Applying acceptance, mindfulness, and values to the reduction of prejudice: a pilot study.
Two classroom approaches to reducing racial and ethnic prejudice among college students were compared: a class session based on acceptance and commitment therapy (ACT) and an educational lecture drawn from a textbook on the psychology of racial differences. Undergraduates who were enrolled in two separate classes on racial differences were exposed to each approach in a counterbalanced order. Results indicate that only the ACT intervention was effective in increasing positive behavioral intentions at post and a 1-week follow-up. These changes were associated with other self-reported changes that fit with the ACT model. Implications of a potentially new model of prejudice are briefly discussed.
Lillis
Jason
J
Department of Psychology, University of Nevada, Reno, NV 89557, USA. jasonl@unr.nevada.edu
Hayes
Steven C
SC
D000328:Adult; D001521:Behavior Therapy / Q000379:methods*; D018864:Cultural Diversity; D005006:Ethnicity; D005260:Female; D006801:Humans; D008297:Male; D010865:Pilot Projects; D011287:Prejudice; D012928:Social Desirability; D012945:Social Values; D013334:Students / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods