Brovold Filippa, Laugen Nina Jakhelln, Grøtte Torun
Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway.
Front Psychol. 2024 Oct 10;15:1458421. doi: 10.3389/fpsyg.2024.1458421. eCollection 2024.
A growing body of literature supports the use of Acceptance-and commitment therapy (ACT) for a wide range of mental health problems in children and adolescents, but less is known about ACT when given to adolescents in a group format. Consequently, this study aimed to explore the subjective experiences of adolescents who had completed a group-based ACT for symptoms of anxiety and depression. Adolescents' perceptions of the core therapeutic processes of ACT and the means used to enhance them, as well as the interplay between ACT processes and the group format, were of primary interest.
Semi-structured qualitative interviews were conducted with seven adolescents, of which five were girls and two were boys, between 16 and 19 years old. Transcripts were analyzed using reflexive thematic analysis.
The adolescents varied greatly in their experience of ACT's core processes and the methods used to enhance them. Most found the core processes meaningful and educational, especially appreciating the concept of values and value-based action. However, some perceived the core processes as irrelevant and provocative, particularly interpreting acceptance as "giving up." The metaphors and practical exercises were experiences as playful and instructive supplements to the more theoretical elements of therapy, but also as childish and embarrassing. The group format facilitated normalization and support and seemed to increase the adolescents' motivation and adherence to therapeutical work, but it also triggered socially anxious thoughts and self-censoring for some.
The results from the current study support previous literature indicating that group-based ACT is an acceptable and feasible treatment format for adolescents. Yet, the varying experiences underscores the need for further studies exploring how to accommodate the group format to the diverse personal and developmental disparities in this age group. Randomized controlled trials are also needed to compare the effectiveness of individual versus group format of ACT for adolescents.
越来越多的文献支持将接纳与承诺疗法（ACT）用于治疗儿童和青少年的多种心理健康问题，但对于以团体形式给予青少年ACT的情况了解较少。因此，本研究旨在探讨完成基于团体的ACT治疗焦虑和抑郁症状的青少年的主观体验。青少年对ACT核心治疗过程的看法、用于强化这些过程的方法，以及ACT过程与团体形式之间的相互作用是主要关注点。
对7名年龄在16至19岁之间的青少年进行了半结构化定性访谈，其中5名是女孩，2名是男孩。使用反思性主题分析法对访谈记录进行分析。
青少年在ACT核心过程的体验以及用于强化这些过程的方法上差异很大。大多数人认为核心过程有意义且具有教育性，尤其赞赏价值观和基于价值观的行动的概念。然而，有些人认为核心过程不相关且具有挑衅性，特别是将接纳理解为“放弃”。隐喻和实践练习被视为对治疗中更具理论性元素的有趣且有指导意义的补充，但也被认为幼稚且令人尴尬。团体形式促进了正常化和支持，似乎增加了青少年参与治疗工作的动力和坚持性，但对一些人来说，它也引发了社交焦虑想法和自我审查。
本研究结果支持先前的文献，表明基于团体的ACT是一种可接受且可行的青少年治疗形式。然而，不同的体验强调了进一步研究的必要性，即探索如何使团体形式适应该年龄组中多样的个人和发展差异。还需要进行随机对照试验，以比较个体形式与团体形式的ACT对青少年的有效性。
