معرفی
Dr. Michael Bordieri is a faculty member in the Department of Psychology within the College of Humanities and Fine Arts at Murray State University. His academic work focuses on the intersection of Acceptance and Commitment Therapy (ACT) and Applied Behavior Analysis (ABA), with particular emphasis on contextual behavioral science and psychological flexibility.
Dr. Bordieri's research interests span several interconnected areas including Acceptance and Commitment Therapy, Contextual Behavioral Science, Psychological Flexibility, Values-based Interventions, and Digital Mental Health. His work explores how acceptance functions as a mediating behavior to reduce escape and avoidance while promoting appetitive control in response to unwanted private events. He has contributed significantly to understanding how ACT processes can be effectively integrated within ABA frameworks.
Analysis of Dr. Bordieri's recent publications reveals a strong focus on applying contextual behavioral science to diverse populations and settings. His work demonstrates consistent interest in values-based interventions, psychological flexibility mechanisms, and digital health applications. The research spans clinical populations including those with chronic pain, social anxiety, and neurodiverse individuals, while also addressing educational contexts and research methodology.
Dr. Bordieri has published extensively in behavior analytic journals, with his 2021 article "Acceptance: A Research Overview and Application of This Core ACT Process in ABA" representing a significant contribution to integrating ACT within ABA practice. His work shows increasing engagement with digital health applications of contextual behavioral science in recent years.
Dr. Bordieri appears to be actively engaged in mentoring undergraduate research, as evidenced by his 2025 publication on using debriefing to enhance educational value in undergraduate research participation. His work bridges theoretical behavioral science with practical applications across mental health, education, and digital intervention contexts.
