A unified approach to improving the lives of young people !

www.thrivingadolescent.com

4

The Thriving Adolescent

Using Acceptance and Commitment Th erapy and Positive Psychology to Help Teens Manage Emotions,

Achieve Goals, and Build Connection

Louise L. Hayes, PhD Joseph Ciarrochi, PhD

Foreword by Steven C. Hayes, PhD

FOR THERAPISTS,

TEACHERS & SCHOOL

COUNSELORS

uncorrected proof

Evidence for ACT overall

• More thank 150 RCTs

• https://contextualscience.org/state_of_the_act_evidence

Emerging evidence for young people for ACT

• Our studies

• Livheim, F., Hayes, L., Ghaderi, A., Magnusdottir, T., Högfeldt, A., Rowse, J., & ... & Tengström, A. (2014). The effectiveness of acceptance and commitment therapy for adolescent mental health: Swedish and Australian pilot outcomes. Journal of Child and Family Studies, 24, 1016-1030.

• Hayes, L., Boyd, C. P., & Sewell, J. (2011). Acceptance and commitment therapy for the treatment of adolescent depression: A pilot study in a psychiatric outpatient setting. Mindfulness, 2(2), 86-94.

• Others

• Wicksell, R., Melin, L., Lekander, M., & Olsson, G. L. (2009). Evaluating the effectiveness of exposure and acceptance strategies to improve functioning and quality of life in longstanding pediatric pain - A randomized controlled trial. Pain, 37, 1-14.

• Plus some small case studies designs

R a t i o n a l e

• Our question -How do people grow flexibly?

• ACT

• Based on psychopathology - originally

• For adults

• Did not account for growth in development

• Was top down, we wanted bottom up

D N A - V i s a C B S m o d e l

8

C o n t e x t u a l b e h a v i o u r a l s c i e n c e h a s m u l t i p l e l e v e l s

1. Evolution science principles of variation, selection and retention for the purposes of adaptation

2. Functional Contextualism - a world view that behaviour of organisms occurs in a context, so must look at both together

3. Behavioural Principles - operant principles for selection by consequences

4. Relational Frame Theory - an operant explains verbal behaviour (language, thinking, etc)

5. Acceptance and Commitment Therapy - method for applying above theories

6. DNA-v as the application of all of the above for children and adolescents

• One goal:

• basic and applied scientific methods to predict and influence the behaviour of humans with precision, scope and depth

9

our goal today:

a brief look at your DNA

i s t h i s t h e u l t i m a t e s u r v i v a l m a c h i n e ?

y o u r b r a i n i s n o t t h e b o s s

you are a whole system

• O u r h e a r t f e e d s i n f o r m a t i o n t o o u r b r a i n

• 8 0 % o f t h e n e r v e f i b r e s g o f r o m t h e b o d y t o t h e b r a i n ( P o r g e s , e t a l 2 0 1 1 F e b r u a r y ; d o i : 1 0 . 1 0 0 2 / i c d . 6 8 8 )

m a y b e o u r h e a r t i s w h e r e i t i s a t ?

y o u r h e a r t i s n o t t h e b o s s e i t h e r

you are a whole system

15

maybe we are just our DNA?

16

your DNA is infinitely changeable, epigenetic changes through multiple streams -

(e.g. health, movement, food, love, even mindfulness and on…..)

your DNA is not the boss either

Jablonka, E., & Lamb, M. (2006). Evolution in Four Dimensions: Genetic, Epigenetic, Behavioral, and Symbolic Variation in the History of Life (Life and Mind: Philosophical Issues in Biology and Psychology):

The MIT Press.

….you are a whole system

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

we use a whole system

we call it DNA-v

….are you willing to write your own DNA?

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

about me

choose 3 numbers between 1 and 63

23

choosing

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A vitality

value

or simply what’s in your heart

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

27

who do you talk to the most?

your best friend, your constant companion is … YOU

28and your worst enemy too

y o u s h o u l d !

w h y d i d n ’ t y o u ?

i t ’ l l g o w r o n g

29

no one, no-one, sees the world exactly the same.

why?

you have a unique view of the world

a s t o r y

30

31

my advisor - is like - ???

my advisor - is like - ???

clipit from Microsoft Word

colours

traffic light

eddie murphy

bambi

yoda

a GPSa cat

the wind

the voice of history

wikipedia

a bug in ear device

if you are stuck, step to another space…

34

one simple message

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

s t e p p i n g i n t o t h e t h e n o t i c e r s p a c e

3 steps

1. Normalise 2. A-N-D 3. allow

37

you have a message

how about this?

39

3 other options..

2. pause it

1. be here

3. allow it to ring

you have a message

not if you have a body

A - N - D

name the body message

aware

describe

lonely

step 2

43

allow

N o t i c e r i s n ' t j u s t a b o u t f e e l i n g s

• becoming aware of your engine running

• our physiology can be altered

• through moving, breathing, mindfulness, etc

• but also being seen, and loved by others

N o t i c e r p r a c t i c e

• A-N-D • Breathing (Balloon Breathing,

Hand rising and falling) • Eating • Walking • Listening to sounds • Stretching • Moving • Yoga • Observing the outside world • Listening to music • Playing • Having a conversation

45

46

M i n d f u l

47

M i n d f u l

• 3 rules

• 1. . pause • 2. fix attention on an anchor • 3. notice what shows up -

curiosity

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

As t e p p i n g i n t o t h e t h e d i s c o v e r e r s p a c e

“The real voyage of discovery consists not in seeking new

landscapes, but in having new eyes.” ― Marcel Proust

play = the ability to be scared and still be a discoverer

a n t h r o p o l o g i c a l s t u d i e s o n p l a y ( G r a y, 2 0 1 3 )p l a y a t h u n t i n g a n d g a t h e r i n g , p l u s - c a r i n g f o r i n f a n t s , s w i n g i n g f r o m t r e e s , a c r o b a t i c s , b u i l d i n g v i n e l a d d e r s , b u i l d i n g h u t s , u s i n g k n i v e s a n d t o o l s , m a k i n g t o o l s , c a r r y i n g h e a v y l o a d s , b u i l d i n g r a f t s , m a k i n g f i r e s , p r e t e n d i n g t o d e f e n d a g a i n s t p r e d a t o r s , i m i t a t i n g a n i m a l s , m a k i n g m u s i c , c l i m b i n g t r e e s , l e a r n i n g t o d a n c e , s t o r y t e l l i n g , a r g u i n g , p l a y f i g h t i n g , m a k i n g m u s i c a l i n s t r u m e n t s , c r e a t i n g j e w e l l e r y, a r t w o r k , c h a s i n g , i m i t a t i n g a d u l t s

what is adolescence for?

a n i m a l s t u d i e s o n a d o l e s c e n c e

• Animal adolescence - risk taking, love of novelty, sensation seeking, and changes in peer and family relationship (Spear, 2004, Laviola, Macrı,̀ Morley-Fletcher, & Walter, 2003)

a n t h r o p o l o g i c a l s t u d i e s o n a d o l e s c e n c e

• Human adolescence seen across 187 countries - risk taking, love of novelty, sensation seeking, and changes in peer and family relationship - (Schlegel & Barry, 1991)

r i s k t a k i n g , l o v e o f n o v e l t y a n d s e n s a t i o n s

e v o l v e d i n a d o l e s c e n c e f o r l e a r n i n g t o b e i n d e p e n d e n t - f o r s u r v i v a l ( E l l i s e t a l . 2 0 1 2 , H a w l e y e t a l , 2 0 1 1 )

maladaptive risk

adaptive risk

B u i l d S t r e n g t h s

58

D i s c o v e r e r i n 4 s t e p s

1. tracking what is working (ABC)

2. creating values

3. building strengths

4. explore new and untested behaviour

59

D i s c o v e r e r i n 4 s t e p s

• purpose is to build BROAD repertoires of behaviour that connect to meaning

• begins with operant principles of overt behaviour (later RFT for language, rules, thinking, etc in same way)

• track the physical space world

• undertaken explicitly for the purposes of selecting new behaviors that promote variation:

60

key discoverer step -does this work out for me-

?

self

social

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

equally important as DNA-v but a complete workshop all on their own

!

! ! !

Feel

ing

plea

sure

Find

ing

peac

e

Mov

ing

Ask

ing

for

help

Seei

ng

poss

ibil

itie

s

Givi

ng

than

ks

Und

erst

andi

ng

Accepting yourself

V

alui

ng

Ours

elve

s !

63

Sort cards, - 1. most important now (in your life at present), 2. somewhat important now, 3. least important for now

Then choose only 5 as your most important for now

http://www.louisehayes.com.au/?p=1957

six ways to well being (Aked, Marks, Cordon, & Thompson, 2009).

Care for yourself• Self-care includes anything

you do to make sure your mind and body are working well.

• treating yourself to a fun activity after a hard day at school,

• being kind to yourself during tough times,

• eating well, and getting enough sleep.

• DONT put this last on the list!!!

Connect

• being with family, friends, mentors, pets

Give• Giving to others promotes your

own well-being.

• Think of times when you did something for someone, such as thanking someone, paying someone a compliment, or helping someone work through a problem.

• Or maybe you gave someone a gift by just listening to or accepting that person. Other ways of giving include taking care of animals or the environment.

Being active

• Going for a walk or run. Stepping outside, cycle, play a game, dance.

• Exercising makes you feel good.

• physical activity you found meaningful.

Notice now

• Think of times when you’ve been a noticer, paying attention with your five senses: touch, taste, sight, sound, and smell.

• Nature, expereriences, the world inside and outside

• or, fully engaged with a friend

Challenge yourself

• Think of how you might challenge yourself or perhaps learn something new.

• What are some challenging activities that you find enjoy- able, meaningful, or personally important?

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

73

– J o h n n y A p p l e s e e d

Write your own DNA

Louise Hayes, PhD,Fellow Association for Contextual

Behavioural Science

Orygen Youth Research Centre, The University of Melbourne

www.thrivingadolescent.com

www.louisehayes.com.au

76

A unified approach to improving the lives of young people !

www.thrivingadolescent.com

77

The Thriving Adolescent

Using Acceptance and Commitment Th erapy and Positive Psychology to Help Teens Manage Emotions,

Achieve Goals, and Build Connection

Louise L. Hayes, PhD Joseph Ciarrochi, PhD

Foreword by Steven C. Hayes, PhD

FOR THERAPISTS,

TEACHERS & SCHOOL

COUNSELORS

uncorrected proof

R a t i o n a l e

• Our question -How do people grow flexibly?

• ACT

• Based on psychopathology - originally

• For adults

• Did not account for growth in development

• Was top down, we wanted bottom up

D N A - V i s a C B S m o d e l

79

C o n t e x t u a l b e h a v i o u r a l s c i e n c e h a s m u l t i p l e l e v e l s

1. Evolution science principles of variation, selection and retention for the purposes of adaptation

2. Functional Contextualism - a world view that behaviour of organisms occurs in a context, so must look at both together

3. Behavioural Principles - operant principles for selection by consequences

4. Relational Frame Theory - an operant explains verbal behaviour (language, thinking, etc)

5. Acceptance and Commitment Therapy - method for applying above theories

6. DNA-v as the application of all of the above for children and adolescents

• One goal:

• basic and applied scientific methods to predict and influence the behaviour of humans with precision, scope and depth

80

our goal today:

social DNA

Wa l k o f l i f e

82

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

Social DNA

Building Strong Social Networks

247

variations between the script and the worksheet to indicate the flexibility of the approach. Note that the script below assumes all group members have learned the basics of the DNA-V model. If they are unfamiliar with the model, use the DNA-V Walk of Life exer-cise described in chapters 1 and 7 to introduce it.

Does acting according to predictions and judgments (A) support V?

Things our advisors predict could go wrong:

Group experiments: What are some ways we can make our group about V?

If things go wrong, how we might judge the group:

What happens if we immediately react to these feelings?

What do we value about this group?

What is our common purpose? Or, what values do we want to put into play?

What difficult feelings show up when we think about what might go wrong?

Does reacting to my feelings support V?

Is willingness useful here?

Figure 21. The DNA-V disk for groups.

Eliciting Values

Begin by inquiring about group values, asking what participants care about in the context of the group and what they’d like to get from it. Also ask what they’d like to see the group achieve or do. As participants offer values, write them in the center of the disk.

Social DNA

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A vitality

value

what do you care about today?

!

!

!

Have you ever

longed for

something? Imagine you

could achieve anything –

what would it be?

Have you dreamed of doing something extraordinary?

Have you

ever been

bullied?

Have you ever felt unsafe?

Have you ever been let down?

Have you ever been lost?

Have

you

ever

thought

of

dying?

Has fear

travelled with you?

Va l u e s c o n n e c t i o n

h o w a r e w e t h e s a m e ? h o w a r e w e d i f f e r e n t ?

86

T h e r e i s a l i o n i n t h e g r a s s

87

The positive one

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

Social DNA

T h e r e i s a l i o n i n t h e g r a s s

89

The groupie

T h e r e i s a l i o n i n t h e g r a s s

90

The mellow one

T h e r e i s a l i o n i n t h e g r a s s

91

The Advisor!!CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

A

Social DNA

raise your eq

receiver -

emoter -

CONTEXT

SELF CONTEXT

SO

CIA

L VALUEVDISCOVERER

ADVISOR

NOTICER

D

N

As t e p p i n g i n t o t h e t h e d i s c o v e r e r s p a c e

play - the ability to hold physiological arousal in order to discover, exploration, expand

p l a y w e n e e d t o ‘ b e ’ o k i n o u r b o d i e s

a n t h r o p o l o g i c a l s t u d i e s o n p l a y

p l a y a t h u n t i n g a n d g a t h e r i n g , p l u s - c a r i n g f o r i n f a n t s , s w i n g i n g f r o m t r e e s , a c r o b a t i c s , b u i l d i n g v i n e l a d d e r s , b u i l d i n g h u t s , u s i n g k n i v e s a n d t o o l s , m a k i n g t o o l s , c a r r y i n g h e a v y l o a d s , b u i l d i n g r a f t s , m a k i n g f i r e s , p r e t e n d i n g t o d e f e n d a g a i n s t p r e d a t o r s , i m i t a t i n g a n i m a l s , m a k i n g m u s i c , c l i m b i n g t r e e s , l e a r n i n g t o d a n c e , s t o r y t e l l i n g , a r g u i n g , p l a y f i g h t i n g , m a k i n g m u s i c a l i n s t r u m e n t s , c r e a t i n g j e w e l l e r y, a r t w o r k , c h a s i n g , i m i t a t i n g a d u l t s ,

F u n c t i o n o f p l a y i n h u n t e r g a t h e re r s — t o l e a r n h o w t o b e i n t h e c o m m u n i t y ( G r a y, 2 0 1 3 )

• Unlimited time and freedom to play, mixed age groups

• Indulgence of children’s, no bedtime, trusted, autonomy and egalitarian

• Exposed to all aspects of adult culture

• Play focuses on social skills - “complete” lack competitive games, they play as a coordinated group

• Children reportedly - cheerful, little conflict, self-controlled, emotionally regulated, highly autonomous kids

p l a y e v o l v e d f o r s u r v i v a l a s s o c i a l g r o u p s

p l a y i s v a l u e

a n t h r o p o l o g i c a l s t u d i e s o n a d o l e s c e n c e

• Human adolescence seen across 187 countries - risk taking, love of novelty, sensation seeking, and changes in peer and family relationship - (Schlegel & Barry, 1991)

• Animal adolescence - risk taking, love of novelty, sensation seeking, and changes in peer and family relationship (Spear, 2004, Laviola, Macrı,̀ Morley-Fletcher, & Walter, 2003)

a d o l e s c e n t s i n t r a d i t i o n a l c u l t u r e s s p e n d t h e m a j o r i t y o f t h e i r w a k i n g h o u r s w i t h a d u l t s , l e a r n i n g t o b e a d u l t s , a n d h a v i n g m e a n i n g f u l r o l e s ( S c h l e g e l , & B a r r y. 1 9 9 1 ) .

i n j u s t 1 0 0 y e a r s a d o l e s c e n t s n o w s p e n d m o s t o f t h e i r t i m e w i t h s a m e a g e p e e r s , a n d r i s k t a k i n g i s d i s c o n n e c t e d f r o m f u t u r e a d u l t r o l e s

r i s k t a k i n g , l o v e o f n o v e l t y a n d s e n s a t i o n s e v o l v e d i n a d o l e s c e n c e f o r s u r v i v a l

e x p l o r a t i o n i s t h e s e e d f o r c r e a t i n g v a l u e

h o w a b o u t u s -

h a v e y o u g o t t i m e f o r p l a y ?

Discoverer stance: -strong, explorer

Noticer stance: - pause, reflective

Advisor stance: - flexible like tree

D e r i v e d R e l a t i o n a l R e s p o n d i n g

107

noticer detects danger

advisor “earthquakes are dangerous”

108

=

• Transformation of stimulus function

• One trial learning

s t e p p i n g i n t o d i s c o v e r y

110

connection

community

agency

love

m i n d f u l a d v e n t u r e s

find time

to breathe to play

to discover

F o l l o w - u p :

1. S l i d e s a n d h a n d o u t s - w w w. l o u i s e h a y e s . c o m . a u

2. R e a d i n g c h a p t e r o n e o f T h e t h r i v i n g a d o l e s c e n t a v a i l a b l e o n

w w w. t h r i v i n g a d o l e s c e n t . c o m

3. w e b s i t e s - w w w. t h r i v i n g a d o l e s c e n t . c o m

4. w e b s i t e s - w w w. l o u i s e h a y e s . c o m . a u

5. w e b s i t e s - w w w. c o n t e x t u a l s c i e n c e . o r g

6. R e a d i n g D N A - v - T h r i v i n g A d o l e s c e n t ,

7. R e a d i n g A C T - e s s e n t i a l H a y e s , S t r a s a h l a n d W i l s o n 2 1 0 2

A c c e p t a n c e a n d C o m m i t m e n t T h e r a p y

8. C o n f e re n c e - A N Z i n N e w Z e a l a n d i n N o v e m b e r i n M e l b o u r n e

w w w. a n z a c t . c o m

9. A s s o c i a t i o n f o r C o n t e x t u a l B e h a v i o u r a l S c i e n c e - J o i n v a l u e s

b a s e d d u e s ( m i n $ 1 0 )

S a n j i w a n i P u b l i c H e a l t h M i s s i o n• The legal stuff:

• Registered – Australian Charities Not-for-profit Commission • Incorporated Association Victoria - A005646L • 95% of all funds provide direct health services

• website www.sanjwani.net.au

• follow up on facebook too - Sanjiwani Public Health Mission114

m i n d f u l a d v e n t u re s n o t f o r p r o f i t , m i n d f u l n e s s p r o f e s s i o n a l d e v e l o p m e n t

www.louisehayes.com.au

thank you