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ACT Enhanced Parenting Intervention to PromoteACT Enhanced Parenting Intervention to PromoteAt-Risk Adolescents’ School EngagementAt-Risk Adolescents’ School Engagement
Larry Dumka, Ph.D.Sanford School of Social and Family Dynamics
ARIZONA STATE UNIVERSITY
Association for Contextual Behavioral Science World Conference 12
June 19-22 - Minneapolis, MN
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AcknowledgementsAcknowledgements
Co-Investigators Nancy Gonzales, Anne Mauricio, our research team staff and RAs
U.S. National Institute for Mental Health
Families who participated
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Social ProblemSocial Problem
School disengagement during transition to middle school
Ensuing mental health problems
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• Universal family level intervention
• 3 components• Parent training • Adolescent goal setting and
coping • Family interaction session
• 9 after-school sessions + 2 home visits
• RCT focused on low-income Mexican American families
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Decreased externalizing and internalizing symptoms in middle and high school; decreased mental disorder diagnoses in late adolescence
Delayed substance use in middle school; decreased binge drinking in late adolescence; decreased alcohol and substance abuse disorder in emerging adulthood
Higher grades in middle school; decreased high school dropout
Mediation analyses identified core components
*Gonzales, Dumka et al. (2011) Journal of Consulting and Clinical Psychology; Gonzales et al. (2014) Prevention Science; Jensen et al. (2014) Journal of Child Clinical and Adolescent Psychology
Results from Randomized Control Trial and Follow-up*Results from Randomized Control Trial and Follow-up*
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ChallengeChallenge
Increase uptake of intervention
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• Redesign to optimize Bridges
• Reduce resource cost - shorten to 4 sessions with technological augmentation
• Increase impact - emphasize parent and teen self-regulation (psychological flexibility)
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BRIDGES Strengthens
Competencies during Middle Sch
1.Effective Parenting
2.Youth Coping
3.School Engagement
4.Family Relations
Reduces Risky Middle School
Outcomes
Risk TakingSubstance useDeviant peers
Early Sex initiation
Mental Health SymptomsExternalizingInternalizing
School Disengagement
Prevents Problems in Late
Adolescence & Young Adulthood
Alcohol abuse disorder
Substance abuse disorder
Mental disorders
Risky sexual behavior
School dropout
Theory of Intervention
SELF REGULATIONSELF REGULATIONTo impact interrelated cognitive, emotional, To impact interrelated cognitive, emotional,
biological interactional systemsbiological interactional systems
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Question?Question?
What are the core parenting skills that are needed to support adolescents’ school engagement and prosocial development?
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ParentingParenting Component - Skills Targeted Component - Skills Targeted1. CONNECT (positive reinforcement, effective
listening)
2. WATCH (monitor teen’s social contexts, school engagement)
3. LIMIT (opportunities for risky and antisocial behavior; structure prosocial behavior)
4. CONTAIN CONFLICT
What’s different when children become teens?
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ACT Enhancements to BridgesACT Enhancements to Bridges
Values, Committed Action– Own that this is critical time and they matter– Guided imagining re: desired parenting legacy – Set change goals re: CONNECT, WATCH, LIMIT– Home practice commitments
Present Moment, Self as Context– Breath focus
Acceptance, Defusion– Avoiding controlling communication– Supporting teen flexibility (problem solving) – Non reactivity to teen negative behavior and provocation
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Breath FocusBreath FocusProvided rationaleBreath focus practice (3-4 min; 1-2
times/session) with reflection on:– Desired legacy with teen– How teen sees you now– Experiences of receiving appreciation– Non acceptance of teen, controlling– Observing self (self-as-context)– When anger is present– On using core skills
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Questions for youQuestions for you
Given what you know about ACT and parenting adolescents, what else would you recommend to ACT enhance a 4 session Bridges program?
1.What rationale would you use to motivate present moment/mindfulness practice?
2.What would you do to optimize committed action?