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Many who might benefit from behavioral health services do not receive them. In order to reach people at the scale that is needed to impact population health requires the development and testing of brief interventions. A reasonable place to begin is streamlining existing evidence-based interventions. The current paper describes a 1-session (60 min) acceptance and commitment therapy (ACT) protocol for health-related behaviors (i.e., tobacco use, physical activity, alcohol consumption, nutrition, and sleep) identified by the Centers for Disease Control and Prevention as key for chronic disease prevention. After describing the structure of the protocol, its application is illustrated through the presentation of 4 cases (3 successes and 1 failure) who received the intervention as part of an outcome study. The case examples demonstrate that the ACT protocol might provide a useful organizational structure for brief applications thereby providing a model of delivery that could be relatively broad in its reach.

Problem Nurses assume primary responsibility teaching children self‐management skills, yet few of them have formal training in evidence‐based treatments such as cognitive‐behavioral therapy (CBT). Methods We developed a novel CBT training curriculum specifically tailored for nurses and other child psychiatric inpatient team members. The curriculum was anchored in three components: (1) a structured manual; (2) instructional videos of common clinical scenarios using animated simulations; and (3) interactive role‐play exercises. The CBT curriculum was implemented through small group training sessions. We then conducted focus group sessions with the 20 participants to assess change in self‐reported knowledge of, and utilization of CBT skills in clinical practice. Findings The curriculum was well received by staff members, who found its content relevant and applicable to their daily inpatient work. Staff reported four main themes: (1) routine clinical care (feelings, challenges, and approaches); (2) CBT utility in practice; (3) CBT training components that facilitated learning of the discrete skills; and (4) professional development needs. Conclusions We were able to implement the curriculum within the time and staffing constraints of a clinically active inpatient setting. Future refinements of the model will include videotaped interactions between expert clinicians and simulated patients in high acuity situations.

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