**8.4 Logo therapeutic technique**

The basic observation of human beings as a three-dimensional entity underpins logotherapy. The biological/physiological, psychological/mental, emotional, and social aspects are the four dimensions or areas of noetic/spiritual significance [36]. The first two dimensions are considered easily accessible as the therapy is interdisciplinary, and additional professionals' approaches will be looked at. However, there are particular human characteristics in the noetic/spiritual realm, such as self-discovery, self-detachment, and attaining our potential. A lack or low level of meaning is related to a series of negative behaviors and mental health problems, such as alcohol and drug use, boredom proneness, depression, suicide ideation, disengagement, and risky behaviors [37].

*Perspective Chapter: Perspectives toward Overcoming Depression and Anxiety to Enhance… DOI: http://dx.doi.org/10.5772/intechopen.107033*

Students can find their own identities. This may be accomplished by employing the Logotherapeutic approach of Socratic Dialog [38]. The approach was named after the Greek philosopher Socrates, who utilized narrative inquiry to help his students learn about themselves via dialog. When the students' self-detachment permits them to perceive themselves objectively from the outside, they are able to find various potentials and obstacles. This helps them realize that they have the ability to make their own decisions and that they are responsible for themselves. Individuals can eventually transcend their egocentric existence and become self-transcendent. The logotherapeutic method improves four treatment goals.


The first step assists and allows the student to disengage from the situation. Feelings of self-doubt, worthlessness, poor self-esteem, inferiority, and hopelessness are all signs of depression. The second step involves assisting the student in seeing themselves objectively, similar to looking in the mirror (where this does not occur). The Socratic Dialog can be supplemented with the use of meaning-oriented questions, such as the use of humor or metaphors be used. The lessening of symptoms is the third phase. Further Socratic Dialog can be used to help the person see themselves from a different perspective—the more an individual views themselves through the eyes of others, the better. The more patients see themselves objectively, the fewer symptoms they may experience. The fourth stage is to direct the student's attention to relevant activities and experiences that will help the person maintain a positive outlook.

#### **8.5 Acceptance and commitment therapy**

ACT is a transdiagnostic psychotherapy intervention based on the Relational Frame Theory theoretical paradigm. It is a "third wave" cognitive behavioral treatment (CBT) that encourages people to participate in values-based behaviors regardless of the presence or absence of symptoms. The basic goal of ACT is to enhance psychological flexibility, which is the ability to be attentive to current events in a nonjudgmental and accepting manner while acting according to one's ideals [39].

Even when one's thoughts and feelings resist taking the desired action, one must behave in accordance with one's values. Acceptance (i.e., willingness to open fully to unwanted experiences such as difficult thoughts, memories, or emotions), contact with the present moment (i.e., being mindful and aware of one's experiences), self as context (i.e., maintaining perspective about oneself within one's experiences), and cognitive defusion (i.e., being able to step back from unwanted experiences such as difficult thoughts, memories, or emotions) are six interrelated and overlapping processes that ACT uses to foster psychological flexibility [40] .

Many post-secondary institutions are already offering ACT-based group therapies to increase student well-being and avoid mental health disorders. Student's psychological troubles, according to ACT, are partially caused by the following mechanisms: a) they engage in experiential avoidance behaviors aimed at changing, controlling, or avoiding certain thoughts, emotions, or painful feelings, which perpetuates their problems (e.g., anxiety); b) they are unable to separate themselves from their thoughts, believing them to be a reflection of reality, or even an extension of who they are; c) they are prisoners of the past (e.g., ruminations) or the future (e.g., preoccupations) and have difficulty being mindful [40]. ACT tries to counteract these tendencies by assisting individuals in developing more psychological flexibility, which is described as the ability to be present at the moment and take actions consistent with one's values [41].
