Problem:
Theory is a set of concepts and relational statements that organize scientific knowledge in a focused way (Burkholder, et al., 2020). Theory serves many different roles in scientific knowledge to examine behavior. In examining behavior, research uses theories to predict and control change. The role of theory in research is to be a guide for the research process, including selecting research questions and interpreting findings; the research may be a test of the theory itself, measuring the concepts and testing the relationships between the concepts to determine the adequacy of the theory (Burkholder, et al., 2020). The theory in my discipline that I use most to treat presenting symptoms of unhelpful behaviors in my clinical practice is Acceptance and Commitment Therapy (ACT).
The tenets of ACT combine two theoretical frameworks, functional contextualism and relational frame theory, to enhance psychological flexibility in one's ongoing internal and external experiences (Westrup, 2014). In having my theory in mind, and considering the question posed by Drs. Burkholder and Burbank in "What do I have to believe about the world and about human beings in order for me to accept or use this theory?" My answer lies in the belief that behavior is the result of learned situational contexts with ongoing interpretive cognitive processes and emotional experiences. ACT aligns with my belief in how they emphasize making behavioral choices in the service of your values as you face difficult situations, thoughts, emotions, sensations, to live your life goals (Westrup, 2014). The epistemological and ontological assumptions of my chosen theory align with the philosophical orientation that reflects my worldview.
In the relativist-constructivist epistemology, knowledge is generated through the interactions of individuals who cocreate meaning; knowledge is socially constructed, and facts are given meaning through individual exchange (Burkholder et al., 2020). ACT aligns with the definition of epistemology because it examines the meaning of how the behavior functions in the individual's life, given knowledge of the situation experienced (Westrup, 2014). Relativist-constructivist epistemology in ACT looks at cocreating meaning through new interactions and reshaping cognitions by separating previous knowledge and allowing unexamined factual knowledge to become constructed in the individual's lives. In ACT, knowledge is socially constructed, and facts are given meaning through individual exchange in sessions through diffusion techniques, "I'm sad", "I feel sad", "I am having the feeling of sadness", "I am noticing that I am having the feeling of sadness in my chest." ACT aligns with the relativist-constructivist epistemology in how the individual's knowledge is generated through the interactions to co-create meaning.
In the relativist-constructivist ontology, there can be no one truth because truth is subjective and is created through the interactions of individuals (Burkholder et al., 2020). ACT aligns with the definition of ontology due to the framework of functional contextualism. Functional contextualism holds that there is no way to examine anything completely separate from its context; there is no way to establish its inherent "truth" (or "reality" or "correctness"), as that is always going to be influenced by its context (which cannot be separated from the event or act in question) (Westrup, 2014). The focus of functional contextualism is on the prediction and control of events, rather than on attempting to uncover or establish their inherent truth or rightness; "what's true is what works" (Westrup, 2014). ACT, being a workable model, can hold many truths, or as truth is created, transformed, and redefined in the individual's interactions. Techniques explore the "truth" and the relationship to the individual, an example of "I am not good enough", instead of evaluating the truth, ACT looks at how "I am not good enough" functions in behavior and the reinforcing relationship with social contexts. In my worldview, behavior is the result of learning situational contexts with ongoing interpretive cognitive processes and emotional experiences. My theoretical approach in ACT and my interest in the relativist-constructivist approach to research align in how knowledge and truth are not subjective to experience. Need Assignment Help?