Lillis Jason, Hayes Steven C
Department of Psychology, University of Nevada, Reno, NV 89557, USA.
Behav Modif. 2007 Jul;31(4):389-411. doi: 10.1177/0145445506298413.
Two classroom approaches to reducing racial and ethnic prejudice among college students were compared: a class session based on acceptance and commitment therapy (ACT) and an educational lecture drawn from a textbook on the psychology of racial differences. Undergraduates who were enrolled in two separate classes on racial differences were exposed to each approach in a counterbalanced order. Results indicate that only the ACT intervention was effective in increasing positive behavioral intentions at post and a 1-week follow-up. These changes were associated with other self-reported changes that fit with the ACT model. Implications of a potentially new model of prejudice are briefly discussed.
一种基于接纳与承诺疗法（ACT）的课程，另一种是从一本关于种族差异心理学的教科书中选取内容的教育讲座。参加两门关于种族差异的独立课程的本科生以平衡的顺序接触到每种方法。结果表明，只有ACT干预在课后和1周随访时有效地增加了积极的行为意图。这些变化与符合ACT模型的其他自我报告的变化相关。简要讨论了一种潜在的新偏见模型的意义。
