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Applying Acceptance, Mindfulness, and Values to the Reduction of Prejudice: A Pilot Study

University of Nevada, Reno

Steven C. Hayes

University of Nevada, Reno, hayes{at}unr.edu

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.

Key Words: acceptance and commitment therapy • mindfulness • acceptance • values • prejudice • racism

Behavior Modification, Vol. 31, No. 4, 389-411 (2007)
DOI: 10.1177/0145445506298413


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