Gender bias in STEM has contributed to inequities in career opportunities and outcomes and lower feelings of belonging among women in these fields. Relational Frame Theory (RFT) conceptualizes bias and stereotypes as forms of arbitrarily applicable relational responding maintained by current and historical contextual factors, with gender stereotypes being no exception. This can help us better appreciate the persistence and also potential for flexibility in gender stereotypes and bias. If we can better understand the relations underpinning gender bias in particular contexts, such as STEM, then we may better understand what relations to target in interventions to influence and reduce this bias. Additionally, we must understand how the framing of gender equality initiatives are perceived so that we may reduce unintended negative attitudes towards these initiatives. In this talk I will discuss my research that has focused on trying to better understand and influence gender-STEM stereotypes and attitudes towards gender equality initiatives in STEM, combining learning and approaches from social psychology and RFT. This will highlight how these approaches may complement one another and how RFT helps us conceptualise gender bias in terms of dynamic relational networks that are context-dependent and influenced by social contingencies.
Dr Lynn Farrell is a Lecturer in Psychology at National College of Ireland. She graduated with a BA in Psychology (1st Class Honours) from Maynooth University where she was introduced to Relational Frame Theory (RFT) and discovered new ways to explore social psychological phenomena such as stereotypes and bias. Dr Farrell went on to complete her PhD as an Irish Research Council postgraduate scholar at University College Dublin (UCD) where she explored the nature and malleability of implicit bias towards women in STEM through the lens of RFT as part of the UCD CBS lab. She received the ACBS Student Spotlight award for her work on gender bias and previously served as a student representative on the Women in ACBS SIG during its establishment. After completing her doctoral research, Dr Farrell took up a Research Fellow position at Queen’s University Belfast (QUB) where she continued to empirically explore how to improve gender equality efforts in STEM as part of the EPSRC funded Inclusion Matters project and was awarded the QUB Engineering and Physical Sciences Faculty Postdoctoral Outstanding Engagement award. Her research interests and publications to date have focused mainly on understanding and influencing implicit and explicit stereotypes and bias particularly related to gender and improving attitudes towards gender equality initiatives.
From a behavior analytic perspective, psychological well-being and resilience involves flexibly interacting with your experiences in context-sensitive ways that connect you with meaning and purpose, even in adverse contexts. This highly adaptive repertoire can be referred to as psychological flexibility and is the primary target of Acceptance and Commitment Therapy (ACT; Hayes, Strosahl, & Wilson, 2003). In this presentation, Dr Evelyn Gould presents an ACT-based, developmentally sensitive approach to promoting psychological flexibility and long-term positive outcomes for Autistic and Neurodiverse youth. At the heart of this approach, is the establishment of an affirmative and empowering therapeutic space where young people can go beyond their comfort-zone and explore new ways of navigating their world. Dr Gould will discuss various ways that practitioners can meet the individual needs of clients, including consideration of unique strengths, differences, interests and identities, as well as emphasizing the importance of adopting a broader systems approach to care for this population.
Objectives: At the conclusion of the talk, participants will be able to:
1. Describe key contextual factors that impact well-being and quality of life for Autistic youth and their families
2. Identify the key benefits of utilizing an ACT or DNAV (Ciarrochi & Hayes, 2015) approach when working with Neurodiverse and Autistic individuals
3. Identify at least one ACT-based strategy that might create a more affirmative and responsive context for your Neurodiverse clients
I am a Clinical Behavior Analyst and Licensed Psychologist (PSY#31701) at New England Center for OCD and Anxiety. I am also a Clinical Assistant Professor at Keck School of Medicine at USC and Research Associate in Psychiatry at Harvard Medical School.
Originally from Belfast in N.Ireland, I currently reside with my partner and three cats in Los Angeles, CA. My pronouns are she/they. I am involved in a wide variety of clinical, training and research activities around the globe, and am committed to the dissemination of evidence-based practices and contextual behavioral science. I am a member of the queer community and my work reflects personal and professional values of authenticity, compassion, social justice, and cultural humility. I strive to support and create affirmative and empowering spaces for marginalized young people and their families.
Many people have dedicated their lives and energies to fighting for inclusion and greater diversity. Organisations and individuals now talk about biases, think about ways of making hiring practices more accessible and work to augment any gaps in their knowledge about the histories of people from down the road and across oceans.
Yet, as much as their has been attention on processes and policies, there have been areas left out of this consideration that aren’t just about diversity and inclusion, but good practice, good governance and good work.
This talk will navigate that terrain and ask participants to critically consider the piping in their practices and in their organisational and institutional frameworks.
Karen has over 26 years’ worth of experience working in and with communities, organisations, charities and governmental bodies, including running non-profits and engaging in community development work. Prior to taking up her post at the UKRI, she was director of the Centre for Research in Race and Rights at the University of Nottingham.
In this keynote, ACT Therapist Jacob Martinez, explores the nature of participation and complaint in the ACBS community. You’ll learn about fractal organisations, the commodification of communities and how to help an organisation thrive.
1. Describe common DEI related complaints within ACBS
2. Define fractal model of organization and how it applies to ACBS
3. Apply model of variation, selection, and retention to participation within ACBS
Jacob is Licenced Professional Counselor, ACT Therapist and trainer from Texas now living in Wisconsin, USA. Jacob specialises in using the ACT Matrix and creating novel ACT interventions. He is the former past president of Texas ACBS Chapter and leading contributor to the Diversity, Equality & Inclusion Special Interest Group in ACBS, which aims to helps members with different backgrounds share their perspectives.
(8th November from 1.00 pm – 4.30 pm)
By Ross White.
The workshop will provide attendees with opportunities to understand how the three core components of the P.O.D. of psychological flexibility (Present, Open and Doing What Matters) can be applied with athletes. An overview of a seven-session programme that can be used to deliver the 'Flexible Mind' approach will be provided. Case study material from various sports will be used to illustrate how the approach can help athletes to excel and stay well.
(8th, 9th and 10th November from 1 – 4.30 pm)
By Lene Thormgrimsen, Dr Trish Leonard-Curtin & Aisling Leonard-Curtin.
This workshop will focus in on working with clients who are neurodivergent, from a minority stress theory (Meyer, 1995, 2003), human rights based and neurodiversity affirmative approach. It will also present data from clinical practice to highlight the impact and consequences of undiagnosed neurodivergence in psychological therapy, and will address the potential challenges of traditional therapeutic and behavioural approaches if not modified for neurodivergent populations. We will present a modified Hexaflex applicable to neurodivergent people, and a specialised minority stress and human rights consistent and affirmative guide to ACT intervention, for this client group.
|9.00 – 10.15||Lynn Farrell|
|10.30 – 12.00||Skills Class|
The Art of Creating Transformational Metaphors in ACT
Investigating the post-COVID-19 wellbeing of those who care for children with Additional Learning Needs (ALN): a psychological flexibility perspective
Pegram, Hulson-Jones, Hooper, Noone & Hughes
The feasibility, acceptability, and initial efficacy of a values-based digital behaviour change intervention (DBCI) targeting co-regulation of physical activity between parents of and children with Spina Bifida: A protocol for a single-case experimental design (SCED)
Breast Living Well Course - Adaptions to the Virtual Era
Donnelly, Hubert-Williams, Kershaw & Warre
Recent theoretical and empirical advances in message framing and rule-governed behaviour in accordance with relational frame theory
Stapleton, Gamble & McCloskey
|1:00 - 2:00||Skills Class
"I want to love myself BUT I hate myself!" Using RFT informed methods to resolve oppositional selfnarratives to deepen selfacceptance
Investigating the role of formal mindfulness practice in ACT interventions for undergraduate mental health Hope
Bell & Hooper
Modelling RFT and Artificial Intelligence
Can acceptance of pain and negative thoughts enhance rowing performance?
Does an Incorrect Understanding of Mindfulness Reduce the Impact of a Mindfulness Intervention on Levels of Mindfulness?
Unspoken Womanhood: The woeful and the wonderful
Savage & McGillivray
|2:45 - 4:15||Skills Class
Sex ACT - A Workshop, not an offer
Johnson & Kjelgaard
Symposium Taking Action to tackle work-related burnout
Palmer, McGillivray & Savage
Small n Mighty: Using Single Case Design to bridge research & Practice
Stapleton & Lavelle
|4:30 - 5:30||Karen Salt|
|9.00 – 10.15||Evelyn Gould|
|10.30 – 12.00||Skills Class
No one is to blame. Combining ACT & Moral Philosophy to enable forgiveness & compassion
Johnson & Bennett
Recovery from Substance Addiction: An ACTbased Group Programme and a Companion App.
Hogan & Greenhalgh
Adaption and pilot evaluation of 'ACTivate your wellbeing' a digital health and wellbeing programme for students and young persons.
Feasibility of RESTORE: an online Acceptance and Commitment Therapy intervention to improve stress and wellbeing amongst palliative care staff.
Finucane, Gillanders, Hubert-Williams, Swash, Spiller & Lydon
ACT for Health Conditions
Taylor, Mehew, Lavelle & Kingston
|1:00 - 2:00||Skills Class
Bend and break rules (when it works!). Using the RFT account of rule-governed behaviour to shape flexible responding
Stapleton & McHugh
Why PBS needs CBS. It just doesn’t realise it yet!
Noone, Jackson-Brown, Oliver & Johnson
Using Contextual Behavioural Science at multiple levels in the real world: ‘PROSOCIAL’ as a set of tools, a framework and as a perspective to meet the challenges we face in Health & Social Care settings.
|2:45 - 4:15||Panel
Shaping Psychological Flexibility: Which Processes in what order? Responding to Video Vignettes from Different Points on the Hexaflex.
Bennett, Black, McGillivray, Oliver & Savage
Educational Communities: Recent research on application of ACT & DNAV in Schools.
Gillard, Grindle, Taylor, Searle, Nisar & Owen
Finding Health through the Matrix.
|4:30 - 5:30||Jacob Martinez|
|2 day: 17th & 18th November 2022||£200.00||£150.00||£250.00|
|*Reduced Member Rate (student/low-income)|
This is a selection of hotels found nearest the Hilton, they are not recommended by ACBS UK & ROI merely suggested!
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