This course will describe the results of a study regarding the use of a 5-week, web-based intervention program, Youth COMPASS, which is based on Acceptance and Commitment Therapy (ACT), with ninth-grade adolescents. Specifically, this study looked at the effectiveness of the Youth COMPASS program as an intervention for alleviating stress and enhancing coping skills among adolescents. This course will describe the background and reasoning for this study, provide an overview of ACT and the Youth COMPASS program, discuss the results of this study, and will cover the practical implications of the results and recommendations for future research and programming.
This course is based on the reading-based online article, Reducing Stress and Enhancing Academic Buoyancy Among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy created by Anne Puolakanaho, PhD,et al. in 2019.
Journal of youth and adolescence, 48(2), 287–305 2019
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Anne Puolakanaho, PhD
Anne Puolakanaho is a Senior Researcher affliated with the Department of Psychology, University of Jyväskylä, Finland. Her key interest area is mindfulness, acceptance as well as ACT- approaches and their modifications into web and mobile interventions for adolescents. She has had multiple articles published in peer reviewed journals.
Raimo Lappalainen, PhD
Dr. Lappalainen is a professor in clinical psychology and psychotherapy at the Department of Psychology, University of Jyväskylä, Finland. A licensed psychologist and psychotherapist. He has acted as the vice head and the head of the Department of Psychology between years 2008-2013. He has over 25 years experience of Cognitive Behavioural Therapies (CBT) with expertise especially in the third wave CBT, acceptance and value –based interventions. Author of more than 100 scientific articles and books. Special expertise in applying and constructing web- and mobile-based psychological interventions. His main research interests are development of brief psychological interventions, including web- and mobile -based interventions for wellness management.
Päivi Lappalainen is a post doctoral researcher. She is the content Lead at Headsted Finland and UK, and is also working part time as project researcher at the Department of Psychology, University of Jyvaskyla, Finland. She is working in two research projects investigating web-based programs as a tool in remote rehabilitation, one at the University of Jyväskylä and the other one at Gerocenter Foundation. Her research interests lie - in addition to Internet interventions - in the field of Acceptance and Commitment Therapy. She has had multiple works published in peer reviewed journals.
Anna Hollis, Ph.D., NCSP, is a nationally certified school psychologist currently living near Detroit, Michigan. She is licensed as a psychologist in 2 states (Michigan and South Carolina) and certified as a school psychologist in in 5 states (South Carolina, Michigan, Vermont, Pennsylvania, and Maryland). She is a member of the American Psychological Association (APA); the National Association of School Psychologists (NASP); the Michigan Association of School Psychologists (MASP); and the Association for Contextual Behavioral Science (ACBS). Dr. Hollis obtained her Ph.D. in School Psychology from the University of South Carolina. Her professional interests include Acceptance and Commitment Therapy (ACT); Positive Psychology; Trauma-Informed Practice; and Urban School Psychology.
Counselors, marriage and family therapists, psychologists and social workers. This course is appropriate for all levels of knowledge.
After taking this course, you should be able to:
Discuss the prevalence and presentation of stress amongst adolescents, including how these difficulties may impact functioning.
Define and discuss the term "academic buoyancy."
Describe the basic principles of Acceptance and Commitment Therapy (ACT).
Discuss how ACT interventions, including the Youth COMPASS program, can be used with adolescents to target stress-related difficulties and to increase positive coping skills.
Describe the results of the current study, and discuss the practical implications and recommendations provided by the authors.
Disclosure of Relevant Financial Relationships
Disclosure of Relevant Financial Relationships
CE Learning Systems, LLC is an independent provider of continuing medical education. CE Learning Systems, LLC has no proprietary or financial interest in medical or healthcare products over which the FDA (USA) or EMA (EU) has regulatory authority.
In accordance with our disclosure policies, CE Learning Systems, LLC is committed to ensuring balance, independence, objectivity, and scientific rigor for all accredited continuing education. These policies include assigning relevance to, and mitigating, all perceived or real conflicts of interest between any individual with control over the content and any ineligible company (commercial interest).
Any individual with control over accredited content, including planner, faculty, and reviewer, is required to globally disclose:
Individual relationship(s) or lack thereof, and its nature, with any/all ineligible company, and
any investigational, off-label, or non-FDA approved content or discussion
CE Learning Systems, LLC has reviewed these disclosures, assigned relevance based on the relationship and scope of content, and identified those with the potential to compromise the goals and educational integrity of the education. Relevant relationships, or lack thereof, are shared with the learner.
Education has been independently peer-reviewed to validate content, mitigate identified conflicts of interest, and ensure:
All recommendations involving clinical medicine is based on evidence that is accepted within the medical profession as adequate justification for their indications and contraindications in the care of patients.
All scientific research referred to, reported, or used in accredited continuing education in support or justification of a patient care recommendation conforms to the generally accepted standards of experimental design, data collection, and analysis.
Content is appropriate, fair and balanced, unbiased, referenced, and non-promotional.
The planners have reported the following: There are no relevant disclosures.
Course Material Authors
The authors have disclosed any disclosures within the material.
Course Creator: Anna Lynn Hollis, Ph.D., School Psychologist
There are no relevant disclosures.
There is no commercial support for this distance-learning course.
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