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Focused Acceptance and Commitment Therapy introduces students to theory and practice guidelines that support an understanding of the responsibilities involved in providing Focused Acceptance and Commitment Therapy (FACT) to individuals seeking psychological support. It focuses on developing practitioners' technical and relational issues when delivering FACT in primary care and other settings.
Intended learning outcomes represent what you should know and/or be able to do as a result of active engagement in the learning processes during COUN682. Below is a table that represents the intended learning outcomes of this course, along with the associated learning method(s) and assessment task(s).Upon passing this course, I will:1. Be able to describe the theoretical models underlying Focused Acceptance and Commitment Therapy2. Be able to critically evaluate the application of FACT knowledge and skills in practice3. Be able demonstrate the application of FACT delivered in practice4. Be able to critically reflect on my professional developmentI will learn this by:1. Lectures and readings on FACT theory. Key textbooks and readings will support this learning. 2. Class sessions on FACT case presentations.3. Observing simulated and real FACT sessions in class that demonstrate skills required.4. Utilising provided self-reflection tools discussed in class.My learning will be assessed through:1. Class discussions of FACT theory2. A FACT case study3. An assessed recording of a FACT session with a client4. Self-reflection
Subject to the approval of the Head of Department.
Schedule/ Wātaka*Please note the timing of when topics will be covered is subject to change. Day 1: FACT theory and modelsReview of the underlying psychological theories for FACT. A review of the evidenced base for FACT in MH problems with reference to anxiety and depressionDay 2: Practice of FACTWhat does FACT look like in practice? Examples of FACT sessions via video and role play scenarios. In class small group work involving practice of FACT skills and techniques.Day 3: Applying FACT to clinical workApplication of learning to clinical practice. How to evaluate a FACT session. Impacts on the client and reflecting on your professional development. Working in a bicultural frameworks.Maintaining a professional development and reflective approach to clinical work.
Full assessment descriptions and marking rubrics will be available on Learn.1. Client Case study of FACT session (40%)This involves a review of a client you have worked with in your practice and providing a case study of this client. • Start with a very brief description of the person, ‘client’, with whom you worked. This description should include the issue they came to discuss.• Describe the intentions you had for working with this ‘client’, why you chose these intentions. Also note whether or not these intentions were realised and why?• Comment on which FACT techniques worked well for you and your ‘client’ and outline how you know this.• Comment on the ‘progress’ made by your client during this interview and any key moments in which a shift was noted.• Comment on any aspect of the interview which you found challenging (either at the time, or when you reviewed your recording) and note how you did, or might, address this challenge. • Provide a reflective summary of your ability to conduct a brief FACT session. 2. Audio of FACT session with a client (60%)The aim of this assessment is to evaluate and reflect on your practice of FACT in a clinical setting.Procedure:• Identify a suitable client from your client group ensuring that your client consents to the session being recorded and used for examination purposes. Copies of consent forms are available on Learn|AKO• The session should last no longer than 30 minutes.• Your goals for this session are to:- Demonstrate skills consistent with FACT principles and process
Mindfulness and Acceptance in Multicultural Competency: A Contextual Approach to Sociocultural Diversity in Theory and Practice
Kirk D. Strosahl PhD, Patricia J. Robinson PhD, Thomas Gustavsson MSc;
Brief Interventions for Radical Change; Principles and Practice of Focused Acceptance and Commitment Therapy
New Harbinger Publications, 2021.
Louise L. Hayes, Joseph V. Ciarrochi;
The Thriving Adolescent: Using Acceptance and Commitment Therapy and Positive Psychology to Help Teens Manage Emotions, Achieve Goals, and Build Connection
Patricia J. Robinson PhD, Debra A. Gould MD, MPH, Kirk D. Strosahl PhD;
Real Behavior Change in Primary Care; Improving Patient Outcomes and Increasing Job Satisfaction
New Harbinger Publications, 2011.
Russ Harris, Steven C. Hayes PhD;
ACT Made Simple; An Easy-To-Read Primer on Acceptance and Commitment Therapy
New Harbinger Publications, 2009.
Plagiarism: SHSS adheres to the UC Policy Guidelines regarding plagiarism and uses TurnItIn to identify potential instances of plagiarism. Please use the APA 7th ed. Manual to cite relevant sources, including lecture notes and the readings. When in doubt – cite.
The University of Canterbury grading scale is:Marks Grade (GPA value)90 - 100 A+ (9) 85 - 89 A (8) 80 - 84 A- (7) 75 - 79 B+ (6) 70 - 74 B (5) 65 - 69 B- (4)60 - 64 C+ (3)55 - 59 C (2)50 - 54 C- (1)40 - 49 D (0)0 - 39 E (-1)Restricted Pass R (1)Please note that course grades may be scaled. Please refer to the Aratohu Ākonga/Guide for Students for further information.
Attendance: This course is part of a professional programme of study. As such, you are expected to attend each course activity and to be on time.
Due Dates: From the Aratohu Ākonga/Guide for Students: “All assessed work is expected to be submitted by the due date specified on the course syllabus. Any assessed work turned in late will receive a mark of zero unless the student has been given an extension by the Course Instructor, or in their absence, the Programme Co-ordinator or Head of School.” See the Special Considerations information, below. Special Considerations: SHSS adheres to the UC Policy Guidelines regarding special considerations. If you are prevented from demonstrating your attainment of the ILOs due to illness, bereavement, or cultural or UC sporting events, you should immediately inform the Course Coordinator. You should make an application to the Special Considerations Committee within 5 days of the date of the assessment. If the application is approved, the Course Coordinator will work with you to put an academic remedy into place. Aegrotat grades are no longer the preferred remedy. Special considerations do not apply to assessments that are ≤ 10% of your overall course grade. Students with Disabilities (From the UC Policy Library)“Students with permanent or temporary disabilities who would like to discuss classroom or exam accommodations are asked to discuss their needs with the course coordinator as soon as possible.” If you have a disability, you should register with Disability Resource Services to determine what learning supports are appropriate and put a Learning Support Plant (LSP) into place. Unless stated in your LSP, you may not record the class lectures. If your LSP allows you to record class lectures, be aware that the Lecturer retains the intellectual property (IP) of the recorded lectures. They may not be distributed or shared with any other person.Course points and hours of studyThis is a 15-point course. It is expected you will devote approximately 150 hours to this course. The weighting of each piece of assessment should provide you with some indication of how much time to devote to that assessment. Students’ study habits and styles vary, so take this into consideration when allocating your time.
Domestic fee $969.00
International Postgraduate fees
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see
School of Health Sciences