Embedding acceptance and commitment therapy in teaching and learning practices to enhance psychological flexibility in psychology honours students

Abstract

Postgraduate students enrolled for a psychology honours qualification should be prepared with particular soft skills to enhance coping amidst the challenging South African world of work. Psychological flexibility, which refers to the ability to deal effectively with challenges despite discomfort, has been identified as an essential soft skill promoting coping. Psychological flexibility is a central concept in the broader field of Acceptance and Commitment Therapy. Educators have critical roles to play in promoting coping among students. In this thesis, I have argued that embedding Acceptance and Commitment Therapy, with specific emphasis on psychological flexibility, is an effective method to promote coping among postgraduate students enrolled for an academic honours qualification in psychology. Furthermore, the role of educators will be foregrounded. The overarching aim of this thesis is to report on a study that investigated the professional development of educators to embed Acceptance and Commitment Therapy in their teaching and learning practices as an avenue to enhance psychological flexibility among psychology students. Additionally, the thesis reports on the psychology students’ experiences as part of the process. The study was conducted at a private higher education institution in Gauteng, South Africa. A qualitative, interpretative, and collaborative action research approach was adopted. The research approach comprised four collaborative cycles that spanned across ten months. A case study sample of 13 psychology honours students and seven educators. The results from the study indicated that the educators were able to embed Acceptance and Commitment Therapy into their teaching and learning practices, which students experienced as positive. These results indicated that embedding Acceptance and Commitment Therapy into teaching and learning practices effectively promotes psychological flexibility. The study’s results add to the existing body of knowledge by offering theoretical and practical contributions towards: (a) an educator professional development protocol, (b) a postgraduate psychology training manual, and (c) a teaching and learning protocol. Additionally, the study offers insight into ways that postgraduate psychology students can be prepared to manage commonplace discomforts effectively. Finally, the study paves the way for further research into the field of integrating Acceptance and Commitment Therapy into teaching and learning.