Body Image-Acceptance and Action Questionnaire-5: An abbreviation using genetic algorithms

Body image concerns are typically linked with negative outcomes such as disordered eating and diminished well-being, but some people can exhibit psychological flexibility and remain committed to their valued goals despite being dissatisfied about their bodies. Such flexibility is most frequently measured by the Body Image–Acceptance and Action Questionnaire (BI-AAQ). This study used a recently validated, fully automated method based on genetic algorithms (GAs) on data from an American community sample (N1 = 538, 71.5% female, Age: M = 40.87, SD = 13.5) to abbreviate the 12-item BI-AAQ to a 5-item short form, BI-AAQ-5. Validation tests were conducted on data from an independent community sample (N2 = 762, 44.6% female, Age: M = 40.65, SD = 13.06). The short form performed comparably to the long form in terms of its factor structure and correlations with theoretically relevant constructs, including body image dissatisfaction, stigma, internalization of societal norms of appearance, self-compassion, and poor mental health. Further, preliminary analyses using structural equation modeling showed that body image flexibility, as measured by either the long or short form, was associated with almost all the criterion variables, even while controlling for a highly related construct of body image dissatisfaction. These results demonstrate the potential discriminant validity of both the long and short form of the BI-AAQ, and show that the BI-AAQ-5 is a suitable alternative to its long form. We discuss how psychological flexibility with respect to body image dissatisfaction can be conducive to positive functioning

A heart and a mind: Self-distancing facilitates the association between heart rate variability

Cardiac vagal tone (indexed via resting heart rate variability - HRV) has been previously associated with superior executive functioning. Is HRV related to wiser reasoning and less biased judgments? Here, we hypothesize that this will be the case when adopting a self-distanced (as opposed to a self-immersed) perspective, with self-distancing enabling individuals with higher HRV to overcome bias-promoting egocentric impulses and to reason wisely. However, higher HRV may not be associated with greater wisdom when adopting a self-immersed perspective. Participants were randomly assigned to reflect on societal issues from a self-distanced- or self-immersed perspective, with responses coded for reasoning quality. In a separate task, participants read about and evaluated a person performing morally ambiguous actions, with responses coded for dispositional vs. situational attributions. We simultaneously assessed resting cardiac recordings, obtaining 6 HRV indicators. As hypothesized, in the self-distanced condition, each HRV indicator was positively related to prevalence of wisdom-related reasoning (e.g., prevalence of recognition of limits of one’s knowledge, recognition that the world is in flux/change, consideration of others’ opinions and search for an integration of these opinions) and to balanced vs. biased attributions (recognition of situational and dispositional factors vs. focus on dispositional factors alone). In contrast, there was no relationship between these variables in the self-immersed condition. We discuss implications for research on psychophysiology, cognition, and wisdom

The role of the individual in the coming era of process-based therapy

For decades the development of evidence-based therapy has been based on experimental tests of protocols designed to impact psychiatric syndromes. As this paradigm weakens, a more process-based therapy approach is rising in its place, focused on how to best target and change core biopsychosocial processes in specific situations for given goals with given clients. This is an inherently more idiographic question than has normally been at issue in evidence-based therapy over the last few decades. In this article we explore methods of assessment and analysis that can integrate idiographic and nomothetic approaches in a process-based era.Accepted manuscrip

Gender based adolescent self-compassion profiles and the mediating role of nonattachment on psychological well-being

Emerging research has shown that boys and girls may relate to compassionate and uncompassionate components of self-compassion differently and have distinct gender based self-compassion profiles. This study extended upon recent research by investigating gender based adolescent self-compassion profiles and their relationship with psychological well-being and the role of nonattachment in the link between self-compassion and well-being. A large cross-sectional sample of Australian Year 10 high school students (N = 1,944, Mage = 15.65 years, SDage = 0.43; 50% girls) completed measures of self-compassion, nonattachment, and well-being. Latent profile analysis identified distinct self-compassion profiles based on gender. Four profiles labelled ‘Low Self-Relating’, ‘Moderate Self-Relating’, ‘Compassionate’, and ‘Uncompassionate’ emerged for girls. Three profiles emerged for boys labelled ‘Low Self-Relating’, ‘Moderate Self-Relating, and ‘Compassionate’. ‘Low’ and ‘Moderate Self-Relating’ profiles involved low and moderate levels of both compassionate and uncompassionate self-relating. ‘Compassionate’ profiles involved high levels of compassionate and low levels of uncompassionate self-relating, and ‘Uncompassionate’ profiles involved the opposite. For both genders, ‘Compassionate’ profiles were associated with the highest psychological well-being and nonattachment and ‘Uncompassionate’ profiles with the lowest of both. ‘Low’ and ‘Moderate Self-Relating’ profiles showed no difference in psychological well-being or nonattachment. Mediation analysis indicated that nonattachment partially mediated the relationship between self-compassion profile and psychological well-being. These findings support recent research that illustrates adolescents relate to the components of self-compassion differently both between and within genders. It also highlights the crucial role nonattachment plays in the relationship between self-compassion and psychological well-being in adolescents

Acceptance and commitment therapy delivered in a dyad after a severe traumatic brain injury: a feasibility study

Objective: There is a high prevalence of complex psychological distress after a traumatic brain injury but limited evidence of effective interventions. We examined the feasibility of Acceptance and Commitment Therapy after a severe traumatic brain injury using the criteria, investigating a therapeutic effect, and reviewing the acceptability of measures, treatment protocol, and delivery method (in a dyad of two clients and a therapist). Method: Two male outpatients with severe traumatic brain injury and associated psychological distress jointly engaged in a seven session treatment program based on Acceptance and Commitment Therapy principles. Pre- and post-treatment measures of mood, psychological flexibility, and participation were taken in addition to weekly measures. Results: The intervention showed a therapeutic effect with one participant, and appeared to be acceptable for both participants with regard to program content, measures, and delivery mode by in a dyad. One participant showed both significant clinical and reliable change across several outcome measures including measures of mood and psychological flexibility. The second participant did not show a reduction in psychological inflexibility, but did show a significant drop in negative affect. Significant changes pre- to post-treatment for measures of participation were not indicated. Qualitatively, both participants engaged in committed action set in accordance with their values. Conclusions: This study suggests that Acceptance and Commitment Therapy may be feasible to be delivered in a dyad with individuals who have a severe traumatic brain injury. A further test of its potential efficacy in a phase II clinical trial is recommended

Can Acceptance and Commitment Therapy facilitate psychological adjustment after a severe traumatic brain injury? A pilot randomised controlled trial

This study i⁠nvestigated if an Acceptance and Commitment Therapy (ACT) intervention (ACT-Adjust) can facilitate psychological adjustment and reduce psychological distress following severe traumatic brain injury (TBI). The study design comprised a single centre, two-armed, Phase II pilot randomized controlled trial. Nineteen individuals with severe TBI (PTA ≥7 days) who met a clinical threshold for psychological distress (Depression Anxiety Stress Scales-21; DASS > 9) were randomly allocated to either ACT-Adjust (n = 10) or an active control, Befriending Therapy (n = 9), in conjunction with a holistic rehabilitation programme. Primary (psychological flexibility, rehabilitation participation) and secondary (depression, anxiety & stress) outcomes were measured at three-time points (pre, post and follow up). Significant decreases were found for DASS-depression (group by time interaction, F1,17 = 5.35, p = .03) and DASS-stress (group by time interaction, F1,17 = 5.69, p = .03) in comparison to the Befriending group, but not for the primary outcome measures. The reduction in stress post-treatment was classed as clinically significant, however interaction differences for stress and depression were not maintained at one month follow up. Preliminary investigations indicate potential for ACT in decreasing psychological distress for individuals with a severe TBI with further sessions required to maintain treatment gains. The pilot results suggest further investigation is warranted in a larger scale clinical trial

Toward a unified framework for positive psychology interventions : Evidence-based processes of change in coaching, prevention, and training

Since 2000, research within positive psychology has exploded, as reflected in dozens of meta-analyses of different interventions and targeted processes, including strength spotting, positive affect, meaning in life, mindfulness, gratitude, hope, and passion. Frequently, researchers treat positive psychology processes of change as distinct from each other and unrelated to processes in clinical psychology. This paper presents a comprehensive framework for positive psychology processes that crosses theoretical orientation, links coherently to clinical psychology and its more dominantly “negative” processes, and supports practitioners in their efforts to personalize positive psychological interventions. We argue that a multi-dimensional and multi-level extended evolutionary approach can organize effective processes of change in psychosocial interventions, by focusing interventions on context-appropriate variation, selection, and retention of processes, arranged in terms of key biopsychosocial dimensions across psychological, biophysiological, and sociocultural levels of analysis. We review widely studied positive psychology constructs and programs and show how this evolutionary approach can readily accommodate them and provide a common language and framework for improving human and community flourishing.We conclude that Interventions should with the person, not the protocol

Embracing the complexity of our inner worlds : Understanding the dynamics of self-compassion and self-criticism [Commentary]

Objectives Although research in self-compassion has been rapidly growing, there is still substantial controversy about its meaning and measurement. The controversy centers on Neff’s popular Self- Compassion Scale (SCS) and the argument that compassionate self-responding (CSR) and uncompassionate self-responding (UCS) are a single dimension versus the argument that they are two semi-independent, unipolar dimensions, with UCS not reflective of “true” self-compassion. Methods We review the evidence for both positions and conclude that the data cannot yet resolve the debate. Results Neither position is proven to be right or wrong. We recommend the way forward is to let go of traditional factor analytic approaches and examine self-compassionate behavior as a dynamic network of interacting processes that are influenced by context. This leads us to three classes of testable hypotheses. The link between CS and UCS will depend on the timeframe of measurement, current circumstances, and individual differences. Conclusions We propose a middle ground to the SCS debate; rather than supporting the single total score, 2-factor score (CSR and UCS) or the 6-factor score (the six subscales of the SCS), we argue these constructs interact dynamically, and the decision of which scoring method to use should depend on the three testable contextual hypotheses

Letting go, creating meaning : The role of acceptance and commitment therapy in helping people confront existential concerns and lead a vital life

We all must confront existential crises such as sickness, death of loved ones, loss of job, mistreatment from others, and relationship breakdown. These crises can shatter our sense of meaning. How can we face that moment with honesty and courage, embrace the distress, and create new meaning? This chapter provides a theory of how language and self-awareness can lead us into existential crisis and loss of meaning. It then provides an evidence-based account of how the DNA-V model of Acceptance and Commitment Therapy (ACT) can help people to answer “Yes” to Camus’ most important philosophical question, “Is life worth living?”. ACT can help people recreate coherence after a coherence-shattering event, overcome alienation from the body, overcome inertia, overcome a sense of self that is self-destroying or feels “empty,” and bridge the gulf between self and others and create genuine connection

Contextual Positive Psychology: Policy Recommendations for Implementing Positive Psychology into Schools

There has been a rapid growth in positive psychology, a research and intervention approach that focuses on promoting optimal functioning and well-being. Positive psychology interventions are now making their way into classrooms all over the world. However, positive psychology has been criticized for being decontextualized and coercive, and for putting an excessive emphasis on positive states, whilst failing to adequately consider negative experiences. Given this, how should policy be used to regulate and evaluate these interventions? We review evidence that suggests these criticisms may be valid, but only for those interventions that focus almost exclusively on changing the content of people’s inner experience (e.g., make it more positive) and personality (improving character strength), and overemphasize the idea that inner experience causes action. We describe a contextualized form of positive psychology that not only deals with the criticisms, but also has clear policy implications for how to best implement and evaluate positive education programs so that they do not do more harm than good