Masuda, Akihiko; Hayes, S. C.; Fletcher, Lindsay B.; Seignourel, P. J.; Bunting, K.; Herbst, S. A.; Twohig, M. P.; and Lillis, J., "The impact of Acceptance and Commitment Therapy versus education on stigma toward people with psychological disorders" (2007).

The present study examined the relation between changes in psychological flexibility and changes in mental health stigma in the context of a 2.5-hour long Acceptance and Commitment Therapy group workshop for reducing mental health stigma. Of 27 college undergraduates who attended the workshop, 22 completed onemonth follow-up assessment. Results revealed that mental health stigma was reduced significantly at post-treatment, and these reductions were maintained at one-month follow-up. Increased psychological flexibility from pre to follow-up was significantly correlated with the reduction in mental health stigma from pre to follow-up. Limitations of the current study and directions for future research are discussed.

Social responsibility looms as a key feature of leadership decision making and citizenship behavior as the world's resources are depleted, health and education crises increase, and communities, societies, and cultures adapt to a new context shaped by emerging technologies, political upheavals, global warming, and other drivers of behavior change. In this article we call for future work in behavior analysis, emphasizing the importance of organizational leaders' decision-making behaviors in establishing organizational practices that support prosocial behavior and eliminate aversive conditions within cultural systems. The discussion expands on recent behavior analytic literature on cultural change and leadership behavior by first providing a summary of popular definitions of human well-being and relating this concept to prosocial behavior. By drawing upon these definitions, we then summarize the behavior analytic concepts of metacontingencies

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The purpose of this study was to design a model for "first language" dominance over "second language" performance and the interference of one language over the other. Two sets of equivalence relations showing a common element (i.e., the reference) were established under different contextual conditions. One set ("first language") was over trained relative to the other ("second language"). Dominance of the "first language," as demonstrated in relations involving the common element, was determined by examining performances in the absence of contextual stimuli. Interference by one language over the other was modeled by examining the degree to which resurgence of "first language" and "second language" relations would occur in extinction, following a period of exposure to inconsistent test trials. In addition, both selection-based (i.e., copy text) and topography-based (i.e., intraverbal) equivalence were examined in these areas. The results demonstrated that the development of an analog for a bilingual repertoire, the domination of the "first language" over the "second language" and the interference of one language over the other, were established.