Effects of a Psychotherapeutic Pathway Based on Mindfulness, Acceptance and Commitment Therapy and Creative Contact with Nature in People with Mild Intellectual Disability
Bibliographic record
Abstract
Mild intellectual disability is characterized by a limited ability to adapt to novel situations and difficulties in managing emotions. Common challenges faced by individuals with mild intellectual disability include difficulty managing anger and reduced psychological flexibility, factors that can hinder their ability to cope with daily challenges and negatively impact their quality of life. The current study demonstrates that an integrated psychotherapeutic program, incorporating Mindfulness exercises, the third-generation cognitive-behavioural approach known as Acceptance and Commitment Therapy (ACT), and interactions with nature inspired stimuli either imagined or co-created with the participant (for example billboards depicting sea or mountain landscapes, plants present in the psychotherapeutic work context, background nature sounds, etc.), can enhance psychological flexibility, anger management skills, reduce perceived stress, and improve subjective well-being in individuals with mild intellectual disability. The sample, consisting of 20 people with mild intellectual disability aged 17-26 years showed significant improvements after the intervention. These results fill the existing gap in the literature. Historically, research has often emphasized the limitations associated with patients’ cognitive impairments, overlooking their inherent strengths and underutilizing their personal resources. As a result, reduced cognitive ability has frequently been cited as a barrier to benefiting from psychological counselling, leading to limited therapeutic options being offered to this population.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".