Applying acceptance, mindfulness, and values to the reduction of prejudice: a pilot study.

Lillis et al. (2007) ran a one-time ACT lesson in a college classroom. Half the class got the ACT module. The other half got a regular lecture.

Both groups answered questions about their future intentions toward people of other races before, right after, and one week later.

The ACT group showed more positive plans to interact with out-groups at post-test. The gains held one week later.

The lecture group did not change.

Goodwin et al. (2012) and Moitra et al. (2015) echo the same pattern: brief acceptance sessions create small, real-world gains. L used four 90-minute groups with cardiac patients. Ethan used two 20-minute talks with newly diagnosed HIV clients. All three pilots kept it short and saw self-reported behavior shift.

Magnacca et al. (2022) extends the idea by showing you can train new ACT facilitators through telehealth BST. The single-class success in Jason et al. becomes scalable once you have remote coach-up skill paths.

Gormley et al. (2019) and Ampuero et al. (2025) look similar on paper—one short workshop lifts staff skills—but they use BST, not ACT. The lesson: brief, structured training works across content areas; the active ingredients are clarity, rehearsal, and feedback, not the acronym on the slide.

If you run diversity or staff trainings, drop a 45-minute ACT values exercise in place of a slide deck. Have learners write a kind action they will take toward an out-group member and share it with a partner. One week later, check who followed through. You just turned a tired lecture into a behavior-change trial with evidence behind it.