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APPLICATIONS OF FACT IN THE ACADEMIC CONTEXT TO IMPROVE THE HEALTH OF HIGH SCHOOL STUDENTS
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APPLICATIONS OF FACT IN THE ACADEMIC CONTEXT TO IMPROVE THE HEALTH OF HIGH SCHOOL STUDENTS
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Journal Article
APPLICATIONS OF FACT IN THE ACADEMIC CONTEXT TO IMPROVE THE HEALTH OF HIGH SCHOOL STUDENTS
2021
Overview
There is growing evidence showing the efficacy of contextual or third-generation therapies in various contexts and clinical conditions. In large groups of first- and second-year high school students (n= 112), the present study compares the efficacy of applying a program based on Acceptance and Commitment Therapy (ACT) versus a combined program using strategies from Functional-Analytical Psychotherapy (FAP), resulting in a so-called FACT approach. The purpose of this intervention was to extract the most relevant processes underpinning clinical changes to design training programs based on contextual behavioral science to improve students' health. The results indicated that both interventions produced statistically significant improvement in the health of the students. The program combined with FACT was superior in the self-concept variable. The implications of both brief programs to improve students' health in short periods are discussed on the basis of a behavioral methodology adapted to the academic context. KEY WORDS: brief therapy, contextual therapies, FACT, school health. Las terapias contextuales o de tercera generacion cada vez acumulan mas evidencia sobre su eficacia en diferentes contextos y condiciones clinicas. Este estudio compara en estudiantes de primero y segundo de bachillerato (n=112), la eficacia de un programa basado en la terapia de aceptacion y compromiso (ACT) frente a un programa combinado anadiendo estrategias de la psicoterapia analitica funcional (FAP) y resultando en una aproximacion denominada terapia funcional de aceptacion y compromiso (FACT). El proposito de esta intervencion consistio en extraer los procesos mas relevantes para el cambio, con el objetivo de disenar programas de formacion basados en la ciencia conductual contextual para mejorar la salud de los estudiantes. Los resultados indicaron que ambas intervenciones produjeron cambios estadisticamente significativos mejorando la salud de los estudiantes. El programa combinado con FACT fue superior en la variable autoconcepto. Se discuten las implicaciones y diferencias de ambos programas breves para mejorar la salud de los estudiantes en breves periodos de tiempo, desde una metodologia conductual adaptada al contexto academico. PALABRAS CLAVE: programa breve, terapias contextuales, FACT, salud escolar.
Publisher
Fundacion VECA, Asociacion Psicologia Iberoamericana de Clinica y Salud
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