Table 3 ACT-Training
Content | Exercises resp. metaphors | |
|---|---|---|
Stress and symptoms of stress | What does cause work stress in inclusive classrooms? | “Sink metaphor” |
What are your symptoms of stress? | ||
The participants are told that the training focuses on changing how individuals react to stress. It is not about changing the sources of stress! | ||
“Stress diary” (Homework) | ||
“Creative hopelessness” and “control is the problem” | Beginning ACT: | “Do not think about …” |
What have you done to deal with stress and how that has worked for you? (Consequences of control) | “Quicksand-metaphor” | |
Willingness as an alternative strategy | “Just noticing”(willingness exercise) (Homework) | |
Identify your stress buttons | Identify thoughts and emotions that cause stress | “How your mind works”(Exercise with adjectives) |
Get off your“buts”and replace“but”by the word“and” | “The I-cannot-Wall and the Gate-of-willingness” | |
“Leaves on the stream”(Homework) | ||
“What to accept?” | ||
Self as context | Do not struggle: find your observing-self | “Observer Exercise”(Homework) |
Think about the different roles you play in your live and which thoughts and feelings are linked to each role | “Sky and weather-metaphor” | |
“Which roles are you playing in your live? ” | ||
Defusion | Do not get caught up by thoughts, feelings, and emotions | “Thoughts as feathers” |
“This is just the role of… I am playing – naming the story” | ||
Value clarification | What do you want your life to be about and what do you want to stand for | “Eulogy” |
To differ between values and goals | “Value diary”(Homework) | |
“Value target” | ||
Committed action | “There is nothing good: unless one does it!” | “Train metaphor” |
Goals, actions and barriers | “Operationalize your goals” | |
“What could go wrong? ” | ||
Committed action: NVC | Introducing the four-part Nonviolent Communication process | NVC-exercises for each part of the NVC-process [47] |
Practical testing of NVC during role plays with video feedback | Role plays |