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ACT is still in its relative infancy, having first appeared on the scene in 1999 with the introduction of the first comprehensive ACT text, now in its second edition (Hayes et al. 2011). Significant lag time always occurs between the introduction of a new clinical model and the uptake of the model within existing graduate medical education curricula. Thus, in many medical schools and psychiatric residency programs, systematic training in ACT is either not available at all or in the earliest stages of design. Even if several medical school or residency faculty members become interested in ACT, the tasks of building faculty knowledge and skill; developing training curricula for medical students, residents, and fellows in the basic theoretical principles of ACT; and ensuring clinical competency with ACT assessment, case conceptualization, and clinical intervention methods can be daunting.
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