Louise
Hi, i do agree that the components of ACT could and do appear
abstract. However, I think if one truly understands functional
contextualism and behavior analysis they are able to make the
components of ACT concrete. As I said in my talk the other day this
is what I learned before the hexaflex was born. As a result of
learning it this way, I was able to implement ACT strategies in
classrooms and in session with little ones. After all in ACT we are
playing for behavioral/psychological flexibility.

Nice exercise. We've used shaving cream and gotten similiar effects.
Take care, Leslie


In kidact@yahoogroups.com, "Louise Hayes" <louisehayes@...> wrote:
>
> Hi,
> I think it seems difficult to do ACT with kids because as adults we
are
> uncomfortable letting go of our words. How do you explain, with
simple
> concrete actions or explanations, the complex verbal relations we
> understand from the ACT model? It's tough. That's why I think we
need
> the research because I suspect some things will work with kids and
> others will fail and we need to be able to work this out to come up
> with a transfer of the abstract concepts of the ACT model into
concrete
> concepts for kids.
>
> An example, I had a group of 15 year old girls today and we worked
> together on a present moment exercise. Their idea – finger-
painting,
> then covering their hands in paint, and then shaking hands with
each
> other to share the colours and loving/hating the squishy feel. They
> were able to discuss the concept of being present in comparison to
> listening to their passengers on the bus. I could not have planned
it
> that way and it was so great to see them laughing and understanding
> being present.
>
> Louise
>