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<p>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.</p>
<p>This article outlines the rationale and best practices for helping young people recover from the trauma of sexual abuse using integrative and therapeutic Yoga practices. As a model for such work, we describe a specific program, Healing Childhood Sexual Abuse with Yoga, currently offered by the authors in the Portland, OR area. The program serves both girls and boys and has a teen leadership component to allow older youth to serve as role models for preteens. This article outlines the necessary steps for working with this population, including self-inquiry, training, program design, teaching strategies, and integration with other therapies and services. A full eight-week curriculum is described, with focal points for each class, as well as suggested poses, mantras, creative activities, and mindfulness practices. The article also addresses specific contraindications and risk factors and ways they can be mitigated. Finally, it covers observed outcomes from two sequential eight-week sessions of the Healing Childhood Sexual Abuse with Yoga program.</p>
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