Acceptance and Commitment Therapy (ACT) for Adolescents: Outcomes of a Large-Sample, School-Based, Cluster-Randomized Controlled Trial

摘要: The purpose of this study was to examine the efficacy an abbreviated, classroom-based, teacher-taught Acceptance and Commitment Therapy (ACT) program as intervention improve mental health in adolescents. In a group-randomized controlled trial, students (N = 586, age 14–21) were nested within 34 classes, which turn 14 schools. Individual classes randomly assigned either four-session ACT or usual-curriculum control condition. Students assessed using questionnaires at pre- post-treatment, 12-month follow-up. Questionnaires quality life, internalizing externalizing problems, thought attention psychological inflexibility. Hierarchical linear modeling showed no significant improvements on any outcome measures compared with group. No substantive effect sizes for across time observed. These findings failed support format that used current study, all students. We had large sample many variables, but find statistically effects sizes. delivered by teachers opposed professionals, so it is possible professionally trained therapists are needed be efficacious.