Acceptance and Commitment Therapy for children: A systematic review of intervention studies

Swain, Jessica; Hancock, Karen; Dixon, Angela; Bowman, Jenny

doi:10.1016/j.jcbs.2015.02.001

Cited by 100 publications

(83 citation statements)

References 45 publications

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“…There are still few high-quality studies that have rigorously tested the effectiveness of ACT among young people (see Halliburton & Cooper, 2015;Swain, Hancock, Dixon, & Bowman, 2015;Lønfeldt et al, 2017 for reviews). Studies on ACT for youth are usually brief interventions or case studies and have small sample sizes.…”

Section: Act Treatments: State Of the Evidencementioning

confidence: 99%

Psychometric properties of the Avoidance and Fusion Questionnaire for Youth: A psychological measure of psychological inflexibility in youth

Livheim

Tengström

Bond

et al. 2016

Journal of Contextual Behavioral Science

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Section: Act Treatments: State Of the Evidencementioning

confidence: 99%

Psychometric properties of the Avoidance and Fusion Questionnaire for Youth: A psychological measure of psychological inflexibility in youth

Livheim

Tengström

Bond

et al. 2016

Journal of Contextual Behavioral Science

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“…Future research should investigate in further detail the effects of children's strategies to regulate their worry and which function they serve (i.e., avoidance or cognitive/emotional regulation) in order to advance therapy. Such processes in children are beginning to be attended to and investigated further in the context of newer forms of cognitive behavioural therapies (Ellis & Hudson, ; Swain, Hancock, Dixon, & Bowman, ).…”

Section: Discussionmentioning

confidence: 99%

How do anxious children attempt to regulate worry? Results from a qualitative study with an experimental manipulation

Normann

Esbjørn

2018

Psychol Psychother

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Objective. The objective of this study was to explore how anxiety-disordered children attempt to regulate their worry.Design. An experimental manipulation was applied, followed by a qualitative interview.Methods. Thirty children aged 7-13 were enrolled in this study. Each child was presented with a black mystery box, was told that shortly he/she would have to feel what was inside the box, and was then left alone for 4 min, prior to commencing the task. The purpose of the experimental manipulation was to induce slight levels of worry in the child, so that he/she could better report on worry regulation strategies. Afterwards, an interview about how the child had regulated worry during the experimental manipulation and in everyday life was undertaken. The interviews were coded using thematic analysis.Results. Five main themes were uncovered. These were (1) internal regulation of worry, for example, thinking about something else and self-reassurance talk, (2) external regulation of worry, for example, behavioural avoidance and distraction, (3) perceived effect of strategies, (4) shifting between strategies, and (5) absence of a strategy.Conclusions. Our results demonstrate that anxious children use a variety of behavioural and cognitive strategies to regulate worry. They use these strategies in combination, they generally perceive them as ineffective, and they sometimes do not report any strategy for attempting to regulate their worry. These results indicate that clinicians should be curious about which strategies anxious children use to regulate their worry, how these strategies interact with each other, and how they are implemented by the child. Practitioner pointsUsing an experimental manipulation followed by an interview, this study sought to investigate how anxious children seek to regulate their worries. Anxious children attempt to regulate their worry with use of behavioural regulation strategies, such as avoidance and distraction, and with use of cognitive regulation strategies, including thinking about something else, self-reassurance talk, and thought suppression. Sometimes, however, anxious children are not able to report a regulation strategy for a specific worry episode, suggesting that they may not always have a strategy or that they lack the introspective ability to report what they did.

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“…But the news is positive for ACT on this front as well. There are a significant number of studies, including a handful of randomized controlled trials (RCTs), 5 though the literature is not nearly as rich as with adults. Perhaps the most important study so far is an RCT that included 157 treatment completers in ACT, traditional CBT, and a wait-list control (WLC) for the treatment of anxiety.…”

Section: Evidencementioning

confidence: 99%

Act up? Act out? ACT!

Smith¹

2017

Child Adolescent Behavior

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Some of you will have heard of plain old cognitive therapy (CT) and rational emotive therapy (RET), dating back to the pathbreaking work of Aaron Beck and Albert Ellis. Most of you will have heard of cognitive behavioral therapy (CBT), an enhancement of cognitive therapy alone (and why RET later became REBT). But I suspect many fewer readers know as much about acceptance and commitment therapy (ACT—proponents prefer it to be pronounced ‘act,’ not ‘A‐C‐T’), a newer kid on the block but growing rapidly, and with an extensive research base. What is it and how does it add to our therapeutic armamentarium?

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Acceptance and Commitment Therapy for children: A systematic review of intervention studies

Cited by 100 publications

References 45 publications

Psychometric properties of the Avoidance and Fusion Questionnaire for Youth: A psychological measure of psychological inflexibility in youth

Psychometric properties of the Avoidance and Fusion Questionnaire for Youth: A psychological measure of psychological inflexibility in youth

How do anxious children attempt to regulate worry? Results from a qualitative study with an experimental manipulation

Act up? Act out? ACT!

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