Acceptance and Commitment Therapy (ACT) is one of the most recently developed approaches under the CBT umbrella. Stephen Hayes, who developed ACT in the 1980s, was trained in traditional CBT. On the surface, ACT would appear to agree with the basic premise of the "it is what it is" statement from this week's introduction. This approach is not only about acceptance, however, but also commitment, which in this context refers to the commitment to change behavior. ACT focuses on values and psychological flexibility. It uses mindfulness to bring clients into the present moment in order to nonjudgmentally examine thoughts and emotions. Rather than looking at what happened in the past or might happen in the future, ACT focuses on the present. After this acceptance, an ACT therapist would attempt to move clients in the direction of their values through a series of questions, such as: "What are the things that you really value? What would you like to see written on your tombstone?" By examining what clients would like to be different in their lives, they can begin to change behaviors that do not fit into their value system or worldview. Steven Hayes believes that social change can come from a person who is acting from his or her value system, and that in this way, ACT is related to social change. For this Discussion, you examine the basic tenets and strategies of ACT and take a position on Hayes's social change argument. Can a therapeutic approach based on acceptance of thoughts—rather than changing them—be a catalyst for behaviors and actions that lead to social change? Required ReadingsArch, J. J., Eifert, G. H., Davies, C., Plumb Vilardaga, J. C., Rose, R. D., & Craske, M. G. (2012). Randomized clinical trial of cognitive behavioral therapy (CBT) versus acceptance and commitment therapy (ACT) for mixed anxiety disorders. Journal of Consulting and Clinical Psychology, 80(5), 750–765. doi:10.1037/a0028310 Note: You will access this article from the Walden Library databases.Cullen C. (2008). Acceptance and commitment therapy (ACT): A third wave behavior therapy. Behavioural and Cognitive Therapy, 36, 667–673. doi:10.1017/S1352465808004797 Acceptance and Commitment Therapy (ACT): A ThirdWave Behaviour Therapy by Cullen, C., in Behavioural and Cognitive Psychotherapy, Vol. 36/Issue 6. Copyright 2008 by Cambridge University Press - US - Journals. Reprinted by permission of Cambridge University Press - US - Journals via the Copyright Clearance Center. Note: You will access this article from the Walden Library databases.Cully, J. A., & Teten, A. L. (2008). A therapist's guide to brief cognitive behavioral therapy. Retrieved from http://www.mirecc.va.gov/visn16/docs/therapists_gu... p. 28–43Fruzzetti, A. E., & Erikson, K. R. (2010). Mindfulness and acceptance interventions in cognitive-behavioral therapy. In K .S. Dobson (Ed.), Handbook of cognitive behavioral therapies (3rd ed.) (pp. 358–360). New York, NY: Guilford Press. Ruiz, F. J. (2012). Acceptance and commitment therapy versus traditional cognitive behavioral therapy: A systematic review and meta-analysis of current empirical evidence. International Journal of Psychology & Psychological Therapy, 12(3), 333–357. Retrieved from the PsycINFO database (Accession No. 2012-27684-002). Note: You will access this article from the Walden Library databases.Psychotherapy.net. (n.d.). Embracing your demons: An overview of acceptance and commitment therapy (ACT). Retrieved September 28, 2016, from http://www.psychotherapy.net/article/Acceptance-an...Documents: Course Project Overview (PDF document)Required MediaBig Think. (Producer). (2012). Big Think interview with Steven Hayes [Video file]. Retrieved September 28, 2016, from Note: This video is approximately 38 minutesOptional ResourcesHowells, K. (2010). The "third wave" of cognitive-behavioral therapy and forensic practice. Criminal Behaviour and Mental Health, 20, 251–300. doi:10.1002/cbmSpringer, J. M. (2012). Acceptance and commitment therapy: Part of the "third wave" in the behavioral tradition. Journal of Mental Health Counseling, 34(3), 205–212. doi:10.1080/14639947.2011.564824  https://youtu.be/O-Ith3X1x9k

Read Chapters 17 and 18 as well as the If I Were a Man information by Charlotte Perkins Gillman. Once all reading is complete, respond to the following itemsWhat things most surprised Mollie-as-Gerald?What point was Gilman making in this story?What did she identify as the gender inequalities of the day?Do the stereotypes concerning women that Gilman illustrates in this piece exist today? If so, provide an example.

Read Exodus 1 – 18First, share 7 things about the story in Exodus 1–18 that you find interesting.In what ways might we say that women save the day in Exodus 1–18? Try to list all of the examples in the text.Offer a definition of what it means to “fear God” (Ex 1:17, 21) that is based on the actions of the midwives in Exodus 1:8-21.According to what God tells Moses in Exodus 6:2-3, did the patriarchs know God by the name Yahweh (“the LORD” and “GOD” in English translations) in Genesis? Contrast this statement with Genesis 4.26 and 15.7, where people in the story use the name Yahweh. What do you think of this phenomenon?Which is the first plague the Egyptian magicians cannot duplicate?Does God do anything that surprises you in these chapters?Share four (4) things that Frymer-Kensky says on Saviors of the Exodus" (Part I. Victors) that you find interesting and/or helpful. Briefly explain each selection. (In other words, what do you find interesting and/or helpful about each statement/idea?) Remember to use APA citations.Watch this 5-minute clip of a lecture on Pharaoh by Brueggemann (Links to an external site.)Links to an external site.. Identify his main points (in a list).After watching the interview with Stavrakapoulou (see the Multimedia) and reading Mann’s response to the student, offer a paragraph response of your own. Your response can be to Stavrakapoulou, to Mann’s response to the student, or to both!After reading Psalm 19 & ALL of Psalm 119, answer the following prompts:How does the psalmist describe the torah of Yahweh (NRSV “law of the LORD”)? Share at least five (5) attitudes that the psalmist has regarding the torah. HINT: Look also at words that are a part of Yahweh’s torah, such as “ordinances,” “precepts,” and “commandments.” Also, in addition to noting the adjectives describing the torah, look for what the torah of Yahweh does.In one or two sentences, summarize how the psalmist feels about the torah of God. In your experience, do Christians share the psalmist’s feelings about the torah? Why or why not do you think this to be the case? (Note: if you don't have any experience observing Christians in this capacity, simply say so.)Read Exodus 19-23; Leviticus 19; Numbers 20:1-13; 27:1-11. Respond to the following discussion prompts:List seven (7) examples in this Scripture reading of the situational aspect of God’s torah. In other words, identify examples that demonstrate how God’s teachings may be tied to and even shaped by the realities of Israel’s life. Your examples should cover all four passages listed above.One of the major themes of the teaching (torah) in this week’s Scripture reading involves the responsibility of the Israelites to look out for the interests of their neighbors and particularly for the marginalized. List five (5) examples of this theme as you can find from these passages.Share 3 ideas on Exodus 21 (“How to Sell Your Daughter as a Slave?”) that you find helpful and/or interesting.What does it mean to say that Jesus "fulfills" the OT?