Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to ACCEPTANCE and COMMITMENT THERAPY | PSY4215542 | Spring Semester | 3+0 | 3 | 6 |
| Course Program | Çarşamba 12:00-12:45 Çarşamba 12:45-13:30 Çarşamba 13:30-14:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Ela ARI |
| Name of Lecturer(s) | Assist.Prof. Ela ARI |
| Assistant(s) | |
| Aim | The purpose of an Introduction to Acceptance and Commitment Therapy (ACT) course includes several objectives: Explaining the Basic Principles of ACT: The introductory course introduces participants to the fundamental concepts and principles of ACT. This helps them understand how the therapy works. Emphasizing the Importance of Acceptance: ACT emphasizes the importance of acceptance and adapting to life despite its challenges. The introductory course teaches participants how to cultivate acceptance and enhance their quality of life. Encouraging Living in Alignment with Values: ACT encourages individuals to live a life based on their values. The introductory course teaches participants how to identify their values and act in accordance with them. Increasing Mindfulness of the Present Moment: Mindfulness is a significant component of ACT. The introductory course provides participants with practical techniques to increase mindfulness of the present moment. Developing Initial Skills: The introductory course allows participants to develop ACT-based skills. These skills may include emotional flexibility, problem-solving, and behavior change. Facilitating Learning through Practice: The introductory course typically adopts an interactive and experiential approach. Participants learn by applying theoretical knowledge into practice. In conclusion, the Introduction to Acceptance and Commitment Therapy course enables participants to understand the core concepts of ACT, develop their skills, and begin applying them. This prepares them for a deeper therapy process and may assist individuals in making positive changes in their lives. |
| Course Content | This course contains; Introducing ACT Course – Main textbook and other supplementary books, course content as what to expect and what not to expect (some magic ) * Application and Research * Self as subject of interest ,Understanding Human Suffering Introduction to the human experience of suffering. Exploration of common challenges individuals face. Discussion on the role of Acceptance and Commitment Therapy (ACT) in addressing human suffering. ,Functional Contextual Approach and RFT Explanation of Functional Contextualism as the foundation of ACT. Understanding the contextual factors influencing behavior. ,Introduction to ACT Overview of key principles and goals of ACT Introduction to the Hexaflex Model and its six core processes. In-depth exploration of each aspect of the model. ,Psychological Flexibility Exploration of the concept of psychological flexibility. Willingness as a component of psychological flexibility Discussion on the Unified Model of Human Functioning. , Present-Moment Awareness Definition and clarification of present moment awareness How to promote contact with the present moment during sessions. ,Present-Moment Awareness The basic skills that enable present moment awareness. How to address and treat the failures of present-moment processes that interfere with effective living. ,Dimensions of Self Introduction to the concept of Self-as-Context. Developing a flexible perspective on self: Role-playing to develop a self -as-context metaphor during a session ,Dimensions of Self What is Compassion to self, from others, to others? Any blockage in these sources? ,Defusion How fusion with verbal content can lead to suffering. Showing limitations of language. ,Acceptance What acceptance is and is NOT? Is acceptance an Emotion Regulation Strategy? How experiential avoidance results in psychological rigidity and acceptance promotes flexibility. ,Defining Valued Directions Identifying personal values in different life domains. Clarifying the role of values in guiding behavior. ,Building Patterns of Committed Action Connecting personal values to committed action. Overcoming barriers to committed action. ,ALL and The Therapeutic Relationship in ACT: LOVE ❤️ Mutual gaze and eye contact, gestures, skin tone, and spatial presence and distance in sessions Exploring the importance of the therapeutic relationship in ACT. Developing the ACT therapeutic stance. ,Integration of everything Let’s learn how to improvise! Saying good bye from an FAP (Act Companion) Perspective Verbal reflections on personal and professional growth in the course. . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Understanding the Basic Principles of ACT: Participants will learn and understand the core principles of ACT and how these principles are applied in the therapy process. Importance of Acceptance and Flexibility: Understanding ACT's focus on acceptance and flexibility and learning how individuals can cope with emotional challenges. Living in Alignment with Values: Developing practical skills for participants to identify their own values and live according to these values. Mindfulness of the Present Moment: Learning practical techniques to increase mindfulness of the present moment, a fundamental component of ACT. Problem Solving and Behavior Change: Understanding ACT's approaches to problem-solving and behavior change and developing these skills. Therapeutic Skills: Developing basic therapy skills such as building empathy, effective communication, and managing the therapy process. Application Skills: Gaining the ability to apply ACT principles and integrate them into daily life effectively. These learning outcomes enable participants to understand the core concepts of ACT, develop their skills, and effectively use this therapeutic model. | 10, 15, 6, 9 | A, K |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, K: Self Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing ACT Course – Main textbook and other supplementary books, course content as what to expect and what not to expect (some magic ) * Application and Research * Self as subject of interest | |
| 2 | Understanding Human Suffering Introduction to the human experience of suffering. Exploration of common challenges individuals face. Discussion on the role of Acceptance and Commitment Therapy (ACT) in addressing human suffering. | |
| 3 | Functional Contextual Approach and RFT Explanation of Functional Contextualism as the foundation of ACT. Understanding the contextual factors influencing behavior. | |
| 4 | Introduction to ACT Overview of key principles and goals of ACT Introduction to the Hexaflex Model and its six core processes. In-depth exploration of each aspect of the model. | |
| 5 | Psychological Flexibility Exploration of the concept of psychological flexibility. Willingness as a component of psychological flexibility Discussion on the Unified Model of Human Functioning. | |
| 6 | Present-Moment Awareness Definition and clarification of present moment awareness How to promote contact with the present moment during sessions. | |
| 7 | Present-Moment Awareness The basic skills that enable present moment awareness. How to address and treat the failures of present-moment processes that interfere with effective living. | |
| 8 | Dimensions of Self Introduction to the concept of Self-as-Context. Developing a flexible perspective on self: Role-playing to develop a self -as-context metaphor during a session | |
| 9 | Dimensions of Self What is Compassion to self, from others, to others? Any blockage in these sources? | |
| 10 | Defusion How fusion with verbal content can lead to suffering. Showing limitations of language. | |
| 11 | Acceptance What acceptance is and is NOT? Is acceptance an Emotion Regulation Strategy? How experiential avoidance results in psychological rigidity and acceptance promotes flexibility. | |
| 12 | Defining Valued Directions Identifying personal values in different life domains. Clarifying the role of values in guiding behavior. | |
| 13 | Building Patterns of Committed Action Connecting personal values to committed action. Overcoming barriers to committed action. | |
| 14 | ALL and The Therapeutic Relationship in ACT: LOVE ❤️ Mutual gaze and eye contact, gestures, skin tone, and spatial presence and distance in sessions Exploring the importance of the therapeutic relationship in ACT. Developing the ACT therapeutic stance. | |
| 15 | Integration of everything Let’s learn how to improvise! Saying good bye from an FAP (Act Companion) Perspective Verbal reflections on personal and professional growth in the course. |
| Resources |
| Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999 & 2011). Acceptance and commitment therapy: The process and practice of mindful change. Guilford press. Harris, R. (2019). ACT made simple: An easy-to-read primer on acceptance and commitment therapy. New Harbinger Publications. Walser, R. D. (2019). The heart of ACT: Developing a flexible, process-based, and client-centered practice using acceptance and commitment therapy. New Harbinger Publications. Hayes, S. C. (2005). Get out of your mind and into your life: The new acceptance and commitment therapy. New Harbinger Publications. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 7 | 1 | 7 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 14 | 3 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 91 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(91/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTRODUCTION to ACCEPTANCE and COMMITMENT THERAPY | PSY4215542 | Spring Semester | 3+0 | 3 | 6 |
| Course Program | Çarşamba 12:00-12:45 Çarşamba 12:45-13:30 Çarşamba 13:30-14:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Ela ARI |
| Name of Lecturer(s) | Assist.Prof. Ela ARI |
| Assistant(s) | |
| Aim | The purpose of an Introduction to Acceptance and Commitment Therapy (ACT) course includes several objectives: Explaining the Basic Principles of ACT: The introductory course introduces participants to the fundamental concepts and principles of ACT. This helps them understand how the therapy works. Emphasizing the Importance of Acceptance: ACT emphasizes the importance of acceptance and adapting to life despite its challenges. The introductory course teaches participants how to cultivate acceptance and enhance their quality of life. Encouraging Living in Alignment with Values: ACT encourages individuals to live a life based on their values. The introductory course teaches participants how to identify their values and act in accordance with them. Increasing Mindfulness of the Present Moment: Mindfulness is a significant component of ACT. The introductory course provides participants with practical techniques to increase mindfulness of the present moment. Developing Initial Skills: The introductory course allows participants to develop ACT-based skills. These skills may include emotional flexibility, problem-solving, and behavior change. Facilitating Learning through Practice: The introductory course typically adopts an interactive and experiential approach. Participants learn by applying theoretical knowledge into practice. In conclusion, the Introduction to Acceptance and Commitment Therapy course enables participants to understand the core concepts of ACT, develop their skills, and begin applying them. This prepares them for a deeper therapy process and may assist individuals in making positive changes in their lives. |
| Course Content | This course contains; Introducing ACT Course – Main textbook and other supplementary books, course content as what to expect and what not to expect (some magic ) * Application and Research * Self as subject of interest ,Understanding Human Suffering Introduction to the human experience of suffering. Exploration of common challenges individuals face. Discussion on the role of Acceptance and Commitment Therapy (ACT) in addressing human suffering. ,Functional Contextual Approach and RFT Explanation of Functional Contextualism as the foundation of ACT. Understanding the contextual factors influencing behavior. ,Introduction to ACT Overview of key principles and goals of ACT Introduction to the Hexaflex Model and its six core processes. In-depth exploration of each aspect of the model. ,Psychological Flexibility Exploration of the concept of psychological flexibility. Willingness as a component of psychological flexibility Discussion on the Unified Model of Human Functioning. , Present-Moment Awareness Definition and clarification of present moment awareness How to promote contact with the present moment during sessions. ,Present-Moment Awareness The basic skills that enable present moment awareness. How to address and treat the failures of present-moment processes that interfere with effective living. ,Dimensions of Self Introduction to the concept of Self-as-Context. Developing a flexible perspective on self: Role-playing to develop a self -as-context metaphor during a session ,Dimensions of Self What is Compassion to self, from others, to others? Any blockage in these sources? ,Defusion How fusion with verbal content can lead to suffering. Showing limitations of language. ,Acceptance What acceptance is and is NOT? Is acceptance an Emotion Regulation Strategy? How experiential avoidance results in psychological rigidity and acceptance promotes flexibility. ,Defining Valued Directions Identifying personal values in different life domains. Clarifying the role of values in guiding behavior. ,Building Patterns of Committed Action Connecting personal values to committed action. Overcoming barriers to committed action. ,ALL and The Therapeutic Relationship in ACT: LOVE ❤️ Mutual gaze and eye contact, gestures, skin tone, and spatial presence and distance in sessions Exploring the importance of the therapeutic relationship in ACT. Developing the ACT therapeutic stance. ,Integration of everything Let’s learn how to improvise! Saying good bye from an FAP (Act Companion) Perspective Verbal reflections on personal and professional growth in the course. . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Understanding the Basic Principles of ACT: Participants will learn and understand the core principles of ACT and how these principles are applied in the therapy process. Importance of Acceptance and Flexibility: Understanding ACT's focus on acceptance and flexibility and learning how individuals can cope with emotional challenges. Living in Alignment with Values: Developing practical skills for participants to identify their own values and live according to these values. Mindfulness of the Present Moment: Learning practical techniques to increase mindfulness of the present moment, a fundamental component of ACT. Problem Solving and Behavior Change: Understanding ACT's approaches to problem-solving and behavior change and developing these skills. Therapeutic Skills: Developing basic therapy skills such as building empathy, effective communication, and managing the therapy process. Application Skills: Gaining the ability to apply ACT principles and integrate them into daily life effectively. These learning outcomes enable participants to understand the core concepts of ACT, develop their skills, and effectively use this therapeutic model. | 10, 15, 6, 9 | A, K |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, K: Self Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing ACT Course – Main textbook and other supplementary books, course content as what to expect and what not to expect (some magic ) * Application and Research * Self as subject of interest | |
| 2 | Understanding Human Suffering Introduction to the human experience of suffering. Exploration of common challenges individuals face. Discussion on the role of Acceptance and Commitment Therapy (ACT) in addressing human suffering. | |
| 3 | Functional Contextual Approach and RFT Explanation of Functional Contextualism as the foundation of ACT. Understanding the contextual factors influencing behavior. | |
| 4 | Introduction to ACT Overview of key principles and goals of ACT Introduction to the Hexaflex Model and its six core processes. In-depth exploration of each aspect of the model. | |
| 5 | Psychological Flexibility Exploration of the concept of psychological flexibility. Willingness as a component of psychological flexibility Discussion on the Unified Model of Human Functioning. | |
| 6 | Present-Moment Awareness Definition and clarification of present moment awareness How to promote contact with the present moment during sessions. | |
| 7 | Present-Moment Awareness The basic skills that enable present moment awareness. How to address and treat the failures of present-moment processes that interfere with effective living. | |
| 8 | Dimensions of Self Introduction to the concept of Self-as-Context. Developing a flexible perspective on self: Role-playing to develop a self -as-context metaphor during a session | |
| 9 | Dimensions of Self What is Compassion to self, from others, to others? Any blockage in these sources? | |
| 10 | Defusion How fusion with verbal content can lead to suffering. Showing limitations of language. | |
| 11 | Acceptance What acceptance is and is NOT? Is acceptance an Emotion Regulation Strategy? How experiential avoidance results in psychological rigidity and acceptance promotes flexibility. | |
| 12 | Defining Valued Directions Identifying personal values in different life domains. Clarifying the role of values in guiding behavior. | |
| 13 | Building Patterns of Committed Action Connecting personal values to committed action. Overcoming barriers to committed action. | |
| 14 | ALL and The Therapeutic Relationship in ACT: LOVE ❤️ Mutual gaze and eye contact, gestures, skin tone, and spatial presence and distance in sessions Exploring the importance of the therapeutic relationship in ACT. Developing the ACT therapeutic stance. | |
| 15 | Integration of everything Let’s learn how to improvise! Saying good bye from an FAP (Act Companion) Perspective Verbal reflections on personal and professional growth in the course. |
| Resources |
| Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999 & 2011). Acceptance and commitment therapy: The process and practice of mindful change. Guilford press. Harris, R. (2019). ACT made simple: An easy-to-read primer on acceptance and commitment therapy. New Harbinger Publications. Walser, R. D. (2019). The heart of ACT: Developing a flexible, process-based, and client-centered practice using acceptance and commitment therapy. New Harbinger Publications. Hayes, S. C. (2005). Get out of your mind and into your life: The new acceptance and commitment therapy. New Harbinger Publications. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows the basic concepts of research and application-oriented sub-fields of psychology and the basic theories of these fields. | X | |||||
| 2 | Can compare theories and schools in the history of psychology, and relate new developments with this knowledge. | ||||||
| 3 | Can recognize and interpret the problems they encounter and offer solutions using their expert knowledge. | X | |||||
| 4 | Can investigate a problem with scientific methods, interpret findings and turn the results into a scientific publication. | ||||||
| 5 | Can lead the project, plan and manage the activities in a team established to solve the problems related to their field. | ||||||
| 6 | Can question and criticize new ideas from a scientific point of view without taking sides. | ||||||
| 7 | They adopt the principle of lifelong learning and can follow new developments in their field. | ||||||
| 8 | Can share their findings, knowledge and solution suggestions about a problem with colleagues or people outside of their field in written or oral form, in an appropriate language. | ||||||
| 9 | They have a sense of social responsibility and can use their professional achievements in solving problems in their near and far surroundings. | ||||||
| 10 | Speaks English at least at B1 level to follow international professional developments. | X | |||||
| 11 | Has basic computer skills and can communicate with colleagues on up-to-date platforms. | ||||||
| 12 | Knows the basic tools of psychology used in assessment and evaluation and can use these tools. | ||||||
| 13 | Knows professional responsibilities, authorization, and limits, recognizes psychological problems, can make the right referral for their solution, and abides by ethical principles in research and practice. | X | |||||
| 14 | They consider individual and cultural differences in research and practice and take these differences into account while evaluating the research results. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |