Masuda Akihiko, Hayes Steven C, Fletcher Lindsay B, Seignourel Paul J, Bunting Kara, Herbst Scott A, Twohig Michael P, Lillis Jason
Department of Psychology, University of Nevada, Reno, NV 89557-0062, USA.
Behav Res Ther. 2007 Nov;45(11):2764-72. doi: 10.1016/j.brat.2007.05.008. Epub 2007 Jun 6.
Acceptance and commitment therapy (ACT) has previously been shown to alter stigmatizing attitudes and to be relatively useful for psychologically inflexible participants. The present study is the first to bring those two findings together by comparing ACT to an education intervention for reducing stigma toward people with psychological disorders, and examining whether results differ for psychologically inflexible versus flexible individuals. A sample of college students (N =95) was randomly assigned to a 2(1)2h ACT or educational workshop. Measures were taken before and after the workshop and at a 1-month follow-up. ACT reduced mental health stigma significantly regardless of participants' pre-treatment levels of psychological flexibility, but education reduced stigma only among participants who were relatively flexible and non-avoidant to begin with. Acceptance could be an important avenue of exploration for stigma researchers.
接纳与承诺疗法（ACT）此前已被证明能够改变污名化态度，并且对心理灵活性较低的参与者相对有效。本研究首次将这两项发现结合起来，通过将ACT与一项减少对心理障碍患者污名化的教育干预措施进行比较，并考察心理灵活性低的个体与心理灵活性高的个体的结果是否存在差异。一组大学生样本（N = 95）被随机分配到一个2（1）2小时的ACT或教育工作坊。在工作坊前后以及1个月的随访时进行测量。无论参与者治疗前的心理灵活性水平如何，ACT都能显著降低心理健康污名，但教育仅在一开始相对灵活且不回避的参与者中降低了污名。接纳可能是污名研究者的一个重要探索途径。
