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| Pushing into Failure to Produce Success: Academic Distress from RFT and ACT Perspectives |
| Saturday, May 29, 2004 |
| 3:30 PM–4:50 PM |
| Independence West |
| Area: VBC/EDC; Domain: Applied Research |
| Chair: Amanda C. Adcock (University of Mississippi) |
| Abstract: . |
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| Evaluating the Role of Context in Analogy with Young Children |
| NICHOLAS M. BERENS (University of Nevada, Reno), Steven C. Hayes (University of Nevada, Reno) |
| Abstract: Aptitude tests such as the SAT and the GRE are often used as benchmarks for admissions in undergraduate and graduate programs. As such, there is often a great deal stress on the part of students regarding these tests. Thus, it may be possible alleviate stress around these tests by strengthening the skills that these tests target. The skill of interest for this investigation is analogical reasoning. Relational Frame Theory (RFT) maintains that the specific class of responding that is at least partially responsible for success on analogical reasoning tests (e.g., derived relational responding) may be viewed as generalized operant. As such, RFT appeals to a history of relational training with multiple exemplars to establish and strengthen such a repertoire. The purpose of the current investigation is to evaluate this claim as applied to analogical reasoning tasks. Deficits in analogical responding were identified with participants, ages 8-10 years old. Using the computer-authoring program “ThinkFast” participants were then exposed to a multiple exemplar procedure as means of ameliorating these deficits. |
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| A Relational Frame Theory Analysis of Academic Distress Among College Students |
| AMANDA C. ADCOCK (University of Mississippi), Christina I. Tucker (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: Relational Frame Theory is a broadly applicable behavioral approach to the processes underlying human language. High emotional salience appears to effect the acquisition and flexibility of derived relational responding. College students who are high in academic distress will be examined for facilitated acquisition of academic-failure relevant stimuli. Implications of facilitated acquisition of distress-relevant classes and lack of flexibility in such classes will be discussed. |
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| Acceptance and Commitment Therapy for Academic Success: Follow-up Report and Continuing Protocol Development |
| LAURA ELY (University of Mississippi), Kelly G. Wilson (University of Mississippi), Amy Murrell (Family Badge) |
| Abstract: Academic failure of undergraduates is costly to both students and the general public. As many as 4 out of every 10 students leave four-year colleges without a degree (Tinto, 1993). Academic problems are largely treated as skills deficits, with much of the research and resources in this area focused on improvement of study skills, goal-setting, time-management training, tutoring, and test-taking strategies. However, some have reported that counseling can be beneficial. Based on our search of the literature, no theoretically coherent or systematic development and evaluation of a counseling strategy for this population has proven successful. In the course of this study, we have developed a treatment protocol for at-risk undergraduates based on Acceptance and Commitment Therapy (ACT). The treatment is aimed at decreasing emotional avoidance and increasing flexibility of behavioral repertoires in order to move participants toward a values-directed life. Our study provides a preliminary examination of its utility in this setting. Participants are undergraduate students at risk of academic failure (on academic probation or with a GPA less than 2.0 at midterm). The 3-week treatment consists of a day-long group, two individual sessions, and two shorter group meetings. Along with grade point average, scores on measures of psychological distress, cognitive and emotional avoidance, and study skills are recorded. Treatment has been completed with two groups of students (6 in the fall 2001 group, 5 in the spring 2002 group). Follow-up data will be presented, along with a discussion of further ideas on protocol development. |
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| Acceptance and Commitment Therapy in Treating Academic Difficulties: A Case Study |
| CATHERINE H. ADAMS (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: One case study will be presented on a 14-year-old male presenting with difficulties in school. Specifically, the client and his parents reported experiencing trouble paying attention to lectures, focusing on and answering test questions, and completing in-class and homework assignments. Past attempts at addressing these concerns included study skills training, tutoring after school, and test-anxiety reduction. Client completed the Child Behavior Checklist, Child Depression Inventory, Valued Living Questionnaire, and Acceptance and Action Questionnaire upon initiating intervention. Clinical treatment has included Acceptance and Commitment Therapy focusing on the issues initially presented by the client and his parents. Process components, data collection and analysis with respect to therapeutic progress will be presented. |
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