Understanding Psychological Flexibility: What It Is and Why It Matters
When your child is struggling — whether it’s with a new routine, a challenging task, or overwhelming emotions — it’s easy to focus on what they can’t do in that moment. But what if the most important thing to build isn’t just a skill… but the ability to adapt?
That’s where psychological flexibility comes in.
You might not hear the term every day, but it’s one of the most powerful ideas behind modern behavioural support — especially for kids who experience anxiety, frustration, or difficulty shifting between tasks or expectations.
What Is Psychological Flexibility?
Psychological flexibility is the ability to stay present, notice what’s going on inside and around you, and then choose to act in a way that moves you toward what matters — even if it’s hard.
In simple terms? It’s being able to say:
“This feels uncomfortable… but I can still do what’s important.”
It doesn’t mean ignoring emotions or pushing through stress at all costs. It means being able to notice thoughts and feelings without getting stuck in them — and responding in ways that are thoughtful and effective, not just reactive.
Why Is It Important for Children?
Children who struggle with psychological flexibility may:
- Get “stuck” on one idea or plan
- Avoid tasks they find difficult or unfamiliar
- React with big emotions when expectations change
- Have trouble shifting attention or recovering from a mistake
- Seem anxious, rigid, or overly dependent on routines
Building psychological flexibility helps them:- Adapt to change more smoothly
- Handle disappointment without shutting down
- Stay engaged in learning — even when it’s hard
- Make choices based on what matters, not what feels safe or easy in the moment
How It Connects to ABA and ACTIn our work at Flourish, we often draw on principles from Acceptance and Commitment Training (ACT) to support psychological flexibility — always within the scope of behaviour analysis.
While we’re not doing psychotherapy, we are teaching behaviours like:
- Staying with a task even when it feels boring or tough
- Noticing unhelpful thoughts (“I’m bad at this”) and choosing actions that matter anyway
- Learning to shift perspective or consider different options
- Responding to feelings in flexible, values-aligned ways
These skills are deeply rooted in ACT, and they’re supported by a growing body of research that shows how psychological flexibility contributes to resilience, wellbeing, and overall functioning — for both children and adults.
Is This Something You Can Teach?
Yes — and that’s what makes it so exciting.
Psychological flexibility isn’t a personality trait. It’s a teachable set of behaviours that we can support through structured, compassionate, evidence-based intervention.
Just like we teach communication, daily living, or social skills, we can help children learn how to sit with discomfort, notice their internal experiences, and choose actions that move them toward their goals.
And when children develop these skills, we often see benefits that go far beyond the initial treatment targets.
In Summary
Psychological flexibility is about more than coping. It’s about growing.
It gives children the tools to face challenges, try again after setbacks, and live in ways that reflect who they are — not just how they feel in the moment. At Flourish, we’re proud to use ACT-informed ABA to support these critical skills.
Because when children learn to adapt and stay connected to what matters… they don’t just succeed. They flourish.
- Staying with a task even when it feels boring or tough
Check out FAQ | Flourish Behavioural Health and Education for more information!
References
Hayes, S. C., Villatte, M., Levin, M., & Hildebrandt, M. (2011). Open, Aware, and Active: Contextual Approaches as an Emerging Trend in the Behavioral and Cognitive Therapies.
Annual Review of Clinical Psychology, 7, 141–168. https://doi.org/10.1146/annurev-clinpsy-032210-104449
Levin, M. E., et al. (2014). Psychological Flexibility and Its Relation to Academic Performance and Mental Health in College Students. Behavior Modification, 38(3), 451–468. https://doi.org/10.1177/0145445513507572