Implementing a brief universal Acceptance and Commitment Therapy (ACT) intervention (InTER-ACT) for secondary school students: a qualitative evaluation of the experiences of teachers and school counsellors

Background Mental health difficulties are common in young people, and mental health interventions are now mandatory as part of the school curriculum in the UK. Teachers are well placed to provide interventions, however they often lack the required mental health training. This paper reports on how school counsellors and teachers experience the process of receiving training in a universal Acceptance and Commitment Therapy (ACT) based programme, and subsequently, delivering this programme to students in the classroom. Methods Three counsellors and four teachers were interviewed following their delivery of the InTER-ACT programme. Two counsellors and three teachers were then interviewed again at a 6-month follow-up. Constructivist Grounded Theory was used to collect and analyse the interview data. Results The grounded theory analysis of the interview data resulted in a model of engagement within a context of willingness to show vulnerability. This model consisted of eight phases which included: pre-existing stance, perceiving the approach to be a good fit, buying into the approach, practicing skills, talking authentically, students engaging, believing in the approach and sharing with others. Conclusions The model of engagement shows the circular phases that the facilitators moved through to support their engagement with ACT and the engagement of their students. The model emphasises the importance of vulnerability when learning and using ACT, for both facilitators and students. Recommendations for future training with school counsellors and teachers are provided.