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This article describes three brief acceptance-based protocols that were implemented with adolescents presenting psychological barriers to cope with different issues. The first was a values-acceptance protocol applied to adolescents to promote safe sex behaviours. The second protocol was applied to young chess promises to improve their chess performance. The third protocol was applied to children showing impulsive and antisocial behaviors. In all cases, the outcomes were satisfactory.

Much RFT-based research has concentrated on using derived relational responding to model particular aspects of language and higher cognition. One by now particularly successful example of this research is that which has modelled analogical language in terms of the relating of derived relations. The current article describes the progress of research in this area.

Much RFT-based research has concentrated on using derived relational responding to model particular aspects of language and higher cognition. One by now particularly successful example of this research is that which has modelled analogical language in terms of the relating of derived relations. The current article describes the progress of research in this area.

This article has two main purposes. The first one is to present the

This article has two main purposes. The first one is to present the

A case study where the client was a professional chess-player is presented. The objective of the intervention was to improve his chess performance. The chess-player attempts to control and avoid some private events and such a pattern of behaving causes a decrease in his performance. These attempts are functional equivalent and understandable from the experiential avoidance perspective. Consequently, a brief intervention of four sessions following ACT was implemented in two months.

A case study where the client was a professional chess-player is presented. The objective of the intervention was to improve his chess performance. The chess-player attempts to control and avoid some private events and such a pattern of behaving causes a decrease in his performance. These attempts are functional equivalent and understandable from the experiential avoidance perspective. Consequently, a brief intervention of four sessions following ACT was implemented in two months.

In the Relational Frame Theory literature, the term "formative augmenting" is used to describe transformations of function that establish particular consequences as either reinforcers or as punishers. This type of behavior is important because derived consequential stimuli may control behavior in the absence of direct training. The experiments described here are laboratory models of formative augmenting, in accordance with the relations of Same, Opposite, More-than and Less-than.

In the Relational Frame Theory literature, the term "formative augmenting" is used to describe transformations of function that establish particular consequences as either reinforcers or as punishers. This type of behavior is important because derived consequential stimuli may control behavior in the absence of direct training. The experiments described here are laboratory models of formative augmenting, in accordance with the relations of Same, Opposite, More-than and Less-than.

El objetivo de este estudio teórico es destacar las posibilidades aplicadas de la Teoría de los Marcos Relacionales (RFT) en el ámbito clínico. En primer lugar, describiremos de manera muy breve algunos de los principales conceptos técnicos de la teoría (por ejemplo, los conceptos de transformación de funciones y de operante generalizada).