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The Providence Model
Based on the Portland Model
Purposes of the ACT Peer Consultation Group
To provide ongoing didactic and experiential training in the competent use of ACT with a variety of clinical problems. Certain group members may serve as the senior content experts, however given our adaptation of the model, with learning integrated in the consultation sessions,
Those who participate over time will be asked to present material to others, jump into the exercises more fully, and take responsibility for the direction of the group. It is also asked that group members commit to outside learning as it is impossible to cover every aspect of the model in a one and a half hour monthly meeting.
To provide consultation to individuals who are working to apply ACT in their clinical work. This group is for people who are actively using ACT in their clinical work and want to improve their application of ACT principles. Consultation may involve case conceptualization, practicing experiential exercises, role-plays, or discussion of whether ACT is appropriate for a given patient or presenting problem.
Participant Agreements
While not diminishing the importance of other forms of knowledge, we agree that this is an ACT-focused consultation group, not a general consultation group. Thus, we will work to focus the group on the application of ACT principles and work to come back to these principles when the focus wanders.
Group members agree to hold the content of what others say in the consultation groups confidential out of respect to the attendees and the individuals with whom we work – this is important both with respect to the sharing of difficult clinical cases and for experiential exercises that may occur in the group.
Group members also agree to practice radical respect for one another and to realize that they are in the “same soup” with one another – just as we strive to do with clients in therapy.
See expanded Individual Commitments below
Format of Meeting
Opening Agenda (15 minutes)
Each session will start by going over the basic format for the time meaning the introduction exercise, the including the opening exercise (asking someone to prepare for the next one for the next meeting)
Opening exercise – can be read from a script or improvised. (led by Opening Exercise Leader)
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Concept Skill Introduction (30 minutes)
This segment of the session will focus on a variety of useful terms, concepts, skills, metaphors, and practices with a focus on one process. It will be experiential and allow for each participant to then focus in on the elements/mechanics of the approach to better understand the underlying processes that make the topic work.
Experiential Skills Building (60 minutes)
Skills building exercise opportunities. We aim to process two to three scenarios depending on complexity and length.
Roles include:
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Skills Builder – chooses an exercise to learn/practice in front of the group prior to the meeting
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Assistant to Skills Builder – offers help to the Skills Builder if he/she is stuck or requests feedback during the exercise.
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Case Presenter – person presenting the case. The details of the case unfold only within the context of the skills building exercise.
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Hexaflex Monitor – pays attention to the core ACT processes (and Creative Hopelessness as appropriate) demonstrated during the skills building exercise.
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The task of the remaining group members is to silently observe ACT processes at work in the exercise. This is a time to put on your “ACT goggles” and leave any other theoretical modalities at home. It may be helpful to make notes of any questions or comments for the technical discussion.
Session Review
Review and reflection on the personal experiences, perspectives, and main take aways from each of the skill building sessions.
Session ends with an over-all review and summary of the training session.
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Individual Commitments
Each member of the group agrees to the following principles:
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Modeling ACT principles both verbally and nonverbally, accepting the thoughts and feelings that arise in doing so.
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Engaging experientially, ensuring the group doesn’t just talk about ACT, but actively practices it.
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Creating an environment of choice, not coercion.
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Honoring and valuing the group members’ individual values.
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Willingly experiencing discomfort when it arises in service of growth and learning.
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Bringing one’s full self to meetings and not seeking to mask insecurities.
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Preparing for meetings, whether by bringing a case, a question, or an intention for personal learning.
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Rejecting the "I’m not as real of an ACT therapist as X" narrative, recognizing that such comparisons hinder growth.
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Processing experiential exercises authentically, rather than detaching from personal experience.
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Allowing others the space to experience what they experience without rescuing or minimizing their discomfort.
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Receiving feedback openly and asking for clarification when needed.
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Applying the ACT model throughout meetings to refine and expand one's skill set.
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Embracing failure as a learning opportunity, committing to act, fail, learn, and grow.
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Taking risks in presenting and participating in role-plays.
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Supporting and valuing fellow group members' contributions.
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Distinguishing between ACT-consistent and ACT-inconsistent approaches.
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Asking questions when uncertain.
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Serving as a resource for the training mission of the group.
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Choosing to grow and learn, even when internal barriers arise, with patience and compassion.
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Having fun.
By aligning our efforts with these principles, the ACT Peer Consultation Group fosters a collaborative space where clinicians can refine their skills, support one another, and deepen their commitment to practicing ACT with integrity and effectiveness.