USE OF ACCEPTANCE AND COMMITMENT THERAPY TOOLS IN OVERCOMING SHYNESS OF PSYCHOLOGY STUDENTS

Abstract

The article is devoted to a comprehensive study of the problem of shyness among psychology students and to substantiating the possibilities of overcoming it through the use of Acceptance and Commitment Therapy (ACT) techniques. Theoretical and methodological approaches to understanding shyness are presented as a multidimensional psychological phenomenon associated with social anxiety, experiential avoidance, cognitive fusion, and a reduced level of psychological flexibility.

The empirical study is aimed at identifying the features of the relationship between the level of shyness, psychological inflexibility, and cognitive processes in psychology students. The study employed the Revised Cheek and Buss Shyness Scale (RCBS), the Acceptance and Action Questionnaire-II (AAQ-II), and the Cognitive Fusion Questionnaire (CFQ-7). A comparative analysis of two conditional groups of students formed according to the level of shyness was conducted.

The article presents empirical data indicating statistically significant differences between the groups across all measured variables. It was found that students with a high level of shyness are characterized by more pronounced experiential avoidance and cognitive fusion, whereas students with a low level of shyness demonstrate greater psychological flexibility, emotional resilience, and more adaptive patterns of social interaction.

The obtained results confirm the effectiveness of ACT theoretical assumptions regarding psychological flexibility as a key resource for overcoming shyness and social inhibition. The relevance of using ACT techniques (acceptance, cognitive defusion, mindfulness practices, and values-based behavior) in psychological work with students is substantiated in order to enhance adaptive functioning and improve psychological well-being.

Prospects for further research include the development and empirical validation of ACT-based programs for shyness reduction, as well as expanding the sample for comparative studies among students of different specializations.