Abstract
The present study pilot tested a mindfulness and acceptance-based work stress reduction intervention for intellectual disability
staff. The intervention combined Acceptance and Commitment Training (ACT) with instruction in applied behavior analysis. This
combined intervention was compared to a control condition consisting of applied behavior analysis training only. Considering
both distressed and nondistressed participants, between-group differences were observed only for participants who reported
that they had been consistently applying the techniques they had learned. In addition, ACT group participants with higher
levels of psychological distress at pretest showed greater reductions in psychological distress from pretest to follow-up
when compared to their control group counterparts. A concurrent decrease in the believability of burnout-related thoughts
was observed in the ACT group from pretest to follow-up, relative to the control group. These results support and extend previous
research on ACT interventions for intellectual disability staff.
staff. The intervention combined Acceptance and Commitment Training (ACT) with instruction in applied behavior analysis. This
combined intervention was compared to a control condition consisting of applied behavior analysis training only. Considering
both distressed and nondistressed participants, between-group differences were observed only for participants who reported
that they had been consistently applying the techniques they had learned. In addition, ACT group participants with higher
levels of psychological distress at pretest showed greater reductions in psychological distress from pretest to follow-up
when compared to their control group counterparts. A concurrent decrease in the believability of burnout-related thoughts
was observed in the ACT group from pretest to follow-up, relative to the control group. These results support and extend previous
research on ACT interventions for intellectual disability staff.
- Content Type Journal Article
- Category Original Paper
- Pages 1-9
- DOI 10.1007/s12671-012-0103-8
- Authors
- J. Scott Bethay, Department of Psychology, University of Mississippi, 205 Peabody, University, MS 38677, USA
- Kelly G. Wilson, Department of Psychology, University of Mississippi, 205 Peabody, University, MS 38677, USA
- Lindsay W. Schnetzer, Department of Psychology, University of Mississippi, 205 Peabody, University, MS 38677, USA
- Stephanie L. Nassar, Department of Psychology, University of Mississippi, 205 Peabody, University, MS 38677, USA
- Michael J. Bordieri, Department of Psychology, University of Mississippi, 205 Peabody, University, MS 38677, USA
- Journal Mindfulness
- Online ISSN 1868-8535
- Print ISSN 1868-8527