Acknowledge and accept another person's feelings as understandable.

# Validation Skills

---

## Definition

---

**Validation Skills** are techniques used to acknowledge, accept, and communicate understanding of another person’s feelings, thoughts, and behaviors without necessarily agreeing with them. Validation means letting someone know their experience makes sense within their context.

---

## Purpose

---

Used to:

- Reduce emotional escalation.
- Build trust and strengthen relationships.
- Help others feel understood and accepted.
- Improve problem-solving by calming intense emotions.

---

## When to Use

---

Use validation when:

- Someone is upset or emotionally dysregulated.
- You want to de-escalate conflict.
- You notice someone feeling misunderstood, shamed, or criticized.
- You want to deepen emotional connection.

---

## When *Not* to Use

---

Avoid using if:

- The person is in immediate danger (prioritize safety).
- You are in a crisis and need to use distress tolerance first.
- The validation would be inauthentic or manipulative.

---

## How-To

---

DBT teaches **6 Levels of Validation** (adapted from Marsha Linehan):

**1. Be Present**

   - Pay full attention with eye contact, nodding, and an open posture.
   - Put away distractions.

**2. Reflect**

   - Repeat or paraphrase what you heard.
   - “It sounds like you’re feeling really frustrated.”

**3. Mind Reading**

   - Notice and label feelings even if they weren’t said.
   - “I can tell you’re feeling disappointed.”

**4. Understand History**

   - Acknowledge how past experiences make current feelings understandable.
   - “Given everything you’ve been through, it makes sense you’d feel this way.”

**5. Normalize**

   - State that anyone might feel this way in similar circumstances.
   - “Most people would be overwhelmed in this situation.”

**6. Radical Genuineness**

   - Be fully authentic and equal.
   - “I respect how hard you’re working to cope.”

---

## Tips & Variations

---

- Use a warm, calm tone.
- Avoid jumping to problem-solving before validation.
- Validate before offering feedback or advice.
- Self-validate your own experience, too.

---

## Example

---

*Scenario: Your partner is upset about a mistake at work.*

- **Be Present:** Sit down, face them, maintain soft eye contact.
- **Reflect:** “You’re upset that the project didn’t go as planned.”
- **Mind Reading:** “You seem embarrassed and worried about what your boss thinks.”
- **Understand History:** “Considering how much effort you put in, that’s understandable.”
- **Normalize:** “Anyone would feel this way after working so hard.”
- **Radical Genuineness:** “I really admire how much you care.”

---

## Inventor / Origin

---

Developed by **Marsha Linehan, PhD** as part of Dialectical Behavior Therapy to help people with intense emotions feel acknowledged and validated.

---

## Related Skills

---

- Mindfulness
- Radical Acceptance
- Interpersonal Effectiveness (DEAR MAN, GIVE, FAST)

---

## Limitations

---

May not be effective if:

- Used insincerely (can feel patronizing).
- The other person is in a crisis needing immediate intervention.
- Overused to avoid setting limits or solving problems.

---

## Evidence Base

---

Research shows:

- Validation reduces emotional arousal.
- Helps build secure attachments.
- Increases willingness to collaborate on solutions.

---

## Further Reading

---

- *DBT Skills Training Manual* by Marsha Linehan
- [Validation Skills – Therapist Aid](https://www.therapistaid.com/worksheets/validation-skills.pdf)
- *Radical Acceptance* by Tara Brach

---

## References

---

- Linehan, M.M. (2015). *DBT Skills Training Manual, Second Edition*. Guilford Press.
- Fruzzetti, A.E. & Iverson, K.M. (2006). *Validation: Theory, Research, and Training*. National Center for PTSD.
- Tatkin, S. (2011). *Wired for Love*. New Harbinger Publications.

Validation Skills

# Mindful Eating

---

## Definition

---

**Mindful Eating** is the practice of bringing full awareness and non-judgmental attention to the experience of eating. It involves noticing the colors, smells, textures, tastes, and thoughts that arise while consuming food.

---

## Purpose

---

Used to:

- Develop a healthier relationship with food.
- Increase enjoyment and satisfaction from meals.
- Recognize hunger and fullness cues.
- Reduce impulsive or emotional eating.
- Break patterns of mindless consumption.

---

## When to Use

---

Use Mindful Eating when:

- You tend to eat quickly or without awareness.
- You struggle with emotional or binge eating.
- You want to savor meals more fully.
- You feel disconnected from hunger and fullness signals.

---

## When *Not* to Use

---

Avoid using if:

- You are in a crisis or high distress that needs other coping skills first.
- You have an active eating disorder that requires professional treatment guidance (consult your treatment team).
- You feel extreme guilt or shame around eating—seek compassionate support.

---

## How-To

---

**1. Prepare**

   - Take a few deep breaths before you start eating.
   - Remove distractions (put down your phone, turn off screens).

**2. Observe**

   - Look at your food: What colors and textures do you see?
   - Notice any smells and sensations that arise.

**3. Savor Each Bite**

   - Take a small bite and chew slowly.
   - Pay attention to the taste and mouthfeel.

**4. Notice Thoughts and Feelings**

   - Are you judging the food or yourself?
   - Are you eating out of hunger, boredom, or emotion?
   - Label thoughts gently: “Planning,” “Judging,” “Remembering.”

**5. Check In**

   - Pause occasionally to notice hunger and fullness levels.
   - Ask: “How satisfied am I right now?”

**6. End with Gratitude**

   - Reflect on where the food came from and your experience.

---

## Tips & Variations

---

- Try the “3 Raisin Exercise”: eat 3 raisins slowly, observing every sensation.
- Use a Mindful Eating journal to record observations.
- Practice eating in silence for part of your meal.
- If you get distracted, gently return your attention to eating.

---

## Example

---

*Scenario: Anna often eats lunch at her desk, finishing without tasting anything.*

**Mindful Eating Practice:**

1. She takes 3 deep breaths before eating.
2. She observes the colors of her salad.
3. She chews each bite slowly, noticing textures.
4. She pauses halfway to check fullness.
5. She reflects: “I feel satisfied and calm.”

---

## Inventor / Origin

---

While **Marsha Linehan’s DBT** emphasizes mindfulness broadly, mindful eating also draws from **Jon Kabat-Zinn’s Mindfulness-Based Stress Reduction (MBSR)** and principles of mindful awareness practices.

---

## Related Skills

---

- Observe
- One-Mindfully
- Non-Judgmental Stance
- Radical Acceptance

---

## Limitations

---

May not be effective if:

- Practiced mechanically without genuine curiosity.
- Used as a sole intervention for severe eating disorders (seek specialized treatment).
- Attempted during intense distress when other skills are needed first.

---

## Evidence Base

---

Research shows:

- Mindful eating can reduce binge eating episodes.
- It improves psychological well-being and body awareness.
- It helps regulate emotional eating behaviors.

---

## Further Reading

---

- *The Mindful Eating Workbook* by Vincci Tsui
- [Center for Mindful Eating](https://www.thecenterformindfuleating.org/)
- *Mindful Eating* by Jan Chozen Bays

---

## References

---

- Kabat-Zinn, J. (1990). *Full Catastrophe Living*. Delacorte.
- Linehan, M.M. (2015). *DBT Skills Training Manual, Second Edition*. Guilford Press.
- Bays, J.C. (2009). *Mindful Eating: A Guide to Rediscovering a Healthy and Joyful Relationship with Food*. Shambhala.

Mindful Eating

Bring focused awareness to each step you take.

# Mindful Walking

---

## Definition

---

**Mindful Walking** is a mindfulness practice that involves walking slowly and deliberately while bringing full awareness to each step and the experience of moving through space. This skill helps anchor your mind in the present moment and cultivate calm.

---

## Purpose

---

Used to:

- Ground yourself when feeling anxious or disconnected.
- Reduce stress through movement and presence.
- Increase awareness of bodily sensations.
- Practice non-judgmental observation in motion.
- Integrate mindfulness into daily life.

---

## When to Use

---

Use Mindful Walking when:

- You feel restless, agitated, or stuck in your head.
- You want to practice mindfulness outside of seated meditation.
- You have difficulty sitting still for long periods.
- You’d like a gentle way to center yourself between activities.

---

## When *Not* to Use

---

Avoid using if:

- You are in a crowded or unsafe area where you can’t focus safely.
- You are experiencing overwhelming distress that requires other grounding strategies first.
- You need to walk quickly to meet an urgent obligation.

---

## How-To

---

**1. Choose Your Path**

   - Find a safe, quiet place (e.g., hallway, garden, park path).
   - Decide if you will walk in a straight line or a circle.

**2. Stand Still First**

   - Take a few deep breaths.
   - Notice your feet touching the ground.

**3. Begin Walking Slowly**

   - Walk at a pace slower than usual.
   - Focus on the sensation of each foot lifting and making contact.

**4. Anchor Attention**

   - Silently say: “Lifting… moving… placing” with each step.
   - If your mind wanders, gently bring it back to your feet.

**5. Expand Awareness**

   - Notice the air on your skin, sounds around you, and sights without judgment.

**6. Complete with Intention**

   - When done, stand still and take a few closing breaths.
   - Acknowledge your practice with kindness.

---

## Tips & Variations

---

- Try barefoot walking on grass or carpet to heighten sensory awareness.
- Sync your breath with your steps (inhale for 3 steps, exhale for 3).
- Practice for 5–10 minutes, or longer as comfortable.
- Use a soft gaze or close your eyes briefly (if safe) to deepen focus.

---

## Example

---

*Scenario: Sam feels overwhelmed after a stressful call.*

**Mindful Walking Practice:**

1. He steps into the hallway.
2. He stands still, breathing deeply.
3. He walks slowly, silently repeating “lifting… moving… placing.”
4. After 10 minutes, he feels more grounded and calm.

---

## Inventor / Origin

---

**Mindful Walking** is adapted from:

- Zen Buddhist walking meditation (Kinhin).
- Mindfulness-Based Stress Reduction (Jon Kabat-Zinn).
- Incorporated into DBT by Marsha Linehan to help clients integrate mindfulness into daily life.

---

## Related Skills

---

- Observe
- One-Mindfully
- Non-Judgmental Stance
- Mindful Eating
- Radical Acceptance

---

## Limitations

---

May not be effective if:

- Practiced in a distracting or unsafe environment.
- Used to avoid necessary problem-solving.
- Attempted when extremely dysregulated without other coping tools.

---

## Evidence Base

---

Research shows:

- Mindful walking reduces stress and improves mood.
- It increases body awareness and attention regulation.
- Regular practice contributes to better emotional resilience.

---

## Further Reading

---

- *Walking Meditation* by Thich Nhat Hanh
- [Mindful Walking Practice - Greater Good Science Center](https://greatergood.berkeley.edu/article/item/seven_steps_to_mindful_walking)
- *Wherever You Go, There You Are* by Jon Kabat-Zinn

---

## References

---

- Linehan, M.M. (2015). *DBT Skills Training Manual, Second Edition*. Guilford Press.
- Kabat-Zinn, J. (1990). *Full Catastrophe Living*. Delacorte.
- Hanh, T.N. (2015). *How to Walk*. Parallax Press.

Mindful Walking

Observe sensations throughout your body non-judgmentally.

# Body Scan

---

## Definition

---

**Body Scan** is a mindfulness practice where you direct your attention slowly and systematically through different parts of your body. It helps you notice sensations, tension, and areas of ease with curiosity and without judgment.

---

## Purpose

---

Used to:

- Increase awareness of physical sensations and how they relate to emotions.
- Release muscle tension and promote relaxation.
- Ground yourself in the present moment.
- Develop non-judgmental observation skills.
- Improve connection between mind and body.

---

## When to Use

---

Use Body Scan when:

- You feel disconnected from your body or emotionally numb.
- You are experiencing moderate stress or anxiety.
- You want to unwind before sleep.
- You’d like to strengthen mindfulness skills.

---

## When *Not* to Use

---

Avoid using if:

- You are in acute crisis or experiencing intense dissociation.
- Focusing on the body triggers trauma memories you are not ready to process.
- You are operating machinery or driving.

---

## How-To

---

**1. Get Comfortable**

   - Lie down or sit in a relaxed position.
   - Close your eyes or soften your gaze.

**2. Take a Few Deep Breaths**

   - Inhale slowly, exhale fully.
   - Let your body begin to settle.

**3. Focus Attention**

   - Start at the top of your head or the tips of your toes.
   - Bring your awareness to each area in turn.

**4. Notice Sensations**

   - Observe tightness, warmth, tingling, or absence of sensation.
   - Try not to label sensations as “good” or “bad.”

**5. Breathe Into Each Area**

   - Imagine your breath moving into any tense spots.
   - Allow sensations to shift naturally.

**6. Continue Slowly**

   - Move through all body parts at your own pace.
   - If your mind wanders, gently return attention.

**7. Close the Practice**

   - Take a few grounding breaths.
   - Gently wiggle your fingers and toes.
   - Open your eyes if they were closed.

---

## Tips & Variations

---

- Use a guided recording if you’re new to the practice.
- Try progressive muscle relaxation by tensing and releasing each area.
- Practice for 5–45 minutes depending on time available.
- Place a hand on your heart or stomach for added comfort.

---

## Example

---

*Scenario: Jamie feels stressed after a long day.*

**Body Scan Practice:**

1. They lie down on a yoga mat.
2. They start with the feet, noticing heaviness.
3. They breathe into the tightness in their shoulders.
4. After 20 minutes, their body feels calmer and more relaxed.

---

## Inventor / Origin

---

**Body Scan** comes from:

- Mindfulness-Based Stress Reduction (MBSR) developed by Jon Kabat-Zinn.
- Integrated into DBT by Marsha Linehan to build interoceptive awareness and reduce reactivity.

---

## Related Skills

---

- Observe
- One-Mindfully
- Wise Mind
- Self-Soothing
- Progressive Muscle Relaxation

---

## Limitations

---

May not be effective if:

- Practiced during severe dissociation or flashbacks.
- Used as avoidance when action is required.
- You judge sensations harshly or become frustrated.

---

## Evidence Base

---

Research shows:

- Body Scan reduces stress, anxiety, and physical pain.
- Increases body awareness and acceptance.
- Enhances emotional regulation over time.

---

## Further Reading

---

- *Full Catastrophe Living* by Jon Kabat-Zinn
- [Mindfulness Exercises: Body Scan](https://www.mindful.org/body-scan-meditation/)
- *The Mindful Way Through Depression* by Williams, Teasdale, Segal, and Kabat-Zinn

---

## References

---

- Kabat-Zinn, J. (1990). *Full Catastrophe Living*. Delacorte.
- Linehan, M.M. (2015). *DBT Skills Training Manual, Second Edition*. Guilford Press.
- Segal, Z.V., Williams, J.M.G., & Teasdale, J.D. (2013). *Mindfulness-Based Cognitive Therapy for Depression*. Guilford Press.

Body Scan

Cultivate compassion and goodwill toward yourself and others.

# Loving Kindness Meditation

---

## Definition

---

**Loving Kindness Meditation** (also called *Metta Meditation*) is a practice of directing warm, compassionate thoughts and well-wishes toward yourself and others. It helps cultivate empathy, connection, and positive emotions.

---

## Purpose

---

Used to:

- Increase feelings of goodwill, compassion, and acceptance.
- Reduce anger, resentment, and self-criticism.
- Strengthen emotional resilience.
- Promote a sense of interconnectedness.

---

## When to Use

---

Use Loving Kindness Meditation when:

- You feel judgmental or critical of yourself or others.
- You are struggling with loneliness or disconnection.
- You want to enhance positive emotions.
- You need to balance intense negative feelings with warmth.

---

## When *Not* to Use

---

Avoid using if:

- You are in crisis or experiencing overwhelming distress (start with grounding skills first).
- You have unresolved trauma making compassion-based practices triggering.
- You feel obligated rather than willing to engage.

---

## How-To

---

**1. Get Settled**

   - Sit or lie down comfortably.
   - Close your eyes or lower your gaze.

**2. Take a Few Deep Breaths**

   - Center your attention on your breath.
   - Allow your body to relax.

**3. Begin with Yourself**

   - Silently repeat phrases of goodwill:

     - “May I be safe.”
     - “May I be happy.”
     - “May I be healthy.”
     - “May I live with ease.”

**4. Extend to Someone You Care About**

   - Bring a loved one to mind.
   - Repeat the phrases for them:

     - “May you be safe…happy…healthy…at ease.”

**5. Extend to a Neutral Person**

   - Imagine someone you don’t know well.
   - Offer them the same wishes.

**6. Extend to Someone Difficult**

   - Visualize someone with whom you have tension.
   - Offer them the phrases sincerely, if possible.

**7. Extend to All Beings**

   - Imagine all people and creatures.
   - “May all beings be safe…happy…healthy…at ease.”

**8. Close the Practice**

   - Take a few breaths.
   - Gently open your eyes.

---

## Tips & Variations

---

- Use guided audio to start.
- If offering compassion to a difficult person feels too hard, skip that step.
- Use imagery (e.g., sending light or warmth) to reinforce intention.
- Keep sessions brief at first (5–10 minutes).

---

## Example

---

*Scenario: Marcus feels deep resentment toward a coworker.*

**Practice:**

1. Marcus sits comfortably and breathes deeply.
2. He begins by offering compassion to himself.
3. He visualizes his coworker and slowly repeats, “May you be happy, may you be at ease.”
4. Though uncomfortable, he notices softening over time.

---

## Inventor / Origin

---

**Loving Kindness Meditation** originates from:

- Ancient Buddhist traditions.
- Integrated into DBT by Marsha Linehan to enhance acceptance and positive affect.

---

## Related Skills

---

- Radical Acceptance
- Self-Soothing
- Mindfulness of Current Emotion
- Turning the Mind

---

## Limitations

---

May not be effective if:

- Practiced while emotionally dysregulated without grounding first.
- Attempted with unwillingness or resentment.
- Used to suppress valid emotions rather than process them.

---

## Evidence Base

---

Research shows:

- Increases positive emotions and empathy.
- Reduces symptoms of depression and anxiety.
- Strengthens social connection and self-compassion.

---

## Further Reading

---

- *Lovingkindness* by Sharon Salzberg
- [Greater Good Science Center: Loving Kindness](https://greatergood.berkeley.edu/topic/loving_kindness)
- [Mindful.org - Loving Kindness Meditation](https://www.mindful.org/a-loving-kindness-meditation-to-boost-compassion/)

---

## References

---

- Salzberg, S. (1995). *Lovingkindness: The Revolutionary Art of Happiness*. Shambhala.
- Linehan, M.M. (2015). *DBT Skills Training Manual, Second Edition*. Guilford Press.
- Hofmann, S.G., Grossman, P., & Hinton, D.E. (2011). Loving-Kindness and Compassion Meditation: Potential for Psychological Interventions. *Clinical Psychology Review*, 31(7), 1126–1132.

Loving Kindness Meditation

Pause and respond thoughtfully to distress.

# STOPP Skill

---

## Definition

---

**STOPP** is a skill for interrupting impulsive reactions, pausing, and grounding yourself before responding. It stands for:

- **S** – Stop
- **T** – Take a breath
- **O** – Observe
- **P** – Pull back/Perspective
- **P** – Practice what works

---

## Purpose

---

Used to:

- Reduce reactivity and impulsivity.
- Create space between trigger and response.
- Engage wise mind and effective action.
- Lower emotional intensity.

---

## When to Use

---

Use the STOPP skill when:

- You feel an urge to act on strong emotions.
- You notice rising anxiety, anger, or distress.
- You are about to say or do something you may regret.
- You need to step back to gain clarity.

---

## When *Not* to Use

---

Avoid using if:

- You are in imminent danger and need to act quickly for safety.
- You are too dissociated to focus (ground yourself first).
- You are using it to avoid processing necessary emotions over the long term.

---

## How-To

---

**1. S – Stop**

   - Freeze. Do nothing. Pause.

**2. T – Take a Breath**

   - Slowly inhale and exhale. Focus fully on the breath.

**3. O – Observe**

   - Notice what is happening: thoughts, feelings, body sensations, urges.

**4. P – Pull Back / Perspective**

   - Detach a little. Ask yourself:

     - What’s the bigger picture?
     - What would I tell a friend in this situation?
     - Is this thought a fact or opinion?

**5. P – Practice What Works**

   - Choose your next step skillfully:

     - What will be most effective?
     - What aligns with my values and goals?
     - What’s the wise mind response?

---

## Tips & Variations

---

- Write the acronym STOPP on a card to keep with you.
- Practice it with small stressors before using it in crises.
- Combine with grounding techniques or self-soothing.
- Visualize a stop sign when you begin.

---

## Example

---

*Scenario: Nina receives an angry text from her partner.*

**Practice:**

1. **S:** Nina stops and sets her phone down.
2. **T:** She takes three slow breaths.
3. **O:** She notices her racing heart and urge to fire back.
4. **P:** She remembers her values of respectful communication.
5. **P:** She waits 10 minutes and replies calmly.

---

## Inventor / Origin

---

Originally developed in cognitive-behavioral therapy frameworks.  
Marsha Linehan adapted similar pausing strategies into DBT distress tolerance and mindfulness skills.  
The expanded STOPP acronym was popularized by Dr. Carol Vivyan and CBT resources in the UK.

---

## Related Skills

---

- Wise Mind
- Check the Facts
- Radical Acceptance
- TIP/TIPP Skills

---

## Limitations

---

May not be effective if:

- You don’t practice it when calm (harder to use under stress).
- You expect it to “erase” feelings instantly.
- You skip steps or rush.

---

## Evidence Base

---

Research shows:

- Pausing and mindful breathing help reduce impulsive behavior.
- Improves emotion regulation and problem-solving.
- Regular practice builds stronger prefrontal regulation over time.

---

## Further Reading

---

- [DBT Self Help - STOP Skill](https://www.dbtselfhelp.com/html/stop.html)
- Vivyan, C. (2009). *How to Tame Your Anger: A CBT Handbook*.
- [Get Self Help UK - STOPP](https://www.getselfhelp.co.uk/stopp/)

---

## References

---

- Linehan, M.M. (2015). *DBT Skills Training Manual, Second Edition*. Guilford Press.
- Vivyan, C. (2009). *CBT Worksheets and Resources*.
- Baer, R.A. (2003). Mindfulness Training as a Clinical Intervention: A Conceptual and Empirical Review. *Clinical Psychology: Science and Practice*, 10(2), 125–143.

STOPP Skill

# Urge Surfing

---

## Definition

---

**Urge Surfing** is a mindfulness-based skill that helps you ride out cravings or urges without acting on them.  
You visualize the urge as a wave that rises, peaks, and eventually falls, while observing it nonjudgmentally.  

---

## Purpose

---

Used to:

- Manage impulses, cravings, or addictive behaviors.
- Increase distress tolerance and reduce reactivity.
- Learn that urges are temporary and do not control you.
- Build confidence in your ability to tolerate discomfort.

---

## When to Use

---

Use Urge Surfing when:

- You feel the urge to engage in a behavior you want to change (e.g., self-harm, substance use, binge eating).
- You notice cravings building.
- You want to pause before acting on any strong compulsion.

---

## When *Not* to Use

---

Avoid using if:

- You are in immediate danger or risk of harming yourself or others.
- You are too dissociated to observe sensations safely.
- You need a more active coping strategy (e.g., distraction) in early recovery.

---

## How-To

---

**1. Notice the Urge**

   - Pause and bring awareness to the urge or craving as it arises.
   - Label it: “I am experiencing an urge to...”

**2. Focus on Your Breath**

   - Breathe slowly and deeply.
   - Use the breath as your anchor.

**3. Observe Sensations**

   - Scan your body and notice where you feel the urge (e.g., tightness in chest, restlessness in hands).
   - Describe the sensations in detail without judgment.

**4. Visualize the Wave**

   - Imagine the urge like a wave in the ocean.
   - Watch it rise, crest, and fall.
   - Know that the wave will subside.

**5. Allow and Stay Present**

   - Do not fight the urge or try to push it away.
   - Let it be there while you remain grounded in the moment.

**6. Repeat as Needed**

   - Continue observing until the intensity decreases.

---

## Tips & Variations

---

- Use grounding phrases: “This will pass,” “I am safe,” “Urges are temporary.”
- Time yourself: urges often peak within 20–30 minutes.
- Pair with TIPP or Self-Soothing if distress is very high.
- Practice when urges are mild to build confidence.
- Some people prefer to visualize the urge as a cloud passing by or a train moving past the station.

---

## Example

---

*Scenario: Kevin has a strong urge to drink after work.*

**Practice:**

1. Kevin pauses and says, “I am having an urge to drink.”
2. He sits quietly and focuses on slow breathing.
3. He notices tightness in his stomach and tingling in his arms.
4. He imagines the urge rising like a wave.
5. He watches it crest and gradually subside without reacting.

---

## Inventor / Origin

---

Urge Surfing was developed by psychologist **Alan Marlatt, Ph.D.**, a pioneer in relapse prevention and mindfulness-based addiction treatment.  
Marsha Linehan incorporated similar principles into DBT distress tolerance.

---

## Related Skills

---

- Observe
- Non-Judgmental Stance
- TIPP
- Radical Acceptance
- Opposite Action

---

## Limitations

---

May not be effective if:

- Urge intensity is overwhelming and you lack other coping supports.
- Used alone without additional relapse prevention planning.
- You expect it to eliminate urges instantly.

---

## Evidence Base

---

Research shows:

- Mindfulness-based relapse prevention reduces substance use relapse rates.
- Urge Surfing increases tolerance of cravings and reduces impulsive action.
- Regular practice strengthens prefrontal regulation and lowers reactivity.

---

## Further Reading

---

- Marlatt, G.A., & Donovan, D.M. (Eds.). (2005). *Relapse Prevention: Maintenance Strategies in the Treatment of Addictive Behaviors*.
- [Mindfulness-Based Relapse Prevention](https://www.mindfulrp.com/)
- [DBT Self Help - Urge Surfing](https://www.dbtselfhelp.com/html/urge_surfing.html)

---

## References

---

- Linehan, M.M. (2015). *DBT Skills Training Manual, Second Edition*. Guilford Press.
- Bowen, S., Chawla, N., & Marlatt, G.A. (2010). *Mindfulness-Based Relapse Prevention for Addictive Behaviors*. Guilford Press.
- Baer, R.A. (2003). Mindfulness Training as a Clinical Intervention. *Clinical Psychology: Science and Practice*, 10(2), 125–143.

Urge Surfing

Identify the sequence of events leading to problem behavior.

# Behavior Chain Analysis

---

## Definition

---

**Behavior Chain Analysis (BCA)** is a structured DBT tool that helps you examine the sequence of events, thoughts, feelings, and actions that led to a target behavior (usually a problem behavior).  
It allows you to identify links in the chain and plan interventions to change future patterns.

---

## Purpose

---

Used to:

- Understand why a problematic behavior occurred.
- Clarify vulnerabilities and triggers.
- Identify points where you could have used skills.
- Develop a plan to prevent future occurrences.

---

## When to Use

---

Use Behavior Chain Analysis when:

- You have engaged in a behavior you want to reduce or stop (e.g., self-harm, substance use, angry outbursts).
- You are stuck repeating unhelpful patterns.
- You need to figure out exactly what happened so you can do something different next time.

---

## When *Not* to Use

---

Avoid using if:

- You are too emotionally dysregulated to reflect safely.
- You are seeking to blame yourself or shame yourself rather than learn.
- The situation requires immediate crisis management rather than reflection.

---

## How-To

---

**1. Identify the Problem Behavior**

   - Be specific: What did you do?
   - Include time, place, and context.

**2. Describe the Chain of Events**

   - Start with prompting event(s): What set the chain in motion?
   - Record thoughts, feelings, body sensations, urges, and actions that occurred step by step.
   - Include internal and external factors.

**3. Identify Vulnerabilities**

   - What factors made you more likely to be triggered? (e.g., sleep deprivation, illness, stress)

**4. Identify Consequences**

   - What happened after the behavior (short-term and long-term)?
   - How did it affect you and others?

**5. Identify Missing Skills**

   - What DBT skills could have helped interrupt the chain?

**6. Develop a Prevention Plan**

   - What will you do differently next time?

**7. Plan Repair**

   - If needed, identify steps to repair damage (e.g., apologize, problem-solve).

---

## Tips & Variations

---

- Use written worksheets to organize your chain.
- Share your chain analysis with your therapist for coaching.
- Focus on learning, not self-judgment.
- Use clear and non-blaming language.
- Do chain analyses regularly to build awareness.

---

## Example

---

*Scenario: Maria self-harmed after an argument.*

**Behavior Chain:**

1. **Prompting Event**: Argument with partner.

2. **Links**:

   - Feeling rejected.
   - Thinking “I am worthless.”
   - Urge to escape feelings.
   - Remembering relief from past self-harm.
   - Going to bathroom and cutting.

3. **Consequences**:

   - Immediate relief.
   - Long-term shame and guilt.

4. **Missing Skills**:

   - Opposite Action.
   - Self-Soothing.
   - Distress Tolerance.

5. **Prevention Plan**:

   - Text support person.
   - Use TIPP skills.
   - Practice Radical Acceptance.

---

## Inventor / Origin

---

Behavior Chain Analysis was developed by **Marsha Linehan, Ph.D.**, as part of Dialectical Behavior Therapy.  
It integrates elements of behavioral analysis and cognitive-behavioral approaches to help individuals better understand their behaviors.

---

## Related Skills

---

- Chain Analysis of Problem Behaviors
- Missing Links Analysis
- Opposite Action
- Radical Acceptance
- Problem Solving

---

## Limitations

---

May not be effective if:

- Used punitively rather than compassionately.
- Skipped over critical details or triggers.
- The person is unwilling to reflect honestly.

---

## Evidence Base

---

Research shows:

- Behavior Chain Analysis improves awareness of patterns that maintain problem behaviors.
- It enhances skill generalization and relapse prevention.
- It is a core component of effective DBT treatment for emotion dysregulation.

---

## Further Reading

---

- Linehan, M.M. (2015). *DBT Skills Training Handouts and Worksheets*.
- [DBT Self Help - Behavior Chain](https://www.dbtselfhelp.com/html/behavior_chain.html)
- [Psych Central - How to Do a Behavior Chain Analysis](https://psychcentral.com/pro/recovery-expert/2016/05/how-to-do-a-behavior-chain-analysis)

---

## References

---

- Linehan, M.M. (1993). *Cognitive-Behavioral Treatment of Borderline Personality Disorder*. Guilford Press.
- Rizvi, S.L., & Steffel, L.M. (2014). A Pilot Study of the DBT Prolonged Exposure Protocol in a Community Sample of PTSD and BPD. *Journal of Traumatic Stress*, 27(5), 605–611.
- Neacsiu, A.D., Rizvi, S.L., & Linehan, M.M. (2010). Dialectical Behavior Therapy Skills Use as a Mediator and Outcome of Treatment for Borderline Personality Disorder. *Behaviour Research and Therapy*, 48(9), 832–839.

Behavior Chain Analysis

Develop strategies to address problem behaviors or situations.

# Solution Analysis

---

## Definition

---

**Solution Analysis** is a structured DBT problem-solving process that guides you through systematically identifying, evaluating, and selecting effective solutions to address a problematic situation or behavior.  
It helps you think through options instead of reacting impulsively.

---

## Purpose

---

Used to:

- Generate alternative solutions to problems.
- Evaluate pros and cons of each solution.
- Choose the most effective plan.
- Increase a sense of mastery and control over problems.

---

## When to Use

---

Use Solution Analysis when:

- You feel stuck in a difficult situation.
- You need to make an important decision.
- You are preparing to cope ahead for a likely problem.
- You want to avoid repeating ineffective patterns.

---

## When *Not* to Use

---

Avoid using if:

- You are in immediate crisis requiring safety measures first.
- You are too emotionally activated to think clearly (try TIPP first).
- The problem requires urgent action before analysis.

---

## How-To

---

**1. Describe the Problem Situation**

   - Be clear and objective.
   - Focus on what is happening now, not past blame.

**2. Identify Your Goals**

   - What do you want to accomplish in this situation?

**3. Brainstorm Possible Solutions**

   - Generate as many options as you can, without judgment.

**4. Evaluate Each Solution**

   - Consider short-term and long-term consequences.
   - Assess effectiveness, feasibility, and potential risks.

**5. Choose the Best Solution**

   - Select the option most likely to meet your goals.

**6. Make an Action Plan**

   - Break the solution into specific steps.
   - Prepare for obstacles.

**7. Implement and Evaluate**

   - Try the plan.
   - Reflect afterward on what worked and what you might change.

---

## Tips & Variations

---

- Use a worksheet to organize each step.
- If no perfect solution exists, pick the most effective “good enough” option.
- Practice radical acceptance for aspects you cannot control.
- Combine with Cope Ahead to rehearse carrying out your plan.

---

## Example

---

*Scenario: Jordan keeps missing deadlines at work.*

**Problem Description:**

- Repeatedly submitting reports late.

**Goal:**

- Submit next report on time.

**Possible Solutions:**

1. Set earlier personal deadline.
2. Use a daily reminder.
3. Request support from supervisor.
4. Work on report at same time each day.

**Evaluation:**

- Solution 1 is effective and feasible.
- Solution 2 helps maintain focus.
- Solution 3 may feel uncomfortable but increases accountability.
- Solution 4 supports consistency.

**Chosen Solution:**

- Combine Solutions 1 and 2.

**Action Plan:**

- Block time on calendar.
- Set reminders.
- Commit to finishing draft 2 days early.

---

## Inventor / Origin

---

Solution Analysis was developed by **Marsha Linehan, Ph.D.**, within Dialectical Behavior Therapy.  
It draws on behavioral problem-solving and CBT decision-making frameworks.

---

## Related Skills

---

- Behavior Chain Analysis
- Pros and Cons
- Cope Ahead
- Radical Acceptance
- Problem Solving

---

## Limitations

---

May not be effective if:

- You avoid brainstorming honestly.
- You skip evaluating consequences.
- You choose based on impulse rather than goals.
- You feel pressured to pick a “perfect” solution.

---

## Evidence Base

---

Research shows:

- Structured problem-solving increases coping effectiveness.
- Solution Analysis can reduce emotional reactivity.
- It promotes skillful action and reduces avoidance.

---

## Further Reading

---

- Linehan, M.M. (2015). *DBT Skills Training Handouts and Worksheets*.
- [DBT Self Help - Problem Solving](https://www.dbtselfhelp.com/html/problem_solving.html)
- [DBT Center of Michigan](https://www.dbtmi.com/)

---

## References

---

- Linehan, M.M. (1993). *Cognitive-Behavioral Treatment of Borderline Personality Disorder*. Guilford Press.
- Neacsiu, A.D., Rizvi, S.L., & Linehan, M.M. (2010). Dialectical Behavior Therapy Skills Use as a Mediator and Outcome of Treatment for Borderline Personality Disorder. *Behaviour Research and Therapy*, 48(9), 832–839.

Solution Analysis

# Values Clarification

---

## Definition

---

**Values Clarification** is a reflective skill used to help you identify what matters most to you—your core principles, priorities, and deeply held beliefs.  
It guides you in aligning your actions with these values, increasing a sense of purpose and meaning.

---

## Purpose

---

Used to:

- Gain clarity on what you truly care about.
- Make decisions consistent with your values.
- Reduce confusion about conflicting goals.
- Increase motivation to engage in valued actions.

---

## When to Use

---

Use Values Clarification when:

- You feel lost, aimless, or unmotivated.
- You struggle with making decisions.
- You notice that your behavior conflicts with your beliefs.
- You want to set long-term goals.

---

## When *Not* to Use

---

Avoid using if:

- You are in immediate crisis (use crisis survival skills first).
- You are too emotionally dysregulated to reflect calmly.
- You feel pressured to choose values to please others.

---

## How-To

---

**1. Reflect on What Matters**

   - Ask yourself: What do I care most about? What would I want my life to stand for?

**2. Identify Core Values**

   - Examples: Honesty, compassion, family, growth, stability.

**3. Rank or Prioritize**

   - Which values feel most central right now?

**4. Explore Gaps**

   - Are there areas where your actions don’t match your values?

**5. Set Values-Based Goals**

   - Choose small steps that embody your highest values.

**6. Revisit Regularly**

   - Your values may shift over time. Check in with yourself.

---

## Tips & Variations

---

- Use journaling to explore values.
- Try the “Funeral Exercise”: Imagine what you’d want people to say about you at the end of your life.
- Consider using values cards or lists to prompt ideas.
- Combine with Build Mastery or Cope Ahead to set specific goals.

---

## Example

---

*Scenario: Maya feels unmotivated and stuck.*

**Reflection:**

- What matters most? Helping others, personal growth, and authenticity.

**Identified Values:**

1. Service
2. Learning
3. Honesty

**Values-Behavior Gaps:**

- Not volunteering despite valuing service.
- Avoiding feedback, which conflicts with growth.

**Action Plan:**

- Sign up for a volunteer shift.
- Ask a trusted colleague for constructive feedback.

---

## Inventor / Origin

---

Values Clarification originated in **humanistic psychology** and was popularized by Louis Raths, Merrill Harmin, and Sidney Simon (1966).  
It has since been integrated into DBT and Acceptance and Commitment Therapy (ACT).

---

## Related Skills

---

- Build Mastery
- Mindfulness
- Radical Acceptance
- Problem Solving
- Goal Setting

---

## Limitations

---

May not be effective if:

- You rely on others’ values rather than your own.
- You expect clarity without reflection.
- You become overwhelmed by perfectionism.

---

## Evidence Base

---

Research shows:

- Values clarification increases motivation and engagement.
- Aligning actions with values improves well-being.
- It helps reduce experiential avoidance and indecision.

---

## Further Reading

---

- Hayes, S.C., Strosahl, K.D., & Wilson, K.G. (2011). *Acceptance and Commitment Therapy: The Process and Practice of Mindful Change*.
- [DBT Self Help – Values Clarification](https://www.dbtselfhelp.com/html/values_clarification.html)
- [ACT Mindfully](https://www.actmindfully.com.au/)

---

## References

---

- Raths, L.E., Harmin, M., & Simon, S.B. (1966). *Values and Teaching: Working with Values in the Classroom*. Charles Merrill.
- Linehan, M.M. (2015). *DBT Skills Training Handouts and Worksheets*. Guilford Press.

Values Clarification

Increase your dedication to goals and values.

# Commitment Strategies

---

## Definition

---

**Commitment Strategies** are techniques used to strengthen and maintain your intention to follow through on skill use, goals, or behavioral changes, especially when you encounter obstacles or ambivalence.

---

## Purpose

---

Used to:

- Solidify your dedication to change.
- Create accountability and structure.
- Overcome ambivalence about treatment or goals.
- Increase follow-through on commitments.

---

## When to Use

---

Use Commitment Strategies when:

- You feel uncertain about continuing treatment or a plan.
- You often make plans but fail to act on them.
- You notice avoidance or excuses creeping in.
- You are preparing for a significant behavioral change.

---

## When *Not* to Use

---

Avoid using if:

- You are in acute crisis and unable to think clearly.
- You feel coerced or pressured into commitment.
- You have not yet clarified your values or reasons for change.

---

## How-To

---

**1. Clarify Your Reasons for Change**

   - Why do you want to commit to this goal or skill?
   - What benefits will it bring you?

**2. Choose a Commitment Strategy**

   - Examples include:

     - **Making a Public Commitment**: Telling others.
     - **Writing a Commitment Statement**.
     - **Using Visual Reminders** (notes, posters).
     - **Scheduling Specific Times to Act**.
     - **Creating a Ritual or Ceremony** to mark commitment.

**3. Identify Potential Obstacles**

   - What thoughts or situations might derail you?

**4. Create a Plan for Staying Committed**

   - What will you do when you feel resistance?

**5. Review and Renew Commitments Regularly**

   - Check in with your commitment weekly.

---

## Tips & Variations

---

- Keep commitments realistic and specific.
- Use visual cues (e.g., sticky notes or phone reminders).
- Consider a symbolic act (like signing a contract with yourself).
- Pair with Willingness vs. Willfulness to increase openness.

---

## Example

---

*Scenario: Jordan often forgets to practice DBT skills.*

**Commitment Plan:**

1. Write a statement: “I am committed to practicing mindfulness for 5 minutes daily because I want to feel calmer and in control.”

2. Tell their therapist and partner.

3. Set a daily reminder on their phone.

4. Review progress every Sunday.

---

## Inventor / Origin

---

Commitment strategies are foundational in **behavioral therapy, DBT, and ACT**.  
They were formalized in DBT by **Marsha Linehan** as part of treatment adherence and skill-building.

---

## Related Skills

---

- Willingness vs. Willfulness
- Values Clarification
- Goal Setting
- Radical Acceptance

---

## Limitations

---

May not be effective if:

- The commitment feels externally imposed.
- The goal is vague or unrealistic.
- You avoid acknowledging ambivalence.

---

## Evidence Base

---

Research shows:

- Explicit commitment increases follow-through on behavior change.
- Commitment strategies enhance treatment retention and engagement.
- Public and written commitments are especially effective.

---

## Further Reading

---

- Linehan, M.M. (2015). *DBT Skills Training Handouts and Worksheets*.
- [DBT Self Help – Commitment Strategies](https://www.dbtselfhelp.com)
- Hayes, S.C. et al. (2011). *Acceptance and Commitment Therapy*.

---

## References

---

- Linehan, M.M. (1993). *Cognitive-Behavioral Treatment of Borderline Personality Disorder*. Guilford Press.
- Hayes, S.C., Strosahl, K.D., & Wilson, K.G. (1999). *Acceptance and Commitment Therapy: An Experiential Approach to Behavior Change*.

Commitment Strategies

Create a clear plan for managing crises safely.

# Crisis Plan Development

---

## Definition

---

**Crisis Plan Development** is the process of creating a clear, step-by-step guide to follow during a mental health crisis to help ensure safety, stability, and effective use of coping strategies.

---

## Purpose

---

Used to:

- Prepare proactively for periods of severe distress.
- Reduce impulsive, harmful reactions.
- Ensure you have access to resources and support.
- Increase your sense of control during a crisis.

---

## When to Use

---

Develop and use a crisis plan when:

- You experience recurring suicidal thoughts or self-harm urges.
- You are at high risk of emotional dysregulation.
- You have a history of crisis episodes.
- You want to feel prepared and supported.

---

## When *Not* to Use

---

Avoid relying solely on a crisis plan if:

- You are in immediate danger (call emergency services instead).
- You are unwilling to consider any coping steps.
- You have not yet established basic safety.

---

## How-To

---

**1. Identify Early Warning Signs**

   - What signals that a crisis is developing?
   - Examples: insomnia, racing thoughts, urges to self-harm.

**2. List Helpful Coping Skills**

   - Include skills you have practiced successfully, such as:

     - Self-Soothing
     - TIPP
     - Wise Mind
     - Radical Acceptance

**3. Identify Safe People to Contact**

   - List names and phone numbers of supportive contacts.

**4. Create a Safe Environment**

   - Plan how to remove or limit access to harmful items.

**5. Specify Emergency Steps**

   - When will you call your therapist or 911?
   - Where will you go if you cannot stay safe at home?

**6. Document the Plan**

   - Write it down in a clear format.
   - Share it with trusted people.

**7. Review Regularly**

   - Update as your needs and resources change.

---

## Tips & Variations

---

- Keep a copy in your phone and another in your wallet.
- Practice using your plan during mild distress so it feels familiar.
- Include uplifting reminders (quotes, reasons for living).

---

## Example

---

*Scenario: Maria struggles with self-harm urges when overwhelmed.*

**Crisis Plan:**

1. Early Signs: Feeling trapped, numbness, intrusive thoughts.

2. Skills: TIPP, calling a friend, taking a walk, Self-Soothing box.

3. Contacts: Therapist (555-123-4567), Partner (555-987-6543).

4. Environment: Lock away medications.

5. Emergency: Call 911 if safety cannot be maintained.

---

## Inventor / Origin

---

Crisis planning is a staple of **dialectical behavior therapy**, designed by **Marsha Linehan** to reduce self-harm and hospitalization. It integrates concepts from safety planning and relapse prevention models.

---

## Related Skills

---

- Self-Soothing
- TIPP
- Radical Acceptance
- Willingness
- DEAR MAN (to ask for help)

---

## Limitations

---

May not be effective if:

- It is created in haste without genuine input.
- You don’t revisit or practice it.
- You avoid acknowledging your crisis patterns.

---

## Evidence Base

---

Research shows:

- Crisis plans reduce emergency service use.
- Clients with plans are more likely to use coping skills before self-harming.
- They increase feelings of safety and agency.

---

## Further Reading

---

- Linehan, M.M. (2015). *DBT Skills Training Handouts and Worksheets*.
- [National Suicide Prevention Lifeline](https://988lifeline.org)
- Stanley, B., & Brown, G.K. (2012). *Safety Planning Intervention*.

---

## References

---

- Linehan, M.M. (1993). *Cognitive-Behavioral Treatment of Borderline Personality Disorder*. Guilford Press.
- Stanley, B., & Brown, G.K. (2012). *Safety Planning Intervention: A Brief Intervention to Mitigate Suicide Risk*. Cognitive and Behavioral Practice.

Crisis Plan Development

Prepare steps to protect yourself during dangerous situations.

# Safety Planning

---

## Definition

---

**Safety Planning** is the creation of a structured, prioritized list of actions, coping strategies, and support contacts to use when experiencing suicidal thoughts, urges to self-harm, or other high-risk crises. It is a proactive method to enhance safety and stabilize emotions before harm occurs.

---

## Purpose

---

Used to:

- Prevent suicide and self-harm.
- Increase a sense of preparedness and control.
- Clarify clear, actionable steps during crisis.
- Reinforce commitment to staying safe.

---

## When to Use

---

Use Safety Planning when:

- You have a history of suicidal ideation or self-harm.
- You experience frequent intense emotional distress.
- You are transitioning out of inpatient care or emergency services.
- You want a structured backup plan to support yourself.

---

## When *Not* to Use

---

Avoid relying exclusively on safety planning if:

- You are in immediate danger and require emergency intervention.
- You have not yet identified any skills or supports you are willing to use.
- You have limited motivation to participate in planning.

---

## How-To

---

**1. Recognize Warning Signs**

   - List personal signals that crisis is approaching (e.g., hopelessness, isolation).

**2. Use Internal Coping Strategies**

   - Identify skills you can do alone:

     - Mindfulness
     - TIPP
     - Self-Soothing

**3. Contact People for Distraction**

   - List social supports you can call or spend time with.

**4. Contact Supportive Professionals**

   - Include therapist, psychiatrist, crisis hotline.

**5. Restrict Access to Lethal Means**

   - Remove or secure weapons, pills, sharp objects.

**6. Emergency Contacts and Steps**

   - When to call 911, go to ER, or contact crisis line.

**7. Document and Share**

   - Keep it visible and accessible.
   - Share with trusted people and professionals.

---

## Tips & Variations

---

- Use a wallet card or app (e.g., *My3*) for easy access.
- Review and update every few months.
- Practice using parts of the plan during mild distress.

---

## Example

---

*Scenario: Sam has chronic suicidal ideation.*

**Safety Plan:**

1. Warning Signs: Withdrawing from friends, giving away belongings.

2. Coping Skills: Deep breathing, DBT Opposite Action, music.

3. Distraction Contacts: Sister (555-111-2222).

4. Professionals: Therapist (555-333-4444).

5. Means Restriction: Partner holds medications.

6. Emergency: Call 911 if unable to maintain safety.

---

## Inventor / Origin

---

Safety Planning was popularized by **Barbara Stanley, PhD**, and **Gregory Brown, PhD** as part of suicide prevention protocols. It has been incorporated into DBT by **Marsha Linehan** as a key strategy in crisis management.

---

## Related Skills

---

- Crisis Plan Development
- Radical Acceptance
- Willingness
- Opposite Action
- Wise Mind

---

## Limitations

---

May not be effective if:

- The plan is superficial or not individualized.
- It is never reviewed or practiced.
- There is no commitment to use it in crisis.

---

## Evidence Base

---

Research shows:

- Safety Planning reduces suicidal behavior and hospital visits.
- Increases coping skill use.
- Enhances confidence in crisis management.

---

## Further Reading

---

- Stanley, B., & Brown, G.K. (2012). *Safety Planning Intervention: A Brief Intervention to Mitigate Suicide Risk*.
- [Suicide Prevention Resource Center](https://www.sprc.org)
- Linehan, M.M. (2015). *DBT Skills Training Handouts and Worksheets*.

---

## References

---

- Stanley, B., & Brown, G.K. (2012). *Safety Planning Intervention*. Cognitive and Behavioral Practice.
- Linehan, M.M. (1993). *Cognitive-Behavioral Treatment of Borderline Personality Disorder*. Guilford Press.

Safety Planning

Acknowledge your own feelings and experiences as real and important.

# Self-Validation

---

## Definition

---

**Self-Validation** is the skill of recognizing, acknowledging, and accepting your own thoughts, emotions, sensations, and behaviors without judgment. It involves treating your internal experiences as real, understandable, and legitimate.

---

## Purpose

---

Used to:

- Build self-respect and self-compassion.
- Reduce shame and self-criticism.
- Increase emotional regulation by accepting what is.
- Decrease dependence on external validation.

---

## When to Use

---

Use Self-Validation when:

- You notice harsh self-judgment or shame.
- You feel emotionally overwhelmed and want to soothe yourself.
- You are invalidating your own experiences (e.g., “I shouldn’t feel this way”).
- You want to build confidence and trust in yourself.

---

## When *Not* to Use

---

Avoid relying solely on Self-Validation if:

- You are using validation to justify harmful behaviors.
- You are avoiding taking responsibility for actions that affect others.
- You need to take immediate problem-solving steps instead.

---

## How-To

---

**1. Observe and Describe**

   - Notice and label what you feel without judgment.

   - *“I feel angry and hurt right now.”*

**2. Acknowledge the Valid**

   - Recognize why it makes sense you feel this way.

   - *“Anyone in my situation might feel this.”*

**3. Normalize the Experience**

   - Remember that emotions are human and universal.

   - *“It’s okay to feel sad when I lose something important.”*

**4. Be Kind to Yourself**

   - Use self-compassionate statements.

   - *“This is hard, and I’m doing the best I can.”*

**5. Practice Non-Judgment**

   - Avoid labeling feelings as bad or wrong.

---

## Tips & Variations

---

- Use a mirror or journal to practice validating statements aloud.
- Pair Self-Validation with Wise Mind for clarity.
- Create affirmations or mantras to remind yourself of your worth.

---

## Example

---

*Scenario: Eli feels guilty for needing time alone.*

**Self-Validation Practice:**

1. Observe: “I feel guilty and selfish.”

2. Acknowledge: “I’ve always been told I should put others first.”

3. Normalize: “Needing alone time is a basic human need.”

4. Kindness: “It’s okay to take care of myself.”

---

## Inventor / Origin

---

Self-Validation is a key component of DBT developed by **Marsha Linehan**. It draws on mindfulness practices and validation techniques from behavioral psychology and compassion-focused therapy.

---

## Related Skills

---

- Mindfulness
- Non-Judgmental Stance
- Radical Acceptance
- Self-Soothing
- Wise Mind

---

## Limitations

---

May not be effective if:

- You use it as an excuse for harmful behavior.
- You haven’t developed skills to manage strong emotions.
- It is used in isolation without other DBT skills.

---

## Evidence Base

---

Research shows:

- Self-Validation reduces emotional reactivity.
- Increases resilience and coping.
- Supports positive self-concept and well-being.

---

## Further Reading

---

- Linehan, M.M. (2015). *DBT Skills Training Manual*.
- Kristin Neff’s work on self-compassion: [Self-Compassion Resources](https://self-compassion.org)
- Brach, T. (2019). *Radical Compassion*.

---

## References

---

- Linehan, M.M. (1993). *Cognitive-Behavioral Treatment of Borderline Personality Disorder*. Guilford Press.
- Neff, K. (2011). *Self-Compassion: The Proven Power of Being Kind to Yourself*.
- Brach, T. (2003). *Radical Acceptance*.

Self-Validation

Apply DBT skills consistently in daily life.

# Skills Generalization

---

## Definition

---

**Skills Generalization** refers to the practice of applying DBT skills learned in therapy sessions to a wide range of real-life situations, contexts, and environments. It is about moving from knowing skills intellectually to living them consistently.

---

## Purpose

---

Used to:

- Make DBT skills effective outside of therapy.
- Build confidence in managing emotions in daily life.
- Strengthen adaptive coping across different settings.
- Promote long-term behavior change and resilience.

---

## When to Use

---

Use Skills Generalization when:

- You want to maintain progress between sessions.
- You notice yourself reverting to old patterns in stressful situations.
- You encounter new challenges that require skillful responses.
- You feel confident in practice but struggle in real-world application.

---

## When *Not* to Use

---

Avoid focusing exclusively on generalization if:

- You have not yet learned foundational DBT skills.
- You feel too emotionally dysregulated to practice without support.
- You are in a crisis where immediate stabilization is the priority.

---

## How-To

---

**1. Identify Skills to Generalize**

   - Choose specific skills you have practiced (e.g., Wise Mind, Opposite Action).

**2. Pinpoint Target Situations**

   - Make a list of real-life contexts where you want to apply them.

   - *“I will practice DEAR MAN with my supervisor this week.”*

**3. Create Reminders**

   - Use cue cards, phone alerts, or visual reminders to prompt skill use.

**4. Rehearse in Imagery**

   - Visualize yourself using the skill successfully.

**5. Practice in Real Time**

   - Apply the skill in the moment, even if imperfectly.

**6. Reflect and Troubleshoot**

   - After practicing, review what worked and what you can improve.

---

## Tips & Variations

---

- Keep a **Skills Generalization Log** to track attempts and outcomes.
- Role-play difficult situations with a therapist or trusted person.
- Reward yourself for practicing skills, even if the result isn’t perfect.

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## Example

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*Scenario: Jo has learned Radical Acceptance in therapy but struggles to apply it at work.*

**Generalization Plan:**

1. Identify: Radical Acceptance

2. Target: Receiving negative feedback from supervisor

3. Reminder: Sticky note on desk

4. Rehearsal: Visualization each morning

5. Practice: Use acceptance statements during feedback

6. Reflect: Journal about the experience

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## Inventor / Origin

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Skills Generalization is a core principle in DBT, emphasized by **Marsha Linehan**, who designed DBT to help clients bridge the gap between therapy and daily life. It is built into all aspects of DBT’s treatment structure.

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## Related Skills

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- Mindfulness
- Behavior Chain Analysis
- Coping Ahead
- Self-Monitoring
- Problem Solving

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## Limitations

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May not be effective if:

- You lack motivation to practice between sessions.
- You do not have support to reinforce learning.
- You attempt to generalize too many skills at once.

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## Evidence Base

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Research shows:

- Skills generalization is a critical factor in DBT treatment success.
- Clients who consistently practice skills in daily life have better outcomes.
- Generalization predicts long-term improvements in emotion regulation.

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## Further Reading

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- Linehan, M.M. (2015). *DBT Skills Training Manual*.
- Behavioral Skills Generalization strategies in cognitive-behavioral therapy.
- DBT Skills Application Guides and workbooks.

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## References

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- Linehan, M.M. (1993). *Cognitive-Behavioral Treatment of Borderline Personality Disorder*. Guilford Press.
- Swenson, C.R. (2016). *DBT Principles in Action: Acceptance, Change, and Dialectics*.

Skills Generalization

Observe and experience an emotion fully without judgment.

# Mindfulness of Current Emotion

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## Definition

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**Mindfulness of Current Emotion** is a DBT skill designed to help you notice, experience, and accept your emotions without judgment, suppression, or acting impulsively on them. The skill emphasizes staying present with your feelings rather than avoiding or escaping them.

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## Purpose

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Used to:

- Reduce emotional suffering by allowing emotions to pass naturally.
- Decrease reactivity and impulsive behaviors.
- Build tolerance for intense feelings.
- Increase understanding of your emotional experience.

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## When to Use

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Use Mindfulness of Current Emotion when:

- You feel overwhelmed by intense emotion.
- You notice a strong urge to avoid, suppress, or react impulsively.
- You want to understand an emotion more fully.
- You are practicing emotional acceptance.

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## When *Not* to Use

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Avoid using this skill exclusively if:

- You are in immediate crisis and safety is at risk (use distress tolerance first).
- You are dissociating or feeling detached from reality.
- You are using substances that significantly impair awareness.

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## How-To

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**1. Identify the Emotion**

   - Name the emotion you are feeling.

**2. Observe the Emotion**

   - Notice where it shows up in your body.
   - Be curious about the sensations, urges, and thoughts.

**3. Allow the Emotion**

   - Breathe into the feeling.
   - Let it be there without trying to push it away.

**4. Acknowledge You Can Survive It**

   - Remind yourself that emotions are temporary.
   - Say: “I can ride this out.”

**5. Don’t Judge**

   - Avoid labeling the emotion as good or bad.
   - Just notice it as a passing experience.

**6. Let Go When Ready**

   - When it naturally shifts or subsides, let it go gently.

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## Tips & Variations

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- Use mindful breathing to anchor yourself as you observe.
- Imagine the emotion as a wave that rises, crests, and falls.
- Use imagery: visualize sitting beside the emotion, watching it.
- Practice regularly with less intense emotions first.

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## Example

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*Scenario: Cam feels an overwhelming wave of sadness after an argument.*

**Steps Practiced:**

1. Identify: “This is sadness.”

2. Observe: Heavy chest, tearfulness.

3. Allow: Breathe deeply, soften resistance.

4. Acknowledge: “I can feel this without acting.”

5. Don’t Judge: Avoid thoughts like “I shouldn’t feel this way.”

6. Let Go: After 15 minutes, the intensity decreases.

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## Inventor / Origin

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Mindfulness of Current Emotion was developed by **Marsha Linehan** as part of DBT’s Emotion Regulation module. It draws on Eastern mindfulness practices and cognitive-behavioral principles.

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## Related Skills

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- Radical Acceptance
- Observing
- Describing
- Opposite Action
- Non-Judgmental Stance

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## Limitations

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May not be effective if:

- You have not practiced mindfulness regularly.
- You are in active crisis or at risk of harm.
- The emotion triggers dissociation or overwhelming distress.

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## Evidence Base

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Research shows:

- Practicing mindfulness reduces emotional avoidance.
- Mindfulness of emotion improves emotion regulation and decreases impulsivity.
- Mindfulness-based interventions are associated with reductions in depression and anxiety.

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## Further Reading

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- Linehan, M.M. (2015). *DBT Skills Training Manual*.
- Kabat-Zinn, J. (1990). *Full Catastrophe Living*.
- Mindfulness-Based Cognitive Therapy resources.

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## References

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- Linehan, M.M. (1993). *Cognitive-Behavioral Treatment of Borderline Personality Disorder*. Guilford Press.
- Baer, R.A. (2003). Mindfulness Training as a Clinical Intervention: A Conceptual and Empirical Review. *Clinical Psychology: Science and Practice*.

Additional DBT Tools