Measuring psychological inflexibility in educational settings

Development and validation of the Kibs-Ed with a psychotherapy training sample

Bibliographic Data

ID15711237
AuthorsEmma Högberg Ragnarsson (0009-0004-0890-0174, Karolinska Institutet, corresponding author), Annika Lindgren (0000-0001-6008-1023, Karolinska Institutet), Magnus Johansson (0000-0003-1669-592X, RISE Research Institutes of Sweden), Clara Hellner (0000-0002-8375-9447, Karolinska Institutet), Lise Bergman Nordgren (Örebro University), Martin Forster (0000-0003-3876-7269), Martin Onslow Forster (0000-0002-3129-3198, Karolinska Institutet), Tobias Lundgren (0000-0002-3872-9660, Karolinska Institutet)
Year2026
Volume40
Pages100982-100982
Publication date2026-02-21
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Contextual Behavioral Science (JOURNAL)
Journal identifiersISSN: 2212-1447 • E-ISSN: 2212-1455
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.jcbs.2026.100982
OpenAlexW7130817397
LanguageEN
References cited52

Psychological inflexibility (PI) is a potentially important yet understudied factor in therapist training, as it may hinder engagement in learning activities central to psychotherapy education and is negatively associated with learner wellbeing. However, few instruments have been developed to assess PI in educational and training contexts, and evidence from psychotherapy training population is limited. This study aimed to develop a new measure of PI intended for use in educational settings, and to evaluate its psychometric properties within the specific context of psychotherapy training In Study One, an initial version of the scale was developed and tested with 195 mental health professionals who were currently or previously enrolled in psychotherapy continuing education. Preliminary psychometric evaluation included expert review, cognitive interviews, exploratory factor analysis, and Mokken scale analysis. Rasch methodology was then applied to assess dimensionality, item independence, response category ordering, targeting, invariance, and reliability. In Study Two, a new sample (n = 337) was used to validate the revised instrument through Rasch analysis Results supported a unidimensional, 7-item scale demonstrating good model fit, local independence, ordered thresholds, invariance, and acceptable reliability. Additional analyses suggested a small but statistically significant negative association between age and psychological inflexibility ( rho = -0.18), while no consistent differences were found across gender or profession The resulting instrument – the Karolinska Inner-Barriers Scale for Education (KIBS-Ed) – offers a brief and psychometrically sound measure of psychological inflexibility, suitable for use in educational and training settings. Our evaluation within two samples from the psychotherapy training population supports its application within therapist education. Despite providing only preliminary validation and requiring further evaluation with additional outcomes and instruments, the present study represent a rigorous and important first step. • Learner psychological inflexibility is understudied in therapist training • Measuring PI may clarify learner engagement and wellbeing • The KIBS-Ed shows initial validity and reliability in two samples • Findings support the KIBS-Ed as an education-specific assessment tool • Further research is needed to confirm validity evidence

Context (archaeology · Exploratory factor analysis · Population · Psychometrics · Rasch model · Sample (material · Scale (ratio · Counseling Practices and Supervision · Mindfulness and Compassion Interventions · Occupational Therapy Practice and Research