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Acceptance & Commitment
Therapy
OverviewABOG, KARYL CHRISTINE A.
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Behavior Therapy
- Emerges as an approach committed to the
development of well specified and
rigorously tested applied technologies
based on scientifically well-established
basic principles
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Context Supporting a
Generation of BT1. A number of empirical anomalies have
emerged.
2. The underlying treatment development
model is showing signs of wear.
. The rise of constructivism and similar
post modernist theories wea!ened the
mechanistic assumptions that were once
dominating.
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Third ave
The new behavior therapies carry forward the "Ttraditions# but they$
1. Abandon a sole commitment to the first-
order change
2. Adopt more conte%tualistic aasumptions
. Adopt more e%periential and indirect
strategies
&. 'onsiderably broaden the focus of
change
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(nderlying Philosophy
1. )everal of the new behavior therapies
have conte%tualistic roots.
2. This philosophical difference seems to
ma!e more sense of the difference
between second generation "T and the
new forms.
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The truth is always itself
contextually situated function.
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"asic Theory$ $e%ationa% rame
Theory$e%ationa% rame Theory research has
shown that human beings are
e%traordinarily able to learn to derive andcombine stimulus relationships and to
bring them under arbitrary conte%tual
control.
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*onabitrary stimulus relations are those
defined by formal properties of related
events. +owever# humans can readily
learn to relate events that are not formally
related.
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Properties of relational learning$
1. "idirectionality
2. 'ombinatorial
. Transformation of stimulus functionsamong related stimuli
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*C+A+T,anima%- and C+A+Tcat
,& erived additional relations
Animal
'-A-T /cat0'-A-T
/cat0animal
Animal
cat
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Theory of P.ychopatho%ogy/
P.ycho%ogica% 0nf%exii%ity1. (biuity of pain
2. 'ognitive fusion
. E%periential avoidance
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Thoery of Change/
P.ycho%ogica% %exii%ity1. Establishing psychological acceptance
2. Establishing cognitive defusion s!ills
. istinguishing self-as-conte%t fromconceptualied self
&. 'ontacting the present moment and
establishing self-as-process s!ills
3. istinguishing choice from reasoned action
4. Teaching committed behavioral persistence and
behavioral change strategies lin!ed to those
values
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