ACT Relevant Books/Stories

ACT Relevant Books/Stories
The purpose of this is to share ACT relevant books or stories that might help make ACT relevant points. Like the songs and metaphors pages it would be good to share the story/book or gist of it, and any ACT relevant points it might be making.
Aidan Hart

Children's Books for Adults

Children's Books for Adults

One of my favorite ways to teach defusion is to read children's books to adults, especially books that were likely read to them in childhood like Dr. Seuss and Shel Silverstein, etc. Hearing these stories as an adult helps change their perspective on issues they are facing (I use in a substance use treatment setting, but they can of course be applied to many others). I will start a list of stories that I currently use in my groups, but I'd like to know how many others use this intervention, and what stories you use.

Travis Graff

"Oh, The Places You'll Go" by Dr Seuss

"Oh, The Places You'll Go" by Dr Seuss

Plot from wikipedia

"The story begins with the narrator, relating the decision of the unnamed protagonist (who represents the reader) to leave town. The protagonist travels through several geometrical and polychromatic landscapes and places, eventually encountering a place simply called "The Waiting Place", which is ominously addressed as being a place where everyone is always waiting for something to happen. As the protagonist continues to explore, spurred on by the thoughts of places he will visit and things he will discover, the book cheerfully concludes with an open end."

Hexaflex points addressed

Self-As-Context - At one point the narrator talks about how difficult some of the challenges you will faces will be. "Games you can't win, Cause you'll play against you."

Commited Action - The narrator tells the reader about getting in a slump he states "Unslumping yourself is not easily done." But the point is to keep moving forward

Experiential Avoidance - The Waiting Place is where people are waiting for things to happen to them instead making things happen. It doesn't say exactly why, but I think it's fair to say that they are waiting to avoid being uncomfortable. This reminds me of the Waiting for the Wrong Train metaphor.

Travis Graff

"The Giving Tree" by Shel Silverstein

"The Giving Tree" by Shel Silverstein

I think that this book was written to show how far a parent would go for their child. When I read it though, I leave out the last couple pages, because I use this story a lot to show the impact of codependence on anything (substances for my treatment). The tree represents the patient, and the boy represents drugs. Sometimes I pull in some RFT principles and have the patients imagine what the experience is like for the apples, or the leaves, or the boat.

Plot from Wikipedia

The book follows the lives of a female apple tree and a boy, who develop a relationship with one another. The tree is very "giving" and the boy evolves into a "taking" teenager, man, then elderly man. Despite the fact that the boy ages in the story, the tree addresses the boy as "Boy" his entire life.

In his childhood, the boy enjoys playing with the tree, climbing her trunk, swinging from her branches, carving "Me + T (Tree)" into the bark, and eating her apples. However, as the boy grows older, he spends less time with the tree and tends to visit her only when he wants material items at various stages of his life, or not coming to the tree alone (such as bringing a lady friend to the tree and carving "Me +Y.L." (her initials) into the tree. In an effort to make the boy happy at each of these stages, the tree gives him parts of herself, which he can transform into material items, such as money (from her apples), a house (from her branches), and a boat (from her trunk). With every stage of giving, "the Tree was happy".

In the final pages, both the tree and the boy feel the sting of their respective "giving" and "taking" nature. When only a stump remains for the tree (including the carving "Me + T"), she is not happy, at least at that moment. The boy does return as a tired elderly man to meet the tree once more. She tells him she is sad because she cannot provide him shade, apples, or any materials like in the past. He ignores this and states that all he wants is "a quiet place to sit and rest," which the tree, who is weak being just a stump, could provide. With this final stage of giving, "the Tree was happy".

Hexafles processes addressed

Fusion - The Tree fuses to the thought that it can only be happy when The Boy was around or when she doing something for The Boy. It even becomes literally fused to when intitials are carved into The Tree. 

Experiential Avoidance - The Tree will do anything she can to avoid making The Boy feel like he can't do anything, because that would make her sad. 

Travis Graff

When sadness is at your door

When sadness is at your door
A lovely book to teach acceptance/diffusion. A child opens the door to sadness visiting. At first the child tries to shove it in the closet and avoid it, then "it feels like you've become sadness yourself" (the child is surrounded by sadness). The narrator reccomend giving sadness a name, asking what it needs, taking it outside, and doing some things "you both enjoy". In the final part, the sadness character turns into a blanket.
kelseydrifmeyer

Chinese Farmer Story

Chinese Farmer Story

I heard this story in passing years ago, and have used iterations of it. It was only after learning more about ACT had I realized I was using a story to relate avoiding fusion to thoughts positive or negative thoughts/feelings. This iteration I borrowed online, but provide the name of the source:

The Story of the Chinese Farmer

Once upon a time there was a Chinese farmer whose horse ran away. That evening, all of his neighbors came around to commiserate. They said, “We are so sorry to hear your horse has run away. This is most unfortunate.” The farmer said, “Maybe.” The next day the horse came back bringing seven wild horses with it, and in the evening everybody came back and said, “Oh, isn’t that lucky. What a great turn of events. You now have eight horses!” The farmer again said, “Maybe.”

The following day his son tried to break one of the horses, and while riding it, he was thrown and broke his leg. The neighbors then said, “Oh dear, that’s too bad,” and the farmer responded, “Maybe.” The next day the conscription officers came around to conscript people into the army, and they rejected his son because he had a broken leg. Again all the neighbors came around and said, “Isn’t that great!” Again, he said, “Maybe.”

The whole process of nature is an integrated process of immense complexity, and it’s really impossible to tell whether anything that happens in it is good or bad — because you never know what will be the consequence of the misfortune; or, you never know what will be the consequences of good fortune.

Alan Watts
 

jesse.zainey

Enchiridion of Epictetus

Enchiridion of Epictetus

This is my paraphrase of the famous brief Stoic work, with the sections labeled with the Core Flexibility Processes - because they just seem to fit so well. This might be a source of new stories or metaphors for your work.  Epictetus doesn't always sound like an ACT therapist - but almost always.

roger.neu

Perhaps

Perhaps
This story helps illustrate that events are not inherently "good" or "bad"
Gina Tormohlen

The Little Prince

The Little Prince

From The Little Prince by Antoine de Saint-Exupery

This is from one of my favourite books.

It has many ACT relevant moments in it, this is just one of them:

The next planet was inhabited by a tippler. This was a very short visit, but it plunged the little prince into deep dejection.

"What are you doing there?" he said to the tippler, whom he found settled down in silence before a collection of empty bottles and also a collection of full bottles.

"I am drinking," replied the tippler, with a lugubrious air.

"Why are you drinking?" demanded the little prince.

"So that I may forget," replied the tippler.

"Forget what?" inquired the little prince, who already was sorry for him.

"Forget that I am ashamed," the tippler confessed, hanging his head.

"Ashamed of what?" insisted the little prince, who wanted to help him.

"Ashamed of drinking!" The tippler brought his speech to an end, and shut himself up in an impregnable silence.

And the little prince went away, puzzled. "grown-ups are certainly very, very odd," he said to himself, as he continued on his journey.

I think this makes some nice ACT-relevant points about fusion, experiential avoidance and the futility of avoidance/control strategies.

The tippler is fused with his feeling of shame to the extent that he must avoid it by drinking. However, the costs and consequences of his drinking is further shame that he also fuses with and must avoid, also by drinking.

The tippler is essentially drowning in an alcoholic quicksand. The more he drinks to escape, the more bad stuff shows up, so the more he has to drink to escape a little bit more.

The Little Prince, who is essentially a child who has lived alone and has not been exposed to a verbal community where fusion and avoidance repertoires have fully developed sees this as being very odd indeed.

Aidan Hart

Things the grandchildren should know

Things the grandchildren should know

For a great example of someone dignifying their values with pain, I can whole-heartedly recommend the autobiography "Things the grandchildren should know" by Mark Everett (Lead singer of the band Eels). http://en.wikipedia.org/wiki/Things_the_Grandchildren_Should_Know

From publisher:

How does one young man survive the deaths of his entire family and manage to make something of his life? The insecure son of a misunderstood genius of quantum mechanics, Mark Oliver Everett's upbringing was "ridiculous, sometimes tragic, and always unsteady." But somehow he survived this and ensuing tragedies, channeling his experiences into his critically acclaimed music with the Eels.

Told with surprising candor, his memoir is an inspiring and remarkable story, full of hope, humor, and wry wisdom.

Declan