A mixed methods exploration of the use of therapeutic approaches within EP practice with a focus on the Acceptance and Commitment Therapy model

In the UK, increasing numbers of children and young people (CYP) with mental health problems are waiting for support from overextended Mental Health Services (Children’s Commissioner, 2022). Despite Government initiatives in schools (DfE, 2023b), there is a shortage of available therapeutic support. Some practitioners suggest the focus on mental health in schools may be detrimental to CYP (Billington et al., 2022), and a more holistic approach such as Acceptance and Commitment Therapy (ACT) may be preferable (Petersen, et al., 2022). Previous literature (Mackay, 2007) suggests that EPs are the ideal “therapeutic resource” for schools because of their knowledge, skills, and proximity. Incorporating ACT into EP therapeutic practice could open up new ways of supporting CYP.
This research applied mixed methods to explore how EPs currently use therapeutic approaches, with a focus on ACT and its application. A survey was distributed to EPs across the UK (n=64) to identify patterns and trends in their use of therapeutic approaches. An additional section of the survey focused on the use of ACT (n=18). Semi-structured interviews were conducted with three qualified EPs to gain a richer understanding of the utility of ACT in the EP context.
Implications of this research indicate that EPs see value in therapeutic approaches and use them flexibly and responsively within their practice. However, there are discrepancies between the therapeutic potential in the EP workforce and the current working context which offers little time for development of therapeutic practice. Identified benefits of ACT include its versatility and range of techniques. Values and acceptance processes were highlighted as most useful in EP practice. Implementation of ACT needs to be carefully considered as it may not be universally appropriate.
This research contributes to EP literature on the use of therapeutic approaches and illuminates the use of ACT in the EP context.