Acceptance and Commitment Therapy: Applications for Educational Psychologists within Schools

Gillard, Duncan; Flaxman, Paul; Hooper, Nic

Abstract

© 2018, © 2018 Association of Educational Psychologists. Guidance for schools regarding the promotion and enhancement of psychological wellbeing represents an invitation to intervene to promote effective, evidence-informed, whole-school approaches for school staff, students and parents. With its transdiagnostic approach and evidence from empirical literature, Acceptance and Commitment Therapy (ACT) is asserted as a coherent psychological model that has potential to support schools in developing effective and sustainable practices to promote psychological wellbeing. Three ways of applying ACT within educational contexts are discussed, demonstrating potential utility of the model: supporting school staff wellbeing; targeted interventions for children and young people; and a potential universal application, through the development of an ACT-based emotional health and wellbeing curriculum.

Citation

Gillard, D., Flaxman, P., & Hooper, N. (2018). Acceptance and Commitment Therapy: Applications for Educational Psychologists within Schools. Educational Psychology in Practice, 34(3), 272-281. https://doi.org/10.1080/02667363.2018.1446911

• Journal Article Type: Article
• Acceptance Date: Mar 1, 2018
• Online Publication Date: Mar 21, 2018
• Publication Date: Jul 3, 2018
• Deposit Date: Apr 4, 2018
• Journal: Educational Psychology in Practice
• Print ISSN: 0266-7363
• Electronic ISSN: 1469-5839
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 34
• Issue: 3
• Pages: 272-281
• DOI: https://doi.org/10.1080/02667363.2018.1446911
• Public URL: https://uwe-repository.worktribe.com/output/859905
• Publisher URL: https://doi.org/10.1080/02667363.2018.1446911
• Additional Information: Additional Information : This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology in Practice on 1st March 2018, available online: https://doi.org/10.1080/02667363.2018.1446911.