An acceptance and commitment therapy (ACT)-based intervention for an adolescent experiencing anger difficulties

Abstract

Acceptance and commitment therapy (ACT) may provide an effective therapeutic approach for young people experiencing difficulties in school. However, there is currently a lack of empirical support within educational psychology (EP) practice. The current paper explored the use of an ACT-based intervention for an adolescent experiencing anger difficulties in school. By the end of the intervention, there was a marked improvement in psychological flexibility and reduction in anger. The paper adds to the limited research on the use of ACT with young people with emotional and behavioural difficulties and highlights the potential value within school contexts. The implications for EP practice are discussed.