case for your session, ACBS will contact you directly with instructions.

Posters

Find detailed poster guidelines here.

Poster size: no larger than 36 inches by 48 inches, or A0 size. A smaller size is also permitted. VERTICAL/PORTRAIT orientation required.

Please consider using an engaging poster format such as the one described here. This should aid you in reaching your audience and getting the conversation started about your work.

**Please note, we are unable to print posters for presenters (or pay for poster printing), so please come to the conference prepared with your printed poster.

We are planning to post poster titles/authors/abstracts on our website prior to the conference, so that attendees can read about the posters before attending the event. We would also love to collect PDFs of the posters, so that we can show your work to our members, even those not attending the conference. This is not required, but highly encouraged. If you're willing and able, submit a PDF of your poster here by June 30: https://www.dropbox.com/request/uZNTYBvWKI3AfjpYP2Ll

*Make sure the poster title is in the file name
We welcome poster PDFs after June 30, but they will not be added to our website until August.

Presenter Invitation Template

If you require a visa invitation letter for your role as a presenter or for travel to the USA, please use the attached template to personalize it with your name. Please login to your ACBS member account to view the attachment. 

Social Media Toolkit

Let your network know that you are presenting! Share on social media using our ready-made graphics and suggested copy. It’s a simple way to boost your visibility and build excitement for the event. Please click here to view and download images. 
 

Registration Tiers are based on your country of residence.

Find your tier below (1, 2, 3)

Tier 1:

Interpersonally Extending Acceptance and Commitment Therapy for Couples and Intimate Partners

Dates and Location of this VIRTUAL 2-Day Workshop:

VIRTUAL LIVE online via Zoom

Automated Zoom captioning and automated Zoom translation available.

Friday, June 6, 2025 and Saturday, June 7, 2025, 8:00 a.m. to 12:00 p.m. UTC/GMT -5 (Central Daylight Time)
Contact Hours: 7.5

Workshop Leaders:

Lou Lasprugato,  MFT, Peer-Reviewed ACT Trainer
 

Workshop Description: 

Do you provide couples therapy or would like to consider offering this treatment modality? Are you curious about how acceptance and commitment therapy (ACT) can be extended interpersonally in a way that is sensitive to the psychosocial longings and stressors between intimate partners? Would you like to build clinical skills in multi-level functional assessment and process-based interventions for couples? If you answered “yes” to any of these questions, then you will likely find great value in attending this 8-hour (7.5 hr plus breaks) live-online workshop for practitioners who will learn how to “InterACT with Couples.”
 

While ACT has been extensively studied and utilized as an individual form of therapy, its application to couples therapy has been somewhat limited to a few notable publications (Harris, 2023; Lawrence, Cohn, & Allen, 2022; Lev & McKay, 2017) and a relatively small, but growing body of promising research (Ahmadzadeh, et al. 2019; Veshki, et al. 2017) suggesting comparable effectiveness of ACT with cognitive-behavioral couple therapy and integrative couples therapy, and in some regards with emotionally focused therapy (Ghahari, et al. 2021). ACT’s model of psychological flexibility, when extended interpersonally, can offer a unique lens to case conceptualization and functional analysis when examining patterns of interaction between intimate partners. What’s more, yearnings - deep, enduring longings or psychological needs, which are a recent addition to ACT’s theoretical base - are often the primary motivators influencing one or both partners seeking therapy. Individual and interpersonal yearnings compete for attention within relationships, as partners attempt to satisfy yearnings in unworkable (values-incongruent) ways that create conflict, tension, and disconnection. Combined with built-in survival mechanisms that surface when faced with a threat to ‘self’ or one’s relationship, partners can become trapped in contextual clash cycles that inadvertently reinforce suffering.

The workshop will introduce a reimagined ACT Hexaflex that situates yearnings as a core functional feature of an interpersonal psychological flexibility model. Participants will have a chance to experience the psychological flexibility processes extended interpersonally and conduct a couples intake interview with the ACT Matrix. A multi-level, process-based, functional analytic case conceptualization for couples that integrates psychological flexibility, attachment-based relating, and survival mechanisms, will serve as the basis for assessing and intervening on patterns of interaction. The functional relations that shape behavior and create contextual clashes between partners will be examined, including issues related to diversity and sociocultural factors. Participants will practice modeling, evoking, and reinforcing four functional classes of behavior, or foundational skills, that set the stage for meaningful change; this includes a critical process-oriented intervention of slowing down in-session patterns of interaction to allow for observation and tracking of interlocking behavioral contingencies. The workshop will include the following components: didactics, experiential exercises, video vignettes, demonstrations, dyadic and small group practice. As a bonus, participants will also get to learn the art of improv! Note: while the case examples and practice will be focused on intimate partners, most of the principles and processes presented in the course are applicable to any interpersonal context.

InterACT 8-hour workshop content:
Module 1: Yearnings / Interpersonal Flexibility
Module 2: The ACT Couples Matrix / Intake Interview
Module 3: Multi-Level Assessment / Case Conceptualization
Module 4: Shaping Four Foundational Skills

  About the Workshop Leaders:

Lou Lasprugato, MFT, Peer-Reviewed ACT Trainer

Lou Lasprugato is a psychotherapist and internationally recognized trainer in the field of psychology. He’s a licensed Marriage and Family Therapist, with private practices in both California and Virginia (United States), and Peer-Reviewed Trainer in Acceptance and Commitment Therapy (ACT) with the Association for Contextual Behavioral Science, for which he also serves as Chair of the Training Committee. Lou has worked as a psychotherapist in a variety of settings, including county-operated crisis intervention services with underserved populations; a mental health and substance abuse intensive outpatient program at Kaiser Permanente that he subsequently managed; and an integrative medicine program at Sutter Health. Lou has taught mindfulness meditation to health care practitioners and facilitated nearly one hundred training events on ACT and clinically-applied relational frame theory (RFT), as well as co-created courses on nutritional p sychology and integrative mental health treatment. Lou has also provided supervision to other behavioral/mental health professionals and students and continues to provide individual and group 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.

Following this workshop participants will be able to:

1. Demonstrate how to extend the ACT core processes interpersonally within couples therapy
2. Describe at least one experiential exercise designed to build a bridge of psychological flexibility between partners
3. Explain the central role that yearnings play in couples therapy, including how individual yearnings compete for attention with interpersonal yearnings
4. Formulate a functional analytic case conceptualization for couples that situates yearnings as drivers of behavior
5. Explain how to facilitate a couples therapy intake interview utilizing the ACT Matrix to evoke awareness of painful private events, (shared) values, and overt behaviors
6. Discriminate between behavior under aversive versus appetitive control within couples’ repertoires
7. Explain how functional relations, influenced by sociocultural factors and driven by survival mechanisms, between partners can create and maintain contextual clash cycles
8. Discuss how to conduct a multi-level process-based functional assessment that examines patterns of interaction within intimate relationships
9. List features of the InterACT Assessment Zones that combine attachment-based relating, psychological flexibility processes, and survival mechanisms
10. Explain how to shape four functional classes of behavior that can disrupt unworkable patterns of interaction and promote fulfillment within relationships

Target audience: Intermediate, Advanced, Clinical

Components: Didactics, experiential exercises, demonstrations, video vignettes, role plays
Topic Areas: Training, Clinical

Package Includes: A general certificate of attendance

CE Credit Hours Available (7.5 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type)

Registration

Connecting with Meaning While Living with Moral Pain: A Workshop on ACT for Moral Injury (ACT-MI)

Dates and Location of this IN-PERSON 2-Day Workshop:

IN-PERSON at the Sheraton, New Orleans

Tuesday, July 15, 2025 from 8:30 a.m. to 4:45 p.m.
Wednesday, July 16, 2025 from 8:30 a.m. to 4:45 p.m.
Contact Hours: 13

 Registration

Workshop Leaders:

Lauren M. Borges, Ph.D.  

Jacob K. Farnsworth, Ph.D. 

Sean M. Barnes, Ph.D. 

Workshop Description: 

Moral distress is an ever-present reality of the human experience. In some cases, this distress stems from the consequences of our own actions, or the actions of those we trusted. We are increasingly confronted with news of other’s moral violations through media outlets and social platforms, thereby heightening our awareness of the moral distress we face. While all humans experience moral distress, exposure to high stakes contexts that threaten safety and social belonging may be more likely to result in clinically significant impacts. But recovery is possible. As a client who graduated from Acceptance and Commitment Therapy for Moral Injury (ACT-MI) shared, “I can live life again. I can go outside. I can spend time with my kids. I can be a better mom. I thank God every day that I got to be a part of this.”

High stakes experiences evoking moral distress, “potentially morally injurious events” (PMIEs), can include healthcare work, war, domestic violence, sexual assault, racism, political violence, experiences of journalists, terrorism, school shootings, life-threatening impacts of climate change, infidelity, homophobia, or similar events [1-6]. After a PMIE, it is common that individuals experience painful moral emotions (e.g., guilt, shame, contempt, anger, disgust) and morally-focused cognitions (e.g., blame directed at the self or others). While these responses can be evolutionarily and often socially adaptive, they can also be profoundly distressing. Understandably, when people experience painful moral emotions and cognitions they may go to great lengths to avoid or control them. Moral injury emerges when efforts to control moral pain significantly interfere with social, psychological, and spiritual functioning [7-8]. Extreme behaviors like suicidal actions and substance use are common responses to avoid or control moral pain. Similarly, symptoms of PTSD and depression, such as isolation, are often ways to avoid or manage moral pain. Given the widespread impact of moral distress and its significant consequences, it is essential for clinicians to develop skills to address and treat moral injury effectively.

Acceptance and Commitment Therapy for Moral Injury (ACT-MI) is a promising approach to working with moral pain and intervening on moral injury [7-9]. ACT-MI is an innovative, process-based, and transdiagnostic 15-session hybrid group (12-group psychotherapy sessions) and individual psychotherapy (3-individual case conceptualization sessions) where individuals learn new strategies to hold their moral pain while living their values. Results from a clinical trial (N = 74 participants) will be presented, suggesting that ACT-MI participants experienced clinically significant change in psychosocial functioning and found the intervention to be highly acceptable. Qualitative interviews suggest that skills supporting mindfulness, perspective taking, and living values were central to the transformative impacts of ACT-MI.

Day 1 of the workshop will begin with an exploration of data from the ACT-MI clinical trial. Case conceptualizing will provide a process-based framework for intervention where participants will learn strategies from ACT-MI designed to disrupt the behaviors maintaining moral injury and facilitate new learning in the presence of moral pain. 
Participants will be invited to explore their own moral pain and related behaviors as they are guided through the arc of the ACT-MI intervention.

Day 2 of the workshop will continue the exploration of the 15-session ACT-MI intervention by bringing more depth, fluency, and flexibility for applying skills to engage with moral pain while staying connected to a sense of meaning and purpose. New experiential exercises and metaphors will be introduced, and case conceptualizing will be revisited to disrupt the pathways maintaining moral injury from different angles.

Across the workshop, participants will engage in experiential exercises at individual and group levels to practice skills to hold moral pain flexibly and connect with values. Individually, participants will be invited to apply ACT-MI to holding their own moral pain. In small groups they will have the opportunity to practice role plays and real plays as client and therapist applying ACT-MI skills to their “client’s” moral distress. Workshop participants will also connect with the social functions of moral emotions as a community through experiential exercises in a large group.

References

1. Borges, L. M., Holliday, R., Barnes, S. M., Bahraini, N. H., Kinney, A. R., Forster, J. E., & Brenner, L. A. (2021). A longitudinal analysis of the role of potentially morally injurious events on COVID-19 related psychosocial functioning among healthcare providers. PLOS ONE. doi: 10.1371/journal.pone.0260033 
2. Borges, L. M., Desai, A., Barnes, S. M., & Johnson, J. P. S. (2022). The role of social determinants of health in moral injury: Implications and future directions. Current Treatment Options in Psychiatry, 9(2), 202-214. doi:10.1007/s40501-022-00272-4
3. Currier, J. M, McDermott, R. C., Farnsworth, J. K., & Borges, L. M. (2019). Temporal associations between moral injury and PTSD symptom clusters in military veterans. Journal of Traumatic Stress, 32(3), 382-392. doi:10.1002/jts.22367
4. Desai, A., Holliday, R., Wallis, M., Thornewill, A., Bahraini, N. H., & Borges, L. M.* (2023). In the wake of Dobbs v. Jackson Women’s Health Organization: Policy Changes as a context for moral injury development. Obstetrics and Gynecology, 141(1), 15-21. doi:10.1097/AOG.0000000000005009
5. Fulton, T., Lathan, E. C., Karkare, M. C., Guelfo, A., Eghbalzad, L., Ahluwalia, V., Ely, T. D., Turner, J. A., Turner, M. D., Currier, J. M., Mekawi, Y., & Fani, N. (2024). Civilian Moral Injury and Amygdala Functional Connectivity During Attention to Threat. Biological psychiatry. Cognitive neuroscience and neuroimaging, 9(1), 112–120.
6. Henritze, E., Goldman, S., Simon, S., & Brown, A. D. (2023). Moral injury as an inclusive mental health framework for addressing climate change distress and promoting justice-oriented care. The Lancet. Planetary health, 7(3), e238–e241. doi:10.1016/S2542-5196(22)00335-7
7. Borges, L. M., Barnes, S. M., Farnsworth, J. K., Drescher, K. D., & Walser, R. D. (2022). Case conceptualizing in Acceptance and Commitment Therapy for Moral Injury (ACT-MI): An active and ongoing approach to understanding and intervening on moral injury. Frontiers in Psychiatry, 13, 1-14. doi:10.3389/fpsyt.2022.910414
8. Farnsworth, J. K., Drescher, R. D., Evans, W., & Walser, R. D. (2017). A functional approach to understanding and treating military-related moral injury. Journal of Contextual Behavioral Science, 6(4), 391-397. doi:10.1016/j.jcbs.2017.07.003
9. Borges, L. M. (2019). A Service Member’s experience of Acceptance and Commitment Therapy for Moral Injury (ACT-MI): “Learning to accept my pain and injury by reconnecting with my values and starting to live a meaningful life.” Journal of Contextual Behavioral Science, 13, 134-140. doi:10.1016/j.jcbs.2019.08.002

 

About the Workshop Leaders:

Lauren M. Borges, Ph.D.

Lauren M. Borges, Ph.D. is a clinical research psychologist at the Rocky Mountain Mental Illness Research, Education, and Clinical Center (MIRECC) for suicide prevention. She holds an academic appointment of Associate Professor in the Department of Psychiatry at the University of Colorado School of Medicine. She is a consultant for VA's National Suicide Risk Management Consultation Program. She is federally funded to investigate different applications of Acceptance and Commitment Therapy for moral injury and for suicidal behavior among Veterans and health care providers. She is a co-author of Acceptance and Commitment Therapy for Moral Injury (ACT-MI) and clinically specializes in the treatment of moral injury and suicidal behavior. She has written numerous peer reviewed journal articles on moral injury, ACT, and suicide prevention and has provided many workshops at national and international conferences on ACT-MI, functional analysis, an d ACT for suicide prevention.

Jacob Farnsworth, Ph.D.

Jake Farnsworth, Ph.D. is the Psychology Discipline Lead and Psychology Internship Training Director for VA Eastern Colorado Health Care System. He is an instructor with the Department of Psychiatry at the University of Colorado School of Medicine. He is a co-author of Acceptance and Commitment Therapy for Moral Injury (ACT-MI) and has written numerous articles and book chapters on the subject and related topics. Clinically, Dr. Farnsworth specializes in the intersection of trauma-related disorders, substance use, and military-related moral injury.

Sean Barnes, Ph.D.

Sean M. Barnes, Ph.D. is a licensed clinical psychologist in Aurora, Colorado with expertise in suicide risk management and the use of Acceptance and Commitment Therapy (ACT) for depression, moral injury, and vital living among individuals at risk of suicide. Dr. Barnes is an Associate Professor in the Department of Psychiatry at the University of Colorado Anschutz Medical Campus and clinical research psychologist with the Department of Veterans Affairs Rocky Mountain Mental Illness Research, Education, and Clinical Center (MIRECC) for Veteran Suicide Prevention. Dr. Barnes has extensive experience providing consultation and supervision on suicide risk management and ACT, has authored numerous peer reviewed articles and book chapters, and has been providing workshops on suicide prevention since 2015.

Following this workshop participants will be able to:

1. Describe populations who could benefit from moral injury treatment
2. Discuss data supporting ACT-MI
3. Describe how to conceptualize moral injury using principles from ACT-MI and contextual behavioral science
4. Analyze the workability of avoiding and controlling moral pain
5. Using the ACT-MI conceptual framework, apply procedures from ACT-MI to create a context for holding moral pain through the observer self
6. Support clients in building present moment awareness and the ability to hold moral pain without becoming consumed by it.
7. Define the relationship between moral pain and values as two sides of the same coin.
8. Practice holding morally painful memories from the perspective of an observer who has but is not defined by these memories
9. Practice holding sweet, cherished memories from an observer perspective as the place where memories occur
10. Explain how to guide clients in building patterns of behavior informed by their values.
    *Note: Kent D. Drescher, Ph.D. and Robyn D. Walser, Ph.D. are ACT-MI authors and will contribute to the workshop planning, but will not be presenting at the proposed pre-conference workshop.  

Target audience: Beginner, Intermediate, Advanced, Clinical, Research

Components: Conceptual analysis, Literature review, Original data, Experiential exercises, Didactic presentation, Case presentation, Role play
Topic Areas: Clinical 

Package Includes: A general certificate of attendance

CE Credit Hours Available (13 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type)

Registration

Focused Acceptance and Commitment Therapy: Increasing the Reach of Contextual Behavioral Science to Novel Settings and New Populations

(Información en español)

Dates and Location of this VIRTUAL 2-Day Workshop:

VIRTUAL LIVE online via Zoom

Live, simultaneous translation into Spanish available (courtesy of ACBS Argentino, Colombia, México-Sur, and Perú Chapters)
Traducción simultánea en vivo al español (cortesía de ACBS Argentino, Colombia, México-Sur y Perú Capitulos)

Friday, June 6, 2025 and Saturday, June 7, 2025, 2:00 p.m. - 6:00 p.m. UTC/GMT -5 (Central Daylight Time)
Contact hours: 7.5

Workshop Leaders:

Kirk Strosahl, Ph.D.  

Patricia Robinson, Ph.D. 

Workshop Description: 

Clinicians in diverse practice settings all over the world are challenged to find ways to address the increasing number of people needing behavioral health services. Increasing, behavioral health clinicians are working in non-traditional mental health settings (e.g., schools, primary care clinics, jails, and nursing homes) where assessments and interventions need to be brief, targeted, and support rapid improvements in functioning. nursing homes, etc.). This workshop is for those clinicians who want to acquire knowledge and skills that help them improve access to the people they serve and deliver engaging and effective services.
 

This two-session virtual workshop introduces participants to Focused Acceptance and Commitment Therapy (FACT). Focused ACT or FACT is a psychotherapeutic approach developed for delivery to children, adults, and families in individual and group formats. This approach encourages clinicians to see people in a timely manner, often on the same day of their request. Visits are short and target the problem identified by the person and tailored to assist them with improved functioning in key roles. Many people prefer accessible, brief, practical services, so the FACT approach helps the clinician see a wider range of people, particular those that often face many barriers to healthcare. 

The presenters provide an overview of the Three FACT Pillars of Psychological Flexibility and then introduce tools used in FACT practice (e.g., the Contextual Interview, the Four Square Tool, the Pillars Assessment Tool, and the Pillars Intervention Guide). Additionally, participants will view and practice a simple approach to organizing a FACT visit, known as the CARE approach. Presenters will also provide a FACT Competency Self-Assessment Tool for participants to use after the workshop in tracking progress in growing their “FACT Practice Competencies”.

About the Workshop Leaders:

Kirk Strosahl, Ph.D.

Dr. Strosahl is a co-founder of Acceptance and Commitment Therapy and, together with Dr. Patti Robinson and Thomas Gustavsson MsC, developed Focused Acceptance and Commitment Therapy (FACT). FACT is a brief therapy approach based in ACT that can be delivered in relatively few sessions,, where called for, and is an ideal approach for clinicians who are practicing in under-resourced contexts or in non-traditional healthcare settings where brief interventions are the rule rather than the exception. Dr. Strosahl is also a pioneering member of the movement to integrate FACT trained behavioral health clinicians into health care settings across the world . He has authored several books on the use of ACT as a brief intervention framework both in traditional clinical practice and in primary care. He has conducted workshops on FACT world-wide. He is known for his practical, clinician oriented approach to ACT and FACT, and has often been referred to as the "hands of ACT".

Early in his career progression, Dr. Strosahl received clinical training from the progenitors of such brief therapies as Solution Focused Brief Therapy, Problem Focused Brief Therapy, Single Session Therapy and Narrative Therapy. His contributions to the development of the ACT model include integrating brief and strategic intervention perspectives into the ACT approach. Dr. Strosahl worked as a practicing clinician in a brief therapy clinic from 1985 until 1991, at which time he began delivering brief interventions in the primary care context. For approximately 20 years, he provided brief, integrated healthcare interventions alongside primary care team members. Dr. Strosahl has conducted FACT workshops around the world, and has also authored several books, in collaboration with Dr. Robinson, on the application of FACT in clinical practice.
 

Patricia Robinson, Ph.D.

Dr. Robinson, Ph.D., is currently the Director of Training and Program Evaluation for Mountainview Consulting Group (www.Mtnviewconsulting.com) (winner of an APA Presidential Innovative Practice Award). She received the Don Bloch Award for excellence in integrated care in 2023. Dr. Robinson is co-founder of the Primary Care Behavioral Health model and Focused Acceptance and Commitment Therapy. She provides consultation and training services on FACT both nationally and internationally and is committed to improving access to healthcare services and to realization of health equity. Earlier in her career, she worked as a researcher and clinician for Group Health Cooperative in Seattle, WA and as a Behavioral Health Consultant for Yakima Valley Farm Workers Clinic in Toppenish, WA. She has authored many articles, book chapters and books. With Jeff Reiter, she has recently completed the 3rd Edition of Behavioral Consultation and Primary Care: A G uide to Integrating Services. Dr. Robinson is the architect of a New Zealand healthcare initiative to embed FACT trained clinicians in general practice settings across the country. System level data show that her approach has eliminated long-standing healthcare disparities between Maori/Pacific Islanders and individuals of European descent. She currently lives in the Willamette Valley of Oregon with her partner and their dogs, Mac and Molly.
 

Following this workshop participants will be able to:

1. Describe the FACT approach to behavior change.
2. Define the FACT Pillars of Psychological Flexibility.
3. List and describe tools often used in a FACT practice (e.g., the Contextual Interview,
the Four Square Tool, the Pillars Assessment Tool, and the Pillars Intervention Guide).
4. Plan and organize a visit in alignment with the FACT CARE approach.
5. Use the FACT Competency Self-Assessment Tool to identify skills and knowledge, and
develop a post-workshop learning plan.

Target audience: Beginner, Intermediate, Advanced, Clinical

Components: Conceptual analysis, Literature review, Original data, Experiential exercises, Didactic presentation, Case presentation, Role play
Topic Areas: Clinical, Training

Package Includes: A general certificate of attendance

CE Credit Hours Available (7.5 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type)

Registration

Terapia de Aceptación y Compromiso Focalizada: Ampliando el Alcance de la Ciencia Conductual Contextual a Nuevos Entornos y Poblaciones Nuevas

Fechas y ubicación de este taller VIRTUAL de 2 días:

VIRTUAL taller en línea via Zoom

Traducción simultánea en vivo al español (cortesía de ACBS Argentino, Colombia, México-Sur y Perú Capitulos)
Fechas: Viernes 6 y sábado 7 de junio de 2025, 2:00 p.m. - 6:00 p.m. UTC/GMT -5 (Central Daylight Tim

Horas de contacto: 7.5

Facilitadores del taller:
Kirk Strosahl, Ph.D.

Patricia Robinson, Ph.D.

Descripción del taller:
Los profesionales de salud mental en todo el mundo enfrentan el desafío de atender a un número creciente de personas que necesitan servicios de salud conductual. Cada vez más, estos profesionales trabajan en entornos no tradicionales de salud mental (por ejemplo, escuelas, clínicas de atención primaria, cárceles y hogares de cuidado), donde las evaluaciones e intervenciones deben ser breves, enfocadas y efectivas para mejorar el funcionamiento de manera rápida.

Este taller está dirigido a clínicos que desean adquirir conocimientos y habilidades para mejorar el acceso de sus servicios y ofrecer atención eficaz y atractiva en diversos contextos.

Este taller virtual de dos sesiones presenta la Terapia de Aceptación y Compromiso Focalizada (FACT, por sus siglas en inglés). FACT es un enfoque psicoterapéutico desarrollado para ser aplicado con niños, adultos y familias, tanto en formato individual como grupal. Promueve la atención oportuna —a menudo el mismo día en que se solicita— mediante visitas breves que se enfocan en el problema identificado por la persona, con el objetivo de mejorar su funcionamiento en roles clave.

Muchas personas prefieren servicios accesibles, breves y prácticos. Por eso, el enfoque FACT permite a los profesionales atender a una gama más amplia de personas, especialmente aquellas que suelen enfrentar barreras importantes para acceder a la atención.

Durante el taller, los presentadores ofrecerán una visión general de los Tres Pilares de la Flexibilidad Psicológica en FACT, y presentarán herramientas utilizadas en su práctica, como:

• La Entrevista Contextual
• La Herramienta de los Cuatro Cuadrantes
• La Herramienta de Evaluación de los Pilares
• La Guía de Intervención basada en los Pilares

También se enseñará un enfoque simple para organizar una sesión FACT, conocido como el modelo CARE. Además, se proporcionará una herramienta de Autoevaluación de Competencias en FACT, para que los participantes puedan seguir desarrollando sus habilidades después del taller.

1. Al finalizar este taller, los participantes serán capaces de:
   Describir el enfoque FACT para el cambio de conducta.
2. Definir los Pilares de la Flexibilidad Psicológica en FACT.
3. Enumerar y describir las herramientas comúnmente utilizadas en la práctica FACT (por ejemplo, la Entrevista Contextual, la Herramienta de los Cuatro Cuadrantes, la Herramienta de Evaluación de los Pilares y la Guía de Intervención basada en los Pilares).
4. Planificar y organizar una sesión alineada con el enfoque CARE de FACT.
5. Utilizar la Herramienta de Autoevaluación de Competencias en FACT para identificar habilidades y conocimientos, y desarrollar un plan de aprendizaje posterior al taller.

Público objetivo: Principiante, Intermedio, Avanzado, Clínico

Componentes del taller: Análisis conceptual, Revisión de literatura, Datos originales, Ejercicios experienciales, Presentación didáctica, Presentación de casos, Juegos de rol

Áreas temáticas: Clínica, Capacitación

Incluye: Certificado general de participación

Here, Now, and Between Us: Functional Analytic Psychotherapy (FAP) and the Power of the Therapeutic Relationship

Dates and Location of this IN-PERSON 2-Day Workshop:

IN-PERSON at the Sheraton, New Orleans

Tuesday, July 15, 2025 from 8:30 a.m. to 4:45 p.m.
Wednesday, July 16, 2025 from 8:30 a.m. to 4:45 p.m.
Contact Hours: 13  

Workshop Leaders:

Mavis Tsai, Ph.D.  

Sarah Sullivan-Singh, Ph.D. 

Barbara Kohlenberg, Ph.D. 

Amanda Muñoz Martínez. Ph.D. 

Matthew D. Skinta, Ph.D., ABPP

Workshop Description: 

We are offering this workshop in memory of beloved FAP co-founder, Bob Kohlenberg. Whether you are new to FAP or are an advanced practitioner, this workshop aims to cultivate your ability to harness the wellspring of therapeutic opportunity available within each unique relationship we create with our clients, and to take you to the next level of understanding in the application of FAP’s five transformative rules.

This workshop will focus on how you can intensify the therapeutic relationship by transforming it into an in-vivo, in-session laboratory in which you invite your clients to attempt new, more effective behaviors in service of their values and goals. In short, we encourage clients to practice, “right here, right now,” behaviors that are functionally equivalent to those they wish to implement in their lives outside of session. Because clients emit new behaviors in your presence, they benefit from the enhanced reinforcement of your immediate and genuine responding. Hence, increasing your own self-awareness, courage, and judiciousness in how you share your authentic self and emotional vulnerability allows you to augment the potency of your in-the-moment responses to clients.

We will weave together essential didactic elements of theory, recorded segments of therapy sessions, demonstrations, experiential exercises (balanced to address both clinical and personal development), real-plays with peers in small groups, ethical considerations, and a collection of FAP-consistent therapeutic tools and resources for you to take home. Of note, we will encourage you to be vulnerable in revealing yourself to the extent that it supports your learning and development, both personally and professionally, and with consideration of your needs and limits within the workshop setting.

Our goal is that you will leave the workshop with a deepened awareness of yourself, an awakened excitement about the possibilities of the therapy relationship, and an enlivened commitment to igniting it with each of your clients.

About the Workshop Leaders:

Mavis Tsai, Ph.D.

Mavis Tsai, Ph.D., co-originator of FAP, is a clinical psychologist and senior research scientist at University of Washington’s Center for Science of Social Connection. She is the co-author of five books on FAP (some of which have been translated into Portuguese, Spanish, Japanese, Italian, Korean and Persian), and over 75 articles and book chapters. She is an ACBS Fellow, and received the Washington State Psychological Association’s Distinguished Psychologist Award in recognition of significant contributions to the field of psychology. She gave a TEDx talk “Create Extraordinary Interactions”, has presented “Master Clinician” sessions at the Association for Behavior and Cognitive Therapy, has led numerous workshops nationally and internationally, and has supervised clinicians all over the world in FAP. As Founder of the Nonprofit Organization ‘Awareness, Courage & Love Global Project” which brings FAP to the general public, she trains volunteers to lead chapters in six continents to create a worldwide- network of open-hearted change-seekers who strive to meet life’s challenges through deepening interpersonal connection and rising to live more true to themselves. 

Sarah Sullivan-Singh, Ph.D.

The Seattle Clinic & University of Washington, Sarah Sullivan-Singh, PhD, earned her doctoral degree in clinical psychology from UCLA and completed a postdoctoral fellowship within the University of Washington Rehabilitation Medicine Department before beginning her independent practice. She is a Clinical Instructor within the University of Washington (UW) Psychology Department where she supervises graduate students treating clients using ACT and FAP. Dr. Sullivan-Singh also regularly guest lectures to psychology interns in the UW Department of Psychiatry and Biobehavioral Sciences. She is a certified FAP trainer and routinely teaches both students and professionals through individual supervision/consultation as well as workshops and online courses. Dr. Sullivan-Singh has also worked on treatment development for and provided clinical supervision within a randomized-controlled trial of FAP at the UW Center for the Science of Social Connection. As partner of The Seattle Clinic, a collective of independent practitioners focused on evidence-based practice, Dr. Sullivan-Singh is fortunate to be surrounded by students and colleagues who support her in following the lifelong path of encountering her gaps in awareness and knowledge and, in response, learning to acknowledge and address them – and through that process constructing increasingly authentic relationships with greater healing potential.

Barbara Kohlenberg, Ph.D.

University of Nevada School of Medicine, Barbara Kohlenberg, Ph.D. is a Professor in the Department of Psychiatry and Behavioral Science and also in Family and Community Medicine. She is a clinical psychologist, who received her Ph.D. at the University of Nevada, Reno. Her NIH funded research has focused on Acceptance and Commitment Therapy (ACT) and Functional Analytic Psychotherapy (FAP) and their integration and application with substance use disorders and stigma. Dr. Kohlenberg is an ACT trainer and a FAP trainer, and has contributed to the literature in these areas and has conducted trainings internationally. Dr. Kohlenberg is interested in psychotherapy training in psychiatric residency programs, and in growing bedside manner among family medicine residents. Dr. Kohlenberg has deep interests in the role of compassion, acceptance, and relationship in promoting behavior change. She cherishes direct patient care, as well as training psychiatry residents. Helping both patients and residents learn that one can change one’s relationship with suffering rather than having to “get rid” of suffering is meaningful for her. Outside of work Dr. Kohlenberg loves cooking, eating, walking, reading/listening to podcasts, and creating and participating in nurturing communities. She loves the beauty of our desert climate while always also missing the green and grandeur of the Pacific Northwest, where she grew up.

Amanda Muñoz-Martínez, Ph.D.

Amanda Muñoz-Martínez received her Ph.D. in Clinical Psychology from the University of Nevada, Reno. She is a Certified Functional Analytic Psychotherapy Trainer (FAP trainer) and a member of the FAP Certification, Policy, and Ethics Board (FAP CEP). Amanda is currently an Assistant Professor at the Universidad de Los Andes (Colombia). Amanda’s main research interest is optimizing and evaluating principle-based therapies for improving clients’ and stakeholders’ well-being, particularly, in Latin America. She is the director of ContigoLab that focused on the following research areas in the contextual behavioral therapies field: (a) assessment of contextual mechanisms of change, and (b) optimization and evaluation across diverse contexts and populations of contextually-based intervention such as Dialectical Behavior Therapy (DBT), Acceptance and Commitment Therapy (ACT), FAP, and so forth. From her research efforts, she has published several articles in peer-review journals (Q1 to Q4, SJR index). She has also written book chapters with recognized book editorials such as Springer. As a FAP trainer, she has facilitated several trainings for English- and Spanish-Speakers to enhance interpersonal skills and create meaningful relationships.

Matthew D. Skinta, Ph.D., ABPP

Matthew D. Skinta, Ph.D., ABPP, is a board-certified clinical health psychologist and associate professor at Roosevelt University. Dr. Skinta co-edited Mindfulness and Acceptance for Gender and Sexual Minorities: Contextual Strategies to Foster Self-Compassion, Connection, and Equality (2016), and wrote Using Contextual Behavior Therapy with Sexual and Gender Minority Clients: A Practical Guide to Treatment (2020). He is a peer-reviewed ACT trainer and a certified FAP trainer, and has provided trainings and consultation internationally in Acceptance & Commitment Therapy and Functional Analytic Psychotherapy – including as a trainer in the first European and Latin American FAP Intensives. He is a fellow of the Association for Contextual Behavioral Science (ACBS), the Association for Behavior and Cognitive Therapies (ABCT), and Divisions 44 and 52 of the American Psychological Association, largely in recognition of the global impact of his work. Dr. Skinta conducts workshops internationally on the use of behavioral techniques to broaden repertoires of interpersonal intimacy and vulnerability, as well as on bringing LGBTQ cultural competency to the practice of CBT.

Following this workshop participants will be able to:

1. Describe the 5 Rules of FAP and the behavioral theory underlying them.
2. Identify both functional classes and specific examples of problematic and improved in-session client behavior.
3. Describe when commonly used interventions can be inadvertently counter-therapeutic.
4. Demonstrate ability to recognize and respond therapeutically to both client in-session problematic behaviors and target behaviors using strategies adapted to your clients’ needs.
5. Prepare a FAP case conceptualization for one client that demonstrates the application of functional analysis to client behavior and awareness of the impact of your own therapist behavior on the client.
6. Practice using all five FAP rules to facilitate generalization of client in-session progress.
7. Identify and address how your clients can activate your own problematic behaviors such that you can enhance your target behaviors as a therapist.
8. Describe ethical considerations related to cultivating intense therapeutic relationships with clients when using FAP.
9. Explore, receive, and express the deeper recesses of your true self -- what feels unseen, unmet, and unheld -- so that you can increase intensity, depth, and connection in your therapeutic relationships.
10. Describe the Live with Awareness, Courage & Love protocols and ways to adapt them to your clients, family and friends, and community.

Target audience: Beginner, Intermediate, Advanced, Clinical

Components: Conceptual analysis, Original data, Experiential exercises, Didactic presentation, Case presentation, Role play

Topic Areas: Clinical intervention development or outcomes, Processes of change

Package Includes: A general certificate of attendance

CE Credit Hours Available (13 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type), BCBA

Registration

Mastering Compassion Focused Therapy (CFT) Now: A Process Based and Trauma Informed Approach to Practicing Compassion in Psychotherapy

Dates and Location of this IN-PERSON 2-Day Workshop:

IN-PERSON at the Sheraton, New Orleans

Tuesday, July 15, 2025 from 8:30 a.m. to 4:45 p.m.
Wednesday, July 16, 2025 from 8:30 a.m. to 4:45 p.m.
Contact Hours: 13

Workshop Leaders:

Dennis Tirch, Ph.D.
Laura Silberstein-Tirch, PsyD 
Lauren Todd, Ph.D. 

Workshop Description: 

This workshop presents a novel approach to Compassion Focused Therapy (CFT) that integrates process-based and trauma-informed perspectives, drawing upon contextual behavioral science, affective neuroscience, evolution science, and the science of attachment. Grounded in CFT, ACT and Process Based Therapy (PBT), the workshop provides an integrative and ACT-consistent framework for working with psychological suffering in its multifarious forms.

The model presented involves a robust and coherent case formulation strategy that drives the deployment of evidence-based processes and procedures. This formulation is a foundation for bespoke interventions, that meet the client where they are, working with specific psychotherapy processes to help our clients liberate themselves from habitual patterns of suffering.
Participants will explore the core concepts and processes of CFT, including the cultivation of courage, safeness, and psychological flexibility. We will learn how to effectively use the therapeutic relationship, guided discovery, and specific compassion practices to help clients work courageously with life challenges and develop compassionate strengths. 

Through group work and experiential exercises, participants will gain hands-on experience with compassion-focused interventions for various problems, including chronic shame and self-criticism. The innovative model presented combines the best of CFT, ACT, PBT and other evidence-based therapies, grounded in recent advances in psychological research and evolutionary contemplative psychology. By successfully integrating scientific rigor, interpersonal authenticity, and experiential practices, participants will learn to cultivate "compassionate flexibility" for both themselves and their clients. 

The workshop emphasizes experiential learning, personal practice, and self-reflection, ensuring that participants experience the methods in a deeply embodied way. Participants will have opportunities to engage in advanced mindfulness, compassion, and acceptance-based practices throughout the course and in their daily practice. 

This workshop is suitable for clinicians of all levels, particularly ACT and other behavior therapy practitioners seeking to deepen their understanding and application of CFT foundations. Whether you're new to CFT or ACT or a seasoned practitioner, this workshop offers valuable insights, techniques, and a process-based approach to organizing your work with clients and supporting compassionate flexibility.

About the Workshop Leaders:

Dennis Tirch, Ph.D.

Dr. Dennis Tirch is the Founding Director of The Center for CFT in New York; Chairman of The Compassionate Mind Foundation, USA; Past-President and Fellow of ACBS, and an Associate Clinical Professor at Mt. Sinai Medical Center. Dr Tirch is the author of seven books, and numerous chapters and peer reviewed articles on mindfulness, acceptance and compassion in psychology. Dr Tirch regularly conducts Compassion Focused ACT (CF-ACT) and CFT trainings & workshops globally. He is a Dharma Holder and lay teacher of Zen Buddhism; a Diplomate, Fellow & Certified Consultant for The Academy of Cognitive Behavioral Therapy, and a Founding Fellow and Past President of both the NYC-CBT association & NYC-ACBS. Dr. Tirch serves as a mindfulness, wellness and performance coach to leading figures in business, science and the arts. Dr. Tirch regularly presents workshops and trainings globally, in person and via video-conference. His work has been featured by the New York Times, Wall Street Journal and other media outlets.

Laura Silberstein-Tirch, PsyD

Dr. Laura Silberstein is the Director of The Center for CFT in New York and board member of the Compassionate Mind Foundation, USA. She has served as an Adjunct Assistant Professor at Albert Einstein College of Medicine. Dr Silberstein-Tirch is the co-author of four books, including How to Be Nice To Yourself. Dr Silberstein-Tirch regularly conducts trainings and workshops on Compassion Focused ACT and CFT internationally. She is a Past President of NYC-ACBS & Compassion Focused SIG of ACBS. Dr. Silberstein-Tirch is a founding member and Past President of the Women of ACBS SIG.

Lauren Todd, Ph.D.

Dr. Lauren Todd is a Senior Psychologist at the Center for CFT, the Director of Compassion Psychology for the Public, and the Director of Child & Adolescent Services. Dr. Todd conducts evidence-based psychotherapy, including Acceptance and Commitment Therapy and Compassion-Focused Therapy, and works with individuals across the lifespan (i.e., children ages 8+, teens, adults, and parents). Her clinical career began while volunteering as a crisis counselor during her undergraduate years at Cornell University, which eventually led her to pursue her M.S. in Nutrition Communications from Tufts University, and her Ph.D. in Clinical Psychology at Fairleigh Dickinson University. She has worked in a variety of inpatient setting, including McLean Hospital, New York Presbyterian Hospital, and Rockland Children’s Psychiatric Center; and outpatient settings, such as the North Hudson Community Action Corporation, FDU Center for Psychological Serv ices, and the North Jersey Center for Cognitive Behavioral Therapy. She completed her APA-accredited pre-doctoral internship at ANDRUS, where she provided trauma-informed care to adults, adolescents, and children. She also works as a supervisor to doctoral students at Fairleigh Dickinson University and ANDRUS. Dr. Todd has an extensive research background, having managed research projects at Cornell University, the University of Oklahoma, and Fairleigh Dickinson University that examined contextual and environmental factors that influence mental and physical health behaviors, particularly among at-risk individuals.
 

Following this workshop participants will be able to:

1. Describe the core concepts and processes of Compassion Focused Therapy (CFT), including the cultivation of courage, safeness, and psychological flexibility.
2. Effectively integrate process-based and trauma-informed perspectives into CFT practice.
3. Demonstrate foundational knowledge of the scientific foundations informing CFT, including contextual behavioral science, affective neuroscience, evolution science, and the science of attachment.
4. Apply compassion-focused skills in using the therapeutic relationship, guided discovery, and specific compassion practices to help clients work courageously with life challenges and develop compassionate strengths.
5. Implement a trauma-sensitive approach to CFT, acknowledging the widespread prevalence of trauma and the importance of clinicians extending compassion and care to themselves.
6. Deploy compassion-focused interventions for various problems, including chronic shame and self-criticism, through group work and experiential exercises.
7. Integrate CFT with other evidence-based methods such as Acceptance and Commitment Therapy (ACT), Cognitive Behavioral Therapy (CBT), and Dialectical Behavior Therapy (DBT).
8. Facilitate and lead CFT imagery and meditative exercises.
9. Train skills in cultivating "compassionate flexibility" for both oneself and clients by successfully integrating scientific rigor, interpersonal authenticity, and experiential practices.
10. Apply a process-based approach to organizing work with clients and supporting compassionate flexibility.
     

Target audience: Beginner, Intermediate, Advanced, Clinical

Components: Conceptual analysis, Literature review, Experiential exercises, Didactic presentation, Case presentation, Role play

Topic Areas: Clinical, Functional contextual neuroscience

Package Includes: A general certificate of attendance

CE Credit Hours Available (13 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type)

Registration

Mastering the heartbeat of change: Applying basic principles of change in contextual therapies

Dates and Location of this IN-PERSON 2-Day Workshop:

IN-PERSON at the Sheraton, New Orleans

Tuesday, July 15, 2025 from 8:30 a.m. to 4:45 p.m.
Wednesday, July 16, 2025 from 8:30 a.m. to 4:45 p.m.
Contact Hours: 13

Workshop Leaders:

Niklas Törneke, M.D.
Rikke Kjelgaard, M.Sc.

Workshop Description: 

Join us for a two-day workshop that explores the core principles of change across various therapeutic settings. This training builds on basic principles in contextual therapies, translating them into practical skills for today’s therapists.

Participants will learn how to use modern functional analysis as an overarching tool to conceptualize, build alliances, and craft targeted change strategies to shape clients’ psychological flexibility, enhancing the effectiveness of their interventions.

The workshop emphasizes practical, easy-to-apply strategies that are rooted in the science of behavior change with a special focus on insights from relational frame theory (RFT).

Through a mix of didactic presentations, live demonstrations, and hands-on role- playing exercises, attendees will gain a robust toolkit that not only respects the complexity of human behavior but also demystifies the process of applying these techniques in everyday practice. Our focus is on empowering therapists with knowledge and skills that can be immediately implemented to foster change.

Additionally, this training will instill confidence in practitioners, equipping them with reliable tools they can always turn to, making this workshop ideal for those seeking to broaden their scope and enhance their efficacy in therapy.

By the end of this workshop, attendees will not only understand the underpinnings of effective psychotherapy but also be capable of applying these techniques to foster meaningful change in their clients' lives.

About the Workshop Leaders:

Niklas Törneke, M.D.

Niklas Törneke is a Swedish psychiatrist and licenced psychotherapist with more than 30 years experience of clinical work. He belongs to the original group of peer reviewed ACT trainers and is an awarded fellow of the association of contextual behavioral science (ACBS). Alongside his own clinical work he has been training and supervising other psychotherapists both in Sweden and internationally for many years. He has authored and co-authored several bookchapters and books with the special focus of applying basic behavioral principles to everyday clinical work, such as The ABCs of human behavior: Behavioral principles for the practicing clinician (2008, with Jonas Ramnerö); Learning RFT. An introduction to relational frame theory and its clinical application (2010); Metaphor in pracice. A professional's guide to using the science of language in psychotherapy (2017) and the forthcoming (January 2025) Using functional analysis in psychotherapy.

Rikke Kjelgaard, M.Sc.

Rikke Kjelgaard is the CEO & founder of ACT Danmark and Human ACT Sweden and runs Rikke Kjelgaard Consulting. She is also the creator of the ACT Practitioner's Academy, which is an online training community for passionate ACT practitioners from all over the world. She has organized therapy, training and supervision in ACT and CBT since 2006 and has co-developed a 2 year specialist training program in ACT that has been very popular.

Rikke spends most of her working time delivering clinical consultation, therapy, trainings and supervision in Acceptance and Commitment Therapy. She is a popular clinician, trainer and public speaker in Scandinavia and on the international stage. Rikke is a peer reviewed ACT Trainer and awarded fellow of the Association For Contextual Science.

Following this workshop participants will be able to:

1. Demonstrate an understanding of modern clinical functional analysis.
2. Describe how an understanding of RFT is fundamental to clinical functional analysis.
3. Demonstrate how to do a functional analysis in collaboration with the client.
4. Demonstrate new skills in establishing a working alliance with the client.
5. Demonstrate how to use functional analysis to conceptualize clinical problems.
6. Demonstrate how to target specific change strategies, based on functional analysis.
7. Demonstrate how to use the story the client presents for doing a functional analysis.
8. Demonstrate how to use the therapeutic relationship to conduct a functional analysis.
9. Demonstrate how to use metaphors in the context of a functional analysis.
10. Demonstrate how to use experiential exercises in the context of a functional analysis.

Target audience: Beginner, Intermediate, Clinical

Components: Conceptual analysis, Experiential exercises, Didactic presentation, Case presentation, Role play

Topic Areas: Clinical intervention development or outcomes, Relational Frame Theory

Package Includes: A general certificate of attendance

CE Credit Hours Available (13 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type), BCBA

Registration

Now What? Moving Beyond the Basics and Increasing your Fluency in ACT

(Información en español)

Dates and Location of this VIRTUAL 2-Day Workshop:

VIRTUAL LIVE online via Zoom

Live, simultaneous translation into Spanish available (courtesy of ACBS Argentino, Colombia, México-Sur, and Perú Chapters)
Traducción simultánea en vivo al español (cortesía de ACBS Argentino, Colombia, México-Sur y Perú Capitulos)

Friday, June 6, 2025 and Saturday, June 7, 2025, 8:00 a.m. to 12:00 p.m. UTC/GMT -5 (Central Daylight Time)
Contact Hours: 7.5

Workshop Leaders:

Miranda Morris, Ph.D.

Shawn Costello Whooley, PsyD

Holly Yates, MS, LCMHC
 

Workshop Description: 

Looking to expand your ACT skills beyond the basics and create more impactful therapy sessions? Ever feel stuck wondering what to do next in session? Find yourself thinking too much about which process to use rather than staying present with your client? This workshop is designed for therapists who understand ACT fundamentals and want to develop greater fluidity, flexibility and depth in their practice.

This intensive workshop focuses on developing your ability to work responsively with what's happening in the moment. You'll learn to trust your clinical instincts while using functional analysis (FA) as your therapeutic compass, helping you identify workable interventions that enhance your clients' psychological flexibility.

Through a combination of demonstrations, experiential exercises, and small group work, you'll discover how to identify and respond to clients' "toward" and "away" moves in real-time. Rather than treating ACT processes as distinct components, you'll learn to weave all six core processes naturally into your sessions. The workshop emphasizes practical application through live demonstrations and role-play practice in a supportive, collaborative environment.

You'll develop proficiency in using functional analysis to guide your intervention choices and timing, learning to move fluidly between ACT processes based on moment-to-moment client needs. As you practice incorporating these principles into your existing skill set, you'll discover how functional analysis serves as the foundation for effective ACT work.

Throughout the day, you'll work with ACT more intuitively, understanding that therapeutic effectiveness comes not from selecting the "right" process, but from an awareness of context and function and - by extension - delivering interventions that increase psychological flexibility. You'll leave with greater confidence in your ability to work naturally and responsively within the ACT framework.

This workshop is ideal for mental health professionals who have a foundational understanding of ACT and some clinical experience applying it. Join us to transform your ACT practice into a flowing, natural, and powerful therapeutic approach.

About the Workshop Leaders:

Miranda Morris, Ph.D.

Miranda Morris, Ph.D., is a psychologist in Bethesda, MD. She is a Peer Reviewed ACT Trainer, and she conducts regular workshops in Acceptance and Commitment Therapy (ACT) and related therapies including Functional Analytic Psychotherapy (FAP) and basic Relational Frame Theory (RFT). She has served as the President of the Association for Contextual Behavior Science and is a co-founder of the Mid Atlantic Chapter of ACBS Chapter. In her paid-work life, she is the Co-founder of True North Therapy and Training, a group dedicated to sharing contextual behavioral therapies with clients, practitioners, and the broader community.

Shawn Costello Whooley, PsyD

Shawn Costello Whooley, PsyD, is a psychologist and Peer Reviewed ACT Trainer in private practice in Baltimore, MD, and in the Trauma Recovery Program at the Baltimore VA Medical Center. She is also the founder of Stillpoint Journeys, a coaching and training practice focused on moving the work of behavior change out of the office and into life by using extended hiking trips (and other adventures – equine, sailing) to experience the processes of ACT in real time. Shawn provides ACT and CBS training internationally and in academic settings. She serves as a Conference Strategy Committee member of the Association of Contextual Behavioral Science (ACBS) and is also an active member of the Mid Atlantic Chapter of ACBS, where she has served as President and Treasurer. Shawn is co-author of The Inner Critic Workbook: Self-Compassion and Mindfulness Skills to Reduce Feelings of Shame, Build Self-Worth, and Improve Your Life and Relationships. In her copious spare time, Shawn can’t get enough of all things outdoors, nature, and the environment.
 

Holly Yates, Ms., MA, LCMHC

Holly Yates, LCMHC, has been in private practice in North Carolina since 2004. She is trained in functional analytic psychotherapy (FAP), ACT, and dialectical behavior therapy (DBT). She is a founding facilitator of the online ACT Peer Intervision Group sponsored through the Association of Contextual Behavior Science (ACBS), and a certified FAP trainer through University of Washington. Holly has been a presenter of FAP and ACT at ACBS World Conferences since 2016, and continues to train both internationally and domestically. Holly was a plenary speaker at the ACBS Brazil Conference in 2021. Holly is co-author of The Inner Critic Workbook: Self-Compassion and Mindfulness Skills to Reduce Feelings of Shame, Build Self-Worth, and Improve Your Life and Relationships and has co-authored a chapter on FAP and couples counseling. Yates is on the board of ACL Global Project, and is a member of the Functional Analytic Psychotherapy International Bo ard for Certification (FAPCEP).

Following this workshop participants will be able to:

1. Explain what is meant by “function” from an ACT perspective
2. Explain what is meant by “context” from an ACT perspective
3. Describe the importance of context and function in order to understand a behavior.
4. Explain how to use a functional analytic lens to make decisions about which core process(es) to focus on in a given moment
5. Identify and describe at least 3 experiential exercises that promote psychological flexibility
6. Explain the importance of experiential work in ACT
7. Demonstrate at least 2 strategies for accessing your own psychological flexibility with clients
8. Practice at least 2 strategies for working with challenging clients
9. Describe and practice moving flexibly and fluidly between the 6 core processes of ACT
10. Define and explain the relevance of the pragmatic truth criterion versus a correspondence-based truth in the context of our clinical ACT work

Target audience: Beginner, Intermediate, Clinical
Components: Experiential exercises, Didactic presentation_, Case presentation, Role play
Topic Areas: Clinical, Theoretical and philosophical foundations

Package Includes: A general certificate of attendance

CE Credit Hours Available (7.5 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type), BCBA CEUs

Registration

¿Y ahora qué? Avanzando más allá de lo básico y aumentando tu fluidez en ACT

Fechas y ubicación de este taller VIRTUAL de 2 días:

VIRTUAL taller en línea via Zoom

Traducción simultánea en vivo al español (cortesía de ACBS Argentino, Colombia, México-Sur y Perú Capitulos)

Viernes, 6 de junio de 2025 y sábado, 7 de junio de 2025, 8:00 a.m. to 12:00 p.m. UTC/GMT -5 (CDT)
Horas: 7.5

Facilitadores del Taller:

Miranda Morris, Ph.D.

Shawn Costello Whooley, PsyD

Holly Yates, Ms., MA, LCMHC

¿Buscas ampliar tus habilidades en ACT más allá de lo básico y crear sesiones terapéuticas más impactantes? ¿Alguna vez te has sentido estancado sin saber qué hacer a continuación en una sesión? ¿Te descubres pensando demasiado en qué proceso usar en lugar de mantenerte presente con tu cliente? Este taller está diseñado para terapeutas que ya conocen los fundamentos de ACT y desean desarrollar mayor fluidez, flexibilidad y profundidad en su práctica.

Este taller intensivo se centra en desarrollar tu capacidad para trabajar de forma responsiva con lo que ocurre en el momento presente. Aprenderás a confiar en tu intuición clínica mientras usas el análisis funcional (AF) como tu brújula terapéutica, lo que te ayudará a identificar intervenciones efectivas que fomenten la flexibilidad psicológica de tus clientes.

A través de una combinación de demostraciones, ejercicios experienciales y trabajo en pequeños grupos, descubrirás cómo identificar y responder en tiempo real a los movimientos "hacia" y "lejos de" de tus clientes. En lugar de tratar los procesos de ACT como componentes separados, aprenderás a integrar los seis procesos centrales de forma natural en tus sesiones. El taller pone énfasis en la aplicación práctica mediante demostraciones en vivo y prácticas con juegos de roles en un entorno colaborativo y de apoyo.

Desarrollarás competencia en el uso del análisis funcional para guiar tus elecciones e intervenciones, así como el momento adecuado para aplicarlas, aprendiendo a moverte con fluidez entre los procesos de ACT según las necesidades del cliente momento a momento. Al incorporar estos principios a tu conjunto de habilidades existente, descubrirás cómo el análisis funcional sirve como base para un trabajo efectivo con ACT.

A lo largo del día, trabajarás con ACT de manera más intuitiva, comprendiendo que la efectividad terapéutica no proviene de elegir el "proceso correcto", sino de una conciencia del contexto y la función, y, en consecuencia, de aplicar intervenciones que aumenten la flexibilidad psicológica. Saldrás del taller con mayor confianza en tu capacidad para trabajar de manera natural y responsiva dentro del marco de ACT.

Este taller es ideal para profesionales de la salud mental que tienen un entendimiento básico de ACT y cierta experiencia clínica aplicándolo. Únete a nosotros para transformar tu práctica de ACT en un enfoque terapéutico fluido, natural y poderoso.

Al finalizar este taller, los participantes serán capaces de:

1. Explicar qué se entiende por “función” desde la perspectiva de ACT.

2. Explicar qué se entiende por “contexto” desde la perspectiva de ACT.

3. Describir la importancia del contexto y la función para comprender una conducta.

4. Explicar cómo utilizar una lente de análisis funcional para tomar decisiones sobre en qué proceso(s) central(es) enfocarse en un momento dado.

5. Identificar y describir al menos 3 ejercicios experienciales que promuevan la flexibilidad psicológica.

6. Explicar la importancia del trabajo experiencial en ACT.

7. Demostrar al menos 2 estrategias para acceder a tu propia flexibilidad psicológica con los clientes.

8. Practicar al menos 2 estrategias para trabajar con clientes desafiantes.

9. Describir y practicar cómo moverse de manera flexible y fluida entre los 6 procesos centrales de ACT.

10. Definir y explicar la relevancia del criterio de verdad pragmático en comparación con una verdad basada en la correspondencia en el contexto de nuestro trabajo clínico con ACT.

Público objetivo: Principiante, Intermedio, Clínico
Componentes: Ejercicios experienciales, Presentación didáctica, Presentación de casos, Juegos de rol
Áreas temáticas: Clínica, Fundamentos teóricos y filosóficos

Incluye: Certificado general de participación

Process-Based Practice: Shaping Psychological Flexibility in Children, Adolescents, and Their Parents

Dates and Location of this IN-PERSON 2-Day Workshop:

IN-PERSON at the Sheraton, New Orleans

Tuesday, July 15, 2025 from 8:30 a.m. to 4:45 p.m.
Wednesday, July 16, 2025 from 8:30 a.m. to 4:45 p.m.
Contact Hours: 13

Workshop Leaders:

Lisa Coyne, Ph.D.
Sarah Cassidy, Ph.D.

Workshop Description: 

Research estimates that the prevalence of clinically elevated child and adolescent anxiety are at a stark 20.5% of the global population (Racine, 2021). Further studies show that one in six American children have at least one treatable mental health condition (e.g., anxiety or depression) or a neurodivergence (e.g., ADHD or Autism) which often leads to higher rates of mental health distress (Devitt, 2019). One meta-analysis of 87 studies across 44 countries estimated the global current prevalence of anxiety disorders at 7.3% (4.8–10.9%, adjusted for methodological differences across studies; Baxter, Scott, Vos, & Whiteford, 2012). Moreover, the prevalence of avoidance-based disorders in young people has risen over the past decade, 2 most dramatically after the global COVID-19 epidemic. Despite high prevalence rates and burden, few youngsters who need treatment receive it.

While exposure-based treatment for avoidance-based disorders in youth populations has robust empirical support, intent-to-treat analyses suggest that approximately 1 in 5 individuals drop out of exposure treatment (Hofmann and Smits, 2008; Ong et al. 2016), estimates suggest that 33% do not improve (Öst et al., 2015), and longitudinal data suggest that 48% relapse (eg Ginsburg et al., 2013; 2018). To complicate matters, simply adding ACT to exposure-based treatment does not lead to demonstrably improved outcomes (Twohig et al., 2018). Improving exposure outcomes will require a principles-based, patient-centered “microanalytic approach” (Twohig et al., 2018) for individual clients in their behavioral and contextual complexity. As our understanding deepens about the contexts in which mental health issues arise in young people, including the experience of neurodivergence in a neurotypical world, the marginalization of minority groups, increasing rates of poverty, and disruptions caused by climate change, growing up has grown more challenging, with the future more uncertain. The facts that that our most rigorous treatments have substantial room for improvement, that so few young people who need help receive it, and that they are experiencing increasing contextual challenges pose a serious question for our field: how do we, as clinicians and behavior scientists, make treatment more sensitive, responsive, accessible, and effective?

This two-day workshop for clinicians with some experience with either Acceptance and Commitment Therapy (ACT), behavioral, or cognitive-behavioral treatments for anxiety will explore how to use the principles underlying ACT, RFT, and behavior analysis to enhance process-based treatment with children and adolescents through supporting curiosity, willingness, flexibility, and values-guided action. Specifically, the presenters will discuss how to assess skills or performance deficits in psychological flexibility, how to shape broad and effective behavioral repertoires, and coach parents to scaffold psychological flexibility. Specific attention will also be given to using these techniques across child development, supporting neurodivergent youth, and families raising them. Clinical examples and demonstrations will be used to illustrate therapeutic techniques, in addition to the workshop’s didactic content. Participants will have opportunities to observe and participate in role plays and experiential exercises, to explore creating their own “toolbox” of exercises to evoke and reinforce adaptive learning in context. Time permitting, participants will be invited to participate in case consultation with challenging or complex child cases.

 

About the Workshop Leaders:

Lisa Coyne, Ph.D.

Dr. Coyne is the Founder and Senior Clinical Consultant of the McLean OCD Institute for Children and Adolescents at McLean Hospital and is an Assistant Professor at Harvard Medical School. She is the Founder and Executive Director of the New England Center for OCD and Anxiety (NECOA) and is Past President of the Association of Contextual Behavioral Science (ACBS). She is member of the Clinical and Scientific Advisory Board and is on the Faculty of the Behavior Therapy Training Institute (BTTI) of the International OCD Foundation (IOCDF). She is also a licensed psychologist, a peer-reviewed ACT trainer, and author. She has authored multiple articles and chapters on ACT with children and adolescents and is a co-author of the books Acceptance and Commitment Therapy: The Clinician’s Guide for Supporting Parents (Elsevier), and The Joy of Parenting (New Harbinger). Her new books, Stuff That’s Loud: A Teen’s Guide to Unspiralling When O CD Gets Noisy (New Harbinger & Little Brown), Stop Avoiding Stuff: 25 Microskills to Face Your Fears and Do It Anyway, were published in 2020. With Sarah Cassidy, she has co-authored Tired of Anxiety: A Kid’s Guide to Befriending Scary Thoughts and Living Your Life Anyway (2022) and Tired of Teen Anxiety: A Young Person’s Guide to Discovering Your Best Life and Becoming Your Best Self (2024).

Sarah Cassidy, Ph.D.

Dr. Sarah Cassidy is the President Elect of the Psychological Society of Ireland. She is a late diagnosed multiply neurodivergent Psychologist & Peer Reviewed ACT Trainer. She is Founder and Director of Smithsfield Clinic (Ireland), co-founder and co-director of New England Centre for OCD and Anxiety (Ireland branch), and co-founder of an RFT based cognitive skills training company, RaiseYourIQ.com. She is chartered with the Psychological Society of Ireland (PSI) and an elected executive Council Member from 2023-2026. As Council Member, she is currently co-chairing a working group to set up the Professional Conduct Committee for psychologists in Ireland, has been co-author on a number of important Best practice documents in Ireland including the PSI’s Response to the Green Paper on Disability Rights, Professional Practice Guidelines for Assessment and Treatment of ADHD in children and adults, and Professional Practice Guidelines for Assessment of Autism in Adulthood. She is in the Division of Clinical Child and Adolescent Psychologists with the American Psychological Association. She is on the ACBS Foundation Board, the Membership Committee, the ACBS Neurodiversity Affirming Research and Practice Steering SIG chairing the Community Education and Outreach pillar. She has been on the SCPA Panel for the Irish National Educational Psychological Services for more than 2 decades and conducts assessments for a wide range of educational, social emotional, mental health and neurodevelopmental differences. She lectures in Child, Educational and Counselling Psychology. Finally, Sarah has authored a wide array of scientific papers on RFT and ACT, and with Dr Lisa Coyne, has co-authored two best-selling ACT books on supporting anxious children and teens in the Tired of Anxiety series.
 

Following this workshop participants will be able to:

1. Describe a principles-based process to shaping psychological flexibility with exposure-based treatment
2. Engage young clients and their caregivers in effective rationales for exposure-based therapy, based on a psychological flexibility paradigm
3. Describe the DNA-V model and how to use it to shape flexible perspective-taking and behavioral variability in avoidance-based disorders
4. Develop a therapeutic relationship characterized by acceptance, values, compassion and commitment to support the client in engaging in exposure-based treatment
5. Describe psychological flexibility as a set of behavioral skills that can be shaped as a target of developmental contextual behavioral ACT intervention
6. Prepare and utilize the process of a functional behavioral assessment and case conceptualization to assess skills deficits and develop a collaborative treatment plan with clients
7. Engage clients using valuing as action and direction to “contextualize” exposure and place exposure-based tasks under appetitive control
8. Explain how to shape the processes involved in psychological flexibility, including valuing and perspective-taking, to engage clients in exposure-based treatment
9. Use clinical RFT methods to enhance tracking and contact with contingencies to usefully explore expectancy violation
10. Use clinical RFT methods to foster flexible perspective-taking to enhance engagement in exposure tasks and promote functional senses of self
11. Assess progress in treatment using within-task and across-session methods
12. Adapt treatment to support and empower neurodivergent youth
13. Partner with parents of anxious and neurodivergent youth to create optimal zones of development in families
14. Collaborate with teachers to create nurturing learning spaces and integrate psychological flexibility into daily classroom activities.
15. Use the Comfort vs Discovery Zone assessment tool to support exposure and response prevention practices

Target audience: Beginner, Intermediate, Clinical

Components: Conceptual analysis, Literature review, Experiential exercises, Didactic presentation_, Case presentation, Role play, Videos

Topic Areas: Clinical, Training

Package Includes: A general certificate of attendance

CE Credit Hours Available (13 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type), BCBA

Registration

Staying prosocial as things fall apart

Dates and Location of this VIRTUAL 2-Day Workshop:

VIRTUAL LIVE online via Zoom

Automated Zoom captioning and automated Zoom translation available.

Friday, June 6, 2025 and Saturday, June 7, 2025, 2:00 p.m. - 6:00 p.m. UTC/GMT -5 (Central Daylight Time)
Contact Hours: 7.5

Workshop Leaders:

Paul Atkins, Ph.D.

Rachel Gooen, MSW

Viveka Ramel, Ph.D.

Anna Castonguay, MA
 

Workshop Description: 

We live in a time of mounting global challenges and weakening social connections, where our need to engage meaningfully with each other has never been more critical. The path forward depends on our ability to come together in effective groups that can collaborate, innovate, and implement solutions to address these interconnected crises. Through our relationships, we create the space for both personal and collective transformation – the foundation we need for meaningful action and systemic change. By developing our abilities to truly listen and find common ground, we can resist the pull toward division and isolation that feeds authoritarian thinking and tears at our social fabric.

Using ProSocial's evidence-based process, we will show you how psychological flexibility processes can be scaled to the group level to create highly functioning and unified groups (Organizations, Businesses, Community Groups, Social Movements). Drawing from Acceptance and Commitment Therapy (ACT), Evolutionary Science, the Work that Reconnects, and Elinor Ostrom's work on the commons, participants will learn practical tools for building psychological flexibility and fostering connection and collaboration amid increasing social stress, fragmentation and polarization.This two-day experiential workshop will introduce processes, principles, and tools designed to inspire hope. Participants will learn that they can make a difference, even in challenging times, by focusing on actions that a) improve their local community, b) hold personal significance, and c) have the potential to create a broader collective impact. 

We have the ability to leverage the power of groups, not only to provide each other support and adaptation to the shifting environmental and social landscapes but also to address the core drivers and foster collective efforts toward protecting, healing, and regenerating the earth and our relationships.

The workshop is structured across two days, with Day 1 focused on "inner work" and Day 2 on "outer work":

About the Workshop Leaders:

Paul Atkins, Ph.D.

Paul is an author, researcher and facilitator trainer. He is a Visiting Professor with the Crawford School of Public Policy (Australian National University). His research is focused on interventions to reduce stress while enhancing relationships, wellbeing, perspective-taking, and cooperation in groups and organizations. He is co-founder of ProSocial World, a not for profit organization focused on enhancing cooperation and trust in purpose-driven groups globally.   He has applied ACT and ProSocial in contexts as diverse as private sector organisations, political parties, schools and the United Nations. Paul is the former President of the ANZ Association for Contextual Behavioral Science, a Fellow of the international ACBS, and a board member of the World Happiness Foundation.

Rachel Gooen, MSW

Rachel Gooen is a seasoned facilitator with over 25 years of experience in personal growth, leadership, team dynamics, and collaboration. She holds a Master of Science (MS), a Master of Social Work (MSW), and is a Licensed Clinical Social Worker (LCSW), equipping her with a deep understanding of individual and community change. Rachel is dedicated to helping mission-driven organizations develop healthy people, ecosystems, and communities. 

Throughout her career, Rachel has specialized in creating meaningful outcomes by guiding individuals, organizations, and communities to achieve their goals effectively and inclusively. She is well-versed in facilitation, program development, leadership training, and community-based participatory research. With a strong foundation in Acceptance and Commitment Therapy (ACT) and Prosocial, she uses these principles to support positive change. 

Rachel is particularly skilled at empowering coalitions, boards, and teams to work together more effectively, supporting organizations and leaders in creating meaningful impact in their communities and ecosystems. Her commitment to inclusive, participatory processes helps groups develop the collaborative skills needed to solve complex challenges and build a more robust, sustainable future.She works throughout the United States with nonprofits, government agencies, and individuals to create lasting impact and foster better collaboration.

Viveka Ramel, Ph.D.

Viveka is a licensed clinical psychologist in California, USA, teacher, and consultant with private practices in San Francisco (Sevitar and San Francisco Center for ACT). She specializes in Acceptance and Commitment Therapy (ACT), Emotionally Focused Therapy (EFT), compassion and mindfulness-based interventions, climate psychology, and prosocial practice and theory. She offers lectures and workshops on psychological and behavioral dimensions of the climate crisis, and consults with organizations and groups seeking to apply and integrate climate awareness and action, prosociality, psychological flexibility, mindfulness, and mental sustainability into their cultures.

Anna Castonguay, MA

Anna Castonguay is co-founder of Awakening Lands, a learning and support network for facilitators exploring community and landscape healing practices, and supports nonprofit collaboratives in identifying and pursuing strategic initiatives. She teaches at Daemen University's Department of Behavioral Sciences and sits on the board of various nonprofits focused on the environment and conservation. Anna is passionate about disseminating the philosophy of prosocial to others in order to bring about cultural change.

Following this workshop participants will be able to:

1. Scale ACT processes from individual to relationships and groups to enhance collective psychological flexibility.
2. Describe how RFT, evolutionary theory and the social sciences provide evidence for this approach to scaling.
3. Use perspective-taking exercises to bridge divides and foster understanding across differences.
4. Examine how 'othering' creates a self-reinforcing cycle of social division, and apply ACT-based strategies to recognize and transform these patterns to build more inclusive relationships.
5. Recognize when stress responses or defensive behaviors emerge, so they can be managed compassionately.
6. Apply Ostrom's core design principles to create more resilient and equitable group structures.
7. Demonstrate how to help groups develop shared purpose and identity while honoring diversity.
8. Implement practices that promote transparency and strengthen beneficial group behaviors.
9. Use the ACT Matrix and other tools to help groups identify barriers to their goals while still moving toward their mission.
10. Create action plans for implementing prosocial practices in participants' own contexts.

Target audience: Beginner, Intermediate, Advanced
Components: Experiential exercises, Didactic presentation, Role play
Topic Areas: Responding to Social and Environmental Change, Organizational behavior management

Package Includes: A general certificate of attendance

CE Credit Hours Available (7.5 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type)

Registration

The Heart of ACT: A Process-Based, Client-Centered Approach to Creating Meaning

Dates and Location of this IN-PERSON 2-Day Workshop:

IN-PERSON at the Sheraton, New Orleans

Tuesday, July 15, 2025 from 8:30 a.m. to 4:45 p.m.
Wednesday, July 16, 2025 from 8:30 a.m. to 4:45 p.m.
Contact Hours: 13

Workshop Leaders:

Robyn Walser, Ph.D.

Workshop Description: 

The heart of Acceptance and Commitment Therapy (ACT) lies in its relational work, emphasizing the therapeutic relationship as the foundation for meaningful change. ACT helps clients connect with their values and make life-enhancing choices through a variety of verbal and experiential processes and techniques. While these processes can be learned at many levels, their nuanced and subtle applications within the therapeutic relationship often present challenges. Implementing ACT’s behavioral processes in a flexible, consistent, and effective manner within complex relational experiences requires skill and practice. This immersive workshop is designed for mental health professionals seeking to deepen their capacity to apply ACT in real-world therapy, focusing on the dynamic interplay of intrapersonal, interpersonal, and overarching processes. By grounding the work in the therapeutic relationship, participants will learn how to foster authentic connections, facilitate transformative dialogues, and empower clients to live in alignment with their personally held values. Through experiential learning and practical application, clinicians will refine their ability to bring ACT’s core processes—including mindfulness, compassion, and values-based action—to life, creating lasting and meaningful change for their clients.

About the Workshop Leaders:

Robyn Walser, Ph.D.

Robyn D. Walser, Ph.D., is a clinical psychologist, educator, and author. She serves as the Director of Trauma and Life Consultation and Psychology Services and is an Assistant Professor at the University of California, Berkeley. Dr. Walser is also the Director of Research at Bay Area Trauma Recovery Clinical Services and works National Center for PTSD. Dr. Walser has been deeply involved in the dissemination of Acceptance and Commitment Therapy (ACT), playing a key role in its implementation within one of the largest national healthcare systems in the U.S. She has co-authored several books on ACT, including The Heart of ACT: Developing a Flexible, Process-Based, and Client-Centered Practice Using Acceptance and Commitment Therapy, which reflects her commitment to client-centered and flexible therapeutic approaches. Since 1997, Dr. Walser has led ACT workshops worldwide, sharing her understanding of process-based, experiential learning with therapists and clinicians. She values the integration of evidence-based practices with human connection and adaptability, aiming to make therapy both effective and transformative. Through her writing, teaching, and clinical work, Dr. Walser seeks to support professionals in their efforts to navigate complex psychological challenges with compassion and heart. For more information about her work, visit robynwalser.com.

Following this workshop participants will be able to:

1. Describe the foundational principles of ACT as a process-based, client-centered therapy, emphasizing the role of process over content in creating therapeutic change.
2. Analyze the distinction between content, process, and function in therapy and develop skills to identify and work with these dimensions effectively in clinical practice.
3. Differentiate between interpersonal and intrapersonal processes within the ACT framework, and explain how these dynamics shape a client’s experiences and challenges.
4. Identify and analyze behavioral patterns and their underlying dynamics within the therapeutic relationship.
5. Demonstrate the ability to track and reflect on the unfolding emotions, thoughts, and behaviors of clients during therapy sessions, utilizing ACT's six core processes.
6. Assess the critical role of the therapeutic alliance and describe how to leverage it to address both interpersonal and intrapersonal processes effectively.
7. Facilitate client self-awareness by identifying and addressing patterns of avoidance and cognitive fusion, fostering greater insight into their relational and emotional experience.
8. Apply ACT techniques to promote emotional expression and regulation, focusing on how these processes interact within both internal (intrapersonal) and relational (interpersonal) contexts.
9. Develop a clear framework for determining therapeutic targets in ACT, identifying which processes and behaviors to address for meaningful change.
10. Apply ACT-based case conceptualization as a dynamic and ongoing process, integrating an understanding of interpersonal and intrapersonal influences to inform therapeutic strategies.

Target audience: Beginner, Intermediate, Advanced, Clinical

Components: Conceptual analysis, Literature review, Experiential exercises, Didactic presentation, Role play

Topic Areas: Clinical intervention development or outcomes, Professional issues

Package Includes: A general certificate of attendance

CE Credit Hours Available (13 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type)

Registration

Trauma-Focused ACT: Working With Body, Mind and Emotion

Dates and Location of this IN-PERSON 2-Day Workshop:

IN-PERSON at the Sheraton, New Orleans

Tuesday, July 15, 2025 from 8:30 a.m. to 4:45 p.m.
Wednesday, July 16, 2025 from 8:30 a.m. to 4:45 p.m.
Contact Hours: 13

Workshop Leaders:

Russ Harris, M.B.B.S.

Workshop Description: 

Trauma-Focused ACT (TFACT) is a flexible, comprehensive approach model for treating the entire spectrum of trauma-related issues, including post-traumatic stress disorder (PTSD), addiction, depression, anxiety disorders, moral injury, chronic pain, shame, suicidality, insomnia, complicated grief, attachment issues, sexual problems, and more. TFACT is a compassion-based, exposure-centred approach, which incorporates cutting-edge strategies for healing the past, living in the present, and building a new future. You’ll learn how to help your clients:

Find safety and security in their bodies
Overcome hyperarousal and hypoarousal
Break free from dissociation
Shift from self-hatred to self-compassion
Rapidly ground themselves and reengage in life
Unhook from difficult cognitions and emotions
Develop an integrated sense of self
Resolve traumatic memories through “inner child” work and flexible exposure
Connect with and live by their values, and engage fully in life here and now
Experience post-traumatic growth

About the Workshop Leader:

Dr Russ Harris, M.B.B.S.

Dr Russ Harris, M.B.B.S., is a physician and psychotherapist, working in private practice in Melbourne, Australia. He graduated in medicine from the University of Newcastle-Upon-Tyne, England, in 1989, and emigrated to Australia in 1991. Working as a GP (family doctor), he became increasingly interested in the psychological aspects of health and wellbeing, and increasingly disenchanted with writing prescriptions. Ultimately this interest led to a career change – from medical practitioner to therapist.

Russ is a world-acclaimed ACT trainer and author. Since 2005, he has run over 800 two-day ACT workshops, and has provided ACT training in person or online for over 80,000 health professionals. He has authored four ACT textbooks (ACT Made Simple, Trauma Focused ACT, Getting Unstuck in ACT, ACT Questions & Answers), and six ACT-based self-help books. His best-known book, The Happiness Trap, has sold over one million copies worldwide, with translations into over 30 languages.

He proudly proclaims each workshop a ‘jargon-free zone’ – and bases his training on three core values: simplicity, clarity, and having fun. Participants regularly report not only major improvements in their therapy, but also in their personal lives – and evaluation forms frequently praise his ability to make complex ideas simple.

Following this workshop participants will be able to:

1. Discuss the basic neuroscience of trauma in simple terms that clients can easily understand.
2. Apply the principles of 'trauma-sensitive mindfulness' to safely modify previously-trained mindfulness interventions
3. Apply ACT methods to work with dissociative state, hyperarousal, and hypoarousal
4. Integrate ACT with attachment theory and Polyvagal theory
5. Describe the 'window of flexibility', how it differs from the popular 'window of tolerance', and how it can guide TFACT interventions
6. Apply ACT principles to work with traumatic memories and flashbacks.
7. Utilize ACT techniques to assist clients with emotion dysregulation.
8. Use ACT principles to design and implement values-guided, compassion-based exposure-based interventions
9. Use the 'choice point' tool flexibly, to guide sessions, set goals, do brief functional analysis, or guide exposure
10. Apply ACT methods for overcoming shame and fostering self-compassion

Target audience: Intermediate, Advanced

Components: Experiential exercises, Didactic presentation, Case presentation, Role play, Videos of therapy sessions

Topic Areas: Clinical, Behavioral medicine

Package Includes: A general certificate of attendance

CE Credit Hours Available (13 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type)

Registration

ACBS Professional Member Registration ACBS Student Member Registration

Professional Non-Member Registration* Student Non-Member Registration* 

*(consider joining ACBS and register as a member)

Virtual Workshop Rates (JUNE 6-7, 2025)

Registration for the virtual workshops has concluded, we hope to see you in New Orleans!

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In-Person Workshop Rates (JULY 15-16, 2025)

View the full list of workshops available here.

JULY 15-16	Onsite
Professional Member	$429 USD
Student or Emerging Economy Member	$319 USD
Professional Non-Member	$479 USD
Student or Emerging Economy Non-Member	$349 USD

• Discounted rates are available for professionals in Emerging Economy nations (Tier 2 & Tier 3 countries) and will automatically be applied when you register.
• Prices above include two lunches, an AM coffee/tea break on site, and a general certificate of attendance.
• These workshops run concurrently, so you may only register for one in-person pre-conference workshop.
• Ability to earn CEs for different disciplines, as available.

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Click here for more information about Conference registration rates.

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Please Note:

• Additional fees are required for certificates that track the number of hours you attended ($25 USD) and CE credits ($75 USD). These fees cover all eligible sessions June 6-7 and July 15-20. You only need to pay the fee once to earn a certificate for all events you attend.
• All rates are in US Dollars.
• We apologize that we may not be able to accommodate special meal requests (gluten free, vegan, allergies, etc.) for registrations received after June 13.
• To register via Mail or Fax, or pay via PayPal, please use the Printable Version: DOC or PDF.
• NEED HELP? If you're having trouble registering, please email Abbie at [email protected]

Member Rate Qualification

• Registration rates apply as you register. Subsequent memberships do not qualify those already registered for a refund of the difference between the member and non-member rates. The same is true for students, or other similar status and discounts, unless a full cancellation and refund are issued, and prevailing rates apply.
• Affiliate members (or non-members who are not professionals or students) may register at the professional rate. If you are currently receiving mental health care we encourage you to talk to your provider about the utility of this conference for you, prior to registering.
• Student Registration/Membership is available to individuals who are enrolled in a program of study leading to a bachelor’s, master’s, or doctoral degree, are interns, or are postdoctoral candidates. Postdoctoral candidates qualify for Student Registration for up to 2 years, with proof of status from their employer. After this time, they need to register as a Professional. Note: Those registering for the conference as a student are ineligible to earn any kind of CE credits.

Refunds:

Virtual

Cancellation of Pre-conference registration must be submitted in writing via email and must be dated on or before 4:00 p.m. local New Orleans time on June 2 to [email protected] to receive a refund minus a $25 USD registration cancellation processing fee.

We regret that after June 2, refunds cannot be made, however we will allow a substitute registrant (they can receive access and a certificate in their name). If you need a refund, please contact us via email. (Note: Shared registrations are not permissible... meaning that you can't attend one day and your colleague the next, etc.) 

No refunds will be granted for no-shows.

It is the responsibility of the registrant to make sure that they have received information related to virtual workshop access. If you are registered and do not receive an email granting you pre-conference access (as appropriate) by the morning of June 5, 2025, please contact [email protected].

In-Person

Cancellation of Pre-conference registration must be submitted in writing via email and must be dated on or before 4:00 p.m. local New Orleans time on June 13 to [email protected] to receive a refund minus a $50 USD registration cancellation processing fee.

We regret that after June 13, refunds cannot be made, however we will allow a substitute registrant (they can receive access and a certificate in their name). If you need a refund, please contact us via email. (Note: Shared registrations are not permissible... meaning that you can't attend one day and your colleague the next, etc.) 

No refunds will be granted for no-shows.

Photographs/Video:
ACBS intends to take photographs and video of this event for use in ACBS newsletters and promotional material, in print, electronic and other media, including the ACBS website and social media accounts. By participating in this event, I grant ACBS the right to use any image, photograph, voice or likeness, without limitation, in its promotional materials and publicity efforts without compensation. All media become the property of ACBS. Media may be displayed, distributed or used by ACBS for any purpose.

Attendees of the World Conference or Pre-Conference Workshops are not permitted to audio or video-record sessions without the express written permission of ACBS.

If you have any concerns regarding the media policy, please feel free to contact us.

Waiver of Liability:
As a condition of my participation in this meeting or event, I hereby waive any claim I may have against the Association for Contextual Behavioral Science (ACBS) and its officers, directors, employees, or agents, or against the presenters or speakers, for reliance on any information presented and release ACBS from and against any and all liability for damage or injury that may arise from my participation or attendance at the program. I further understand and agree that all property rights in the material presented, including common law copyright, are expressly reserved to the presenter or speaker or to ACBS. I acknowledge that participation in ACBS events and activities brings some risk and I do hereby assume responsibility for my own well-being. If another individual participates in my place per ACBS transfer policy, the new registrant agrees to this disclaimer and waiver by default of transfer.

You Matter: Idionomic Biopsychosocial Pathways to Human Resilience

Dates and Location of this IN-PERSON 2-Day Workshop:

IN-PERSON at the Sheraton, New Orleans

Tuesday, July 15, 2025 from 8:30 a.m. to 4:45 p.m.
Wednesday, July 16, 2025 from 8:30 a.m. to 4:45 p.m.
Contact Hours: 13

Workshop Leaders:

Steven C Hayes, Ph.D. 

Rick Hanson, Ph.D.

Workshop Description: 

This two-day workshop is designed to be a transformative journey navigating the profound interconnections between contextual behavioral science, timeless wisdom traditions, and cutting-edge neuroscience. Participants will delve into the art and science of learning to accept, release what hinders, and embrace what enriches life, culminating in value-driven actions, all features that are well known in ACT and CBS, but to do so across two different but related traditions: CBS itself, and wisdom tradition informed neuroscience.

Participants will explore the essential human experiences of mattering, self-loyalty, and psychological flexibility, including the foundations of self-loyalty in morality, self-compassion, and grit -- and how to internalize these qualities so as to produce lasting neurobiological changes. The empowering experience of "not-knowing" in therapy will be a focus -- learning to use this experience to enhance the therapeutic relationship through openness and curiosity.

The workshop will also address the personal and societal sources that can lead one to feel their life doesn't matter, identifying and addressing blocks to self-care and self-worth. Participants will engage in experiential practices aimed at fostering a sense of being cared for by others, which in turn, strengthens awareness of personal values and commitments. Instead of a "one size fits all" approach in each of these areas participants will be asked to explore their own lives with eyes wide so that more general principles are based on what is true at the level of particular people with particular histories, current situations, and goals. The emerging science of idionomic analysis will be addressed as well, giving empirical form to the practicality of particularity. Through interactive sessions, demonstrations, and discussions, you'll learn how to translate these ideas and experiences into practical, life-affirming actions, enhancing both personal development and therapeutic practice.

About the Workshop Leaders:

Steven C Hayes, Ph.D.

Steven C. Hayes is a Nevada Foundation Professor of Psychology Emeritus at the University of Nevada and President of the Institute for Better Health, a 45 year old charitable organization that promotes quality in mental and behavioral health services. An author of 48 books and over 700 scientific articles, he is the originator and co-developer Acceptance and Commitment Therapy, Relational Frame Theory, and Functional Contextualism. He is the co-developer of Contextual Behavioral Science, the psychological flexibility model, Prosocial, and Process-Based Therapy. His popular book Get Out of Your Mind and Into Your Life was featured in Time Magazine among several other major media outlets and for a time was the best-selling self-help book in the United States, and his new book, A Liberated Mind, described the history and nature of many of these developments above. Dr. Hayes has been President of several scientific societies and has received major awards, such as the Lifetime Achievement Award from the Association for Behavioral and Cognitive Therapies and Raymond McKeen Cattell Fellow Award from the Association for Psychological Science -- their lifetime achievement award for applied psychology. ADScientificIndex ranks him as the 26th highest impact living psychologist.

Rick Hanson, Ph.D.

Rick Hanson, Ph.D., is a psychologist, Senior Fellow at UC Berkeley’s Greater Good Science Center, and New York Times best-selling author. His seven books have been published in 33 languages and include Making Great Relationships, Neurodharma, Resilient, Hardwiring Happiness, Just One Thing, Buddha’s Brain, and Mother Nurture – with over a million copies in English alone. He's the founder of the Global Compassion Coalition and the Wellspring Institute for Neuroscience and Contemplative Wisdom, as well as the co-host of the Being Well podcast – which has been downloaded over 16 million times. His free newsletters have 260,000 subscribers, and his online programs have scholarships available for those with financial needs. He’s lectured at NASA, Google, Oxford, and Harvard. An expert on positive neuroplasticity, his work has been featured on CBS, NPR, the BBC, and other major media. He began meditating in 1974 and has taught in med itation centers worldwide. He and his wife live in northern California and have two adult children. He loves the wilderness and taking a break from emails.

Following this workshop participants will be able to:

1. Discuss and synthesize principles from Acceptance and Commitment Therapy (ACT) and Contextual Behavioral Science on the one hand and insights from wisdom traditions, Buddhist psychology, and neuroscience on the other so as to foster their therapeutic work.

2. Analyze how to enhance psychological flexibility drawing from the foundational work on ACT and from the neuroplasticity insights from neuroscience.

3. Use exercises designed to internalize self-loyalty via the lenses of morality, self-compassion, and resilience, while understanding and being able to describe how these elements can lead to neurobiological changes that support well-being.

4. Apply the therapeutic power of uncertainty and curiosity in therapy, enhancing client-therapist relationships by fostering an environment where both parties can grow and learn from the unknown.

5. Critically analyze personal and societal factors that undermine one's sense of mattering, using both CBS tools and brain-based strategies to promote self-care and self-worth.

6. Describe how being valued by others can reinforce personal values and commitments, thereby enhancing one's sense of purpose and belonging in both personal and therapeutic contexts.

7. Discuss the principles of idionomic analysis and its use in tailoring therapeutic interventions

8. Describe the practical implications integrating ACT's focus on values with neuroscience insights on motivation and behavior,

9. Demonstrate to a greater degree how to blend empirical science with wisdom traditions to enrich clinical practice,

10. Demonstrate a wider set of practical tools and strategies derived from the workshop's discussions and exercises, that can be implemented in their personal lives or therapeutic work to promote lasting change and resilience.

Target audience: Beginner, Intermediate, Advanced, Clinical, Research

Components: Conceptual analysis, Literature review, Original data, Experiential exercises, Didactic presentation, Case presentation, Role play

Topic Areas: Clinical, Functional contextual neuroscience, Theoretical and philosophical foundations, Idionomic analysis

Package Includes: A general certificate of attendance

CE Credit Hours Available (13 hours): CEs for psychologists, social workers (NASW type), counselors (NBCC type)

Registration

2025 Program Committee Chairs:

Amie Zarling, Ph.D., is a clinical psychologist and an associate professor at Iowa State University (United States) in the Human Development and Family Studies program where she maintains an active research program focused on developing and testing evidence-based interventions for under-served and/or under-resourced populations. One of the primary areas of her work is the prevention and treatment of family violence, and evaluating programs based on Acceptance and Commitment Therapy (ACT) for domestic violence and criminal behavior. Dr. Zarling has received over $2 million in funding for her work, including multiple grants from the Office on Violence Against Women and the Department of Justice. She is a recent recipient of the American Psychological Foundation’s Visionary Award and the Association for Contextual Behavioral Science’s Early Career Award. Dr. Zarling has trained more than 500 people in the ACT programs for justice-involved individuals. She continues to be involved in ongoing training, evaluation, and improvement of these programs.

Maureen Flynn, Ph.D., is a professor in the psychological sciences department at Metropolitan State University of Denver. She mentors undergraduates in CBS research and teaches CBS and ACT in her courses. Her program of research focuses on ACT, psychological flexibility and core processes, stigma, and discrimination.

Special thanks to the 2025 Program Committee: 

Bara Al saleem

Olga Berkout

Yash Bhambhani

Michael Bordieri

Puihan Joyce Chao

Sarah  Cheney

Connie Chong

Jessica Criddle

Joanna Dudek

Rivka Edery

River Farrell

Paula Carolina Fernandez Diaz

Ashley Fiorilli

Arryn Guy

Emmie Hebert

Amy House

Abby Hurley

Charles Jasper

Nicole Kalayci

Valerie Kiel

Seint Kokokyi

Deirdre Kozyrski

Ching-yee LAM

Raimo Lappalainen

Andreas Larsson Seglert

Lou Lasprugato

Daniel Maitland

Yim Wah Mak

Wesley Malvini

Tierney McMahon

Austin Miyamoto

DJ Moran

Jose Moreno

Margot Osorio

Kristy Potter

Victoria Powers

Tracy Protti

Amanda Rhodes

Priscila Rolim

Thomas Sease

Hugh Simonich

Wanda Smith

Gita Srikanth

Alison Stapleton

Steven Topper

Sanna Turakka

Sheri Turrell

Jae Villanueva

Harry Voulgarakis

Leslie Worley

Sean Wright

Patricia Zurita Ona
  

Location: Napoleon Ballroom Foyer

Image denotes ACBS Junior Investigator Poster Award Recipients

Poster Session #1 - Wednesday, July 16, 6:00 p.m. - 6:30 p.m.

1. Psychological Flexibility-Based Interventions for Teacher Well-Being: A Systematic Review - Junior Investigator Poster Award Recipient

Poster file

Categories: Academics or education, Organizational / Industrial psychology, Teacher well-being, Psychological flexibility interventions, Occupational well-being

Components: Literature review

Ella Kämper, M.A., University of Helsinki
Veera Lampinen, M.Sc., University of Helsinki
Nina Katajavuori, Ph.D., University of Helsinki
Tiago da Silva Carvalho, M.A., University of Helsinki
Henna Asikainen, Pd.D., docent, University of Helsinki

Poor teacher well-being is well-documented, leading to a need for interventions aimed at equipping educators with skills to manage stress. Acceptance and Commitment Therapy (ACT) has shown promising outcomes, including increased psychological flexibility and reduced stress and burnout among workers. However, studies on ACT-based interventions specifically in teachers remains limited.
This systematic review examines interventions utilizing psychological flexibility processes for teachers, highlighting their benefits and limitations. Using the PRISMA framework, 35 studies were included. Studies were analyzed based on intervention content, measurement methods (mixed designs), and outcomes related to teacher well-being.
Findings suggest that psychological flexibility-based interventions positively affect teachers' well-being and work engagement. Self-reports indicated improved well-being and reduced stress through increased mindfulness, self-compassion, and adaptive coping, while physiological results varied. Participants perceived the programs positively, with engagement, resources and initial stress influencing outcomes.
While results are promising, methodological variability and homogeneous samples limit generalizability. Future research should explore long-term effects, optimal implementation strategies, and individual differences in intervention effectiveness. This review contributes to understanding psychological flexibility’s role in supporting teacher well-being and resilience.

2. ACT-based Wells course enhancing student and staff wellbeing and working life skills

Poster file

Categories: Academics or education, Processes of change, University students, Academics, Momentary measurement, PBAT

Components: Original data

Henna Asikainen, Ph.D., University of Helsinki
Kristiina Räihä, M.A., University of Helisnki
Veera Lampinen, M.A., University of Helsinki
Ella Kämper, M.A., University of Helsinki
Viktoria Balla, Ph.D., University of Helsinki
Nina Katajavuori, Ph.D., University of Helsinki

There is still lack of research on individual processes during interventions and physiological evidence. The poster will introduce the Wells project supporting academic wellbeing and working life skills. In addition, we will introduce our study on the development of stress during Wells course and how process based dimensions and physiological stress are associated with the individual changes.
Pilot study was done in 2024 to university students participating Wells-course (Nf13). The participants answered stress questionnaires four times a day (mobile app) and PBAT questionnaire once a day they. In addition the participants wore the Empatica device though out the course. The stress levels were coded as (0=no stress, 1=elevated stress, 2= high stress level) based on the algorithm of Hosseini et al. (2022). The preliminary analysis for associations and changes were analysed with correlations, regression and mixed models.
Need for Connection, retention concerning course goal and affect components seem to explain stress the most.
The data will be further analysed to the conference.

3. Exploring the Impact of the Mindfulness-Acceptance-Commitment (MAC) Approach on Behavior Analysts

Categories: Behavior analysis, Mindfulness

Components: Literature review, Original data

Jewel Parham, Ph.D., M.S., BCBA, The Chicago School
Julie Ackerlund Brandt, Ph.D., BCBA-D, The Chicago School
Meredith Andrews, Ph.D., BCBA-D, The Chicago School
Jack Spear, Ph.D., The Chicago School

Burnout among behavior analysts significantly impacts both job performance and overall well-being; however, research on effective evidenced-based interventions remains limited. This study examined the effects of a semi-structured, seven-module mindfulness-acceptance-commitment (MAC) approach on work-related values-directed behaviors, such as the frequency of staff feedback and positive staff interactions. In addition to the MAC intervention, participants completed the Oldenburg Burnout Inventory (OLBI), the Cognitive Emotion Regulation Questionnaire (CERQ), and the Acceptance and Action Questionnaire – Version 2 (AAQ-2) to assess burnout, cognitive emotion regulation strategies, and psychological flexibility.
A multiple baseline design across three participants, all behavior analysts, was employed to evaluate the intervention’s effects.
Although results varied across measures, work-related values-directed behaviors increased in two out of three participants, with variable responding in all participants. Social validity surveys showed the MAC intervention improved flexible thinking, professional performance, and overall well-being.
Despite the mixed results, the findings underscore the individualized benefits of the MAC intervention and its potential to promote work-related values-directed behaviors. This study adds to the growing research on interventions supporting behavior analysts experiencing burnout.

4. Does learning SCDs enhance a teacher's awareness of the interaction between their behavior and students' behavior?

Categories: Behavior analysis, Single-Case Designs, SCDs, School, Teacher, Interaction between behavior and environment, Contingency

Components: Original data

Kana Ueki, Child rearing consultation department of Handa City
Shinji Tani, Ph.D., Ritsumeikan University

Students’ challenging behavior are increasing in Japanese schools, and their resolution is often left to the skills of individual teachers. If teachers become aware of the interaction between their behavior and students' behavior, they would be able to distinguish between effective and ineffective support strategies. This study aimed to explore whether teachers could aware the interaction between their behavior and students’ behavior in the process of acquiring SCDs techniques.
Seven elementary school teachers participated in the workshop. The program consisted of four 90-minute sessions. All participants attended all four sessions. Each session covered three-term contingency, support strategies based on PBIS, the selection and recording of target behavior, graph creation and interpretation. All participants selected target behavior and recorded them throughout the workshop.
Five teachers practiced A-B1-B2 design and two teachers practiced A-B design. During session discussions, six of seven participants tacted the interaction between their behavior and students’ behavior.
The results suggest that learning SCDs designs can improve a teacher’s awareness of the interaction between their behavior and students' behavior.

5. Increasing ingestible allergy safety skills in autistic children using derived relational training - Junior Investigator Poster Award Recipient

Poster file

Categories: Behavior analysis, Clinical intervention development or outcomes, Autistic children

Components: Case presentation, Original data

Man Yan (Ida) I Chung, Ph.D., BCBA-D

Many autistic children face significant challenges in managing ingested allergies due to differences in language and generalization of learned avoidance behaviors. This study examined the effectiveness of Derived Relational Training (DRT), rooted in Relational Frame Theory in teaching autistic children to identify and avoid allergens. Three participants underwent a multiple baseline design across behaviors, where they learned to match allergens to reactions (A-B), reactions to verbal responses (B-C), and generalized allergen-to-verbal responses (A-C). A novel generalization phase (A-D) tested responses to untrained allergens. Results showed rapid skill acquisition, high generalization to novel allergens, and maintenance over time, demonstrating DRT’s potential to enhance safety skill generalization in autistic children. Parents reported skill transfer beyond therapy into everyday settings. This study extends previous research on RFT-based interventions, providing a novel application of DRT for real-world safety skills. While limited by a small sample size, findings support DRT as a promising tool for increasing independence in allergen avoidance. Future research should explore larger samples, real-world settings, and parental involvement to enhance generalization.

6. ACT for Adolescents: Developing Psychological Flexibility in Groups

Poster file

Categories: Clinical intervention development or outcomes, Adolescents, ACT

Components: Original data

Carolina Monteiro, Autonomo

Presentation of a master's dissertation project, which aims to investigate the effects of an Acceptance and Commitment Therapy based program on the Psychological Flexibility of a group of adolescents.

7. Pilot Study for Examining the Physiological Effects of a Structured Online Mindfulness-Based Course

Categories: Clinical intervention development or outcomes, Physiological Effects of Sustained Attention in a Structured Online Mindfulness-Based Course

Components: Original data

Eve A Barton, Brigham Young University
Steven G Luke, Ph.D., Brigham Young University
Jared S Warren, Ph.D., Brigham Young University

This study explored the effects of a 15-session online mindfulness course on attention and well-being using objective and subjective measures. Using a randomized controlled design, participants were assigned to either a structured mindfulness course or a control group with unstructured psychoeducational resources.
Forty-one undergraduate students were randomly assigned to either a structured online mindfulness course or a control group receiving unstructured mindfulness resources. Pre- and post-intervention measures assessed well-being and attention using self-report surveys and a SPEM task, with data analyzed through mixed effects models, regression, and t-tests.
Results revealed no significant differences in attention outcomes between the intervention and control groups. However, greater course completion in the intervention group was linked to improved well-being, underscoring the importance of participant engagement in online mindfulness interventions.
While the mindfulness course did not yield significant group differences in attention or well-being, higher engagement was linked to improved well-being outcomes. These findings suggest that active participation is key to intervention effectiveness and highlight the need for future research with larger, more diverse samples and strategies to enhance engagement.

8. The ASPIRE-Study: Inpatient Group Acceptance and Commitment Therapy (ACT) for Psychotic Disorders (PDs)

Categories: Clinical intervention development or outcomes, Health / behavioral medicine, ACT for psychotic disorders

Components: Original data

Henrik Voß, Charite / Vivantes Berlin
Lennard Telschow, M.Sc., Charite / Vivantes Berlin

Psychotic disorders (PDs) are severe and often recurrent mental illnesses that sometimes require hospitalization. However, according to research, current inpatient group-psychotherapy does not perform well in terms of efficacy and relapse prevention. Acceptance and Commitment Therapy (ACT) sets itself apart by enhancing the client’s psychological flexibility rather than focusing on symptom reduction. This approach has been proven useful in the treatment of other severe chronic conditions.
Thirty inpatients from a German PD unit, whose entire staff was trained in ACT, are currently undergoing interviews and quantitative assessments before and after participating in an intensive 4-week therapy-program, as well as at a 6-month follow-up, to investigate their experiences and clinical outcomes.
So far, a variety of ACT-specific and non-specific therapeutic factors were identified as helpful by participants in the interviews, with about one-third finding it difficult to engage in mindfulness exercises. Quantitative measures display positive trends regarding various clinical outcomes and an overall high level of satisfaction.
Conclusively, the first results appear promising, while underlining both the concept’s feasibility and the need for RCTs.

9. Default Mode Network (DMN) Signature of Depression: A Systematic Review of Resting-state fMRI studies

Categories: Behavioral or contextual neuroscience, Depression

Components: Conceptual analysis, Literature review

Mahdieh Jafari, Master of Arts, University of Alabama at Birmingham
Lauren A Smith, University of Alabama at Birmingham
Shreya Swamy, University of Alabama at Birmingham
Nicholas C Borgogna, Ph.D., University of Alabama at Birmingham

The recent ACBS task force report indicated CBS research should take multilevel and multimodal approaches. Biophysiological CBS research was identified as an important dimension. Historically, neurobiological correlates of ACBS constructs have been limited. We aimed to address this gap by presenting data from a systematic review that aims to examine Default Mode Network (DMN) signatures of depression.
We synthesize findings from 112 resting-state fMRI studies published since 1997 examining DMN connectivity among individuals with different subtypes of depression. The papers were selected based on predetermined inclusion and exclusion criteria by two independent reviewers.
We report DMN connectivity patterns in specific brain regions such as the medial prefrontal cortex, posterior cingulate cortex, and hippocampus, as well as differences across depression subtypes.
The finding will provide a comprehensive insight into how DMN connectivity varies across specific brain regions and depression subtypes, advancing our understanding of the neural mechanisms underlying depression. We will discuss these findings from a CBS perspective.

10. Scrupulosity, Neuroticism, and Flourishing: Results and Clinical Implications

Categories: Clinical intervention development or outcomes, Processes of change, Scrupulosity (religious OCD)

Components: Original data

David Johnson, M.A., University of Alabama at Birmingham
Lauren A Smith, University of Alabama at Birmingham
Nicholas Borgogna, Ph.D., University of Alabama at Birmingham

Scrupulosity is a type of obsessive-compulsive disorder (OCD) with religious or moral themes. This study aims to explore the relationship between personality dimensions and scrupulosity, and how other psychological health variables may play a role in that relationship. Specifically, we hypothesized that flourishing would mediate the relationship between neuroticism and scrupulosity obsessions.
We collected a university sample of n=561 participants who participated in an online survey.
We found that scrupulosity obsessions were significantly related to neuroticism (r=.25, p<.001) and flourishing (r=-.29, p<.001). Additionally, flourishing partially mediated the relationship between neuroticism and scrupulosity obsessions (indirect β=.05, 95% C.I.=.03, .08; direct β=.19, p<.001).
These findings suggest that these constructs play an important role in the development of scrupulosity symptoms. These findings have important research and clinical implications. There is scant research on the use of acceptance and commitment therapy (ACT) to treat scrupulosity, however aspects of ACT focus heavily on flourishing and are associated with lower levels of neuroticism. Future research should examine the efficacy of ACT on scrupulosity symptoms by specifically addressing neuroticism and flourishing.

11. Does Experiential Avoidance Weaken the Protective Effects of Religiosity/Spirituality on Depression?

Categories: Clinical intervention development or outcomes, Experiential Avoidance, Depression, Religiosity, Spirituality, Mental Health

Components: Conceptual analysis, Original data

Lauren A Smith, University of Alabama at Birmingham
David A Johnson, B.S., University of Alabama at Birmingham
Nicholas C Borgogna, Ph.D., University of Alabama at Birmingham

The relationship between religiosity/spirituality (R/S) and mental health is complex. While R/S can be protective, it may also pose risks. Experiential avoidance (EA) is associated with increased depressive symptoms. This study examines whether EA moderates the relationship between R/S and depressive symptoms. We predict that high EA will strengthen the positive R/S-depression relationship, while low EA will have an inverse relationship.
Two university samples (n=1,154) completed measures through Qualtrics for course credit.
Contrary to hypotheses, EA did not moderate the relationship between religious fundamentalism, religiosity, and depression. Results from a model without interactions showed these adjusted relationships with depression: religiosity (β = -0.080, p = 0.025), religious fundamentalism (β = -0.065, p = 0.022), spirituality (β = -0.018, p = 0.586), and EA (β = 0.460, p < 0.001). All predictors accounted for 23% of the variance in depression scores.
These relationships persisted even when accounting for other variables, suggesting religiosity and religious fundamentalism independently contribute to lower depression, while experiential avoidance remains a risk factor. Spirituality was not a significant predictor.

12. From Loneliness to Adverse Outcomes: Investigating the Roles of Psychological Flexibility and Inflexibility

Categories: Health / behavioral medicine, Behavioral or contextual neuroscience, Psychological Flexibility, Psychological Inflexibility, Sleep, Psychological Distress, Health, Well-Being, Fatigue

Components: Original data

Dixy Melendez, B.S., The University of Texas-Tyler
Madeline Adair Blackwell, B.S., University of Texas-Tyler
Oscar Velasquez, B.A., University of Texas-Tyler
Olga Berkout, Ph.D., University of Texas-Tyler

Loneliness is a key predictor of negative outcomes in young adults including sleep, psychological distress, and general health (Park et al., 2020). Psychological flexibility and its converse, psychological inflexibility, may be protective against these undesirable consequences (Ortega-Jimenez et al., 2021). Investigating whether psychological flexibility and psychological inflexibility serve as mediators of the relationships between loneliness and these outcomes can provide an improved understanding of the mechanisms by which loneliness may impact function.
367 undergraduate students completed a survey that included measures of loneliness, psychological flexibility and psychological inflexibility, fatigue, sleep disturbance, physical well-being, and distress.
A path analysis will be conducted to examine the potential mediating roles of psychological inflexibility and psychological flexibility in the relationship between loneliness and adverse outcomes, including distress, sleep disturbance, fatigue, and physical well-being.
Identifying psychological flexibility and psychological inflexibility as potential mediators would provide support for the role of these variables as mechanisms of dysfunction, suggesting targets for intervention and prevention efforts. Support for the model can inform future strategies aiming to ameliorate deleterious outcomes associated with loneliness.

13. Easing Distress for Better Rest: The Role of Self-Compassion in Sleep Quality

Categories: Health / behavioral medicine, Behavioral or contextual neuroscience, Sleep, Self-Compassion, Distress

Components: Original data

Emily Barena, M.S., University of Texas-Tyler
Madeline Adair Blackwell, B.S., University of Texas-Tyler
Dixy Melendez, B.S., The University of Texas-Tyler
Jacob M Hardin, B.A.A.S., University of Texas at Tyler
Lindsey Mustin, B.S., University of Texas at Tyler
Tatum Speck, B.A., University of Texas at Tyler
Olga Berkout, Ph.D., University of Texas-Tyler

Psychological distress, an established predictor of poor sleep quality, has unclear mechanisms (Vaghela & Sutin, 2016, Zhang et al. 2022). Self-compassion may diminish detriments of distress on sleep (Tout, 2023, Rakhimov, 2022). This study examines if self-compassion mediates the relationship between distress and sleep quality.
Undergraduates (N = 414) completed measures of psychological distress (DASS-21), self-compassion (SCS-SF), and sleep quality (PROMIS-SF 8a). Mediation analysis was conducted to explore this relationship.
Analysis revealed significant indirect effect of distress on sleep quality through self-compassion (β = 0.0607, SE = 0.0170, p < .001), accounting for 17.5% of the total effect. The effect of psychological distress on sleep quality was significant (β = 0.2871, SE = 0.0340, p < .001), indicating partial mediation. The effect of distress on sleep quality was also significant (β = 0.3478, SE = 0.0306, p < .001), confirming that sleep quality is impacted by distress.
This relationship shows that individuals with greater self-compassion may experience milder effects of psychological distress on sleep quality, highlighting self-compassion as a potential buffer between distress and sleep.

14. Psychological flexibility, self-concealment, and pliance: Mediating the effects of loneliness on life satisfaction

Categories: Behavioral or contextual neuroscience, , Loneliness, Psychological flexibility, Life satisfaction

Components: Conceptual analysis, Original data

Madeline Adair Blackwell, B.S., University of Texas-Tyler
Emily Barena, M.S., University of Texas-Tyler
Olga Berkout, Ph.D., University of Texas-Tyler

Loneliness is associated with adverse psychological and physical outcomes (Cacioppo & Cacioppo, 2018; Holt-Lunstad et al., 2010). College students are particularly vulnerable due to instability during life transitions (Lim et al., 2020).
Path analysis of N = 367 undergraduate students investigated psychological flexibility, self-concealment, and pliance as mediators in the relationship between loneliness and life satisfaction.
Results showed that loneliness had a strong direct negative effect on life satisfaction (β = -0.40 p < 0.001). Psychological flexibility (β = -0.09, p < 0.001) and self-concealment (β = -0.06, p = 0.013) both partially mediated this relationship. Pliance, however, did not significantly influence life satisfaction (β = 0.04, p = 0.402) or mediate the impact of loneliness (β = 0.01, p = 0.407). The model showed good fit (CFI = 0.98, TLI = 0.92, SRMR = 0.04, RMSEA = 0.09), indicating that psychological flexibility and self-concealment are critical mediators of the impact of loneliness on life satisfaction.
Targeting interventions to increase psychological flexibility and reduce self-concealment may mitigate the negative effects of loneliness on life satisfaction.

15. Improving Engagement in a Brief Digital Loneliness Intervention: An Examination of User Experience

Categories: Mobile or digital technology, Clinical intervention development or outcomes, Loneliness

Components: Original data

Madeline Adair Blackwell, B.S., University of Texas-Tyler
Olga Berkout, Ph.D., University of Texas-Tyler
Dixy Melendez, B.S., The University of Texas-Tyler
Jacob M Hardin, B.A.A.S., University of Texas at Tyler
Emily Barena, M.S., University of Texas-Tyler
Alma Bluesummers, M.S., University of Texas-Tyler
Oscar Velasquez, B.A., University of Texas-Tyler
Ruta Shashikant Dighe, BS, University of Texas-Tyler
Arathi Tachathumannil, B.S., University of Texas-Tyler

Brief digital mental health interventions (DMHIs) show promise for addressing loneliness, which is linked to deleterious psychological and physiological outcomes (Caccioppo & Caccioppo, 2018; Lunstad et al., 2010). College students are particularly vulnerable due to life transitions (Lim et al., 2020). DMHIs, while accessible and low-cost, often face engagement challenges outside clinical trials (Kaveladze et al., 2024). Early input from potential users may enhance their effectiveness.
Undergraduate students recently reporting high loneliness completed a DMHI based on Acceptance and Commitment Therapy (ACT) and provided feedback in semi-structured think aloud interviews. Data from four participants have been collected and six more are anticipated to be recruited during the spring 2025 semester. Reflexive thematic analysis (Braun and Clarke, 2021, Maity et al., 2024) will guide coding, theme identification, and thematic map development, providing insights for refinement.
Findings may highlight intervention components' perceived usefulness, design strengths or weaknesses, and impacts on participants’ loneliness.
This feedback could inform strategies for improving DMHIs for similar populations and demonstrate potential value of user-centered design to enhance DMHI engagement and effectiveness.

16. DBT adaptation in developing countries: Bogotá, Colombia. Universidad de Los Andes/Balance y Bienestar SAS

Categories: Clinical intervention development or outcomes, Behavior analysis, DBT, BPD, Risky behaviors, Emotional disregulation, Adaptation of clinical interventions in developing countries, Adults, Social Inequities

Components: Case presentation, Conceptual analysis, Literature review, Original data

Alexandra Avila Alzate, M.Sc., Universidad de Los Andes
Yvonne Gómez, Ph.D., Associate Professor
Diana Sánchez, M.Sc., Practice Coordinator Universidad de Los Andes

We compared two institutions that adapted DBT for treating clients with BPD, life-threatening behavior, and emotional regulation difficulties. Sociodemographic and contextual variables are important to consider when adapting this intervention to a developing country.
The methodology implemented was based on: case analysis, comparison of self-report measures, comparison in the adaptation of DBT and sociodemographic variables.
Both institutions covered the first phase of treatment, but later phases, which focus on emotional control, interpersonal relationships, and a sense of purpose, are limited by time and contextual factors, especially for those without access to DBT in private practice. The private institution provides all treatment phases, though success can still be affected by factors like poor adherence and social support.
We need private institutions and postgraduate professional practice centers to continue researching and collecting data so that mental health in our country and public policies take into account the social inequalities that prevent people from effectively accessing interventions. It is important to continue working on cultural adaptations that are sensitive to the economic and political constraints of developing countries.

17. Thin-Ideal Across Cultures: The role of body image inflexibility and the fear of negative evaluation

Categories: Health / behavioral medicine, Social justice / equity / diversity, Body Image

Components: Original data

Selen Ozbek, M.Sc., University of the West of England
James Greville, Ph.D., University of South Wales
Nic Hooper, Ph.D., Cardiff University

The thin-ideal standard of female beauty negatively impacts body satisfaction in Western societies, yet its effects across cultures remain underexplored.
his study examined the impact of thin-ideal exposure on women in Turkey and the UK and investigated whether body image inflexibility (BII) and fear of negative evaluation (FNE) contribute to cross-cultural differences. Participants (N = 262) completed measures of body dissatisfaction, BII, and FNE before being randomly assigned to view either thin-ideal or neutral images, after which body dissatisfaction was reassessed.
Results indicated that participants from the UK experienced greater increases in body dissatisfaction when exposed to the thin-ideal relative to those from Turkey, and that, across cultures, those who were more negatively affected by the thin-ideal scored higher on BII and FNE.
These results highlight the role of psychosocial factors in shaping body dissatisfaction across cultures and suggest that sociocultural pressures may interact with cognitive and emotional processes to influence body image. Implications for cross-cultural research and interventions targeting body dissatisfaction are discussed.

18. Human-Computer Interaction Contributions in Mental Health: A Framework to Guide Psychosocial Intervention Design

Categories: Methods/approaches for individual variation, Human Centered Design, Design Methods, Human-Computer Interaction

Components: Conceptual analysis

Sean A Munson, Ph.D., University of Washington
Petr Slovak, Ph.D., King’s College London

Many people prefer psychosocial interventions for mental health care or other concerns, but these interventions are often complex and unavailable in settings where people seek care. Intervention designers use technology to improve user experience or reach of interventions, and HCI researchers have made many contributions toward this goal. Both HCI and mental health researchers must navigate tensions between innovating on and adhering to the theories of change that guide intervention design.
We reflect on projects in HCI, including our own, to articulate a framework for coordinating HCI and intervention design contributions.
In this paper, we propose a framework that describes design briefs and evaluation approaches for HCI contributions at the scopes of capabilities, components, intervention systems, and intervention implementations. We show how theories of change (from mental health) can be translated into design briefs (in HCI), and that these translations can bridge and coordinate efforts across fields.
It is our hope that this framework can support researchers in motivating, planning, conducting, and communicating work that advances psychosocial intervention design/

19. A business case for employee wellbeing: return on investment of an ACT consultation service in a sales organization

Categories: Organizational / Industrial psychology, Clinical intervention development or outcomes, Employee Wellbeing

Components: Case presentation, Original data

Sean M O'Dell, Ph.D., Beyond The Horizon, PLLC
Erin VanEnkevort, Ph.D., Geisinger

Organizations whose revenue is primarily generated from its sales force have a unique opportunity to invest in employee wellbeing to promote retention, job performance, and the financial health of the organization. An individual consultation program using Acceptance and Commitment Training (ACT) was offered as a benefit to employees during the workday at a nurse staffing company in the Northeast United States.
After one year of implementation, we conducted a return on investment (ROI) analysis of the sales force (n=17), including the cost of the program for all 25 employees using general linear mixed models.
Controlling for weeks worked, overall organizational revenue generation, and prior individual performance, the average increase in revenue per employee was significantly higher for those who utilized the program (n=5; $1.6 million) compared to those who did not (n=12; $422,104; p<.0001); ROI for the program was 8,476% and no turnover was observed for individuals using the program.
Our findings suggest that ACT offered in the workplace to all employees in sales organizations holds promise as a financially sustainable employee benefit.

20. The Role of Psychological Flexibility in Injury, Redshirting, and Substance Use Among NCAA Student-Athletes

Categories: Processes of change, Health / behavioral medicine, Psychological Flexibility, Substance Use, Student-Athlete

Components: Literature review, Original data

Brendan W Skinner, B.S., Western Michigan University
Bri Wade, Calvin University
Amy Naugle, Ph.D., Western Michigan University

The collegiate student-athlete experience presents unique challenges such as injury and redshirting. While these adversities are common (Wilkes, 2014; NCAA, 2024), limited research examines their impact on student-athlete health and well-being. Substance use is a prevalent concern among collegiate athletes (NCAA, 2024), yet it’s relationship with injury and redshirting remains understudied. The construct of psychological flexibility has been implicated in student-athlete research (Chang et al., 2018; DeGaetano, 2014; Mooney et al., 2024), but not as a protective factor against substance use in this context. This study investigates how injury and redshirting affect substance among NCAA student-athletes and whether psychological flexibility moderates this relationship.
Data were collected cross-sectionally via an online Qualtrics survey and will be analyzed using hierarchical multiple regression to examine main effects and moderation within the model.
Data collection is nearing completion, with analyses to be completed before the ACBS World Conference 2025.
Findings will clarify these relationships and inform interventions for student-athletes (e.g., Acceptance and Commitment Therapy). Implications will be presented for athletic departments and health professionals to better support student-athlete well-being.

21. Effectiveness of a Training Program to Enhance ACT Skills for Occupational Health Professionals

Categories: Professional development, Organizational / Industrial psychology, Competency of practitioner

Components: Original data

Mikihiro Hayashi, M.D., MBA, Certified Psychologist, VisMed Inc.
Kohei Watanabe, Waseda University
Kazuya Inoue, Ph.D., Ritsumeikan University
Tomu Ohtsuki, M.A., Ph.D., Waseda University

The opportunities for training ACT skills for occupational health professionals in Japan are few.
We developed a training program to enhance ACT skills for occupational health professionals in Japan, implemented it for 15 active practitioners with no prior training in ACT, and verified its effectiveness. The program consisted of a 5-hour on-demand video on basic knowledge of ACT, followed by intensive face-to-face training (2 days, 8 hours in total), and monthly case review meetings for 3 months. We also developed the ACT Competency Scale for Occupational Health Professionals.
A one-way analysis of variance was conducted to measure competencies, along with psychological flexibility (AAQ-II) and understanding of ACT (ACT check), before program participation, after the implementation of the intensive program, and three months later, to find a main effect, with multiple comparisons showing a significant increase in the competencies.
Although some limitations can be pointed out, including the reliability and validity of the competency scale, it was confirmed that a face-to-face program improves their competencies as occupational health professionals.

22. Measurement Matters: Applying Precision Teaching Discoveries to Modern Applied RFT Practice

Categories: RFT / RGB / language, Precision Teaching (measurement system)

Components: Conceptual analysis, Original data

Sophie O Steele, M.A., Compassionate Behavior Analysis, LLC.

Precision teaching (PT) can claim itself to be a mature scientific subject fit for the task of analyzing relational operants. It is a thorough system of accurate and precise measurement. PT has made some significant discoveries about operant behavior: (1) all behavior is multiplicative, (2) frequency is a dimension of behavior, (3) all performance features are independent and (4) mastery is quantifiable. Relational frame theory (RFT) argues that the generalized operant responsible for language generativity is arbitrarily derived relational responding (ADRR).
This poster will provide applied data for a novel RFT-protocol to accelerate generative language with participants ages 11-14-years old. This study uses a multiple probe (MPD-days) across behaviors.
Results indicate that RFT and PT offer applied practitioners a comprehensive and feasible system to define, train and measure ADRR.
Applied practitioners who measure ADRR as frequencies charted on semi-logarithmic charts have empirically validated PT discoveries, and provide further support for their generality. Furthermore, RFT and PT offers a therapeutic package in which instruction is individualized according to learning profile metrics (i.e., frequency, celeration and agility).

23. Changing the Narrative: A Contextual Behavioral Science Approach to Colorism

Categories: Social justice / equity / diversity, Behavior analysis, Colorism, Mindfulness, Perspective Taking, Self-Compassion

Components: Original data

Danielle S. Jeudy, Ph.D., BCBA-D, LBA, Navigate Behavioral Health & The Chicago School
Meredith Andrews, Ph.D., The Chicago School

Colorism negatively impacts individuals across various backgrounds. This mixed-method study explored the effects of a perspective taking (PT) and mindfulness intervention on Black women’s self-compassion after experiencing colorism. This study was informed by Contextual Behavioral Science (CBS), particularly Relational Frame Theory (RFT).
A between-group design compared the effects of the PT and mindfulness intervention across an experimental and control group, assessing changes in self-compassionate language. A thematic analysis was also conducted to explore shifts in colorism-related themes from pre- to post-intervention.
Results showed improvements in the frequency of self-compassionate and self-criticizing statements in the experimental group compared to a slight increase in self-compassionate statements and a large increase in self-criticizing statements in the control group. Moreover, the qualitative analysis of the experimental group revealed a shift from feelings of inadequacy and storytelling to themes of pride for skin tone and common humanity and awareness.
Overall, this indicates that the PT and mindfulness intervention successfully enhanced self-compassion and reduced self-criticism in Black women experiencing colorism, providing preliminary support for this approach.

Poster Session #2 - Thursday, July 17, 2:45 p.m. - 3:15 p.m.

1. Using Mindfulness-Based Resources to Support Health Care Professionals in Training: A Qualitative Analysis

Categories: Academics or education, Professional development, Mindfulness

Components: Literature review, Original data

Sulagna Chauhan, Psy.D., Kean University
Chana R Elson, M.A., Kean University
Hallie Katzman, M.A., Kean University
Hannah Blum, B.A., Kean University
Donald R. Marks, Psy.D., Kean University
Jennifer Block-Lerner, Ph.D., Kean University

Students in health professions experience unique stressors and demands. Health care students are at risk for increased burnout, depression, anxiety, (Mladen et al., 2019) and poorer quality of life (Pagnin & De Queiroz, 2015). Mindfulness-based approaches have been utilized to reduce stress, improve well-being, and train health care professionals to be compassionate and patient-centered (e.g., McConville et al., 2017; Sharma & Rush, 2014). However, most research has been conducted within the context of highly-structured interventions.
To address this gap, as part of a larger study, qualitative methods were employed to examine the feasibility and acceptability of a brief mindfulness-based workshop and additional resources to support continued practice. Health care professionals in training (N = 60) were recruited from a college of health at a large state university.
Qualitative findings indicated that participants believed the intervention to be beneficial, and acknowledged challenges such as time constraints, competing responsibilities and skepticism.
Tailoring mindfulness programs to address logistical barriers and offering higher doses of intervention may enhance health care training effectiveness.

2. Perceptions of artificial intelligence in higher education: A contextual behavioral science perspective

Categories: Academics or education, Mobile or digital technology, Human adaptation

Components: Original data

Sue Kim, M.A., University of Western Ontario
Albert Malkin, Ph.D., University of Western Ontario
Daniel Ansari, Ph.D., University of Western Ontario
Nicole Neil, Ph.D., University of Western Ontario
Mark Daley, Ph.D., University of Western Ontario

Generative Artificial Intelligence (GenAI), such as ChatGPT, is drastically changing the educational landscape, including instruction and subsequent practice grounded in functional contextualism.
This study examined the interplay between technological advancements and human adaptation by exploring university students’ (n = 580) and instructors’ (n = 54) perceptions of GenAI through online surveys.
Results revealed that while both students and instructors have positive emotional responses and attitudes toward GenAI, they are also concerned about the ethical and practical challenges associated with GenAI. Notably, instructors demonstrated greater skepticism towards GenAI, stronger endorsement of GenAI use for teaching and grading, lower optimism about institutional and instructor readiness for GenAI implementation, and lower sensitivity to peers’ use of GenAI.
Implications for incorporating GenAI into instruction on contextual behavioral science, to ultimately enrich students’ learning and instructors’ teaching and research practices in higher education will be discussed.

3. The Cultural Adaptation and Implementation of an ACT Intervention for Perinatal Mental Health Conditions

Categories: Clinical intervention development or outcomes, Health / behavioral medicine, Perinatal Mental Health

Components: Original data

Cerith Waters, DClinPsy, Ph.D., Cardiff and Vale University Health Board and Cardiff University; Cardiff University
Claire Traylor, Nursing Credential, Cardiff and Vale University Health Board; Cardiff University
Nicholas Pang, MBBS, HUMS
Nurfarahin Binti Musa, MBBS, HUMS, Sabah
Corine Tangau, MBBS, HUMS
Jennifer Berrett, DClinPsy, Cardiff and Vale University Health Board and Cardiff University

The prevalence of perinatal mental health (PNMH) conditions is higher in low-to-middle income countries (LMICs). However, the evidence base for the acceptability and effectiveness of psychological interventions for PNMH conditions in LMICs is limited. We assessed the cultural adaptation and implementation of an online-delivered ACT intervention for PNMH (ACT-for-PNMH) in Malaysia.
The Cultural Adaptation (Rogers, 1995) and Ecological Validity (Bernal et al., 2009) models informed the adaptation of ACT-for-PNMH. Participants were pregnant/postnatal women and clinical staff who facilitated the intervention. Outcomes included treatment adherence and psychometric measures. Semi-structured interviews were conducted with perinatal women (Nf5) and staff (Nf7). Data was analysed using Thematic Analysis.
Analysis of facilitator interview data identified five core themes: ‘Facilitator skill’; ‘The complexity of translation’; The on-line environment’; ‘Facilitator’s alignment with ACT’ and ‘Understanding the cultural context around mothers’. 71% of women (17/24) completed treatment.
The cultural adaptation process has supported the delivery of ACT-for-PNMH within healthcare settings in Malaysia, enabling access to an evidence-based psychological intervention for women with PNMH conditions.

4. Third Wave Therapies for Perinatal Loss: A scoping review

Categories: Clinical intervention development or outcomes, Health / behavioral medicine, Perinatal loss

Components: Literature review

India Galanti, Cardiff University
Sarah Douglass, DClinPsy, Cardiff and Vale University Health Board and Cardiff University
Jennifer Berrett, DClinPsy, Cardiff and Vale University Health Board and Cardiff University
Janina Parry, B.Sc., Cardiff University

Perinatal loss can lead to considerable psychological distress, including anxiety, depression, complicated grief and post-traumatic stress. Organisations highlight how third wave therapies such as ACT may be helpful for parents and their experience of grief following perinatal loss. To date, there has been no review of third-wave therapies in the area of perinatal loss. Accordingly, a scoping review was conducted exploring the use of third wave therapies within the area of perinatal loss.
PRISMA guidelines were followed, with double reviewers throughout all stages of the reviewing process. Descriptive study data was extracted.
Six studies were identified; study designs included case studies and non-randomised controlled studies. Studies were based in China (n=1), Iran (n=1), and India (n=4). All studies evaluated mindfulness-based interventions. Studies found reductions in perinatal grief (including difficulties coping with grief), perceived stress and depressive symptoms.
Whilst results provide preliminary support for the effectiveness of mindfulness-based interventions in supporting parents following perinatal loss, the literature is scant and empirical rigour is lacking. Directions for future research are discussed.

5. ACT-for-Pregnancy After Loss: A pilot study of an ACT based group intervention

Categories: Clinical intervention development or outcomes, Health / behavioral medicine, Perinatal loss

Components: Original data

Jennifer Berrett, DClinPsy, Cardiff and Vale University Health Board and Cardiff University
India Galanti, Cardiff University
Cerith Waters, DClinPsy, Ph.D., Cardiff and Vale University Health Board and Cardiff University; Cardiff University
Sarah Douglass, DClinPsy, Cardiff and Vale University Health Board and Cardiff University

Approximately 15-25% of parents will experience symptoms such as anxiety, depression and post-traumatic stress following perinatal loss. Although the evaluation of psychological interventions is limited, there is a growing evidence base for the implementation of mindfulness-based interventions following perinatal loss. The aim of the current study is to evaluate a novel ACT intervention for parents who have experienced perinatal loss.
This pilot study evaluated a 10-week, group-delivered ACT intervention for parents who are pregnant after loss (ACT-for-PAL). Outcomes included treatment adherence and psychometric measures. In-person and end of intervention questionnaires assessed acceptability. Data was analysed using thematic analysis.
5 women participated in the pilot group. Gestation when starting the group was between 10-28 weeks of pregnancy. Previous bereavement were all above 17 weeks gestation. Preliminary analysis suggests ACT-for-PAL is feasible, safe and acceptable.
Preliminary results suggest ACT-for-PAL is feasible, safe and acceptable as an intervention to support parents who have experienced the death of a baby. Due to the small, pilot sample size, further group delivery is recommended to capture the effectiveness of ACT-for-PAL.

6. The attitudes and preferences of veterans regarding therapeutic concepts, language, and goals

Categories: Clinical intervention development or outcomes, Mobile or digital technology, Veterans

Components: Original data

Karly Daigle, University of Louisiana at Lafayette
Ezgi Söymen, M.S., Acıbadem University
Wesley Malvini, M.S., University of Louisiana at Lafayette
Joseph Brewer, M.A., University of Texas at Tyler
Lindsay Lange, M.A., M.S., University of Texas at Tyler
Jessica Criddle, M.S., Louisiana Contextual Science Research Group; Positive Development, Inc.

Acceptance, mindfulness, and self-compassion (AMSC) therapies have been found to be helpful for many psychological sequelae common in Veterans (Wisco et al., 2022). However, many Veterans do not engage in these treatments due to cultural attitudes and beliefs (Fischer et al., 2021) and treatment drop-out rates are high, indicating the need for adaptations for ongoing client engagement (Teich et al., 2017). This study explores Veterans' experiences with AMSC and related therapies to identify barriers to engagement for improving future digital interventions.
A crowdsourced sample of Veterans (n = 47) were given a survey and self-guided interview. Survey questions included ratings of therapeutic concepts and terminology, current coping mechanisms, and preferred treatment goals.
Results indicated a variety of attitudes and preferences, and quantitative results will be presented and discussed.
Results will provide a deeper understanding into sociocultural mechanisms that influence engagement, and provide a deeper understanding of cultural barriers to treatment. We anticipate that the current study will inform adaptations that consider the specific needs and preferences of Veterans to support their aims.

7. Examining the association between PBAT and DASS-21 parameters

Categories: Clinical intervention development or outcomes, Depression, Anxiety and Stress, Process-Based Assessment Tool

Components: Original data

Sotia Nestoros, B.A., University of Cyprus
Katerina Georgiou, M.Sc., University of Cyprus
Maria Karekla, Ph.D., University of Cyprus

Process-based approaches, such as Process-Based Therapy (PBT), focus on personalizing therapy by targeting change processes relevant to clinical interventions. The Process-Based Assessment Tool (PBAT) is built on the principles of PBT and aims to thoroughly and longitudinally examine processes of change by assessing variation, selection, and retention of behavior. The Depression, Anxiety and Stress Scales (DASS-21) is a questionnaire designed to assess depression, anxiety, and stress.
The purpose of this poster is to highlight the connections between the PBAT and the DASS-21.
Our results indicate that positive behaviors, as presented in the PBAT, show negative correlations with the DASS-21, while negative behavior items included in the PBAT, exhibit positive correlations with the DASS-21. There is a correlation between negative behaviors and high scores on the DASS -21.
These findings imply that negative behaviors are associated with worse outcomes (i.e., depression, anxiety and stress), while positive behavior are associated with better outcomes as presented in the DASS-21.

8. Telehealth ACT Group for Older Veterans with Pandemic-Related Social Isolation, Loneliness, and Anxiety

Categories: Clinical intervention development or outcomes, Telehealth, Older Adults

Components: Original data

Valerie Luskey, BS, University of Alabama
M. Lindsey Jacobs, Ph.D., MSPH, ABPP, The University of Alabama
Teresa A Granger, Ph.D., Tuscaloosa Veterans Affairs Medical Center
Amber N Collins, M.S., Tuscaloosa Veterans Affairs Medical Center
Hannah Apostolou, M.A., The University of Alabama
Rebecca S Allen, Ph.D., ABPP, The University of Alabama
Lori Davis, M.D., Tuscaloosa Veterans Affairs Medical Center

Older adults are at an increased risk for social isolation, loneliness, and undetected and unmanaged anxiety. The COVID-19 pandemic exacerbated these issues.
Our study investigated the feasibility and acceptability of group-based telehealth acceptance and commitment therapy (ACT) that was modified to address pandemic-related isolation, loneliness, and anxiety. Fifteen Veterans participated in a 10-session ACT telehealth intervention in groups of four to five. Twelve participants (92% Black and 8% White) aged 62 to 74 (M=67) completed a post-intervention qualitative interview focused on their experience of the intervention and telehealth-delivery.
Data were analyzed using thematic analysis, resulting in the following themes: 1) positive impacts (increased connection to others and sense of committed action), 2) new knowledge and perspectives (importance of knowing one’s values and the utility of mindfulness), 3) acceptability of telehealth, and 4) telehealth barriers specific to the older population.
In summary, Veterans reported experiencing meaningful benefits from the ACT group intervention and had a positive regard for telehealth overall but emphasized the need for on-site technology support throughout the duration of the intervention.

9. Metaphor delivery and participant-rated helpfulness, comprehensibility, memorability, and psychological flexibility

Categories: Clinical intervention development or outcomes, RFT / RGB / language, Metaphor, RFT

Components: Conceptual analysis, Literature review, Original data

Federico Miggiano, Intern, UCD
Ella Joyce, Research Assistant, UCD
Louise McHugh, Ph.D., UCD
Alison Stapleton, Ph.D., C. Psychol. Ps.S.I., University College Dublin

Some research has examined whether metaphor delivery factors impact participant-rated comprehensibility and psychological flexibility. Building on this, the present study tests whether participant-rated helpfulness, comprehensibility, memorability, and psychological flexibility differs based on whether metaphors (chessboard, fingertrap, compass) were delivered experientially or didactically.
89 participants were randomly assigned to either an experiential (n = 42) or a didactic (n = 43) delivery of metaphors drawn from acceptance and commitment therapy, with participant-report collected pre- and one-week post metaphor delivery. Metaphors targeted self-as-context (chessboard), acceptance (fingertrap), and values (compass).
Overall, participants understood and remembered the intended functions of the metaphors. No significant differences were found between conditions for helpfulness, comprehensibility, and psychological flexibility. Content analysis revealed no differences between the conditions in terms of memorability.
Although the present measures of metaphor helpfulness, comprehensibility, memorability, and psychological flexibility may lack precision, the present findings have important implications for clinical practice (i.e., whether clinicians require physical props in-session). Further research is required to determine whether knowledge of therapeutic techniques impacts delivery.

10. Is defusing from self-limiting self-stories useful for adults with ADHD?

Categories: Clinical intervention development or outcomes, Processes of change, ADHD, Neurodivergence, Defusion, RFT

Components: Conceptual analysis, Literature review, Original data

Isabelle Murphy, HDip Psychol, Dublin Business School
Alison Stapleton, Ph.D., C. Psychol. Ps.S.I., University College Dublin

Preliminary research suggests that acceptance and commitment therapy (ACT) beneficially impacts psychological wellbeing among adults with ADHD. However, it is unclear which ACT processes, if any, contribute to this beneficial impact. The present study examines whether defusion exercises impact participant-rated self-compassion, psychological flexibility, and cognitive fusion.
164 participants (74.4% ADHD, 25.6% non-ADHD) completed self-compassion, psychological flexibility, and cognitive fusion measures, before completing defusion exercises relevant to self stories. The test battery was completed immediately post-intervention and two weeks later.
Preliminary analyses revealed that both formally diagnosed and self-identifying ADHD participants reported significantly lower levels of psychological flexibility at baseline. In addition, psychological flexibility was higher immediately post-intervention across the entire sample. Finally, cognitive fusion and state self-compassion showed immediate improvements.
Brief defusion exercises display short-term benefits in participant-rated self-compassion, psychological flexibility, and cognitive fusion. Adults with ADHD may report lower levels of psychological flexibility, however, more research is needed to determine the effectiveness of targeting psychological flexibility in the longer term.

11. Acceptance and Commitment Therapy for Survivors of Sexual Assault: A Review of the Literature

Categories: Clinical intervention development or outcomes, Survivors of Sexual Assault

Components: Literature review

Francesca Bellisario, M.A., The Michigan School of Psychology
Rebecca R Cenusa, M.A., Michigan School of Psychology
River Farrell, Psy.D., Michigan School of Psychology

The purpose of this project is to examine the existing literature regarding the use of Acceptance and Commitment Therapy (ACT) with survivors of sexual assault to better facilitate an understanding of ACT’s efficacy and effectiveness when used in this population.
A review of the available literature on utilizing ACT with survivors of SA was conducted. A summary, critique, and call for further research is presented.
Fifteen pieces of relevant literature were analyzed for themes, including several broader trauma-focused resources due to the limited available research on specifically using ACT with SA survivors. Results indicated that ACT increased a person's ability to maintain contact with the present moment, thus decreasing experiential avoidance.
Literature repeatedly mentions the high dropout rates of many treatments as usual interventions due to intensity, while ACT has a lower dropout rate, possibly due to the formation of skills. The implications of this fact, provide support for utilizing ACT either as individual intervention or in adjunct to treatment as usual.

12. Cognitive Functioning and Education as Moderators of ACT Outcomes in Patients with Metastatic Breast Cancer

Poster file

Categories: Clinical intervention development or outcomes, Health / behavioral medicine, Moderators of ACT

Components: Original data

Megan F. Noonan, B.S., Indiana University Indianapolis
Ashley Lewson, M.S., Indiana University Indianapolis
Shieun Lee, Ph.D., Indiana University Indianapolis
Stella Snyder, M.S., Indiana University Indianapolis
Shelley A Johns, Psy.D., ABPP, Indiana University Indianapolis, Regenstrief Institute Inc.
Catherine E Mosher, Ph.D., Indiana University Indianapolis

Acceptance and Commitment Therapy (ACT) requires understanding abstract concepts, such as mindfulness. Cognitive functioning and educational attainment may moderate ACT’s effects yet remain largely unexamined. Thus, this study examined whether baseline self-reported cognitive functioning and years of education moderated ACT’s effects on fatigue interference and depressive symptoms in patients with metastatic breast cancer.
Patients (Nf250) were randomized to six weekly sessions of ACT or education/support, and outcomes were assessed up to 6 months post-intervention.
Results of multilevel models indicated that cognitive functioning did not significantly moderate ACT’s effects on outcomes. Whereas education did not moderate ACT’s effect on fatigue interference, it significantly moderated ACT’s effect on depressive symptoms (b=-0.71, p=0.04). A pick-a-point analysis showed that for patients with lower education (one standard deviation below the mean), higher depressive symptoms were reported in the ACT condition than in the education/support condition (b=2.69, p=0.04). No significant differences between conditions emerged for those with average or higher education.
While differences between study conditions were small, findings suggest a need to enhance ACT’s accessibility for patients with lower education.

13. Universal Brief Online ACT for University Students: A Randomized Controlled Trial

Categories: Clinical intervention development or outcomes, Health / behavioral medicine, Digital ACT

Components: Original data

So Sugita, BSc, Waseda University
Kazuya Inoue, Ph.D., Ritsumeikan University
Tomu Ohtsuki, M.A., Ph.D., Waseda University

Universal interventions are recommended to reduce the general burden of psychological distress and support early prevention of mental health problems. This study evaluated the efficacy of a brief digital self-help ACT.
Forty-three undergraduate students without a prior psychiatric diagnosis were randomly assigned to a two-week ACT (n=22) or a waitlist control group (n=21). The intervention consisted of seven 5-minute psychoeducational videos covering the six core processes of ACT. Participants’ knowledge of the psychological flexibility model (PF) and ACT (ACT Check: Inoue et al., 2023), psychological inflexibility (PI: AAQ-II: Shima et al., 2013), and psychological distress (K6: Prochaska et al., 2012) were measured.
No significant differences between the two groups at post-intervention for knowledge of PF (d=0.86, 95% CI -0.10 to 1.83), PI (d=-0.22, 95% CI -1.20 to 0.75), or distress (d=-0.18, 95% CI -0.67 to 0.31). However, greater knowledge of PF predicted lower PI (b=0.76, t(41)=3.09, p=.004), and in turn, distress (b=0.40, t(41)=6.40, p<.001) at post-treatment.
Although the intervention effects were not found, the findings support the role of processes targeted by the intervention.

14. Are you willing to restructure your thoughts on defusion for depression?

Categories: Clinical intervention development or outcomes, Processes of change, ACT, CBT, Depression, Cognitive restructuring, Willingness, Defusion, Component, Depression, Process

Components: Original data

Ella P Kerr, Southern Illinois University
Andrew Wall, M.S., Southern Illinois University
Hannah M Johnson, B.S., Southern Illinois University
Houston Howard, M.S., Southern Illinois University
Eric Lee, Ph.D., Southern Illinois University

CBT and ACT are both effective treatments for depression Cognitive Restructuring and Cognitive Defusion both reduce depression Lack of research on willingness Do they work through the same processes?
The sample included 91 participants, with 47 in the cognitive restructuring (CR) condition and 44 in the defusion/willingness (D/W) condition. Participants completed a one-week daily thought record targeting an unwanted core belief. Data were analyzed using multilevel modeling (MLM).
PHQ-9: Depression Symptoms Condition: F(1, 89.0)=4.35, p=0.04 Time: F(1, 87.6)=112.14, p< 0.001 Time x Condition: F(1, 87.6)=0.49, p=0.485 CR: g=1.63; D/W: g=1.23 CCTS-SR: Cognitive Change Condition: F(1, 89.2)=0.03, p=0.85 Time: F(1, 89.2)=74.53, p<.001 Time x Condition: F(1, 89.2)=0.08, p=0.78 CompACT: Openness to Experience Condition: F(1, 88.1)=0.06, p=0.81 Time: F(1, 86.7)=2.49, p=0.12 Time x Condition: F(1,86.7)=0.81, p=0.37
CR and D/W both reduced depression from pre- to post-treatment, with CR showing significantly lower depression at post-treatment. Both approaches operate through reductions in automatic thoughts and core belief change. ACT processes may be harder to understand, apply, and measure.

15. Investigating Healthcare Providers Knowledge of Trichotillomania Diagnosis, Treatment and Recommendations

Categories: Health / behavioral medicine, Dissemination or global health strategies, Trichotillomania, Healthcare Providers, Health psychology, BFRBs

Components: Original data

Ella P Kerr, Southern Illinois University
Hannah M Johnson, B.S., Southern Illinois University
Houston Howard, M.S., Southern Illinois University
Eric Lee, Ph.D., Southern Illinois University

Despite their prevalence, BFRB research is limited compared to other clinical disorders. A unique aspect of trichotillomania is it's physical presentation, which may lead individuals with trichotillomania to seek medical rather than psychiatric care. This study examines healthcare professionals' knowledge of trichotillomania and their treatment recommendations. Using vignettes with diverse presentations, it will assess providers' diagnostic accuracy. Participants will answer questions to gauge their familiarity with trichotillomania, including diagnosis, treatment, and general knowledge.
This study will compare knowledge scores across experience levels. Participants will be categorized by years of experience and assessed on vignette response accuracy. Each participant will receive an overall knowledge score, and a one-way ANOVA will test for significant differences based on experience.
As the study is still ongoing, results are not yet available. Data is anticipated to be collected in late spring, findings will be reported in time for the conference presentation.
Pending data collection and analysis, the discussion may address collaboration between physical and mental healthcare, healthcare worker training, and barriers or pathways to optimal care for patients with TTM.

16. Public Perceptions of Exposure and Response Prevention for Obsessive-Compulsive Disorder

Categories: Dissemination or global health strategies, Exposure Therapy

Components: Original data

Hannah M Johnson, B.S., Southern Illinois University
Andrew Wall, M.S., Southern Illinois University
Myles Arendtson, M.A., Southern Illinois University
Houston Howard, M.A., Southern Illinois University
Ella Kerr, B.S., Southern Illinois University
Eric Lee, Ph.D., Southern Illinois University

Despite the established efficacy of exposure and response prevention for obsessive-compulsive disorder, it is commonly underutilized by practitioners due to misconceptions and fears about negative outcomes. However, it is unknown if the general population holds similar misgivings.
The current study attempted to gauge public perceptions of exposure and response prevention for obsessive-compulsive disorder using a series of surveys and vignettes in an online sample (n = 495).
Half of the sample was unfamiliar with exposure and response prevention. Respondents rated exposure effectiveness below many alternate interventions, some of which have been shown to exacerbate obsessive-compulsive symptoms. In general, participants viewed the examples of exposure therapy as traumatizing, dangerous, unethical, and ineffective at treating obsessive-compulsive disorder. These views were consistent for exposures related to contamination, responsibility for harm, and unacceptable thoughts, but not for “not just right” experiences.
These results highlight the importance of efforts to inform the public of evidence-based treatments for obsessive-compulsive disorder.

17. Observing Body-Focused Repetitive Behaviors Through an Idiographic Lens Using Network Analysis

Categories: Methods/approaches for individual variation, Body-Focused Repetitive Behaviors

Components: Original data

Hannah M Johnson, B.S., Southern Illinois University
Ella Kerr, B.S., Southern Illinois University
Eric Lee, Ph.D., Southern Illinois University
Houston Howard, M.A., Southern Illinois University

Body-focused repetitive behaviors (BFRBs) are a class of behaviors including problematic hair pulling, skin picking, nail biting, and lip and mouth chewing. The current study utilized idiographic observational methods to investigate the internal cognitive and emotional processes and functioning of individuals with BFRBs.
Five women participants with BFRBs of varying severities participated in the study. Data was collected multiple times per day over the course of two weeks. Contemporaneous network analysis was conducted for each individual which examined the role picking/pulling had on functioning and internal states.
The results provide a unique picture of each participant and demonstrate the heterogeneity found within BFRBs processes. Unique manifestations include (a) cognitive anxiety and experiential avoidance, (b) pulling to reduce physical sensations of anxiety (c) shame and trance-like episodes (d) impulsivity, and (e) perfectionism and distress intolerance.
The results of this study indicate the unique variability of individuals with BFRBs and the mechanisms maintaining pathology, thus giving support for the individualization of assessment and treatment of BFRBs.

18. A Thematic Analysis of College Students’ Concerns Expressed in Reflective and Standard Journaling Conditions

Categories: Health / behavioral medicine, Processes of change, College Students

Components: Conceptual analysis, Original data

Hannah Blum, Psy.D., Kean University
Louly Kaplan, Psy.D., Kean University
Shira Pollack, Psy.D., Kean University
Ashley Taylor, Psy.D., Kean University
Jonah D McManus, M.S., Kean University
Jennifer Lerner, Ph.D., Kean University
Donald Marks, Ph.D., Psy.D., Kean University

Academic and personal stress can jeopardize college students’ psychological well-being and academic performance (Grimes & Binder, 2021). It is crucial to understand what is contributing to this psychological distress and explore different avenues to relieve it.
In this study, we use Braun and Clarke’s (2006) six-step thematic analysis process to identify recurring patterns and themes among college students who participated in reflective journal writing that also aimed to foster psychological flexibility processes (Hayes et al., 2006). Through an analysis of 39 journal entries, gleaned from responses to a reflective journaling prompt or a standard journaling prompt, researchers coded and compared themes from the intervention and control groups.
Psychological States, Quality of Relationships and Work-Life Balance were the themes identified. The discussion of individuals’ psychological states occurred significantly more often in the experimental condition, with no noticeable differences among the other themes.
Our findings convey nuance about emotions and will guide research to further inform prevention and intervention to aid in the wellbeing of college students.

19. Effect of AI-selected mobile cognitive behavioral therapies on nurse burnout: A randomized controlled trial

Categories: Mobile or digital technology, Health / behavioral medicine, AI, Health professional, Mindfulness, ACT

Components: Original data

Gumhee Baek, M.S., Ewha Womans University
Yeongeun Kim, M.S., Dongnam Institute of Radiological & Medical Science
Chiyoung Cha, Ph.D., FAAN, RN, Ewha Womans University

This study evaluated the effectiveness of a four-week AI-selected cognitive behavioral therapy (CBT) to reduce nurse burnout.
In this randomized controlled trial, 125 nurses participated in the study (experimental = 62, control = 63) between October 2024 and January 2025. Burnout, job stress, stress response, and coping strategies were measured. Data analysis used t-tests and RMANOVA with job stress and stress response as covariates. Interview data from five participants were analyzed using thematic content analysis.
The experimental group showed significantly reduced client-related (F = 7.548, p = .007), personal (F = 6.533, p = .012), and work-related burnout (F = 38.194, p < .0001); job stress (t = 3.724, p < .0001); and stress response (t = 2.787, p = .007). Qualitative findings indicated that participants had confidence in the selection of CBTs by the AI algorithm.
This study suggests that AI-selected mobile CBT can mitigate nurse burnout while improving job stress and stress response. Future research should explore the sustainability of these effects and optimize intervention duration to enhance engagement and impact.

20. Well-Being and Working Skills Among University Staff: Investigating the Impact of an Online ACT-based Program - Junior Investigator Poster Award Recipient

Poster file

Categories: Organizational / Industrial psychology, Academics or education, Psychological flexibility, Working skills, Occupational well-being, ACT

Components: Original data

Veera S Lampinen, M.Sc., University of Helsinki
Viktoria Balla, Ph.D., University of Helsinki
Nina Katajavuori, Ph.D., University of Helsinki
Henna Asikainen, Ph.D., University of Helsinki

While university staff face significant stressors impacting both their well-being and student outcomes, their mental health remains largely overlooked compared to student mental health (Hammoudi et al., 2023; Meeks et al., 2023). Acceptance and Commitment Therapy interventions show promise in supporting well-being through psychological flexibility, but their effectiveness in academic staff settings remains unclear.
85 employees of University of Helsinki staff (age: M=44.78, SD=9.17) participated in an online self-guided and self-paced ACT-based intervention. Participants’ psychological flexibility, mental well-being, perceived stress, burnout, organized work skills and procrastination were measured at pre- and post-intervention with weekly engagement measures and qualitative answers regarding their well-being and course content.
Paired samples t-tests revealed significant decreases in participants’ psychological flexibility (t(84)= -3.83, p<.001) and procrastination (t(84)= -2.65, p<.05.) from pre-intervention to post-intervention. Increased psychological flexibility was associated with increased mental well-being (r(83)= 0.35, p=.001) and decreased perceived stress (r(83)=-0.34, p=.001). Further mixed methods analyses will be conducted for the conference.
These results suggest a self-guided ACT intervention can improve psychological flexibility, but long-term follow-ups are needed to investigate long-term change.

21. The Roles of Experiential Avoidance and Difficulties in Emotion Regulation in the Interpersonal Process of Intimacy

Categories: Interpersonal Process Model of Intimacy

Components: Original data

Daniel Maitland, Ph.D., University of Missouri - Kansas City
Sarah L.A. Welte, B.A., University of Missouri-Kansas City

According to the interpersonal process model of intimacy, closeness forms through a reciprocal dyadic process of self-disclosure and responsiveness. Behaviors used for emotional regulation can hinder this process. One such class of behaviors, experiential avoidance, occurs when individuals avoid engaging with distressing internal experiences such as thoughts, feelings and emotions. Experiential avoidance may impact willingness to engage in vulnerability and effectiveness of responding to others vulnerability. Limited research has explored these phenomena together. The current study sought to address the gap in literature.
Eighty-one participants completed a modified version of Aron et al’s (1997) fast friends' procedure. Participants and research assistants engaged in forty-five-minute conversation increasing in potential vulnerability as conversation progressed. Before the experiment, participants completed measures of experiential avoidance and difficulties in emotional regulation. Participants reported vulnerability, responsiveness, and interpersonal closeness before, at midpoint, and after completion.
MLMED and PROCESS SPSS macros will present mediation and moderation analysis.
Results will be discussed focusing on the role of emotional regulation and experiential avoidance in the different facets of the interpersonal process model of intimacy.

22. Exploring the Impact of Values Clarification and Self-Compassion on Mental Health Self-Stigma - Junior Investigator Poster Award Recipient

Categories: Clinical intervention development or outcomes, Processes of change, Mental Health Stigma

Components: Original data

Sara V White, M.A., University at Albany, SUNY
Leah R Howard, M.A., University at Albany, SUNY
Te'Airra DeCount, B.A., University at Albany, SUNY
John P Forsyth, Ph.D., University at Albany, SUNY

Mental health self-stigma (MHSS), or internalized negative public attitudes toward those with mental health conditions, is associated with detrimental outcomes. Increasing research has focused on self-compassion-based interventions aimed at reducing MHSS. Although self-compassion may be an important mechanism of change, individuals high in MHSS may experience frames of opposition when engaging in compassionate self-talk. Thus, research ought to investigate alternative ways to generate self-compassion. Clarifying one’s personal values may benefit individuals high in MHSS by providing self-affirmation, thus producing greater self-compassion without evoking resistance.
The present study evaluated whether self-compassion mediates relations between values clarification and MHSS. Undergraduates (N =906, Mage = 18.65) completed measures including, the Self-Stigma of Seeking Psychological Help Scale, Self-Compassion Scale, and Multidimensional Psychological Flexibility Inventory.
As anticipated, greater contact with values predicted lower MHSS (B= -1.27, SE=.21, p < .001). Yet, this relation was partially mediated by self-compassion (B-.25, SE=.09, 95% CI= [-.44, -.07]).
Our findings suggest that both contact with values and self-compassion may be relevant to reducing MHSS. Clinical implications and future directions will be discussed.

23. Self-Transcendence and Self-As-Context Mediate Relations Between Depression and Life Satisfaction

Categories: Processes of change, Clinical intervention development or outcomes, Self-Transcendence

Components: Original data

TeAirra Decount, B.A., University at Albany, State University of New York
Sara V White, M.A., University at Albany, SUNY
Leah Howard, M.A.
John P Forsyth, Ph.D., Professor of Psychology

Depression involves the unhelpful dominance of negative self-evaluations (e.g., “I am worthless”), leading to reduced well-being. In contrast, self-transcendence (ST) and self-as-context (SAC) are regarded as complex relational constructs, allowing individuals to defuse from self-conceptualizations and view oneself in a broader context. Shared qualities of ST and SAC may promote well-being and reduce distress associated with negative self-evaluations.
The present study examines SAC and ST in a single model. Undergraduates (Nf906, Mage=18.65) completed the Questionnaire on Self-Transcendence, Multidimensional Psychological Flexibility Inventory, Depression Anxiety and Stress Scale, and Satisfaction with Life Scale. SAC and ST were evaluated as mediators between depression and life satisfaction.
Bivariate correlations showed a strong association between SAC and ST (r=.60). Regression analyses indicated depression inversely predicted life satisfaction (B=-.43, S.E.=.02, p<.001). Relations between depression and life satisfaction were further partially mediated by SAC (B=-.02, 95% C.I.=[-.03, -.01]) and ST (B=-.03, 95% C.I.=[-.04, -.01]).
Findings demonstrate both shared and distinct features of SAC and ST, underscoring their potential to mitigate distress and promote well-being. Clinical and theoretical implications are discussed.

24. The Mindful Resiliency in Recovery Model: Empowering the Transcendence of Stigma

Categories: Theory and philosophical foundations, Clinical intervention development or outcomes, Mindfulness

Components: Conceptual analysis, Literature review

David "Ikela" I.K. Moniz-Lewis, M.S., University of New Mexico

Mindfulness-based interventions (MBIs) effectively treat substance use disorders (SUDs) and reduce internalized stigma, with seemingly unique benefits for marginalized populations relative to "second-wave" approaches. The Mindful Resiliency in Recovery Model (MRRM) is a novel theoretical framework that clarifies how MBIs foster resilience and reduce internalized stigma in SUD recovery among marginalized individuals.
This narrative review synthesizes empirical literature to support the MRRM’s core premises of how MBIs reduce internalized-stigma and foster resilience. The review (January–May 2024) included only peer-reviewed studies from PubMed and PsycINFO, excluding grey literature.
Preliminary evidence supports the MRRM. MBIs reduce internalized stigma and shame in SUDs via processes like psychological flexibility, acceptance, and self-compassion. The MRRM posits that contextual factors moderate these effects, though evidence is limited; though, MBIs enhance contextual factors (e.g., recovery capital) in recovery.
The MRRM optimizes MBIs to help marginalized individuals transcend stigma and actualize well-being. It guides clinical adaptations and offers testable hypotheses of MBI efficacy. While additional research is needed, particularly on contextual moderation, the MRRM informs tailored, contextually-sensitive interventions to foster resilience in recovery.

Poster Session #3 - Friday, July 18, 2:45 p.m. - 3:15 p.m.

1. Functional assessment training to improve psychology students’ skills in assessing clients’ experiential avoidance

Poster file

Categories: Academics or education, Professional development, Functional assessment, Training, Experiential avoidance, Psychology students

Components: Original data

Masanori Matsukawa, M.A, Graduate School of Psychology, Doshisha University, Japan
Aiko Ohya, Ph.D., Faculty of Psychology, Doshisha University, Japan

Functional assessment of a client’s experiential avoidances (EAs) is crucial for effective psychotherapy outcomes. This study examined whether functional assessment training for psychology students enhances their ability to identify clients’ EAs.
Thirty psychology students were divided into experimental (17) and control (13) groups. The experimental group performed an ABC analysis using fictitious client lines. Conversely, the control group was asked to imagine the scenes in the photographs. Students’ skills were evaluated through their detailed descriptions of clients’ EAs in the videos at pre-intervention, post-intervention, and follow-up after one week. The questionnaires FFMQ and TSSQ were also administered at the same three points.
The experimental group showed a significant improvement in providing correct descriptions of clients’ EAs (from pre- to post-intervention: p = .012, d = .61, and from pre-intervention to follow-up: p = .004, d = .74). By contrast, no significant improvement was observed in the control group (p = .777, ηp2 =.01, n.s.) and the questionnaires.
The results suggest that functional assessment training enhances psychology students’ EA assessment skills directly.

2. Why We Hide: Self-Concealment, Rule-Governed Behavior, and Loneliness in Emerging Adults

Categories: Processes of change, Clinical intervention development or outcomes, Self-Concealment, Psychological Flexibility, Loneliness, Rule-Governed Behavior.

Components: Original data

Ruta Shashikant Dighe, B.S., University of Texas-Tyler

Loneliness is associated with negative mental and physical health outcomes, particularly in young adults (Surgeon General, 2023; Lim et al., 2020). Self-concealment, or the tendency to withhold distressing personal information, may function as a form of experiential avoidance, contributing to persistent social disconnection (Larson et al., 2015). Within a contextual behavioral science (CBS) framework, psychological inflexibility and rule-governed behavior—especially pliance—are key processes that may explain these patterns (Kashdan & Rottenberg, 2010; Kelly et al., 2022).
Undergraduate students (N = 306; data collection ongoing) completed validated self-report measures assessing loneliness (UCLA-LS), self-concealment, psychological inflexibility (MPFI), and rule-governed behavior (GPQ-9). Participants also engaged in a gratitude writing task and indicated whether they shared their letter, providing a behavioral indicator of social openness.
Preliminary analyses suggest positive associations between self-concealment, pliance, psychological inflexibility, and loneliness. Mediation analyses will examine psychological inflexibility as a pathway linking self-concealment to loneliness.
These findings may highlight behavioral processes contributing to social isolation and inform low-cost, process-based interventions to reduce loneliness by promoting psychological flexibility and values-consistent social behavior.

3. Tracking as Social Adaptability: How Context-Responsive Behavior Predicts Social Connection

Categories: Behavior analysis, Processes of change, Tracking, Psychological Flexibility, Loneliness, Social Connection, Rule-Governed Behavior

Components: Original data

Ruta Shashikant Dighe, B.S., University of Texas-Tyler

Social connection is critical for well-being, yet loneliness remains a prevalent issue among young adults (Surgeon General, 2023). Contextual Behavioral Science (CBS) differentiates Tracking (context-sensitive behavior) from Pliance (rigid rule-following for approval; Daks & Rogge, 2020). While excessive Pliance is linked to inflexibility and distress, Tracking may promote social adaptability and openness. This study examines whether higher Tracking predicts lower loneliness, greater psychological-flexibility, and increased social openness.
Participants (N = 306; data collection ongoing) completed measures of Tracking and Pliance (GPQ-9), Loneliness (UCLA-LS), and Psychological Inflexibility (MPFI). A behavioral indicator of social openness was assessed via a gratitude letter-writing task, where participants chose to share or keep their letter private.
Preliminary analyses indicate that Tracking is negatively associated with loneliness and inflexibility. Additionally, individuals with higher Tracking scores were significantly more likely to share their gratitude letter, suggesting greater social openness.
Findings highlight Tracking as a potential resilience factor in social connection. Interventions that promote adaptive, values-based social behavior may enhance well-being and reduce loneliness by encouraging flexible, context-responsive actions rather than rigid social rule-following.

4. The Impact of Self-Compassionate Writing Intervention on Shame and Guilt in College Students

Categories: Clinical intervention development or outcomes, Mobile or digital technology, Self-Compassion, Shame, Guilt, College Students, Mental Health Intervention

Components: Original data

Ruta Shashikant Dighe, B.S., University of Texas-Tyler
Olga Berkout, Ph.D., University of Texas-Tyler

Shame and guilt contribute to psychological distress, increasing the risk of anxiety and depression (Tangney et al., 1994). College students face unique stressors that exacerbate these emotions (Bentley et al., 2018). While traditional interventions are effective, they are often resource-intensive (Schleider et al., 2022). Writing-based interventions, such as self-compassionate letter writing, offer a low-cost, accessible alternative (Wong & Mak, 2016). This study evaluates the efficacy of a brief self-compassionate writing intervention in reducing state-level shame and guilt while enhancing self-compassion.
Students (18+) at a public university participate anonymously via an online platform. Pre- and post-intervention assessments include the State Self-Compassion Scale—Short Form (S-SCS-SF; Neff et al., 2020) and State Shame and Guilt Scale—Short Form (SSGS-8; Cavalera et al., 2017). Participants complete a guided "Letter to My Past Self" exercise.
Data collection is ongoing; however, prior research suggests significant reductions in shame and guilt and increased self-compassion post-intervention (Johnson & O’Brien, 2013).
Findings will contribute to scalable mental health interventions, offering a low-cost alternative for college students experiencing distress (Leary et al., 2007).

5. Can we meaningfully capture self-as-context in natural language?

Categories: Clinical intervention development or outcomes, RFT / RGB / language, RFT, Selfing, Self-as-Context, FSDM

Components: Conceptual analysis, Literature review, Original data

Edoardo Pomponio, Intern, UCD
Ella Joyce, Research Assistant, UCD
Louise McHugh, Ph.D., UCD
Alison Stapleton, Ph.D., C. Psychol. Ps.S.I., University College Dublin

At present, one behavioral measure (i.e., the Functional Self-Discrimination Measure; FSDM) of self-as-context has been developed. However, there is limited research examining the suitability of FSDM self-as-context codes.
For the present study, a convenience sample of adults (n = 53) responded to open-ended questions about the self which were analysed using an adapted version of the FSDM qualitative coding framework. The relationships between quantitative self-reported self-as-context scores (QUEST) and FSDM code frequencies were examined.
Results were largely consistent with theory, with FSDM SX1 variables associated with higher scores on the QUEST ‘Distancing’ subscale and FSDM SX2 variables associated with higher scores on the QUEST ‘Observing’ subscale. Theoretically incongruent findings involving the QUEST ‘Inter-transcendence’ subscale and FSDM self-as-content codes were also found.
Findings are discussed in relation to the suitability of FSDM SX codes and the validity of self-as-context measurement approaches. Findings are further discussed in terms of whether the absence of utterances consistent with SX codes, or indeed the presence of utterances disagreeing with SX codes (e.g., "I am my thoughts"), are clinically useful.

6. Postpartum Mental Health Treatment Through Acceptance and Commitment Group Therapy in a Collaborative Care Model

Poster file

Categories: Clinical intervention development or outcomes, Academics or education, Postpartum Mental Health

Components: Original data

Gloria Petruzzelli, Psy.D., University of California, Davis, Department of Psychiatry and Behavioral Sciences

One in five postpartum women experience perinatal mood and anxiety disorders (PMADs), which, if untreated, pose long-term risks to maternal and child health. Access to timely and adequate care during the postpartum period is critical.
Six postpartum women were referred to participate in the 8-week ACT group. Five completed the full intervention. Participants were referred through the Women’s Mental Health Team, a multidisciplinary team consisting of psychiatrists, psychiatry residents, and a psychologist.
Findings support the integration of ACT into standard postpartum care models and the importance of a collaborative care framework. Participants indicated a preference for the small-group format that fostered connection and engagement, supporting the feasibility of ACT in postpartum mental health care.
This poster highlights the role of interdisciplinary collaboration and the value of ACT as an evidence-based, patient-centered approach within integrated psychiatry departments. The study was limited by the small sample size (n=6), and, the participant demographic lacked diversity. Despite limitations, participant feedback underscores the feasibility and value of ACT as the primary modality for the treatment of PMADS.

7. Exploring Benefits of a Follow-Up Booster Session for Compassion-Focused ACT

Categories: Clinical intervention development or outcomes, Processes of change, ACT, CFT, Single-case experimental design (SCED)

Components: Case presentation, Literature review, Original data

Jacob Schrier, M.A., Kean University
Nicholas L Dynan, M.A., Kean University
Sarah L Kuper, M.A., Kean University
Leslie Regan, M.A., Kean University
Donald R Marks, Psy.D., Kean University
Zach R Setton, M.A., Kean University
Jennifer R Lerner, Ph.D., Kean University

Compassion-focused acceptance and commitment therapy (CFACT; Tirch et al., 2014) is a novel therapeutic intervention integrating elements of compassion-focused therapy (CFT; Gilbert, 2009) and acceptance and commitment therapy (ACT; Hayes et al., 2012). CFACT targets “compassionate flexibility,” a process that involves adaptability and kindness toward self and others.
Using a multiple baseline SCED (N = 5), the study implemented a 16-session protocol for individual outpatient treatment, adding a single booster session at 1 month posttreatment. The Depression Anxiety Stress Scale–21 (DASS-21; Lovibond & Lovibond, 1995) was used to assess psychological distress, while the Self-Compassion Scale (SCS; Neff, 2003) and Acceptance and Action Questionnaire–II (AAQ-II; Bond et al., 2011) were used to assess compassionate responding and psychological flexibility respectively.
Study variables were tracked during a pre-intervention baseline period, then monitored via repeated measures during treatment, 1-month posttreatment (before the booster), and 1 week following the booster. Visual inspection of individual treatment trajectories suggests benefits to augmenting CFACT with a booster session.
Implications for delivery of CFACT and maintenance of treatment gains are explored.

8. A Brief ACT Intervention Meets Process-Based Assessment

Categories: Clinical intervention development or outcomes, Organizational / Industrial psychology, RNT-ACT, Process-based measures

Components: Original data

Andreas Larsson, M.Sc., Ph.D., Lic Psychologist, Mid Sweden University
Tina Shahmalekpour, M.Sc., Mid Sweden University
Carl-Johan Moss, M.Sc., Mid Sweden University
Angelika Forsnacke, M.Sc., Mid Sweden University
Caroline Leão de Morais, University College Dublin

The impostor phenomenon (IP) is characterized by self-doubt and fear of being exposed as a fraud, despite objective competence (Clance & Imes, 1978). IP is associated with repetitive negative thinking (RNT), cognitive fusion, and psychological inflexibility (Bravata et al., 2020). ACT effectively targets these transdiagnostic processes (Hayes et al., 2006).
Seventeen adult participants with elevated IP and RNT were recruited. The intervention consisted of three 2-hour online ACT sessions over two weeks, focusing on defusion, acceptance, values, and flexible self-relatedness. Data were collected at baseline, mid-, and post-intervention
Repeated measures ANOVA revealed a significant effects. Participants showed notable decreases in IP and RNT symptoms. PBAT results indicate positive shifts in psychological flexibility, particularly within the dimensions of attention, cognition, and self-related processes, in line with ACT’s targeted mechanisms. Qualitative interviews (n = 8) explore participants’ subjective experiences of key process changes.
Findings suggest the intervention reduces IP symptoms and RNT, while also improving ACT-relevant processes as captured by PBAT. This aligns with contemporary calls within PBT to move beyond symptom-focused outcomes and investigate process-level dynamics.

9. Perceived Causal Problem Networks: A Process-Based Perspective

Categories: Processes of change, Clinical intervention development or outcomes, Process-Based Therapy, EEMM, Network Analysis, Psychological Flexibility

Components: Original data

Janina Svensgård, M.Sc., Jämtland Härjedalen County
Andreas Larsson, M.Sc., Ph.D., Lic Psychologist, Mid Sweden University
Lars Klintwall, Ph.D., Karolinska Institute

Psychological networks illustrate symptom relationships but are rarely applied in therapy. This study explores Perceived Causal Networks (PECAN) integrated with the Extended Evolutionary Meta-Model (EEMM) to capture how individuals perceive causality in their difficulties, offering a process-based approach to conceptualizing distress and guiding intervention strategies.
Participants mapped problem areas (nodes) and perceived causal relationships (edges) using EEMM categories (affect, cognition, attention, self, motivation, overt behavior). A think-aloud cognitive interviewing method captured insights, and thematic analysis identified key process-based therapeutic targets emerging from participants’ network constructions.
Participants gained new insights into their difficulties, identifying nodes central to distress. Common themes included increased psychological flexibility, awareness of previously unnoticed connections, and greater personal agency. Networks highlighted process-based therapeutic targets, helping clients reframe problems dynamically.
PECAN offers a novel approach to process-based therapy by enhancing case conceptualization. Future studies should examine its impact on psychological flexibility and treatment outcomes.

10. Climate Change Anxiety, Nature Connection, and Compassion: Impacts on Wellbeing and Environmental Action

Categories: Environmental problems, Processes of change, Compassion

Components: Original data

Armando Santos Prata, M.Sc., University of Coimbra
Marcela Matos, Ph.D., University of Coimbra, Portugal

Climate change poses a significant threat to human physical and mental health, with extreme climate events linked to poor mental health outcomes. The current study examined the mediator effect of climate change anxiety and pro-environmental behaviours on the relationship between connection to nature (CNS) and wellbeing (WB), and whether self-compassion (SC) and receiving compassion from others (CFO) moderate these effects.
Using a cross-sectional design, 510 participants completed online self-report measures.
Two moderated mediation models were analysed. The first showed a significant direct effect of connection to nature on well-being, with self-compassion significantly moderating this relationship. Climate change anxiety and environmental action were significant mediators of the association between connection to nature and wellbeing. The second model revealed a significant direct effect of connection to nature on well-being, with compassion from others significantly moderating this relationship. Climate change anxiety and environmental action emerged as significant mediators of the association between connection to nature and wellbeing.
These findings highlight the need for nature-based interventions integrated with compassion-focused programs to enhance well-being and environmental action.

11. Value Affirmation as a behavioral catalyst for Monitoring Steroid Toxicity in Rheumatism: A Content Analysis: Greece & Cyprus Chapter Sponsored

Categories: Health / behavioral medicine, Clinical intervention development or outcomes, Values

Components: Original data

Vasilis S Vasiliou, Ph.D., University of Oxford, NDORMS
Ozyurek Yagmur
Victoria Theocharous, M.Sc., Royal Holloway, University of London
Raashid Luqmani, M.D., University of Oxford, NDORMS
Sarah Mackie, M.D., University of Leeds
Christina Ponte, M.D., University of Lisbon

Glucocorticoids are the primary treatment for inflammation in Rheumatic conditions (Robson et al., 2018a), but their necessary long-term use, lead to steroid toxicity, causing both physical and psychological disturbances (Lyne et al., 2014). Although assessment methods for steroid toxicity exist, they are rarely utilized in clinical practice (Theocharous, 2024). Brief, personalized value-affirmation interventions, aim to improve medical adherence, can promote behavioral intentions (Finitsis et al., 2019).
This study explored how value affirmation can function as determinant, influencing the adoption of steroid toxicity assessment methods. We conducted content analyses, coding data based on key value-related terms, of 18 qualitative interviews of people with Rheumatic conditions, taking medium to high doses of steroids.
Three main themes emerged: (1) the need for increased cognitive and psychological resources, (2) greater clarity on steroid toxicity and its impact, and (3) a stronger intrinsic motivation to monitor toxicity.
Findings indicate affirming personal values can play a role beyond information delivery, suggesting potential for personalised, process-based value-affirmation interventions to increase steroid toxicity assessment in rheumatism care.

12. Mothers Need Help: Postpartum Women who use Multiple Substances

Categories: Health / behavioral medicine, Substance Use

Components: Original data

Yolanda R Villarreal, Ph.D., University of Texas Health Science Center at Houston
Thomas Northrup, Ph.D., University of Texas Health Science Center at Houston
Angela Stotts, Ph.D., University of Texas Health Science Center at Houston

Prenatal polysubstance use is linked to continued substance use, worsening mental health, compromised parenting, and legal issues post-delivery. Women using multiple substances during pregnancy may be motivated to engage in health-seeking behaviors but often do not present to regular prenatal care, necessitating novel identification methods.
Our secondary analysis of mothers (Nf64) who delivered a substance-exposed infant to the NICU found that women using polysubstances were less likely to attend prenatal appointments (Posterior Probability (PP)=99%), more depressed (PP=98%), engaged in binge drinking (PP=91%) and HIV risk-behaviors (PP=99%) more than those using only cannabis.
However, they were more motivated to stop substance-use (PP=90%), seek treatment (PP=90%), and obtain birth control (PP=80%).
Women using polysubstances are highly willing to engage in health-seeking behaviors but are at risk of being lost within health systems. Identifying women with prenatal polysubstance use postpartum in the hospital after delivery, when motivation to engage in health-seeking behaviors is high, is an opportune time to link them with substance-use treatment, reproductive care and medication to reduce HIV acquisition risks.

13. Navigating Loss in Healthcare: A Descriptive Study on Provider Support and Needs

Poster file

Categories: Health / behavioral medicine, Professional Bereavement

Components: Original data

Ameena Ahmed, Psy.D., Children's National Hospital
Summer Chahin, Ph.D., Western Michigan University Homer Stryker MD School of Medicine

Healthcare providers frequently encounter patient deaths in their work, making it one of the most emotionally challenging professional experiences (Feng et al., 2024). While personal grief is widely recognized, professional bereavement often remains unaddressed, contributing to burnout, compassion fatigue, and impaired clinical decision-making (AAMC, 2023). Lichtenthal (2018) calls for greater efforts to identify providers in need, reduce care barriers, and establish bereavement support standards.
This study employs a cross-sectional, observational, anonymous survey of an initial sample of 49 healthcare professionals (51% psychologists, 18.4% social workers, 10.2% physicians, 8.2% nurses, 12.2% other). Demographic characteristics include 83.7% women, 77.6% white, and 45.8% Christian.
Most participants (95.9%) had experienced patient loss, yet 66.7% reported never receiving training on processing these deaths. Available institutional resources were inconsistent: 44.9% could access support, while 30.6% reported barriers, primarily time constraints (100%). Common personal coping strategies included informal peer support (79.2%), time with loved ones (66.7%), and hobbies (56.3%).
Findings highlight gaps in training and access, emphasizing the need for systemic interventions. These findings represent preliminary data, with further data collection ongoing.

14. Psychological Flexibility and Self-Criticism in Weight Loss Journeys

Categories: Health / behavioral medicine, Processes of change, ACT, RFT, Weight Management, Psychological Flexibility, Emotional Eating

Components: Literature review

Ella Samhat, M.A., Michigan School of Psychology
River Farrell, Psy.D., Michigan School of Psychology

Self-criticism is a barrier to weight management, contributing to distress, maladaptive eating, and weight regain. Individuals struggling with self-criticism often experience weight self-stigma, body-image dissatisfaction, and difficulty sustaining change. Psychological flexibility, central to Acceptance and Commitment Therapy (ACT), is linked to well-being and adherence to healthier behaviors. ACT fosters acceptance, cognitive defusion, and values-based action, reducing emotional eating and promoting weight management.
This literature review synthesizes findings from ten peer-reviewed studies on ACT-based interventions for weight management, selected from databases based on relevance to self-stigma, emotional eating, and psychological flexibility.
Studies indicate ACT reduces weight self-stigma and body dissatisfaction. Mindfulness-based approaches, which share ACT mechanisms, also decrease binge and emotional eating through present-moment awareness. Relational Frame Theory (RFT) describes self-criticism functions as a rule-governed behavior, reinforcing distress and maladaptive eating. ACT disrupts these patterns through defusion and acceptance strategies.
Despite promising outcomes, ACT faces limitations, including mixed evidence on weight loss and accessibility barriers. Future research should refine ACT’s mechanisms and enhance its integration into group therapy, digital interventions, and self-help tools for better outcomes.

15. Facilitators and Barriers to Physical Activity Among Adults Living with Type 2 Diabetes and Chronic Pain

Categories: Health / behavioral medicine, Diabetes, Chronic Pain, Rural

Components: Original data

Kristen Allen-Watts, Ph.D., MPH, the University of Alabama at Birmingham
Kennedy Butler, B.S., University of Alabama at Birmingham
Clementine Atkinson, Undergraduate Student, University of Alabama at Birmingham
Misty Hawkins, Ph.D., Indiana University, Bloomington
Burel Goodin, Ph.D., Washington University St Louis
Andrea Cherrington, M.D., MPH, University of Alabama at Birmingham
Suzanne Judd, Ph.D., University of Alabama at Birmingham

Rural communities in the Southern Appalachia and Mississippi Delta (AMD) face disproportionate syndemic health issues and premature death. Type 2 diabetes (T2D) and chronic pain (CP) are common comorbidities that reduce physical function in adults, especially in underserved AMD regions with significant social and environmental risk factors.
Two focus group sessions, totaling 18 participants with T2D and CP were recruited. Purposive sampling enabled recruitment of heterogeneous participants. We used the Social Cognitive Theory to design the interview guide and a reflexive thematic approach for analysis.
Although there were physical and mental barriers to comorbid T2D and CP, participants expressed a desire to engage in some form of physical activity. Barriers ranged from stiffness to fear of pain exacerbation. Participants also identified non-pharmacologic approaches to pain management that were readily available and used for activities.
Chronic pain is a barrier to engaging in physical activity for people with T2D. A focus on making activities accessible and convenient by utilizing available resources is vital. Efforts must be made to engage people where they are to remain active.

16. A protocol for on-demand acceptance and commitment training for burnout among medical students in Japan

Categories: Health / behavioral medicine, Mobile or digital technology, Burnout, Wellbeing, Medical student

Components: Conceptual analysis, Original data

Takafumi Watanabe, Ph.D., Nagoya City University
Mie Sakai, Ph.D., Nagoya City University
Osamu Takakwa, Ph.D., Nagoya City University
Kenichi Yoshimura, Ph.D., Nagoya City University
Tatsuo Akechi, Ph.D., Nagoya City University

Approximately 50% of physicians report experiencing burnout, which often commences during the clinical years of medical school. Our preceding pilot study has demonstrated the feasibility and potential efficacy of a brief acceptance and commitment training (ACT) intervention for the reduction of burnout in medical students during clinical clerkships. Nevertheless, low enrollment rates continue to represent a significant obstacle. To address this issue, we will present an on-demand ACT intervention based on the previous program.
Medical students in Japan with moderate to high burnout during clinical clerkships will be recruited online and randomly assigned to an intervention group (n=64) or a no-intervention group (n=64) after completing a baseline assessment. The intervention group will receive on-demand ACT three times over two weeks, preceded by a 30-minute online program overview. Two to four weeks later, participants will attend a 30-minute follow-up session online.
Burnout, wellbeing, and psychological flexibility will be measured.
The hypothesis is that on-demand ACT, requiring minimal spatial and temporal commitment, will improve (1) burnout and (2) wellbeing compared to the no-intervention group.

17. Assessing the Factor Structure of the Child Psychological Flexibility Questionnaire (CPFQ) in Indian Adolescents - Junior Investigator Poster Award Recipient

Categories: Methods/approaches for individual variation, Academics or education, Psychology Flexibility, Adolescent

Components: Original data

Kaeyoor Joshi, Ed.S., University of Nebraska-Lincoln
Amogh Joshi, Ph.D., University of Missouri
Carrie Clark, Ph.D., University of Nebraska - Lincoln
Yashkumar Pithva, M.A., Maharaja Sayajirao University
Hardik Joshi, Ph.D., Gujarat University

Evaluating psychological flexibility in multilingual populations presents distinct challenges. In LMIC countries with diverse linguistic landscapes, such as India, comprehension of psychological measures may be impeded when assessed using measures developed in the West. This research investigates the factor structure of CPFQ in adolescents in India.
The study comprised 640 high school students (Grades 8-12). An exploratory principal component analysis with varimax rotation was conducted on the six CPFQ subscales.
The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was .562, and Bartlett’s test of sphericity was significant (χ²(15) = 163.08, p < .001), supporting the factorability of the data. Initial eigenvalues suggested a two-factor solution, explaining 45.99% of the variance. The rotated component matrix revealed that Acceptance, Present Moment Awareness, and Self-As-Context loaded onto one factor, while Committed Action, Cognitive Defusion, and Values loaded onto another.
These findings suggest a divergence from the original six-factor model, indicating the need for further validation in Indian adolescents. This study underscores the importance of culturally sensitive assessments and contributes to the refinement of psychological flexibility measurement in multilingual settings.

18. Experiential avoidance, negative affect, and depressive symptoms: A moderation model

Categories: Processes of change, Methods/approaches for individual variation, Depression

Components: Original data

Damion D Whittington, M.S., University of Alabama at Birmingham
Lauren A Smith, University of Alabama at Birmingham
Nicholas C Borgogna, Ph.D., University of Alabama at Birmingham

Research has been clear that experiential avoidance can exacerbate depressive symptoms (Akbari et al., 2022). Even more, some research surrounding alcohol use suggests that the relation of experiential avoidance to alcohol use is partly moderated by levels of negative affect (Luoma et al., 2020), suggesting that the relation of experiential avoidance to certain outcomes may be stronger in individuals who experience negative affect more often. However, this has not been examined in the context of depressive symptoms.
In the current cross-sectional study of adults (n = 1225), we examined whether frequency of negative affect moderated the relation between experiential avoidance and depressive symptoms. Participants completed the experiential avoidance rating scale, positive and negative affect schedule, and the patient health questionnaire-9.
Findings suggested that both experiential avoidance and negative affect were significantly positively related to depressive symptoms, but the interaction was nonsignificant, failing to find evidence that negative affect impacts the relation between experiential avoidance and depression.
Findings suggest that emotional avoidance may be equally negatively impactful regardless of how often an individual experiences negative affect.

19. Modified Portland Model Feasibility Study

Categories: Supervision and training, Methods/approaches for individual variation, ACT

Components: Case presentation, Conceptual analysis, Original data

Jessica Armanious, M.A., Touro University
Zoe Lash, DClinPsy, Touro University
Daniel J. Moran, Ph.D., BCBA-D, Touro University

Psychology training models are constantly evolving in order to better prepare students for real world clinical work. This study explores whether a modified version of the Portland Model can enhance psychological flexibility and confidence in students during externship seminars.
Using a multiple single-subject design, 11 student participants over 6-weeks completed the Psy-Flex Questionnaire and clinical confidence was measured based on self-reporting. Group 1 completed Psy-Flex Questionnaire and incorporated the Hexaflex worksheet, while applying an MPM Style of externship seminar. Group 2 solely completed the Psy-Flex Questionnaire while maintaining treatment as usual (TAU).
Group 1 exhibited a general increase in psychological flexibility, with some participants showing steady improvement, others fluctuating, and a few experiencing delayed gains. Group 2 displayed varied trends, including steady improvement, decline, delayed response, stability, and gradual upward fluctuations.
By incorporating the Modified Portland Model, we observed an increased in psychological flexibility compared to those receiving TAU. As a feasibility research, integrating structured psychological flexibility training could be beneficial in clinical and professional settings.

20. A Written Web: Connecting Psychological Flexibility with a Reflective Journaling Model

Categories: Theory and philosophical foundations, Clinical intervention development or outcomes, Journaling

Components: Conceptual analysis, Literature review, Original data

Jonah D McManus, Psy.D., Kean University
Jennifer Block-Lerner, Ph.D., Kean University
Donald Marks, Psy.D., Ph.D., Kean University
Charlie V Moreno, M.A., Kean University
Jonathan Cedeno, B.A., Kean University

Reflective journaling (Boud & Walker, 1990) is a common way of processing emotions and understanding one’s past. It has been shown to enhance well-being in various populations (Frisina et al., 2004). While this practice aligns well with psychological flexibility, no extant work has integrated these frameworks. The aims of this research were to develop an integrated model and to assess journaling based on this model relative to a standard journaling prompt and assessment only condition.
The components of psychological flexibility and reflective journaling were combined into an integrated model and an associated journaling prompt was created. Fifty-seven college students were randomly assigned to one of the three conditions and completed measures of well-being and psychological flexibility at pre, post, and follow-up.
Mixed model ANOVAs did not yield statistical significance. We plan to examine how the journaling conditions were experienced to inform refinement of prompts and their dissemination.
The integrated model of psychological flexibility and reflective journaling provides new avenues for basic and applied research on this accessible and cost-effective practice.

21. The Acceptability of Mindfulness Among People of Color

Categories: Methods/approaches for individual variation, Mindfulness

Components: Literature review, Original data

Kayla Johnson, B.A, Western Michigan University
Amy Naugle, Ph.D., Western Michigan University

Mindfulness is utilized in psychology as a component of an intervention or as a stand-alone treatment. Despite the efficacy of mindfulness to decrease anxiety, depression, stress, and other presenting concerns, there is no consensus in the literature on the acceptability of mindfulness-based interventions among people of color (POC). The current study uses a mixed-methods process to assess what factors influence the acceptability of mindfulness among POC and what modifications could enhance cultural relevance.
POC ages 18 years or older who experience clinically significant symptoms of depression, anxiety, or stress were presented with a description of mindfulness and a video vignette example of mindfulness with a hypothetical client. They were interviewed to gather information about their acceptability of mindfulness and suggested strategies to increase cultural relevance.
Themes across seven components of a theoretical framework of acceptability and treatment modification were identified.
The themes provided an understanding of the acceptability of mindfulness among POC and can be utilized to increase the participation of POC in mindfulness-based interventions and inform effective cultural adaptation of mindfulness.

Poster Session #4 - Saturday, July 19, 2:45 p.m. - 3:15 p.m.

1. The Relationship Between Teachers' Level of Psychological Flexibility and their Perceptions of Student Behavior

Categories: Academics or education, RFT / RGB / language, Teachers, Students, Perceptions

Components: Conceptual analysis, Original data

Katie Palmer, Ed.D., BCBA, VigeoBx

Expanding on research from RFT, RDT, ACT, Education, and Psychology, this exploratory study investigates the links between teachers’ perceptions their levels of psychological flexibility.
In this exploratory study, responses to the 24-item MPFI and a 78 relational task items were collected from teachers (n=192). Responses were analyzed using exploratory factor analysis (EFA), network analysis, and multidimensional scaling (MDS).
Network analyses revealed a unique relationship between higher scores in the UFM construct of defensively reacting and higher scores on two relational task subscales . Teachers whose immediate response to a difficult or challenging situation was to become defensive and reactive also tended to perceive students as either categorically good or bad (with little nuance).
This novel approach opens opportunities to extend current research in RDT to correlational, person-centered studies. This work may also support the development of screeners for teachers, suggesting salient entry points for interventions. With this approach, it becomes possible to link aspects of relational tasks to related constructs like teacher burnout, well-being, behavior management, and instructional strategies.

2. Videoconferencing time management program for procrastination

Categories: Behavior analysis, Processes of change, Procrastination, Single-case-design, Time management

Components: Original data

Katsuki Mikan, M.A., Ritsumeikan University
Yusuke Shudo, Ph.D., Ritsumeikan University

Cognitive behavioral therapy-based time management is effective in reducing procrastination (van Eerde & Klingsieck, 2018). Still, its impact on actual behavioral change remains underexplored. This study examined a videoconferencing time management program using behavioral measures.
Two postgraduate students and one working adult participated in a four-session program focused on reducing procrastination in exercise, study habits, and household chores. The program was based on the studies by Solanto (2011, 2015) and Karim and Kandy (2011). The first session introduced behavioral tracking (task completion for all, screen time for two, weight for one), followed by a baseline period, and subsequent sessions focused on time management skills. Behavioral changes were assessed using the number of task accomplishments, screen time, weight, and psychological scales.
Results showed significant improvements in task accomplishment for two participants, while the third participant exhibited significant psychological changes. However, no significant changes were observed in screen time or weight.
This program may help reduce procrastination, albeit its effects may vary by individual. Differences in psychological and behavioral outcomes may depend on personal preferences for organization.

3. Assent in Practice: A Mixed-Methods Study on Behavior Analysts’ Understanding and Use in Applied Settings

Categories: Behavior analysis, Supervision and training, Behavior Analysis, Assent, Supervision and Training, Ethics

Components: Original data

Meredith Andrews, Ph.D., The Chicago School
Emily Cashwell, Ph.D., The Chicago School
Danielle Jeudy, Ph.D., The Chicago School
Brandon Umphrey, Ph.D., The Chicago School

Assent is a fundamental ethical component of behavior analysis, ensuring client participation in treatment decisions. However, research on how behavior analysts understand and assess assent in applied settings remains limited. This study explores the current state of assent practices among Board Certified Behavior Analysts (BCBAs) and BCBA-Ds working in the United States.
This mixed-methods study consists of two phases. Phase One is a quantitative survey measuring knowledge, training, and implementation of assent-based procedures. Phase Two is semi-structured interviews providing qualitative insights into behavior analysts’ lived experiences with assent in practice and was analyzed using a thematic analysis.
Preliminary findings suggest gaps in assent training within formal education and supervision. Additionally, data illustrate a range of assent-based procedures utilized in clinical practice, varying in both structure and procedural formality.
This study highlights the variability in assent training and implementation, suggesting differences in how behavior analysts learn about and apply assent in practice. This variability has implications for ethical decision-making, training, and supervision. This study contributes to ongoing discussions on best practices in behavior analysis.

4. A Functional Neuroanatomical Perspective of Emotional Avoidance

Categories: Behavioral or contextual neuroscience, Behavior analysis, Emotional Avoidance, Dissociation

Components: Conceptual analysis, Literature review

Natalie I Colombana Walsh, M.A., Wheaton College
Abby Hurley, Psy.D, Midwestern University
Benjamin I Pyykkonen, Ph.D., Wheaton College

Emotional avoidance is a primary target for behavioral interventions, yet underlying neurocircuitry remains unclear. While cortical structures influence emotion, the amygdala’s interaction with subcortical regions like the periaqueductal gray, reticular formation, and hypothalamus may reinforce avoidance through vigilance and motor preparedness. The auditory perception, attention, appraisal, and emotional response networks suggest contribution through sensory filtering, attention, and anticipation.
Under PRISMA guidelines, A PubMed search yielded 6,561 results, focusing on the functional neuroanatomy of emotional avoidance. Lesion and neuroimaging studies were synthesized to build a framework of avoidant neural mechanisms.
The limbic system, anterior insular cortex, and subcortical regions are implicated in emotional awareness, detecting concern-relevant stimuli, and avoidance. Ambiguous emotions engage the posterior cingulate, precuneus, and medial temporal lobe. Auditory and attention networks modulate avoidance, while appraisal and prediction networks shape it by anticipating threats. Cortisol may reinforce avoidance by reducing arousal through distraction and reappraisal.
Understanding the neural architecture of emotional avoidance refines intervention strategies by targeting specific activations. Findings confirm interactions between the cortical and subcortical regions, though subcortical involvement requires further exploration.

5. Using ACT for better outcomes with avoidant personalities in DBT pre-commitment work

Categories: Clinical intervention development or outcomes, Methods/approaches for individual variation, ACT and DBT, Avoidant Personality

Components: Original data

Lori Eickleberry, Ph.D., ABPP, Institute for Life Renovation/Nova Southeastern University
Gabriella Grau, M.S., Institute for Life Renovation
Beatriz Rodriguez, Psy.D., Institute for Life Renovation
Kylee Cullen, B.S., Nova Southeastern University

Previous research has shown that individuals with avoidant personality patterns tend to have longer treatment and higher dropout rates. This study examined whether integrating ACT into DBT pre-commitment work could reduce Intensive Outpatient Program (IOP) treatment duration without compromising treatment effectiveness.
Participants (N = 98) were recruited from an IOP specializing in complex cases. All met criteria for an Avoidant Personality Pattern, defined as a Base Rate of 75 or higher on the Millon Clinical Multiaxial Inventory-IV (MCMI-IV).
Participants who received ACT as part of DBT pre-commitment (n = 61) completed IOP in significantly fewer weeks (M = 14.49, SD = 1.76) than those who did not (n = 37; M = 19.14, SD = 3.13), t(unequal variances) = -8.28, p < .001. An independent samples t-test found no significant difference in Quality of Life Inventory (QOLI) change scores, t(54) = -0.193, p = .848.
These findings suggest that incorporating ACT in DBT pre-commitment work may shorten IOP treatment duration without reducing treatment effectiveness. Future research should explore how ACT impacts engagement and long-term outcomes.

6. Acceptance and Commitment Therapy-based intervention in the May 2024 floods in Rio Grande do Sul, Brazil

Categories: Clinical intervention development or outcomes, Natural Disaster

Components: Original data

Mara M Lins, Ph.D., Centro de Estudos da Família e do Individuo
Emmanuel M Kanter, Centro de Estudos da Família e do Individuo
Martha M Ludwig, Ph.D., Centro de Estudos da Família e do Individuo
Laura M Gratsch, Psychologist, Centro de Estudos da Família e do Individuo
Viviane M Graffiti, Psychologist, Centro de Estudos da Família e do Individuo
Ana M Domeneghini, Psychologist, Centro de Estudos da Família e do Individuo
Mariana M Dillenburgh, M.A., Centro de Estudos da Família e do Individuo

An intervention was carried out for people who experienced the catastrophe in Rio Grande do Sul/Brazil in May 2024. Emergency situations require actions to reduce potential risks and assist in psychological first aid.
The intervention used the WHO's Doing What Matters in Times of Stress, implemented in Brazil by the ACT na Sociedade group and adapted to the context of the floods by CEFI Contextus. The intervention was carried out in a hospital and a higher education institution. The meetings were led by psychologists or trained psychology students, over the course of a week.
PsyStart was applied to assess mental health and prevent stress. Preliminary results include a sample of 52.1% male, 61.8% between 30 and 49 years old, and 85.29% presenting a low risk of developing post-traumatic stress according to PsyStart. Qualitative data will be presented.
This study is relevant in that it shows effectiveness of a contextual intervention for crisis in a specific population challenged with 600 thousand people being rescued to shelters.

7. State of Surrender, engagement in substance use treatment and meaning in life: A pilot study

Categories: Clinical intervention development or outcomes, Substance Use Treatment, Meaning in Life, Sate of Surrender

Components: Conceptual analysis, Literature review, Original data

Mst Tajlima Tamanna, M.S., University of Louisiana at Lafayette
Lauren E Venable, B.S., University of Louisiana at Lafayette
Thomas Sease, Ph.D., Texas Christian University

The current study examined the construct of State of Surrender (SoS)—defined as a willingness to accept, without resistance, what is to come—and investigated SoS as a statistical mediator of the relationship between engagement in substance use treatment and meaning in life (MIL).
Using a cross-sectional design, participants were 123 people involved with the legal system participating in a 6-month residential treatment program for substance use.
Results showed that measures of treatment engagement, including treatment participation, counselor rapport, and peer support, were all positively associated with SoS scores (R2s ≥ 21.16). Moreover, while controlling for time spent in treatment, SoS statistically mediated the positive association between aspects of treatment engagement and MIL.
Measures of treatment engagement, including treatment participation, counselor rapport, and peer support, were positively correlated with SoS. SoS was associated with greater presence in meaning. Treatment engagement fosters MIL, which helps the clients to be comfortable surrendering in treatment without fear of negative consequences, making it easier for them to find meaning and purpose in recovery.

8. Paving the way for an intervention for stress focusing on the user: Exploring needs, barriers, and facilitators

Poster file

Categories: Clinical intervention development or outcomes, Stress, Transdiagnostic psychological processes, Qualitative, Psychological intervention

Components: Original data

Rita Sebastião, M.Sc., ISPA-Instituto Universitário; APPsyCI – Applied Psychology Research Center Capabilities & Inclusion
David Dias Neto, Ph.D., ISPA-Instituto Universitário; APPsyCI – Applied Psychology Research Center Capabilities & Inclusion

Stress can negatively impact mental health, and modifiable transdiagnostic psychological processes may mitigate this effect. Most digital stress interventions focus on a single model without a user perspective. This study aimed to identify needs, barriers, and facilitators for coping with stress, by analyzing the contribution of different psychological processes in individuals with various experiences and stress levels, to inform the design of a more user-responsive intervention.
Semi-structured interviews were conducted with 29 participants (72% female) selected based on their stress responses from a prior project. Interviews were audio-recorded, transcribed, and analyzed thematically.
Facilitators identified included acceptance, values, and awareness; support; thoughts; skills; behavioral activities; and emotional management. Barriers included a lack of acceptance, values, awareness, and support; and difficulties with thoughts. Stress levels and situations influenced participants' experiences. Emotional management was the most cited facilitator, and difficulties with thoughts were the most frequent barrier. Participants identified desired components for intervention, such as support, psychoeducation, emotional management, and activities.
To improve digital interventions' use and acceptability, they should be tailored to users' needs, contexts, and characteristics.

9. Effectiveness of 'Book Club': A Contextual Behavioral Approach to Managing Unhelpful Thoughts & Feelings in Youth

Categories: Clinical intervention development or outcomes, Behavioral or contextual neuroscience, Adolescents, ACT

Components: Original data

Sarah Murray Cunningham, B.A. (Hons), M.Sc., Smithsfield Clinic, Fosterfields, Athboy, Co. Meath
Kelly Larkin, Ph.D. - BCBA, Smithsfield Clinic, Fosterfields, Athboy, Co. Meath
Anabel Amadasun, B.Sc. (Hons), Smithsfield Clinic, Fosterfields, Athboy, Co. Meath
Jack Hilliard, B.A, M.Psych.Sc., Smithsfield Clinic, Fosterfields, Athboy, Co. Meath
Sarah Cassidy, Ph.D., Smithsfield Clinic
Amanda McGovern, New England Centre for OCD and Anxiety (NECOA)

Research suggests that increased psychological flexibility is positively correlated with improved mental health outcomes. Absent from the literature are CBS aligned evidence-based interventions that promote psychological flexibility and emotional resilience amongst young people experiencing distress. This study evaluates the effectiveness of "Book Club," a pilot intervention designed to help participants assess their coping strategies and develop flexible relationships with thoughts and emotions.
Young people (n = 6), aged 12 to 18 years, were invited to attend ten weekly, sixty-minute, virtual group intervention sessions. Key strategies for practicing acceptance and defusion in everyday life were modelled. Ongoing data collection includes Personal Psychological Flexibility Index (Kashdan et al., 2020), Beck Depression Inventory (Beck et al., 1996) or Children Depression Inventory (Kovacs et al., 1981) and Beck Anxiety Inventory (Beck et al., 1988) at 2, 4, and 10 weeks.
Results of the study once data collection and analysis are complete.
Insights into Book Club’s effectiveness in increasing psychological flexibility, reducing distress, and informing future intervention programmes for adolescents will be discussed.

10. Psychological Flexibility in Bipolar Disorder: Baseline Clinical and Sociodemographic Data from an Ongoing RCT

Categories: Clinical intervention development or outcomes, Bipolar Disorder

Components: Original data

Sofia Hamoui, BSc, Universidade de São Paulo
Tatiana C Khafif, M.Sc., Universidade de São Paulo / CECONTE
Beny Lafer, M.D., Universidade de São Paulo

Bipolar disorder (BD) is a complex mental health condition that significantly impacts daily life and functioning. Psychological flexibility (PF) refers to the ability to adapt to challenges, accept difficult emotions, and adjust to changing circumstances. Higher levels of PF may help individuals with BD manage mood swings and promote greater acceptance of their condition. This study analyzes baseline data from participants in an ongoing RCT and explores associations between PF and clinical and sociodemographic factors before the intervention.
Data were collected from 90 patients enrolled in an ongoing RCT at the Institute of Psychiatry, University of São Paulo. Participants completed assessments measuring depressive symptoms (MADRS), manic symptoms (YMRS), and psychological inflexibility (PsyFlex). Sociodemographic characteristics were also collected. Statistical analyses, including correlation and regression models, will be used to examine associations.
The study is ongoing and final results and analysis are expected in mid-2025
This study highlights PF as a modifiable variable in BD. Understanding its association with clinical and sociodemographic characteristics may enhance our knowledge of this population and guide the development of effective interventions.

11. Acceptance and Commitment Therapy for Psychiatric Disorders: A Meta-Analysis and Systematic Review

Categories: Clinical intervention development or outcomes, Psychiatric Disorders

Components: Literature review

Tatiana C Khafif, M.Sc., Universidade de São Paulo / CECONTE
Sofia Hamoui, BSc, Universidade de São Paulo
Gabriel Beraldi, M.D., Universidade de São Paulo
Daniella Mouadeb, B.D., Universidade de São Paulo
Ana Kleinman, M.D., Universidade de São Paulo
William F Perez, Ph.D., Universidade de São Paulo
Renatha El-Rafihi-Ferreira, Ph.D., Universidade de São Paulo
Tais Biazus, M.D., Universidade de São Paulo
Tais Biazus, M.D., Universidade de São Paulo

More than 325 randomised clinical trials worldwide have investigated the effectiveness of ACT in different populations, demonstrating its efficacy for many outcomes. Despite numerous systematic reviews, no study has summarised and assessed quality and findings of these trials for each psychiatric population. Therefore, this study aims to assess whether ACT reduces symptoms in people with psychiatric diagnoses.
Searches were conducted in PubMed/MEDLINE, EMBASE, Psycinfo, Web of Sciences and the CENTRAL databases, according to PRISMA guidelines. Covidence was used for screening and extraction.
Preliminary results suggest ACT positively reduces symptoms across conditions, with the strongest effects in anxiety, depression, and OCD. However, considerable heterogeneity between trials suggests variability in outcomes. Overall, ACT shows promise as an effective treatment compared to standard treatments. The full analyses will be completed by May and presented in this poster. Future steps include a sub-analysis comparing ACT with different control conditions, providing further insight into its effectiveness.
The full results will be presented to help understand the therapeutic effects of ACT and help optimise its clinical use.

12. Waiting for Care: The Impact of Delayed Access to Therapy on Client Engagement

Categories: Dissemination or global health strategies, Wait times, Client engagement

Components: Original data

Nimrat Brar, University of California, Los Angeles
Rddhi Moodliar, M.A., University of California, Los Angeles
Richard Lebeau, Ph.D., University of California, Los Angeles

Lengthy wait times for psychological treatment are a major barrier to care (Ofonedu et al., 2016). While prior research has focused on client-related variables and treatment engagement (Cade & Fidai, 2021), fewer studies examine clinic-level factors like wait times, which may help optimize resources and reduce no-show rates.
This study examines how wait time at a psychology training clinic influences intake attendance, also considering race/ethnicity, gender, and age. Data were derived from 909 individuals (M = 20, SD = 13.38) on a therapy waitlist (2016-2024). 768 participants were ultimately analyzed, with a diverse demographic profile (52.7% White, 16.5% Hispanic, 13.4% Asian/Pacific Islander, 9.9% Multi-Racial, 6.9% Black, 0.5% American Indian, 68.9% female).
Wait times ranged from 1 to 1,665 days (M = 300.65, SD = 250.74), and 31.9% attended intake. Logistic regression showed wait time significantly predicted attendance (OR = .998, p < .001), but demographic covariates were nonsignificant. Follow-up analyses will examine additional covariates (e.g., prior treatment, trauma exposure, income).
Clinical and administrative implications will be discussed, emphasizing ways to increase mental health care access.

13. The moderating effect of psychological inflexibility on the relationship between climate concerns and behavior

Categories: Environmental problems, Psychological inflexibility, Climate change

Components: Literature review, Original data

Rian Maxwell-Williams, M.A., University of South Alabama
Meredith V Tittler, Ph.D., University of South Alabama

Feathers and Williams (2022) found that psychological inflexibility moderated the relationship between climate concerns and climate anxiety such that those higher in psychological inflexibility showed a stronger relationship between climate concerns and climate anxiety. Given the mixed findings between climate anxiety and pro-climate behavior, we predicted that climate concerns may show a stronger positive association with pro-climate behaviors. We also predicted that psychological inflexibility would be a moderator of this relationship such that climate concerns would not be a significant predictor of pro-climate behaviors in those with increased psychological inflexibility.
This is a cross-sectional, survey study using a sample of U.S. undergraduate students. After consenting to participate participants will complete online measures of climate concerns, pro-climate behavior, and psychological inflexibility.
Data collection is currently underway.
Data collection is currently underway.

14. Factors associated with alcohol use disorder among ethnic minority young adults in Hong Kong

Categories: Health / behavioral medicine, Behavioral or contextual neuroscience, Addiction (Alcohol use disorder)

Components: Original data

Getaneh Mulualem Belay, M.Sc., Hong Kong Polytechnic university, HKSAR, China
Ka yan Ho, Ph.D., Associate Professor, Hong Kong polytechnic University, Hong Kong, HKSAR, China

Alcohol Use Disorder (AUD) has become a significant medical problem among ethnic minority young adults. Despite their increased vulnerability, existing literature overlooks factors contributing to AUD. Therefore, this study aimed to identify factors associated with AUD.
A cross-sectional study was conducted from May to October 2024. Of the 254 invited participants, 202 completed the questionnaires with a response rate of 81.5%. A hierarchical binary logistic regression model was employed to identify factors associated with AUD.
The overall prevalence of AUD was 19.8% (95% CI: 14.4-24.8), with 7.9% (95% CI: 4.5-11.8), 5.4% (95% CI: 2.5-8.4), and 6.4% (95% CI: 3.5-10.4) for mild, moderate, and severe AUD, respectively. Male gender (AOR = 6.58; 95% CI: 1.19-36.3), age (AOR = 1.2; 95% CI: 1.02-1.34), parental drinking (AOR = 5.7; 95% CI: 1.63-20.01), everyday discrimination (AOR = 1.08; 95% CI: 1.03-1.13), and experiential avoidance behaviors (AOR = 1.1; 95% CI: 1.01-1.12) were significantly associated with AUD.
This study suggested that AUD is multifaceted. Future interventions, specifically, should target experiential avoidance behaviors and discriminations to improve alcohol use abstinence.

15. Enhancing Psychological Flexibility: An Updated Outline for a Web/Mobile Application Tool

Categories: Mobile or digital technology, Processes of change, Psychological Flexibility, Web/Mobile Application, ACT Metaphors & Exercises

Components: Literature review

Emanuele Rossi, Ph.D., Scuole di Specializzazione in Psicoterapia Cognitiva, APC, SPC, AIPC, SICC, IGB, Italy
Francesco Mancini, M.D., Scuole di Specializzazione in Psicoterapia Cognitiva (APC, SPC, AIPC, SICC, IGB); Università degli Studi Guglielmo Marconi, Rome, Italy

The poster proposes a research project offering an updated outline of a web/mobile application tool in Italian based on Acceptance and Commitment Therapy (ACT; Hayes, Strosahl, & Wilson, 1999, 2012) and Relational Frame Theory (RFT; Hayes, Barnes-Holmes, & Roche, 2001).
This application is designed to integrate clinical activity and cultivate psychological flexibility and well-being in both clients and clinicians. This tool is not intended to replace the therapeutic process; rather, it aims to support and enrich clinical practice through experiential activities and practices aligned with the core ACT processes, which can be practiced outside of therapeutic sessions.
This poster presents a Version 2.0 of the application tool, outlining essential clinical aspects and its logical and operational configuration. A visual representation and illustrative graphics are provided to offer a demonstration of the tool's functionalities.
This work was conducted to provide clients and clinicians with an accessible, clear and intuitive web/mobile application for practicing ACT processes, and it is related to a comprehensive project introduced at prior ACBS World Conferences.

16. Using Acceptance and Commitment processes for managing emotions and thoughts in primary school contexts

Categories: Processes of change, Dissemination or global health strategies, Psychological Flexibility, Primary School, Well-Being

Components: Original data

Emanuele Rossi, Ph.D., Scuole di Specializzazione in Psicoterapia Cognitiva, APC, SPC, AIPC, SICC, IGB, Italy
Sofia Stefanini, ClinPsy, Scuola di Psicoterapia Cognitiva SPC, Ancona, Italy
Laura Spinaci, ClinPsy, Scuola di Psicoterapia Cognitiva SPC, Ancona, Italy
Monia Crudele, ClinPsy, Scuola di Psicoterapia Cognitiva SPC, Ancona, Italy
Michela Quaranta, ClinPsy, Scuola di Psicoterapia Cognitiva SPC, Ancona, Italy
Camilla Pesaresi, ClinPsy, Scuola di Psicoterapia Cognitiva SPC, Ancona, Italy
Alessandra Baldassarri, ClinPsy, Scuola di Psicoterapia Cognitiva SPC, Ancona, Italy

Acceptance and Commitment Therapy (ACT) is an evidence-based, contextual behavioral approach aimed at promoting psychological flexibility and well-being, intended as allowing oneself to be open to the totality of experiences, both pleasant and unpleasant.
This project presents a prevention protocol based on ACT for the management of emotions in developmental age, and examines its impact on the psychological flexibility of participants. This is a pilot study divided into six meetings and addressed to students. It is based on the "Passengers on the Bus" metaphor as a tool to increase emotional and behavioral awareness. Psychological measures will be administered to participants before and after intervention to assess cognitive flexibility and psychological well-being.
Data collection is still ongoing. Results and clinical implications will be presented and discussed at the conference.
It is hypothesized that ACT intervention will increase students' effectiveness in regulating and managing their thoughts, emotions, and sensations by promoting greater flexibility that may lead them to engage in values based actions.

17. Exploring the Relationship Between Emotion Regulation Difficulties and Avoidance in Adults Seeking Trauma Treatment

Categories: Processes of change, Theory and philosophical foundations, PTSD

Components: Original data

Jessica A Burgess, M.S., PGSP-Stanford Consortium
Mariana Ward, M.S., Palo Alto University
Valesia Ho, Psy.D., MSW, Bay Area Trauma Recovery Clinical Services
Michael Robinson, M.A., Bay Area Trauma Recovery Clinical Services
Robyn D Walser, Ph.D., Bay Area Trauma Recovery Clinical Services
Matthew McKay, Ph.D., Bay Area Trauma Recovery Clinical Services

Avoidance is central to the persistence of Post-Traumatic Stress Disorder (PTSD), aligning with contextual behavior science (CBS) perspectives on experiential avoidance and psychological inflexibility. . While emotion regulation difficulties are not a PTSD criterion, research shows a strong link between PTSD symptom maintenance and emotion dysregulation. Specifically, emotion regulation strategies aimed at avoiding emotions are closely related to PTSD-avoidance symptoms. This study examines the relationship between emotion dysregulation and PTSD-related avoidance symptoms in adults seeking trauma treatment. We hypothesized that greater difficulties in emotion regulation would correlate with more severe avoidance symptoms.
A secondary analysis was conducted using data collected from adults seeking trauma treatment (N = 390). Measures included the PTSD Checklist for DSM-5 (PCL-5) and a brief version of the Difficulties in Emotion Regulation Scale (DERS-18).
Spearman correlations revealed a weak positive relationship between avoidance symptoms and all domains of emotion regulation..
These findings suggest that while avoidance and emotion regulation difficulties co-occur, their association is modest at baseline, highlighting the complexity of avoidance processing in the PTSD from a CBS perspective.

18. Using Relational Frame Theory to Unlearn Ableism: A Systematic Review

Categories: RFT / RGB / language, Behavior analysis, Neurodiversity

Components: Literature review

Hannah M Ferguson, M.A.Ed., University of Missouri - St. Louis, St. Louis Arc
Dani Pizzella, BCBA-D, University of Missouri - St. Louis

Relational Frame Theory (RFT) is a product of behavior analysis’ third wave (Barnes-Holmes et al., 2002; Hayes, 2004) that has been used to conceptualize a breadth of prejudices in its short tenure.
This systematic review searched four electronic databases to locate reports, theoretical or experimental, that analyzed ableism using RFT.
Despite the theory’s utility with other types of prejudice (Dixon et al., 2006, Dixon et al., 2009; Farrell et al., 2023; Shea et al., 2022, Zuch et al., 2024), this review identified only one report in which RFT was used to analyze ableism (Catrone & Koch, 2021). This empirical study indicated potential for conceptualization and counterconditioning of ableist behaviors using RFT.
This dearth of information raises significant concerns due to the majority population of behavior analysts who support individuals with disabilities (BACB, 2023); why is this scientific theory and its practical implications not being employed to improve applied practice? Conceptual application of RFT and other theoretical and practical products of functional contextualism to ableism are discussed, and a call for dedicated research is asserted.

19. Evaluating the Awareness, Courage, and Love model of Functional Analytic Psychotherapy Through a Cultural Lens

Categories: Social justice / equity / diversity, Clinical intervention development or outcomes, Functional Analytic Psychotherapy

Components: Original data

Logan C Mattingly, B.S, University of Washington
Annika Barsy, B.S., University of Washington
Troye Lu, BS, University of Washington
Zoltan G Wolfe, B.A., Seattle University Department of Counseling
Brianna Hatch, B.A., University of Washington
Mavis Tsai, Ph.D., University of Washington

The Awareness, Courage, and Love (ACL) model stems from Functional Analytic Psychotherapy and is designed to enhance social connection and improve well-being. With little research addressing the impact of ACL interventions in different cultures, this study aims to examine the efficacy of an ACL intervention in individuals belonging to individualistic and collectivist cultures.
In this study, participants engaged in an online contextual behavioral intervention involving meditation and journaling in response to vulnerability-generating questions. Participants and researchers then shared journal responses and responded to one another. Participants (n=34) were randomized into two conditions, with research assistants providing either “ACL” responses (n=15), or advice (n=19) to participants.
We hypothesize the ACL condition will exhibit higher social connection and depression scores. A preliminary analysis showed improvement in social connection and depression within both conditions. An ANOVA will be utilized to investigate the main effect of condition on social connection and depression. A post-hoc analysis of the interaction effect of cultural orientation will be conducted.
This study will inform future implementations of ACL interventions in individualistic and collectivistic populations.

20. A behavioral pilot intervention for LGBTQ+ adults to enhance social connection and self-acceptance

Categories: Social justice / equity / diversity, Clinical intervention development or outcomes, Functional Analytic Psychotherapy

Components: Original data

Savannah Stidhams, M.A., LMCHA, Marquette University
Kristen Pedersen, M.S., Drexel University
Logan C Mattingly, B.S, University of Washington
Mavis Tsai, Ph.D., University of Washington

The sociopolitical climate and lasting impact of the COVID-19 pandemic have exacerbated mental health disparity within the LGBTQ+ community. Increasing loneliness, depression, and anxiety paired with difficulty accessing queer-affirming mental health services indicate a need for accessible, peer-based interventions for LGBTQ+ individuals.
In this mixed-methods pilot study, we facilitated the first Acceptance, Courage, and Love (ACL) group intervention specifically designed for LGBTQ+ individuals. The ACL model stems from Functional Analytic Psychotherapy and refers to three interpersonal behavioral repertoires developed for peer-to-peer use. The present intervention included sessions targeting 1) authenticity, 2) self-acceptance and compassion, 3) value alignment, and 4) presence. Seven LGBTQ+ participants (75% gender non-confirming) engaged with our intervention (n=3) and control (n=4) conditions.
Examination of our data show promising implications regarding participant experiences of connection, hope, belonging, and reduced depressive symptoms. Our findings support the potential utility of ACL interventions as an effective addition to the existing strengths of the queer community.
Limitations will be discussed, and specific recommendations for future intervention work with the queer community will be provided.

21. Flipturns of Adolescent Swimmers Psychological (in)Flexibility: An Idiographic study with DNA-V

Categories: Sports or performance-enhancing, Processes of change, Adolescents, Competitive Sport

Components: Case presentation, Original data

Matteo Chies, Master's Degree in Psychology, Università di Trento
Stefano Mastino, M.Psy., Università di Trento
Giovanna Pignatelli, M.Psy., Università di Trento
Claudio Mulatti, Ph.D., Università di Trento

Psychological flexibility is a key factor in athletic performance and well-being. This study investigates the effects of a DNA-V training on Italian adolescent competitive swimmers, focusing on the development of psychological flexibility and its impact on motivation and resilience in training and competition.
This idiographic longitudinal study involved four athletes (aged 13, 14 and 16). Participants engaged in a 12-session DNAV training program (60-minute sessions over six months), including in-water practice. Weekly self-report questionnaires assessed psychological flexibility, DNAV-related skills, motivation, and sport resilience during training and post-competition, aimed to compare psychological flexibility in both contexts.
Functional analysis suggests that one athlete overcame his initial performance-related difficulties, demonstrating increased flexibility in self-perception after the Values and Discoverer-based training sessions. The other three participants exhibited more inflexible Adviser. Over time, they also showed improvements in psychological flexibility. All participants displayed strong Noticer skills but exhibited higher commitment to their goals rather than to their values.
DNAV-based training may be an effective approach to enhancing psychological flexibility in competitive swimming. A context-specific training protocol will be presented.

VIRTUAL Pre-Conference Workshop Evaluations (June 6-7)

General Evaluation

CE Evaluation

All sessions during the ACBS World Conference are open to all paid conference attendees.

You don't have to sign up for individual sessions.  You just go to the session/workshop you are interested in. 

ACBS attempts to put the most popular sessions into the largest rooms, but sometimes the room assignment is too small for the interest.  We apologize if a room is full before you arrive. Please consider arriving a few minutes early to your "must have" sessions.

(Note: Pre-Conference Workshops do require pre-registration and a separate fee to attend.)

Workshops given during the World Conference are free of charge.

(Note: Pre-Conference Intensive workshops have a separate fee and registration.)

Please consider using this innovative poster format, as we believe it will increase both efficiency and effectiveness in poster preparation and communication of data. (This format is not required, but strongly suggested.)

Find more information about this poster format here and download the template below. 

Poster sessions facilitate a researcher to discuss their research for an extended period and allow attendees to select the presentations in which they are most interested. 

Poster size: no larger than 36 inches by 48 inches. A smaller size is also permitted. VERTICAL/PORTRAIT orientation required for 2025.

Please consider using an engaging poster format such as the one described here. This should aid you in reaching your audience and getting the conversation started about your work.

***Please note, we are unable to print posters for presenters (or pay for poster printing), so please come to the conference prepared with your printed poster.

Want to save money on poster printing?

There are a few free options that you can find online to print a large image across multiple "regular" pages. It will require a little bit of trimming/scissor work, but these pages and some tape can save you some money if this is a barrier for you. Examples:

https://medium.com/idomongodb/tip-of-the-day-how-to-print-a-large-image-onto-multiple-pages-3d7564499c73

https://suncatcherstudio.com/block-poster/

Poster Session Information

Each poster area will include a number in the upper corner corresponding to the poster’s listed number found in the program. Poster presenters should arrive at the poster display area 15 minutes before the scheduled beginning of their poster session to set up their display materials. No electrical outlets or audio-visual equipment will be provided in the poster area. At the end of the session, your poster must be taken down and removed from the areas. 

Magnets, tacks, or sticky putty will be provided for hanging your poster materials; if your poster requires any special materials that cannot be mounted via magnets or blue a painter's tape, it can not be displayed (per venue rules).

During the session, your materials should be on display and you and your co-authors should be available to discuss the materials and answer questions. At least one author must be present at the poster during the presentation period.

General:

• Citing research and presenting data (original or a review of data) is highly encouraged for all submission types.

• Make sure that your submission for a workshop/panel/etc. is appropriate for that format. Panel submissions that sound more like workshops are unlikely to be accepted and vice versa.

• Submissions should weigh the value of diverse voices against too many presenters to make it coherent. ACBS encourages (and depending on topic may require) panels/workshops to include a diverse complement of presenters (demographic diversity as well as diversity in areas of expertise), but not to the detriment of a coherent, we'll crafted session. Please consider the practicality of coordinating a quality session among too many presenters.

• Please accurately indicate if your submission is beginner, intermediate, or advanced. Please craft your submission to fit the audience you indicate. You do not have a better chance of being accepted if you choose all 3.

• If your expertise is in a very narrow area (ex. 55-57 year olds with trauma history), we encourage you to craft your workshop/panel submission to meet the needs of a wider audience. Your examples/demonstrations should of course be from your area of expertise, but we encourage that your abstract and title be accessible to more potential attendees.

• Make sure your abstract is clear and well written (have multiple people proofread it before submitting). Unclear or poorly written abstracts have a lower chance of being accepted.

• Make sure your abstract explains skills or information an attendee will walk away with at the conclusion.

• Background like “Acceptance and Commitment Therapy is a behavioral-based…..” isn’t necessary in your abstract. If you feel you need to persuade reviewers that your topic is important (but that background information isn’t relevant for an abstract to entice attendance) please add that to the “additional information” field at the end of the submission form.

• Create actual educational objectives - what the attendees should be able to do as a result of attending your session. (Read the examples/descriptions of what an objective is in the submission form before writing yours.)

• Post-test questions (required so that Continuing Education credit may be earned by those watching recordings of the live sessions), can often be developed (at least in part) from your education objectives. You can do up to 2 true/false questions and the remainder need to be multiple choice.  These questions don't have to be "extra tricky", they're just intended to gauge comprehension of information presented.

Specific to Workshops:

• Be realistic about what you are going to be able to do in the time available and about the time you need (don’t try to squeeze a 2 hour workshop into a 1 hour slot; adjust for the time).

• Workshops should not be didactic with a single exercise included at the end. This is a common mistake. Please consider multiple components (experiential exercises, role-plays, case conceptualizations, etc.) to make your workshop more appealing and useful. These should be woven thoughtfully throughout your workshop.

• Consider the unique opportunities available in the online format (if applying to present online). Not only can you plan for break out rooms, you can create polls, and ask people to indicate understanding/interest through the use of emoticons (thumbs up, etc.).

Virtual/ hybrid: Based on member/attendee feedback and technical expenses of our venue in New Orleans, we will not have a live virtual or hybrid component to this year's ACBS World Conference. However, some virtual Pre-Conference intensive workshops WILL be available in June 2025.

Translation: Unfortunately, we are unable to offer AI translation for the 2025 conference. While we remain committed to creating an inclusive experience for all attendees, the logistical and financial challenges make this option unfeasible at this time. We appreciate your understanding and will reassess the possibility for future conferences.

Educational Objectives are required for sessions to be eligible for Continuing Education (CE) credit. 

Writing Educational Objectives (according to the APA):

• Educational objectives, or learning outcomes, are statements that clearly describe what the learner will know or be able to do as a result of having attended an educational program or activity.
• Educational objectives must be observable and measurable.
• Educational objectives should (1) focus on the learner, and (2) contain action verbs that describe measurable behaviors
• Verbs to consider when writing Educational objectives:
  • list, describe, recite, write
  • compute, discuss, explain, predict
  • apply, demonstrate, prepare, use
  • analyze, design, select, utilize
  • compile, create, plan, revise, summarize
  • assess, compare, contrast, rate, critique
• Verbs to avoid when writing Educational objectives
  • know, understand, learn, become aware of, become familiar with, have a working knowledge of
  • be able to use, help clients respond to, approach, tweak
  • expand, grow, increase, improve
  • explore, express, appreciate, think critically

Examples of well-written Educational objectives:

• Implement traditional exposure-based interventions as adapted for an acceptance-based model.
• Describe the role and significance of avoidance in the development and maintenance of psychopathology.
• Conduct a full-scale values assessment with clients.

Examples of poor Educational Objectives:

• Hear the latest research about ACT. (not learner-focused; not about measurable behaviors)
• See a role-play. (not learner-focused; not about measurable behaviors)

The Chairperson for a PANEL should prepare to briefly introduce each Panelist. Keep it brief and relevant, so as not to take up lots of precious session time. Introduce all Panelists at the beginning of the session. Panels vary in their format, some have each panelist give 10 minute presentations followed by a discussion/debate by the panelists, some require the Chair to pose pre-arranged questions, some feed solely off of audience questions. The Chair is responsible for knowing or establishing the format and facilitating it (perhaps by asking the questions or calling on the audience members). If the panel gets off track (or off topic) it's the Chair's responsibility to bring them back to the topic, and make sure that the Educational Objectives listed in the Program are met/covered. Please keep in mind though that the Chair is not a Panelist (unless they are scheduled in both roles) and should make sure not to speak at length. If the Q&A is still going strong at the end of the scheduled time period, please thank the presenters, and announce that if the audience has any more questions, the presenters may be able to give them a few minutes in the hallway for remaining questions. This is necessary if another session is starting in 15 minutes (so that the next presenters can begin to prepare in the room) and so that those audience members that need to leave can do so (without disrupting the session) at the conclusion of the time period. It is the responsibility of the Chairperson to make sure that the session begins on time. Please make sure you have a watch.

Here's another cool article about Panel chairing for some other tips.

The Chairperson for a SYMPOSIUM should prepare to briefly introduce each speaker, immediately prior to his/her presentation (this can be as minimal as Name, Affiliation, Paper title; or a little more substantive if desired, but still brief.) It is also your responsibility to monitor the timing of each speaker.  (Each session may have slightly different timing... if the session is 60 minutes, with 3 papers, each paper would be 10 minutes, then 15 minutes of time for the Discussant, followed by Q&A. If the session is 60 minutes with 4 papers, each paper would get 10 minutes, 10 minutes for the Discussant, and the remainder for questions.) If there is no Discussant, each presenter may have more time, or you can opt for a longer Q&A period.

Briefly tell each speaker, prior to the session something like "I'll keep the time on my watch. Each speaker has 10 minutes. I'll raise my hand in the back of the room when you have 5 minutes, and I'll raise my hand and hold up 1 finger when you have 1 minute left." You may put notecards on the lectern with the amount of time left, if you prefer. (The set up of the room may or may not permit this.) If the presenter does not stop at the end of their time, please kindly interrupt them (verbally), and ask them to wrap up so that the next presenter may begin.  (The audience will thank you!) The Question & Answer period for all papers should occur at the end of the session (not after each presentation). Please just make sure that everyone gets a fair and equal amount of time. (If the first person has a short talk, the extra time may be divided among the remaining speakers.) It is the responsibility of the Chairperson to make sure that the session begins on time. Please make sure you have a watch.

A discussant is the final speaker in a SYMPOSIUM who highlights and integrates the contributions of various speakers in that symposium. That is, they use their expertise to provide a general commentary on individual papers within the session and explore how the papers (in relation to each other) help advance the topic. Discussants should plan to discuss the session for approximately 10 minutes, depending upon the time available, and then moderate questions from the audience. Discussants should directly request the papers (or at least the outlines) from the presenters before the conference, and prepare by reading related work prior to the conference.

You can find the important details regarding Chapter/SIG Submission Sponsorship here.