Chapter 13: Acceptance And Inteventions

Question 1

Dialects

Answer 1

way to bring opposing forces together
– A therapist with certain ideas of healthy behavior, and a distressed, dysfunctional client

Question 2

ACT focuses on

Answer 2

noticing unwanted thoughts as
experiences; not as obstructions
• Interventions gaining popularity
– Compliment traditional behavioral and cognitive interventions

Question 3

Relational frame theory

Answer 3

ability to form relationships between concepts

Question 4

experiential avoidance

Answer 4

of unpleasant thoughts, experiences
– Causes distress, interferes with normal functioning
– Plays a role in clinical problems (anxiety, depression, substance use, borderline personality disorder)

Question 5

psychological flexibility

Answer 5

the
opposite of experiential avoidance

Question 6

Acceptance

Answer 6

Making room for unpleasant private experiences; allowing them to come and go without struggling with them or giving them too much attention

Question 7

Cognitive defusion

Answer 7

Learning to perceive private experiences as bits of language, words, and pictures, rather than taking them as facts

Question 8

Contact w/ the present moment

Answer 8

Bringing full awareness to the here and now; focusing on, and engaging fully in, whatever one is doing

Question 9

The observing self

Answer 9

Understanding that thoughts and feelings are not the essence of who we are; they are just aspects of us that change constantly

Question 10

Values

Answer 10

Clarifying what is most important, significant, and meaningful in life

Question 11

Committed action

Answer 11

Setting goals, guided by values, and taking action to achieve them

Question 12

Implementing acceptance

Answer 12

• An alternative to experiential
avoidance
• Clients make space for unpleasant
thoughts, experiences, by “opening up” to them

Question 13

Mindfulness

Answer 13

Learning how to become aware of the present moment without judgment

Question 14

Distress tolerance

Answer 14

Accepting reality as it is and learning to effectively manage adversity

Question 15

Emotion regulation

Answer 15

Understanding and reducing vulnerability to strong emotions

Question 16

Interpersonal effectiveness

Answer 16

Developing skills for cultivating and maintaining interpersonal relationships

Question 17

Crisis survival skills

Answer 17

might be learned and practiced in distress tolerance

Question 18

Self-soothing

Answer 18

Alleviating distress through comforting and nurturing oneself when experiencing a crisis.
Clients assemble a kit of self-soothing material for the five senses (e.g., favorite music, photos of loved ones, soft blanket, coffee, scented candle) that they access to mentally ground themselves when experiencing a crisis.

Question 19

T.I.P.P skills

Answer 19

Using Temperature (e.g., cold water), Intense exercise, Paced breathing, or P rogressive muscle relaxation to reduce intense emotional arousal.

Question 20

S.T.O.P skills

Answer 20

Learning to respond to crises in the following way: Stop and do nothing instead of the typical reaction, Take a step back and a deep breath, Observe what’s happening in the situation, and Proceed using mindfulness and acceptance skills.

Question 21

Pros and cons

Answer 21

Taking a moment to think logically (perhaps making a list of pros and cons) about the situation and next steps so that decisions are made thoughtfully and carefully, rather than impulsively and based on strong emotions.

Question 22

Radical acceptance

Answer 22

Observing the situation as it is without judgment or trying to change it (i.e., “It is what it is”), and understanding that some things are simply out of our control.

Question 23

Distraction

Answer 23

Temporarily doing something else until the client is able to more calmly approach the crisis situation. This might involve physically leaving a location, or engaging in an action such as calling a friend or playing with pets.

Question 24

Improving the moment

Answer 24

Using other strategies to get through the crisis, such as trying to find a sense of purpose in the crisis, praying, using muscle relaxation, and breaking the crisis down into parts that can be addressed one at a time.

Question 25

Emotion regulation skills

Answer 25

-clients understand functions of emotions, modify inappropriate behavioral tendencies associated with them
• Clients taught to identify, label emotions, and not to act immediately

Question 26

Opposite action

Answer 26

behaving contrary to urge
provoked by strong emotion
– This creates more choices for client
– Promotes resilience

Question 27

Interpersonal Effectiveness

Answer 27

• Clients focus on conflict resolution, active listening, assertiveness strategies; balance priorities, demands

Question 28

G.I.V.E.: Interpersonal effectiveness skills:

Answer 28

• Gentle. Don’t attack, threaten, or judge others
• Interest. Use good listening skills (e.g., don’t
interrupt)
• Validate. Acknowledge the other person’s thoughts
• Easy. Try to have a leisurely attitude

Question 29

Scientific Support

Answer 29

• ACT can be more effective than no treatment
• Can be effectively delivered with adults, children,
individually, in groups, online, outpatient,
intensive treatment settings
• ACT not more effective than other CBTs
• Helpful for those with emotion regulation
difficulties

Question 30

Criticisms

Answer 30

• Concerns about using ACT with those having autism spectrum disorder, learning disabilities, attention difficulties
• Difference between CBT and third-wave
treatments is questionable
• Ideas and techniques in third-wave interventions may not be entirely novel
• DBT is demanding for clients and therapists