In this semi-experimental study among women with breast cancer in Isfahan, 20 patients were selected by using available sampling method. Entrance criteria included: Patients age should be between 20 and 60 years, patients were in the stage I, II, III of breast cancer, patients education level at least should be in elementary level (ability to reading and writing). They should not have history of metastasis or chronic diseases other than breast cancer. Exclusion criteria included absence from sessions and not completing the tests.
Researcher introduced project at a training session and people who interested in participating in the research were enrolled. Among all enrollees (48 patients), 20 patients were randomly selected and divided into 2 experimental and control groups. However, due to the loss in 2 patients in the intervention group, research was performed based on data from 16 patients (8 patients in each group). This research was conducted based on acceptance and commitment therapy based on treatment protocol of Hayes and Strosahl [
12]. Therapy sessions were 8 sessions of 2 hour per week. Treatment plan of sessions was briefly as follows:
Session 1: Familiarity with group members and making therapeutic relationship, discussion about privacy, survey of breast cancer in each person (illness duration and treatments), overall assessment and check distressing thoughts and feelings of the members, examining the unsuccessful client’s use of control strategies to cope with these thought and feelings, introduce the creative hopelessness, assign homework, answer to the questionnaires.
Session 2: Feedback from the first session, review last homework, elaborating the creative hopelessness, introducing external and internal worlds in ACT, introduce the idea of the “unworkable system”, introduce the idea that “control is the problem, not the solution”, willingness as an alternative to control, assign homework.
Session 3: Feedback from the second session, elaborating the concept of willingness by using metaphors, introduces the importance of values and for the client to understand how values dignify willingness, assign homework.
Session 4: Feedback from the third session, introduction to values, clarify values, goals, actions, and barriers, introduction to diffusion, and assign homework.
Session 5: Feedback from the fourth session, elaborating the fusion and defusion by using metaphors and experiential exercises, introducing mindfulness, mindfulness practice, assign homework.
Session 6: Feedback from the fifth session, introducing type of fusion, introduce the distinction of the conceptualized self; continue to identify life domains, role of choice in committed actions; mindfulness practice, assign homework.
Session 7: Feedback from the sixth session, introduces fusion with life story, emphasize on contact with the present moment, commit to action, and assign homework.
Session 8: Feedback from the seventh session, introducing observing-self, summarizing six core process of ACT include acceptance, defusing, self as context, contact with present moment, values and committed action.
To follow moral considerations participants were assured that their information will remain confidential and the results will be evaluated in groups and whenever they want, they can withdraw from research. Therapy sessions were conducted by the researcher at the Center of Breast Cancer Research. Post-test was performed on all experimental and control groups after the end of 8 treatment sessions. In addition, for the survival effect of independent variables, follow up test was performed a month after the last treatment session.
To follow ethics, after analyzing the data and proving the effect of acceptance and commitment therapy on the variables, the control group received four sessions of acceptance and commitment therapy. In this study, the following questionnaires were used:
1) The Beck Depression Inventory-II (BDI-II): The questionnaire was designed to measure the severity of depression in 1963 by Beck and was revised in 1994. The BDI-II is a 21-item response inventory on which the responder is asked to rate the presence/severity of depressive symptoms on a 0 - 3 scale. The highest score in this questionnaire is 63. Each part of the questionnaire measures depressive symptoms [
21]. Psychometric studies conducted on the second edition of this inventory show that it has good reliability and validity, and it is generally considered a suitable alternative for the first edition [
22]. Beck et al. [
21], using the test-retest method obtained the validity coefficient of the questionnaire 0.48 - 0.86. In addition, Dabson and Mohammadkhani found coefficient alpha 0.92 for outpatients and 0.93 for the students and have gained test-retest coefficient 0.93 within a week [
23].
2) Acceptance and action questionnaire-II (AAQ-II): This questionnaire is a self-check tool that examine to what extent a person can show psychological flexibility, that mean the ability to connect with the present and the thoughts and feelings, no need to defend and depending on what the situation warrants; behavior consistency or change is at the service of the goals and values. The first version of the questionnaire was developed in 2004 by Hayes et al. [
24]. Internal consistency of AAQ-I have had problems. AAQ-II was developed to solve this problem. AAQ-II is a 10-question instrument that has demonstrated good internal consistency (α = 0.87) and test-retest reliability (r = 0.80). Cronbach’s alpha coefficient for this tool was calculated in a preliminary study by Eizadi on 37 patients with obsessive convulsive disorder [
25].
3) Checklist of surveying age, disease duration, education level. Analysis of raw data resulted from this study was performed by SPSS 16 software using descriptive statistics and analysis of variance methods with repeated measurements.