{"id":270,"date":"2023-05-15T16:03:08","date_gmt":"2023-05-15T20:03:08","guid":{"rendered":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/?post_type=chapter&#038;p=270"},"modified":"2024-02-26T15:29:54","modified_gmt":"2024-02-26T20:29:54","slug":"activity-3-3-review-of-act-training-activities","status":"publish","type":"chapter","link":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/chapter\/activity-3-3-review-of-act-training-activities\/","title":{"raw":"Activity 3.3 Review of ACT Training Activities","rendered":"Activity 3.3 Review of ACT Training Activities"},"content":{"raw":"<strong>Objectives:<\/strong>\r\n<ul>\r\n \t<li>To support participants in making clear connections of all the ACT activities to the ACT model<\/li>\r\n \t<li>To enhance an increased understanding of the ACT processes and how they can be applied after the training<\/li>\r\n<\/ul>\r\n<strong>Participation Format:<\/strong>\r\n<ul>\r\n \t<li>Participants sit in a horseshoe initially; facilitators stand at the open end of the horseshoe circle; participants will then gather together in small groups around tables to do a card sort.<\/li>\r\n<\/ul>\r\n<strong>Number of Facilitators:<\/strong>\r\n<ul>\r\n \t<li>2<\/li>\r\n<\/ul>\r\n<strong>Time Required:<\/strong>\r\n<ul>\r\n \t<li>20 mins<\/li>\r\n<\/ul>\r\n<strong>Materials Required:<\/strong>\r\n<ul>\r\n \t<li>Prepared flip chart page with list of ACT activities that have been carried out (see Activity 3.3. Review of ACT Training Activities)<\/li>\r\n \t<li>Prepared flip chart with the ACT process hexaflex (see Appendix 1.3.1 \u2013 Hexaflex ACT Model)<\/li>\r\n \t<li>Water-based colour markers, flip chart papers, and masking tape<\/li>\r\n \t<li>Sets of spare ACT Cards<\/li>\r\n<\/ul>\r\n\r\n<hr \/>\r\n\r\n<h2 style=\"text-align: center\">Activities &amp; Instructions<\/h2>\r\n\r\n<hr \/>\r\n\r\n<h5><strong>Setup<\/strong><\/h5>\r\n<ul>\r\n \t<li>Arrange all the chairs in a horseshoe shape<\/li>\r\n \t<li>Co-facilitators stand at the open end of the horseshoe<\/li>\r\n<\/ul>\r\n<h5 style=\"text-align: center\"><strong>Instructions for participants<\/strong><\/h5>\r\n<ul>\r\n \t<li><span style=\"text-decoration: underline\">Facilitator #1<\/span> will review the 6 core processes of the ACT model, and distribute the corresponding cards. (see Hexaflex: The ACT model of psychological flexibility on page 12 for brief descriptions of the core processes.)<\/li>\r\n \t<li>Together the facilitators will demonstrate and explain the hand gestures in the following sequence (see cards), asking participants to follow along:\r\n<ul>\r\n \t<li><strong>Defusion<\/strong> - Separating the hands \u2013 creating a distance between us and our thoughts<\/li>\r\n \t<li><strong>Acceptance<\/strong> - Turning palm upwards \u2013 being open and accepting to our thoughts, feelings, and inner experiences<\/li>\r\n \t<li><strong>Present Moment<\/strong> - Centering the edge of one hand on the palm of the other - being in the present moment<\/li>\r\n \t<li><strong>Self-As-Context<\/strong> \u2013 Cupping the bottom palm to cradle the upper hand which curls into a fist \u2013 being the flexible holding self rather than fusing with its contents<\/li>\r\n \t<li><strong>Values<\/strong> \u2013 Cupping with both hands \u2013 being in touch with what we value<\/li>\r\n \t<li><strong>Committed Action<\/strong> \u2013 Hooking pinkies together \u2013 committing to act in the service of our values<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li><span style=\"text-decoration: underline\">Facilitator #2<\/span> puts people together into 3 groups based on proximity and convenience, and asks each group to work together over 3 to 5 minutes to sort a set of ACT activities cards under the 6 core process cards; if none of the participants in a group has brought back their ACT cards, lend them a set for temporary use; ask them to gather around a table to do this; the 6 core process cards should be laid out on the table with the image-side face up in a horizontal row, and ACT activities cards are to be sorted beneath them with the word-side facing up; the colour of the ACT exercise cards is a potential clue, and it is fine if participants figure this out; the two ACT exercises that are to be covered later in this session will not be included in this exercise<\/li>\r\n \t<li>Facilitator #1 will begin the debriefing by posting up a list of ACT exercises on a flip-chart with the most associated ACT process beside it; discuss any differences between the groups\u2019 answer with the facilitators\u2019 list; in most cases, the answers are not wrong as most ACT exercises can illustrate more than one ACT core process; if there is a misunderstanding, clarify as needed<\/li>\r\n<\/ul>\r\n<span style=\"text-decoration: underline\"><strong>References &amp; Sources<\/strong><\/span>\r\n<ul>\r\n \t<li>Hexaflex (Hayes et al., 2013, p. 184)<\/li>\r\n<\/ul>\r\n<h2 class=\"page-break-before\">Appendix 3.3 \u2013 ACT Activities Covered in Training Session 1 &amp; 2 Summary<\/h2>\r\n<table class=\"grid\" style=\"border-collapse: collapse;width: 100%\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 50%\"><strong>ACT Activities<\/strong><\/td>\r\n<td style=\"width: 50%\"><strong>ACT Processes<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td class=\"shaded\" style=\"width: 50%\" colspan=\"2\"><strong>Session 1<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">1.4. The Marker Exercise<\/td>\r\n<td style=\"width: 50%\">Defusion &amp; Acceptance<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">1.5. Inclusion\/Exclusion Circle<\/td>\r\n<td style=\"width: 50%\">Defusion and Values<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">1.6. Mindfulness &amp; Leaves-on-a-stream Exercise<\/td>\r\n<td style=\"width: 50%\">Present Moment &amp; Defusion<\/td>\r\n<\/tr>\r\n<tr>\r\n<td class=\"shaded\" style=\"width: 50%\" colspan=\"2\"><strong>Session 2<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">2.3. Stigma Sculpture<\/td>\r\n<td style=\"width: 50%\">Acceptance &amp; Defusion<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">2.4.1. Stories &amp; rules regarding mental health\/illness\r\n2.4.2. Label Exercise\r\n2.4.3. Paired singing<\/td>\r\n<td style=\"width: 50%\">Defusion &amp; Acceptance<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">2.5. Lego Exercise<\/td>\r\n<td style=\"width: 50%\">Self-as-Context<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">2.6. 100th Birthday Party<\/td>\r\n<td style=\"width: 50%\">Values<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">2.7. Cultural and Personal Values<\/td>\r\n<td style=\"width: 50%\">Values<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">2.8. Bull\u2019s-Eye Exercise<\/td>\r\n<td style=\"width: 50%\">Values &amp; Committed Action<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">2.9. Bus-Driver<\/td>\r\n<td style=\"width: 50%\">All ACT processes<\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 50%\">2.10. Mindful Committed Action Plan<\/td>\r\n<td style=\"width: 50%\">Committed Action &amp; Values<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>","rendered":"<p><strong>Objectives:<\/strong><\/p>\n<ul>\n<li>To support participants in making clear connections of all the ACT activities to the ACT model<\/li>\n<li>To enhance an increased understanding of the ACT processes and how they can be applied after the training<\/li>\n<\/ul>\n<p><strong>Participation Format:<\/strong><\/p>\n<ul>\n<li>Participants sit in a horseshoe initially; facilitators stand at the open end of the horseshoe circle; participants will then gather together in small groups around tables to do a card sort.<\/li>\n<\/ul>\n<p><strong>Number of Facilitators:<\/strong><\/p>\n<ul>\n<li>2<\/li>\n<\/ul>\n<p><strong>Time Required:<\/strong><\/p>\n<ul>\n<li>20 mins<\/li>\n<\/ul>\n<p><strong>Materials Required:<\/strong><\/p>\n<ul>\n<li>Prepared flip chart page with list of ACT activities that have been carried out (see Activity 3.3. Review of ACT Training Activities)<\/li>\n<li>Prepared flip chart with the ACT process hexaflex (see Appendix 1.3.1 \u2013 Hexaflex ACT Model)<\/li>\n<li>Water-based colour markers, flip chart papers, and masking tape<\/li>\n<li>Sets of spare ACT Cards<\/li>\n<\/ul>\n<hr \/>\n<h2 style=\"text-align: center\">Activities &amp; Instructions<\/h2>\n<hr \/>\n<h5><strong>Setup<\/strong><\/h5>\n<ul>\n<li>Arrange all the chairs in a horseshoe shape<\/li>\n<li>Co-facilitators stand at the open end of the horseshoe<\/li>\n<\/ul>\n<h5 style=\"text-align: center\"><strong>Instructions for participants<\/strong><\/h5>\n<ul>\n<li><span style=\"text-decoration: underline\">Facilitator #1<\/span> will review the 6 core processes of the ACT model, and distribute the corresponding cards. (see Hexaflex: The ACT model of psychological flexibility on page 12 for brief descriptions of the core processes.)<\/li>\n<li>Together the facilitators will demonstrate and explain the hand gestures in the following sequence (see cards), asking participants to follow along:\n<ul>\n<li><strong>Defusion<\/strong> &#8211; Separating the hands \u2013 creating a distance between us and our thoughts<\/li>\n<li><strong>Acceptance<\/strong> &#8211; Turning palm upwards \u2013 being open and accepting to our thoughts, feelings, and inner experiences<\/li>\n<li><strong>Present Moment<\/strong> &#8211; Centering the edge of one hand on the palm of the other &#8211; being in the present moment<\/li>\n<li><strong>Self-As-Context<\/strong> \u2013 Cupping the bottom palm to cradle the upper hand which curls into a fist \u2013 being the flexible holding self rather than fusing with its contents<\/li>\n<li><strong>Values<\/strong> \u2013 Cupping with both hands \u2013 being in touch with what we value<\/li>\n<li><strong>Committed Action<\/strong> \u2013 Hooking pinkies together \u2013 committing to act in the service of our values<\/li>\n<\/ul>\n<\/li>\n<li><span style=\"text-decoration: underline\">Facilitator #2<\/span> puts people together into 3 groups based on proximity and convenience, and asks each group to work together over 3 to 5 minutes to sort a set of ACT activities cards under the 6 core process cards; if none of the participants in a group has brought back their ACT cards, lend them a set for temporary use; ask them to gather around a table to do this; the 6 core process cards should be laid out on the table with the image-side face up in a horizontal row, and ACT activities cards are to be sorted beneath them with the word-side facing up; the colour of the ACT exercise cards is a potential clue, and it is fine if participants figure this out; the two ACT exercises that are to be covered later in this session will not be included in this exercise<\/li>\n<li>Facilitator #1 will begin the debriefing by posting up a list of ACT exercises on a flip-chart with the most associated ACT process beside it; discuss any differences between the groups\u2019 answer with the facilitators\u2019 list; in most cases, the answers are not wrong as most ACT exercises can illustrate more than one ACT core process; if there is a misunderstanding, clarify as needed<\/li>\n<\/ul>\n<p><span style=\"text-decoration: underline\"><strong>References &amp; Sources<\/strong><\/span><\/p>\n<ul>\n<li>Hexaflex (Hayes et al., 2013, p. 184)<\/li>\n<\/ul>\n<h2 class=\"page-break-before\">Appendix 3.3 \u2013 ACT Activities Covered in Training Session 1 &amp; 2 Summary<\/h2>\n<table class=\"grid\" style=\"border-collapse: collapse;width: 100%\">\n<tbody>\n<tr>\n<td style=\"width: 50%\"><strong>ACT Activities<\/strong><\/td>\n<td style=\"width: 50%\"><strong>ACT Processes<\/strong><\/td>\n<\/tr>\n<tr>\n<td class=\"shaded\" style=\"width: 50%\" colspan=\"2\"><strong>Session 1<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">1.4. The Marker Exercise<\/td>\n<td style=\"width: 50%\">Defusion &amp; Acceptance<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">1.5. Inclusion\/Exclusion Circle<\/td>\n<td style=\"width: 50%\">Defusion and Values<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">1.6. Mindfulness &amp; Leaves-on-a-stream Exercise<\/td>\n<td style=\"width: 50%\">Present Moment &amp; Defusion<\/td>\n<\/tr>\n<tr>\n<td class=\"shaded\" style=\"width: 50%\" colspan=\"2\"><strong>Session 2<\/strong><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">2.3. Stigma Sculpture<\/td>\n<td style=\"width: 50%\">Acceptance &amp; Defusion<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">2.4.1. Stories &amp; rules regarding mental health\/illness<br \/>\n2.4.2. Label Exercise<br \/>\n2.4.3. Paired singing<\/td>\n<td style=\"width: 50%\">Defusion &amp; Acceptance<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">2.5. Lego Exercise<\/td>\n<td style=\"width: 50%\">Self-as-Context<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">2.6. 100th Birthday Party<\/td>\n<td style=\"width: 50%\">Values<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">2.7. Cultural and Personal Values<\/td>\n<td style=\"width: 50%\">Values<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">2.8. Bull\u2019s-Eye Exercise<\/td>\n<td style=\"width: 50%\">Values &amp; Committed Action<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">2.9. Bus-Driver<\/td>\n<td style=\"width: 50%\">All ACT processes<\/td>\n<\/tr>\n<tr>\n<td style=\"width: 50%\">2.10. Mindful Committed Action Plan<\/td>\n<td style=\"width: 50%\">Committed Action &amp; Values<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":486,"menu_order":23,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-270","chapter","type-chapter","status-publish","hentry"],"part":123,"_links":{"self":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/pressbooks\/v2\/chapters\/270","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/wp\/v2\/users\/486"}],"version-history":[{"count":3,"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/pressbooks\/v2\/chapters\/270\/revisions"}],"predecessor-version":[{"id":442,"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/pressbooks\/v2\/chapters\/270\/revisions\/442"}],"part":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/pressbooks\/v2\/parts\/123"}],"metadata":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/pressbooks\/v2\/chapters\/270\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/wp\/v2\/media?parent=270"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/pressbooks\/v2\/chapter-type?post=270"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/wp\/v2\/contributor?post=270"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.library.torontomu.ca\/strengthinunity\/wp-json\/wp\/v2\/license?post=270"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}