From 215c3d7f95dae1d0f5f6eea8356dcba4f3106863 Mon Sep 17 00:00:00 2001
From: Chelsea <chelsea@scorpi.us>
Date: Fri, 20 Feb 2026 20:04:35 +0000
Subject: [PATCH] fix yesterdays schedule blocking todays

---
 .../__pycache__/adaptive_meds.cpython-312.pyc |  Bin 0 -> 7954 bytes
 .../__pycache__/medications.cpython-312.pyc   |  Bin 0 -> 32720 bytes
 .../__pycache__/routines.cpython-312.pyc      |  Bin 0 -> 34146 bytes
 bot/data/dbt_knowledge.text.json              | 4657 +++++++++++++++++
 core/adaptive_meds.py                         |   16 +-
 regenerate_embeddings.py                      |   56 +
 6 files changed, 4724 insertions(+), 5 deletions(-)
 create mode 100644 api/routes/__pycache__/adaptive_meds.cpython-312.pyc
 create mode 100644 api/routes/__pycache__/medications.cpython-312.pyc
 create mode 100644 api/routes/__pycache__/routines.cpython-312.pyc
 create mode 100644 bot/data/dbt_knowledge.text.json
 create mode 100644 regenerate_embeddings.py

diff --git a/api/routes/__pycache__/adaptive_meds.cpython-312.pyc b/api/routes/__pycache__/adaptive_meds.cpython-312.pyc
new file mode 100644
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GIT binary patch
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+[
+  {
+    "id": "Unknown Section_0",
+    "source": "Unknown Section",
+    "text": "e\nbook\nTHE GUILFORD PRESS\nDBT SKILLS TRAINING HANDOUTS AND WORKSHEETS\nAlso from Marsha M. Linehan\nBooks for Professionals\nCognitive- Behavioral Treatment of Borderline Personality Disorder DBT Skills Training Manual, Second Edition\nDialectical Behavior Therapy with Suicidal Adolescents\nAlec L. Miller, Jill H. Rathus, and Marsha M. Linehan\nMindfulness and Acceptance:\nExpanding the Cognitive- Behavioral Tradition\nEdited by Steven C. Hayes, Victoria M. Follette, and Marsha M. Linehan\nVideos\nCrisis Survival Skills, Part One: Distracting and Self- Soothing Crisis Survival Skills, Part Two: Improving the Moment and Pros and Cons From Suffering to Freedom: Practicing Reality Acceptance\nGetting a New Client Connected to DBT (Complete Series)\nOpposite Action: Changing Emotions You Want to Change"
+  },
+  {
+    "id": "Unknown Section_1",
+    "source": "Unknown Section",
+    "text": "This One Moment: Skills for Everyday Mindfulness\nTreating Borderline Personality Disorder: The Dialectical Approach Understanding Borderline Personality: The Dialectical Approach For more information and for DBT skills updates from the author, see her websites:\nwww.linehaninstitute.org\n,\nhttp://blogs.uw.edu/brtc,\nand\nhttp://faculty.washington.edu/linehan/\nDBT Skills\nTraining\nHandouts\nand Worksheets\nSECOND EDITION\nMarsha M. Linehan\nTHE GUILFORD PRESS\nNew\nYork  London\n\u00a9 2015 Marsha M. Linehan\nPublished by The Guilford Press\nA Division of Guilford Publications, Inc.\n370 Seventh Avenue, Suite 1200, New York, NY 10001\nwww.guilford.com\nAll rights reserved"
+  },
+  {
+    "id": "Unknown Section_2",
+    "source": "Unknown Section",
+    "text": "Except as indicated on page 4, no part of this book may be reproduced, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the publisher.\nPrinted and bound in the Republic of Korea by Pacom\nThis book is printed on acid-free paper.\nLast digit is print number:  9  8"
+  },
+  {
+    "id": "Unknown Section_3",
+    "source": "Unknown Section",
+    "text": "The author has checked with sources believed to be reliable in her efforts to provide information that is complete and generally in accord with the standards of practice that are accepted at the time of publication. However, in view of the possibility of human error or changes in behavioral, mental health, or medical sciences, neither the author, nor the editor and publisher, nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in every respect accurate or complete, and they are not responsible for any errors or omissions or the results obtained from the use of such information. Readers are encouraged to confirm the information contained in this book with other sources.\nLIMITED DUPLICATION LICENSE"
+  },
+  {
+    "id": "Unknown Section_4",
+    "source": "Unknown Section",
+    "text": "The publisher grants to individual purchasers of\nDBT Skills Training Handouts and\nWorksheets, Second Edition,\nnonassignable permission to reproduce these materials. This license is limited to you, the individual purchaser, for personal use or for use with clients."
+  },
+  {
+    "id": "Unknown Section_5",
+    "source": "Unknown Section",
+    "text": "It does not extend to additional clinicians or practice settings, nor does purchase by an institution constitute a site license. This license does not grant the right to reproduce these materials for resale, redistribution, electronic display, or any other purposes (including but not limited to books, pamphlets, articles, video- or audiotapes, blogs, file-sharing sites, Internet or intranet sites, and handouts or slides for lectures, workshops, or webinars, whether or not a fee is charged). Permission to reproduce these materials for these and any other purposes must be obtained in writing from the Permissions Department of Guilford Publications.\nLibrary of Congress Cataloging-in- Publication Data\nLinehan, Marsha."
+  },
+  {
+    "id": "Unknown Section_6",
+    "source": "Unknown Section",
+    "text": "DBT skills training handouts and worksheets / Marsha M. Linehan. \u2014 Second edition.\npages\ncm\nIncludes bibliographical references and index.\nISBN 978-1-57230-781-0 (paperback)\n1.  Dialectical behavior therapy\u2014Problems, exercises, etc.    I.  Title.\nRC489.B4L56 2015\n616.89'1420076\u2014dc23\n2014026331\nWhen I am on retreats, each afternoon I walk and\nwring my hands, saying to all the mental health\npatients of the world, \u201cYou don\u2019t have to wring\nyour hands today. I am doing it for you.\u201d Often\nwhen I dance in the hallway of my house or with\ngroups, I invite all the mental health patients of the\nworld to come dance with me.\nThis book is dedicated to all the patients of the\nworld who think that no one is thinking of them.\nI considered telling you that I would practice skills"
+  },
+  {
+    "id": "Unknown Section_7",
+    "source": "Unknown Section",
+    "text": "for you so you don\u2019t have to practice them. But then\nI realized that if I did, you would not learn how to\nbe skillful yourself. So, instead, I wish you skillful\nmeans, and I wish that you find these skills useful.\nAbout the Author\nMarsha M. Linehan, PhD, ABPP,\nis the developer of Dialectical Behavior Therapy (DBT) and Professor Emeritus of Psychology and Director Emeritus of the Behavioral Research and Therapy Clinics at the University of Washington. Her primary research interest is in the development and evaluation of  evidence-based treatments for populations with high suicide risk and multiple, severe mental disorders."
+  },
+  {
+    "id": "Unknown Section_8",
+    "source": "Unknown Section",
+    "text": "Dr. Linehan\u2019s contributions to suicide research and clinical psychology research have been recognized with numerous awards, including the University of  Louisville Grawemeyer Award for Psychology and the Career/Lifetime Achievement Award from the Association for Behavioral and Cognitive Therapies. She is also a recipient of the Gold Medal Award for Life Achievement in the Application of Psychology from the American Psychological Foundation and the James McKeen Cattell Award from the Association for Psychological Science. In her honor, the American Association of Suicidology created the Marsha Linehan Award for Outstanding Research in the Treatment of Suicidal Behavior.\nShe is a Zen master.\nvi\nPreface"
+  },
+  {
+    "id": "Unknown Section_9",
+    "source": "Unknown Section",
+    "text": "Since the publication of the original Dialectical Behavior Therapy (DBT) skills training manual in 1993, there has been an explosion of research on the applications of DBT across disorders. My pilot and first DBT study focused on the treatment of highly suicidal adults. Now, we have research demonstrating the efficacy of DBT"
+  },
+  {
+    "id": "Unknown Section_10",
+    "source": "Unknown Section",
+    "text": "skills training with suicidal adolescents, as well as adults with borderline personality disorder, eating disorders, treatment-resistant depression, substance use, and a variety of other disorders. A diagnosis of a mental disorder is not required, however, to benefit from DBT skills. Friends and family members of individuals with difficulties will find these skills helpful; kids in elementary school through high school can gain from these skills. Businesses will find DBT skills useful in creating better work environments. All the DBT therapists I know practice these skills in their own lives on a routine basis. I myself am grateful for the skills because they have made my life a lot easier. As someone once said to me, \u201cAren\u2019t these skills your mother was sup-posed to teach you?\u201d I always say yes, but for many people their mother just did not or was not able to get around to it."
+  },
+  {
+    "id": "Unknown Section_11",
+    "source": "Unknown Section",
+    "text": "I developed many of the skills by reading treatment manuals and treatment lit-erature on evidence-based behavioral interventions. I reviewed what therapists told their patients to do and then repackaged those instructions in skills handouts and worksheets and wrote teaching notes for therapists. For example, the skill \u201copposite action\u201d is a set of instructions based on exposure-based treatments for anxiety disorders\n.\nThe major change was to generalize the strategies to fit treatment of emotions other than anxiety.\n\u201c"
+  },
+  {
+    "id": "Unknown Section_12",
+    "source": "Unknown Section",
+    "text": "Check the facts\u201d is a core strategy in cognitive therapy interventions. The mindfulness skills were a product of my 19 years in Catholic schools, my training in contemplative prayer practices through the Shalem Institute\u2019s spiritual guidance program, and my 35 years as a Zen student\u2014and now Zen master. Mindfulness of current thoughts also draws from acceptance and commitment therapy. In general, DBT skills are what behavior therapists tell clients to do across many effective treatments. Some of the skills repurpose entire treatment programs now formulated as a series of steps. The new \u201cnightmare protocol,\u201d an emotion regulation skill, is an example of this. Other skills came from research in cognitive and social psychology. Still others came from colleagues developing new DBT skills vii"
+  },
+  {
+    "id": "Unknown Section_13",
+    "source": "Unknown Section",
+    "text": "viii\u2002 \u2022\u2002 Preface\nfor new populations. As you can see, these skills came from many different sources and disciplines."
+  },
+  {
+    "id": "Unknown Section_14",
+    "source": "Unknown Section",
+    "text": "I am happy to present this skills training book for clients, which includes all of the handouts and worksheets I have developed so far in DBT. (Stay tuned for more.) You are not likely to need to use all of the skills I have included. Every skill works for someone and no skill works for everyone. The skills in this book have been tested with a huge variety of people: adults, adolescents, parents, friends, and families, both high risk and low. I hope the skills are just what you need. Use your interpersonal skills (see the DEAR MAN GIVE FAST skills in the Interpersonal Effectiveness skills module) to talk your skills trainer or other teacher into teaching you skills not ordinarily covered in skills training if you want to learn them. If you should decide to venture forth on your own, I must tell you that we have no research on the effectiveness of this skills book as a self-help workbook or self-treatment manual. I am hoping to write a self-help treatment book in the future, so keep your eyes open for that. Meanwhile, you might be interested in the skills videos available through The Guilford Press or The Linehan Institute and listed on page ii of this book. They themselves do not constitute treatment, but we know that many people have none-theless found them useful, even though we have not collected data on them. On your own or with the help of a skills teacher, I wish you skillful means."
+  },
+  {
+    "id": "Unknown Section_15",
+    "source": "Unknown Section",
+    "text": "acknowledgments\nDeveloping, researching, testing, and organizing the behavioral skills in this book has been a process that has unfolded over many years. Over these years many people made important contributions to what finally became this set of skills and worksheets. Here I want to thank a long line of teachers, colleagues, students, post-doctoral fellows, and clients, who for many years have been in dialogue with me on how to best develop, organize, explain, and disseminate behavioral skills to those in need of skillful means."
+  },
+  {
+    "id": "Unknown Section_16",
+    "source": "Unknown Section",
+    "text": "I want to acknowledge Rev. Pat Hawk and Rev. Willigis Yaeger, who were my contemplative prayer and Zen teachers, and Anselm Romb, my Franciscan spiritual guide, who taught me to let go of words. Each of them listened to me for hours as I sorted out how to practice and how to teach mindfulness. My mentors, Gerald Davison and Marvin Goldfried, taught me behavior therapy, and through them I was introduced to evidence-based treatments, where I found most of the skillful means that I condensed into the skills in this book. I extend my gratitude to Jon Kabat-Zinn, John Teasdale, Mark Williams, and Zindel Segal for inspiration. I especially want to thank my students and former students (in alphabetical order), Milton Brown, Anita Lungu, Andrada Neacsiu, Shireen Rizvi, Stephanie Thompson, Chelsey Wilks, Bri-anna Woods; and my fellows and former fellows, Alex Chapman, Eunice Chen, Melanie Harned, Erin Miga, Marivi Navarro, and Nick Salsman. Many others have jumped in when asked, colleagues Seth Axelrod, Kate Comtois and her entire DBT"
+  },
+  {
+    "id": "Unknown Section_17",
+    "source": "Unknown Section",
+    "text": "team, Sona Dimidjian, Anthony Dubose, Thomas Lynch, and Suzanne Witterholt, as well as the Linehan Institute scientific advisory committee (Martin Bohus, Alan Fruzzetti, Andr\u00e9 Ivanoff, Kathryn Korslund, and Shelley McMain). I could not have written this book without the help of Elaine Franks, my fabulous administrative assistant, and Thao Truong, our office and financial manager, who made sure that our research clinic did not fall apart while everyone was waiting for me to finish this book. My family, Geraldine, Nate, Catalina, and Aline, made life easy at every turn no matter the stress\u2014not a minor contribution to getting a book written."
+  },
+  {
+    "id": "Unknown Section_18",
+    "source": "Unknown Section",
+    "text": "Much of what is in this book I learned from the many clients who participated in skills training groups that I have conducted over the years. I am grateful to all those who put up with the many versions that did not work or were not useful, and ix\nx\u2002 \u2022\u2002 acknowledgments\nto those among them who gave enough feedback for me to make needed revisions in the skills being taught.\nThe clients who gave feedback were, for the most part, individuals at high risk for suicide. I thank the University of Washington Human Subjects Division, which has never even once impeded my research treating individuals at extremely high risk for suicide. Their willingness to allow such high-risk research when other universities often do not sets an example and made this book possible."
+  },
+  {
+    "id": "Unknown Section_19",
+    "source": "Unknown Section",
+    "text": "Last, but certainly not least, I want to thank my copy editor, Marie Sprayberry, Senior Editor Barbara Watkins, Executive Editor Kitty Moore, and the staff at The Guilford Press. In getting this book out in a timely fashion they each had occasion to practice all the distress tolerance skills in this book. Their concern for this book and for this form of treatment was evident at every step.\nAlas, it is likely that I have forgotten or accidently left out one or more individuals who have contributed to this book. If so, please let me know so I can include you in future editions.\ncontents\nIntroduction to This Book\n1\nGeneral Skills: Orientation and Analyzing Behavior\nGeneral Handouts\nOrientation Handouts\ngeneral Handout 1: goals of Skills Training (general Worksheet 1)\n9"
+  },
+  {
+    "id": "Unknown Section_20",
+    "source": "Unknown Section",
+    "text": "general Handout 1a: options for Solving any Problem\n10\ngeneral Handout 2: overview\u2014introduction to Skills Training\n11\ngeneral Handout 3: guidelines for Skills Training\n12\ngeneral Handout 4: Skills Training assumptions\n13\ngeneral Handout 5: Biosocial Theory\n14\nHandouts for Analyzing Behavior\ngeneral Handout 6: overview\u2014analyzing Behavior\n19\n(general Worksheets 2, 3)\ngeneral Handout 7: chain analysis (general Worksheets 2, 2a)\n20\ngeneral Handout 7a: chain analysis, Step by Step\n21\n(general Worksheets 2, 2a)\ngeneral Handout 8: Missing-links analysis (general Worksheet 3)\n23\nGeneral Worksheets\nOrientation Worksheet\ngeneral Worksheet 1: Pros and cons of using Skills (general Handout 1)\n27\nWorksheets for Analyzing Behavior\ngeneral Worksheet 2: chain analysis of Problem Behavior\n31"
+  },
+  {
+    "id": "Unknown Section_21",
+    "source": "Unknown Section",
+    "text": "(general Handouts 7, 7a)\ngeneral Worksheet 2a: example\u2014chain analysis of Problem Behavior\n35\n(general Handouts 7, 7a)\ngeneral Worksheet 3: Missing-links analysis (general Handout 8)\n38\nxi\nxii\u2002 \u2022\u2002 contents\nMindfulness Skills\nMindfulness Handouts\nHandouts for Goals and Definitions\nMindfulness Handout 1: goals of Mindfulness Practice\n45\n(Mindfulness Worksheet 1)\nMindfulness Handout 1a: Mindfulness Definitions\n46\nHandouts for Core Mindfulness Skills\nMindfulness Handout 2: overview\u2014core Mindfulness Skills\n49\n(Mindfulness Worksheets 2\u20132c, 3)\nMindfulness Handout 3: Wise Mind\u2014States of Mind\n50\n(Mindfulness Worksheet 3)\nMindfulness Handout 3a: ideas for Practicing Wise Mind\n51\n(Mindfulness Worksheet 3)\nMindfulness Handout 4: Taking Hold of Your Mind\u2014\u201cWhat\u201d Skills\n53"
+  },
+  {
+    "id": "Unknown Section_22",
+    "source": "Unknown Section",
+    "text": "(Mindfulness Worksheets 2\u20132c, 4\u20134b)\nMindfulness Handout 4a: ideas for Practicing observing\n54\n(Mindfulness Worksheets 2\u20132c, 4\u20134b)\nMindfulness Handout 4b: ideas for Practicing Describing\n58\n(Mindfulness Worksheets 2\u20132c, 4\u20134b)\nMindfulness Handout 4c: ideas for Practicing Participating\n59\n(Mindfulness Worksheets 2\u20132c, 4\u20134b)\nMindfulness Handout 5: Taking Hold of Your Mind\u2014\u201cHow\u201d Skills\n60\n(Mindfulness Worksheets 2\u20132c, 5\u20135c)\nMindfulness Handout 5a: ideas for Practicing nonjudgmentalness\n61\n(Mindfulness Worksheets 2\u20132c, 5\u20135c)\nMindfulness Handout 5b: ideas for Practicing one- Mindfulness\n62\n(Mindfulness Worksheets 2\u20132c, 5\u20135c)\nMindfulness Handout 5c: ideas for Practicing effectiveness\n63\n(Mindfulness Worksheets 2\u20132c, 5\u20135c)\nHandouts for Other Perspectives on Mindfulness Skills"
+  },
+  {
+    "id": "Unknown Section_23",
+    "source": "Unknown Section",
+    "text": "Mindfulness Handout 6: overview\u2014other Perspectives on Mindfulness\n67\n(Mindfulness Worksheets 6\u201310b)\nMindfulness Handout 7: goals of Mindfulness Practice\u2014a Spiritual\n68\nPerspective (Mindfulness Worksheet 1)\nMindfulness Handout 7a: Wise Mind from a Spiritual Perspective\n69\nMindfulness Handout 8: Practicing loving kindness to increase\n70\nlove and compassion (Mindfulness Worksheet 6)\nMindfulness Handout 9: Skillful Means\u2014Balancing Doing Mind\n71\nand Being Mind (Mindfulness Worksheets 7\u20139)\nMindfulness Handout 9a: ideas for Practicing Balancing Doing Mind\n72\nand Being Mind (Mindfulness Worksheets 7\u20139)\nMindfulness Handout 10: Walking the Middle Path\u2014Finding the\n74\nSynthesis between opposites (Mindfulness Worksheets 10\u201310b)\ncontents\u2002 \u2022\u2002 xiii\nMindfulness Worksheets"
+  },
+  {
+    "id": "Unknown Section_24",
+    "source": "Unknown Section",
+    "text": "Worksheets for Core Mindfulness Skills\nMindfulness Worksheet 1: Pros and cons of Practicing Mindfulness\n77\n(Mindfulness Handouts 1, 7)\nMindfulness Worksheet 2: Mindfulness core Skills Practice\n78\n(Mindfulness Handouts 2\u20135c)\nMindfulness Worksheet 2a: Mindfulness core Skills Practice\n79\n(Mindfulness Handouts 2\u20135c)\nMindfulness Worksheet 2b: Mindfulness core Skills Practice\n80\n(Mindfulness Handouts 2\u20135c)\nMindfulness Worksheet 2c: Mindfulness core Skills calendar\n81\n(Mindfulness Handouts 2\u20135c)\nMindfulness Worksheet 3: Wise Mind Practice\n83\n(Mindfulness Handouts 3, 3a)\nMindfulness Worksheet 4: Mindfulness \u201cWhat\u201d Skills\u2014\n84\nobserving, Describing, Participating (Mindfulness Handouts 4\u20134c) Mindfulness Worksheet 4a: observing, Describing, Participating checklist\n85\n(Mindfulness Handouts 4\u20134c)"
+  },
+  {
+    "id": "Unknown Section_25",
+    "source": "Unknown Section",
+    "text": "Mindfulness Worksheet 4b: observing, Describing, Participating\n86\ncalendar (Mindfulness Handouts 4\u20134c)\nMindfulness Worksheet 5: Mindfulness \u201cHow\u201d Skills\u2014\n88\nnonjudgmentalness, one- Mindfulness, effectiveness\n(Mindfulness Handouts 5\u20135c)\nMindfulness Worksheet 5a: nonjudgmentalness, one- Mindfulness,\n89\neffectiveness checklist (Mindfulness Handouts 5\u20135c)\nMindfulness Worksheet 5b: nonjudgmentalness, one- Mindfulness,\n90\neffectiveness calendar (Mindfulness Handouts 5\u20135c)\nMindfulness Worksheet 5c: nonjudgmentalness calendar\n92\n(Mindfulness Handouts 5\u20135c)\nWorksheets for Other Perspectives on Mindfulness Skills\nMindfulness Worksheet 6: loving kindness (Mindfulness Handout 8)\n97\nMindfulness Worksheet 7: Balancing Being Mind with Doing Mind\n98\n(Mindfulness Handouts 9, 9a)"
+  },
+  {
+    "id": "Unknown Section_26",
+    "source": "Unknown Section",
+    "text": "Mindfulness Worksheet 7a: Mindfulness of Being and Doing calendar\n99\n(Mindfulness Handouts 9, 9a)\nMindfulness Worksheet 8: Mindfulness of Pleasant events calendar\n101\n(Mindfulness Handouts 9, 9a)\nMindfulness Worksheet 9: Mindfulness of unpleasant events calendar\n103\n(Mindfulness Handouts 9, 9a)\nMindfulness Worksheet 10: Walking the Middle Path to Wise Mind\n105\n(Mindfulness Handouts 3, 10)\nMindfulness Worksheet 10a: analyzing Yourself on the Middle Path\n106\n(Mindfulness Handout 10)\nMindfulness Worksheet 10b: Walking the Middle Path calendar\n107\n(Mindfulness Handout 10)\nxiv\u2002 \u2022\u2002 contents\nInterpersonal Effectiveness Skills\nInterpersonal Effectiveness Handouts\nHandouts for Goals and Factors That Interfere\ninterpersonal effectiveness Handout 1: goals of interpersonal\n117"
+  },
+  {
+    "id": "Unknown Section_27",
+    "source": "Unknown Section",
+    "text": "effectiveness (interpersonal effectiveness Worksheet 1)\ninterpersonal effectiveness Handout 2: Factors in the Way\n118\nof interpersonal effectiveness\ninterpersonal effectiveness Handout 2a: Myths in the Way\n119\nof interpersonal effectiveness (interpersonal effectiveness Worksheet 2)\nHandouts for Obtaining Objectives Skillfully\ninterpersonal effectiveness Handout 3: overview\u2014\n123\nobtaining objectives Skillfully\ninterpersonal effectiveness Handout 4: clarifying goals in interpersonal\n124\nSituations (interpersonal effectiveness Worksheet 3)\ninterpersonal effectiveness Handout 5: guidelines for objectives\n125\neffectiveness\u2014getting What You Want (Dear Man)\n(interpersonal effectiveness Worksheets 4, 5)\ninterpersonal effectiveness Handout 5a: applying Dear Man Skills\n127"
+  },
+  {
+    "id": "Unknown Section_28",
+    "source": "Unknown Section",
+    "text": "to a Difficult current interaction\ninterpersonal effectiveness Handout 6: guidelines for relationship\n128\neffectiveness\u2014keeping the relationship (giVe)\n(interpersonal effectiveness Worksheets 4, 5)\ninterpersonal effectiveness Handout 6a: expanding the V in giVe\u2014\n129\nlevels of Validation\ninterpersonal effectiveness Handout 7: guidelines for Self- respect\n130\neffectiveness\u2014keeping respect for Yourself (FaST)\n(interpersonal effectiveness Worksheets 4, 5)\ninterpersonal effectiveness Handout 8: evaluating options\n131\nfor Whether or How intensely to ask for Something or Say no (interpersonal effectiveness Worksheet 6)\ninterpersonal effectiveness Handout 9: Troubleshooting\u2014When What\n134\nYou are Doing isn\u2019t Working (interpersonal effectiveness\nWorksheet 7)"
+  },
+  {
+    "id": "Unknown Section_29",
+    "source": "Unknown Section",
+    "text": "Handouts for Building Relationships and Ending Destructive Ones\ninterpersonal effectiveness Handout 10: overview\u2014\n139\nBuilding relationships and ending Destructive ones\ninterpersonal effectiveness Handout 11: Finding and getting People\n140\nto like You (interpersonal effectiveness Worksheet 8)\ninterpersonal effectiveness Handout 11a: identifying Skills to Find People\n142\nand get Them to like You\ninterpersonal effectiveness Handout 12: Mindfulness of others\n143\n(interpersonal effectiveness Worksheet 9)\ninterpersonal effectiveness Handout 12a: identifying Mindfulness\n144\nof others\ncontents\u2002 \u2022\u2002 xv\ninterpersonal effectiveness Handout 13: ending relationships\n145\n(interpersonal effectiveness Worksheet 10)\ninterpersonal effectiveness Handout 13a: identifying How\n146\nto end relationships"
+  },
+  {
+    "id": "Unknown Section_30",
+    "source": "Unknown Section",
+    "text": "Handouts for Walking the Middle Path\ninterpersonal effectiveness Handout 14: overview\u2014Walking the Middle\n149\nPath (interpersonal effectiveness Worksheets 11\u201315c)\ninterpersonal effectiveness Handout 15: Dialectics\n150\n(interpersonal effectiveness Worksheets 11\u201311b)\ninterpersonal effectiveness Handout 16: How to Think and act\n151\nDialectically (interpersonal effectiveness Worksheets 11\u201311b) interpersonal effectiveness Handout 16a: examples of opposite Sides\n152\nThat can Both Be True\ninterpersonal effectiveness Handout 16b: important opposites\n153\nto Balance\ninterpersonal effectiveness Handout 16c: identifying Dialectics\n154\ninterpersonal effectiveness Handout 17: Validation\n155\n(interpersonal effectiveness Worksheet 12)\ninterpersonal effectiveness Handout 18: a \u201cHow To\u201d guide to Validation"
+  },
+  {
+    "id": "Unknown Section_31",
+    "source": "Unknown Section",
+    "text": "156\n(interpersonal effectiveness Worksheet 12)\ninterpersonal effectiveness Handout 18a: identifying Validation\n157\ninterpersonal effectiveness Handout 19: recovering from invalidation\n158\n(interpersonal effectiveness Worksheet 13)\ninterpersonal effectiveness Handout 19a: identifying Self- Validation\n160\ninterpersonal effectiveness Handout 20: Strategies for increasing\n161\nthe Probability of Behaviors You Want (interpersonal effectiveness Worksheet 14)\ninterpersonal effectiveness Handout 21: Strategies for Decreasing\n162\nor Stopping unwanted Behaviors (interpersonal effectiveness Worksheet 15)\ninterpersonal effectiveness Handout 22: Tips for using Behavior change\n163"
+  },
+  {
+    "id": "Unknown Section_32",
+    "source": "Unknown Section",
+    "text": "Strategies effectively (interpersonal effectiveness Worksheets 14, 15) interpersonal effectiveness Handout 22a: identifying effective Behavior\n164\nchange Strategies\nInterpersonal Effectiveness Worksheets\nWorksheets for Goals and Factors That Interfere\ninterpersonal effectiveness Worksheet 1: Pros and cons of using\n167\ninterpersonal effectiveness Skills (interpersonal effectiveness Handout 1)\ninterpersonal effectiveness Worksheet 2: challenging Myths in the Way\n168\nof obtaining objectives (interpersonal effectiveness Handout 2a)\nWorksheets for Obtaining Objectives Skillfully\ninterpersonal effectiveness Worksheet 3: clarifying Priorities\n173\nin interpersonal Situations (interpersonal effectiveness Handout 4)\nxvi\u2002 \u2022\u2002 contents\ninterpersonal effectiveness Worksheet 4: Writing out interpersonal"
+  },
+  {
+    "id": "Unknown Section_33",
+    "source": "Unknown Section",
+    "text": "174\neffectiveness Scripts (interpersonal effectiveness Handouts 5, 6, 7) interpersonal effectiveness Worksheet 5: Tracking interpersonal\n175\neffectiveness Skills use (interpersonal effectiveness Handouts 5, 6, 7) interpersonal effectiveness Worksheet 6: The Dime game\u2014Figuring out\n176\nHow Strongly to ask or Say no (interpersonal effectiveness Handout 8)\ninterpersonal effectiveness Worksheet 7: Troubleshooting interpersonal\n178\neffectiveness Skills (interpersonal effectiveness Handout 9)\nWorksheets for Building Relationships and Ending Destructive Ones\ninterpersonal effectiveness Worksheet 8: Finding and getting People to\n183\nlike You (interpersonal effectiveness Handout 11)\ninterpersonal effectiveness Worksheet 9: Mindfulness of others\n184\n(interpersonal effectiveness Handout 12)"
+  },
+  {
+    "id": "Unknown Section_34",
+    "source": "Unknown Section",
+    "text": "interpersonal effectiveness Worksheet 10: ending relationships\n185\n(interpersonal effectiveness Handout 13)\nWorksheets for Walking the Middle Path\ninterpersonal effectiveness Worksheet 11: Practicing Dialectics\n189\n(interpersonal effectiveness Handouts 15, 16)\ninterpersonal effectiveness Worksheet 11a: Dialectics checklist\n190\n(interpersonal effectiveness Handouts 15, 16)\ninterpersonal effectiveness Worksheet 11b: noticing When You\u2019re\n191\nnot Dialectical (interpersonal effectiveness Handouts 15, 16) interpersonal effectiveness Worksheet 12: Validating others\n192\n(interpersonal effectiveness Handouts 17, 18)\ninterpersonal effectiveness Worksheet 13: Self- Validation\n193\nand Self- respect (interpersonal effectiveness Handout 19) interpersonal effectiveness Worksheet 14: changing Behavior"
+  },
+  {
+    "id": "Unknown Section_35",
+    "source": "Unknown Section",
+    "text": "194\nwith reinforcement (interpersonal effectiveness Handouts 20, 22) interpersonal effectiveness Worksheet 15: changing Behavior\n195\nby extinguishing or Punishing it (interpersonal effectiveness Handouts 21\u201322)\nEmotion Regulation Skills\nEmotion Regulation Handouts\nemotion regulation Handout 1: goals of emotion regulation\n205\n(emotion regulation Worksheet 1)\nHandouts for Understanding and Naming Emotions\nemotion regulation Handout 2: overview\u2014\n209\nunderstanding and naming emotions (emotion regulation\nWorksheets 2\u20134a, 16)\ncontents\u2002 \u2022\u2002 xvii\nemotion regulation Handout 3: What emotions Do for You\n210\n(emotion regulation Worksheets 2, 2a\u2013c)\nemotion regulation Handout 4: What Makes it Hard to regulate\n211\nYour emotions (emotion regulation Worksheets 3, 16)"
+  },
+  {
+    "id": "Unknown Section_36",
+    "source": "Unknown Section",
+    "text": "emotion regulation Handout 4a: Myths about emotions\n212\n(emotion regulation Worksheet 3)\nemotion regulation Handout 5: Model for Describing emotions\n213\n(emotion regulation Worksheets 4, 4a)\nemotion regulation Handout 6: Ways to Describe emotions\n214\n(emotion regulation Worksheets 4, 4a)\nHandouts for Changing Emotional Responses\nemotion regulation Handout 7: overview\u2014changing emotional\n227\nresponses (emotion regulation Worksheets 5\u20138)\nemotion regulation Handout 8: check the Facts (emotion regulation\n228\nWorksheet 5)\nemotion regulation Handout 8a: examples of emotions That Fit the Facts\n229\n(emotion regulation Worksheet 5)\nemotion regulation Handout 9: opposite action and Problem Solving\u2014\n230\nDeciding Which to use (emotion regulation Worksheet 6)"
+  },
+  {
+    "id": "Unknown Section_37",
+    "source": "Unknown Section",
+    "text": "emotion regulation Handout 10: opposite action (emotion regulation\n231\nWorksheet 7)\nemotion regulation Handout 11: Figuring out opposite actions\n232\n(emotion regulation Worksheet 7)\nemotion regulation Handout 12: Problem Solving (emotion regulation\n241\nWorksheet 8)\nemotion regulation Handout 13: reviewing opposite action\n242\nand Problem Solving (emotion regulation Worksheets 6\u20138)\nHandouts for Reducing Vulnerability to Emotion Mind\nemotion regulation Handout 14: overview\u2014reducing Vulnerability\n247\nto emotion Mind: Building a life Worth living (emotion regulation Worksheets 9\u201314b)\nemotion regulation Handout 15: accumulating Positive emotions\u2014\n248\nShort Term (emotion regulation Worksheets 9, 10, 13)\nemotion regulation Handout 16: Pleasant events list\n249"
+  },
+  {
+    "id": "Unknown Section_38",
+    "source": "Unknown Section",
+    "text": "(emotion regulation Worksheets 9, 10, 13)\nemotion regulation Handout 17: accumulating Positive emotions\u2014\n252\nlong Term (emotion regulation Worksheets 9, 11\u201311b, 13)\nemotion regulation Handout 18: Values and Priorities list\n253\n(emotion regulation Worksheets 10, 12, 13)\nemotion regulation Handout 19: Build Mastery and cope ahead\n256\n(emotion regulation Worksheets 12, 13)\nemotion regulation Handout 20: Taking care of Your Mind by Taking\n257\ncare of Your Body (emotion regulation Worksheets 9, 14)\nxviii\u2002 \u2022\u2002 contents\nemotion regulation Handout 20a: nightmare Protocol, Step by Step\u2014\n258\nWhen nightmares keep You from Sleeping (emotion regulation Worksheet 14a)\nemotion regulation Handout 20b: Sleep Hygiene Protocol\n259\n(emotion regulation Worksheet 14b)"
+  },
+  {
+    "id": "Unknown Section_39",
+    "source": "Unknown Section",
+    "text": "Handouts for Managing Really Difficult Emotions\nemotion regulation Handout 21: overview\u2014Managing really Difficult\n263\nemotions (emotion regulation Worksheets 15\u201316)\nemotion regulation Handout 22: Mindfulness of current emotions\u2014\n264\nletting go of emotional Suffering (emotion regulation Worksheet 15)\nemotion regulation Handout 23: Managing extreme emotions\n265\nemotion regulation Handout 24: Troubleshooting emotion\n266\nregulation Skills\u2014When What You are Doing isn\u2019t Working\n(emotion regulation Worksheet 16)\nemotion regulation Handout 25: review of Skills for emotion regulation\n268\nEmotion Regulation Worksheets\nemotion regulation Worksheet 1: Pros and cons of changing emotions\n271\n(emotion regulation Handout 1)\nWorksheets for Understanding and Naming Emotions"
+  },
+  {
+    "id": "Unknown Section_40",
+    "source": "Unknown Section",
+    "text": "emotion regulation Worksheet 2: Figuring out What My emotions are\n275\nDoing for Me (emotion regulation Handout 3)\nemotion regulation Worksheet 2a: example\u2014Figuring out What My\n276\nemotions are Doing for Me (emotion regulation Handout 3)\nemotion regulation Worksheet 2b: emotion Diary (emotion regulation\n277\nHandout 3)\nemotion regulation Worksheet 2c: example\u2014emotion Diary\n278\n(emotion regulation Handout 3)\nemotion regulation Worksheet 3: Myths about emotions\n279\n(emotion regulation Handout 4a)\nemotion regulation Worksheet 4: observing and Describing emotions\n281\n(emotion regulation Handouts 5, 6)\nemotion regulation Worksheet 4a: observing and Describing emotions\n282\n(emotion regulation Handouts 5, 6)\nWorksheets for Changing Emotional Responses"
+  },
+  {
+    "id": "Unknown Section_41",
+    "source": "Unknown Section",
+    "text": "emotion regulation Worksheet 5: check the Facts (emotion regulation\n285\nHandouts 8, 8a)\nemotion regulation Worksheet 6: Figuring out How to change\n287\nunwanted emotions (emotion regulation Handout 9)\nemotion regulation Worksheet 7: opposite action to change emotions\n288\n(emotion regulation Handouts 10, 11)\nemotion regulation Worksheet 8: Problem Solving to change emotions\n289\n(emotion regulation Handout 12)\ncontents\u2002 \u2022\u2002 xix\nWorksheets for Reducing Vulnerability to Emotion Mind\nemotion regulation Worksheet 9: Steps for reducing Vulnerability\n293\nto emotion Mind (emotion regulation Handouts 14\u201320)\nemotion regulation Worksheet 10: Pleasant events Diary\n295\n(emotion regulation Handouts 15, 16)\nemotion regulation Worksheet 11: getting from Values to Specific\n296"
+  },
+  {
+    "id": "Unknown Section_42",
+    "source": "Unknown Section",
+    "text": "action Steps (emotion regulation Handouts 17\u201318)\nemotion regulation Worksheet 11a: getting from Values to Specific\n299\naction Steps (emotion regulation Handouts 17\u201318)\nemotion regulation Worksheet 11b: Diary of Daily actions on Values\n300\nand Priorities (emotion regulation Handouts 17\u201318)\nemotion regulation Worksheet 12: Build Mastery and cope ahead\n301\n(emotion regulation Handout 19)\nemotion regulation Worksheet 13: Putting aBc Skills Together\n302\nDay by Day (emotion regulation Handout 19)\nemotion regulation Worksheet 14: Practicing PleaSe Skills\n303\n(emotion regulation Handout 20)\nemotion regulation Worksheet 14a: Target nightmare experience Form\n304\n(emotion regulation Handout 20a)\nemotion regulation Worksheet 14b: Sleep Hygiene Practice Sheet\n307"
+  },
+  {
+    "id": "Unknown Section_43",
+    "source": "Unknown Section",
+    "text": "Worksheets for Managing Really Difficult Emotions\nemotion regulation Worksheet 15: Mindfulness of current emotions\n311\n(emotion regulation Handouts 21, 22)\nemotion regulation Worksheet 16: Troubleshooting emotion\n312\nregulation Skills (emotion regulation Handout 24)\nDistress Tolerance Skills\nDistress Tolerance Handouts\nDistress Tolerance Handout 1: goals of Distress Tolerance\n321\nHandouts for Crisis Survival Skills\nDistress Tolerance Handout 2: overview\u2014crisis Survival Skills\n325\n(Distress Tolerance Worksheets 1\u20137b)\nDistress Tolerance Handout 3: When to use crisis Survival Skills\n326\nDistress Tolerance Handout 4: The SToP Skill (Distress Tolerance\n327\nWorksheets 2, 2a)\nDistress Tolerance Handout 5: Pros and cons (Distress Tolerance\n328\nWorksheets 3, 3a)"
+  },
+  {
+    "id": "Unknown Section_44",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Handout 6: TiP Skills\u2014changing Your Body chemistry\n329\n(Distress Tolerance Worksheet 4)\nDistress Tolerance Handout 6a: using cold Water, Step by Step\n330\n(Distress Tolerance Worksheet 4)\nDistress Tolerance Handout 6b: Paired Muscle relaxation, Step by Step\n331\n(Distress Tolerance Worksheet 4a)\nxx\u2002 \u2022\u2002 contents\nDistress Tolerance Handout 6c: effective rethinking and Paired\n332\nrelaxation, Step by Step (Distress Tolerance Worksheet 4b) Distress Tolerance Handout 7: Distracting (Distress Tolerance\n333\nWorksheets 5\u20135b)\nDistress Tolerance Handout 8: Self- Soothing (Distress Tolerance\n334\nWorksheet 6\u20136b)\nDistress Tolerance Handout 8a: Body Scan Meditation Step by Step\n335\n(Distress Tolerance Worksheet 6c)\nDistress Tolerance Handout 9: improving the Moment (Distress Tolerance"
+  },
+  {
+    "id": "Unknown Section_45",
+    "source": "Unknown Section",
+    "text": "336\nWorksheets 7\u20137b)\nDistress Tolerance Handout 9a: Sensory awareness, Step by Step\n337\nHandouts for Reality Acceptance Skills\nDistress Tolerance Handout 10: overview\u2014reality acceptance Skills\n341\n(Distress Tolerance Worksheets 8\u201315a)\nDistress Tolerance Handout 11: radical acceptance (Distress Tolerance\n342\nWorksheets 8\u20139a)\nDistress Tolerance Handout 11a: radical acceptance\u2014Factors That\n343\ninterfere\nDistress Tolerance Handout 11b: Practicing radical acceptance Step\n344\nby Step (Distress Tolerance Worksheets 9, 9a)\nDistress Tolerance Handout 12: Turning the Mind (Distress Tolerance\n345\nWorksheets 8, 8a, 10)\nDistress Tolerance Handout 13: Willingness (Distress Tolerance\n346\nWorksheets 8, 8a, 10)\nDistress Tolerance Handout 14: Half- Smiling and Willing Hands\n347"
+  },
+  {
+    "id": "Unknown Section_46",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Worksheets 8, 8a, 11)\nDistress Tolerance Handout 14a: Practicing Half- Smiling\n348\nand Willing Hands (Distress Tolerance Worksheet 10)\nDistress Tolerance Handout 15: Mindfulness of current Thoughts\n350\n(Distress Tolerance Worksheets 8, 8a, 12)\nDistress Tolerance Handout 15a: Practicing Mindfulness of Thoughts\n351\n(Distress Tolerance Worksheets 8, 8a, 12)\nHandouts for Skills When the Crisis Is Addiction\nDistress Tolerance Handout 16: overview\u2014When the crisis is addiction\n355\n(Distress Tolerance Worksheets 13\u201318)\nDistress Tolerance Handout 16a: common addictions\n356\nDistress Tolerance Handout 17: Dialectical abstinence (Distress Tolerance\n357\nWorksheet 14)\nDistress Tolerance Handout 17a: Planning for Dialectical abstinence\n358\n(Distress Tolerance Worksheet 14)"
+  },
+  {
+    "id": "Unknown Section_47",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Handout 18: clear Mind (Distress Tolerance\n359\nWorksheet 15)\nDistress Tolerance Handout 18a: Behavior Patterns characteristic\n360\nof addict Mind and of clean Mind (Distress Tolerance Worksheet 16)\ncontents\u2002 \u2022\u2002 xxi\nDistress Tolerance Handout 19: community reinforcement\n361\n(Distress Tolerance Worksheet 16)\nDistress Tolerance Handout 20: Burning Bridges and Building new ones\n362\n(Distress Tolerance Worksheet 17)\nDistress Tolerance Handout 21: alternate rebellion and adaptive Denial\n363\n(Distress Tolerance Worksheet 18)\nDistress Tolerance Worksheets\nWorksheets for Crisis Survival Skills\nDistress Tolerance Worksheet 1: crisis Survival Skills (Distress Tolerance\n369\nHandouts 2\u20139a)\nDistress Tolerance Worksheet 1a: crisis Survival Skills (Distress Tolerance\n370\nHandouts 2\u20139a)"
+  },
+  {
+    "id": "Unknown Section_48",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Worksheet 1b: crisis Survival Skills (Distress Tolerance\n371\nHandouts 2\u20139a)\nDistress Tolerance Worksheet 2: Practicing the SToP Skill\n372\n(Distress Tolerance Handout 4)\nDistress Tolerance Worksheet 2a: Practicing the SToP Skill\n373\n(Distress Tolerance Handout 4)\nDistress Tolerance Worksheet 3: Pros and cons of acting on crisis urges\n374\n(Distress Tolerance Handout 5)\nDistress Tolerance Worksheet 3a: Pros and cons of acting on crisis urges\n375\n(Distress Tolerance Handout 5)\nDistress Tolerance Worksheet 4: changing Body chemistry with TiP Skills\n376\n(Distress Tolerance Handouts 6\u20136b)\nDistress Tolerance Worksheet 4a: Paired Muscle relaxation\n377\n(Distress Tolerance Handout 6b)\nDistress Tolerance Worksheet 4b: effective rethinking\n378"
+  },
+  {
+    "id": "Unknown Section_49",
+    "source": "Unknown Section",
+    "text": "and Paired relaxation (Distress Tolerance Handouts 6c)\nDistress Tolerance Worksheet 5: Distracting with Wise Mind accePTS\n379\n(Distress Tolerance Handout 7)\nDistress Tolerance Worksheet 5a: Distracting with Wise Mind accePTS\n380\n(Distress Tolerance Handout 7)\nDistress Tolerance Worksheet 5b: Distracting with Wise Mind accePTS\n381\n(Distress Tolerance Handout 7)\nDistress Tolerance Worksheet 6: Self- Soothing (Distress Tolerance\n382\nHandout 8)\nDistress Tolerance Worksheet 6a: Self- Soothing (Distress Tolerance\n383\nHandout 8)\nDistress Tolerance Worksheet 6b: Self- Soothing (Distress Tolerance\n384\nHandout 8)\nDistress Tolerance Worksheet 6c: Body Scan Meditation, Step by Step\n385\n(Distress Tolerance Handout 8a)\nDistress Tolerance Worksheet 7: iMProVe the Moment\n386"
+  },
+  {
+    "id": "Unknown Section_50",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Handout 9)\nxxii\u2002 \u2022\u2002 contents\nDistress Tolerance Worksheet 7a: iMProVe the Moment\n387\n(Distress Tolerance Handout 9)\nDistress Tolerance Worksheet 7b: iMProVe the Moment\n388\n(Distress Tolerance Handout 9)\nWorksheets for Reality Acceptance Skills\nDistress Tolerance Worksheet 8: reality acceptance Skills\n391\n(Distress Tolerance Handouts 10\u201315a)\nDistress Tolerance Worksheet 8a: reality acceptance Skills\n392\n(Distress Tolerance Handouts 10\u201315a)\nDistress Tolerance Worksheet 8b: reality acceptance Skills\n393\n(Distress Tolerance Handouts 10\u201315a)\nDistress Tolerance Worksheet 9: radical acceptance (Distress Tolerance\n394\nHandouts 11\u201311b)\nDistress Tolerance Worksheet 9a: Practicing radical acceptance\n395\n(Distress Tolerance Handouts 11\u201311b)"
+  },
+  {
+    "id": "Unknown Section_51",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Worksheet 10: Turning the Mind,\n396\nWillingness, Willfulness (Distress Tolerance Handouts 12, 13) Distress Tolerance Worksheet 11: Half- Smiling and Willing Hands\n397\n(Distress Tolerance Handout 14, 14a)\nDistress Tolerance Worksheet 11a: Practicing Half- Smiling\n398\nand Willing Hands (Distress Tolerance Handouts 14, 14a)\nDistress Tolerance Worksheet 12: Mindfulness of current Thoughts\n399\n(Distress Tolerance Handouts 15, 15a)\nDistress Tolerance Worksheet 12a: Practicing Mindfulness of Thoughts\n400\n(Distress Tolerance Handouts 15, 15a)\nWorksheets for Skills When the Crisis Is Addiction\nDistress Tolerance Worksheet 13: Skills When the crisis is addiction\n403\n(Distress Tolerance Handouts 16\u201321)\nDistress Tolerance Worksheet 14: Planning for Dialectical abstinence\n404"
+  },
+  {
+    "id": "Unknown Section_52",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Handout 17)\nDistress Tolerance Worksheet 15: From clean Mind to clear Mind\n407\n(Distress Tolerance Handouts 18, 18a)\nDistress Tolerance Worksheet 16: reinforcing nonaddictive Behaviors\n408\n(Distress Tolerance Handout 19)\nDistress Tolerance Worksheet 17: Burning Bridges and Building new ones\n409\n(Distress Tolerance Handout 20)\nDistress Tolerance Worksheet 18: Practicing alternate rebellion\n410\nand adaptive Denial (Distress Tolerance Handout 21)\nPurchasers can download and print the handouts and\nworksheets from this book at\nwww.guilford.com/dbt-skills\nintroduction to This Book"
+  },
+  {
+    "id": "Unknown Section_53",
+    "source": "Unknown Section",
+    "text": "This book contains informational handouts and worksheets for people learning Dialectical Behavior Therapy (DBT) skills. The overall goal of DBT skills training is to help you increase your resilience and build a life experienced as worth living."
+  },
+  {
+    "id": "Unknown Section_54",
+    "source": "Unknown Section",
+    "text": "DBT skills are aimed at teaching a synthesis of how to change what is and how to accept what is. Skills teach you both how to change unwanted behaviors, emotions, thoughts, and events in your life that cause you misery and distress as well as how to live in the moment, accepting what is. There are different sets of DBT skills, and no single training program will include all of the handouts and worksheets in this book. Your skills trainer or individual therapist/case manager will direct you to the appropriate handouts and worksheets for your particular program.\nHow This Book Is Organized"
+  },
+  {
+    "id": "Unknown Section_55",
+    "source": "Unknown Section",
+    "text": "There are five main sections in this book, and each begins with a brief introduction. Following a first section on General Skills, there is a section of handouts and worksheets for each of the four main DBT skills modules: Mindfulness Skills, Interpersonal Effectiveness Skills, Emotion Regulation Skills, and Distress Tolerance Skills. There are topical subsections of handouts and worksheets within each skills module, as described below. Every skill or set of skills has a corresponding handout with instructions for practicing that skill. Nearly every handout has at least one (often more than one) associated worksheet for recording your practice of the skill.\nThe introductions to each section summarize the handouts, their purposes, and the worksheets that go with them."
+  },
+  {
+    "id": "Unknown Section_56",
+    "source": "Unknown Section",
+    "text": "General Skills: Orientation and Analyzing Behavior\nDuring\nOrientation\n, you will be introduced to DBT and the goals of skills training, and will be encouraged to identify your own personal goals. You will also be oriented to the format, rules, and meeting times of your particular skills program.\n1\n2\u2002 \u2022\u2002 introduction to This Book\nThe handouts and worksheets for this portion of General Skills cover skills training goals, guidelines, assumptions, and DBT\u2019s biosocial theory. Biosocial theory is an explanation of why some people find it challenging to manage their emotions and actions. Also included in this section are handouts and worksheets for two skills for\nAnalyzing Behavior"
+  },
+  {
+    "id": "Unknown Section_57",
+    "source": "Unknown Section",
+    "text": ": chain analysis and missing-links analysis. These skills are often taught in individual DBT, but they may also be taught at any point during skills training.\nMindfulness Skills\nFollowing a brief presentation on\nGoals and Definitions\n, the handouts and worksheets for the Mindfulness module focus on\nCore Mindfulness Skills"
+  },
+  {
+    "id": "Unknown Section_58",
+    "source": "Unknown Section",
+    "text": ". These skills are central in DBT: They teach how to observe and experience reality as it is, to be less judgmental, and to live in the moment with effectiveness. They are the first skills taught, and they support all the other DBT skills. DBT mindfulness skills are translations of meditation practices from Eastern and Western spiritual traditions into specific behaviors that you can practice. No spiritual or religious convictions are expected or necessary for practicing and mastering these skills.\nOther Perspectives on Mindfulness"
+  },
+  {
+    "id": "Unknown Section_59",
+    "source": "Unknown Section",
+    "text": "includes several subsets of handouts and worksheets. A Spiritual Perspective (including Wise Mind from a Spiritual Perspective and Practicing Loving Kindness) is a set of handouts and worksheets included for those who consider spirituality an important part of their lives. The skills covered here focus\non experiencing ultimate reality, sensing our intimate connection with the entire universe, and developing a sense of freedom. The Skillful Means: Balancing Doing Mind and Being Mind set focuses on balancing two seeming polarities: working to achieve goals, while at the same time letting go of attachment to achieving goals. The handouts and worksheets for Wise Mind: Walking the Middle Path* cover skills for finding a synthesis of extremes.\nInterpersonal Effectiveness Skills"
+  },
+  {
+    "id": "Unknown Section_60",
+    "source": "Unknown Section",
+    "text": "The handouts and worksheets in the Interpersonal Effectiveness module help you manage interpersonal conflicts effectively and maintain and improve relationships with other people (those you are close to, as well as strangers). After a short introduction on\nGoals and Factors That Interfere,\nthere are three main sets of these forms. The first set is focused on\nObtaining Objectives Skillfully\n. These are strategies for asking for what you want, saying no to unwanted requests, and doing this in a way that maintains your self- respect and keeps others liking you. The handouts and worksheets for\nBuilding Relationships and Ending Destructive Ones"
+  },
+  {
+    "id": "Unknown Section_61",
+    "source": "Unknown Section",
+    "text": "help you find potential friends, get people to like you, maintain positive relationships with others, and (when necessary) end destructive relationships. This module\u2019s handouts\n*The author would like to note that the term \u201cmiddle path\u201d came from a collaborative discussion with Alec L. Miller and Jill H. Rathus.\nintroduction to This Book\u2002 \u2022\u2002 3\nand worksheets for\nWalking the Middle Path\nare about walking a middle path in your relationships, and balancing acceptance with change in yourself and in your relationships with others.\nEmotion Regulation Skills\nThe handouts and worksheets in the Emotion Regulation\nmodule help you to manage your emotions, even though complete emotional control cannot be achieved."
+  },
+  {
+    "id": "Unknown Section_62",
+    "source": "Unknown Section",
+    "text": "To a certain extent, we all are who we are, and emotionality is part of us; however, we can learn to have more control. There are four sets of these forms. The first set covers\nUnderstanding and Naming Emotions.\nEmotions serve important functions, and it can be hard to change an emotion if you don\u2019t understand what it does for you. The second set covers\nChanging Emotional Responses.\nThese handouts and worksheets help you reduce the intensity of painful or unwanted emotions, such as anger, sadness, shame, and so forth. They also tell you how to change situations that cause painful or unwanted emotions.\nReducing Vulnerability to Emotion Mind\nis the third set. The strategies covered here increase your emotional resilience and make you less likely to become extremely or painfully emotional\n."
+  },
+  {
+    "id": "Unknown Section_63",
+    "source": "Unknown Section",
+    "text": "The final set of handouts and worksheets deals with\nManaging Really Difficult Emotions.\nDistress Tolerance Skills\nThe handouts and worksheets in the Distress Tolerance module help you learn to tolerate and survive crisis situations without making things worse. There are two main sets of these forms. The\nCrisis Survival Skills\nset covers techniques for tolerating painful events, urges, and emotions when you cannot make things better right away. The\nReality Acceptance Skills\nset shows you how to reduce suffering by helping you accept and enter fully into a life even when it is not the life you want. This module also includes a set of specialized handouts and worksheets for\nWhen the\nCrisis Is Addiction.\nNumbering of Handouts and Worksheets"
+  },
+  {
+    "id": "Unknown Section_64",
+    "source": "Unknown Section",
+    "text": "Within each of this book\u2019s five main sections, handouts for each module are grouped together first, followed by worksheets.\nEvery handout has a number; some also have a letter. The latter are supplements to handouts with the same number. For example, Mindfulness Handout 3 is the main handout for the skill of Wise Mind. Mindfulness Handout 3a is supplementary and lists ways that Wise Mind can be practiced. (Worksheets are numbered in a separate sequence, as described below.) Most, but not all, handouts have corresponding worksheets that can be used for recording skills practice. Associated worksheets are listed by number next to the handouts in the table of contents, as well on the handouts themselves.\nThere are multiple alternative worksheets associated with many of the handouts."
+  },
+  {
+    "id": "Unknown Section_65",
+    "source": "Unknown Section",
+    "text": "4\u2002 \u2022\u2002 introduction to This Book\nThere are worksheets that cover all the skills in a section, as well as worksheets that cover individual skills. For example, Mindfulness Worksheets 2, 2a, 2b, and 2c all cover the same core mindfulness skills, and so each carries the same number, 2.\nHowever, each worksheet is formatted a bit differently, and the worksheets vary as to how many practices they can accommodate. The handouts associated with worksheets are listed by number next to the worksheets in the table of contents, as well as on the worksheets themselves.\nNot all DBT skills programs teach all the modules or all the skills in each  module."
+  },
+  {
+    "id": "Unknown Section_66",
+    "source": "Unknown Section",
+    "text": "Even those that do cover all the modules will not necessarily use every handout and worksheet. You are, however, likely to use some worksheets multiple times. For this reason, the author and publisher grant you, the book purchaser, permission to make photocopies of handouts and worksheets in this volume for your personal use or (if you are a professional) use with your clients. You can also download and print out copies of the handouts and worksheets. Type\nwww.guilford.com/dbt-skills\ninto your browser's address bar (do not type the URL into the search field; it will not show up in search results). We suggest bookmarking this address for future use.\ngeneral SkillS:\norienTaTion anD\nanalYzing BeHaVior\nIntroduction to Handouts and Worksheets"
+  },
+  {
+    "id": "Unknown Section_67",
+    "source": "Unknown Section",
+    "text": "There are two sets of handouts and worksheets in this part of the book. The first covers\nOrientation\n, which typically takes place during the first session of a new skills group, or when new members join an ongoing skills group. The purpose of orientation is to introduce members to one another and to the skills trainers, and to orient members to the format, rules, and meeting times of the particular skills training program. As described below, General Handouts 1 through 5 cover these issues, along with General Worksheet 1. General Handouts 6 through 8, and their corresponding worksheets, cover two important general skills for\nAnalyzing Behavior:\nchain analysis and missing-links analysis. These are also described below.\nOrientation\n\u2022\u2022\nGeneral Handout 1: Goals of Skills Training."
+  },
+  {
+    "id": "Unknown Section_68",
+    "source": "Unknown Section",
+    "text": "This handout lists the general and the specific goals of DBT skills training. Use this handout to think how you could personally benefit from skills training. Which areas are you most interested in? Use\nGeneral Worksheet 1: Pros and Cons of Using Skills\nany time you aren\u2019t sure whether there are benefits to practicing DBT skills. Be sure to fill out the pros and cons for both the option of practicing skills and the option of not practicing.\n\u2022\u2022\nGeneral Handout 1a: Options for Solving Any Problem.\nAlthough there are many, many things that can cause us pain, our options for responding to pain are limited. We can solve the problem that is causing the pain. We can try to feel better by changing our emotional response to the pain. Or we can accept and tolerate the 5"
+  },
+  {
+    "id": "Unknown Section_69",
+    "source": "Unknown Section",
+    "text": "6\u2002 \u2022\u2002 general SkillS: orienTaTion anD analYzing BeHaVior problem and our response. Each of these options requires use of one or more DBT\nskills. The final option is to stay miserable (or make things worse) and use no skills.*\n\u2022\n\u2022\nGeneral Handout 3: Guidelines for Skills Training.\nThis handout lists the guidelines for most standard DBT skills programs. These are standards of behavior that people in a group skills program are asked to follow. Some programs may have somewhat modified guidelines.\n\u2022\n\u2022\nGeneral Handout 4: Skills Training Assumptions.\nAssumptions are beliefs that cannot be proved. In DBT skills training, all group members and skills trainers are asked to abide by these assumptions.\n\u2022\n\u2022\nGeneral Handout 5: Biosocial Theory."
+  },
+  {
+    "id": "Unknown Section_70",
+    "source": "Unknown Section",
+    "text": "Biosocial theory is an explanation of how and why some people find it challenging to manage their emotions and actions.\nDBT skills are particularly useful for these people.\nAnalyzing Behavior\n\u2022\u2022\nGeneral Handout 6: Overview: Analyzing Behavior.\nThis handout previews the two general skills for analyzing behavior\u2014chain analysis and missing-links analysis.\n\u2022\u2022\nGeneral Handout 7: Chain Analysis."
+  },
+  {
+    "id": "Unknown Section_71",
+    "source": "Unknown Section",
+    "text": "Any behavior can be understood as a series of linked parts. These links are \u201cchained\u201d together because they follow each other\u2014one link in the chain leads to another. Chain analysis is a way of determin-ing what has caused a behavior and what maintains it. This handout provides a series of questions (e.g., \u201cWhat happened before that? What happened next?\u201d) for unlocking the links in a behavior chain that can feel stuck together. It guides you through figuring out what factors led to a problem behavior and what factors might be making it difficult to change that behavior. Knowing this is important if you want to change the behavior.\n\u2022\n\u2022\nGeneral Handout 7a: Chain Analysis, Step by Step.\nThis handout explains in greater detail how to do a chain analysis.\nGeneral Worksheet 2: Chain Analysis"
+  },
+  {
+    "id": "Unknown Section_72",
+    "source": "Unknown Section",
+    "text": "of Problem Behavior\nis a worksheet for doing a chain analysis. Use it with General Handouts 7 and 7a, which have the same steps.\nGeneral Worksheet 2a: Example: Chain Analysis of Problem Behavior\nis a completed sample version of General Worksheet 2.\n\u2022\n\u2022\nGeneral Handout 8: Missing-Links Analysis.\nMissing-links analysis is a series of questions to help you figure out what got in the way of behaving effectively. Use it to identify why something did not happen that was needed and that you agreed to do, planned to do, or hoped to do.\nGeneral Worksheet 3: Missing-Links Analysis\ncan be used with this handout.\n*This last option was suggested to me in an e-mail. Unfortunately, I simply cannot find the message so that I can properly credit the person here. Nevertheless, it was a fabulous addition."
+  },
+  {
+    "id": "Unknown Section_73",
+    "source": "Unknown Section",
+    "text": "general Handouts\nOrientation Handouts\nGeneral Handout 1\n\uf0ab\n(General Worksheet 1; p. 27)\nGoals of Skills Training\nGeneral Goal\nTo learn how to change your own behaviors, emotions, and thoughts that are linked to problems in living and are causing misery and distress.\nSpecific GoalS\nBehaviors to Decrease:\n\u0089\n\u0089 Mindlessness; emptiness; being out of touch with self and others; judgmentalness.\n\u0089\n\u0089 Interpersonal conflict and stress; loneliness.\n\u0089\n\u0089 Absence of flexibility; difficulties with change.\n\u0089\n\u0089 Up-and-down and extreme emotions; mood- dependent behavior; difficulties in regulating emotions.\n\u0089\n\u0089 Impulsive behaviors; acting without thinking; difficulties accepting reality as it is; willfulness; addiction.\nSkills to increase:\n\u0089\n\u0089 Mindfulness skills.\n\u0089\n\u0089 Interpersonal effectiveness skills.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_74",
+    "source": "Unknown Section",
+    "text": "\u0089 Emotion regulation skills.\n\u0089\n\u0089 Distress tolerance skills.\nperSonal GoalS\nBehaviors to Decrease:\n1.\n2.\n3.\nSkills to increase:\n1.\n2.\n3.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n9\nGeneral Handout 1a\n\uf0ab\noptions for Solving any problem\nWhen life presents you with problems, what are your options?\n1.\nSolve The proBlem\nChange the situation . . . or avoid, leave, or get out of the situation for good.\n2.\nfeel BeTTer aBouT The proBlem\nChange (or regulate) your emotional response to the problem.\n3.\nToleraTe The proBlem"
+  },
+  {
+    "id": "Unknown Section_75",
+    "source": "Unknown Section",
+    "text": "Accept and tolerate both the problem and your response to the problem.\n4.\nSTay miSeraBle\nOr possibly make it worse!\n1.\nTo proBlem-Solve:\nUse interpersonal effectiveness skills\nWalking the Middle Path (from interpersonal effectiveness skills) Use problem- solving skills (from emotion regulation skills) 2.\nTo feel BeTTer aBouT The proBlem:\nUse emotion regulation skills\n3.\nTo ToleraTe The proBlem:\nUse distress tolerance and mindfulness skills\n4.\nTo STay miSeraBle:\nUse\nno\nskills!\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n10\nGeneral Handout 2\noverview:"
+  },
+  {
+    "id": "Unknown Section_76",
+    "source": "Unknown Section",
+    "text": "introduction to Skills Training\nGuiDelineS for SkillS TraininG\nSkillS TraininG aSSumpTionS\nBioSocial Theory\nof emoTional anD\nBehavioral DySreGulaTion\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n11\nGeneral Handout 3\n\uf0ab\nGuidelines for Skills Training\n1.\nparticipants who drop out of skills training are\nnot\nout of skills training.\na.  The only way out is to miss four scheduled sessions of skills training in a row.\n2.\nparticipants who join the skills training group support each other and:"
+  },
+  {
+    "id": "Unknown Section_77",
+    "source": "Unknown Section",
+    "text": "a.  Keep names of other participants and information obtained during sessions confidential.\nb.  Come to each group session on time and stay until the end.\nc.  Make every effort to practice skills between sessions.\nd.  Validate each other, avoid judging each other, and assume the best about each other.\ne.  Give helpful, noncritical feedback when asked.\nf.  Are willing to accept help from a person they ask or call for help.\n3.\nparticipants who join the skills training group:\na.  Call ahead of time if they are going to be late or miss a session.\n4.\nparticipants do not tempt others to engage in problem behaviors and:\na.  Do not come to sessions under the influence of drugs or alcohol.\nb.  If drugs or alcohol have already been used, come to sessions acting and appearing clean and sober."
+  },
+  {
+    "id": "Unknown Section_78",
+    "source": "Unknown Section",
+    "text": "c.  Do not discuss, inside or outside sessions, current or past problem behaviors that could be contagious to others.\n5.\nparticipants do not form confidential relationships with each other outside of skills\ntraining sessions and:\na.  Do not start a sexual or a private relationship that cannot be discussed in group.\nb.  Are not partners in risky behaviors, crime, or drug use.\nother guidelines for this group/notes:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n12\nGeneral Handout 4\n\uf0ab\nSkills Training assumptions\nan assumption is a belief that cannot be proved,"
+  },
+  {
+    "id": "Unknown Section_79",
+    "source": "Unknown Section",
+    "text": "but we agree to abide by it anyway.\n1.\npeople are doing the best they can.\nAll people at any given point in time are doing the best they can.\n2.\npeople want to improve.\nThe common characteristic of all people is that they want to improve their lives and be happy.\n3.\npeople need to do better, try harder, and be more motivated to change.\n*\nThe fact that people are doing the best they can, and want to do even better, does not mean that these things are enough to solve the problem.\n4.\npeople may not have caused all of our own problems, but they have to solve them\nanyway.\n**\nPeople have to change their own behavioral responses and alter their environment for their life to change.\n5.\nnew behavior has to be learned in all relevant contexts."
+  },
+  {
+    "id": "Unknown Section_80",
+    "source": "Unknown Section",
+    "text": "New behavioral skills have to be practiced in the situations where the skills are needed, not just in the situation where the skills are first learned.\n6.\nall behaviors (actions, thoughts, emotions) are caused.\nThere is always a cause or set of causes for our actions, thoughts, and emotions, even if we do not know what the causes are.\n7.\nfiguring out and changing the causes of behavior work better than judging and blaming.\nJudging and blaming are easier, but if we want to create change in the world, we have to change the chains of events that cause unwanted behaviors and events.\n*But trying harder and being more motivated may not be needed if progress is steady and at a realistic rate of improvement.\n**Parents and caregivers must assist children in this task.\nFrom"
+  },
+  {
+    "id": "Unknown Section_81",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n13\nGeneral Handout 5\n(p. 1 of 2)\nBiosocial Theory\nWhy do i have so much trouble controlling\nmy emotions and my actions?\nemotional vulnerability is BioloGical:\nit\u2019s simply how some people are born.\n\u0089\n\u0089 They are more\nsensitive\nto emotional stimuli; they can detect subtle emotional information in the environment that others don\u2019t even notice.\n\u0089\n\u0089 They experience emotions\nmuch more often\nthan others.\n\u0089\n\u0089 Their emotions seem to hit for no reason, from\nout of the blue.\n\u0089\n\u0089 They have more\nintense\nemotions.\n\u0089\n\u0089 Their emotions hit like a"
+  },
+  {
+    "id": "Unknown Section_82",
+    "source": "Unknown Section",
+    "text": "ton of bricks\n.\n\u0089\n\u0089 And their emotions are\nlong- lasting\n.\nimpulsivity also has a BioloGical basis:\nregulating action is harder for some than for others.\n\u0089\n\u0089 They find it\nvery hard to restrain\nimpulsive behaviors.\n\u0089\n\u0089 Often, without thinking, they do things that\nget them in trouble.\n\u0089\n\u0089 Sometimes their\nbehavior\nseems to\ncome out of nowhere.\n\u0089\n\u0089 They find it very\nhard to be effective\n.\n\u0089\n\u0089 Their moods get in the way of\norganizing\nto achieve their goals.\n\u0089\n\u0089 They\ncannot control\nbehaviors linked to their moods.\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_83",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n14\nGeneral Handout 5\n(p. 2 of 2)\nan invalidating Social environment\ncan make it very hard to regulate emotions.\n\u0089\n\u0089 An invalidating environment doesn\u2019t seem to understand your emotions.\n\u0089\n\u0089 It tells you your emotions are\ninvalid, weird, wrong,\nor\nbad\n.\n\u0089\n\u0089 It often\nignores\nyour emotional reactions and does nothing to help you.\n\u0089\n\u0089 It may say things like \u201c\nDon\u2019t be such a baby!\u201d \u201cQuit your blubbering.\u201d \u201cQuit\nbeing such a chicken and just solve the problem.\u201d or \u201cNormal people don\u2019t\nget this frustrated.\n\u201d\n\u0089\n\u0089 People who invalidate are\nofTen DoinG The BeST They can\n.\n\u0089\n\u0089 They\nmay not know"
+  },
+  {
+    "id": "Unknown Section_84",
+    "source": "Unknown Section",
+    "text": "how to validate or how important it is to validate, or they\nmay be afraid\nthat if they validate your emotions, you will get more emotional, not less.\n\u0089\n\u0089 They\nmay be under high stress\nor time pressure, or they may have too few resources themselves.\n\u0089\n\u0089 There may be just a\npoor fit\nbetween you and your social environment:\nyou may be a tulip in a rose garden.\nan ineffective Social environment\nis a big problem when you want\nto learn to regulate emotions and actions.\n\u0089\n\u0089 Your environment may\nreinforce out-of- control emotions and actions.\n\u0089\n\u0089 If people give in when you get out of control, it will be hard for you to get in control.\n\u0089\n\u0089 If others command you to change, but don\u2019t coach you on how to do this, it will be hard to keep on trying to change.\nit\u2019s the TranSacTionS that count"
+  },
+  {
+    "id": "Unknown Section_85",
+    "source": "Unknown Section",
+    "text": "between the person and the social environment.\n\u0089\n\u0089 Biology and the social environment influence the person.\n\u0089\n\u0089 The person reciprocates and influences his or her social environment.\n\u0089\n\u0089 The social environment reciprocates and influences the person.\n\u0089\n\u0089 And so on and on and on.\n15\nHandouts for Analyzing Behavior\nGeneral Handout 6\n(General Worksheets 2, 3; pp. 31, 38)\noverview:\nanalyzing Behavior\nTo figure out its causes\nand plan for problem solving.\nchain analysis\nis for when you engage in ineffective behavior.\nA chain analysis examines the chain of events that leads to ineffective behaviors, as well as the consequences of those behaviors that may be making it hard to change them. It also helps you figure out how to repair the damage.\nmissing-links analysis"
+  },
+  {
+    "id": "Unknown Section_86",
+    "source": "Unknown Section",
+    "text": "is for when you fail to engage in effective behaviors.\nA missing-links analysis helps you identify what got in the way of doing things you needed or hoped to do, things you agreed to do, or things others expected you to do. It also helps you problem-solve for the future.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n19\nGeneral Handout 7\n(General Worksheets 2, 2a; pp. 31, 35)\nchain analysis\nTo unDerSTanD Behavior, Do a chain analySiS.\nVULNERABILITY\nPROBLEM BEHAVIOR\nPROMPTING EVENT\nCONSEQUENCES\nLINKS\nStep 1:\nDescribe the\nproBlem Behavior.\nStep 2:\nDescribe the\nprompTinG evenT"
+  },
+  {
+    "id": "Unknown Section_87",
+    "source": "Unknown Section",
+    "text": "that started the chain of events leading to the problem behavior.\nStep 3:\nDescribe the factors happening before the event that made you\nvulneraBle\nto starting down the chain of events toward the problem behavior.\nStep 4:\nDescribe in excruciating detail the\nchain of evenTS\nthat led to the problem behavior.\nStep 5:\nDescribe the\nconSequenceS\nof the problem behavior.\nTo change behavior:\nStep 6:\nDescribe\nSkillful\nbehaviors to replace problem links in the chain of events.\nStep 7:\nDevelop\nprevenTion planS\nto reduce vulnerability to stressful events.\nStep 8:\nrepair\nimportant or significant consequences of the problem behavior.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_88",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n20\nGeneral Handout 7a\n(p. 1 of 2)\n(General Worksheets 2, 2a; pp. 31, 35)\nchain analysis, Step by Step\n1.  Describe the specific\nproBlem Behavior\n(overeating or overdrinking, yelling at your kids, throwing a chair, having an overwhelming emotional outburst, dissociating, not coming or coming late to skills training, putting off or refusing to do skills practice, etc.).\nA. Be very specific and detailed. No vague terms.\nB. Identify exactly what\nyou did, said, thought, or felt\n(if feelings are the targeted problem behavior). Identify what\nyou did not do\n."
+  },
+  {
+    "id": "Unknown Section_89",
+    "source": "Unknown Section",
+    "text": "C. Describe the intensity of the behavior and other characteristics of the behavior that are important.\nD. Describe the problem behavior in enough detail that an actor in a play or movie could recreate the behavior exactly.\nE. If the behavior is something\nyou did not do,"
+  },
+  {
+    "id": "Unknown Section_90",
+    "source": "Unknown Section",
+    "text": "ask yourself whether (a) you did not know you needed to do it (it did not get into short-term memory); (b) you forgot it and later it never came into your mind to do it (it did not get into long-term memory); (c) you put it off when you did think of it; (d) you refused to do it when you thought of it; or (e) you were willful and rejected doing it, or some other behavior, thoughts, or emotions interfered with doing it. If (a) or (b) is the case, skip from here to Step 6 below (working on solutions). Otherwise, keep going from here.\n2.  Describe the specific\nprompTinG evenT"
+  },
+  {
+    "id": "Unknown Section_91",
+    "source": "Unknown Section",
+    "text": "that started the whole chain of behavior. Begin with the environmental event that started the chain. Always begin with some event in your environment, even if it doesn\u2019t seem to you that the environmental event \u201ccaused\u201d the problem behavior. Otherwise, we could ask about any behavior, thought, feeling, or experience, \u201cWhat prompted that?\u201d Possible questions to help you get at this are: A. What exact event precipitated the start of the chain reaction?\nB. When did the sequence of events that led to the problem behavior begin? When did the problem start?\nC. What was going on right before the thought of or impulse for the problem behavior occurred?\nD. What were you doing/thinking/feeling/imagining at that time?\nE. Why did the problem behavior happen on that day instead of the day before?"
+  },
+  {
+    "id": "Unknown Section_92",
+    "source": "Unknown Section",
+    "text": "3.  Describe specific\nvulneraBiliTy facTorS\nhappening before the prompting event.\nWhat factors or events made you more vulnerable to reacting to the prompting event with a problematic chain? Areas to examine are:\nA. Physical illness; unbalanced eating or sleeping; injury.\nB. Use of drugs or alcohol; misuse of prescription drugs.\nC. Stressful events in the environment (either positive or negative).\nD. Intense emotions, such as sadness, anger, fear, loneliness.\nE. Previous behaviors of your own that you found stressful coming into your mind.\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_93",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n21\nGeneral Handout 7a\n(p. 2 of 2)\n4.  Describe in excruciating detail the\nchain of evenTS\nthat led to the problem behavior.\nImagine that your problem behavior is chained to the precipitating event in the environment.\nHow long is the chain? Where does it go? What are the links? Write out all\nlinks\nin the chain of events, no matter how small. Be very specific, as if you are writing a script for a play. Links in the chain can be:\nA. Actions or things you do.\nB. Body sensations or feelings.\nC. Cognitions (i.e., beliefs, expectations, or thoughts).\nD. Events in the environment or things others do."
+  },
+  {
+    "id": "Unknown Section_94",
+    "source": "Unknown Section",
+    "text": "E. Feelings and emotions that you experience.\nWhat exact thought (or belief), feeling, or action followed the prompting event? What thought, feeling, or action followed that? What next? What next? And so forth.\n\u2022\n\u2022 Look at each link in the chain after you write it. Was there another thought, feeling, or action that could have occurred? Could someone else have thought, felt, or acted differently at that point? If so, explain how that specific thought, feeling, or action came to be.\n\u2022\n\u2022 For each link in the chain, ask whether there is a smaller link you could describe.\n5.  Describe the\nconSequenceS"
+  },
+  {
+    "id": "Unknown Section_95",
+    "source": "Unknown Section",
+    "text": "of this behavior. Be specific. (How did other people react immediately and later? How did you feel immediately following the behavior? Later? What effect did the behavior have on you and your environment?)\n6.  Describe in detail\nat each point where you could have used a\nskillful\nbehavior to head off the problem behavior. What key links were most important in leading to the problem behavior? (In other words, if you had eliminated these behaviors, the problem behavior probably would not have happened.)\nA. Go back to the chain of behaviors following the prompting event. Circle each link where, if you had done something different, you would have avoided the problem behavior."
+  },
+  {
+    "id": "Unknown Section_96",
+    "source": "Unknown Section",
+    "text": "B. What could you have done differently at each link in the chain of events to avoid the problem behavior? What coping behaviors or skillful behaviors could you have used?\n7.  Describe in detail a\nprevenTion STraTeGy\nfor how you could have kept the chain from starting by reducing your vulnerability to the chain.\n8.  Describe what you are going to do to\nrepair\nimportant or significant consequences of the problem behavior.\nA. Analyze: What did you really harm? What was the negative consequence you can repair?"
+  },
+  {
+    "id": "Unknown Section_97",
+    "source": "Unknown Section",
+    "text": "B. Look at the harm or distress you actually caused others, and the harm or distress you caused yourself. Repair what you damaged. (Don\u2019t bring flowers to repair a window you broke: fix the window! Repair a betrayal of trust by being very trustworthy long enough to fit the betrayal, rather than trying to fix it with love letters and constant apologies. Repair failure by succeeding, not by berating yourself.)\n22\nGeneral Handout 8\n(General Worksheet 3; p. 38)\nmissing-links analysis\nask the following questions to understand how and why\neffective behavior that is needed or expected did not occur.\n1.  Did you know what effective behavior was needed or expected (what skills\nhomework was given, what skills to use, etc.)?\nif no to question 1, ask"
+  },
+  {
+    "id": "Unknown Section_98",
+    "source": "Unknown Section",
+    "text": "what got in the way of knowing what was needed or expected.\nIdeas might include not paying attention, unclear instructions, never getting the instructions in the first place, becoming too overwhelmed and couldn\u2019t process the information, and so on.\nproBlem-Solve\nwhat got in the way. For example, you might work on paying attention, ask for clarification when you don\u2019t understand instructions, call others, look up information, and so on.\n2.  if yeS to question 1, ask were you willing to do the needed or expected effective\nbehavior?\nif no to question 2, ask\nwhat got in the way of willingness to do effective behaviors.\nIdeas might include willfulness, feeling inadequate, or feeling demoralized.\nproBlem-Solve"
+  },
+  {
+    "id": "Unknown Section_99",
+    "source": "Unknown Section",
+    "text": "what got in the way of willingness. For example, you might practice radical acceptance, do pros and cons, practice opposite action, and so on.\n3.  if yeS to question 2, ask did the thought of doing the needed or expected effective\nbehavior ever enter your mind?\nif no to question 3,\nproBlem-Solve\nhow to get the thought of doing effective behaviors into your mind.\nFor example, you might put it on your calendar, set your alarm to go off, put your skills notebook next to your bed, practice coping ahead with difficult situations (see Emotion Regulation Handout 19), and so on.\n4.  if yeS to question 3, ask what got in the way of doing the needed or expected\neffective behavior right away?"
+  },
+  {
+    "id": "Unknown Section_100",
+    "source": "Unknown Section",
+    "text": "Ideas might include putting it off, continuing to procrastinate, not being in the mood, forgetting how to do what was needed, thinking that no one would care anyway (or no one would find out), and so on.\nproBlem-Solve\nwhat got in the way. For example, you might set a reward for doing what is expected, practice opposite action, do pros and cons, and so on.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n23\ngeneral Worksheets\nOrientation Worksheet\nGeneral WorksHeet 1\n(General Handout 1; p. 9)\npros and cons of using Skills\nDue Date:         Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_101",
+    "source": "Unknown Section",
+    "text": "Use this worksheet to figure out the advantages and disadvantages to you of using skills (i.e., acting skillfully) to reach your goals. The idea here is to figure out what is the most effective way for you to get what you want in life. Remember, this is about your goals, not someone else\u2019s goals.\nDescribe the situation or problem:\nDescribe your goal in this situation:\nMake a list of the Pros and Cons of practicing your skills in this situation.\nMake another list of the Pros and Cons for not practicing your skills or of not practicing them completely.\nCheck the facts to be sure that you are correct in your assessment of advantages and disadvantages.\nWrite on the back if you need more space.\npracticing Skills\nnot practicing Skills\nSor\np\npracticing Skills\nnot practicing Skills\nSno\nc"
+  },
+  {
+    "id": "Unknown Section_102",
+    "source": "Unknown Section",
+    "text": "What did you decide to do in this situation?\nis this the best decision (in Wise mind)?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n27\nWorksheets for Analyzing Behavior\nGeneral WorksHeet 2\n(p. 1 of 4)\n(General Handouts 7, 7a; pp. 20\u201321)\nchain analysis of problem Behavior\nDue Date:         Name:\nDate:\nVULNERABILITY\nPROBLEM BEHAVIOR\nPROMPTING EVENT\nCONSEQUENCES\nLINKS\n1.\nWhat exactly is the major\nproBlem Behavior\nthat I am analyzing?\n2.\nWhat\nprompTinG evenT\nin the environment started me on the chain to my problem behavior? Include what happened\nriGhT Before"
+  },
+  {
+    "id": "Unknown Section_103",
+    "source": "Unknown Section",
+    "text": "the urge or thought came into my mind.\nDay prompting event occurred:\n3.\nDescribe what things in myself and in my environment made me\nvulneraBle.\nDay the events making me vulnerable started:\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n31\nGeneral WorksHeet 2\n(p. 2 of 4)\nlinkS in The chain of evenTS:\nBehaviors (Actions, Body sensations, Cognitions/Thoughts, Feelings) and Events (in the environment)\npossible Types of links\na.\nActions\nB.\nBody sensations\nc.\nCognitions/thoughts\ne.\nEvents\nf.\nFeelings\n4.\nList the\nchain of events\n(specific\n6."
+  },
+  {
+    "id": "Unknown Section_104",
+    "source": "Unknown Section",
+    "text": "List new, more\nskillful\nbehaviors to\nbehaviors and environmental events that\nreplace ineffective behaviors. Use the\nactually did happen). Use the ABC-EF list\nABC-EF list.\nabove.\n1st.\n1st.\n2nd.\n2nd.\n3rd.\n3rd.\n4th.\n4th.\n5th.\n5th.\n6th.\n6th.\n7th.\n7th.\n8th.\n8th.\n9th.\n9th.\n(continued on next page)\n32\nGeneral WorksHeet 2\n(p. 3 of 4)\nlinkS in The chain of evenTS:\nBehaviors (Actions, Body sensations, Cognitions/Thoughts, Feelings) and Events (in the environment)\npossible Types of links\na.\nActions\nB.\nBody sensations\nc.\nCognitions/thoughts\ne.\nEvents\nf.\nFeelings\n4.\nList the\nchain of events\n(specific\n6.\nList new, more\nskillful\nbehaviors to\nbehaviors and environmental events that\nreplace ineffective behaviors. Use the\nactually did happen). Use the ABC-EF list\nABC-EF list.\nabove.\n10th.\n10th.\n11th.\n11th."
+  },
+  {
+    "id": "Unknown Section_105",
+    "source": "Unknown Section",
+    "text": "12th.\n12th.\n13th.\n13th.\n14th.\n14th.\n15th.\n15th.\n16th.\n16th.\n17th.\n17th.\n(continued on next page)\n33\nGeneral WorksHeet 2\n(p. 4 of 4)\n5.  What exactly were the\nconsequences\nin the environment?\nand in myself?\nWhat\nharm\ndid my problem behavior cause?\n7.\nprevention plans:\nWays to reduce my\nvulnerability\nin the future:\nWays to prevent\nprecipitating event\nfrom happening again:\n8.  plans to\nrepair,\ncorrect, and overcorrect the harm:\n34\nGeneral WorksHeet 2a\n(p. 1 of 3)\n(General Handouts 7, 7a; pp. 20\u201321)\nexample: chain analysis of problem Behavior\nDue Date:         Name:\nDate:\nProblem Behavior:\nVULNERABILITY\nPROBLEM BEHAVIOR\nPROMPTING EVENT\nCONSEQUENCES\nLINKS\n1.\nWhat exactly is the major\nproBlem Behavior\nthat I am analyzing?\nDrinking too much and driving drunk\n2.\nWhat\nprompTinG evenT"
+  },
+  {
+    "id": "Unknown Section_106",
+    "source": "Unknown Section",
+    "text": "in the environment started me on the chain to my problem behavior? Include what happened\nriGhT Before\nthe urge or thought came into my mind.\nDay prompting event occurred:\nMonday\nMy sister from out of town called me and said she was not going to come visit me the next\nweek like she had said she would, because her husband had an important business party\nhe wanted her to attend with him.\n3.\nDescribe what things in myself and in my environment made me\nvulneraBle.\nDay the events making me vulnerable started:\nSunday\nMy boyfriend said he had to take a business trip sometime in the next month.\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_107",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n35\nGeneral WorksHeet 2a\n(p. 2 of 3)\nlinkS in The chain of evenTS:\nBehaviors (Actions, Body sensations, Cognitions/Thoughts, Feelings) and Events (in the environment)\npossible Types of links\na.\nActions\nB.\nBody sensations\nc.\nCognitions/thoughts\ne.\nEvents\nf.\nFeelings\n4.\nList the\nchain of events\n(specific\n6.\nList new, more\nskillful\nbehaviors to\nbehaviors and environmental events that\nreplace ineffective behaviors. Use the\nactually did happen). Use the ABC-EF list\nABC-EF list.\nabove.\n1st.\nI felt hurt and started sobbing on the\n1st.\nListen to why my sister could not"
+  },
+  {
+    "id": "Unknown Section_108",
+    "source": "Unknown Section",
+    "text": "phone with my sister and was angry with\ncome.\nher.\n2nd.\nRemember that my sister and my\n2nd.\nI thought, \u201cI can\u2019t stand it. No one\nboyfriend love me.\nloves me.\u201d\n3rd.\nCheck the facts; is my sister going to\n3rd.\nI felt very ashamed once I hung up\nreject me over this?\nfrom talking to my sister.\n4th.\nCall my sister back and apologize for\n4th.\nI thought \u201cMy life is useless; no one\nbeing angry (since I know she will validate\nwill ever be here for me.\u201d\nhow I feel).\n5th.\nTried watching TV, but nothing was on\n5th.\nDownload a movie, work on a puzzle,\nI liked.\nor call a friend instead.\n6th.\nI started feeling agitated and thought,\n6th.\nTry my TIP skills to bring down arousal.\n\u201cI can\u2019t stand this.\u201d\n7th.\nWalk down the street and have a\n7th.\nI decided to drink a glass of wine to"
+  },
+  {
+    "id": "Unknown Section_109",
+    "source": "Unknown Section",
+    "text": "dinner out, because I won\u2019t drink too much\nfeel better, but ended up drinking two whole\nin public.\nbottles.\n8th.\nCall my boyfriend and ask him to come\n8th.\nGot in my car to drive to a late-night\nover for a while.\nconcert.\n9th.\nTake a long bath, try TIP skills again;\n9th.\nWhile I was bending down to pick up a\nKeep checking the facts; remember these\npiece of paper, car swerved. I was stopped\nemotions will pass; call my therapist for help.\nby a cop and taken in on a DUI.\n(continued on next page)\n36\nGeneral WorksHeet 2a\n(p. 3 of 3)\n5.  What exactly were the\nconsequences\nin the environment?\nShort-term: I had to spend the night in jail.\nLong-term: My boyfriend has less trust in me; my sister is upset about it.\nand in myself?\nShort-term: I am ashamed and furious with myself."
+  },
+  {
+    "id": "Unknown Section_110",
+    "source": "Unknown Section",
+    "text": "Long-term: I will have to pay more for car insurance and may have trouble getting a job.\nWhat\nharm\ndid my problem behavior cause?\nIt hurt me by giving me a DUI record. My sister feels guilty because she upset me.\n7.\nprevention plans:\nWays to reduce my\nvulnerability\nin the future:\nMake plans for how to cope whenever my boyfriend is out of town.\nWays to prevent\nprecipitating event\nfrom happening again:\nI can\u2019t keep the precipitating event from happening, so I need to practice coping ahead and\nhave plans for how to manage when I am at home alone.\n8.  plans to\nrepair,\ncorrect, and overcorrect the harm:\nApologize to my sister and reassure her that she has a perfect right to change her plans.\nWork with her to plan a new time for a visit. Ask if it would be easier for her if I came to visit\nher."
+  },
+  {
+    "id": "Unknown Section_111",
+    "source": "Unknown Section",
+    "text": "37\nGeneral WorksHeet 3\n(General Handout 8; p. 23)\nmissing-links analysis\nTo understand missing effective behavior, do a missing-links analysis.\nDue Date:        Name:\nDate:\nMissing Behavior:\nUse this sheet to first figure out what got in the way of doing things you needed or hoped to do, or things you agreed to do or others expected you to do. Then use that information to problem-solve, so that you will be more likely to do what is needed, hoped for, or expected next time.\n1.  Did i know what effective behavior was needed or expected?\nYes    No\nif no\nto Question 1, what got in the way of knowing?\nDescribe problem solving:\nSTOP\n2.  if yeS\nto Question 1, was I willing to do what was needed? Yes    No\nif no\nto Question 2, what got in the way of wanting to do what was needed?"
+  },
+  {
+    "id": "Unknown Section_112",
+    "source": "Unknown Section",
+    "text": "Describe problem solving:\nSTOP\n3.  if yeS\nto Question 2, did the thought of doing what was needed or expected ever enter my mind? Yes    No\nif no\nto Question 3, describe problem solving:\n4.  if yeS\nto Question 3, what got in the way of doing what was needed or expected right away?\nSTOP\nDescribe problem solving:\nSTOP\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n38\nMinDFulneSS SkillS\nIntroduction to Handouts and Worksheets"
+  },
+  {
+    "id": "Unknown Section_113",
+    "source": "Unknown Section",
+    "text": "Mindfulness is the act of consciously focusing the mind in the present moment, without judgment and without attachment to the moment. A person who is mindful is aware in and of the present moment. Mindfulness is the opposite of being on"
+  },
+  {
+    "id": "Unknown Section_114",
+    "source": "Unknown Section",
+    "text": "\u201cautomatic pilot,\u201d or being lost in habit. Mindfulness has to do with the quality of awareness that a person brings to everyday living. It\u2019s a way of living awake, with eyes wide open. As a set of skills, mindfulness practice is the intentional process of observing, describing, and participating in reality nonjudgmentally, in the moment, and with effectiveness (i.e., using skillful means). We can contrast mindfulness with rigidly clinging to the present moment, as if we could keep a present moment from changing if we cling hard enough. When we are mindful, we are open to the fluidity of each moment as it arises and falls away.\nGoals and Definitions\n\u2022\u2022\nMindfulness Handout 1: Goals of Mindfulness Practice."
+  },
+  {
+    "id": "Unknown Section_115",
+    "source": "Unknown Section",
+    "text": "The goals of practicing mindfulness skills, for most people, are to reduce suffering, increase happiness, and increase control of the mind. For some, a goal of mindfulness is to experience reality\nas it is\n. Mindfulness skills require practice, practice, practice.\n\u2022\u2022\nMindfulness Handout 2: Mindfulness Definitions.\nThis handout offers basic definitions of mindfulness, mindfulness skills, and mindfulness practice.\n\u2022\u2022\nMindfulness Worksheet 1: Pros and Cons of Practicing Mindfulness.\nThis worksheet is designed to help you decide whether you have anything to gain from practicing mindfulness.\nCore Mindfulness Skills\nThe handouts and worksheets for\nCore Mindfulness Skills"
+  },
+  {
+    "id": "Unknown Section_116",
+    "source": "Unknown Section",
+    "text": "cover seven skills in three sets: Wise Mind; the \u201cwhat\u201d skills of observing, describing, and participating; and the \u201chow\u201d skills of practicing nonjudgmentally, one- mindfully, and effectively.\n39\n40\u2002 \u2022\u2002 MinDFulneSS SkillS\n\u2022\u2022\nMindfulness Worksheets 2, 2a, 2b, and 2c: Mindfulness Core Skills Practice\noffer four variations for recording practice of all seven core mindfulness skills. They can be useful for recording practice after you have learned all of the core skills.\nMindfulness Worksheet 2c: Mindfulness Core Skills Calendar\noffers a calendar format for recording practice of all these skills.\nWIsE MInD\n\u2022\u2022\nMindfulness Handout 3: Wise Mind: States of Mind."
+  },
+  {
+    "id": "Unknown Section_117",
+    "source": "Unknown Section",
+    "text": "Wise Mind is the inner wisdom that each one of us has. When we access our inner wisdom, we say we are in Wise Mind. When we enter the state of Wise Mind, we integrate opposites\u2014\nincluding our reasonable and emotional states of mind\u2014and we are open to experiencing reality as it is.\n\u2022\n\u2022 You can record your practice efforts on\nMindfulness Worksheet 3: Wise Mind\nPractice.\n(\nMindfulness Handout 3a: Ideas for Practicing Wise Mind\noffers practice ideas.) Worksheet 3 asks you to rate how effective your practice was in accessing your own Wise Mind. Note that the rating is not about whether the practice calmed you or made you feel better.\nMInDfulnEss \u201cWHaT\u201d skIlls\n\u2022\u2022\nMindfulness Handout 4: Taking Hold of Your Mind: \u201cWhat\u201d Skills.\n\u201cWhat\u201d"
+  },
+  {
+    "id": "Unknown Section_118",
+    "source": "Unknown Section",
+    "text": "skills are what you do when practicing mindfulness\u2014 observe, describe, or participate. Do only one of these activities at a time. To observe is to pay attention on purpose to the present moment. To describe is to put into words what you have observed. To participate is to enter into an activity fully and wholly, becoming one with whatever you are doing.\n\u2022\n\u2022\nMindfulness Handout 4a: Ideas for Practicing Observing, Mindfulness\nHandout 4b: Ideas for Practicing Describing\n, and\nMindfulness Handout 4c: Ideas\nfor Practicing Participating\noffer ideas for how to practice each of the mindfulness\n\u201cwhat\u201d skills. If you are just learning these skills, your skills trainer is likely to assign a specific exercise or two after you first practice each skill in a session.\n\u2022\n\u2022"
+  },
+  {
+    "id": "Unknown Section_119",
+    "source": "Unknown Section",
+    "text": "Mindfulness Worksheets 4, 4a, and 4b offer three different formats for\nrecording practice of mindfulness \u201cwhat\u201d skills. Worksheet 4\nprovides space for practice of the \u201cwhat\u201d skills only twice between sessions.\nWorksheet 4a\ngives space for multiple practices for each \u201cwhat\u201d skill in a checklist format.\nWorksheet 4b\nis aimed at those who like to write describing their practice.\nMInDfulnEss \u201cHoW\u201d skIlls\n\u2022\u2022\nMindfulness Handout 5: Taking Hold of Your Mind: \u201cHow\u201d Skills.\nThe\n\u201chow\u201d skills are how you observe, describe, or participate\u2014 nonjudgmentally, one-mindfully, and effectively. Although the \u201cwhat\u201d skills should only be done one at a time, the \u201chow\u201d skills can be done together.\nintroduction to Handouts and Worksheets\u2002 \u2022\u2002 41\n\u2022\u2022\nMindfulness Handout 5a: Ideas for Practicing Nonjudgmentalness\n,"
+  },
+  {
+    "id": "Unknown Section_120",
+    "source": "Unknown Section",
+    "text": "Mind fulness Handout 5b: Ideas for Practicing One- Mindfulness\n, and\nMindfulness Handout\n5c: Ideas for Practicing Effectiveness\noffer ideas for how to practice each of the mindfulness \u201chow\u201d skills. If you are just learning these skills, your skills trainer is likely to assign a specific exercise or two after you practice each one in a session.\n\u2022\n\u2022\nMindfulness Worksheet 5: Mindfulness \u201cHow\u201d Skills: Nonjudgmentalness,\nOne-Mindfulness, Effectiveness\nprovides space for recording only two practices of a \u201chow\u201d skill for the week.\nMindfulness Worksheet 5a: Nonjudgmentalness,\nOne- Mindfulness, Effectiveness Checklist\noffers a checklist format for recording\n\u201chow\u201d skills practice, and\nMindfulness Worksheet 5b: Nonjudgmentalness, One-Mindfulness, Effectiveness Calendar"
+  },
+  {
+    "id": "Unknown Section_121",
+    "source": "Unknown Section",
+    "text": "offers a calendar format for this purpose.\nMindfulness Worksheet 5c: Nonjudgmentalness Calendar\nis an advanced worksheet for the single skill of nonjudgmentalness.\nOther Perspectives on Mindfulness Skills\nThere are three sets of handouts and worksheets for\nmindfulness skills\nthat give a different perspective on mindfulness. These are Mindfulness Practice: A Spiritual Perspective; Skillful Means: Balancing Doing Mind and Being Mind; and Wise Mind: Walking the Middle Path. Some DBT skills training programs may include one or more of these sets of skills.\n\u2022\n\u2022\nMindfulness Handout 6: Overview: Other Perspectives on Mindfulness.\nThis handout briefly previews the three supplementary mindfulness skills.\nMInDfulnEss PRacTIcE: a sPIRITual PERsPEcTIvE\n\u2022\u2022"
+  },
+  {
+    "id": "Unknown Section_122",
+    "source": "Unknown Section",
+    "text": "Mindfulness Handout 7: Goals of Mindfulness Practice: A Spiritual Perspective\n. Mindfulness can be practiced for psychological reasons or spiritual reasons. A spiritual perspective on mindfulness is included for those for whom spirituality is an important part of their life. Mindfulness practice is very old, arising initially from spiritual practices across many cultures, and it has a modern-day presence in many contemplative prayer and meditation practices.\n\u2022\n\u2022\nMindfulness Handout 7a: Wise Mind from a Spiritual Perspective"
+  },
+  {
+    "id": "Unknown Section_123",
+    "source": "Unknown Section",
+    "text": ". This handout outlines different types of spiritual practices and includes some of the many terms used to reference the transcendent. Many spiritual and religious practices share elements in common with mindfulness practices, including silence, quieting the mind, attentiveness, inwardness, and receptivity. These are characteristics of deep spiritual experiences.\n\u2022\u2022\nMindfulness Handout 8: Practicing Loving Kindness to Increase Love and\nCompassion."
+  },
+  {
+    "id": "Unknown Section_124",
+    "source": "Unknown Section",
+    "text": "Anger, hate, hostility, and ill will toward ourselves and toward others can be very painful. The practice of loving kindness is a form of meditation in which specific positive words and phrases are repeatedly recited, to cultivate compassion and loving feelings as an antidote to negativity. Loving kindness is an ancient spiritual meditation practice. In some ways it is similar to praying for the welfare of\n42\u2002 \u2022\u2002 MinDFulneSS SkillS\nourselves and others. To record practice of loving kindness, use\nMindfulness Worksheet 6: Loving Kindness\n, which provides space for describing two occasions of practicing loving kindness.\nskIllful MEans: BalancInG DoInG MInD anD BEInG MInD\n\u2022\u2022\nMindfulness Handout 9: Skillful Means: Balancing Doing Mind and Being\nMind"
+  },
+  {
+    "id": "Unknown Section_125",
+    "source": "Unknown Section",
+    "text": ". \u201cSkillful means\u201d is a term in Zen that refers to any effective method that aids you to experience reality as it is\u2014or, in DBT terms, to enter fully into Wise Mind.\nDoing mind and being mind are states of mind that, in their extreme forms, can get in the way of skillful means and of Wise Mind. Doing mind focuses on achieving goals; being mind focuses on experiencing. The polarity between them is similar to that between reasonable mind and emotion mind. In everyday life, wise living requires us to balance working to achieve goals (on the one hand), and at the very same time to let go of attachment to achieving goals (on the other hand).\n\u2022\u2022\nMindfulness Handout 9a: Ideas for Practicing Balancing Doing Mind and\nBeing Mind."
+  },
+  {
+    "id": "Unknown Section_126",
+    "source": "Unknown Section",
+    "text": "This handout lists practice exercises. It is useful when you have already gone through mindfulness training several times.\n\u2022\u2022\nMindfulness Worksheet 7a: Mindfulness of Being and Doing Calendar,\nMindfulness Worksheet 8: Mindfulness of Pleasant Events Calendar\n, and\nMindfulness Worksheet 9: Mindfulness of Unpleasant Events Calendar\nare all worksheets in calendar format that ask participants to record their mindfulness practice each day. The calendars focus on mindfulness during frazzled moments (Worksheet 7a), pleasant events (Worksheet 8), and unpleasant events (Worksheet 9).\nWIsE MInD: WalkInG THE MIDDlE PaTH\n\u2022\u2022\nMindfulness Handout 10: Walking the Middle Path: Finding the Synthesis\nbetween Opposites."
+  },
+  {
+    "id": "Unknown Section_127",
+    "source": "Unknown Section",
+    "text": "Wise Mind is the middle path between extremes. In Wise Mind, we replace \u201ceither\u2013or\u201d with \u201cboth\u2013and\u201d thinking in an effort to find a synthesis between oppositions. Ordinarily, when we are at an extreme on any continuum, we are in danger of distorting reality. This handout is useful if you have already gone through mindfulness training one or more times.\n\u2022\u2022\nMindfulness Worksheet 10: Walking the Middle Path to Wise Mind\n. This worksheet lists several polarities that could be out of balance, and provides space for recording practice aimed at balancing them.\n\u2022\n\u2022\nMindfulness Worksheet 10a: Analyzing Yourself on the Middle Path"
+  },
+  {
+    "id": "Unknown Section_128",
+    "source": "Unknown Section",
+    "text": ". Use this worksheet to think through whether you are out of balance on each of the polarities listed. \u201cOut of balance\u201d here means a living style that knocks you off your center, out of Wise Mind.\n\u2022\n\u2022\nMindfulness Worksheet 10b: Walking the Middle Path Calendar\n. This worksheet offers opportunities for recording daily practice in a different format than in Worksheet 10. It can also be used in conjunction with Worksheet 10a.\nMindfulness Handouts\nHandouts for Goals and Definitions\nMindfulness Handout 1\n\uf0ab\n(Mindfulness Worksheet 1; p. 77)\nGoals of mindfulness practice\nreDuce SufferinG anD increaSe happineSS\n\u0089\n\u0089 Reduce pain, tension, and stress.\n\u0089\n\u0089 Other:\nincreaSe conTrol of your minD\n\u0089\n\u0089 Stop letting your mind be in control of you.\n\u0089\n\u0089 Other:\nexperience realiTy aS iT iS\n\u0089"
+  },
+  {
+    "id": "Unknown Section_129",
+    "source": "Unknown Section",
+    "text": "\u0089 Live life with your eyes wide open.\n\u0089\n\u0089 Experience the reality of your . . .\n\u2022\n\u2022 connection to the universe.\n\u2022\n\u2022 essential \u201cgoodness.\u201d\n\u2022\n\u2022 essential validity.\n\u0089\n\u0089 Other:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n45\nMindfulness Handout 1a\nmindfulness Definitions\nWhaT iS minDfulneSS?\n\u2022\n\u2022\nintentionally living with awareness in the present moment.\n(Waking up from automatic or rote behaviors to participate and be present to our own lives.)\n\u2022\n\u2022\nWithout judging or rejecting the moment."
+  },
+  {
+    "id": "Unknown Section_130",
+    "source": "Unknown Section",
+    "text": "(Noticing consequences, discerning helpfulness and harmfulness\u2014but letting go of evaluating, avoiding, suppressing, or blocking the present moment.)\n\u2022\n\u2022\nWithout attachment to the moment.\n(Attending to the experience of each new moment, rather than ignoring the present by clinging to the past or grabbing for the future.)\nWhaT are minDfulneSS SkillS?\n\u2022\n\u2022 Mindfulness skills are the specific behaviors to practice that, when put together, make up mindfulness.\nWhaT iS minDfulneSS pracTice?\n\u2022\n\u2022\nmindfulness and mindfulness skills\ncan be practiced at any time, anywhere, while doing anything. Intentionally paying attention to the moment, without judging it or holding on to it, is all that is needed.\n\u2022\n\u2022\nmeditation"
+  },
+  {
+    "id": "Unknown Section_131",
+    "source": "Unknown Section",
+    "text": "is practicing mindfulness and mindfulness skills while sitting, standing, or lying quietly for a predetermined period of time. When meditating, we\nfocus\nthe mind (for example, we\nfocus\non body sensations, emotions, thoughts, or our breath), or we\nopen\nthe mind (paying attention to whatever comes into our awareness). There are many forms of meditation that differ mostly by whether we are opening the mind or focusing the mind\u2014and, if focusing, depending on what is the focus of our attention.\n\u2022\n\u2022\ncontemplative prayer\n(such as Christian centering prayer, the rosary, Jewish Shema, Islamic Sufi practice, or Hindu raja yoga) is a spiritual mindfulness practice.\n\u2022\n\u2022\nmindfulness movement"
+  },
+  {
+    "id": "Unknown Section_132",
+    "source": "Unknown Section",
+    "text": "also has many forms. Examples include yoga, martial arts (such as Qigong, tai chi, akido, and karate), and spiritual dancing. Hiking, horseback riding, and walking can also be ways to practice mindfulness.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n46\nHandouts for Core Mindfulness Skills\nMindfulness Handout 2\n(Mindfulness Worksheets 2\u20132c, 3; pp. 78\u201383)\noverview:\ncore mindfulness Skills\nWiSe minD:\nSTaTeS of minD\n\u201cWhaT\u201d SkillS\n(what you do when practicing mindfulness):\nobserving, Describing, participating\n\u201choW\u201d SkillS\n(how you practice when practicing mindfulness):"
+  },
+  {
+    "id": "Unknown Section_133",
+    "source": "Unknown Section",
+    "text": "nonjudgmentally, one- mindfully, effectively\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n49\nMindfulness Handout 3\n\uf0ab\n(Mindfulness Worksheet 3; p. 83)\nWise mind:\nStates of mind\nREASONABLE\nWISE\nEMOTION\nMIND\nMIND\nMIND\nReasonable Mind Is:\nEmotion Mind Is:\nCool\nHot\nWise Mind Is:\nRational\nMood-Dependent\nThe wisdom within\nTask-Focused\nEmotion-Focused\neach person\nSeeing the value of\nWhen in\nreasonable mind,\nWhen in\nemotion mind,\nboth reason and\nyou are ruled by facts, reason,\nyou are ruled by your\nemotion\nlogic, and pragmatics. Values\nmoods, feelings, and urges"
+  },
+  {
+    "id": "Unknown Section_134",
+    "source": "Unknown Section",
+    "text": "and feelings are not important.\nto do or say things. Facts,\nBringing left brain and\nreason, and logic are not\nright brain together\nimportant.\nThe middle path\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n50\nMindfulness Handout 3a\n(p. 1 of 2) (Mindfulness Worksheet 3; p. 83)\nideas for practicing Wise mind\nThe mindfulness skills often require a\nlot"
+  },
+  {
+    "id": "Unknown Section_135",
+    "source": "Unknown Section",
+    "text": "of practice. As with any new skill, it is important to first practice when you don\u2019t need the skill. If you practice in easier situations, the skill will become automatic, and you will have the skill when you need it. Practice with your eyes closed and with your eyes open.\n1.  \u0089\nStone flake on the lake.\nImagine that you are by a clear blue lake on a beautiful sunny day.\nThen imagine that you are a small flake of stone, flat and light. Imagine that you have been tossed out onto the lake and are now gently, slowly, floating through the calm, clear blue water to the lake\u2019s smooth, sandy bottom.\n\u2022\n\u2022 Notice what you see, what you feel as you float down, perhaps in slow circles, floating toward the bottom. As you reach the bottom of the lake, settle your attention there within yourself.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_136",
+    "source": "Unknown Section",
+    "text": "\u2022 Notice the serenity of the lake; become aware of the calmness and quiet deep within.\n\u2022\n\u2022 As you reach the center of your self, settle your attention there.\n2.  \u0089\u0089\nWalking down the spiral stairs.\nImagine that within you is a spiral staircase, winding down to your very center. Starting at the top walk very slowly down the staircase, going deeper and deeper within yourself.\n\u2022\n\u2022 Notice the sensations. Rest by sitting on a step, or turn on lights on the way down if you wish. Do not force yourself further than you want to go. Notice the quiet. As you reach the center of your self, settle your attention there\u2014 perhaps in your gut or your abdomen.\n3.  \u0089\u0089\nBreathing \u201cWise\u201d in, \u201cmind\u201d out.\nBreathing in, say to yourself, \u201cWise\u201d; breathing out, say\n\u201cMind.\u201d\n\u2022"
+  },
+  {
+    "id": "Unknown Section_137",
+    "source": "Unknown Section",
+    "text": "\u2022 Focus your entire attention on the word \u201cwise,\u201d then, focus it again entirely on the word\n\u201cmind.\u201d\n\u2022\n\u2022 Continue until you sense that you have settled into Wise Mind.\n4.  \u0089\u0089\nasking Wise mind a question.\nBreathing in, silently ask Wise Mind a question.\n\u2022\n\u2022 Breathing out, listen for the answer.\n\u2022\n\u2022 Listen, but do not give yourself the answer. Do not tell yourself the answer; listen for it.\n\u2022\n\u2022 Continue asking on each in- breath for some time. If no answer comes, try again another time.\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n51"
+  },
+  {
+    "id": "Unknown Section_138",
+    "source": "Unknown Section",
+    "text": "Mindfulness Handout 3a\n(p. 2 of 2) 5.  \u0089\u0089\nasking is this Wise mind?\nBreathing in, ask yourself, \u201cIs this (action, thought, plan, etc.) Wise Mind?\u201d\n\u2022\n\u2022 Breathing out, listen for the answer."
+  },
+  {
+    "id": "Unknown Section_0",
+    "source": "Unknown Section",
+    "text": "\u2022\n\u2022 Listen, but do not give yourself the answer. Do not tell yourself the answer; listen for it.\n\u2022\n\u2022 Continue asking on each in- breath for some time. If no answer comes, try again another time.\n6.  \u0089\u0089\nattending to your breath coming in and out, let your attention settle into your center\n.\n\u2022\n\u2022 Breathing in completely, notice and follow the sensations of your breath coming in.\n\u2022\n\u2022 Let your attention settle into your center, at the bottom of your breath, at your solar plexus\u2014\nor\n\u2022\n\u2022 Let your attention settle in the center of your forehead, your \u201cthird eye,\u201d at the top of your breath.\n\u2022\n\u2022 Keeping your attention at your center, exhale, breathing normally, maintaining attention.\n\u2022\n\u2022 Settle into Wise Mind.\n7.  \u0089\u0089\nexpanding awareness.\nBreathing in, focus your awareness on your center.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_1",
+    "source": "Unknown Section",
+    "text": "\u2022 Breathing out, stay aware of your center, but expand awareness to the space you are in now.\n\u2022\n\u2022 Continue on in the moment.\n8.  \u0089\u0089\nDropping into the pauses between inhaling and exhaling.\n\u2022\n\u2022 Breathing in, notice the pause after inhaling (top of breath).\n\u2022\n\u2022 Breathing out, notice the pause after exhaling (bottom of breath).\n\u2022\n\u2022 At each pause, let yourself \u201cfall into\u201d the center space within the pause.\n9.  \u0089\u0089\nother Wise mind practice ideas:\n52\nMindfulness Handout 4\n\uf0ab\n(Mindfulness Worksheets 2\u20132c, 4\u20134b; pp. 78\u201382, 84\u201387)\nTaking hold of your mind: \u201cWhat\u201d Skills\noBServe\n\u0089\n\u0089\nnotice your body sensations\n(coming through your eyes, ears, nose, skin, and tongue).\n\u0089\n\u0089\npay attention\non purpose, to the present moment.\n\u0089\n\u0089\ncontrol your attention,"
+  },
+  {
+    "id": "Unknown Section_2",
+    "source": "Unknown Section",
+    "text": "but not what you see. Push away nothing. Cling to nothing.\n\u0089\n\u0089\npractice wordless watching:\nWatch thoughts come into your mind and let them slip right by like clouds in the sky. Notice each feeling, rising and falling, like waves in the ocean.\n\u0089\n\u0089\nobserve both inside and outside yourself.\nDeScriBe\n\u0089\n\u0089\nput words on the experience.\nWhen a feeling or thought arises, or you do something, acknowledge it. For example, say in your mind, \u201cSadness has just enveloped me,\u201d or \u201cStomach muscles tightening,\u201c or \u201cA thought \u2018I can\u2019t do this\u2019 has come into my mind.\u201d\n\u0089\n\u0089\nlabel what you observe.\nPut a name on your feelings. Label a thought as just a thought, a feeling as just a feeling, an action as just an action.\n\u0089\n\u0089\nunglue your interpretations and opinions"
+  },
+  {
+    "id": "Unknown Section_3",
+    "source": "Unknown Section",
+    "text": "from the facts. Describe the \u201cwho, what, when, and where\u201d that you observe. Just the facts.\n\u0089\n\u0089 Remember,\nif you can\u2019t observe it through your senses, you can\u2019t describe it.\nparTicipaTe\n\u0089\n\u0089\nThrow yourself completely into activities of the current moment.\nDo not separate yourself from what is going on in the moment (dancing, cleaning, talking to a friend, feeling happy or feeling sad).\n\u0089\n\u0089\nBecome one with whatever you are doing,\ncompletely forgetting yourself. Throw your attention to the moment.\n\u0089\n\u0089\nact intuitively from Wise mind.\nDo just what is needed in each situation\u2014a skillful dancer on the dance floor, one with the music and your partner, neither willful nor sitting on your hands.\n\u0089\n\u0089\nGo with the flow.\nRespond with spontaneity.\nFrom"
+  },
+  {
+    "id": "Unknown Section_4",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n53\nMindfulness Handout 4a\n(p. 1 of 4) (Mindfulness Worksheets 2\u20132c, 4\u20134b; pp. 78\u201382, 84\u201387)\nideas for practicing observing\nBy cominG Back To your SenSeS\nremember: observing is bringing your mind back to the sensations of your body and mind.\nobserve with your eyes:\n1. \u0089\u0089\nLie on the ground and watch the clouds in the sky.\n2. \u0089\u0089\nWalking slowly, stopping somewhere with a view, notice flowers, trees, and nature itself.\n3. \u0089\u0089\nSit outside. Watch who and what go by in front of you, without following them with your head or your eyes.\n4. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_5",
+    "source": "Unknown Section",
+    "text": "Notice the facial expression and movements of another person. Refrain from labeling the person\u2019s emotions, thoughts, or interests.\n5. \u0089\u0089\nNotice just the eyes, lips, or hands of another person (or just one feature of an animal).\n6. \u0089\u0089\nPick up a leaf, a flower, or a pebble. Look at it closely, trying to see each detail.\n7. \u0089\u0089\nFind something beautiful to look at, and spend a few minutes contemplating it.\n8. Other:\nobserve sounds:\n9. \u0089\u0089\nStop for a moment and just listen. Listen to the texture and shape of the sounds around you. Listen to the silences between the sounds.\n10. \u0089\u0089\nIf someone is talking, listen to the pitch of the voice, to the smoothness or roughness of the sounds, to the clarity or the mumbling of the speech, to the pauses between the words.\n11. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_6",
+    "source": "Unknown Section",
+    "text": "Listen to music, observing each note as it comes and the spaces between the notes. Try breathing the sounds into your body and letting them flow out again on your out breath.\n12. Other:\nobserve smells around you:\n13. \u0089\u0089\nBreathing in, notice any smells around you. Bring something close to your nose, and notice the smells. Take it away, and then notice the smells again. Do they linger?\n14. \u0089\u0089\nWhen eating, notice the aroma of the food; when cooking, notice the aroma of the spices or other ingredients; when bathing, smell the soap or shampoo; when walking outside, notice the aroma of the air; when near flowers, bend down and \u201csmell the roses.\u201d\n15. Other:\nobserve taste and the act of eating:\n16. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_7",
+    "source": "Unknown Section",
+    "text": "Putting something in your mouth, pay attention to the taste. Keep it in your mouth, and notice all the taste sensations.\n17. \u0089\u0089\nLick a lollipop or something else. Notice just the sensation of taste.\n18. \u0089\u0089\nEat a meal, or even a part of a meal, paying attention to the taste of each mouthful.\n19. Other:\nobserve urges to do something:\nWhen you are feeling an urge to do something impulsive,\n20. \u0089\u0089\n\u201cUrge-surf\u201d by imagining that your urges are a surfboard and you are standing on the board, riding the waves.\n21. \u0089\u0089\nNotice any urge to avoid someone or something.\n22. \u0089\u0089\nScan your entire body, and notice the sensations. Where in the body is the urge?\n23. \u0089\u0089\nWhen you are chewing your food, notice when you have the urge to swallow.\n24. Other:\n(continued on next page)\nFrom"
+  },
+  {
+    "id": "Unknown Section_8",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n54\nMindfulness Handout 4a\n(p. 2 of 4)\nobserve sensations of touch on your skin:\n25. \u0089\u0089\nStroke your upper lip with your fingernail.\n\u2022\n\u2022 Stop stroking, and notice how long it takes before you can\u2019t sense your upper lip at all.\n26. \u0089\u0089\nWhen walking, notice the sensations of walking\u2014your feet hitting the ground and rising up and down. Sometimes walk very slowly and notice. Sometimes walk very fast and notice.\n27. \u0089\u0089\nWhen sitting, notice your thighs on the chair. Notice the curve of your knees and your back.\n28. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_9",
+    "source": "Unknown Section",
+    "text": "Pay attention to anything touching you.\n\u2022\n\u2022 Try to feel your feet in your shoes, your body touching your clothes.\n\u2022\n\u2022 Feel your arms touching a chair.\n\u2022\n\u2022 Notice the sensations of your hands.\n29. \u0089\u0089\nTouch something\u2014the wall, a fabric, a table top, a pet, a piece of fruit, a person.\n\u2022\n\u2022 Notice the texture of what you feel, notice the sensations on your skin.\n\u2022\n\u2022 Try it again with another part of your body.\n\u2022\n\u2022 Notice the sensations again.\n30. \u0089\u0089\nFocus your attention on the sensations in your chest, your stomach, or your shoulders.\n31. \u0089\u0089\nFocus your attention on the place in your body where you feel tight or tense.\n32. \u0089\u0089\nFocus your attention on the space between your eyes.\n33. Other:\nobserve your breath:\nBreathe evenly and gently, focusing your attention on:\n34. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_10",
+    "source": "Unknown Section",
+    "text": "The movement of your stomach.\n\u2022\n\u2022 As you begin to breathe in, allow your belly to rise in order to bring air into the lower half of your lungs.\n\u2022\n\u2022 As the upper halves of your lungs begin to fill with air, your chest begins to rise.\n\u2022\n\u2022 As you breathe out, notice your belly, then notice your chest. Don\u2019t tire yourself.\n35. \u0089\u0089\nThe pauses in your breathing.\n\u2022\n\u2022 As you breathe in, notice the brief pause when your lungs have filled with air.\n\u2022\n\u2022 As you breathe out, notice the brief pause when you have expelled all the air.\n36. \u0089\u0089\nThe sensations in your nose as you breathe in and as you breathe out.\n\u2022\n\u2022 As you breathe, close your mouth and breathe in through your nose, noticing the sensations traveling up and down your nostrils.\n37. \u0089\u0089\nYour breath while walking slowly. Breathe normally.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_11",
+    "source": "Unknown Section",
+    "text": "\u2022 Determine the length of your breath\u2014the exhalation and the inhalation\u2014by the number of your footsteps. Continue for a few minutes.\n\u2022\n\u2022 Begin to lengthen your exhalation by one step. Do not force a longer inhalation. Let it be natural.\n\u2022\n\u2022 Watch your inhalation carefully to see whether there is a desire to lengthen it. Now lengthen the exhalation by one more footstep.\n\u2022\n\u2022 Watch to see whether the inhalation also lengthens by one step or not.\n\u2022\n\u2022 Only lengthen the inhalation when you feel that it will be comfortable.\n\u2022\n\u2022 After 20 breaths, return your breath to normal.\n38. \u0089\u0089\nYour breath while listening to a piece of music.\n\u2022\n\u2022 Breathe long, light, and even breaths.\n\u2022\n\u2022 Follow your breath; be master of it, while remaining aware of the movement and sentiments of the music.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_12",
+    "source": "Unknown Section",
+    "text": "\u2022 Do not get lost in the music, but continue to be master of your breath and yourself.\n39. \u0089\u0089\nYour breath while listening to a friend\u2019s words and your own replies. Continue as with music.\n40. Other:\n(continued on next page)\n55\nMindfulness Handout 4a\n(p. 3 of 4)\nobserve thoughts coming in and out of your mind:\n41. \u0089\u0089\nNotice thoughts as they come into your mind.\n\u2022\n\u2022 Ask, \u201cWhere do thoughts come from?\u201d\n\u2022\n\u2022 Then watch them to see if you can see where they come into your mind.\n42. \u0089\u0089\nAs you notice thoughts in your mind, notice the pauses between each thought.\n43. \u0089\u0089\nImagine that your mind is the sky and that thoughts are clouds.\n\u2022\n\u2022 Notice each thought-cloud as it drifts by, letting it drift in and out of your mind.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_13",
+    "source": "Unknown Section",
+    "text": "\u2022 Imagine thoughts as leaves on water flowing down a stream, as boats drifting by on the lake, or as train cars rolling by you.\n44. \u0089\u0089\nWhen worries go round and round in your mind, move your attention to the sensations in your body (those most intense right now). Then, keeping your attention on your body sensations, notice how long it takes for the worries to ooze away.\n45. \u0089\u0089\nStep back from your mind, as if you are on top of a mountain and your mind is just a boulder down below.\n\u2022\n\u2022 Gaze at your mind, watching what thoughts come up when you are watching it.\n\u2022\n\u2022 Come back into your mind before you stop.\n46. \u0089\u0089\nWatch for the first two thoughts that come into your mind.\n47. Other:\nimagine that your mind is a:\n48. \u0089\u0089\nConveyor belt, and that thoughts and feelings are coming down the belt.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_14",
+    "source": "Unknown Section",
+    "text": "\u2022 Put each thought or feeling in a box, and then put it on the conveyor belt and let it go by.\n49. \u0089\u0089\nConveyor belt, and that you are sorting thoughts and feelings as they come down the belt.\n\u2022\n\u2022 Label the types of thoughts or feelings coming by (e.g., worry thoughts, thoughts about my past, thoughts about my mother, planning-what-to-do thoughts, angry feeling, sad feelings).\n\u2022\n\u2022 Put them in boxes nearby for another time.\n50. \u0089\u0089\nRiver, and that thoughts and feelings are boats going down the river.\n\u2022\n\u2022 Imagine sitting on the grass, watching the boats go by.\n\u2022\n\u2022 Describe or label each boat as it goes by.\n\u2022\n\u2022 Try not to jump on the boat.\n51. \u0089\u0089\nRailroad track, and that thoughts and feelings are train cars going by.\n\u2022\n\u2022 Describe or label each as it goes by. Try not to jump on the train."
+  },
+  {
+    "id": "Unknown Section_15",
+    "source": "Unknown Section",
+    "text": "52. Other:\nobserve by expanding awareness:\n53. \u0089\u0089\nBreathing in, notice your breath. Then, keeping your breath in your awareness, on the next breath notice your hands. Then, keeping both in your awareness, on the next breath expand your awareness to sounds.\n\u2022\n\u2022 Continue holding all three in awareness at the same time.\n\u2022\n\u2022 Practice this awareness of threes at other times, selecting other things to be aware of.\n54. \u0089\u0089\nKeeping your focus on what you are currently doing, gently expand your awareness to include the space around you.\n55. \u0089\u0089\nGo hug a tree, and feel the sensations of the embrace.\n\u2022\n\u2022 Attend to the embrace of the sheets and blankets or comforters around you as you lie in bed.\n\u2022\n\u2022 Do this when you feel lonely and want to be loved or to love.\n56. Other:\n(continued on next page)\n56"
+  },
+  {
+    "id": "Unknown Section_16",
+    "source": "Unknown Section",
+    "text": "Mindfulness Handout 4a\n(p. 4 of 4)\nopen your mind to your senses:\n57. \u0089\u0089\nPractice walking with your senses as wide open as you can make them.\n\u2022\n\u2022 Notice what you hear, see, and feel.\n\u2022\n\u2022 Notice what you feel when shifting your weight between each step.\n\u2022\n\u2022 Notice your body experience as you turn.\n58. \u0089\u0089\nFor one mouthful in a meal, pause with a spoonful or forkful of food.\n\u2022\n\u2022 Look at what you are going to eat, smell it, and listen to it. Then, when you are ready, put it in your mouth.\n\u2022\n\u2022 Note the taste, texture, temperature, and even the sound your teeth make in chewing your mouthful slowly.\n\u2022\n\u2022 Note the changes in its taste, texture, temperature, and sound as you chew it to completion.\n59. \u0089\u0089\nFocus your mind on paying attention to each sensation that comes into your mind.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_17",
+    "source": "Unknown Section",
+    "text": "\u2022 Attend to sensations of sight, smell, touch, hearing, and taste, or to the thoughts generated by your brain.\n\u2022\n\u2022 Notice sensations as they arise, and notice them as they fall away.\n\u2022\n\u2022 Let your mind focus on each sensation as it arises.\n\u2022\n\u2022 Notice each sensation with curiosity, allowing it to be. Examine the uniqueness of each sensation.\n60. \u0089\u0089\nBe here. Be in the present now.\n\u2022\n\u2022 Take a moment to notice every sense you are aware of.\n\u2022\n\u2022 To yourself, make a statement, about each sense: \u201cI feel the chair; the chair feels me.\u201d\n\u201cI hear the heater; the heater hears me.\u201d \u201cI see the wall; the wall sees me.\u201d \u201cI hear a stomach growl; it hears me.\u201d\n61. \u0089\u0089\nWhen a feeling arises within you, notice it\u2014saying, for example, \u201cA feeling of sadness is arising within me.\u201d\n62. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_18",
+    "source": "Unknown Section",
+    "text": "When a thought arises within you, notice it\u2014saying, for example, \u201cThe thought \u2018It is hot in here\u2019 is arising within me.\u201d\n63. \u0089\u0089\nTake just a moment of your time, and practice \u201cnothing-to-do\u201d mind.\n\u2022\n\u2022 Let yourself become completely aware of your present experience, noticing sensations and the space around you.\n64. \u0089\u0089\nFind a small object, one you can hold in your hand. Place it in front of you on a table or in your lap. Observe it closely\u2014first not moving it, and then picking it up and turning it over and around, gazing at it from different angles and in different lights. Just notice shapes, colors, sizes, and other characteristics that are visible.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_19",
+    "source": "Unknown Section",
+    "text": "\u2022 Then change your focus to your fingers and hands touching the object. Notice the sensations of touching the object; notice the texture, temperature, and feel of the object.\n\u2022\n\u2022 Put the object down. Close your eyes, and inhale and exhale deeply and slowly.\n\u2022\n\u2022 Then, with beginner\u2019s mind, open your eyes. With new vision, once again notice the object. With beginner\u2019s mind, open to feeling new textures and sensations, explore the object with your fingers and hands.\n\u2022\n\u2022 Put down the object, and once again focus your mind on inhaling and exhaling once.\n65. Other:\n57\nMindfulness Handout 4b\n(Mindfulness Worksheets 2\u20132c, 4\u20134b; pp. 78\u201382, 84\u201387)\nideas for practicing Describing\npractice describing what you see outside of yourself:\n1. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_20",
+    "source": "Unknown Section",
+    "text": "Lie on the ground and watch the clouds in the sky. Find and describe cloud patterns that you see.\n2. \u0089\u0089\nSit on a bench on a busy street or at a park. Describe one thing about each person who walks by you.\n3. \u0089\u0089\nFind things in nature\u2014a leaf, a drop of water, a pet or other animal. Describe each thing in as much detail as you can.\n4. \u0089\u0089\nDescribe as accurately as you can what a person has just said to you. Check to see if you are correct.\n5. \u0089\u0089\nDescribe a person\u2019s face when the person seems angry, afraid, or sad. Notice and describe the shape, movement, and placement of the forehead, eyebrows, and eyes; the lips and mouth; the cheeks; and so on.\n6. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_21",
+    "source": "Unknown Section",
+    "text": "Describe what a person has done or is doing now. Be very specific. Avoid describing intentions or outcomes of the behavior that you do not directly observe. Avoid judgmental language.\n7. Other:\npractice describing thoughts and feelings:\n8. \u0089\u0089\nDescribe your feelings as they arise within you: \u201cA feeling of anger is arising within me.\u201d\n9. \u0089\u0089\nDescribe your thoughts when you feel a strong emotion: \u201cI feel X, and my thoughts are Y.\u201d\n10. \u0089\u0089\nDescribe your feelings after someone else does or says something: \u201cWhen you do X, I feel Y.\u201d\n11. \u0089\u0089\nDescribe thoughts, feelings, and what you observed others do: \u201cWhen you do X, I feel Y, and my thoughts are Z.\u201d \u201cWhen X occurs, I feel Y, and my thoughts are Z.\u201d\n12. \u0089\u0089\nDescribe as many of your thoughts as you can while feeling a strong emotion.\n13. Other:"
+  },
+  {
+    "id": "Unknown Section_22",
+    "source": "Unknown Section",
+    "text": "practice describing your breathing:\n14. \u0089\u0089\nEach time you inhale and exhale, as you inhale, be aware that \u201cI am inhaling, 1.\u201d When you exhale, be aware that \u201cI am exhaling, 1.\u201d Remember to breathe from the stomach. When beginning the second inhalation, be aware that \u201cI am inhaling, 2.\u201d And, slowly exhaling, be aware that \u201cI am exhaling, 2.\u201d Continue on up through 10. After you have reached 10, return to 1. Whenever you lose count, return to 1.\n15. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_23",
+    "source": "Unknown Section",
+    "text": "Begin to inhale gently and normally (from the stomach), describing in your mind that \u201cI am inhaling normally.\u201d Exhale in awareness, \u201cI am exhaling normally.\u201d Continue for three breaths. On the fourth breath, extend the inhalation, describing in your mind that \u201cI am breathing in a long inhalation.\u201d Exhale in awareness, \u201cI am breathing out a long exhalation.\u201d\nContinue for three breaths.\n16. \u0089\u0089\nFollow the entrance and exit of air. Say to yourself, \u201cI am inhaling and following the inhalation from its beginning to its end. I am exhaling and following the exhalation from its beginning to its end.\u201d\n17. Other:\n58\nMindfulness Handout 4c\n(Mindfulness Worksheets 2\u20132c, 4\u20134b; pp. 78\u201382, 84\u201387)\nideas for practicing participating\nparticipate with awareness of connection to the universe:\n1. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_24",
+    "source": "Unknown Section",
+    "text": "Focus your attention on where your body touches an object (floor or ground, air molecules, a chair or armrest, your bed sheets and covers, your clothes, etc.). Try to see all the ways you are connected to and accepted by that object. Consider the function of that object with relation to you. That is, consider what the object does for you. Consider its kindness in doing that. Experience the sensation of touching the object, and focus your entire attention on that kindness until a sense of being connected or loved or cared for arises in your heart.\nExamples:"
+  },
+  {
+    "id": "Unknown Section_25",
+    "source": "Unknown Section",
+    "text": "Focus your attention on your feet touching the ground. Consider the kindness of the ground holding you up, providing a path for you to get to other things, not letting you fall away from everything else. Focus your attention on your body touching the chair you sit in."
+  },
+  {
+    "id": "Unknown Section_26",
+    "source": "Unknown Section",
+    "text": "Consider how the chair accepts you totally, holds you up, supports your back, and keeps you from falling down on the floor. Focus your attention on the sheets and covers on your bed. Consider the touch of the sheets and covers holding you, surrounding and keeping you warm and comfortable. Consider the walls in the room. They keep out the wind and the cold and the rain. Think of how the walls are connected to you via the floor and the air in the room. Experience your connection to the walls that provide you with a secure place to do things. Go hug a tree. Think of how you and the tree are connected. Life is in you and in the tree and both of you are warmed by the sun, held by the air and supported by the earth. Try and experience the tree loving you by providing something to lean on, or by shading you."
+  },
+  {
+    "id": "Unknown Section_27",
+    "source": "Unknown Section",
+    "text": "2. \u0089\u0089\nDance to music.\n3. \u0089\u0089\nSing along with music you are listening to.\n4. \u0089\u0089\nSing in the shower.\n5. \u0089\u0089\nSing and dance while watching TV.\n6. \u0089\u0089\nJump out of bed and dance, or sing before getting dressed.\n7. \u0089\u0089\nGo to a church that sings, and join in the singing.\n8. \u0089\u0089\nPlay karaoke with friends or at a karaoke club or bar.\n9. \u0089\u0089\nThrow yourself into what another person is saying.\n10. \u0089\u0089\nGo running, focusing only on running.\n11. \u0089\u0089\nPlay a sport and throw yourself into playing.\n12. \u0089\u0089\nBecome the count of the breath, becoming only \u201cone\u201d when you count 1, becoming only\n\u201ctwo\u201d when you count 2, and so on.\n13. \u0089\u0089\nBecome a word as you slowly say the word over and over and over.\n14. \u0089\u0089\nTake a class in improvisational acting.\n15. \u0089\u0089\nTake a dance class.\n16. Other:\nFrom"
+  },
+  {
+    "id": "Unknown Section_28",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n59\nMindfulness Handout 5\n\uf0ab\n(Mindfulness Worksheets 2\u20132c, 5\u20135c; pp. 79\u201382, 88\u201393)\nTaking hold of your mind: \u201chow\u201d Skills\nnonjuDGmenTally\n\u0089\n\u0089\nSee, but don\u2019t evaluate as good or bad.\nJust the facts.\n\u0089\n\u0089\naccept each moment like a blanket spread out on the lawn,\naccepting both the rain and the sun and each leaf that falls upon it.\n\u0089\n\u0089\nacknowledge\nthe difference between the helpful and the harmful, the safe and the dangerous,\nbut don\u2019t judge them.\n\u0089\n\u0089\nacknowledge\nyour values, your wishes, your emotional reactions,\nbut don\u2019t judge them.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_29",
+    "source": "Unknown Section",
+    "text": "\u0089 When you find yourself judging,\ndon\u2019t judge your judging.\none- minDfully\n\u0089\n\u0089\nrivet yourself to now.\nBe completely present to this one moment.\n\u0089\n\u0089\nDo one thing at a time.\nNotice the desire to be half- present, to be somewhere else, to go somewhere else in your mind, to do something else, to multitask\u2014and then come back to one thing at a time.\n\u2022\n\u2022 When you are eating, eat.\n\u2022\n\u2022 When you are walking, walk.\n\u2022\n\u2022 When you are worrying, worry.\n\u2022\n\u2022 When you are planning, plan.\n\u2022\n\u2022 When you are remembering, remember.\n\u0089\n\u0089\nlet go of distractions.\nIf other actions, or other thoughts, or strong feelings distract you, go back to what you are doing\u2014again, and again, and again.\n\u0089\n\u0089\nconcentrate your mind."
+  },
+  {
+    "id": "Unknown Section_30",
+    "source": "Unknown Section",
+    "text": "If you find you are doing two things at once, stop\u2014go back to one thing at a time (the opposite of multitasking!).\neffecTively\n\u0089\n\u0089\nBe mindful of your goals in the situation,\nand do what is necessary to achieve them.\n\u0089\n\u0089\nfocus on what works.\n(Don\u2019t let emotion mind get in the way of being effective.)\n\u0089\n\u0089\nplay by the rules.\n\u0089\n\u0089\nact as skillfully as you can.\nDo what is needed for the situation you are in\u2014not the situation you wish you were in; not the one that is fair; not the one that is more comfortable.\n\u0089\n\u0089\nlet go of willfulness and sitting on your hands.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_31",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n60\nMindfulness Handout 5a\n(Mindfulness Worksheets 2\u20132c, 5\u20135c; pp. 79\u201382, 88\u201393)\nideas for practicing nonjudgmentalness\nleaving out comparisons, judgments, and assumptions:\n1.\n\u0089\u0089\nPractice observing judgmental thoughts and statements, saying in your mind,\n\u201ca judgmental thought arose in my mind.\u201d\n2.\n\u0089\u0089\ncount judgmental thoughts and statements\n(by moving objects or pieces of paper from one pocket to another, by clicking a sports counter, or by marking a piece of paper).\n3.\n\u0089\u0089\nReplace judgmental thoughts and statements with nonjudgmental thoughts and statements."
+  },
+  {
+    "id": "Unknown Section_32",
+    "source": "Unknown Section",
+    "text": "Tips for replacing judgment by stating the facts:\n1.\nDescribe the facts\nof the event or situation\u2014\nonly\nwhat is observed with your senses.\n2.\nDescribe the consequences\nof the event. Keep to the facts.\n3.\nDescribe your own feelings\nin response to the facts (remember, emotions are not judgments).\n4.\n\u0089\u0089\nobserve your judgmental facial expressions, postures, and voice tones\n(including voice tones in your head).\n5.\n\u0089\u0089\nchange judgmental expressions, postures, and voice tones.\n6.\n\u0089\u0089\nTell someone what you did today nonjudgmentally, or about an event that occurred. Stay very concrete; only relate what you observed directly.\n7.\n\u0089\u0089\nWrite out a nonjudgmental description\nof an event that prompted an emotion.\n8.\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_33",
+    "source": "Unknown Section",
+    "text": "Write out a nonjudgmental blow-by-blow account of a particularly important episode in your day. Describe both what happened in your environment and what your thoughts, feelings, and actions were. Leave out any analysis of why something happened, or why you thought, felt, or acted as you did. Stick to the facts that you observed.\n9.\n\u0089\u0089\nImagine a person you are angry with. Bring to mind what the person has done that has caused so much anger. Try to become that person, seeing life from that person\u2019s point of view. Imagine that person\u2019s feelings, thoughts, fears, hopes, and wishes. Imagine that person\u2019s history and what has happened in his or her history. Imagine understanding that person.\n10.\n\u0089\u0089\nWhen judgmental,\npractice half- smiling and/or willing hands."
+  },
+  {
+    "id": "Unknown Section_34",
+    "source": "Unknown Section",
+    "text": "(See Distress Tolerance Handout 14: Half- Smiling and Willing Hands.)\n11.\nOther:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n61\nMindfulness Handout 5b\n(Mindfulness Worksheets 2\u20132c, 5\u20135c; pp. 79\u201382, 88\u201393)\nideas for practicing one- mindfulness\n1.  \u0089\u0089\nawareness while making tea or coffee.\nPrepare a pot of tea or coffee to serve a guest or to drink by yourself. Do each movement slowly, in awareness. Do not let one detail of your movements go by without being aware of it. Know that your hand lifts the pot by its handle."
+  },
+  {
+    "id": "Unknown Section_35",
+    "source": "Unknown Section",
+    "text": "Know that you are pouring the fragrant, warm tea or coffee into the cup. Follow each step in awareness. Breathe gently and more deeply than usual. Take hold of your breath if your mind strays.\n2.  \u0089\u0089\nawareness while washing the dishes.\nWash the dishes consciously, as though each bowl is an object of contemplation. Consider each bowl sacred. Follow your breath to prevent your mind from straying. Do not try to hurry to get the job over with. Consider washing the dishes the most important thing in life.\n3.  \u0089\u0089\nawareness while hand- washing clothes.\nDo not wash too many clothes at one time."
+  },
+  {
+    "id": "Unknown Section_36",
+    "source": "Unknown Section",
+    "text": "Select only three or four articles of clothing. Find the most comfortable position to sit or stand, so as to prevent a backache. Scrub the clothes consciously. Hold your attention on every movement of your hands and arms. Pay attention to the soap and water. When you have finished scrubbing and rinsing, your mind and body will feel as clean and fresh as your clothes. Remember to maintain a half-smile and take hold of your breath whenever your mind wanders.\n4.  \u0089\u0089\nawareness while cleaning house."
+  },
+  {
+    "id": "Unknown Section_37",
+    "source": "Unknown Section",
+    "text": "Divide your work into stages: straightening things and putting away books, scrubbing the toilet, scrubbing the bathroom, sweeping the floors, and dusting. Allow a good length of time for each task. Move slowly, three times more slowly than usual. Focus your attention fully on each task. For example, while placing a book on the shelf, look at the book; be aware of what book it is; know that you are in the process of placing it on the shelf; and know that you intend to put it in that specific place. Know that your hand reaches for the book and picks it up. Avoid any abrupt or harsh movement.\nMaintain awareness of the breath, especially when your thoughts wander.\n5.  \u0089\u0089\nawareness while taking a slow- motion bath."
+  },
+  {
+    "id": "Unknown Section_38",
+    "source": "Unknown Section",
+    "text": "Allow yourself 30\u201345 minutes to take a bath. Don\u2019t hurry for even a second. From the moment you prepare the bath water to the moment you put on clean clothes, let every motion be light and slow. Be attentive of every movement. Place your attention on every part of your body, without discrimination or fear. Be aware of each stream of water on your body. By the time you\u2019ve finished, your mind will feel as peaceful and light as your body. Follow your breath. Think of yourself as being in a clean and fragrant lotus pond in the summer.\n6.  \u0089\u0089\nawareness with meditation."
+  },
+  {
+    "id": "Unknown Section_39",
+    "source": "Unknown Section",
+    "text": "Sit comfortably on the floor with your back straight, on the floor or in a chair with both feet touching the floor. Close your eyes all the way, or open them slightly and gaze at something near. With each breath, say to yourself, quietly and gently, the word \u201cOne.\u201d As you inhale, say the word \u201cOne.\u201d As you exhale, say the word \u201cOne,\u201d\ncalmly and slowly. Try to collect your whole mind and put it into this one word. When your mind strays, return gently to saying \u201cOne.\u201d If you start wanting to move, try not to move. Just gently observe wanting to move. Continue practicing a little past wanting to stop. Just gently observe wanting to stop.\n7. Other:\nNote.\nAdapted from\nThe Miracle of Mindfulness"
+  },
+  {
+    "id": "Unknown Section_40",
+    "source": "Unknown Section",
+    "text": "(pp. 84\u201387) by Thich Nhat Hanh. Copyright 1975, 1976 by Thich Nhat Hanh. Preface and English translation copyright 1975, 1976, 1987 by Mobi Ho. Adapted by permission of Beacon Press, Boston.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n62\nMindfulness Handout 5c\n(Mindfulness Worksheets 2\u20132c, 5\u20135c; pp. 79\u201382, 88\u201393)\nideas for practicing effectiveness\n1.  \u0089\u0089\nObserve when you begin to get angry or hostile with someone. Ask yourself, \u201cIs this effective?\u201d\n2.  \u0089\u0089\nObserve yourself when you start wanting to be \u201cright\u201d instead of effective. Give up being"
+  },
+  {
+    "id": "Unknown Section_41",
+    "source": "Unknown Section",
+    "text": "\u201cright\u201d and switch to trying to be effective.\n3.  \u0089\u0089\nNotice willfulness in yourself. Ask yourself, \u201cIs this effective?\u201d\n4.  \u0089\u0089\nDrop willfulness, and practice acting effectively instead. Notice the difference.\n5.  \u0089\u0089\nWhen feeling angry or hostile or like you're about to do something ineffective, practice willing hands.\n6. Other:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n63\nHandouts for Other Perspectives\non Mindfulness Skills\nMindfulness Handout 6\n(Mindfulness Worksheets 6\u201310b; pp. 97\u2013108)\noverview:\nother perspectives on mindfulness\nminDfulneSS pracTice:"
+  },
+  {
+    "id": "Unknown Section_42",
+    "source": "Unknown Section",
+    "text": "a Spiritual perspective\nSkillful meanS:\nTaking hold of your everyday life by\nbalancing Doing mind and Being mind\nWiSe minD:\nWalking the middle path\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n67\nMindfulness Handout 7\n(Mindfulness Worksheet 1; p. 77)\nGoals of mindfulness practice:\na Spiritual perspective\nTo experience:\n\u0089\n\u0089 Ultimate reality\nas it is\nwhich leads to a sense of inner spaciousness and awareness of intimate wholeness with the entire universe, the transcendence of boundaries, and the ground of our being.\n\u0089\n\u0089 Other:\nTo GroW in WiSDom:\n\u0089"
+  },
+  {
+    "id": "Unknown Section_43",
+    "source": "Unknown Section",
+    "text": "\u0089 Of the heart and of action.\n\u0089\n\u0089 Other:\nTo experience freeDom:\n\u0089\n\u0089 By letting go of attachments to the demands of your own desires, cravings, and intense emotions, and radically accepting reality as it is.\n\u0089\n\u0089 Other:\nTo increaSe love anD compaSSion:\n\u0089\n\u0089 Toward yourself.\n\u0089\n\u0089 Toward others.\n\u0089\n\u0089 Other:\n\u0089\n\u0089\nother:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n68\nMindfulness Handout 7a\nWise mind from a Spiritual perspective\nThoughts, attitudes, and actions designed to\nhelp us express or experience connection to:\nWise Mind as . . .\n\u2022\n\u2022 The sacred, the divine within,"
+  },
+  {
+    "id": "Unknown Section_44",
+    "source": "Unknown Section",
+    "text": "contemplative practice\nthe transcendent.\n\u2022\n\u2022 God, the Great Spirit, the Absolute,\nMindfulness\nElohim, the nameless one, Brahma, Allah,\nMeditation\nParvardigar.\nContemplative prayer\nContemplative action\n\u2022\n\u2022 Ultimate reality, the totality, the source, our\nCentering prayer\nessential nature, our true self, the core of\nour being, the ground of being.\n\u2022\n\u2022 No self, emptiness.\nExperience where a deeper layer of\nreality rises to consciousness. A reality\nWise mind experience\nthat has always been there but has been\nfrom a spiritual perspective\nmisperceived. An experience of expansion of\nconsciousness; the experience of unity and\noneness within the sacred.\n1.\nDirect experience:\nExperience without\nwords of\nultimate reality.\n2.\nexperience of unity:\nAwareness of\noneness and of no distance between"
+  },
+  {
+    "id": "Unknown Section_45",
+    "source": "Unknown Section",
+    "text": "oneself, reality, and all other beings.\n3.\nWithout words:\nExperience of reality\nthat cannot be grasped and can only be\nWise mind\ndescribed with metaphors and stories.\nfrom the perspective of mysticism\n(\n4.\ncertain:\nDuring the experience, certainty\nseven characteristics\nof the experience is total, undeniable,\nof mystical experiences)\nclear.\n5.\npractical:\nExperience that is concretely\nbeneficial to one\u2019s life and well-being.\n6.\nintegrative:\nExperience that establishes\nharmony of love, compassion, mercy,\nkindness; quieting of extreme emotions.\n7.\nSapiential:\nExperience that leads to\nwisdom, enhances capacity for intuitive\nknowledge.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_46",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n69\nMindfulness Handout 8\n(Mindfulness Worksheet 6; p. 97)\npracticing loving kindness to increase\nlove and compassion\nWhaT iS lovinG kinDneSS?\nLoving kindness is a mindfulness practice designed to increase love and compassion first for ourselves and then for our loved ones, for friends, for those we are angry with, for difficult people, for enemies, and then for all beings.\nLoving kindness can protect us from developing and holding on to judgmentalness, ill will, and hostile feelings toward ourselves and others.\npracTicinG lovinG kinDneSS"
+  },
+  {
+    "id": "Unknown Section_47",
+    "source": "Unknown Section",
+    "text": "practicing loving kindness is like saying a prayer for yourself or someone\nelse.\nAs when you are asking or praying for something for yourself or others, you actively send loving and kind wishes, and recite in your mind words and phrases that express good will toward yourself and others.\nlovinG kinDneSS inSTrucTionS\n1.\nChoose a person to send loving kindness toward. Do\nnot\nselect a person you do not want to relate to with kindness and compassion. Start with yourself, or, if this is too difficult, with a person you already love.\n2.\nSitting, standing, or lying down, begin by breathing slowly and deeply. Opening the palms of your hands, gently bring the person to mind.\n3."
+  },
+  {
+    "id": "Unknown Section_48",
+    "source": "Unknown Section",
+    "text": "Radiate loving kindness by reciting a set of warm wishes, such as \u201cMay I be happy,\u201d \u201cMay I be at peace,\u201d \u201cMay I be healthy,\u201d \u201cMay I be safe,\u201d or another set of positive wishes of your own. Repeat the script slowly, and focus on the meaning of each word as you say it in your mind. (If you have distracting thoughts, just notice them as they come and go and gently bring your mind back to your script.) Continue until you feel yourself immersed in loving kindness.\n4."
+  },
+  {
+    "id": "Unknown Section_49",
+    "source": "Unknown Section",
+    "text": "Gradually work yourself up through loved ones, friends, those you are angry with, difficult people, enemies, and finally all beings. For example, use a script such as \u201cMay John be happy,\u201d \u201cMay John be at peace,\u201d and so on (or \u201cJohn, may you be happy,\u201d \u201cMay you be at peace,\u201d and so on), as you concentrate on radiating loving kindness to John.\n5.\nPractice each day, starting with yourself and then moving to others.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n70\nMindfulness Handout 9\n(Mindfulness Worksheets 7, 8, 9; pp. 98\u2013104)\nSkillful means:"
+  },
+  {
+    "id": "Unknown Section_50",
+    "source": "Unknown Section",
+    "text": "Balancing Doing mind and Being mind\nDOING\nWISE\nBEING\nMIND\nMIND\nMIND\nDoing Mind Is:\nBeing Mind Is:\n\u2022\nDiscriminating Mind\n\u2022\nCurious Mind\n\u2022\nAmbitious Mind\n\u2022\nNothing-to-Do Mind\n\u2022\nGoal-Oriented\n\u2022\nPresent-Oriented\nWise Mind Is:\n\u2022  A balance of doing\nWhen in\ndoing mind,\nWhen in\nbeing mind,\nyou\nand being\nyou view your thoughts\nview your thoughts as\nas facts about the world.\nsensations of the mind.\n\u2022  The middle path\nYou are focused on\nYou are focused on the\nproblem solving and\nuniqueness of each\nachieving goals.\nmoment, letting go of\nWhen in Wise Mind, you:\nfocusing on goals.\nUse skillful means.\nLet go of having to achieve\ngoals\u2014and throw your\nentire self into working\ntoward these same goals.\nEnhance awareness while\nengaging in activities.\nNote."
+  },
+  {
+    "id": "Unknown Section_51",
+    "source": "Unknown Section",
+    "text": "The terms \u201cdoing mind,\u201d \u201cbeing mind,\u201d and \u201cnothing-to-do mind\u201d were first used by Jon Kabat-Zinn in\nFull Catastrophe Living\n(1990, 2013).\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n71\nMindfulness Handout 9a\n(p. 1 of 2) (Mindfulness Worksheets 7, 8, 9; pp. 98\u2013104)\nideas for practicing Balancing\nDoing mind and Being mind\nThe mindfulness skills require a lot of practice. The practice ideas below are to help you act skillfully in everyday life, bringing together doing activities of everyday life with being mind.\n1.\n\u0089\u0089\nWise mind reading."
+  },
+  {
+    "id": "Unknown Section_52",
+    "source": "Unknown Section",
+    "text": "To increase your desire for mindfulness, find readings or quotations that have the effect of making you actually want to practice mindfulness in your everyday life. Put these quotations at strategic spots in your life (e.g., near the coffee maker), and then while you are waiting for other things, read the inspirational messages.\n2.\n\u0089\u0089\nWise mind reminders.\nSet an alarm at home, at work, or (if possible) on your cell phone or watch to go off randomly or at set times. Use the alarm as a reminder to be mindful of your current activities. (See\nwww.mindfulnessdc.org/bell/index.html"
+  },
+  {
+    "id": "Unknown Section_53",
+    "source": "Unknown Section",
+    "text": "or a similar Internet site for a free mindfulness clock to download onto your computer.) Set up automatic text messages or Twitter messages to remind yourself. Write out mindfulness quotations that you like, and tape them in strategic places where you will see them as reminders to practice mindfulness.\n3.\n\u0089\u0089\nWise mind in the routine of daily life.\nChoose one routine activity in your daily life (such as brushing your teeth, getting dressed, making coffee or tea, working on a task). Make a deliberate effort to bring moment-to- moment awareness to that activity.\n4.\n\u0089\u0089\n\u201cjust this one moment\u201d Wise mind.\nWhen you begin to feel overwhelmed or frazzled, say,"
+  },
+  {
+    "id": "Unknown Section_54",
+    "source": "Unknown Section",
+    "text": "\u201cJust this one moment, just this one task,\u201d to remind yourself that your only requirement at the moment is to do one thing in the moment\u2014wash one dish, take one step, move one set of muscles. In this moment, let the next moment go until you get there.\n(\ncontinued on next page\n)\nNote.\nExercises 3 and 4 are from Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2013).\nMindfulness-based cognitive therapy for depression:\nA new approach to preventing relapse\n(2nd ed.). New York: Guilford Press. Copyright 2013 by The Guilford Press. Adapted by permission. All other exercises are adapted from Kabat-Zinn, J. (1990).\nFull catastrophe living: Using the wisdom of your body and mind to face stress, pain,\nand illness."
+  },
+  {
+    "id": "Unknown Section_55",
+    "source": "Unknown Section",
+    "text": "New York: Delacorte Press. Copyright 1990 by Jon Kabat-Zinn. Adapted by permission of Random House.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n72\nMindfulness Handout 9a\n(p. 2 of 2)\n5.\n\u0089\u0089\nWise mind awareness of events.\nNotice events in your everyday life (both pleasant and unpleasant), even if they are only very small (such as warm water on your hands when washing, the taste of something you eat, the feel of wind on your face, the fact that your car is running out of gas or that you are tired).\n6.\n\u0089\u0089\nWise mind awareness of what needs to be done."
+  },
+  {
+    "id": "Unknown Section_56",
+    "source": "Unknown Section",
+    "text": "When relaxing after a hard day\u2019s work or at a break during the day, stay aware of what needs to be done and focus on doing what is needed.\n7.\n\u0089\u0089\nWise mind willingness.\nPractice willingness to do what is needed when you are asked, or when you see that something needs to be done. Do what is needed with a balance of being and doing, focusing the mind, immersing yourself in the task.\n8.\n\u0089\u0089\nThree-minute WiSe minD: Slowing down \u201cdoing mind\u201d in your everyday life\n\u2022\n\u2022 Bring yourself into the present moment by adopting a \u201cwide-awake\u201d posture, and then, in Wise Mind, ask, \u201cWhat is my experience right now? What thoughts and images are going through my mind?\u201d Notice them as mental events, as neural firing in your brain. Next ask,"
+  },
+  {
+    "id": "Unknown Section_57",
+    "source": "Unknown Section",
+    "text": "\u201cWhat are my feelings and sensations in my body?\u201d Notice these as they come into your awareness. Then say, \u201cOK, this is how it is right now.\u201d\n\u2022\n\u2022 Settle into Wise Mind and focus your entire attention on your breath as it goes in and as it goes out, one breath after another. Gather yourself all together, and focus on the movements of your chest and abdomen, the rise and fall of your breath, moment by moment, breath by breath as best you can. Let your breath become an anchor to bring you into the present moment.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_58",
+    "source": "Unknown Section",
+    "text": "\u2022 Once you have gathered yourself to some extent, allow your awareness to expand. As well as being aware of the breath, include also a sense of the body as a whole, your posture, your facial expression, your hands. Follow the breath as if your whole body is breathing. When you are ready, step back into your activities, acting from Wise Mind of your whole body in the present moment.\n9.\n\u0089\u0089\nother Wise mind practice ideas:\n73\nMindfulness Handout 10\n(Mindfulness Worksheets 10, 10a, 10b; pp. 105\u2013108)\nWalking the middle path:\nfinding the Synthesis between opposites\nreasonable\nemotion\nmind\nmind\nBoth\nregulate actions and make decisions based on reason,\nand\ntake into account values and experience even strong emotions as they come and go.\nDoing\nnothing-to-do\nmind\nmind\nBoth"
+  },
+  {
+    "id": "Unknown Section_59",
+    "source": "Unknown Section",
+    "text": "do what is needed in the moment (including reviewing the past or planning for the future),\nand\nexperience fully the uniqueness of each moment in the moment.\nintense desire\nradical\nfor change\nacceptance\nof the moment\nof the moment\nBoth\nallow yourself to have an intense desire to have something else than what is now,\nand\nbe willing to radically accept what you have in your life in the present moment.\nSelf- denial\nSelf- indulgence\nBoth\npractice moderation,\nand\nsatisfy the senses.\nother:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n74\nMindfulness Worksheets\nWorksheets for Core"
+  },
+  {
+    "id": "Unknown Section_60",
+    "source": "Unknown Section",
+    "text": "Mindfulness Skills\nMindfulness WorksHeet 1\n(Mindfulness Handouts 1, 7; pp. 45, 68)\npros and cons of practicing mindfulness\nDue Date:       Name:\nWeek Starting:\nMake a list of the pros and cons of practicing mindfulness skills.\nMake another list of the pros and cons of\nnot\npracticing mindfulness skills.\nCheck the facts to be sure that you are correct in your assessment of advantages and disadvantages.\nrate Willingness to practice\n(0 = None; 100 = Very High)\nBefore:\nafter:\nFill this worksheet out when you are:\n\u2022\n\u2022 Trying to decide whether to work on becoming more mindful of the moments in your life.\n\u2022\n\u2022 Feeling willful; saying no to letting go of emotion mind or extreme reasonable mind.\n\u2022\n\u2022 Resisting observing the present moment, rather than escaping it or trying to control it.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_61",
+    "source": "Unknown Section",
+    "text": "\u2022 Resisting giving up your interpretations of others or yourself, rather than just describing.\n\u2022\n\u2022 Resisting throwing yourself into the flow of the moment; wanting to stand on the outside.\n\u2022\n\u2022 Feeling threatened whenever you think of letting go of judgments.\n\u2022\n\u2022 Not in the mood for being effective instead of proving you are right.\nWhen you are filling out this worksheet, think about these questions:\n\u2022\n\u2022 Is a mindless life in your best interest (i.e., effective), or not in your best interest (i.e., ineffective)?\n\u2022\n\u2022 Will refusing to go into Wise Mind solve a problem, or make a new problem for you?\n\u2022\n\u2022 Is observing the moment without reacting to it immediately likely to increase your freedom, or decrease it?\n\u2022"
+  },
+  {
+    "id": "Unknown Section_62",
+    "source": "Unknown Section",
+    "text": "\u2022 Is being attached to your thoughts instead of the facts you can describe useful, or not?\n\u2022\n\u2022 Is staying judgmental helping you change the things you want to change, or getting in the way?\n\u2022\n\u2022 Is it more important to be effective, or to be right?\nStay mindless, judgmental, ineffective\npractice mindfulness\nSo\nrp\nStay mindless, judgmental, ineffective\npractice mindfulness\nSn\noc\nWhat did you decide to do?\nis this the best decision (in Wise mind)?\nlist any and all wise things you did this week.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n77\nMindfulness WorksHeet 2"
+  },
+  {
+    "id": "Unknown Section_63",
+    "source": "Unknown Section",
+    "text": "(Mindfulness Handouts 2\u20135c; pp. 49\u201363)\nmindfulness core Skills practice\nDue Date:       Name:\nWeek Starting:\nDescribe the situations that prompted you to practice mindfulness.\nSiTuaTion 1\nSituation (who, what, when, where):\n\u0089\n\u0089 Wise Mind\nAt left, check the skills you used, and describe your use of them here.\n\u0089\n\u0089 Observe\n\u0089\n\u0089 Describe\n\u0089\n\u0089 Participate\n\u0089\n\u0089 Nonjudgmentally\n\u0089\n\u0089 One- mindfully\n\u0089\n\u0089 Effectively\nDescribe experience of using the skill:\nCheck if practicing this mindfulness skill has influenced any of the following,\neven a little bit:\nReduced suffering\nIncreased happiness\nIncreased ability to focus\nDecreased reactivity\nIncreased wisdom\nIncreased experiencing the\nIncreased connection    Increased sense of personal validity present\nSiTuaTion 2\nSituation (who, what, when, where):\n\u0089"
+  },
+  {
+    "id": "Unknown Section_64",
+    "source": "Unknown Section",
+    "text": "\u0089 Wise Mind\nAt left, check the skills you used, and describe your use of them here.\n\u0089\n\u0089 Observe\n\u0089\n\u0089 Describe\n\u0089\n\u0089 Participate\n\u0089\n\u0089 Nonjudgmentally\n\u0089\n\u0089 One- mindfully\n\u0089\n\u0089 Effectively\nDescribe experience of using the skill:\nCheck if practicing this mindfulness skill has influenced any of the following,\neven a little bit:\nReduced suffering\nIncreased happiness\nIncreased ability to focus\nDecreased reactivity\nIncreased wisdom\nIncreased experiencing the\nIncreased connection    Increased sense of personal validity present\nlist any and all wise things you did this week.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_65",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n78\nMindfulness WorksHeet 2a\n(Mindfulness Handouts 2\u20135c; pp. 49\u201363)\nmindfulness core Skills practice\nDue Date:       Name:\nWeek Starting:\nFor each mindfulness skill, write down what you did during the week, and then rate the quality of mindfulness you experienced during your practice.\nI could not focus my mind\nI was able to focus my\nI became centered in Wise\nfor even 1 second; I was\nmind somewhat and stay\nMind and was free to let go\ncompletely mindless and quit.\nin the present moment.\nand do what was needed.\n1        2        3        4        5\nDay\nWise mind"
+  },
+  {
+    "id": "Unknown Section_66",
+    "source": "Unknown Section",
+    "text": "/                         Mindfulness:\n/                         Mindfulness:\n/                         Mindfulness:\nDay:\nobserve\n/                         Mindfulness:\n/                         Mindfulness:\n/                         Mindfulness:\nDay:\nDescribe\n/                         Mindfulness:\n/                         Mindfulness:\n/                         Mindfulness:\nDay:\nparticipate\n/                         Mindfulness:\n/                         Mindfulness:\n/                         Mindfulness:\nDay:\nnonjudgmentally\n/                         Mindfulness:\n/                         Mindfulness:\n/                         Mindfulness:\nDay:\none- mindfully\n/                         Mindfulness:\n/                         Mindfulness:\n/                         Mindfulness:\nDay:"
+  },
+  {
+    "id": "Unknown Section_67",
+    "source": "Unknown Section",
+    "text": "effectively\n/                         Mindfulness:\n/                         Mindfulness:\n/                         Mindfulness:\nlist any and all wise things you did this week.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n79\ns\nranted\ns g\nestion ractice pr qu\norksheet i\ns o kills\nhis w\nsis\nrint t\nsion ht t\nnd p\nclu ou\non\nnload a\nc ab\now\nr d\nse\nred d\nte in 0)\nhotocopy o\nkill u\nree of en\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\no p\nr s\nise m \u201310\neg g c\nD\nW (0\nission t\n/afte\neinb in\nerm\nb\nre\nefo\ng d 0)\nt 2\nractice\nsin in\ninehan. P\n9\u201363)\np\n:\nree of\nm\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n. L\ns:\n\u201310"
+  },
+  {
+    "id": "Unknown Section_68",
+    "source": "Unknown Section",
+    "text": "ate b\neg cufo my (0\nsHee\np. 4\nlls\nr\narting\nD\nki\nllow\narsha M\no\nd\nu g ?\ny M\nork\n\u20135c; p\nchu\nin\ns 2\neek St\nsse\no kill\nre S\nyo\n015 b\nW\nce as f\nw m\nen\nis s\nss W\no\no e pa h ere d\nandout\nc\nh\nw w th\ns\nerien\ntim\nopyright 2\nxp\nes\n)?\nulness H\nr e\nu\nat  g g\ninehan. C\no\nh\nin\n. L\nindfulne\nindf\nfuln\nM\n(M\nd\ne y\nission.\ng on t\nnyth\narsha M\nin\nrib\nin racticin\nerm\nif a\ny M\nm\no\nesc\np\nis p\nith h\nn\n, b\nd d\nas g ted ess (\neek:\nn\nln\nditio\nfu\nis w\nlients.\ne, a\nat wh romp d\nh\nxelrod, w\nic\np in\necond E\nith c\nw\nW\nm\nid t\neth A\nse w\ny S\nets, S\nu do\nor ur f\ne:\nkill t\nis  o\nh\norkshe\no t\ns y\nse o\nam\ng\norksheet b\nd W\nN\ness s\ne t u d\nin\nln\ntic o\nh\ns an\nfu\nersonal u\nd\nrac id y\ndout\nin\nise t\nan\nor p\nu p\nnpublished w\nH\no at d\nll w\nook f\nh\nn u\nractice?\nly:\nraining\nach m\nhis b\nid y\np\n:\nentaly:\nd a\nd w\n:\ny:\nn\nrom a\nf t\nn\nind\n:"
+  },
+  {
+    "id": "Unknown Section_69",
+    "source": "Unknown Section",
+    "text": "ate:\ndful\ngm\nin\nel\nkils T\nate:\ne e\nibe\nS\ntic\nen d\nny a\nT\nh\ndapted f\nB\nse M\nA\nD\nue D\nrac\nW skill, a\nbserve\nescr\narticip\nonjud\nne- m\nffectiv\nurchasers o\nD\np\nWi\nO\nD\nP\nN\nO\nE\nlist a\note.\nom\nN\nFr to p\n80\n,\ne)\nag\now\nranted\no\nm\ngain.\ns g\no d\next p\nce n kill?\nhis a\nyself. I a\no t\nn n\norksheet i\nerien e sh\no d\nanaged t\ned o\nxp\nhis w\ng t\nbout m\nble t\ne\nrint t\ne a\ny\nsin\nhat I m\nood a\ncontinu(\nnd p\nel\nour y r u\nay b\nelt g\nafte\nazed tm\nnload a\nffectiv\nat is\nnd f\now\nE\nh\nr d\nW\neel aI f this a thinking I m\nhe\nhotocopy o\nouth,\no p\n:\nnd\nndfuly\ny d ile\no h\nry m\ne, a\n)\nar\n- mi\nnjoyed t\nission t\nf 2\nd\narting\nne\ng b ts w\nerm\nO\nind hgu\nater I e\nround m\no\nreathing, d\ne; l\nc\n(p. 1 o\nalen\neek St\nclu h\ninehan. P\n9\u201363)\nn\nkill\nc\nW\nly\n. L\nt 2\nater.\nd t e s\nike m\neople a\np. 4\nce, i n\nlls\nn l\nh\nenta\nhalow b\not l\now"
+  },
+  {
+    "id": "Unknown Section_70",
+    "source": "Unknown Section",
+    "text": "s, a g t\nther p\narsha M\nsHee\n\u20135c; p\nki\nt d\nerien\nin\ne.\ny M\ntion\nach, s\nould n\ns 2\ntic\nim\nnjudgm\nxp\nrite i\no\ntom\noticed o\n015 b\nork\nre S\nr e m rac\no\nNo\nu\ny s\nood t\no\np\neople w\nandout\nc\nan. W\ns, e\nn m\niled, n\ne y\nopyright 2\nss W\ns\nm\nther p\nou c\nrib\nnot i\nsation\naving a g\nulness H\nes\nating\nesc\night k\nhat o\np h\ninehan. C\nsation, s\n. L\nindf\nD sen\n(M\nfuln\narticip\nelt a t\nndful as y\nindfulne\nd\nP\nI f\nanxiety t\nconver\nended u\narsha M\nM\nin\ny M\nm\ne\nnd mi\ntic\nn\n, b\noined\nther\nditio\nrac ?\nth o\ncribing\nare aw\nnd j\nlients.\nu p kill\necond E\nith c\neek:\nDes\no e s\narty a\nse w\nid y th\nsations wi\nets, S\nis w\ntay as a\no a p\n.\nor ur f\ne:\nh\now d\norkshe\nent t\nonver\nple\nse o\nam\ne t\nh\nd W\nN\ntic\nkils, s\nI w\nin c\npeo\ns an\nrac\nbserving O\nersonal u\ndout\no p\n(s)\nan\nor p\nH\nracticing s\nkill\nook f\nkills t\nind\nre p\nf s"
+  },
+  {
+    "id": "Unknown Section_71",
+    "source": "Unknown Section",
+    "text": "articipating\nraining\nhis bf t\nff s\nay:\ne:\nP\nkils T\nate:\nse M\nou a\n(s) oe pl\nay:\nay:\nesd\nST\nWi\nn\nB\neck o\nesd\nD\nue D\nh\nhile y\nam\nxam\nond\ned\nurchasers o\nD\nc\nW\nn\ne\nm\nTu\nW\nomFr to p\n81\n,\now\nce n kill?\nerien e sh\nxp g t\ne sin\nour y r u\nat is afte\nhW\ny d ile\no h\n)f 2\ng bin ts w\nd hgu\nclu o\nn h kill\nc\n(p. 2 o\nd t\nt 2\nce, i n e sh\ns, a g t\nerien\nin\nsHee\nxp tiono tic\nr e m\nork\nu\nrac\no\np\ns, e\ne y\nss W\nrib sation\nescD sen\nindfulne\ne tic\neek:\nM\nrac ?\nis w\nu p\nh\no kille s\nid t\nid y th\nu do\now d\ns y\nh\nginh\n(s)\nise t\nkill\nll w\nf s\nd a\n:\nn\n(s) o\nay:\n:\ne\nay\nsd\nay\nny a\nay:\nrd\nd\nam\nur\nn\nn\nh\natu\nu\nT\nfrid\nS\nS\nlist a\n82\nMindfulness WorksHeet 3\n(Mindfulness Handouts 3, 3a; pp. 50\u201351)\nWise mind practice\nDue Date:       Name:\nWeek Starting:\nWise mind practice exercise:\nCheck off an exercise each time you do one."
+  },
+  {
+    "id": "Unknown Section_72",
+    "source": "Unknown Section",
+    "text": "\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n1.\nAttended to my breath coming in and out, letting my attention settle into my center.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n2.\nImagined being a flake of stone on the lake.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n3.\nImagined walking down an inner spiral stairs.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n4.\nDropped into the pauses between inhaling and exhaling.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n5.\nBreathed \u201cwise\u201d in, \u201cmind\u201d out.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n6.\nAsked Wise Mind a question (breathing in) and listened for the answer (breathing out).\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n7.\nAsked myself, \u201cIs this Wise Mind?\u201d\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n8.\nOther (describe):\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n9\n.  Other (describe):\nDescribe the situation and how you practiced Wise mind:\nHow effective was the practice in helping you become centered in your Wise Mind?\nNot effective:\nSomewhat effective:\nVery effective:\nI couldn\u2019t do the skill"
+  },
+  {
+    "id": "Unknown Section_73",
+    "source": "Unknown Section",
+    "text": "I was able to practice Wise Mind\nI became centered in Wise\nfor even 1 minute. I got\nand became somewhat centered\nMind, and was free to do\ndistracted or quit.\nin my Wise Mind."
+  },
+  {
+    "id": "Unknown Section_0",
+    "source": "Unknown Section",
+    "text": "what needed to be done.\n1        2        3        4        5\nDescribe the situation and how you practiced Wise mind:\nHow effective was the practice in helping you become centered in your Wise Mind?\nNot effective:\nSomewhat effective:\nVery effective:\nI couldn\u2019t do the skill\nI was able to practice Wise Mind\nI became centered in Wise\nfor even 1 minute. I got\nand became somewhat centered\nMind, and was free to do\ndistracted or quit.\nin my Wise Mind.\nwhat needed to be done.\n1        2        3        4        5\nlist any and all wise things you did this week:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_1",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n83\nMindfulness WorksHeet 4\n(Mindfulness Handouts 4\u20134c; pp. 53\u201359)\nmindfulness \u201cWhat\u201d Skills:\nobserving, Describing, participating\nDue Date:       Name:\nWeek Starting:\nCheck off the mindfulness skills you practiced this week. Write out descriptions of two different times when you practiced a mindfulness skill. Use back of sheet for more examples.\nObserving    Describing    Participating\nDescribe the situation and how you practiced the skill:\nCheck if practicing this mindfulness skill has improved any of the following,\neven a little bit"
+  },
+  {
+    "id": "Unknown Section_2",
+    "source": "Unknown Section",
+    "text": ": Reduced suffering    Increased happiness    Increased ability to focus Decreased reactivity    Increased wisdom    Increased experiencing the present Increased connection    Increased sense of personal validity\nDescribe how the skill helped or did not help you become more mindful:\nDescribe the situation and how you practiced the skill:\nCheck if practicing this mindfulness skill has improved any of the following,\neven a little bit:\nReduced suffering    Increased happiness    Increased ability to focus Decreased reactivity    Increased wisdom    Increased experiencing the present Increased connection    Increased sense of personal validity\nDescribe how the skill helped or did not help you become more mindful:\nlist any and all wise things you did this week:\nFrom"
+  },
+  {
+    "id": "Unknown Section_3",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n84\nMindfulness WorksHeet 4a\n(Mindfulness Handouts 4\u20134c; pp. 53\u201359)\nobserving, Describing, participating checklist\nDue Date:       Name:\nWeek Starting:\nCheck off mindfulness skills that you use when you use them. You can check each skill up to four times. If you practice a skill more than four times, extend your checks toward the edge of the page, or use the back of the page if needed.\npractice observing:\nCheck off an exercise each time you do one.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n1. What you see:   Watch without following what you see.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_4",
+    "source": "Unknown Section",
+    "text": "2. Sounds:   Sounds around you,   pitch and sound of someone\u2019s voice,   music.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n3. Smells around you:   Aroma of food,   soap,   air as you walk.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n4. The taste of what you eat and the act of eating.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n5. Urges to do something:   Urge-surf,   notice urge to avoid, notice where in body urge is.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n6. Body sensations:   Body scan,   sensation of walking,   body touching something.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n7. Thoughts coming in and out of your mind:   Imagine your mind as a river, as a conveyor belt.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n8. Your breath:   Movement of stomach,   sensations of air in and out nose.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n9. By expanding awareness:   To your entire body,   to space around you, to hugging a tree.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_5",
+    "source": "Unknown Section",
+    "text": "10. By opening the mind:   To each sensation arising, not attaching, letting go of each.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n11.  Other (describe):\npractice describing:\nCheck off an exercise each time you do one.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n12. What you see outside of your body.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n13. Thoughts, feelings, and body sensations inside yourself.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n14. Your breathing.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n15. Other (describe):\npractice participating:\nCheck off an exercise each time you do one.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n16. Dance to music.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n17.  Sing along with music you are listening to.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n18. Sing in the shower.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n19. Sing and dance while watching TV.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n20. Jump out of bed and dance or sing before getting dressed.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n21. Go to a church that sings and join in the singing.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_6",
+    "source": "Unknown Section",
+    "text": "22. Play karaoke with friends or at a karaoke club or bar.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n23. Throw yourself into what another person is saying.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n24. Go running, riding, skating, walking; become one with the activity.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n25. Play a sport and throw yourself into playing.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n26. Become the count of your breath, becoming only \u201cone\u201d when you count 1, becoming only \u201ctwo\u201d when you count 2, and so on.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n27.  Become a word as you slowly say the word over and over and over.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n28. Throw caution to the wind, and throw yourself into a social or work activity.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n29. Other (describe):\nlist any and all wise things you did this week:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_7",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n85\nm e\ne)\nag\nce\not b\nranted\nkill?\nractice.\ns g\nhink I\nften. I a\next p\nerien e s\night n\nh\ne o\nhe p\nn n\nxp g t\nor\ne I m\no t\norksheet i\ne\ned o\nsin\nelaxed; I t\nim\nhis w\nour\nalks m\ny r u\next t\nhat r\nttention t\nrint t\nfte\new\nor w\ncontinu\nhat n\n(\nnd p\nat is , a\no f\nay a\nh\nom\no p\nW ow\nnload a\nn\neel s\now\nI f\nshould g\nanxious t\nable t\nr d\ns,\nard\nkill\nrees\nhotocopy o\nsation\nries; I\ne s\nhe t\nor\no p\nen h\nating\ng t\nn w\nefreshing.\n)\nalen\ny s\nard t\nw\nin\nnd r\nission t\nf 2\nc\ndo\now\ny o\nerm\narticip\ntic\n)\nP\ng b rac\nrom m\nreen a\nb\n(p. 1 o\nind\nuriosity t\ny g\ninehan. P\n3\u201359\nating\n:\nile p\nent f\ner\n. L\nt 4\nater."
+  },
+  {
+    "id": "Unknown Section_8",
+    "source": "Unknown Section",
+    "text": "clu h\nelt c\np. 5\nn l\nn\ne ver\nticip\narting\ncribing\now\nts w\narsha M\nce, i h\netachm\nsHee\n\u20134c; p\nar\nt d\ng\nf d\ny M\nDes\nu\nelaxed. I f\nrees w\ns 4\neek St\no\nrite i\nerien h\ns r\nhe t\n015 b\nork\n, p\nW\nxp d t\nense o\nf t\nandout\nng\nn\nan. W\nr eu\nhoulder\nopyright 2\nss W\no s, a\ny s\nving, a s\neaves o\nbserving\nou c\ne y\n, m\nhe l\nulness H\nO\ntion\nrib o\nalm\nbser\ninehan. C. L\nindf\nescribi\nem\nas o\n(M\n, D\nesc\nelt c\nndful as y\nD\nI f\nI w\nthought t\nindfulne\narsha M\nM\neek:\ne\ny M\nnd mi\ntic\nn\n, b\nerving\nis wh\nark\nditio\nare a\nrac ?\nrees I\nlients.\nbs\ne t\nw\nu p kill\nhe p\nhe t\no\ntic\no\nn t\necond E\nith c\nrac\ne s\nid y th\nalk i\nved t\nse w\nets, S\no p\ntay as a\ntered.\nor ur f\ne:\nbser\now d\noun\norkshe\nse o\nam\nh\nook a w\nd W\nN\nkills t\nkils, s\nI t\nand o\nenc\no s\ns an\nw\nersonal u\ndout\nt t\n(s)\ng\nan\nor p\nkill\nin\nH\neas\nracticing s\nook f\nt l"
+  },
+  {
+    "id": "Unknown Section_9",
+    "source": "Unknown Section",
+    "text": "f s\nre p\nbserv\nraining\nhis bf t\nff a\n(s) o\nay:\ne:\nO\nkils T\nate:\nou a\ne\npl\nay:\nay:\nesd\nS\nn\nTB\neck o\nam\nesd\nD\nue D\nh\nhile y\nn\nxam\nond\ned\nurchasers o\nD\nc\nW\ne\nm\nTu\nW\nomFr to p\n86\nce  kill?\nerien e sh\nxp g t\ne sin\nour y r ufteat is, ahWown\ns,\nkill\nsation e s\nen h\n)\ny s g t\nd in\nf 2\no tic\ng bin rac\nd\nb\n(p. 2 o\nile p\nclu h\nt 4\nn\nts w\nce, i hg\nsHee\nu\nerien oh\nork\nxp d t\nr e n\nuo s, a\nss W\ne y tion\nrib o\nesc em\nD\nindfulne\ne tic\neek:\nM\nrac ?\nis w\nu p\nh\no kille s\nid t\nid y th\nu do\now dh\ns yginh\n(s)\nise t\nkill\nll w\nf s\nd an\n(s) o\n:\ne\nay:\nay\n:ay\nny a\nam\nsd\nay:\nrd\nd\nn\nur\nn\nh\natu\nu\nT\nridf\nS\nS\nlist a\n87\nMindfulness WorksHeet 5\n(Mindfulness Handouts 5\u20135c; pp. 60\u201363)\nmindfulness \u201chow\u201d Skills:\nnonjudgmentalness, one- mindfulness, effectiveness\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_10",
+    "source": "Unknown Section",
+    "text": "Check off the mindfulness skills you practiced this week. Write out descriptions of two different times when you practiced a mindfulness skill. Use back of sheet for more examples.\nNonjudgmentalness    One- mindfulness    Effectiveness\nDescribe the situation and how you practiced the skill:\nCheck if practicing this mindfulness skill has improved any of the following,\neven a little bit\n: Reduced suffering    Increased happiness    Increased ability to focus Decreased reactivity    Increased wisdom    Increased experiencing the present Increased connection    Increased sense of personal validity\nDescribe how the skill helped or did not help you become more mindful:\nDescribe the situation and how you practiced the skill:"
+  },
+  {
+    "id": "Unknown Section_11",
+    "source": "Unknown Section",
+    "text": "Check if practicing this mindfulness skill has improved any of the following,\neven a little bit\n: Reduced suffering    Increased happiness    Increased ability to focus Decreased reactivity    Increased wisdom    Increased experiencing the present Increased connection    Increased sense of personal validity\nDescribe how the skill helped or did not help you become more mindful:\nlist any and all wise things you did this week:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n88\nMindfulness WorksHeet 5a\n(Mindfulness Handouts 5\u20135c; pp. 60\u201363)\nnonjudgmentalness,  one- mindfulness,"
+  },
+  {
+    "id": "Unknown Section_12",
+    "source": "Unknown Section",
+    "text": "effectiveness checklist\nDue Date:       Name:\nWeek Starting:\npractice nonjudgmentalness:\nCheck off an exercise each time you do one.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n1. Say in your mind, \u201cA judgmental thought arose in my mind.\u201d\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n2. Count judgmental thoughts.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n3. Replace judgmental thoughts and statements with nonjudgmental thoughts and statements.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n4. Observe your judgmental facial expressions, postures, voice tones.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n5. Change judgmental expressions, postures, voice tones.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n6. Stay very concrete and describe your day nonjudgmentally.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n7. Write out a nonjudgmental description of an event that prompted an emotion.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n8. Write out a nonjudgmental blow-by-blow account of a particularly important episode in your day.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_13",
+    "source": "Unknown Section",
+    "text": "9. Imagine a person you are angry with. Imagine understanding that person.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n10. When you feel judgmental, practice half- smiling and/or willing hands.\nDescribe the situation and how you practiced nonjudgmentalness:\npractice  one- mindfulness:\nCheck off an exercise each time you do one.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n11.  Awareness while making tea or coffee.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n12. Awareness while washing the dishes.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n13. Awareness while hand- washing clothes.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n14. Awareness while cleaning house.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n15. Awareness while taking a slow- motion bath.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n16. Awareness with meditation.\nDescribe the situation and how you practiced one- mindfulness:\npractice effectiveness:\nCheck off an exercise each time you do one.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n17.  Give up being right\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_14",
+    "source": "Unknown Section",
+    "text": "18. Drop willfulness\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n19. Doing what is effective\nDescribe the situation and how you practiced effectiveness:\nlist any and all wise things you did this week:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n89\nr\ne)\nfte\nid\nag\nranted\n, a\noticed\ns g\ness.\next p\now\nracticed\nn n\n?\nontent I d\nay lw\norksheet i\nce n kill\nusband n\nave p\ned o\ny h\neel c\nhis w\nerien e sh\nould h\nrifted a\nrint t\nxp  t\nood m\ncontinu\nar\ng\nouse; I f\nad d\n(\nnd p\nd\nr eu sin\nelt g\nhink I c\no u\nt f\nhe h\nind h\nnload a\np t\ns y\ny m\now\nalen\nber i\nr d\ny\nf m\nc\nel\nat i\nem\nh\nractice; I t\ns\nleaned u\nW\nem\ny p"
+  },
+  {
+    "id": "Unknown Section_15",
+    "source": "Unknown Section",
+    "text": "I r\nI c\nm\nbetter i\nhotocopy o\nes\nffectiv\nE\ng\no p\nin  d kill\nl\nhe\n)\nd n\nn\no\nard,\nission t\nf 2\nclu\ne s\nw\nn s, a h\nbout a\noing t\nerm\nloth o\no d\nfter\ng t\nndfuly\ntion in\nble t\no a\nust d\nb\n(p. 1 o\nffectiven\nce, i o\nhe c\nhink a\no d\no j\ninehan. P\n0\u201363)\n:\n- mi\nm tic\nf t\nas a\no t\n. L\nt 5\nater.\np. 6\ns, e\nne\nn l\nerien s, e rac\nack t\narting\nO\needed t\nes\now\nxp\ntarted t\narsha M\nile p\noftness o\nsHee\n\u20135c; p\nt d\nr eu\nontent I w\nocus b\ny M\nsation h\nhe s\ny f\ns 5\no\nfuln\neek St\nly\nrite i\nen\nelt c\nseful; I s\n015 b\nork\nd\nW\ne y\nts w\nleaning I n\nenta\nh\nrib y s g\nandout\nin\nd\nienced t\nan. W\no uo\nrought m\nands; I f\nething u\nther c\ning.\nopyright 2\nss W\nesc b th\nxper\ny h\ne- m\nnjudgm\nou c\nD\nI e\nm\nsom\nthe o\nbut I b\ndust\nulness H\nn\nNo\ninehan. C. L\nindf\nn\n(M\ns, o\nndful as y\nkill?\nindfulne\narsha M\ne s\nnly o\nM\nes\neek:\nh\ny M"
+  },
+  {
+    "id": "Unknown Section_16",
+    "source": "Unknown Section",
+    "text": "nd mi\ne t\nn\n, b\ntaln\nis wh\ntic\nocused o\nditio\nare a\nen\ne t\nw\nrac\nnd f\nt.\nlients.\nm\ntic\nith c\nu p\necond E\noing i\ng\nrac\no\nse w\nd\nouse a\nets, S\no p\ntay as a\nid y\ny h\nhile d\nor ur f\nnju\ne:\norkshe\nse o\no\nam\nkills t\nkils, s\now d\nask w\nd W\nn\nN\nh\nusted m\no s\nI d\nthat t\ns an\nw\nersonal u\ndout\nt t\nan\nor p\nH\neas\nracticing s\nook f\nt l\nre p\n(s) of (s)\nraining\nhis bf t\nff a\ne\nully\nay:\ne:\nkils T\nate:\nou a\nam skill\nindf\nay:\nS\nn\npl\nay:\nesdn\nTB\neck o\nesd\nD\nue D\nh\nhile y\nxam\nne- m\nond\ned\nurchasers o\nD\nc\nW\ne\nO\nm\nTu\nW\nomFr to p\n90\nr\nfte, a\now ?\nce n kill\nerien e sh\nxp  tg\nr eu sin\no u\ns y\nat ihW\ngin  dd\n)\nn kill\nf 2\nclu\ne s\nn s, a hg t\nce, i tiono in\nb\n(p. 2 o\nm tic\nerien\nt 5\ns, e rac\nxpr e ile p\nu\nh\nsHee\no sation\ne y en ts wh\nork\nrib y sd g\no uo\nesc b\nss W\nD\nth\nkill?\ne s\nindfulne\nhe t\neek:\nM\ntic\nrac\nis wh"
+  },
+  {
+    "id": "Unknown Section_17",
+    "source": "Unknown Section",
+    "text": "u po\nid t\nid y\nu do\nw d\ns y\no\ng\nh\ninh\nise t\nll w\n(s) of (s)\nd a\ne\n:\nn\n:\nam skill\nay:\nay\nn\nsd\nay\nny a\nay:\nrd\nd\nur\nn\nh\natu\nu\nT\nfrid\nS\nS\nlist a\n91\nthe\ne)\ne\nn\ng\nag\n.\nranted\ns g\ns o\nan gin\next p\ntic\nn n\nny ch\norksheet i\narenes\nrac\nw\ne a\ned o\nr p\nhis w\nrib\nrint t\nyour a\nesc afte\ncontinu(\nnd p\nD\nocus\nnload a\now\nto f\ne\nd\nial\nr d\ned ith\ncal\ntions\nleas\nlac\ntal fac\ne.\nnclenche\ntal w\nhysi s, p b\nhotocopy o\nques\nep\nen\nd u\nen\no p\nm er p\nng\nu r\ng\nescri\n)\no\nd th\nd\niled an\n.\nission t\nf 2\nju\nression\nar\nif y judgm\nr oo\nsm\nsts\nerm\nd\nolowi\nonn\nexp\nlf-\ny fi\nI ha\nm\nc\n(p. 1 o\nthe f\ninehan. P\n0\u201363)\n:\nr\n! I\n. L\nt 5\nalen\nse\no\no\np. 6\np\nht\narting\n.\nU\ne  g\ne u\nen\nh u ?\narsha M\no\nsHee\n\u20135c; p\ngotten t\ness c\np\nh\ny M\nas t  t tion\nick m\nor\ns 5\neek St\nap\npm\no p ot f\n015 b\nork\nW\nent\ney h\nat w\nh\nh\nsu\nget t\nad n\np.\nandout"
+  },
+  {
+    "id": "Unknown Section_18",
+    "source": "Unknown Section",
+    "text": "entaln\nW\nas\nor\ne h\ne u\nopyright 2\nss W\nen t\nlacem\nid f\nh\nsh h\nw\nrep\ne dH wi pick m\nulness H\ns\nater.\ninehan. C\nr    t\n. L\nindf\nn l\nas gh\nk\np.\n(M\nnjudgm\nt o\now\nuo ?\ner\nindfulne\no\ne u\nression\narsha M\nt d\ned a ghu at w h\nave\nM\nn\nh\ny M\nxp\no\ntion\nick m\nrite i\nlac h , w tal t p\nuch a j\nn\n, b\nd e\nep\nm\ns s\no p\ntal t\nen\nhould h\nditio\nan\n. W\nu r\ntion\nsu\nen p\ne s\ned t\nlients.\nts\ning\no\nm\nh\nr as\nber\necond E\nith c\ng\nif y\nsu\no\noyfriend i\nu\ne judgm\nem\nse w\no\nappen\njudgm as\ny b\nets, S\nh\nth\nM\nbecause h\nrem\nor ur f\ne:\ns h\norkshe\ntal t\nt i\nu\ntal\nw\nse o\nam\nt\nts?\n?\nd W\nN\nen\nyo\nen h , ho\n21\nm\nany\ns an\ng\nce as i\nid coun\nug\nd\nD\nm\nersonal u\nif so\ndout\nju\njudgm tho\nan\nor p\nH\nonn\nxperien\nook f\nf\nu\ng tal\ns\nraining\nhis b\nhe e\nts?\nen h\nf t\nf t\nyo\nay:\ne:\nYe\nkils T\nate:\nare o\nid\nervin\nractice\nug\npl\nay:\nay:\nesd\nST\naw\nD p\nn"
+  },
+  {
+    "id": "Unknown Section_19",
+    "source": "Unknown Section",
+    "text": "B\nobs\ntho\nesd\nD\nue D\ne\njudgm\nxam\nond\ned\nurchasers o\nD\nB\ndetails o\ne\nm\nTu\nW\nomFr to p\n92\ne g .anginticny chrace ar prib\nesc afte\nD\ne\nial\ned ith\ncal leas\nlac\ntal fac\ne.\nhysi s, p b\nep tal w en\nen\nu r\nm er p\no\ng\nescri\n)\nd th\nd\nf 2\nif y\nju\nression\njudgm\nr o\non o\nn\nexp\nc\n(p. 2 o\nr  o\nt 5\nht\ne  g\nh u ?\noh\nsHee\nas t  t tionpm\nat w ent\nork\nh\nsu\nW\nas\nlacem\nss W\nrep\nr    t\nt o as ghuo ?\ned a ghu at w h\nindfulne\no h\ntion\nlac h , w tal t p\nep\nm\neek:\nM\ntal t\nen\nu r\ntion\nsu\no en p\nis w\nm\nr as\nh\nif y\nsu\no\ne judgm\nid t\njudgm as th\nu d\no\nu t  tal  ts? w ?\ns yg\nyo\nen h , ho\nin\nid\nug\nany\nh\nD coun\nm\njudgm tho if so\nise t\nll w\nu\ng tal  ts?\nd an\nyo\nen h\n:\n:\nid\nervin\nug\nay:\nay\nD ractice p\nsd\nrd\nay\nny a\nobs\nay:\nd\njudgm tho\nur\nn\nh\natu\nu\nT\nfrid\nS\nS\nlist a\n93\nWorksheets for Other Perspectives\non Mindfulness Skills"
+  },
+  {
+    "id": "Unknown Section_20",
+    "source": "Unknown Section",
+    "text": "Mindfulness WorksHeet 6\n(Mindfulness Handout 8; p. 70)\nloving kindness\nDue Date:       Name:\nWeek Starting:\nCheck off the types of loving kindness mindfulness practices you did this week. Write out descriptions of two different times when you practiced loving kindness. Use the back of this worksheet if more space is needed.\nTo myself    To a loved one    To a friend    To someone I was angry with To a difficult person    To an enemy    To all beings    Other:\nDescribe the script you used\n(i.e., the warm wishes you sent): 1.\n2.\n3.\n4.\n5.\nCheck if practicing loving kindness has increased any of the following,\neven a little bit\ntoward this person:    Feelings of warmth or caring    Love    Compassion Feelings of connection    Wisdom    Happiness    Sense of personal validity"
+  },
+  {
+    "id": "Unknown Section_21",
+    "source": "Unknown Section",
+    "text": "Describe how the skill helped or did not help you become more compassionate:\nTo myself    To a loved one    To a friend    To someone I was angry with To a difficult person    To an enemy    To all beings    Other:\nDescribe the script you used\n(i.e., the warm wishes you sent):   Same as above (check if correct).\n1.\n2.\n3.\n4.\n5.\nCheck if practicing loving kindness has increased any of the following,\neven a little bit\ntoward this person:    Feelings of warmth or caring    Love    Compassion Feelings of connection    Wisdom    Happiness    Sense of personal validity\nDescribe how the skill helped or did not help you become more compassionate:\nlist any and all wise things you did this week:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_22",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n97\nMindfulness WorksHeet 7\n(Mindfulness Handouts 9, 9a; pp. 71\u201373)\nBalancing Being mind with Doing mind\nDue Date:       Name:\nWeek Starting:\neveryday Wise mind practice:\nCheck off Wise Mind practice exercises each time you do one.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n1. Wrote out and then read an inspirational writing on mindfulness.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n2. Set Wise Mind reminders to remind me to practice mindfulness.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n3. Put written reminders to practice mindfulness in strategic places.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n4. Made a deliberate effort to bring moment-to- moment awareness to an everyday activity.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_23",
+    "source": "Unknown Section",
+    "text": "5. Focused on just \u201cthis one moment\u201d when I was overwhelmed, frazzled, or scattered.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n6. Focused awareness on events in my everyday life.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n7. Focused awareness on what needs to be done in my everyday life.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n8. Acted willingly and did what was needed.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n9. Did 3-minute Wise Mind to slow down \u201cdoing mind\u201d in my everyday life.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n10. Other (describe):\nDescribe one or more situations where you balanced being with doing mind:\nHow effective was the practice in helping you find Wise Mind in your everyday life?\nNot effective:\nSomewhat effective:\nVery effective:\nI couldn\u2019t do the skill\nI was able to practice Wise\nI became centered in Wise\nfor even 1 minute. I got\nMind and became somewhat\nMind, and was free to do\ndistracted or quit."
+  },
+  {
+    "id": "Unknown Section_24",
+    "source": "Unknown Section",
+    "text": "centered in my Wise Mind.\nwhat needed to be done.\n1        2        3        4        5\nDescribe one or more situations where you balanced being with doing mind:\nHow effective was the practice in helping you find Wise Mind in your everyday life?\nNot effective:\nSomewhat effective:\nVery effective:\nI couldn\u2019t do the skill\nI was able to practice Wise\nI became centered in Wise\nfor even 1 minute. I got\nMind and became somewhat\nMind, and was free to do\ndistracted or quit.\ncentered in my Wise Mind.\nwhat needed to be done.\n1        2        3        4        5\nlist any and all wise things you did this week:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_25",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n98\nt\no\ne)\nce a\nce  e\nhat\no\nag\nranted\ntions t\nh\nut w\ns g\nerien g t\nave t\next p\nxperien\nxp sin\n\u2019ll h\nn n\ne\n?\nard, b\norksheet i\nng ques\nr u\no h\ne? I\ned o\nour e\nour fte skill\nhis w\not s\nim\no y\ny\nolowi\n, a\nrint t\nas n\next t\nat is ow\ncontinu(\nnd p\ntion t\nhe f\nh n\nW\nhis w\nactice this.\ntten\nse t\nT\nabout n\npr\nnload a\now\nay a\nt. U\nr d\n.\nP en\ng\nom\nish,\u201d\nin\nour racticing .\nar\nt m\np\nne d\n.\nhotocopy o\nd\nenp\nas\ne y\nkill\no p\nout\nap\ne s\nnly o\ning\n)\nhe p\nce of th\nh, o\nw\nission t\nf 2\nalen\ns h\nescribD\nO\nerm\nc\not t\nerien\ne it i\nnd n\nelief, \u201c\na\n(p. 1 o\nim\nater.\nexp\nR\ntension flo\ninehan. P\n1\u201373)\n:\ne t\nt a n l\n. L"
+  },
+  {
+    "id": "Unknown Section_26",
+    "source": "Unknown Section",
+    "text": "t 7\nh\np. 7\noing\nen\now\narting\nt t\neel\narm\nom\nt d\nt a\na; p\nd D\ny f\narsha M\nsHee\n, 9\nn\nd\nelt w\nred a\ng a\ny M\nxt m\nrite i\no in\ns 9\neek St\n. W\nr b h e?\nelaxed.\n015 b\nork\nW\natte\nu\nands f\nhe ne\ne t\ning\no\ntim\nack r\nandout\neing a\nr sc\not t\nid y g on\nopyright 2\nss W\n, o\nin\nelaxed, h\nf B\ned\nt,\u201d n appen\no\nudsy, b\now d d\ns r\nulness H\nen\ns h\nelm\nrm\nt i\nh\nA\nand s\ninehan. C. L\nindf\ns o\nh\nom\n(M\nes\nldu o?\nindfulne\nverw\nne m ce as i\ne  e\narsha M\nM\nfuln\n, o\nco\ny M\nu tion t\nd\nhis o\ne onh st on\nn\n, b\nu o n\nish.\nin\nxperien\ny tte\nditio\njust t\nn j at\nne d\nm\nrazzled\nas t\nh\nlients.\no \u201c\nhe e\ny i\nr a\nt t u\nust o\nith c\neel f\nf t\nat w\no\necond E\nh tivit en\nu f\nack t\ng y\nse w\nets, S\no\nW ac\nor u\netails o\nrin\nashing j\nr f\ne:\nmom b\nW\nen y\norkshe\nocus b\nse o\nam\nh\nhe d\nd W\nN\ne\nn t\nt w\nour f\nber\nefor\ns an\nen\ns o\ne\nersonal u"
+  },
+  {
+    "id": "Unknown Section_27",
+    "source": "Unknown Section",
+    "text": "dout\nm\nh\num\nor p\no\nring y\nan\nce?\nash b\nH\no b\nn\nhe n\nook f\narenes\nas t ie\ning  t t o w\nf a m\nry t w\nraining\nat w er\neel\nad t\nhis b\nh\ned a\nf t\ned.\nay:\nexp\ne:\nF\nkils T\nate:\nare o\ne. T our a\nW\no b\nay:\nesd\nS\nw\nim\npl\nhelm\nay:\nT\nw\nishes I h\nn\nB\nesd\nD\nue D\ne a\nxam\nond\ned\nurchasers o\nD\nB\nthat t focus y\ne\nover\nof d\ngoing t\nm\nTu\nW\nomFr to p\n99\nce  e h\nerien g t\nxp sin\ne\n?\nr u\nour\nskill\ny fte, a\nat is ow\nh n\nW\nour racticing .\ne y  p kill\nce of e s\n)\nescrib\nth\nf 2\nD erien\nexp\na\n(p. 2 o\nt 7\neel  t a\ny fdo g a\nsHee\nin\nr b h\nu\ne?\no e t\nork\ntim\nid y g onin\nss W\no\now d d\nh\nld o?\ne  e  u\nindfulne\nco\ne on\nu tion t\nh st onu o n\ny\neek:\nM\ntte\nas t n j at\ny i h r a\nis w\nt t u\nh\nat w\no\nh tivit en\nid t\nW\ng y\nac\nu d\nmom rinb\no\ns yginh\ne h\nise t\nce?\nas t nie\nll w\nat w er\nd a\nh\n:\nn\nW exp\nay:\nay\n:\nsd\nay\nny a\nay:\nrd\nd"
+  },
+  {
+    "id": "Unknown Section_28",
+    "source": "Unknown Section",
+    "text": "ur\nn\nh\natu\nu\nT\nfrid\nS\nS\nist al\n100\nry\nt\ne)\nce  e\nut\nag\nranted\nou. T\nce as i\nh\ns g\no y\nerien g t\next p\nhing b\nxp sin ?\nt.\nn n\nant t\nall t\nxperien\ne\norksheet i\nr u\nm\ned o\nleas\nour\nskill\nhis w\nhe e\ny fte\noticed i\nf t\n, a\nuch a s\nrint t\neel p\nat is ow\nlad I n\ncontinu(\nnd p\ne f\nh n\nas s\nim\netails o\nW\nIt w\nI\u2019m g\nnload a\now\nhe t\nr d\nt t\nhe d\nns\nn t\nio ile\nood,\u201d\not h kill.\nings,\u201d\nide.\u201d\nhat a\ns o\nm\ne s\nhat\u2019s g\nuts\nhotocopy o\nar\nts t\ne ts w\nird) s\nh h\nT\no p\nd\ng t\ne o\nven\narenes\nour ug in\nthe b\no b\nw\nission t\n)\ne y ho t tic\nleasure, \u201c\nice t\nf 2\nalen\nd\novely (\nerm\nc\nour a\nrac\no n\nrdinary e\nescrib an p\now l\n(p. 1 o\nD\nelief, pR \u201cH \u201cIt\u2019s s\ninehan. P\n1\u201373)\nts\n:\n. L\nt 8\nocus y\np. 7\nven\no f\ng,\narting\neel  ce?\na; p\nveryday, o\ny f\npin\nh.\narsha M\nsHee\n, 9\nd\nace,\no e\ntions t\no\nop\ny M\nerien\nout\ns 9\neek St\nr b"
+  },
+  {
+    "id": "Unknown Section_29",
+    "source": "Unknown Section",
+    "text": "he f\nrs dr\nm\n015 b\nork\nxp\nW\ntion t\nuo  eis\nrs of\nandout\nleasant e\ntten\nng ques\ncross t\noulde\nid y h t\norne\nopyright 2\nss W\nf sh\nc\nf p\nay a\nolowi\ning\now d\nare o\nulness H\n.\nP\nur\ns o\ng\nhe f\nh d\nLightness a\naw\nuplift of\ninehan. C. L\nindf\nin\n(M\nes\nen\nse t\ns g\nindfulne\np\n. U\n?\narsha M\nM\nap\nt\nfuln\nare  eelin\ng\ny M\nd\ns h\nin\neeting\nw t f ven\nn\n, b\nin\nu a\nen\nan e e p\nditio\nm\ne it i\no\nlients.\nim\nnly fl\nap\nleas\nh\nith c\ne t\ns o\nhile th\necond E\nh\nt i\nere y\nas\nW e p w\nse w\nt t\nf i\nw\nets, S\nf th\ns.\nor ur f\ne:\nt a\no\nven i\nater.\nYe\norkshe\nse o\nam\nven\nd W\nN\nt, e\nn l\nle\nt e\nhi\nen\now\ns an\nan\nom t d\ne\nake.\nersonal u\nh\nird w\ndoutan\nor p\nleas\nce?\nb\nH\nhe m\nrite i\nas t n\nreen l\nook f\nie\nng a\nf a p\n. W\nce t\ner\nraining\nhis b\ning\nat wh\nay:\nf t\nexp\ne:\nSeei\nround g\nkils T\nate:\nare o\nW\nay:\nS\nw\npl\nay:\nesd\nT\nxperien\nn\nB"
+  },
+  {
+    "id": "Unknown Section_30",
+    "source": "Unknown Section",
+    "text": "appen\nesd\nD\nue D\ne a\nxam\nalking a\nond\ned\nurchasers o\nD\nB\nto e is h\ne\nw\nm\nTu\nW\nomFr to p\n101\nce  e h\nerien g t\nxp sin\ne\n?\nr u\nour\nskill\ny fte, a\nat is ow\nh n\nW nsio ile oth kill.m ets we shhourugg tine y\n)\nho t tic\nf 2\nd rac\nescrib an p\nD\n(p. 2 o\nt 8\neel  ce?\ny fd\nsHee\no erien\nr bu xp\nork\no  eis\nid y h t\nss W\ning\now dh urd\ns g\nindfulne\nt  ?\nare\ng\nw eelin\nin\nt f ven\neek:\nM\nu a\ne e en\no an\npap\nis w\nleas\nh\nh\nere y\nhile th as\nid t\nW e p w w\nf th\nu d\no\no\ns yginh\ne h\nise t\nce?\nas t nie\nll w\nat w er\nd a\nh\n:\nn\nW exp\nay:\nay\n:\nsd\nay\nny a\nay:\nrd\nd\nur\nn\nh\natu\nu\nT\nfrid\nS\nS\nlist a\n102\n-\nhe\n,\ne)\nf t\now\nag\nranted\nnpleas\ns g\naybe I\nr u\nce n\next p\netails o\nkill?\nuy. M\nn n\nerien e s\norksheet i\nh\not.\nainful o\nhe d\ned o\nxp\nhis w\nn t\ng t\ne\ngetful g\nim a l\nrint t\neel p\nor\ns o\nsin\ne f\nour\nind h\ncontinu\nnd p\ny r u"
+  },
+  {
+    "id": "Unknown Section_31",
+    "source": "Unknown Section",
+    "text": "(\nim\nretty f\nem\nafte\no r\nnload a\nhe t\narenes\nat is\nw\nh\ns a p\now\nt t\nW\ne iH need t\nr d\nhat a\nour a\ng\ne\nar\nin\nts t\no\nhotocopy o\nd\nns tic\no t\nven\nocus y\nio\nare\noes h\no p\nD\no f\not rac\no g\nm\n.\ne,\u201d \u201c\nission t\n)\nalen\ne ile p\noesn\u2019t c\nf 2\nc\nh\n.\nerm\nrdinary e\ntions t\nour\nskill\ne d\nber m\nanting t\ne\nH\nrow\n\u201d W\n(p. 1 o\nts\ne y ts w\nor\nh th\nem\ne?\ninehan. P\n1\u201373)\n:\ng\nem\nom\n. L\nt 9\nng ques\nu\no r\np. 7\nven\no\nadness, \u201c\nove m\nntil t\narting\nveryday, o\nescrib  th\na; p\nolowi\nD d\narsha M\nsHee\no e\nurt, s\n, 9\nan\nH\nenough t\nrealy l\nsleep u\ny M\ns 9\neek St\ntion t\nhe f\n015 b\nork\nW\nse t\nleasant e\ntten\nace\nandout\n. U\neel  ce?\nf f\ninking\nopyright 2\nss W\nnp\nay a\ny f\n.\nP\nd\ng\neeting\no erien\nyes, s\nulness H\nf u\nin\nr b\nrooping o\ninehan. C\nu xp\ny e\n. L\nindf\ns o\nen\ne\np\nnly fl\no is\nired.\n(M\ns o\nh\nach, d\ns, t\nindfulne\nes\nap\nt i"
+  },
+  {
+    "id": "Unknown Section_32",
+    "source": "Unknown Section",
+    "text": "id y  t\nehind m\ntom\narsha M\nM\ns h\nf i\ning\nn s\ny M\nfuln\now d ur\nust b\nhoulder\nn\n, b\nd\ne it i\nven i ater.\nh d\nditio\nin\nim\nt, e n l\nTears j\nfeeling i\nand s\nlients.\nm\ne th\nen ow\nt\nith c\nt t\necond E\nom\nt d\nan\nt a\nare\nas ?\nse w\nrite i\nw\nhile\ng\nets, S\nleas\nt w in\nor ur f\ne:\nven\nhe m . W\nu a p s w\nen\norkshe\nt e\no n g ven\nse o\nam\nce t\ning\nd W\nN\nan\ne u\napp\nere y h\ne e h\nf t feelin th\ns an\ns.\nleas\nW o\nersonal u\np\nxperien appen\nYe\ndout\nn\nan\nor p\no e\ns h\ny\nH\nn u\nt i\ne h\nook f\nf a\nry t\nce?\nraining\nhis b\nas t n\ngot m\nf t\nce as i\nie\nor\nay:\ne:\nMy\nkils T\nate:\nare o\nou. T\ner\npl\nay:\nay:\nesd\nS\nw\nat w\nT\no y\nh\nn\nB\nesd\nD\nue D\ne a\nW exp\nxam\nond\ned\nurchasers o\nD\nB\nant t experien\ne\nboyfriend f\nbirthday.\nm\nTu\nW\nomFr to p\n103\n,\now\nce n kill?\nerien e sh\nxp g t\ne sin\nour y r u\nat is afte\nhW g innsticiootracm .\n)"
+  },
+  {
+    "id": "Unknown Section_33",
+    "source": "Unknown Section",
+    "text": "e ile p\nf 2\nh\nour\ne skill\ne y ts wh th\n(p. 2 o\nguo\nt 9\nescribD  thdan\nsHee\nork\neel  ce?\ny f\nss W\ndo erien\nr bu xp\no  eis\nid y h t\nindfulne\ning\now dh urd\neek:\nM\nis w\nt\nh\nare  an\nas ?\nid t\nw\nhile\ng\nleas\nt w in\nu d\nu a p\no\no n s wg ven en\ns y\ne u\ng\napp\nere y h\ne e h\ninh\nW f t feelin th\no\nise t\ne h\nll w\nce?\nd a\nas t n\nn\nie\n:\nay:\n:\nat w er\nay\nny a\nh\nsd\nay\nay:\nrd\nd\nW exp\nur\nn\nh\natu\nu\nT\nfrid\nS\nS\nlist a\n104\nMindfulness WorksHeet 10\n(Mindfulness Handouts 3, 10; pp. 50, 74)\nWalking the middle path to Wise mind\nDue Date:       Name:\nWeek Starting:\nWalkinG The miDDle paTh:\nCheck off WISE MIND practice exercises each time you do one.\nWorked at\nbalancing:\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n1.  Reasonable mind with emotion mind to get to Wise Mind.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n2.  Doing mind with being mind to get to Wise Mind.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_34",
+    "source": "Unknown Section",
+    "text": "3.  Desire for change of the present moment with radical acceptance to get to Wise Mind.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n4.  Self- denial with self- indulgence to get to Wise Mind.\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n\u0089\u0089\n5. Other:\nWalkinG The miDDle paTh: Describe one or more situations where you walked the middle path, and tell how you did this:\nHow effective was the practice in helping you walk the middle path?\nNot effective:\nSomewhat effective:\nVery effective:\nI couldn\u2019t do the skill\nI was able to practice Wise Mind\nI became centered in Wise\nfor even 1 minute. I got\nand became somewhat centered\nMind, and was free to do\ndistracted or quit.\nin my Wise Mind.\nwhat needed to be done.\n1        2        3        4        5\nWalkinG The miDDle paTh: Describe one or more situations where you walked the middle path, and tell how you did this:"
+  },
+  {
+    "id": "Unknown Section_35",
+    "source": "Unknown Section",
+    "text": "How effective was the practice in helping you walk the middle path?\nNot effective:\nSomewhat effective:\nVery effective:\nI couldn\u2019t do the skill\nI was able to practice Wise Mind\nI became centered in Wise\nfor even 1 minute. I got\nand became somewhat centered\nMind, and was free to do\ndistracted or quit.\nin my Wise Mind.\nwhat needed to be done.\n1        2        3        4        5\nlist any and all wise things you did this week:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n105\nMindfulness WorksHeet 10a\n(Mindfulness Handout 10; p. 74)\nanalyzing yourself on the middle path"
+  },
+  {
+    "id": "Unknown Section_36",
+    "source": "Unknown Section",
+    "text": "Due Date:       Name:\nWeek Starting:\n1.  figure out where you are off the middle path, toward one extreme or the other.\nFor each of the following Wise Mind dilemmas, put an X on the line that represents where you think you are most of the time. If you are fairly balanced, put the X in the middle. If you are out of balance, put the X near the end that you are too extreme on.\nreasonable mind\nemotion mind\nDoing mind\nnothing-to-do mind\nintense desire for\nradical acceptance of\nchange of the moment\nwhat is\nSelf- denial\nSelf- indulgence\n2.  choose one dilemma.\nDescribe\nvery specifically\nwhat you are doing that is too much, and then describe what you do too little of.\nToo little\n___________________________\nToo much\n___________________________\n___________________________"
+  },
+  {
+    "id": "Unknown Section_37",
+    "source": "Unknown Section",
+    "text": "___________________________\n___________________________\n___________________________\n3.  check the facts.\nCheck for interpretations and opinions. Make sure that your list of activities you do too much of or too little of is in fact accurate. Check your own values in Wise Mind: Be sure to work on your middle path, not someone else\u2019s. Also check for\njudgments.\nAvoid \u201cgood,\u201d\n\u201cbad,\u201d and judgmental language. Rewrite any items above if needed so that they are\nfactual\nand nonjudgmental.\n4. Decide\non one (or at most two)\nvery specific\nthings to do in the next week to get closer to balance.\nDo less\nDo more\n___________________________\n___________________________\n___________________________\n___________________________\n___________________________\n___________________________\n5. Describe"
+  },
+  {
+    "id": "Unknown Section_38",
+    "source": "Unknown Section",
+    "text": "what you did since last week:\n6. rate\nhow effective the practice was in helping you become more balanced on the middle path.\nRate it from 1 (did not help at all) to 5 (very effective, really helped):\nlist any and all wise things you did this week:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n106\ne)ag\nranted\nour\noing\ns g\next p\nsion\nroject\nn\nn n\neast 1 h\norksheet i\nt l\nnstead d\ne te\ned o\nh es.\nnd i\nhis w\nid\nedium p\nave a\nrint t\ned t o s\nne m\no h\ncontinu\nnd p\nag w\nouse, a\n(\nan e t\nnd o\nh\nhe h\nnload a\nay a\necided t\nu m f t\now\no\nlso d\nbout t\nr d\nlls o\nach d\now y\nrying a\ne pu"
+  },
+  {
+    "id": "Unknown Section_39",
+    "source": "Unknown Section",
+    "text": "f.\nouse. I a\nor\nhotocopy o\nth\nroject e\nysel\no p\netail h\nall p\nhe h\n)\neen\nm\nission t\nf 2\nar\nn d\nd\ne i etw\nerm\nb\nne s\nprove t\nhinking or w\nrib\no o\nm\not t\no i\nleasant for m\no d\nf n\n0b\n(p. 1 o\nalen\nesc\ninehan. P\n4)\nc\n:\nD\neek t\nay o\nng p\n. L\nt 1\n. 7\nethi\necided t\n0; p\nath\narting\nI d\neach w\neach d\nsom\narsha M\ny M\nsHee\nple\neek St\n,\ne\nel\n015 b\nork\nandout 1\nW\nid\nream\nidd\no s\nm\nce c\nopyright 2\nsite s\nss W\nulness H\ne\ne:h\nop\needed t\nindf\np\nating i, e\ninehan. C\n(M\neen t\no o\nV\n. L\nng th\nrojects n\nndone\netw\nll tup\narsha M\nindfulne\nse u\nalki\natching T\ny M\nM\nW\nleaving p\nhou\nW\nsion b\nn\n, b\nn\nf\nditio\ne teh\nlients.\ne\nots o\nouse.\ne t\nid\necond E\nith c\nn l\ny h\nrib\ne s\nse w\nets, S\nking o\nor ur f\ne:\nescD o on\nor\norkshe\nse o\nam\nll t\nenovate m\nd W\nN\nu\no r\np\nately w\ns an\nersonal u\ndout\nesper\nan\nor p\nD\nprojects t\nH"
+  },
+  {
+    "id": "Unknown Section_40",
+    "source": "Unknown Section",
+    "text": "ook f\noing\nraining\nund\nhis bf t\nro\nay:\nay\ne:\nD\nkils T\nate:\nD\nse\npl\nay:\nS\nou\nay:\nesdn\nTB\njects a\nh\nesd\nD\nue D\nxam\nond\ned\nurchasers o\nD\ne\npro\nthe\nm\nTu\nW\nomFr to p\n107\nsionn\ne teh es.id\ned t o s\nag w\nan e th\nu m f t\no lls o\now y e pu\nth\netail h\n)\neen\nn d\nf 2\ne i etwb\nrib\nesc\n0b\n(p. 2 o\nD\nt 1\nsHee\neid\nork\ne:\nsite s\nh\no\nss W\npp\neen t\no o\netw\nll tup\nindfulne\nsion bn\neek:\nM\ne teh\nis w\ne\nh\ne t\nid\nid t\nrib\ne s\nu d\nesc\no\nD\no on\ns y\nll t\ng\nup\ninh\nise t\nll w\nd a\n:\nn\nay\n:\nD\nay:\nay\nsd\nay\nny a\nay:\nrd\nd\nur\nn\nh\natu\nu\nT\nfrid\nS\nS\nlist a\n108\ninTerPerSonal\neFFecTiVeneSS SkillS\nIntroduction to Handouts and Worksheets"
+  },
+  {
+    "id": "Unknown Section_41",
+    "source": "Unknown Section",
+    "text": "Interpersonal effectiveness skills help you build new relationships, strengthen current ones, and deal with conflict situations. They help you effectively ask for what you want and say no to unwanted requests. After a few handouts and worksheets for\nGoals and Factors That Interfere\n, three main groups of forms for interpersonal effectiveness skills are provided in DBT. The first set focuses on\nObtaining Objectives Skillfully\n\u2014that is, how to get what you want from others, while also maintaining your relationships and your self- respect. The second set,\nBuilding Relationships\nand Ending Destructive Ones\n, focuses on how to find friends, get them to like you, and maintain the relationships, as well as on how to end damaging relationships.\nThe third set covers\nWalking the Middle Path"
+  },
+  {
+    "id": "Unknown Section_42",
+    "source": "Unknown Section",
+    "text": "skills, which in this module have to do with balancing acceptance and change in relationships.\nGoals and Factors That Interfere\n\u2022\u2022\nInterpersonal Effectiveness Handout 1: Goals of Interpersonal Effectiveness\nSkills.\nThis first handout overviews the goals for each of the three main sections of this module. The major overall goal is to be effective in getting what you want skillfully.\n\u2022\n\u2022\nInterpersonal Effectiveness Worksheet 1: Pros and Cons of Using Interpersonal Skills.\nUse this worksheet to decide whether to use interpersonal skills instead of power tactics or giving up and giving in to another person.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 2: Factors in the Way of Interpersonal\nEffectiveness."
+  },
+  {
+    "id": "Unknown Section_43",
+    "source": "Unknown Section",
+    "text": "Lack of skills is only one factor that may prevent you from being effective with other people. This handout is helpful not only early in the module, but later in troubleshooting difficulties with using interpersonal effectiveness skills.\n109\n110\u2002 \u2022\u2002 inTerPerSonal eFFecTiVeneSS SkillS\nIt can then be used with\nInterpersonal Effectiveness Worksheet 7: Troubleshooting Interpersonal Effectiveness Skills\n, and\nInterpersonal Effectiveness Worksheet 9:\nTroubleshooting: When What You Are Doing Isn\u2019t Working\n.\nThese two worksheets cover the same topics, organized in the same sequence as Interpersonal Effectiveness Handout 2.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 2a: Myths in the Way of Interpersonal\nEffectiveness."
+  },
+  {
+    "id": "Unknown Section_44",
+    "source": "Unknown Section",
+    "text": "This handout can be useful if thoughts and beliefs get in the way of using interpersonal skills effectively. Use it with\nInterpersonal Effectiveness Worksheet 2: Challenging Myths in the Way of Interpersonal Effectiveness.\nObtaining Objectives Skillfully\n\u2022\u2022\nInterpersonal Effectiveness Handout 3: Overview: Obtaining Objectives\nSkillfully.\nThis handout overviews the skills covered in this section.\n\u2022\u2022\nInterpersonal Effectiveness Handout 4: Clarifying Goals in Interpersonal Situations."
+  },
+  {
+    "id": "Unknown Section_45",
+    "source": "Unknown Section",
+    "text": "Clarifying your goals is the first and most important interpersonal skill. It is the essential task of figuring out (1) what you actually want in any given situation and how important that is, compared to (2) keeping a positive relationship and (3) keeping your own self- respect. The skills you use depend on the relative importance of these three goals. Use this handout with\nInterpersonal Effectiveness Worksheet\n3: Figuring Out Goals in Interpersonal Situations\n.\nIn describing the \u201cPrompting Event\u201d on this worksheet, remember to use the mindfulness \u201cwhat\u201d skill of describing.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 5: Guidelines for Objectives Effectiveness: Getting What You Want (DEAR MAN)."
+  },
+  {
+    "id": "Unknown Section_46",
+    "source": "Unknown Section",
+    "text": "This handout describes the skills for asking for something, saying no to another\u2019s request, and resisting pressure and maintaining your point of view. The skills are Describe, Express, Assert, Reinforce; and (stay) Mindful, Appear confident, and Negotiate. You can use the term DEAR\nMAN to remember these. Two different worksheets can be used with this handout, as described next.\n\u2022\n\u2022\nInterpersonal Effectiveness Worksheet 4: Writing Out Interpersonal Effectiveness Scripts.\nThis worksheet is useful for figuring out what to say and do before practicing DEAR MAN skills. Notice also that the worksheet requires you to first write down your objectives, relationship, and self- respect goals. This worksheet can also be used for GIVE and FAST skills (see below).\n\u2022\n\u2022"
+  },
+  {
+    "id": "Unknown Section_47",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness Worksheet 5: Tracking Interpersonal Effectiveness Skills Use.\nThis worksheet can be used to track your use of interpersonal skills.\nIt asks you to figure out and write down your priorities and asks about conflicts in priorities. Finally, it asks you to record whether or not your objective was met, and what effect the interaction had on the relationship and your self- respect. This worksheet can be used with DEAR MAN, GIVE, and FAST skills.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_0",
+    "source": "Unknown Section",
+    "text": "\u2022\nInterpersonal Effectiveness Handout 5a: Applying DEAR MAN Skills to a\nintroduction to Handouts and Worksheets\u2002 \u2022\u2002 111\nDifficult Current Interaction.\nThis handout gives examples of how to handle situations where the other person also has very good interpersonal skills and refuses legitimate requests or keeps asking despite being told no. Use Interpersonal Effectiveness Worksheet 4, 5, or both with this handout (see above).\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 6: Guidelines for Relationship Effectiveness: Keeping the Relationship (GIVE)."
+  },
+  {
+    "id": "Unknown Section_1",
+    "source": "Unknown Section",
+    "text": "Relationship effectiveness skills are aimed at maintaining or improving your relationship with the other person while you try to get what you want in the interaction. The term GIVE is a way to remember these skills. It stands for (be) Gentle, (act) Interested, Validate, and (use an) Easy manner.\nUse Interpersonal Effectiveness Worksheet 4, 5, or both\nwith this handout.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 6a: Expanding the V in GIVE: Levels of\nValidation.\nThis handout lists six different ways to validate. (See also Interpersonal Effectiveness Handouts 17 and 18, described later, for more on validation.) Interpersonal Effectiveness Worksheets 4 and 5 can be used with this handout.\n\u2022\n\u2022"
+  },
+  {
+    "id": "Unknown Section_2",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness Handout 7: Guidelines for Self- Respect Effectiveness: Keeping Respect for Yourself (FAST).\nSelf- respect effectiveness skills help you to keep or improve your self- respect while you try to get what you want in an interaction. The term FAST is a way to remember these skills: (be) Fair, (no) Apologies, Stick to values, and (be) Truthful. Interpersonal Effectiveness Worksheets 4 and 5\ncan be used with this handout\n.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 8: Evaluating Options for Whether or\nHow Intensely to Ask for Something or Say No.\nBefore asking for something or saying no to another, consider how intensely to ask or say no\u2014and whether to ask or say no at all. This handout lists the factors to consider in making a decision.\nUse"
+  },
+  {
+    "id": "Unknown Section_3",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness Worksheet 6: The Dime Game: Figuring Out How\nStrongly to Ask or Say No\nwith this handout to figure out your best option in a particular situation.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 9: Troubleshooting: When What You\nAre Doing Isn\u2019t Working.\nDifficulty in obtaining an objective can be due to many possible factors. When you can identify the problem, you can often solve it and be more effective in getting what you want. This handout provides questions for diagnosing which factors are reducing your interpersonal effectiveness. Use\nInterpersonal Effectiveness Worksheet 7: Troubleshooting Interpersonal Effectiveness Skills\nwith this handout.\nBuilding Relationships and Ending Destructive Ones\n\u2022\u2022"
+  },
+  {
+    "id": "Unknown Section_4",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness Handout 10: Overview: Building Relationships\nand Ending Destructive Ones.\nThis handout briefly overviews the skills taught in this section of the module.\n\u2022\u2022\nInterpersonal Effectiveness Handout 11: Finding and Getting People to Like\nYou.\nFinding potential friends and getting them to like you often both require an\n112\u2002 \u2022\u2002 inTerPerSonal eFFecTiVeneSS SkillS\nactive effort. The handout summarizes where to look and how to look. Record your practice efforts for this on\nInterpersonal Effectiveness Worksheet 8: Finding and\nGetting People to Like You.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 11a: Identifying Skills to Find People\nand Get Them to Like You.\nThis is a quick multiple- choice quiz on the information in Interpersonal Effectiveness Handout 11.\n\u2022\n\u2022"
+  },
+  {
+    "id": "Unknown Section_5",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness Handout 12: Mindfulness of Others.\nFriendships are easier to form and last longer when we remember to be mindful of the other person. Notice that the three mindfulness skills described on this handout are the three core mindfulness \u201cwhat\u201d skills (observing, describing, and participating) taught in the Mindfulness module. Use\nInterpersonal Effectiveness Worksheet 9: Mindfulness\nof Others\nto record practice of this skill.\n\u2022\u2022\nInterpersonal Effectiveness Handout 12a: Identifying Mindfulness of Others.\nThis is a brief multiple- choice quiz on the skill of mindfulness of others.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 13: Ending Relationships."
+  },
+  {
+    "id": "Unknown Section_6",
+    "source": "Unknown Section",
+    "text": "The skills for ending relationships described on this handout are drawn from the Mindfulness (Wise Mind), Emotion Regulation (problem solving, coping ahead, opposite action), and Interpersonal Effectiveness (DEAR MAN, GIVE FAST) skills modules. The one new skill is practicing safety first when ending abusive or life- threatening relationships. If you are thinking about ending a relationship, use\nInterpersonal Effectiveness Worksheet 10: Ending Relationships"
+  },
+  {
+    "id": "Unknown Section_7",
+    "source": "Unknown Section",
+    "text": "to weigh the factors and plan for use of these skills. If trying to leave an abusive or dangerous relationship, call a domestic violence hotline number first (either a local number or the national number listed on the worksheet). Interpersonal Effectiveness Worksheet 1: Pros and Cons of Using Interpersonal Skills may also be useful with this handout.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 13a: Identifying How to End Relationships.\nThis is a brief multiple- choice quiz on how to end relationships.\nWalking the Middle Path\n\u2022\u2022\nInterpersonal Effectiveness Handout 14: Overview: Walking the Middle Path.\nThis handout briefly overviews the skills in this section: dialectics, validation, and behavior change strategies. These skills help you to effectively manage yourself and your relationships.\n\u2022\u2022"
+  },
+  {
+    "id": "Unknown Section_8",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness Handout 15: Dialectics.\nA dialectical stance is essential for walking a middle path and for decreasing a sense of isolation, conflict, and polarities. This handout outlines the basics of a dialectical perspective.\n\u2022\u2022\nInterpersonal Effectiveness Handout 16: How to Think and Act Dialectically.\nThis is an extension of Interpersonal Effectiveness Handout 15 and gives examples of how to think and act dialectically. There are three worksheets with different formats for recording dialectics practice, described next.\nintroduction to Handouts and Worksheets\u2002 \u2022\u2002 113\n\u2022\u2022\nInterpersonal Effectiveness Worksheet 11: Practicing Dialectics, Interpersonal Effectiveness Worksheet 11a: Dialectics Checklist\n, and"
+  },
+  {
+    "id": "Unknown Section_9",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness Worksheet 11b: Noticing When You\u2019re Not Dialectical\n, can be used with Interpersonal Effectiveness Handout 16.\nWorksheet 11 provides space for recording two practices over the week. Worksheet 11a provides for multiple practices of multiple skills. Worksheet 11b is intended to help raise awareness of opportunities to be dialectical and of the consequences when not being dialectical.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 16a: Examples of Opposite Sides That\nCan Both Be True.\nDialectics tells us that the universe is filled with opposing sides, and that two things that seem like opposites can both be true. This handout lists examples of opposites that can both be true.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 16b: Important Opposites to Balance."
+  },
+  {
+    "id": "Unknown Section_10",
+    "source": "Unknown Section",
+    "text": "This handout lists opposite aspects of life and living that are important to keep in balance.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 16c: Identifying Dialectics.\nThis handout is a brief multiple- choice quiz. It asks you to check the most dialectical responses.\n\u2022\u2022\nInterpersonal Effectiveness Handout 17: Validation.\nValidation of others\u2019\nfeelings, beliefs, experiences, and actions is essential in building any relationship of trust and intimacy. This handout reviews what validation is, what is most important to validate, and key points to remember about validation.\n\u2022\u2022\nInterpersonal Effectiveness Handout 18: A \u201cHow To\u201d Guide to Validation.\nThis handout lists the six levels of validation and gives examples of each. Fill out\nInterpersonal Effectiveness Worksheet 12: Validating Others"
+  },
+  {
+    "id": "Unknown Section_11",
+    "source": "Unknown Section",
+    "text": "whenever you have an opportunity to practice validation skills, whether or not you actually practiced the skills\n.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 18a: Identifying Validation.\nThis handout is a brief multiple- choice quiz on validation.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 19: Recovering from Invalidation.\nInvalidation can be helpful or harmful. Either way, it usually hurts. This handout lists how to respond effectively when you are invalidated by someone. Fill out\nInterpersonal Effectiveness Worksheet 13: Self- Validation and Self- Respect\nwhenever you have an opportunity to practice self- validation skills whether or not you actually practiced them.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 19a: Identifying Self- Validation."
+  },
+  {
+    "id": "Unknown Section_12",
+    "source": "Unknown Section",
+    "text": "This is a brief multiple- choice quiz on responding to invalidation.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 20: Strategies for Increasing the Probability of Desired Behaviors.\nThis handout describes very effective strategies for increasing behaviors you want in yourself or others: behavior reinforcement and new behavior shaping. To be effective in changing behaviors, learn these strategies and put them into action. To record your practice, use\nInterpersonal Effectiveness\nWorksheet 14: Changing Behavior with Reinforcement.\n114\u2002 \u2022\u2002 inTerPerSonal eFFecTiVeneSS SkillS\n\u2022\u2022\nInterpersonal Effectiveness Handout 21: Strategies for Decreasing or Stopping Undesired Behaviors."
+  },
+  {
+    "id": "Unknown Section_13",
+    "source": "Unknown Section",
+    "text": "This handout describes effective strategies for decreasing or stopping unwanted behaviors\u2014 extinction, satiating, and punishment. To record your practice, use\nInterpersonal Effectiveness Worksheet 15: Changing Behavior by\nExtinguishing or Punishing It.\n\u2022\u2022\nInterpersonal Effectiveness Handout 22: Tips for Using Behavior Change\nStrategies Effectively.\nReinforcement, extinction, and punishment each involve different kinds of consequences. This handout outlines important issues in selecting and implementing consequences.\n\u2022\n\u2022\nInterpersonal Effectiveness Handout 22a: Identifying Effective Behavior\nChange Strategies.\nThis is a brief multiple- choice quiz on behavior change strategies.\ninterpersonal\neffectiveness Handouts\nHandouts for Goals and Factors\nThat Interfere"
+  },
+  {
+    "id": "Unknown Section_14",
+    "source": "Unknown Section",
+    "text": "interpersonal effectiveness Handout 1\n\uf0ab\n(Interpersonal Effectiveness Worksheet 1; p. 167)\nGoals of interpersonal effectiveness\nBe Skillful in GeTTinG WhaT you WanT\nanD neeD from oTherS\n\u0089\n\u0089 Get others to do things you would like them to do.\n\u0089\n\u0089 Get others to take your opinions seriously.\n\u0089\n\u0089 Say no to unwanted requests effectively.\n\u0089\n\u0089 Other:\nBuilD relaTionShipS\nanD enD DeSTrucTive oneS\n\u0089\n\u0089 Strengthen current relationships.\n\u0089\n\u0089 Don\u2019t let hurts and problems build up.\n\u0089\n\u0089 Use relationship skills to head off problems.\n\u0089\n\u0089 Repair relationships when needed.\n\u0089\n\u0089 Resolve conflicts before they get overwhelming.\n\u0089\n\u0089 Find and build new relationships.\n\u0089\n\u0089 End hopeless relationships.\n\u0089\n\u0089 Other:\nWalk The miDDle paTh\n\u0089\n\u0089 Create and maintain balance in relationships.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_15",
+    "source": "Unknown Section",
+    "text": "\u0089 Balance acceptance and change in relationships.\n\u0089\n\u0089 Other:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n117\ninterpersonal effectiveness Handout 2\n\uf0ab\nfactors in the Way of interpersonal effectiveness\n\u0089\n\u0089\nyou Don\u2019T have The inTerperSonal SkillS you neeD\nyou Don\u2019T knoW WhaT you WanT\n\u0089\n\u0089 You have the skills, but can\u2019t decide what you really want from the other person.\n\u0089\n\u0089 You can\u2019t figure out how to balance your needs versus the other person\u2019s needs:\n\u0089\n\u0089 Asking for too much versus not asking for anything.\n\u0089\n\u0089 Saying no to everything versus giving in to everything."
+  },
+  {
+    "id": "Unknown Section_16",
+    "source": "Unknown Section",
+    "text": "your emoTionS are GeTTinG in The Way\n\u0089\n\u0089 You have the skills, but emotions (anger, pride, contempt, fear, shame, guilt) control what you do.\nyou forGeT your lonG-Term GoalS for ShorT-Term GoalS\n\u0089\n\u0089 You put your immediate urges and wants ahead of your long-term goals. The future vanishes from your mind.\noTher people are GeTTinG in your Way\n\u0089\n\u0089 You have the skills but other people get in the way.\n\u0089\n\u0089 Other people are more powerful than you.\n\u0089\n\u0089 Other people may be threatened or may not like you if you get what you want.\n\u0089\n\u0089 Other people may not do what you want unless you sacrifice your self- respect, at least a little.\nyour ThouGhTS anD BeliefS are GeTTinG in The Way\n\u0089"
+  },
+  {
+    "id": "Unknown Section_17",
+    "source": "Unknown Section",
+    "text": "\u0089 Worries about negative consequences if you ask for what you want or say no to someone\u2019s request get in the way of acting effectively.\n\u0089\n\u0089 Beliefs that you don\u2019t deserve what you want stop you in your tracks.\n\u0089\n\u0089 Beliefs that others don\u2019t deserve what they want make you ineffective.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n118\ninterpersonal effectiveness Handout 2a\n(Interpersonal Effectiveness Worksheet 2; p. 168)\nmyths in the Way of interpersonal effectiveness\nmyths in the Way of objectives effectiveness\n\u0089\n\u0089   1.  I don\u2019t deserve to get what I want or need.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_18",
+    "source": "Unknown Section",
+    "text": "\u0089   2. If I make a request, this will show that I am a very weak person.\n\u0089\n\u0089   3. I have to know whether a person is going to say yes before I make a request.\n\u0089\n\u0089   4. If I ask for something or say no, I can\u2019t stand it if someone gets upset with me.\n\u0089\n\u0089   5. If they say no, it will kill me.\n\u0089\n\u0089   6. Making requests is a really pushy (bad, self- centered, selfish, etc.) thing to do.\n\u0089\n\u0089   7.  Saying no to a request is always a selfish thing to do.\n\u0089\n\u0089   8. I should be willing to sacrifice my own needs for others.\n\u0089\n\u0089   9. I must be really inadequate if I can\u2019t fix this myself.\n\u0089\n\u0089 10.  Obviously, the problem is just in my head. If I would just think differently I wouldn\u2019t have to bother everybody else.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_19",
+    "source": "Unknown Section",
+    "text": "\u0089 11.  If I don\u2019t have what I want or need, it doesn\u2019t make any difference; I don\u2019t care really.\n\u0089\n\u0089 12.  Skillfulness is a sign of weakness.\nOther myth:\nOther myth:\nmyths in the Way of relationship and Self- respect effectiveness\n\u0089\n\u0089 13.  I shouldn\u2019t have to ask (say no); they should know what I want (and do it).\n\u0089\n\u0089 14.  They should have known that their behavior would hurt my feelings; I shouldn\u2019t have to tell them.\n\u0089\n\u0089 15.  I shouldn\u2019t have to negotiate or work at getting what I want.\n\u0089\n\u0089 16.  Other people should be willing to do more for my needs.\n\u0089\n\u0089 17.  Other people should like, approve of, and support me.\n\u0089\n\u0089 18.  They don\u2019t deserve my being skillful or treating them well.\n\u0089\n\u0089 19.  Getting what I want when I want it is most important.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_20",
+    "source": "Unknown Section",
+    "text": "\u0089 20. I shouldn\u2019t be fair, kind, courteous, or respectful if others are not so toward me.\n\u0089\n\u0089 21.  Revenge will feel so good; it will be worth any negative consequences.\n\u0089\n\u0089 22. Only wimps have values.\n\u0089\n\u0089 23. Everybody lies.\n\u0089\n\u0089 24.  Getting what I want is more important than how I get it; the ends really do justify the means.\nOther myth:\nOther myth:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n119\nHandouts for Obtaining\nObjectives Skillfully\nInterpersonal effectIveness Handout 3\nOverview:\nObtaining Objectives Skillfully\nClarifying PriOritieS\nHow important is:"
+  },
+  {
+    "id": "Unknown Section_21",
+    "source": "Unknown Section",
+    "text": "Getting what you want/obtaining your goal?\nKeeping the relationship?\nMaintaining your self- respect?\nObjeCtiveS effeCtiveneSS: Dear Man\nBe effective in asserting your rights and wishes.\nrelatiOnShiP effeCtiveneSS: give\nAct in such a way that you maintain positive relationships and that others feel good about themselves and about you.\nSelf- reSPeCt effeCtiveneSS: faSt\nAct in such a way that you keep your self- respect.\nfaCtOrS tO COnSiDer\nDecide how firm or intense you want to be in asking\nfor something or saying no.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n123"
+  },
+  {
+    "id": "Unknown Section_22",
+    "source": "Unknown Section",
+    "text": "Interpersonal effectIveness Handout 4\n\uf0ab\n(Interpersonal Effectiveness Worksheet 3; p. 173)\nClarifying Goals in Interpersonal Situations\nObjeCtIveS effeCtIveneSS: Getting What You Want from Another Person\n\u2022\n\u2022 Obtaining your legitimate rights.\n\u2022\n\u2022 Getting another person to do something you want that person to do.\n\u2022\n\u2022 Saying no to an unwanted or unreasonable request.\n\u2022\n\u2022 Resolving an interpersonal conflict.\n\u2022\n\u2022 Getting your opinion or point of view taken seriously.\nQuestions\n1.\nWhat specific\nresults or changes\ndo I want from this interaction?\n2.\nWhat do I have to do to get the results? What will work?\nRelAtIOnShIP effeCtIveneSS: Keeping and Improving the Relationship\n\u2022\n\u2022 Acting in such a way that the other person keeps liking and respecting you.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_23",
+    "source": "Unknown Section",
+    "text": "\u2022 Balancing immediate goals with the good of the long-term relationship.\n\u2022\n\u2022 Maintaining relationships that matter to you.\nQuestions\n1.\nHow do I want the\nother person to feel about me\nafter the interaction is over (whether or\nnot I get the results or changes I want)?\n2.\nWhat do I have to do to get (or keep) this relationship?\nSelf- ReSPeCt  effeCtIveneSS: Keeping or Improving Self- Respect\n\u2022\n\u2022 Respecting your own values and beliefs.\n\u2022\n\u2022 Acting in a way that makes you feel moral.\n\u2022\n\u2022 Acting in a way that makes you feel capable and effective.\nQuestions\n1.\nHow do I want to\nfeel about myself\nafter the interaction is over (whether or not I get the\nresults or changes I want)?\n2.\nWhat do I have to do to feel that way about myself? What will work?\nFrom"
+  },
+  {
+    "id": "Unknown Section_24",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n124\nInterpersonal effectIveness Handout 5\n(p. 1 of 2)\n\uf0ab\n(Interpersonal Effectiveness Worksheets 4, 5; pp. 174\u2013175)\nGuidelines for Objectives Effectiveness:\nGetting What You Want (DEAR MAN)\nA way to remember these skills is to remember the term\nDEAR MAN:\nD\nescribe\nE\nxpress\nA\nssert\nR\neinforce\n(Stay)\nM\nindful\nA\nppear Confident\nN\negotiate\nD\nescribe\nDescribe the current SituAtion (if necessary). Stick to the facts.\ntell the person exactly what you are reacting to.\n\u201cYou told me you would be home by dinner but you didn\u2019t get here until 11.\u201d"
+  },
+  {
+    "id": "Unknown Section_25",
+    "source": "Unknown Section",
+    "text": "E\nxpress\nExpress your fEElingS and opinionS about the situation.\nDon\u2019t assume that the other person knows how you feel.\n\u201cWhen you come home so late, i start worrying about you.\u201d\nuse phrases such as\n\u201cI want\u201d\ninstead of\n\u201cYou should,\u201d \u201cI don\u2019t want\u201d\ninstead of\n\u201cYou shouldn\u2019t.\u201d\nA\nssert\nAssert yourself by ASking for what you want or SAYing no clearly.\nDo not assume that others will figure out what you want.\nRemember that others cannot read your mind.\n\u201ci would really like it if you would call me when you are going to be late.\u201d\nR\neinforce\nReinforce (reward) the person ahead of time (so to speak) by explaining positive effects of getting what you want or need.\nif necessary, also clarify the negative consequences of not getting what you want or need."
+  },
+  {
+    "id": "Unknown Section_26",
+    "source": "Unknown Section",
+    "text": "\u201cI would be so relieved, and a lot easier to live with, if you do that.\u201d\nRemember also to reward desired behavior after the fact.\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n125\ninterpersonal effectiveness Handout 5\n(p. 2 of 2) (Stay)\nM\nKeep your focus ON YOUR GOALS.\nindful\nMaintain your position. Don\u2019t be distracted. Don\u2019t get off the topic.\n\u201cBroken record\u201d: Keep asking, saying no, or expressing your opinion over and over and over.\nJust keep replaying the same thing again and again."
+  },
+  {
+    "id": "Unknown Section_27",
+    "source": "Unknown Section",
+    "text": "Ignore attacks: If another person attacks, threatens, or tries to change the subject, ignore the threats, comments, or attempts to divert you.\nDo not respond to attacks. Ignore distractions.\nJust keep making your point.\n\u201cI would still like a call.\u201d\nA\nppear\nconfident Appear EFFECTIVE and competent.\nUse a confident voice tone and physical manner;\nmake good eye contact.\nNo stammering, whispering, staring at the floor, retreating.\nNo saying, \u201cI\u2019m not sure,\u201d etc.\nN\negotiate\nBe willing to GIVE TO GET.\nOffer and ask for other solutions to the problem.\nReduce your request.\nSay no, but offer to do something else or to solve the problem another way.\nFocus on what will work.\n\u201cHow about if you text me when you think you might be late?\u201d\nTurn the tables:\nTurn the problem over to the other person."
+  },
+  {
+    "id": "Unknown Section_28",
+    "source": "Unknown Section",
+    "text": "Ask for other solutions.\n\u201cWhat do you think we should do? . . . I can\u2019t just stop worrying about you [or I\u2019m not willing to].\u201d\nOther ideas:\n126\ninterpersonal effectiveness Handout 5a\napplying Dear man Skills\nto a Difficult current interaction\nTo turn around really difficult situations, focus the skills on the other person\u2019s behavior right now.\nWhen other people have really good skills themselves, and keep refusing your legitimate requests or pestering you to do something you don\u2019t want to do.\napply Dear man Skills\n1.  Describe the current interaction.\nIf the \u201cbroken record\u201d and ignoring don\u2019t work, make a statement about what is happening between you and the person now,\nbut without imputing\nmotives.\nExample:"
+  },
+  {
+    "id": "Unknown Section_29",
+    "source": "Unknown Section",
+    "text": "\u201cYou keep asking me over and over, even though I have already said no several times,\u201d or \u201cIt is hard to keep asking you to empty the dishwasher when it is your month to do it.\u201d\nnot:\n\u201cYou obviously don\u2019t want to hear what I am saying,\u201d \u201cYou obviously don\u2019t care about me,\u201d \u201cWell, it\u2019s obvious that what I have to say doesn\u2019t matter to you,\u201d \u201cObviously you think I\u2019m stupid.\u201d\n2.  express feelings or opinions about the interaction.\nFor instance, in the middle of an interaction that is not going well, you can express your feelings of discomfort in the situation.\nExample:\n\u201cI am sorry I cannot do what you want, but I\u2019m finding it hard to keep discussing it,\u201d"
+  },
+  {
+    "id": "Unknown Section_30",
+    "source": "Unknown Section",
+    "text": "or \u201cIt\u2019s becoming very uncomfortable for me to keep talking about this, since I can\u2019t help it. I am starting to feel angry about it,\u201d or \u201cI\u2019m not sure you think this is important for you to do.\u201d\nnot:\n\u201cI hate you!\u201d, \u201cEvery time we talk about this, you get defensive,\u201d \u201cStop patronizing me!\u201d\n3.  assert wishes in the situation.\nWhen another person is pestering you, you can ask him or her to stop it. When a person is refusing a request, you can suggest that you put the conversation off until another time. Give the other person a chance to think about it.\nExample:\n\u201cPlease don\u2019t ask me again. My answer won\u2019t change,\u201d or \u201cOK, let\u2019s stop discussing this now and pick it up again sometime tomorrow,\u201d or \u201cLet\u2019s cool down for a while and then get together to figure out a solution.\u201d\nnot:"
+  },
+  {
+    "id": "Unknown Section_31",
+    "source": "Unknown Section",
+    "text": "\u201cWould you shut up?\u201d \u201cYou should do this!\u201d, \u201cYou should really calm down and do what\u2019s right here.\u201d\n4.  reinforce.\nWhen you are saying no to someone who keeps asking, or when someone won\u2019t take your opinion seriously, suggest ending the conversation, since you aren\u2019t going to change your mind anyway. When trying to get someone to do something for you, you can suggest that you will come up with a better offer later.\nExample:\n\u201cLet\u2019s stop talking about this now. I\u2019m not going to change my mind, and I think this is just going to get frustrating for both of us,\u201d or \u201cOK, I can see you don\u2019t want to do this, so let\u2019s see if we can come up with something that will make you more willing to do it.\u201d\nnot:"
+  },
+  {
+    "id": "Unknown Section_32",
+    "source": "Unknown Section",
+    "text": "\u201cIf you don\u2019t do this for me, I\u2019ll never do anything for you ever again,\u201d \u201cIf you keep asking me, I\u2019ll get a restraining order against you,\u201d \u201cGosh, you must be a terrible person for not doing this/for asking me to do this.\u201d\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n127\ninterpersonal effectiveness Handout 6\n\uf0ab\n(Interpersonal Effectiveness Worksheets 4, 5; pp. 174\u2013175)\nGuidelines for relationship effectiveness:\nkeeping the relationship (Give)\nA way to remember these skills is to remember the word\nGive (Dear man, Give):\n(Be)\nG\nentle\n(Act)\ni\nnterested\nv\nalidate\n(Use an)\ne"
+  },
+  {
+    "id": "Unknown Section_33",
+    "source": "Unknown Section",
+    "text": "asy manner\n(Be)\nG\nentle\nBE NICE and respectful.\nNo attacks:\nNo verbal or physical attacks. No hitting, clenching fists. No harassment of any kind. Express anger directly with words.\nNo threats:\nIf you have to describe painful consequences for not getting what you want, describe them calmly and without exaggerating.\nNo \u201cmanipulative\u201d statements, no hidden threats. No \u201cI\u2019ll kill myself if you . . . \u201d\nTolerate a \u201cno.\u201d Stay in the discussion even if it gets painful. Exit gracefully.\nNo judging:\nNo moralizing. No \u201cIf you were a good person, you would . . . \u201d\nNo \u201cYou should . . . \u201d or \u201cYou shouldn\u2019t . . . \u201d Abandon blame.\nNo sneering: No smirking, eye rolling, sucking teeth. No cutting off or walking away.\nNo saying, \u201cThat\u2019s stupid, don\u2019t be sad,\u201d \u201cI don\u2019t care what you say.\u201d\n(Act)\nI"
+  },
+  {
+    "id": "Unknown Section_34",
+    "source": "Unknown Section",
+    "text": "LISTEN and APPEAR INTERESTED in the other person.\nListen to the other person\u2019s point of view.\nFace the person; maintain eye contact; lean toward the person rather than\nnterested\naway. Don\u2019t interrupt or talk over the person.\nBe sensitive to the person\u2019s wish to have the discussion at a later time. Be patient.\nV\nWith WORDS AND ACTIONS, show that you understand the other person\u2019s feelings and thoughts about the situation. See the world from the other person\u2019s\nalidate\npoint of view, and then say or act on what you see.\n\u201cI realize this is hard for you, and . . . \u201d, \u201cI see that you are busy, and . . . \u201d\nGo to a private place when the person is uncomfortable talking in a public place.\n(Use an)\nE\nUse a little humor.\nSMILE. Ease the person along. Be light- hearted. Sweet-talk."
+  },
+  {
+    "id": "Unknown Section_35",
+    "source": "Unknown Section",
+    "text": "Use a \u201csoft sell\u201d over a \u201chard sell.\u201d Be \u201cpolitical.\u201d\nasy manner\nLeave your attitude at the door.\nOther ideas:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n128\ninterpersonal effectiveness Handout 6a\nexpanding the v in Give: levels of validation\n1.\n\u0089\npay attention:\nLook interested in the other person instead of bored (no\nmultitasking).\n2.\n\u0089\u0089\nreflect Back:\nSay back what you heard the other person say or do, to be sure you understand exactly what the person is saying. No judgmental language or tone of voice!\n3.\n\u0089\u0089\n\u201cread minds\u201d:\nBe sensitive to what is\nnot"
+  },
+  {
+    "id": "Unknown Section_36",
+    "source": "Unknown Section",
+    "text": "being said by the other person.\nPay attention to facial expressions, body language, what is happening, and what you know about the person already.\nShow you understand in words or by your actions. Check it out and make sure you are right. Let go if you are not.\n4.\n\u0089\u0089\nunderstand:\nLook for how what the other person is feeling, thinking, or doing makes sense, based on the person\u2019s past experiences, present situation, and/or current state of mind or physical condition (i.e., the causes).\n5.\n\u0089\u0089\nacknowledge the valid:\nLook for how the person\u2019s feelings, thinking, or actions\nare valid responses because they fit current facts, or are understandable because they are a logical response to\ncurrent facts.\n6.\n\u0089\u0089\nShow equality:\nBe yourself! Don\u2019t \u201cone-up\u201d or \u201cone-down\u201d the other person."
+  },
+  {
+    "id": "Unknown Section_37",
+    "source": "Unknown Section",
+    "text": "Treat the other as an equal, not as fragile or incompetent.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n129\ninterpersonal effectiveness Handout 7\n\uf0ab\n(Interpersonal Effectiveness Worksheets 4, 5; pp. 174\u2013175)\nGuidelines for Self- respect effectiveness:\nkeeping respect for yourself (faST)\nA way to remember these skills is to remember the word\nfaST (Dear man, Give faST).\n(Be)\nf\nair\n(No)\na\npologies\nS\ntick to Values\n(Be)\nT\nruthful\n(Be)\nF\nBe fair to YOURSELF and to the OTHER person.\nRemember to VALIDATE YOUR OWN feelings and wishes,\nair\nas well as the other person\u2019s."
+  },
+  {
+    "id": "Unknown Section_38",
+    "source": "Unknown Section",
+    "text": "Don\u2019t overapologize.\nNo apologizing for being alive or for making a request at all.\n(No)\nA\nNo apologies for having an opinion, for disagreeing.\nNo LOOKING ASHAMED, with eyes and head down or body slumped.\npologies\nNo invalidating the valid.\nStick to YOUR OWN values.\nS\nDon\u2019t sell out your values or integrity for reasons that aren\u2019t VERY important.\nBe clear on what you believe is the moral or valued way of thinking and\ntick to values\nacting, and \u201cstick to your guns.\u201d\n(Be)\nT\nDon\u2019t lie.\nDon\u2019t act helpless when you are not.\nruthful\nDon\u2019t exaggerate or make up excuses.\nOther ideas:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_39",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n130\ninterpersonal effectiveness Handout 8\n(p. 1 of 3)\n\uf0ab\n(Interpersonal Effectiveness Worksheet 6; p. 176)\nevaluating options for Whether or how intensely to ask\nfor Something or Say no\nBefore asking for something or saying no to a request, you have to decide how intensely you want to hold your ground.\nOptions range from\nvery low\nintensity, where you are very flexible and accept the situation as it is, to\nvery high\nintensity, where you try every skill you know to change the situation and get what you want.\nopTionS\nlow intensity (let go, give in)\nasking\nSaying no"
+  },
+  {
+    "id": "Unknown Section_40",
+    "source": "Unknown Section",
+    "text": "Do what the other person wants without being\nDon\u2019t ask; don\u2019t hint.\n1\nasked.\nHint indirectly; take no.\n2\nDon\u2019t complain; do it cheerfully.\nHint openly; take no.\n3\nDo it, even if you\u2019re not cheerful about it.\nAsk tentatively; take no.\n4\nDo it, but show that you\u2019d rather not.\nAsk gracefully, but take no.\n5\nSay you\u2019d rather not, but do it gracefully.\nAsk confidently; take no.\n6\nSay no confidently, but reconsider.\nAsk confidently; resist no.\n7\nSay no confidently; resist saying yes.\nAsk firmly; resist no.\n8\nSay no firmly; resist saying yes.\nAsk firmly; insist; negotiate; keep\ntrying.\n9\nSay no firmly; resist; negotiate;\nkeep trying.\nask and don\u2019t take no for\nan answer.\n10\nDon\u2019t do it.\nhigh intensity (stay firm)\n(continued on next page)\nFrom"
+  },
+  {
+    "id": "Unknown Section_41",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n131\ninterpersonal effectiveness Handout 8\n(p. 2 of 3)\nfacTorS To conSiDer\nWhen deciding how firm or intense\nyou want to be in asking or saying no, think about:\n1. The other person\u2019s or your own\ncapability.\n2. Your\npriorities.\n3. The effect of your actions on your\nself- respect.\n4. Your or the other\u2019s moral and legal\nrights\nin the situation.\n5. Your\nauthority\nover the person (or his or hers over you).\n6. The type of\nrelationship\nyou have with the person.\n7. The effect of your action on\nlong- versus short-term goals.\n8. The degree of"
+  },
+  {
+    "id": "Unknown Section_42",
+    "source": "Unknown Section",
+    "text": "give and take\nin your relationship.\n9. Whether you have done your\nhomework\nto prepare.\n10. The\ntiming\nof your request or refusal.\n1. capaBiliTy:\n\u2022\n\u2022 Is the person able to give you what you want? If YES, raise the intensity of ASKING.\n\u2022\n\u2022 Do you have what the person wants? If NO, raise the intensity of NO.\n2. prioriTieS:\n\u2022\n\u2022 Are your GOALS very important? Increase intensity.\n\u2022\n\u2022 Is your RELATIONSHIP shaky? Consider reducing intensity.\n\u2022\n\u2022 Is your SELF- RESPECT on the line? Intensity should fit your values.\n3. Self- reSpecT:\n\u2022\n\u2022 Do you usually do things for yourself? Are you careful to avoid acting helpless when you are not? If YES, raise the intensity of ASKING.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_43",
+    "source": "Unknown Section",
+    "text": "\u2022 Will saying no make you feel bad about yourself, even when you are thinking about it wisely? If NO, raise the intensity of NO.\n4. riGhTS:\n\u2022\n\u2022 Is the person required by law or moral code to give you what you want? If YES, raise the intensity of ASKING.\n\u2022\n\u2022 Are you required to give the person what he or she is asking for? Would saying no violate the other person\u2019s rights? If NO, raise the intensity of NO.\n5. auThoriTy:\n\u2022\n\u2022 Are you responsible for directing the person or telling the person what to do? If YES, raise the intensity of ASKING.\n\u2022\n\u2022 Does the person have authority over you (e.g., your boss, your teacher)? And is what the person is asking within his or her authority? If NO, raise the intensity of NO.\n(continued on next page)\n132\ninterpersonal effectiveness Handout 8\n(p. 3 of 3)"
+  },
+  {
+    "id": "Unknown Section_44",
+    "source": "Unknown Section",
+    "text": "6. relaTionShip:\n\u2022\n\u2022 Is what you want appropriate to the current relationship? If YES, raise the intensity of ASKING.\n\u2022\n\u2022 Is what the person is asking for appropriate to your current relationship? If NO, raise the intensity of NO.\n7. lonG-Term\n\u2022\n\u2022 Will not asking for what you want keep the peace now but create problems in the\nverSuS\nlong run? If YES, raise the intensity of ASKING.\nShorT-Term\n\u2022\n\u2022 Is giving in to keep the peace right now more important than the long-term welfare\nGoalS:\nof the relationship? Will you eventually regret or resent saying no? If NO, raise the intensity of NO.\n8. Give anD Take:\n\u2022\n\u2022 What have you done for the person? Are you giving at least as much as you ask for? Are you willing to give if the person says yes? If YES, raise the intensity of ASKING.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_45",
+    "source": "Unknown Section",
+    "text": "\u2022 Do you owe this person a favor? Does he or she do a lot for you? If NO, raise the intensity of NO.\n9. homeWork:\n\u2022\n\u2022 Have you done your homework? Do you know all the facts you need to know to support your request? Are you clear about what you want? If YES, raise the intensity of ASKING.\n\u2022\n\u2022 Is the other person\u2019s request clear? Do you know what you are agreeing to? If NO, raise the intensity of NO.\n10. TiminG:\n\u2022\n\u2022 Is this a good time to ask? Is the person \u201cin the mood\u201d for listening and paying attention to you? Are you catching the person when he or she is likely to say yes to your request? If YES, raise the intensity of ASKING.\n\u2022\n\u2022 Is this a bad time to say no? Should you hold off answering for a while? If NO, raise the intensity of NO.\nOther factors:\n133"
+  },
+  {
+    "id": "Unknown Section_46",
+    "source": "Unknown Section",
+    "text": "Interpersonal effectIveness Handout 9\n(p. 1 of 2)\n\uf0ab\n(Interpersonal Effectiveness Worksheet 7; pp. 178\u2013179)\nTroubleshooting:\nWhen What You Are Doing Isn\u2019t Working\nDo I have the skills I need? Check out the instructions.\n1 Review what has already been tried.\n\u2022\n\u2022 Do I know how to be skillful in getting what I want?\n\u2022\n\u2022 Do I know how to say what I want to say?\n\u2022\n\u2022 Do I follow the skill instructions to the letter?\nDo I know what I really want in this interaction?\nAsk:\n2\n\u2022\n\u2022 Am I undecided about what I really want in this interaction?\n\u2022\n\u2022 Am I unsure of my priorities?\n\u2022\n\u2022 Am I having trouble balancing:\n\u2022\n\u2022 Asking for too much versus too little?\n\u2022\n\u2022 Saying no to everything versus saying yes to everything?\n\u2022\n\u2022 Is fear or shame getting in the way of knowing what I really want?\n3"
+  },
+  {
+    "id": "Unknown Section_47",
+    "source": "Unknown Section",
+    "text": "Are short-term goals getting in the way of long-term goals?\nAsk:\n\u2022\n\u2022 Is \u201cnow, now, now\u201d winning out over getting what I really want in the future?\n\u2022\n\u2022 Is emotion mind controlling what I say and do instead of wISe MInD?\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n134\ninterpersonal effectiveness Handout 9\n(p. 2 of 2) 4\nare my emotions getting in the way of using my skills?\nAsk:\n\u2022\n\u2022 Do I get too upset to use my skills?\n\u2022\n\u2022 Are my emotions so HIGH that I am over my skills breakdown point?\nare worries, assumptions, and myths getting in my way?\nAsk:\n\u2022"
+  },
+  {
+    "id": "Unknown Section_48",
+    "source": "Unknown Section",
+    "text": "\u2022 Are THOUGHTS about bad consequences blocking my action?\n5\n\u201cThey won\u2019t like me,\u201d \u201cShe will think I am stupid.\u201d\n\u2022\n\u2022 Are THOUGHTS about not deserving things getting in my way?\n\u201cI am such a bad person I don\u2019t deserve this.\u201d\n\u2022\n\u2022 Am I calling myself NAMES that stop me from doing anything?\n\u201cI won\u2019t do it right,\u201d \u201cI\u2019ll probably fall apart,\u201d \u201cI\u2019m so stupid.\u201d\n\u2022\n\u2022 Do I believe MYTHS about interpersonal effectiveness?\n\u201cIf I make a request, this will show that I am a weak person,\u201d\n\u201cOnly wimps have values.\u201d\nis the environment more powerful than my skills?\n6 Ask:\u2022\u2022Are the people who have what I want or need more powerful than I am?\n\u2022\n\u2022 Are other people more in control of the situation than I am?\n\u2022\n\u2022 Will others be threatened if I get what I want?\n\u2022"
+  },
+  {
+    "id": "Unknown Section_49",
+    "source": "Unknown Section",
+    "text": "\u2022 Do others have reasons for not liking me if I get what I want?\nother ideas:\n7\n135\nHandouts for Building Relationships\nand Ending Destructive Ones\ninterpersonal effectiveness Handout 10\noverview:\nBuilding relationships\nand ending Destructive ones\nfinDinG anD GeTTinG people To like you\nProximity, similarity, conversation skills,\nexpressing liking, and joining groups\nminDfulneSS of oTherS\nBuilding closeness through mindfulness of others\nenDinG DeSTrucTive/\ninTerferinG relaTionShipS\nStaying in WISE MIND\nUsing skills\nStaying safe\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients."
+  },
+  {
+    "id": "Unknown Section_50",
+    "source": "Unknown Section",
+    "text": "139\ninterpersonal effectiveness Handout 11\n(p. 1 of 2) (Interpersonal Effectiveness Worksheet 8; p. 183)\nfinding and Getting people to like you\nrememBer: all human BeinGS are lovaBle.\nBut finding friends may take effort on your part.\nlook for people Who are cloSe By you.\nfamiliarity often leads to liking and sometimes love.\nTo find people you might like and who might like you, it is important to make sure that you are frequently around and visible to a group of people. Many people find friends who are classmates or members of groups they join, or who work at or go to the same places.\nlook for people Who are Similar To you.\nWe often make friends with people who share our interests and attitudes."
+  },
+  {
+    "id": "Unknown Section_51",
+    "source": "Unknown Section",
+    "text": "Though always agreeing with someone will not make you more attractive to them, a lot of people are attracted to those who share the same important interests and attitudes, such as politics, lifestyle, morals.\nWork on your converSaTion SkillS.\nask and respond to questions;\nrespond with a little more info than requested.\nmake small talk;\ndon\u2019t underestimate the value of chit-chat.\nSelf- disclose  skillfully;\nkeep your self- disclosure close to that of the other person.\nDon\u2019t interrupt;\ndon\u2019t start talking just fractionally before or after someone else.\nlearn things to talk about:\nWatch others; read; increase your activities and experiences.\nexpreSS likinG (SelecTively).\nWe often like the people we think like us."
+  },
+  {
+    "id": "Unknown Section_52",
+    "source": "Unknown Section",
+    "text": "Express genuine liking for the other person. But don\u2019t try to suck up to the other person or grovel. Find things to compliment that are not super- obvious. Don\u2019t praise too much too often, and never use compliments to obtain favors.\n(continued on next page)\nAdapted from Linehan, M. M., & Egan, K. J. (1985).\nAsserting yourself\n. New York: Facts on File. Copyright 1985 by Facts on File Publications.\nAdapted by permission of the authors.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n140\ninterpersonal effectiveness Handout 11\n(p. 2 of 2)\njoin an onGoinG Group converSaTion."
+  },
+  {
+    "id": "Unknown Section_53",
+    "source": "Unknown Section",
+    "text": "if we wait for people to approach us, we may never have friends.\nSometimes we must make the first move in finding friends. This often requires us to know how to tell if a group is open or closed, and then, when it is open, how to approach and join in the ongoing group.\nfiGure ouT if a Group iS open or cloSeD.\nin open groups new members are welcome.\nin closed groups new members may not be welcome.\nopen Groups\nclosed Groups\n\u2022\n\u2022 Everyone is standing somewhat apart.\n\u2022\n\u2022 Everyone is standing close together.\n\u2022\n\u2022 Members occasionally glance around the\n\u2022\n\u2022 Members attend exclusively to each other.\nroom.\n\u2022\n\u2022 There is a very animated conversation with\n\u2022\n\u2022 There are gaps in the conversation.\nfew gaps.\n\u2022\n\u2022 Members are talking about a topic of\n\u2022\n\u2022 Members seem to be pairing off.\ngeneral interest."
+  },
+  {
+    "id": "Unknown Section_54",
+    "source": "Unknown Section",
+    "text": "fiGure ouT hoW To join an open Group converSaTion.\nWays of joining an open Group\npotential outcomes\nMove gradually closer to the group.\nIt may not be clear from the slowness of your\napproach that you want to join them; it might even\nlook as though you were creeping up and trying to\neavesdrop!\nOffer to refill members\u2019 glasses/\nThat could be overdoing things a bit. What would you\nserve them food.\ndo if they refused more food/drinks? Would it be clear\nenough that you wanted to join the group?\nStand beside them and chip in on\nThat might seem rude. They haven\u2019t invited you to\ntheir conversation.\njoin them, and anyway, what exactly are you going to\nsay when you chip in?\nGo up and introduce yourself.\nIsn\u2019t that overly formal? Having introduced yourself,"
+  },
+  {
+    "id": "Unknown Section_55",
+    "source": "Unknown Section",
+    "text": "then what do you say? Will they introduce themselves\nto you? Wouldn\u2019t you interrupt the conversation?\nWait for a break in the\nThis makes your intention clear and doesn\u2019t\nconversation, stand beside a\nseem rude or interrupt the conversation; group\nfriendly- looking member of the\nmembers can then choose whether to introduce\ngroup and say something like\nthemselves or not.\n\u201cmind if i join you?\u201d\n141\ninterpersonal effectiveness Handout 11a\nidentifying Skills to find people\nand Get Them to like you\nFor each A and B pair, check the more effective responses.\n\uf8f1\u2022\n\u0089\n\u0089\n1a.\nRealize that good relationships\n\uf8f1\u2022\n\u0089\n\u0089\n7a.\nStay out of conversations other people\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\ndepend on what you do.\n\uf8f4\u2022\nare having, so people know you\u2019re\n\uf8f2\u2022\n\uf8f2\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n1B.\nThink of relationships in\n\uf8f4\u2022\nrespectful.\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3"
+  },
+  {
+    "id": "Unknown Section_56",
+    "source": "Unknown Section",
+    "text": "vague, abstract terms.\n\uf8f3\n\u0089\n\u0089\n7B.\nPolitely ask to join in conversations, so you can meet more people.\n\uf8f1\u2022\n\u0089\n\u0089\n2a.\nExpect people to beat a path\n\uf8f1\u2022\n\u0089\n\u0089\n8a.\nSay nothing or everything about yourself,\n\uf8f4\u2022\n\uf8f4\u2022\nregardless of what others reveal.\n\uf8f4\u2022\nto your door.\n\uf8f4\u2022\n\uf8f2\u2022\n\u0089\n\u0089\n2B.\nCreate and make full use of\n\uf8f2\u2022\n\u0089\n\u0089\n8B.\nDisclose roughly the same amount of\n\uf8f4\u2022\n\uf8f4\u2022\nopportunities to come into\npersonal information to others as they\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\nregular contact with others.\n\uf8f3\ndisclose to you.\n\uf8f1\u2022\n\u0089\n\u0089\n3a.\nMix with people who share\n\uf8f1\u2022\n\u0089\n\u0089\n9a.\nKeep good opinions of others to yourself.\n\uf8f4\u2022\n\uf8f4\u2022\nyour attitudes and interests.\n\uf8f2\u2022\n\u0089\n\u0089\n9B.\nIf you like others, let them know.\n\uf8f2\u2022\n\uf8f3\n\uf8f4\u2022\n\u0089\n\u0089\n3B.\nMix with people with whom\n\uf8f4\u2022\n\uf8f3\nyou have little in common.\n\uf8f1\u2022\n\u0089\n\u0089\n4a.\nMix with people who respond\n\uf8f1\u2022\n\u0089\n\u0089\n10a."
+  },
+  {
+    "id": "Unknown Section_57",
+    "source": "Unknown Section",
+    "text": "Protect yourself, and comment only on\n\uf8f4\u2022\n\uf8f4\u2022\npositively to you and to life\n\uf8f4\u2022\n\uf8f4\u2022\ngood points that are obvious to anyone\n\uf8f2\u2022\n\uf8f2\u2022\ngenerally.\n\uf8f4\u2022\nand everyone.\n\uf8f4\u2022\n\u0089\n\u0089\n4B.\nMix with cynics and\n\uf8f4\u2022\n\u0089\n\u0089\n10B.\nDon\u2019t express liking indiscriminately.\n\uf8f4\u2022\n\uf8f3\n\uf8f3\npessimists.\n\uf8f1\u2022\n\u0089\n\u0089\n5a.\nExpress your opinions and\n\uf8f1\u2022\n\u0089\n\u0089\n11a.\nRely on flattery to get what you want\n\uf8f4\u2022\nattitudes, so that others can\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f2\u2022\nwhen you think it will work.\n\uf8f2\u2022\nrecognize similarities with you.\n\uf8f4\u2022\n\u0089\n\u0089\n11B.\nDon\u2019t use flattery to influence others.\n\uf8f4\u2022\n\u0089\n\u0089\n5B.\nKeep your opinions and\n\uf8f3\n\uf8f4\u2022\n\uf8f3\nattitudes to yourself.\n\uf8f1\u2022\n\u0089\n\u0089\n6a.\nAnswer questions briefly, and\n\uf8f4\u2022\n\uf8f1\u2022\n\u0089\n\u0089\n12a.\nStand near a friendly- looking person\n\uf8f4\u2022\nseldom ask or return them.\n\uf8f4\u2022\nin a new group, wait for a lull in the\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n6B.\nShow interest in others by\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_58",
+    "source": "Unknown Section",
+    "text": "conversation, and then ask if it\u2019s OK for\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\nasking questions.\n\uf8f4\u2022\n\uf8f2\u2022\nyou to join the group.\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n12B.\nStand near a group of new people and\n\uf8f4\u2022\n\uf8f4\u2022\nmake sure your comments or opinions\n\uf8f4\u2022\n\uf8f3\nare heard.\nAdapted from Linehan, M. M., & Egan, K. J. (1985).\nAsserting yourself\n. New York: Facts on File. Copyright 1985 by Facts on File Publications.\nAdapted by permission of the authors.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n142\ninterpersonal effectiveness Handout 12\n(Interpersonal Effectiveness Worksheet 9; p. 184)\nmindfulness of others"
+  },
+  {
+    "id": "Unknown Section_59",
+    "source": "Unknown Section",
+    "text": "frienDShipS laST lonGer When We are minDful.\noBServe\n\u0089\n\u0089 Pay attention with interest and curiosity to others around you.\n\u0089\n\u0089 Stop multitasking; focus on the people you are with.\n\u0089\n\u0089 Stay in the present rather than planning what to say next.\n\u0089\n\u0089 Let go of a focus on self, and focus on others around you.\n\u0089\n\u0089 Be open to new information about others.\n\u0089\n\u0089 Notice judgmental thoughts about others, and let them go.\n\u0089\n\u0089 Give up clinging to always being right.\nDeScriBe\n\u0089\n\u0089 Replace judgmental words with descriptive words.\n\u0089\n\u0089 Avoid assuming or interpreting what other people think about you without checking the facts. (Remember,\nno one\nhas ever observed another person\u2019s thoughts, motives, intentions, feelings, emotions, desires, or experiences.)\n\u0089"
+  },
+  {
+    "id": "Unknown Section_60",
+    "source": "Unknown Section",
+    "text": "\u0089 Avoid questioning other people\u2019s motives (unless you have very good reasons to do so).\n\u0089\n\u0089 Give others the benefit of the doubt.\nparTicipaTe\n\u0089\n\u0089 Throw yourself into interactions with others.\n\u0089\n\u0089 Go with the flow, rather than trying to control the flow.\n\u0089\n\u0089 Become one with group activities and conversations.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n143\ninterpersonal effectiveness Handout 12a\nidentifying mindfulness of others\nFor each A and B pair, check the more effective response.\n\uf8f1\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n1a.\nMulti-task and expect the other\n\uf8f1\u2022\n\u0089\n\u0089\n6a."
+  },
+  {
+    "id": "Unknown Section_61",
+    "source": "Unknown Section",
+    "text": "Be open to people\u2019s changing their\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f2\u2022\nperson to understand.\n\uf8f4\u2022\nminds about things, as well as their\n\uf8f4\u2022\n\u0089\n\u0089\n1B.\nGive your complete attention to\nbeliefs or feelings.\n\uf8f4\u2022\n\uf8f2\u2022\n\uf8f3\nthe person you are with.\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n6B.\nAssume that when people change,\n\uf8f3\nthey are not trustworthy.\n\uf8f1\u2022\n\uf8f1\u2022\n\u0089\n\u0089\n7a.\nEvaluate other people\u2019s behaviors and\n\uf8f4\u2022\n\u0089\n\u0089\n2a.\nFigure that if you already know\n\uf8f4\u2022\nsomeone, you don\u2019t really have to\n\uf8f4\u2022\nthoughts, and tell them that they are\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\npay such close attention to them\n\uf8f4\u2022\nwrong or that they should be different\n\uf8f4\u2022\nany more.\n\uf8f4\u2022\nwhen you feel sure you are right.\n\uf8f2\u2022\n\uf8f2\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n2B.\nRecognize that closeness is built\n\uf8f4\u2022\n\u0089\n\u0089\n7B.\nIf you do not approve of or agree\n\uf8f4\u2022\n\uf8f4\u2022\nby attending to and learning more\n\uf8f4\u2022\nwith what another person is doing\n\uf8f4\u2022\nand more about people you care\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_62",
+    "source": "Unknown Section",
+    "text": "or thinking, try to understand how it\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\nabout.\n\uf8f3\nwould make sense if you knew the\ncauses.\n\uf8f1\u2022\n\u0089\n\u0089\n3a.\n\u201cMy feelings are really hurt by\n\uf8f1\u2022\n\u0089\n\u0089\n8a. \u201c\nYou should stop doing that.\u201d\n\uf8f4\u2022\n\uf8f2\u2022\n\uf8f4\u2022\nwhat you did, and the thought\n\uf8f3\n\u0089\n\u0089\n8B.\n\u201cI wish you would stop doing that.\u201d\n\uf8f4\u2022\nwent through my mind that you\n\uf8f4\u2022\n\uf8f1\u2022\n\u0089\n\u0089\n9a. \u201c\nYou are lazy and have given up.\u201d\n\uf8f4\u2022\nhate me. I know that you don\u2019t\n\uf8f2\u2022\n\uf8f4\u2022\nreally, but did you feel that way at\n\uf8f3\n\u0089\n\u0089\n9B.\n\u201cI worry that you have given up.\u201d\n\uf8f2\u2022\n\uf8f4\u2022\nthe time?\u201d\n\uf8f1\u2022\n\u0089\n\u0089\n10a.\n\u201cI don\u2019t think that is correct.\u201d\n\uf8f4\u2022\n\u0089\n\u0089\n3B.\n\u201cI know you hate me. There is\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f3\n\u0089\n\u0089\n10B.\n\u201cHow could you possibly think that?\u201d\n\uf8f4\u2022\nno other reason for what you did\n\uf8f4\u2022\nto me. Don\u2019t tell me differently,\n\uf8f4\u2022\n\uf8f3\neither.\u201d\n\uf8f1\u2022\n\u0089\n\u0089\n4a.\nIn social situations, throw yourself\n\uf8f1\u2022\n\u0089\n\u0089\n11a."
+  },
+  {
+    "id": "Unknown Section_63",
+    "source": "Unknown Section",
+    "text": "Stay in control so that relationships\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\ninto interactions.\n\uf8f4\u2022\nturn out the way you want.\n\uf8f2\u2022\n\u0089\n\u0089\n4B.\nStay reserved and watch social\n\uf8f2\u2022\n\u0089\n\u0089\n11B.\nGo with the flow much of the time\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\ninteractions so you don\u2019t make\n\uf8f4\u2022\nwhen in social interactions with\n\uf8f3\nmistakes.\n\uf8f3\ngroups of friends.\n\uf8f1\u2022\n\u0089\n\u0089\n5a.\nFind people with your values.\n\uf8f1\u2022\n\u0089\n\u0089\n12a.\nHold back in a conversation until you\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f2\u2022\n\u0089\n\u0089\n5B.\nDo little immoral things so as not\n\uf8f4\u2022\n\uf8f2\u2022\nare sure you like the person.\n\uf8f4\u2022\nto be a drag on friendships.\n\uf8f4\u2022\n\u0089\n\u0089\n12B.\nThrow yourself into a conversation\n\uf8f3\n\uf8f4\u2022\n\uf8f3\nuntil you are sure you don\u2019t like it.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_64",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n144\ninterpersonal effectiveness Handout 13\n(Interpersonal Effectiveness Worksheet 10; pp. 185\u2013186)\nending relationships\na destructive relationship\nhas the quality of destroying or completely spoiling either the quality of the relationship or aspects of yourself\u2014such as your physical body and safety, your self- esteem or sense of integrity, your happiness or peace of mind, or your caring for the other person.\nan interfering relationship"
+  },
+  {
+    "id": "Unknown Section_65",
+    "source": "Unknown Section",
+    "text": "is one that blocks or makes difficult your pursuing goals that are important to you; your ability to enjoy life and do things you like doing; your relationships with other persons; or the welfare of others that you love.\nDecide to end relationships in WiSe minD,\nnever\nin emotion mind.\nif the relationship is imporTanT and noT destructive,\nand there is reason to hope it can be improved, try\nproBlem SolvinG\nto repair a difficult relationship.\ncope aheaD\nto troubleshoot\nand practice ending the relationship ahead of time.\nBe direct: use the Dear man Give faST interpersonal\neffectiveness skills.\npractice\noppoSiTe acTion for love\nwhen you find\nyou love the wrong person.\npracTice SafeTy firST!\nBefore leaving a highly abusive or life- threatening"
+  },
+  {
+    "id": "Unknown Section_66",
+    "source": "Unknown Section",
+    "text": "relationship, call a local domestic violence hotline or the\ntoll-free national Domestic violence hotline (1-800-799-7233)\nfor help with safety planning and a referral to a qualified\nprofessional. See also the international Directory of Domestic\nviolence agencies (www.hotpeachpages.net).\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n145\ninterpersonal effectiveness Handout 13a\nidentifying how to end relationships\nFor each A and B pair, check the more effective response.\n\uf8f1\u2022\n\u0089\n\u0089\n1a.\nIf a relationship is threatening\n\uf8f1\u2022 In the middle of an argument, you are so mad at\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_67",
+    "source": "Unknown Section",
+    "text": "your integrity or physical well-\n\uf8f4\u2022 the other person you don\u2019t want to have anything to\n\uf8f4\u2022\nbeing, it is probably your fault,\n\uf8f4\u2022 do with this person any more.\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nand you should see a therapist.\n\uf8f4\u2022\n\uf8f2\u2022\n\u0089\n\u0089\n5a.\nYou should end the relationship right then!\n\uf8f4\u2022\n\u0089\n\u0089\n1B.\nA relationship threatening your\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f2\u2022\nYou may forget all about how enraging the\n\uf8f4\u2022\nintegrity or physical well-being\n\uf8f4\u2022\nperson is if you wait.\n\uf8f4\u2022\nis destructive, and you should\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n5B.\nYou should get out of emotion mind and into\n\uf8f3\nconsider getting out of it.\n\uf8f4\u2022\n\uf8f4\u2022\nWise Mind, and evaluate whether to stay or\n\uf8f4\u2022\n\uf8f3\nleave the relationship.\n\uf8f1\u2022\n\u0089\n\u0089\n2a.\nRelationships should be\n\uf8f1\u2022\n\u0089\n\u0089\n6a.\nIf ending a destructive relationship will be\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\neasy. If it\u2019s hard to have a\n\uf8f4\u2022\ndifficult, it\u2019s most effective to stay together.\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_68",
+    "source": "Unknown Section",
+    "text": "relationship with someone, it\u2019s\n\u0089\n\u0089\n6B.\nIf ending a destructive relationship will be\n\uf8f4\u2022\n\uf8f2\u2022\n\uf8f2\u2022\nprobably not worth it, and you\n\uf8f4\u2022\ndifficult, it\u2019s most effective to cope ahead of\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nshould end it.\n\uf8f3\ntime.\n\uf8f4\u2022\n\u0089\n\u0089\n2B.\nMost relationships need\n\uf8f4\u2022\n\uf8f3\nproblem solving to work.\n\uf8f1\u2022\n\u0089\n\u0089\n3a.\nIf you are in love with someone\n\uf8f1\u2022\n\u0089\n\u0089\n7a.\nIn an abusive relationship, if the person\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nwho does not love you back,\n\uf8f4\u2022\nhits you, you should use your interpersonal\n\uf8f4\u2022\npractice DEAR MAN skills to\n\uf8f4\u2022\nskills to tell the person you are leaving the\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f2\u2022\nget the person to love you.\n\uf8f2\u2022\nrelationship.\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n3B.\nIf you are in love with someone\n\uf8f4\u2022\n\u0089\n\u0089\n7B.\nIn an abusive relationship, you should\n\uf8f4\u2022\nwho does not love you back,\n\uf8f4\u2022\nseek professional assistance to leave the\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3"
+  },
+  {
+    "id": "Unknown Section_69",
+    "source": "Unknown Section",
+    "text": "practice opposite action to love.\n\uf8f3\nrelationship.\n\uf8f1\u2022\n\u0089\n\u0089\n4a.\nTo decide whether to end a\n\uf8f1\u2022\n\u0089\n\u0089\n8a.\nIf you feel consistently invalidated in a\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nrelationship, do PROS and\nrelationship, it is probably your fault.\n\uf8f2\u2022\n\uf8f2\u2022\nCONS.\n\uf8f4\u2022\n\u0089\n\u0089\n8B.\nIf you are consistently invalidated, the\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n4B.\nTo decide whether to end a\n\uf8f3\nrelationship is likely destructive.\n\uf8f3\nrelationship, use GIVE skills.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n146\nHandouts for Walking\nthe Middle Path\ninterpersonal effectiveness Handout 14\n(Interpersonal Effectiveness Worksheets 11\u201315; pp. 189\u2013195)"
+  },
+  {
+    "id": "Unknown Section_70",
+    "source": "Unknown Section",
+    "text": "overview:\nWalking the middle path\nBalancing Acceptance and Change\nDialecTicS\nBalancing opposites while entering the paradox of \u201cyes\u201d\nand \u201cno,\u201d \u201ctrue\u201d and \u201cnot true,\u201d at the very same time.\nvaliDaTion\nIncluding the valid and understanable in ourselves and others.\nrecoverinG from invaliDaTion\nFrom a nondefensive position, find the valid, acknowledge the invalid, and radically accept yourself.\nSTraTeGieS for chanGinG Behavior\nUse behavioral principles to increase desired behaviors and decrease undesired behaviors.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n149"
+  },
+  {
+    "id": "Unknown Section_71",
+    "source": "Unknown Section",
+    "text": "interpersonal effectiveness Handout 15\n(Interpersonal Effectiveness Worksheets 11, 11a, 11b; pp. 189\u2013191)\nDialectics\nDialecTicS reminDS uS ThaT\n1.  The universe is filled with opposing sides/opposing forces.\nThere is always more than one way to see a situation, and more than one way to solve a problem.\nTwo things that seem like opposites can both be true.\n2.  everything and every person is connected in some way.\nThe waves and the ocean are one.\nThe slightest move of the butterfly affects the furthest star.\n3.  change is the only constant.\nMeaning and truth evolve over time.\nEach moment is new; reality itself changes with each moment.\n4.  change is transactional.\nWhat we do influences our environment and other people in it.\nThe environment and other people influence us.\nFrom"
+  },
+  {
+    "id": "Unknown Section_72",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n150\ninterpersonal effectiveness Handout 16\n(Interpersonal Effectiveness Worksheets 11, 11a, 11b; pp. 189\u2013191)\nhow to Think and act Dialectically\n\u0089\n\u0089\n1.  There is always more than one side to anything that exists. look for both sides.\n\u0089\n\u0089\nask Wise mind: What am i missing?\nWhere is the kernel of truth in the other side?\n\u0089\n\u0089\nlet go of extremes:\nChange \u201ceither-or\u201d to \u201cboth-and,\u201d \u201calways\u201d or \u201cnever\u201d to\n\u201csometimes.\u201d\n\u0089\n\u0089\nBalance opposites:\nValidate both sides when you disagree, accept reality, and work to change.\n\u0089\n\u0089"
+  },
+  {
+    "id": "Unknown Section_73",
+    "source": "Unknown Section",
+    "text": "make lemonade out of lemons.\n\u0089\n\u0089\nembrace confusion:\nEnter the paradox of yes and no, or true and not true.\n\u0089\n\u0089\nplay devil\u2019s advocate:\nArgue each side of your own position with equal passion.\n\u0089\n\u0089\nuse metaphors and storytelling\nto unstick and free the mind.\n\u0089\n\u0089 Other ways to see all sides of a situation:\n\u0089\n\u0089\n2. Be aware that you are connected.\n\u0089\n\u0089\nTreat others as you want them to treat you.\n\u0089\n\u0089\nlook for similarities among people instead of differences.\n\u0089\n\u0089\nnotice the physical connections\namong all things.\n\u0089\n\u0089 Other ways to stay aware of connections:\n\u0089\n\u0089\n3. embrace change.\n\u0089\n\u0089\nThrow yourself into change:\nAllow it. Embrace it.\n\u0089\n\u0089\npractice radical acceptance of change\nwhen rules, circumstances, people, and relationships change in ways you don\u2019t like.\n\u0089\n\u0089\npractice getting used to change:"
+  },
+  {
+    "id": "Unknown Section_74",
+    "source": "Unknown Section",
+    "text": "Make small changes to practice this (e.g., purposely change where you sit, who you talk with, what route you take when going to a familiar place).\n\u0089\n\u0089 Other ways to embrace change:\n\u0089\n\u0089\n4. change is transactional: remember that you affect your environment and your\nenvironment affects you.\n\u0089\n\u0089\npay attention to your effect on others\nand how they affect you.\n\u0089\n\u0089\npractice letting go of blame\nby looking for how your own and others\u2019 behaviors are caused by many interactions over time.\n\u0089\n\u0089\nremind yourself that all things, including all behaviors, are caused.\n\u0089\n\u0089 Other ways to see transactions:\nNote.\nAdapted from Miller, A. L., Rathus, J. H., & Linehan, M. M. (2007).\nDialectical behavior therapy with suicidal adolescents."
+  },
+  {
+    "id": "Unknown Section_75",
+    "source": "Unknown Section",
+    "text": "New York: Guilford Press. Copyright 2007 by The Guilford Press. Adapted by permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n151\ninterpersonal effectiveness Handout 16a\nexamples of opposite Sides That can Both Be True\n\u0089\n\u0089   1.  You can want to change and be doing the best you can, AND still need to do better, try harder, and be more motivated to change.\n\u0089\n\u0089   2. You are tough AND you are gentle.\n\u0089\n\u0089   3. You can be independent AND also want help. (You can allow somebody else to be independent AND also give them help.)\n\u0089"
+  },
+  {
+    "id": "Unknown Section_76",
+    "source": "Unknown Section",
+    "text": "\u0089   4. You can want to be alone AND also want to be connected to others.\n\u0089\n\u0089   5. You can share some things with others AND also keep some things private.\n\u0089\n\u0089   6. You can be by yourself AND still be connected to others.\n\u0089\n\u0089   7.  You can be with others AND be lonely.\n\u0089\n\u0089   8. You can be a misfit in one group AND fit in perfectly in another group. (A tulip in a rose garden can also be a tulip in a tulip garden.)\n\u0089\n\u0089   9. You can accept yourself the way you are AND still want to change. (You can accept others as they are AND still want them to change.)\n\u0089\n\u0089 10.  At times you need to both control AND tolerate your emotions.\n\u0089\n\u0089 11.  You may have a valid reason for believing what you believe, AND you may still be wrong or incorrect.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_77",
+    "source": "Unknown Section",
+    "text": "\u0089 12.  Someone may have valid reasons for wanting something from you, AND you may have valid reasons for saying no.\n\u0089\n\u0089 13.  The day can be sunny, AND it can rain.\n\u0089\n\u0089 14.  You can be mad at somebody AND also love and respect the person.\n\u0089\n\u0089 15.  (You can be mad at yourself AND also love and respect yourself.)\n\u0089\n\u0089 16.  You can have a disagreement with somebody AND also be friends.\n\u0089\n\u0089 17.  You can disagree with the rules AND also follow the rules.\n\u0089\n\u0089 18.  You can understand why somebody is feeling or behaving in a certain way, AND also disagree with his or her behavior and ask that it be changed.\n\u0089\n\u0089 19. Others:\nNote.\nAdapted from Miller, A. L., Rathus, J. H., & Linehan, M. M. (2007).\nDialectical behavior therapy with suicidal adolescents."
+  },
+  {
+    "id": "Unknown Section_78",
+    "source": "Unknown Section",
+    "text": "New York: Guilford Press. Copyright 2007 by The Guilford Press. Adapted by permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n152\ninterpersonal effectiveness Handout 16b\nimportant opposites to Balance\n\u0089\n\u0089   1.  Accepting reality AND working to change it.\n\u0089\n\u0089   2. Validating yourself and others AND acknowledging errors.\n\u0089\n\u0089   3. Working AND resting.\n\u0089\n\u0089   4. Doing things you need to do AND doing things you want to do.\n\u0089\n\u0089   5. Working on improving yourself AND accepting yourself exactly as you are.\n\u0089\n\u0089   6. Problem solving AND problem acceptance.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_79",
+    "source": "Unknown Section",
+    "text": "\u0089   7.  Emotion regulation AND emotion acceptance.\n\u0089\n\u0089   8. Mastering something on your own AND asking for help.\n\u0089\n\u0089   9. Independence AND dependence.\n\u0089\n\u0089 10.  Openness AND privacy.\n\u0089\n\u0089 11.  Trust AND suspicion.\n\u0089\n\u0089 12.  Watching and observing AND participating.\n\u0089\n\u0089 13.  Taking from others AND giving to others.\n\u0089\n\u0089 14.  Focusing on yourself AND focusing on others.\n\u0089\n\u0089 15. Others:\n\u0089\n\u0089 16. Others:\n\u0089\n\u0089 17. Others:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n153\ninterpersonal effectiveness Handout 16c\nidentifying Dialectics\nfor each group, check the most dialectical response."
+  },
+  {
+    "id": "Unknown Section_80",
+    "source": "Unknown Section",
+    "text": "\uf8f1\u2022 \u0089\n\u0089\n1a.\nPay attention to your effect on others.\n\uf8f1\u2022 \u0089\n\u0089\n5a.\nExamine a difficult relationship by\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nlooking at how the interactions over\n\uf8f2\u2022 \u0089\n\u0089\n1B.\nAssume that others\u2019 reactions to you\ntime between you and the other\n\uf8f4\u2022\n\uf8f4\u2022\nare unrelated to your treatment of\n\uf8f4\u2022\n\uf8f4\u2022\nperson may be problematic.\n\uf8f3\nthem.\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022 \u0089\n\u0089\n5B.\nAssume that difficulties in a\n\uf8f4\u2022\n\uf8f4\u2022\nrelationship are caused completely by\n\uf8f3\nyou or by the other person.\n\uf8f1\u2022Saying:\n\uf8f1\u2022Saying:\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022 \u0089\n\u0089\n2a.\n\u201cI know I am right about this.\u201d\n\uf8f4\u2022 \u0089\n\u0089\n6a.\n\u201cIt is hopeless. I cannot do it.\u201d\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f2\u2022 \u0089\n\u0089\n2B.\n\u201cI can see your point of view, even\n\uf8f2\u2022 \u0089\n\u0089\n6B.\n\u201cThis is a breeze. I\u2019ve got no\n\uf8f4\u2022\nthough I do not agree with it.\u201d\n\uf8f4\u2022\nproblems.\u201d\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022 \u0089\n\u0089\n2c.\n\u201cThe way you are thinking doesn\u2019t\n\uf8f4\u2022 \u0089\n\u0089\n6c.\n\u201cThis is really hard for me, and I am"
+  },
+  {
+    "id": "Unknown Section_81",
+    "source": "Unknown Section",
+    "text": "\uf8f3\nmake any sense.\u201d\n\uf8f3\ngoing to keep trying.\u201d\n\uf8f1\u2022Saying:\n\uf8f1\u2022 \u0089\n\u0089\n7a.\nWhen you disagree with someone,\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nbe sure and be very clear about your\n\u0089\n\u0089\n3a.\n\u201cEveryone always treats me unfairly.\u201d\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\npoint of view.\n\uf8f4\u2022\n\uf8f2\u2022\n\uf8f2\u2022 \u0089\n\u0089\n3B.\n\u201cI believe the coach should reconsider\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n7B.\nWhen you disagree with someone, try\nhis decision to cut me from the team.\u201d\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\nand see their point of view.\n\uf8f4\u2022\n\uf8f4\u2022 \u0089\n\u0089\n3c.\n\u201cCoaches know best who to keep on\n\uf8f3\nteams and who to cut.\u201d\n\uf8f1\u2022 \u0089\n\u0089\n4a.\nJudge friends as disloyal and uncaring\n\uf8f1\u2022 \u0089\n\u0089\n8a.\nDemand that relationships be stable\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nif they start changing in ways you don\u2019t\n\uf8f4\u2022\nwithout changing.\n\uf8f2\u2022\nlike.\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022 \u0089\n\u0089\n8B.\nEmbrace change and see it as\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\n\u0089\n\u0089\n4B.\nAccept that interests change.\n\uf8f3\ninevitable.\nNote."
+  },
+  {
+    "id": "Unknown Section_82",
+    "source": "Unknown Section",
+    "text": "Adapted in part from Miller, A. L., Rathus, J. H., & Linehan, M. M. (2007).\nDialectical behavior therapy with suicidal adolescents.\nNew York: Guilford Press. Copyright 2007 by The Guilford Press. Adapted by permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n154\ninterpersonal effectiveness Handout 17\n(Interpersonal Effectiveness Worksheet 12; p. 192)\nvalidation\nvaliDaTion meanS:\n\u2022\n\u2022 Finding the kernel of truth in another person\u2019s perspective or situation; verifying the facts of a situation.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_83",
+    "source": "Unknown Section",
+    "text": "\u2022 Acknowledging that a person\u2019s emotions, thoughts, and behaviors have causes and are therefore understandable.\n\u2022\n\u2022\nNot\nnecessarily agreeing with the other person.\n\u2022\n\u2022\nNot\nvalidating what is actually invalid.\nWhy valiDaTe?\n\u2022\n\u2022 It improves our relationships by showing we are listening and understand.\n\u2022\n\u2022 It improves interpersonal effectiveness by reducing:\n1.  Pressure to prove who is right\n2.  Negative reactivity\n3. Anger\n\u2022\n\u2022 It makes problem solving, closeness, and support possible.\n\u2022\n\u2022 Invalidation hurts.\nimporTanT ThinGS To valiDaTe\n\u2022\n\u2022 The valid (and\nonly\nthe valid).\n\u2022\n\u2022 The facts of a situation.\n\u2022\n\u2022 A person\u2019s experiences, feelings/emotions, beliefs, opinions, or thoughts about something.\n\u2022\n\u2022 Suffering and difficulties.\nrememBer:\n\u2022\n\u2022 Every invalid response makes sense in some way.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_84",
+    "source": "Unknown Section",
+    "text": "\u2022 Validation is not necessarily agreeing.\n\u2022\n\u2022 Validation doesn\u2019t mean you like it.\n\u2022\n\u2022 Only validate the valid!\nNote.\nAdapted from Linehan, M. M. (1997). Validation and psychotherapy. In A. Bohart & L. Greenberg (Eds.),\nEmpathy reconsidered: New\ndirections in psychotherapy\n(pp. 353\u2013392). Washington, DC: American Psychological Association. Copyright 1997 by the American Psychological Association. Adapted by permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n155\ninterpersonal effectiveness Handout 18\n(Interpersonal Effectiveness Worksheet 12; p. 192)"
+  },
+  {
+    "id": "Unknown Section_85",
+    "source": "Unknown Section",
+    "text": "a \u201chow To\u201d Guide to validation\n1.\n\u0089\u0089\npay attention:\nLook interested, listen, and observe. No multitasking. Make eye contact. Stay focused. Nod occasionally. Respond with your face (e.g., smile at happy statements; look concerned when hearing something painful).\n2.\n\u0089\u0089\nreflect Back:\nSay back what you heard or observed to be sure you actually understand what the person is saying.\nNo\njudgmental language or voice tone!\nTry to really \u201cget\u201d what the person feels or thinks. Have an open mind. (No disagreeing, criticizing, or trying to change the person\u2019s mind or goals.) Use a voice tone that allows the other person to correct you . . . and\ncheck the facts!\nexample:\n\u201cSo you are mad at me because you think I lied just to get back at you. Did I get it\nright?\u201d\n3.\n\u0089\u0089\n\u201cread minds\u201d:"
+  },
+  {
+    "id": "Unknown Section_86",
+    "source": "Unknown Section",
+    "text": "Be sensitive to what is\nnot\nbeing said by the other person. Pay attention to facial expressions, body language, what is happening, and what you know about the person already. Show that you understand in words or by your actions.\nBe open to correction.\nexample:\nWhen you are asking a friend for a ride at the end of a long day and the person\nslumps down, say, \u201cYou look really tired. Let me look for someone else.\u201d\n4.\n\u0089\u0089\nunderstand:\nLook for how the other person feels, is thinking, or if he or she is making sense, given the person\u2019s history, state of mind or body, or current events (i.e. the causes)\u2014even if you don\u2019t approve of the person\u2019s behavior, or if his or her belief is incorrect. Say\n\u201cIt makes sense that\nyou . . . because . . . \u201d\nexample:"
+  },
+  {
+    "id": "Unknown Section_87",
+    "source": "Unknown Section",
+    "text": "If you sent a party invitation to the wrong address, say, \u201cI can see why you thought\nI might be excluding you on purpose.\u201d\n5.\n\u0089\u0089\nacknowledge the valid:\nShow that you see that the person\u2019s thoughts, feelings, or actions are valid, given current reality and facts. Act as if the person\u2019s behavior is valid.\nexample:\nIf you are criticized for not taking out the garbage on your day, admit that it is your\nday and take it out. If people present a problem, help them solve it (unless they just want to\nbe heard). If people are hungry, give them food. Acknowledge the effort a person is making.\n6.\n\u0089\u0089\nShow equality:\nBe yourself! Don\u2019t \u201cone-up\u201d or \u201cone-down\u201d the other person. Treat the other as an equal, not as fragile or incompetent.\nexample:"
+  },
+  {
+    "id": "Unknown Section_88",
+    "source": "Unknown Section",
+    "text": "Be willing to admit mistakes. If someone introduces him- or herself by first name,\nintroduce yourself by your first name. Ask other people for their opinions. Give up being\ndefensive. Be careful in giving advice or telling someone what to do if you are not asked or\nrequired to do so. Even then, remember you could be wrong.\nNote.\nAdapted from Linehan, M. M. (1997). Validation and psychotherapy. In A. Bohart & L. Greenberg (Eds.),\nEmpathy reconsidered: New\ndirections in psychotherapy\n(pp. 353\u2013392). Washington, DC: American Psychological Association. Copyright 1997 by the American Psychological Association. Adapted by permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_89",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n156\ninterpersonal effectiveness Handout 18a\nidentifying validation\nFor each A and B pair, check the more effective response.\n\uf8f1\u2022\n\u0089\n\u0089\n1a.\nThink about your day when the other\n\uf8f1\u2022\n\u0089\n\u0089\n5a.\nRemember that people\u2019s thoughts,\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nperson is talking about his or her day.\n\uf8f4\u2022\nfeelings, and behaviors don\u2019t always\n\uf8f2\u2022\n\uf8f4\u2022\nmatch. Check the facts.\n\uf8f4\u2022\n\u0089\n\u0089\n1B.\nThrow yourself into listening about the\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\nother person\u2019s day.\n\uf8f4\u2022\n\u0089\n\u0089\n5B.\nAssume that you can tell exactly what\n\uf8f4\u2022\n\uf8f3\npeople are feeling and thinking.\n\uf8f1\u2022\n\u0089\n\u0089\n2a.\nIf you are uncertain of people\u2019s\n\uf8f1\u2022\n\u0089\n\u0089\n6a.\nEvaluate other people\u2019s behaviors and\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_90",
+    "source": "Unknown Section",
+    "text": "\uf8f4\u2022\n\uf8f4\u2022\nthoughts and feelings, ask them what\n\uf8f4\u2022\nthoughts, and tell them that they are\n\uf8f4\u2022\nthey are thinking or feeling, or try to\n\uf8f4\u2022\nwrong or that they should be different\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f2\u2022\nimagine yourself in their situation.\n\uf8f4\u2022\nwhen you feel sure you are right.\n\uf8f4\u2022\n\uf8f2\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n2B.\nAssume that if people want you\n\uf8f4\u2022\n\u0089\n\u0089\n6B.\nIf you do not agree with what another\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nto know what they are thinking or\n\uf8f4\u2022\nperson is doing or thinking, try to\n\uf8f3\nfeeling, they will tell you.\n\uf8f4\u2022\nunderstand how it could make sense if\n\uf8f4\u2022\n\uf8f3\nyou understood the causes.\n\uf8f1\u2022\n\u0089\n\u0089\n3a.\nObserve the small clues that indicate\n\uf8f1\u2022\n\u0089\n\u0089\n7a.\nAssume that if you tell a person his\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nwhat is going on in social situations.\n\uf8f4\u2022\nor her request of you makes sense,\n\uf8f2\u2022\nthat\u2019s all you have to do to validate the\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n3B."
+  },
+  {
+    "id": "Unknown Section_91",
+    "source": "Unknown Section",
+    "text": "Observe only what people say, and\n\uf8f4\u2022\n\uf8f4\u2022\nperson.\n\uf8f3\u2022\nignore nonverbal signals.\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n7B.\nWhen a person asks you for\n\uf8f4\u2022\n\uf8f4\u2022\nsomething, giving the person what\n\uf8f3\nhas been asked for is validation.\n\uf8f1\u2022\n\u0089\n\u0089\n4a.\nJump to conclusions about what\n\uf8f1\u2022\n\u0089\n\u0089\n8a.\nAssume that other people\u2019s reactions\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\npeople mean.\n\uf8f4\u2022\nto you have nothing to do with yours to\n\uf8f2\u2022\n\uf8f4\u2022\nthem.\n\uf8f4\u2022\n\u0089\n\u0089\n4B.\nRealize that the same behavior can\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\nmean many things.\n\uf8f4\u2022\n\u0089\n\u0089\n8B.\nTreat each person with respect and as\n\uf8f4\u2022\n\uf8f3\nan equal.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n157"
+  },
+  {
+    "id": "Unknown Section_92",
+    "source": "Unknown Section",
+    "text": "interpersonal effectiveness Handout 19\n(p. 1 of 2) (Interpersonal Effectiveness Worksheet 13; p. 193)\nrecovering from invalidation\nnoTice ThaT invaliDaTion\ncan Be helpful anD painful aT The Same Time\nremember:\ninvalidation is helpful When\n1.  It corrects important mistakes (your facts are wrong).\n2.  It stimulates intellectual and personal growth by listening to other views.\n3. Other:\ninvalidation is painful When\n1.  You are being ignored.\n2.  You are not being repeatedly misunderstood.\n3.  You are being misread.\n4.  You are being misinterpreted.\n5.  Important facts in your life are ignored or denied.\n6.  You are receiving unequal treatment.\n7.  You are being disbelieved when being truthful.\n8.  Your private experiences are trivialized or denied.\n9. Other:\n(continued on next page)\nFrom"
+  },
+  {
+    "id": "Unknown Section_93",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n158\ninterpersonal effectiveness Handout 19\n(p. 2 of 2)\nBe nondefensive and check the facts\n\u0089\n\u0089 Check ALL the facts to see if your responses are valid or invalid.\nCheck them out with someone you can trust to validate the valid.\n\u0089\n\u0089 Acknowledge when your responses don\u2019t make sense and are not valid.\n\u0089\n\u0089 Work to change invalid thinking, comments, or actions. (Also, stop blaming. It rarely helps a situation.)\n\u0089\n\u0089 Drop judgmental self- statements. (Practice opposite action.)\n\u0089"
+  },
+  {
+    "id": "Unknown Section_94",
+    "source": "Unknown Section",
+    "text": "\u0089 Remind yourself that all behavior is caused and that you are doing your best.\n\u0089\n\u0089 Be compassionate toward yourself. Practice self- soothing.\n\u0089\n\u0089 Admit that it hurts to be invalidated by others, even if they are right.\n\u0089\n\u0089 Acknowledge when your reactions make sense and are valid in a situation.\n\u0089\n\u0089 Remember that being invalidated, even when your response is actually valid, is rarely a complete catastrophe.\n\u0089\n\u0089 Describe your experiences and actions in a supportive environment.\n\u0089\n\u0089 Grieve traumatic invalidation and the harm it created.\n\u0089\n\u0089 Practice radical acceptance of the invalidating person.\nvalidate yourself exactly the Way you Would\nvalidate Someone else\n159\ninterpersonal effectiveness Handout 19a\nidentifying  Self- validation"
+  },
+  {
+    "id": "Unknown Section_95",
+    "source": "Unknown Section",
+    "text": "For each A and B pair, check the more effective response when someone else invalidates you.\n\uf8f1\u2022\n\u0089\n\u0089\n1a.\nDescribe your own experience, point\n\uf8f1\u2022\n\u0089\n\u0089\n4a.\nJump to anger and call yourself a\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nof view, emotion, or action in a matter-\nwimp if you start feeling sad or alone.\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f2\u2022\nof-fact way.\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n4B.\nAccept that it hurts to be invalidated,\n\uf8f4\u2022\n\u0089\n\u0089\n1B.\nSay, \u201cHow stupid of me,\u201d or put\n\uf8f4\u2022\nand feel the pain.\n\uf8f4\u2022\n\uf8f3\n\uf8f3\nyourself down for your response.\n\uf8f1\u2022\n\u0089\n\u0089\n2a.\nBlast the other person and argue your\n\uf8f1\u2022\n\u0089\n\u0089\n5a.\nWhen you make a mistake, remind\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\npoint of view, even if you might be\n\uf8f4\u2022\nyourself that you are human, and\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nwrong.\n\uf8f4\u2022\nhumans make mistakes.\n\uf8f4\u2022\n\uf8f2\u2022\n\uf8f2\u2022\n\u0089\n\u0089\n2B.\nWhen someone disagrees with what\n\uf8f4\u2022\n\u0089\n\u0089\n5B.\nBlame and punish yourself for being\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_96",
+    "source": "Unknown Section",
+    "text": "you think or do, be open to being\n\uf8f4\u2022\nwrong; avoid people who know you\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nwrong and being OK with that. Check\n\uf8f3\nwere wrong.\n\uf8f4\u2022\n\uf8f3\nthe facts.\n\uf8f1\u2022\n\u0089\n\u0089\n3a.\nWhen you are checking the facts\n\uf8f1\u2022\n\u0089\n\u0089\n6a.\nSee yourself as \u201cscrewed up\u201d or\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n(if only in your mind), stand up for\n\uf8f4\u2022\n\u201cdamaged goods,\u201d and give in to\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nyourself if you are correct or if your\n\uf8f4\u2022\nshame and misery.\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nresponse is reasonable.\n\uf8f4\u2022\n\u0089\n\u0089\n6B.\nRespond and talk to yourself with\n\uf8f2\u2022\n\uf8f2\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n3B.\nAssume that your experience of the\n\uf8f4\u2022\nunderstanding and compassion.\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nfacts is wrong. Give up and give in.\n\uf8f4\u2022\nRemind yourself that all responses\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nJudge yourself and the person who\n\uf8f4\u2022\nare caused and make sense if you\n\uf8f4\u2022\ninvalidated you.\n\uf8f4\u2022\nexplore the reasons long enough.\n\uf8f3\n\uf8f3\nFrom"
+  },
+  {
+    "id": "Unknown Section_97",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n160\ninterpersonal effectiveness Handout 20\n(Interpersonal Effectiveness Worksheet 14; p. 194)\nStrategies for increasing the probability\nof Behaviors you Want\nDescribe behaviors for yourself or others that you would like to start or increase:\nreinforcer = a consequence that increases frequency of a behavior.\npositive reinforcement = positive consequences (i.e., reward).\nBehavior is increased by consequences a person wants, likes, or will work to get.\nExamples:\nnegative reinforcement = removal of negative events (i.e., relief)."
+  },
+  {
+    "id": "Unknown Section_98",
+    "source": "Unknown Section",
+    "text": "Behavior is increased by consequences that stop or reduce something\nnegative.\nExamples:\nShaping = reinforcing small steps toward the behavior you want.\n\u2022\n\u2022 Reinforce small steps that lead toward the goal.\n\u2022\n\u2022 As new behavior stabilizes, require a little bit more before reinforcing.\n\u2022\n\u2022 Continue until you reach the goal behavior.\nExamples of steps to a goal behavior:\nTiming counts.\n\u2022\n\u2022 Reinforce behavior immediately after it occurs.\n\u2022\n\u2022 When shaping new behavior, at first reinforce every instance of the behavior.\n\u2022\n\u2022 Once behavior is established, gradually start to reinforce only some of the time.\ncauTion: When you vary reinforcement, behavior becomes\nvery hard to stop.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_99",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n161\ninterpersonal effectiveness Handout 21\n(Interpersonal Effectiveness Worksheet 15; p. 195)\nStrategies for Decreasing or Stopping\nunwanted Behaviors\nextinction = Stopping an ongoing reinforcement of behavior.\nExtinction leads first to a burst of behavior, and then to a decrease in behavior.\nExamples:\nSatiation = providing relief or what is wanted\nbefore\nthe behavior occurs.\nSatiation reduces motivation for behavior and thus decreases its frequency.\nExamples:\npunishment = an aversive consequence that decreases a behavior."
+  },
+  {
+    "id": "Unknown Section_100",
+    "source": "Unknown Section",
+    "text": "Behavior is decreased by consequences the person dislikes or will work to avoid.\nExamples:\nBehavior is decreased by consequences that stop or reduce something positive.\nExamples:\nBehavior is decreased when something the person wants is withheld until harmful effects of problem behaviors are corrected and overcorrected.\nExamples:\n\u2022\n\u2022 Be sure that punishment is specific, is time- limited, and fits the \u201ccrime.\u201d\n\u2022\n\u2022 Avoid a punitive tone; let the consequence do the work.\n\u2022\n\u2022 If a natural punishment occurs, don\u2019t undo it. Don\u2019t add arbitrary punishment.\nBe sure to reinforce alternative behavior to replace behavior you want stopped.\n\u2022\n\u2022 Extinction and punishment weaken or suppress behavior, but do not eliminate it.\n\u2022\n\u2022 Extinction and punishment do not teach new behavior.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_101",
+    "source": "Unknown Section",
+    "text": "\u2022 To keep a behavior from resurfacing, reinforce an alternative behavior.\n\u2022\n\u2022 Punishment works only when the punisher is (or is likely to be) present.\n\u2022\n\u2022 Punishment leads to avoidance of the person punishing.\nNote.\nAdapted from Miller, A. L., Rathus, J. H., & Linehan, M. M. (2007).\nDialectical behavior therapy with suicidal adolescents.\nNew York: Guilford Press. Copyright 2007 by The Guilford Press. Adapted by permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n162\ninterpersonal effectiveness Handout 22\n(Interpersonal Effectiveness Worksheets 14, 15; pp. 194\u2013195)"
+  },
+  {
+    "id": "Unknown Section_102",
+    "source": "Unknown Section",
+    "text": "Tips for using Behavior change Strategies effectively\nSummary so far:\nGoal\nconsequence\nIncrease behavior\n(Reinforce)\n\u2022\n\u2022 Add positive consequence\n\u2022\n\u2022 Remove aversive consequence\nWeaken behavior\n(Extinguish)\n\u2022\n\u2022 Remove reinforcer\n\u2022\n\u2022 Provide relief\nbefore\nunwanted behavior\nSuppress\n(Punish)\n\u2022\n\u2022 Add aversive consequence\nbehavior\n\u2022\n\u2022 Remove positive consequence\nnot all consequences are created equal.\n\u201cone person\u2019s poison can be another person\u2019s passion.\u201d\ncontext counts.\nA reinforcer in one situation can be punishment in another.\nquantity counts.\nIf a reinforcer is too little or too much, it will not work.\nnatural consequences work best.\nLet them do the work when possible.\nask what consequence\nthe person would work to get (reinforcer) or work to avoid (punisher).\nobserve changes in behavior"
+  },
+  {
+    "id": "Unknown Section_103",
+    "source": "Unknown Section",
+    "text": "when a consequence is applied.\nBehavior learned in one situation may not happen in another situation.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n163\ninterpersonal effectiveness Handout 22a\nidentifying effective Behavior change Strategies\nFor each A and B pair, check the more effective response.\n\uf8f1\u2022\n\u0089\n\u0089\n1a.\nWhen you are trying to increase a\n\uf8f1\u2022\n\u0089\n\u0089\n5a.\nIf a person\u2019s problem behaviors\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nbehavior, it is most effective to wait\nwork to get things he or she wants,\n\uf8f4\u2022\n\uf8f4\u2022\nfor the full desired behavior before\n\uf8f4\u2022\nit is most effective to punish those\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_104",
+    "source": "Unknown Section",
+    "text": "reinforcing, so the person does not\nbehaviors to make them stop.\n\uf8f4\u2022\n\uf8f4\u2022\nthink that halfway is good enough.\n\uf8f4\u2022\n\uf8f2\u2022\n\u0089\n\u0089\n5B.\nIf a person\u2019s problem behaviors work\n\uf8f2\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n1B.\nWhen you are trying to increase\n\uf8f4\u2022\nto get things he or she wants, it is\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\na behavior, it is most effective to\nmost effective to stop reinforcing\n\uf8f4\u2022\nreinforce small improvement in the\n\uf8f4\u2022\nthose behaviors and instead give\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nright direction, or else the person may\n\uf8f4\u2022\nrewards when the person uses more\n\uf8f3\nnot continue to improve.\n\uf8f4\u2022\n\uf8f3\nskillful strategies to get what he or she\nwants or needs.\n\uf8f1\u2022\n\u0089\n\u0089\n2a.\nThe most effective punishment\n\uf8f1\u2022\n\u0089\n\u0089\n6a.\nWhen you are punishing, figure that\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nis intense anger and swift verbal\n\uf8f4\u2022\na nonspecific punishment will be a\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\ncriticism.\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_105",
+    "source": "Unknown Section",
+    "text": "lot more effective, since it can\u2019t be\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n2B.\nThe most effective punishment is to\n\uf8f2\u2022\navoided.\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nfind one that fits the severity of the\n\uf8f4\u2022\n\u0089\n\u0089\n6B.\nUse a specific and time- limited\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\nproblem behavior.\n\uf8f4\u2022\nnegative consequence to decrease\n\uf8f4\u2022\nbehavior.\n\uf8f3\n\uf8f1\u2022\n\u0089\n\u0089\n3a.\nIt is most effective to reinforce\n\uf8f1\u2022\n\u0089\n\u0089\n7a.\nIf a person\u2019s mean behavior makes\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nbehavior immediately after it occurs.\nyou feel hurt, it is most effective to\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n3B.\nIt is most effective to reward behavior\npunish the behavior by taking away\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nafter a delay so that the person\n\uf8f4\u2022\ngifts that you previously gave the\n\uf8f4\u2022\n\uf8f4\u2022\nperson.\n\uf8f4\u2022\ndoes not expect that you will always\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\nprovide a reward.\n\uf8f4\u2022\n\u0089\n\u0089\n7B.\nIf a person\u2019s mean behavior makes\n\uf8f4\u2022\n\uf8f4\u2022\nyou feel hurt, it is most effective to\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_106",
+    "source": "Unknown Section",
+    "text": "punish the behavior by not doing\n\uf8f4\u2022\n\uf8f3\nfavors for the person until his or her\nbehavior improves.\n\uf8f1\u2022\n\u0089\n\u0089\n4a.\nIt is common that people reward\n\uf8f1\u2022\n\u0089\n\u0089\n8a.\nAfter a punished behavior stops, it is\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nothers\u2019 problematic behaviors without\n\uf8f4\u2022\nmost effective to reward an alternative\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\neven realizing it.\n\uf8f4\u2022\nbehavior that you want.\n\uf8f2\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\u0089\n\u0089\n4B.\nPeople do not reward others\u2019\n\uf8f4\u2022\n\u0089\n\u0089\n8B.\nAfter a punished behavior stops,\n\uf8f4\u2022\n\uf8f2\u2022\n\uf8f4\u2022\nproblematic behaviors, because that\n\uf8f4\u2022\nit is most effective to continue the\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f3\nwould be stupid.\n\uf8f4\u2022\npunishment, so that you send a very\n\uf8f4\u2022\n\uf8f4\u2022\nclear message that the problematic\n\uf8f4\u2022\n\uf8f3\nbehavior is unacceptable.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_107",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n164\ninterpersonal\neffectiveness Worksheets\nWorksheets for Goals and Factors\nThat Interfere\ninterpersonal effectiveness WorksHeet 1\n(Interpersonal Effectiveness Handout 1; p. 117)\npros and cons of using interpersonal\neffectiveness Skills\nDue Date:       Name:\nWeek Starting:\nUse this sheet to figure out the advantages and disadvantages to you of using interpersonal effectiveness skills (i.e., acting skillfully) to get what you want. The idea here is to figure out what is the most effective way for you to get what you want. Remember, this is about your goals, not someone else\u2019s goals."
+  },
+  {
+    "id": "Unknown Section_108",
+    "source": "Unknown Section",
+    "text": "Describe the interpersonal situation:\nDescribe your goal in this situation:\nMake a list of the pros and cons of acting skillfully by using interpersonal effectiveness skills.\nMake another list of the pros and cons for using power tactics to get what you want.\nMake a third list of pros and cons for giving in or acting passively in the situation.\nCheck the facts to be sure that you are correct in your assessment of advantages and disadvantages.\nWrite on the back of this sheet if you need more room.\nUsing Skills\nDemanding, Attacking, Stonewalling\nGiving In, Acting Passively\nS\norp\nUsing Skills\nDemanding, Attacking, Stonewalling\nGiving In, Acting Passively\nSn\noc\nWhat did you decide to do in this situation?\nis this the best decision (in Wise mind)?\nFrom"
+  },
+  {
+    "id": "Unknown Section_109",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n167\ninterpersonal effectiveness WorksHeet 2\n(p. 1 of 2) (Interpersonal Effectiveness Handout 2a; p. 119)\nchallenging myths in the Way of obtaining objectives\nchallenging myths in the Way of objectives effectiveness\nDue Date:       Name:\nWeek Starting:\nFor each myth, write down a challenge that makes sense to you.\n1. I don\u2019t deserve to get what I want or need.\nChallenge:\n2. If I make a request, this will show that I\u2019m a very weak person.\nChallenge:\n3. I have to know whether a person is going to say yes before I make a request."
+  },
+  {
+    "id": "Unknown Section_110",
+    "source": "Unknown Section",
+    "text": "Challenge:\n4. If I ask for something or say no, I can\u2019t stand it if someone gets upset with me.\nChallenge:\n5. If they say no, it will kill me.\nChallenge:\n6. Making requests is a really pushy (bad, self- centered, selfish, etc.) thing to do.\nChallenge:\n7. Saying no to a request is always a selfish thing to do.\nChallenge:\n8. I should be willing to sacrifice my own needs for others.\nChallenge:\n9. I must be really inadequate if I can\u2019t fix this myself.\nChallenge:\n10. Obviously, the problem is just in my head. If I would just think differently, I wouldn\u2019t have to bother everybody else.\nChallenge:\n11.  If I don\u2019t have what I want or need, it doesn\u2019t make any difference; I don\u2019t care, really.\nChallenge:\n12. Skillfulness is a sign of weakness.\nChallenge:\nOther myth:\nChallenge:\nOther myth:"
+  },
+  {
+    "id": "Unknown Section_111",
+    "source": "Unknown Section",
+    "text": "Challenge:\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n168\ninterpersonal effectiveness WorksHeet 2\n(p. 2 of 2)\nchallenging myths in the Way of relationship and Self- respect effectiveness\nFor each myth, write down a challenge that makes sense to you.\n13. I shouldn\u2019t have to ask (say no); they should know what I want (and do it).\nChallenge:\n14. They should have known that their behavior would hurt my feelings; I shouldn\u2019t have to tell them.\nChallenge:\n15. I shouldn\u2019t have to negotiate or work at getting what I want.\nChallenge:"
+  },
+  {
+    "id": "Unknown Section_112",
+    "source": "Unknown Section",
+    "text": "16. Other people should be willing to do more for my needs.\nChallenge:\n17.  Other people should like, approve of, and support me.\nChallenge:\n18. They don\u2019t deserve my being skillful or treating them well.\nChallenge:\n19. Getting what I want when I want it is most important.\nChallenge:\n20. I shouldn\u2019t be fair, kind, courteous, or respectful if others are not so toward me.\nChallenge:\n21. Revenge will feel so good; it will be worth any negative consequences.\nChallenge:\n22. Only wimps have values.\nChallenge:\n23. Everybody lies.\nChallenge:\n24. Getting what I want or need is more important than how I get it; the ends really do justify the means.\nChallenge:\nOther myth:\nChallenge:\nOther myth:\nChallenge:\n169\nWorksheets for Obtaining\nObjectives Skillfully\ninterpersonal effectiveness WorksHeet 3"
+  },
+  {
+    "id": "Unknown Section_113",
+    "source": "Unknown Section",
+    "text": "(Interpersonal Effectiveness Handout 4; p. 124)\nclarifying priorities in interpersonal Situations\nDue Date:       Name:\nWeek Starting:\nUse this sheet to figure out your goals and priorities in any situation that creates a problem for you.\nExamples include situations where (1) your rights or wishes are not being respected; (2) you want someone to do or change something or give you something; (3) you want or need to say no or resist pressure to do something; (4) you want to get your position or point of view taken seriously; (5) there is conflict with another person; or (6) you want to improve your relationship with someone.\nObserve and describe in writing as close in time to the situation as possible. Write on the back of this sheet if you need more room.\nprompting event for my problem:"
+  },
+  {
+    "id": "Unknown Section_114",
+    "source": "Unknown Section",
+    "text": "Who did what to whom? What led up to what?\nWhat is it about this situation that is a problem for me?\nRemember to\ncheck the facts!\nmy wants and desires in this situation:\nObjectives: What\nspecific results\ndo I want? What do I want this person to do, stop or accept?\nRelationship: How do I want the other person to feel and think about me\nbecause of how i\nhandle the interaction\n(whether or not I get what I want from the other person)?\nSelf- Respect: How do I want to feel or think about myself\nbecause of how i handle the\ninteraction\n(whether or not I get what I want from the other person)?\nmy priorities in this situation:\nRate priorities 1 (most important), 2 (second most important), or 3\n(least important).\nObjectives       Relationship       Self- respect"
+  },
+  {
+    "id": "Unknown Section_115",
+    "source": "Unknown Section",
+    "text": "imbalances and conflicts in priorities\nthat make it hard to be effective in this situation: From\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n173\ninterpersonal effectiveness WorksHeet 4\n(Interpersonal Effectiveness Handouts 5, 6, 7; pp. 125\u2013130)\nWriting out interpersonal effectiveness Scripts\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_116",
+    "source": "Unknown Section",
+    "text": "Fill out this sheet before you practice your DEAR MAN, GIVE FAST interpersonal skills. Practice saying your \u201clines\u201d out loud, and also in your mind. Use the \u201ccope ahead\u201d skills (Emotion Regulation Handout 19). Write on the back of this sheet if you need more room.\nprompTinG evenT for my problem:\nWho did what to whom? What led up to what?\nOBJECTIVES IN SITUATION (What results I want):\nRELATIONSHIP ISSUE (How I want the other person to feel about me): SELF- RESPECT  ISSUE  (How I want to feel about myself):\nScripT iDeaS for Dear man, Give faST\n1.  Describe\nsituation.\n2.  express\nfeelings/opinions.\n3.  assert\nrequest (or say no) directly (circle the part you will use later in \u201cbroken record\u201d to stay Mindful if you need it).\n4.  reinforcing\ncomments to make.\n5.  mindful and appearing"
+  },
+  {
+    "id": "Unknown Section_117",
+    "source": "Unknown Section",
+    "text": "confident comments to make (if needed).\n6  negotiating\ncomments to make, plus turn-the-table comments (if needed).\n7.  validating\ncomments.\n8.  easy manner\ncomments.\nWrite on the back side all the things you want to\navoid\ndoing and saying.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n174\ninterpersonal effectiveness WorksHeet 5\n(Interpersonal Effectiveness Handouts 5, 6, 7; pp. 125\u2013130)\nTracking interpersonal effectiveness Skills use\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_118",
+    "source": "Unknown Section",
+    "text": "Fill out this sheet whenever you practice your interpersonal skills and whenever you have an opportunity to practice, even if you don\u2019t (or almost don\u2019t) do anything to practice. Write on the back of this sheet if you need more room.\nprompTinG evenT for my problem:\nWho did what to whom? What led up to what?\nOBJECTIVES IN SITUATION (What results I want):\nRELATIONSHIP ISSUE (How I want the other person to feel about me): SELF- RESPECT  ISSUE  (How I want to feel about myself):\nmy prioriTieS in this situation:\nRate priorities 1 (most important), 2 (second most important), or 3 (least important).\nOBJECTIVES       RELATIONSHIP       SELF- RESPECT\nimbalances and conflicTS in prioriTieS\nthat made it hard to be effective in this situation:\nWhat i SaiD or DiD in the situation:"
+  },
+  {
+    "id": "Unknown Section_119",
+    "source": "Unknown Section",
+    "text": "(Describe and check below.)\nDear man\n(Getting what I want):\nDescribed situation?\nMindful?\nExpressed feelings/opinions?\nBroken record?\nAsserted?\nIgnored attacks?\nReinforced?\nAppeared confident?\nNegotiated?\nGive\n(Keeping the relationship):\nGentle?\nInterested?\nNo threats?\nValidated?\nNo attacks?\nEasy manner?\nNo judgments?\nfaST\n(Keeping my respect for myself):\nFair?\nStuck to values?\n(No) Apologies?\nTruthful?\nhow effective was the interaction?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n175\nnd\ne\ne)\nm\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n10\n10\n10\n10\n10\n10\n10\n10\n10\n10\n$\nag\nranted\nf so\nay\ns g"
+  },
+  {
+    "id": "Unknown Section_120",
+    "source": "Unknown Section",
+    "text": "ank, a\n, i\nhe\ne?)\next p\nhen s\nithout\nn n\nhe b\ncting\ner. T\nt w\nanted,\nor m\ny\nlear\norksheet i\nn t\no i\ns w\nnsw\nolar, t\no?\not f\ned o\no m\nhis w\nut i\nhat i\no d\nefore a\no a\nhen d\no a l\nerson c\no?\nrint t\no w\nhat t\nou p\nave a d\ncontinu\no\nnd p\nind b\net a n\nank, t\nr d\ne w\nther p\n(\nn\nerson d\nes y\nou h\nyself?\nhat g\nf y\nhe b\naying n\nive o\nights?\nppropriate t\nim\nse M\nhe o\nnload a\ne a\no?\nhe p\nay\no. I\nn t\no g\no?\now\nhan s\nIs t\nbout m\neling m\nf m\nr d\nhe d\nck Wi\nay n\nanted?\node t\nor t\noes t\no? (\n)\nr S\nerson\u2019s r\nuestions t\noney i\nad a\naying n\nD\no t\naying n\nf 2\nhe\ns w\nircle t\nou s\nor?)\nhe q\nny m\nportant t\nhis p\nm\neel b\noral c\nore s\nhotocopy o\n. C\nrs. C\nf t\nhat i\nrson?\navor? (\no p\n(p. 1 o\nsk o\no.\ne f\nr m\nequesting o\negret s\naying n\nef\na\nsked f\now\nthe\nave a\nore i\nesponsible f\npe\ntronger y\niolate t\ns r\nis\nill I r"
+  },
+  {
+    "id": "Unknown Section_121",
+    "source": "Unknown Section",
+    "text": "m s\nt 6\no\nel\nay n\nach o\nake m\naw o\no v\nth\nson a f\nhile b\nind)\nission t\non\u2019t h\nerson w\ny l\n, w\ner\neing a\nhan o\no s\nor e\nhe s\no\nerm\no m\nerson r\nerson i\nith\nhat I a\ns b\nly t\nhe p\nw\nerm\nise M\nait a w\ng n\nsHee\nly t\ng\nou d\naying n\nip\nhis p\nn\n31\u2013133)\nn\nank f\nave, t\nf y\nive t\nhe p\nelationship m\nther p\nong t\ne t\nhat i\nfor W\n. 1\nng\n:\nayi\ninehan. P\ntro\nequired b\nnsh\nw\nhe b\nnow w\nou h\ny r\naying n\n. L\nork\n; p\nportant t\nsked.\noes s\nhat t\nf s\ntro\nnstructions b\nhe o\nhe l\nm\nw s\nn t\na\nan I g\nill s\nm I r\no I o\no I k\nhould I w\ne o\narting\nhe i\no\ne i\ntrongly. I\nng\nC\nIs m\nW\nA\nor d\nIs t\nIs w\nrelatio\nIn t\nD\nD\nabout w\nS\nd \u00b1\nore i\noney y\ne h\nim\nei\nalu\narsha M\nss W\nb\ny M\nandout 8\nery s\now S\nip\nrk\neek St\nead t\necid\nut a d\nore m\nect\nity\nake\nsh\no\ng\ntal v\ndjuste\nuch m\nD\nP\nm\nno v\neven\nility\nties\nts\nor\nd t\nin\nTo\n(A\n015 b"
+  },
+  {
+    "id": "Unknown Section_122",
+    "source": "Unknown Section",
+    "text": "t h\nW\no, r\nri\nals\no\nigh\nn\nth\nion\no\new\nu\nri\nu\nG\nm\nim\nay n\nre m\napab\nr\np\nelf- resp\na\nlat\no\nT\no\nery\nc\ne\nS\nr\nive a\nh\nopyright 2\no s\ns a\nhe\nG\nven\nffectiveness H\nsk v\nly t\ntem\ner. T\nith\ny\nnal E\ne i\nhen a\non\u2019t e\nsk\ninehan. C\nm\nnsw\ne\n. L\nal effectivene\nuring\ntrong\no a\nerso\nsk; d\nf so\nes a\nolar, t\nive m\nood?)\now s\night t\nupport m\narsha M\nson\non\u2019t a\nr g\nt r\n(Interp\nee i\ne: fig\nr h\net a y\nelationship w\no s\night m\ny M\nave a d\no o\no?\nIs i\nnd s\nhen d\ny r\nn\n, b\no d\no d\need t\nhe r\nam\nhat g\nou h\nn t\nditio\nething o\nist a\nrs.\nelf- respecting?\n.\nf y\nank, t\nant?\nhan m\node t\nhat t\nlients.\nm\ng\nnd s\nacts I n\ninterper\ne G\nhe l\nthe\nin\nsk. I\nerson?\nith c\nhe b\noal?\nerson i\necond E\nuestions t\nhat I w\noral c\nelationship? (\nim\nor so\nhe f\nver t\neth\nn t\nerson w\nhis p\nse w\nm\nou a\nportant t\nent a\nr m\nhe p\nets, S\nk f\nhan o"
+  },
+  {
+    "id": "Unknown Section_123",
+    "source": "Unknown Section",
+    "text": "o\nhe q\no w\nm\nhis r\npet\nor u\nhe p\nith t\nave t\nIs t\nind)\nr f\ne D\ne:\nf t\nr d\nor t\nack o\nr s\noney i\nom\naw o\norkshe\nh\no as\no\nore i\ny l\nong-term g\net w\nnd h\nse o\nd W\nT\nam\ntronger y\nive o\nsk? (\nN\nise M\nly t\no b\nportant t\nsk f\nach o\nny m\neel c\neling t\no a l\ns I g\ng\nm\no g\no a\ns an\no a\nor e\nhe s\ne f\nor t\nant a\ne t\nfor W\nersonal u\ntrong\nhen g\nave a\nble t\nppropriate f\nskin\ndout\nore i\nly t\nbjective m\nim\ng\nequired b\nuch a\nank f\nave, t\nf a\nan\nor p\np. T\nn\ny o\nelp m\nant?)\nportant t\nhat I w\nH\now s\non\u2019t h\nant a\ns m\ne o\nook f\ntro\nm\nhe b\nou h\nood t\nerson a\nant?\nd \u00b1\nrson?\nerson r\nt?\nalu\nraining\nut h\nuch m\nn t\nou d\nesponsible f\nive a\nnow w\nhis b\nhem u\nw s\nting m\nsking h\no\ne i\nf y\net\nhat I w\nf t\npe\nhat I w\nsking i\noney y\nhis p\nis\nill a\nhe p\nhis a g\ntal v\ndjuste\nkils T\nate:\nhat I w\nm I r\no I g\no I k\ndd t\nre m\ne h"
+  },
+  {
+    "id": "Unknown Section_124",
+    "source": "Unknown Section",
+    "text": "im\nIs t\nIs g\nth\nW\nIs t\nw\nA\nIs w\nfor w\nIs a\nD\nD\nreques\nIs t\nTo\n(A\nST\ngure o\ns a\nt.\nB\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\nD\nue D\necid\nut a d\nore m\nurchasers o\nD\nTo fi\nthen a\nitem\nD\nP\nm\nstrongly. I\nhin\n10\n10\n10\n10\n10\n10\n10\n10\n10\n10\n$\nomFr to p\n176\nt.\n.\not.\nno\nked.\nder.\nes.\nes\no it.\nG\nr n\nerfuly.\n\u2019t d\nin\nbout i\nng y\nng y\ngotiate.\ny\nhe\nathe\nracefuly.\na\nng as\neconsi\nayi\nayi\nDon\n)\nS\nei\nt c\nt g\nerful a\nd r\nst; ne\nf 2\no i\no i\nut r\nst s\nst s\nhe\nou\u2019\nesi\nut d\ny, b\nesi\nesi\n(p. 2 o\nthout b\not c\nhat y\nrml\ny; r\ny; r\nt wi\nplain; d\not, b\ntly; r\nrml\nt 6\nrml\no i\nom\nre n\nr n\no fi\nD\nou\u2019\nhow t\ny n\no fi\no fi\nf y\nut s\nathe\nSa\nonfiden\ny n\ny n\nsHee\non\u2019t cD\nd r\no c\nSa\nSa\nven i\nt, bo i ou\u2019\ny n\nork\nt, e\nD\nSa\no i\ny y\nD\nSa\nss W\n\u00a20\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n\u00a2\n00\n\u201310\n20\n30\n40\n50\n60\n70\n80\n90\n$1.\n.ngryi"
+  },
+  {
+    "id": "Unknown Section_0",
+    "source": "Unknown Section",
+    "text": "al effectivene\neep t\nson\no.\ner.\no.\no.\no.\no.\nnsw\nst n\ngotiate; k\nint.\no.\ntake n\nake n\nesi\no.\nn a\nake n\nake n\nut\nst n\nst; ne\nor a\ninterper\ny; t\non\u2019t h\nake n\ntly; t\ntly; r\nel\nly, b\nesi\nnsi\no f\nly; t\ny; r\ny; i\nG\nk; d\ntativ\naceful\nake n\nin\nndirectly; t\npen\nen\nonfiden\nonfiden\nrml\nrml\nkS\non\u2019t as\nint i\nint o\nsk t\nk gr\nsk c\nsk c\nsk fi\nsk fi\non\u2019t t\na\nD\nH\nH\nA\nAs\nA\nA\nA\nA\nD\n177\ninterpersonal effectiveness WorksHeet 7\n(p. 1 of 2) (Interpersonal Effectiveness Handout 9; pp. 134\u2013135)\nTroubleshooting interpersonal effectiveness Skills\nDue Date:       Name:\nWeek Starting:\nFill out this sheet whenever you practice your interpersonal skills and whenever you have an opportunity to practice, even if you don\u2019t (or almost don\u2019t) do anything to practice. Write on the back of this sheet if you need more room."
+  },
+  {
+    "id": "Unknown Section_1",
+    "source": "Unknown Section",
+    "text": "Do i have the skills i need? check out the instructions.\n1 Review what has already been tried.\n\u2022\n\u2022 Do I know how to be skillful in getting what I want?\n\u2022\n\u2022 Do I know how to say what I want to say?\n\u2022\n\u2022 Did I follow the skill instructions to the letter?\n\u0089\n\u0089\nnot sure:\n\u0089\n\u0089 Wrote out what I wanted to say first.\n\u0089\n\u0089 Reread the instructions.\n\u0089\n\u0089 Got coaching from someone I trust.\n\u0089\n\u0089 Practiced with a friend or in front of a mirror.\nDid it work the next time?\n\u0089\u0089Yes (Fabulous)  \u0089\u0089No (Continue)  \u0089\u0089Didn\u2019t try again\n\u0089\n\u0089\nyes:\nDo i know what i really want in this interaction?\n2 Ask:\u2022\u2022Am I undecided about what I really want in this interaction?\n\u2022\n\u2022 Am I ambivalent about my priorities?\n\u2022\n\u2022 Am I having trouble balancing:\n\u2022\n\u2022 Asking for too much versus not asking for anything?\n\u2022"
+  },
+  {
+    "id": "Unknown Section_2",
+    "source": "Unknown Section",
+    "text": "\u2022 Saying no to everything versus giving in to everything?\n\u2022\n\u2022 Is fear or shame getting in the way of knowing what I really want?\n\u0089\n\u0089\nnot sure:\n\u0089\n\u0089 Did pros and cons to compare different objectives.\n\u0089\n\u0089 Used emotion regulation skills to reduce fear and shame.\nDid this help?\n\u0089\u0089Yes (Fabulous)  \u0089\u0089No (Continue)  \u0089\u0089Didn\u2019t try again\n\u0089\n\u0089\nyes:\nare my short-term goals getting in the way of my long-term goals?\n3 Ask:\u2022\u2022Is \u201cnow, now, now\u201d winning out over getting what I really want?\n\u2022\n\u2022 Is emotion mind controlling what I say and do instead of Wise Mind?\n\u0089\n\u0089\nyes:\n\u0089\n\u0089 Did a pros and cons comparing short-term to long-term goals.\n\u0089\n\u0089 Waited until another time when I\u2019m not in emotion mind.\nDid this help?\n\u0089\u0089Yes (Fabulous)  \u0089\u0089No (Continue)  \u0089\u0089Didn\u2019t try again\n\u0089\n\u0089\nno:\n(continued on next page)\nFrom"
+  },
+  {
+    "id": "Unknown Section_3",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n178\ninterpersonal effectiveness WorksHeet 7\n(p. 2 of 2)\nare my emotions getting in the way of using my skills?\n4 Ask:\u2022\u2022Do I get too upset to use my skills?\n\u2022\n\u2022 Are my emotions so high that I am over my skills breakdown point?\n\u0089\n\u0089\nyes:\n\u0089\n\u0089 Tried\nTIP\nskills.\n\u0089\n\u0089 Used self- soothing crisis survival skills before the interaction to get myself calm.\n\u0089\n\u0089 Did mindfulness of current emotions (Emotion Regulation Handout 22).\n\u0089\n\u0089 Refocused attention completely on the present objective.\nDid this help?"
+  },
+  {
+    "id": "Unknown Section_4",
+    "source": "Unknown Section",
+    "text": "\u0089\u0089Yes (Fabulous)  \u0089\u0089No (Continue)  \u0089\u0089Didn\u2019t try again\n\u0089\n\u0089\nno:\nare worries, assumptions, and myths getting in my way?\n5 Ask:\u2022\u2022Are thoughts about bad consequences blocking my action?\n\u201cThey won\u2019t like me,\u201d \u201cShe will think I am stupid.\u201d\n\u2022\n\u2022 Are thoughts about whether I deserve to get what I want in my way?\n\u201cI am such a bad person I don\u2019t deserve this.\u201d\n\u2022\n\u2022 Am I calling myself names that stop me from doing anything?\n\u201cI won\u2019t do it right,\u201d \u201cI\u2019ll probably fall apart,\u201d \u201cI\u2019m so stupid.\u201d\n\u2022\n\u2022 Am I believing myths about interpersonal effectiveness?\n\u201cIf I make a request, this will show that I am a very weak person,\u201d \u201cOnly wimps have values.\u201d\n\u0089\n\u0089\nyes:\n\u0089\n\u0089 Challenged myths.\n\u0089\n\u0089 Checked the facts.\n\u0089\n\u0089 Did opposite action all the way.\nDid this help?\n\u0089\u0089Yes (Fabulous)  \u0089\u0089No (Continue)  \u0089\u0089Didn\u2019t try again\n\u0089"
+  },
+  {
+    "id": "Unknown Section_5",
+    "source": "Unknown Section",
+    "text": "\u0089\nno:\nis the environment more powerful than my skills?\n6 Ask:\u2022\u2022Are the people who have what I want or need more powerful than I am?\n\u2022\n\u2022 Are the people commanding me powerful and in control?\n\u2022\n\u2022 Will others be threatened if I get what I want?\n\u2022\n\u2022 Do others have reasons for not liking me if I get what I want?\n\u0089\n\u0089\nyes:\n\u0089\n\u0089 Tried problem solving.\n\u0089\n\u0089 Found a powerful ally.\n\u0089\n\u0089 Practiced radical acceptance.\nDid this help?\n\u0089\u0089Yes (Fabulous)  \u0089\u0089No (Continue)  \u0089\u0089Didn\u2019t try again\n\u0089\n\u0089\nno:\n179\nWorksheets for Building\nRelationships and Ending\nDestructive Ones\ninterpersonal effectiveness WorksHeet 8\n(Interpersonal Effectiveness Handout 11; p. 140\u2013141)\nfinding and Getting people to like you\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_6",
+    "source": "Unknown Section",
+    "text": "Fill out this sheet whenever you practice finding friends and whenever you have an opportunity to practice, even if you don\u2019t (or almost don\u2019t) do anything to practice. Write on the back of this sheet if you need more room.\nList two ways you could (or do) make casual but regular contact with people.\n1.\n2.\nList two ways you could find (or have found) people whose attitudes are similar to yours.\n1.\n2.\nList two ways you could get in conversations (or have been in them) where you could ask a question, give an answer, give a compliment, or express liking to others.\n1.\n2.\nList times you have been near a group conversation you could practice joining (or how you could find one).\n1.\n2."
+  },
+  {
+    "id": "Unknown Section_7",
+    "source": "Unknown Section",
+    "text": "Check the facts and be sure you have listed all of your opportunities to find potential friends. Add more ideas if necessary or ask your current friends or family for ideas.\nDescribe one thing you have done to make a new friend and get someone to like you.\ncheck off and describe each skill that you used.\nProximity       Similarity       Conversation skills\nExpressed liking\nDescribe any efforts you made to join a conversational group.\nDescribe any efforts you made to use your conversation skills with others.\nhow effective was the interaction?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_8",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n183\ninterpersonal effectiveness WorksHeet 9\n(Interpersonal Effectiveness Handout 12; p. 143)\nmindfulness of others\nDue Date:       Name:\nWeek Starting:\nFill out this sheet whenever you practice mindfulness of others and whenever you have an opportunity to practice even if you don\u2019t (or almost don\u2019t) do anything to practice. Write on the back of this sheet if you need more room.\nCheck off any of the following that you practiced:\n\u0089\n\u0089 Paid attention with interest and curiosity to others around me.\n\u0089\n\u0089 Let go of a focus on myself, and focused on the people I was with.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_9",
+    "source": "Unknown Section",
+    "text": "\u0089 Noticed judgmental thoughts about others and let them go.\n\u0089\n\u0089 Stayed in the present (instead of planning what I would say next) and listened.\n\u0089\n\u0089 Put my entire attention on the other person and did not multitask.\n\u0089\n\u0089 Gave up clinging to being right.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Described in a matter-of-fact way what I observed.\n\u0089\n\u0089 Replaced judgmental descriptions with descriptive words.\n\u0089\n\u0089 Described what I observed, instead of making assumptions and interpretations of others.\n\u0089\n\u0089 Avoided questioning others\u2019 motives.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Threw myself into interactions with others.\n\u0089\n\u0089 Went with the flow, rather than trying to control everything.\n\u0089\n\u0089 Became one with the conversation I was in.\n\u0089\n\u0089 Other:\nDescribe a situation where you practiced mindfulness of others in the last week."
+  },
+  {
+    "id": "Unknown Section_10",
+    "source": "Unknown Section",
+    "text": "Who was the person you were with?\nhow exactly did you practice mindfulness?\nWhat was the outcome?\nhow did you feel afterward?\nDid being mindful make a difference? if so, what?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n184\ninterpersonal effectiveness WorksHeet 10\n(p. 1 of 2) (Interpersonal Effectiveness Handout 13; p. 145)\nending relationships\nDue Date:       Name:\nWeek Starting:\nFill out this sheet to outline how to end an unwanted relationship when the relationship is not abusive."
+  },
+  {
+    "id": "Unknown Section_11",
+    "source": "Unknown Section",
+    "text": "if it is abusive, first call a local domestic violence hotline or the national Domestic violence hotline (1-800-799-7233).\nWrite on the back of this sheet if you need more room.\nrelationship problem:\nDescribe how the relationship is destructive or interfering with your life.\nlist Wise mind pros and cons\nfor ending the relationship.\nPros:\nCons:\nScript ideas for Dear man, Give faST to end a relationship\n1. Describe\nthe relationship situation, or the problem that is the core reason you want to end the relationship.\n2. express\nfeelings/opinions about why the relationship needs to end for you.\n3. assert\nin your decision to end the relationship directly (circle the part you will use later in\n\u201cbroken record\u201d to stay mindful if you need it).\n4. reinforcing"
+  },
+  {
+    "id": "Unknown Section_12",
+    "source": "Unknown Section",
+    "text": "comments to make about positive outcomes for both of you once the relationship is ended.\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n185\ninterpersonal effectiveness WorksHeet 10\n(p. 2 of 2)\n5.  mindful and appearing\nconfident\ncomments to make about how and when to end (if needed).\n6. negotiating\ncomments to make, plus\nturn-the-table\ncomments to avoid getting off track and responding to insults or diversions (if needed).\n7.  validating\ncomments about the other person\u2019s wishes, feelings, or history of the relationship.\n8.  easy manner\ncomments."
+  },
+  {
+    "id": "Unknown Section_13",
+    "source": "Unknown Section",
+    "text": "9.  fair\ncomments.\nCheck off\nopposite actions for love\nyou have been doing:\n\u0089\n\u0089 1.  Reminded myself why love is not justified.\n\u0089\n\u0089 2.  Did the opposite of loving urges.\n\u0089\n\u0089 3.  Avoided contact with reminders of loved one.\n\u0089\n\u0089 4. Other:\n186\nWorksheets for Walking\nthe Middle Path\ninterpersonal effectiveness WorksHeet 11\n(Interpersonal Effectiveness Handouts 15, 16; pp. 150\u2013151)\npracticing Dialectics\nDue Date:       Name:\nWeek Starting:\nDescribe two situations that prompted you to practice dialectics.\nSiTuaTion 1\nSituation (who, what, when, where):\n\u0089\n\u0089 Looked at both sides\nAt left, check the skills you used, and describe here.\n\u0089\n\u0089 Stayed aware of my connection\n\u0089\n\u0089 Embraced change\n\u0089\n\u0089 Remembered that I affect others\nand others affect me\nDescribe experience of using the skill:"
+  },
+  {
+    "id": "Unknown Section_14",
+    "source": "Unknown Section",
+    "text": "Check if practicing this dialectical skill has influenced any of the following,\neven a little bit:\nReduced suffering\nIncreased happiness\nReduced friction with others\nDecreased reactivity\nIncreased wisdom\nImproved relationship\nIncreased connection   Increased sense of personal validity Other outcome:\nSiTuaTion 2\nSituation (who, what, when, where):\n\u0089\n\u0089 Looked at both sides\nAt left, check the skills you used, and describe here.\n\u0089\n\u0089 Stayed aware of my connection\n\u0089\n\u0089 Embraced change\n\u0089\n\u0089 Remembered that I affect others and\nothers affect me\nDescribe experience of using the skill:\nCheck if practicing this dialectical skill has influenced any of the following,\neven a little bit:\nReduced suffering\nIncreased happiness\nReduced friction with others\nDecreased reactivity\nIncreased wisdom"
+  },
+  {
+    "id": "Unknown Section_15",
+    "source": "Unknown Section",
+    "text": "Improved relationship\nIncreased connection   Increased sense of personal validity Other outcome:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n189\ninterpersonal effectiveness WorksHeet 11a\n(Interpersonal Effectiveness Handouts 15, 16; pp. 150\u2013151)\nDialectics checklist\nDue Date:       Name:\nWeek Starting:\neveryday dialectical practice:"
+  },
+  {
+    "id": "Unknown Section_16",
+    "source": "Unknown Section",
+    "text": "Check off dialectical practice exercises each time you do one. For each skill you practice, give it a rating to indicate how effective that skill was in helping you reach your personal and interpersonal goals. Rate from a low of 1 (not at all effective) to a high of 5 (very effective).\nRating\nlooked at both sides:\n(1\u20135)\n\u0089\u0089\u0089\u0089  1.  Asked Wise Mind: \u201cWhat am I missing?\u201d\n\u0089\u0089\u0089\u0089  2.  Looked for the kernel of truth in another person\u2019s side.\n\u0089\u0089\u0089\u0089  3.  Stayed away from extremes (such as \u201calways\u201d or never\u201d), and instead thought or said:\n\u0089\u0089\u0089\u0089  4.  Balanced opposites in my life:  \u0089\u0089Validated both myself and a person I disagreed with  \u0089\u0089Accepted reality and tried to change it  \u0089\u0089Stayed attached and also let go  \u0089\u0089Other (describe):\n\u0089\u0089\u0089\u0089  5.  Made lemonade out of lemons (describe):"
+  },
+  {
+    "id": "Unknown Section_17",
+    "source": "Unknown Section",
+    "text": "\u0089\u0089\u0089\u0089  6.  Embraced confusion (describe):\n\u0089\u0089\u0089\u0089  7.  Played devil\u2019s advocate by arguing both my side and also the other side (describe):\n\u0089\u0089\u0089\u0089  8.  Used a metaphor or story to describe my own point of view (describe):\n\u0089\u0089\u0089\u0089  9.  Did 3-minute Wise Mind to slow down \u201cdoing mind\u201d in my everyday life.\n\u0089\u0089\u0089\u008910.  Other (describe):\nStayed aware of my connection:\n\u0089\u0089\u0089\u008911.  Treated others as I want to be treated (describe):\n\u0089\u0089\u0089\u008912.  Looked for similarities between myself and others (describe):\n\u0089\u0089\u0089\u008913.  Noticed the physical connections between all things (describe):\n\u0089\u0089\u0089\u008914.  Other (describe):\nembraced change:\n\u0089\u0089\u0089\u008915.  Practiced radical acceptance of change (describe):\n\u0089\u0089\u0089\u008916.  Purposely made changes in small ways to get used to change (describe):\n\u0089\u0089\u0089\u008917.  Other (describe):"
+  },
+  {
+    "id": "Unknown Section_18",
+    "source": "Unknown Section",
+    "text": "remembered that change is transactional:\n\u0089\u0089\u0089\u008918.  Paid attention to my effect on others (describe):\n\u0089\u0089\u0089\u008919.  Paid attention to effect of others on me (describe):\n\u0089\u0089\u0089\u008920.  Practiced letting go of blame (describe):\n\u0089\u0089\u0089\u008921.  Reminded myself that all things, including all behaviors, are caused\n\u0089\u0089\u0089\u008922.  Other (describe):\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n190\ninterpersonal effectiveness WorksHeet 11b\n(Interpersonal Effectiveness Handouts 15, 16; pp. 150\u2013151)\nnoticing When you\u2019re not Dialectical\nDue Date:       Name:\nWeek Starting:\nIdentify a time this week when you"
+  },
+  {
+    "id": "Unknown Section_19",
+    "source": "Unknown Section",
+    "text": "did not use\nyour dialectical skills. Briefly describe the situation (who, what, when).\nSiTuaTion 1\nSituation (who, what, when, where):\n\u0089\n\u0089 Looked at both sides\nAt left, check the skills you needed but did not use, and\n\u0089\n\u0089 Stayed aware of my connection\ndescribe here the experience of not using the skill.\n\u0089\n\u0089 Embraced change\n\u0089\n\u0089 Remembered that I affect others\nand others affect me\nWhat would you do differently next time?\nCheck if\nnot\npracticing dialectical skills has influenced any of the following,\neven a little bit:\nIncreased suffering\nDecreased happiness\nIncreased friction with others\nIncreased reactivity\nDecreased wisdom\nHarmed relationship\nDecreased connection   Other outcome:\nSiTuaTion 2\nSituation (who, what, when, where):\n\u0089\n\u0089 Looked at both sides"
+  },
+  {
+    "id": "Unknown Section_20",
+    "source": "Unknown Section",
+    "text": "At left, check the skills you needed but did not use, and\n\u0089\n\u0089 Stayed aware of my connection\ndescribe here the experience of not using the skill.\n\u0089\n\u0089 Embraced change\n\u0089\n\u0089 Remembered that I affect others\nand others affect me\nWhat would you do differently next time?\nCheck if\nnot\npracticing dialectical skills has influenced any of the following,\neven a little bit:\nIncreased suffering\nDecreased happiness\nIncreased friction with others\nIncreased reactivity\nDecreased wisdom\nHarmed relationship\nDecreased connection   Other outcome:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n191"
+  },
+  {
+    "id": "Unknown Section_21",
+    "source": "Unknown Section",
+    "text": "interpersonal effectiveness WorksHeet 12\n(Interpersonal Effectiveness Handouts 17, 18; pp. 155\u2013156)\nvalidating others\nDue Date:       Name:\nWeek Starting:\nFill out this sheet whenever you practice your validation skills and whenever you have an opportunity to practice even if you don\u2019t (or almost don\u2019t) do anything to practice. Write on the back of this sheet if you need more room.\nCheck off types of validation that you practiced (on purpose) with others:\n\u0089\n\u0089 1.  Paid attention.\n\u0089\n\u0089 4. Expressed how what was felt, done, or said\n\u0089\n\u0089 2. Reflected back what was said or done,\nmade sense, given the causes.\nremaining open to correction.\n\u0089\n\u0089 5. Acknowledged and acted on what was valid.\n\u0089\n\u0089 3. Was sensitive to what was unsaid.\n\u0089\n\u0089 6. Acted authentically and as an equal."
+  },
+  {
+    "id": "Unknown Section_22",
+    "source": "Unknown Section",
+    "text": "list one invalidating and two validating statements made to others.\n1.\n2.\n3.\nDescribe a situation where you were nonjudgmental of someone in the past week.\nDescribe a situation where you used validation in the past week.\nWho was the person you validated?\nWhat exactly did you do or say to validate the person?\nWhat was the outcome?\nhow did you feel afterward?\nWould you say or do something differently next time? if so, what?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n192\ninterpersonal effectiveness WorksHeet 13\n(Interpersonal Effectiveness Handout 19; p. 158)"
+  },
+  {
+    "id": "Unknown Section_23",
+    "source": "Unknown Section",
+    "text": "Self- validation  and  Self- respect\nDue Date:       Name:\nWeek Starting:\nFill out this sheet whenever you practice your self- validation skills and whenever you have an opportunity to practice even if you don\u2019t (or almost don\u2019t) do anything to practice. Write on the back of this sheet if you need more room.\nlist one self- invalidating and two self- validating statements you made.\n1.\n2.\n3.\nDescribe a situation where you felt invalidated in the past week:\ncheck each strategy you used during the week:\n\u0089\n\u0089 Checked\nall\nthe facts to see if my responses are valid or invalid.\n\u0089\n\u0089 Checked it out with someone I could trust to validate the valid.\n\u0089\n\u0089 Acknowledged when my responses didn\u2019t make sense and were not valid.\n\u0089\n\u0089 Worked to change invalid thinking, comments, or actions. (Stopped blaming.)\n\u0089"
+  },
+  {
+    "id": "Unknown Section_24",
+    "source": "Unknown Section",
+    "text": "\u0089 Dropped judgmental self- statements. (Practiced opposite action.)\n\u0089\n\u0089 Reminded myself that all behavior is caused and that I am doing my best.\n\u0089\n\u0089 Was compassionate toward myself. Practiced self- soothing.\n\u0089\n\u0089 Admitted that it hurts to be invalidated by others, even if they are right.\n\u0089\n\u0089 Acknowledged when my reactions make sense and are valid in a situation.\n\u0089\n\u0089 Remembered that being invalidated, even when my response is actually valid, is rarely a complete catastrophe.\n\u0089\n\u0089 Described my experiences and actions in a supportive environment.\n\u0089\n\u0089 Grieved traumatic invalidation in my life and the harm it has created.\n\u0089\n\u0089 Practiced radical acceptance of the invalidating person(s) in my life.\n\u0089\n\u0089\nWhat was the outcome?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_25",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n193\ninterpersonal effectiveness WorksHeet 14\n(Interpersonal Effectiveness Handouts 20, 22; pp. 161, 163)\nchanging Behavior with reinforcement\nDue Date:       Name:\nWeek Starting:\nFill out this sheet whenever you try to increase your own or someone else\u2019s behavior with reinforcement. Look for opportunities (since they occur all the time) to reinforce behavior. Write on the back of this sheet if you need more room.\n1.  in advance, identify the behavior you want to increase and the reinforcer you will use.\na.  For yourself:\nBehavior to increase:\nReinforcer:\nb.  For someone else:"
+  },
+  {
+    "id": "Unknown Section_26",
+    "source": "Unknown Section",
+    "text": "Behavior to increase:\nReinforcer:\n2.  Describe the situation(s) where you used reinforcement.\na.  For yourself:\nb.  For someone else:\n3.  What was the outcome? What did you observe?\na.  For yourself:\nb.  For someone else:\n4.  how did you feel afterward?\n5.  Would you say or do something differently next time? if so, what?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n194\ninterpersonal effectiveness WorksHeet 15\n(Interpersonal Effectiveness Handouts 21\u201322; pp. 162\u2013163)\nchanging Behavior by extinguishing or punishing it\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_27",
+    "source": "Unknown Section",
+    "text": "Fill out this sheet whenever you try to increase your own or someone else\u2019s behavior with reinforcement. Look for opportunities (since they occur all the time) to reinforce behavior. Write on the back of this sheet if you need more room.\n1.  in advance, identify the behavior you want to decrease, and decide whether you will\nextinguish it by eliminating a reinforcer or stop it with punishment.\n(Skip the one you are not using.)\nIf you are using punishment, identify the consequence. Also decide the new alternative behavior to reinforce, and the reinforcer to use to increase it to replace the behavior you are decreasing.\na.  For yourself:\nBehavior to decrease:\nReinforcer to remove:\nPunishing consequence to add:\nNew behavior and reinforcer:\nb.  For someone else:\nBehavior to decrease:"
+  },
+  {
+    "id": "Unknown Section_28",
+    "source": "Unknown Section",
+    "text": "Reinforcer to remove:\nPunishing consequence to add:\nNew behavior and reinforcer:\n2.  Describe the situation(s) where you used extinction or punishment.\n(Circle which you use.)\na.  For yourself:\nb.  For someone else:\n3.  What was the outcome? What did you observe?\na.  For yourself:\nb.  For someone else:\n4.  how did you feel afterward?\n5.  Would you do something differently next time? if so, what?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n195\neMoTion\nregulaTion SkillS\nIntroduction to Handouts and Worksheets"
+  },
+  {
+    "id": "Unknown Section_29",
+    "source": "Unknown Section",
+    "text": "The goal of emotion regulation is to reduce emotional suffering. The goal is not to get rid of emotions; emotions have important functions in our lives. Emotion regulation skills help you to change emotions that you (not other people) want to change, or to reduce the intensity of your emotions. Emotion regulation skills can also reduce your vulnerability to becoming extremely or painfully emotional and increase your emotional resilience. Emotion regulation requires use of mindfulness skills, particularly nonjudgmental observation and description of your own current emotions. You have to know what an emotion is and what it does for you before you can effectively regulate it.\nThere are four sets of handouts and worksheets for emotion regulation skills:\nUnderstanding and Naming Emotions\n;"
+  },
+  {
+    "id": "Unknown Section_30",
+    "source": "Unknown Section",
+    "text": "Changing Emotional Responses\n;\nReducing\nVulnerability to Emotion Mind\n; and\nManaging Really Difficult Emotions.\nThere is also one introductory handout\u2013 worksheet pair:\n\u2022\n\u2022\nEmotion Regulation Handout 1: Goals of Emotion Regulation.\nThis handout briefly outlines the goals of the skills taught in this module. It can be used with\nEmotion Regulation Worksheet 1: Pros and Cons of Changing Emotions.\nUnderstanding and Naming Emotions\n\u2022\u2022\nEmotion Regulation Handout 2: Overview: Understanding and Naming\nEmotions.\nIt is difficult to manage your emotions when you do not understand how emotions work. Knowledge is power. This handout overviews the skills covered in this section.\n\u2022\u2022\nEmotion Regulation Handout 3: What Emotions Do for You.\nThere are 197\n198\u2002 \u2022\u2002 eMoTion regulaTion SkillS"
+  },
+  {
+    "id": "Unknown Section_31",
+    "source": "Unknown Section",
+    "text": "reasons why humans (and many other animals) have emotions. They have three important functions and we need them. If you have been through the Emotion Regulation module at least once, the following worksheets may be useful. If you are learning emotion regulation skills for the first time, skip these worksheets until later.\n\u2022\n\u2022\nEmotion Regulation Worksheet 2: Figuring Out What My Emotions Are\nDoing for Me.\nThis worksheet can be used with Emotion Regulation Handout 3.\nEmotion Regulation Worksheet 2a: Example: Figuring Out What My Emotions Are\nDoing for Me\nis a filled-in example of Worksheet 2.\n\u2022\n\u2022\nEmotion Regulation Worksheet 2b: Emotion Diary.\nThis is a worksheet in a different format that can also be used with Handout 3, to identify how your emotions are functioning over time."
+  },
+  {
+    "id": "Unknown Section_32",
+    "source": "Unknown Section",
+    "text": "Emotion Regulation Worksheet 2c: Example: Emotion Diary\nis a filled-in example of Worksheet 2c.\n\u2022\n\u2022\nEmotion Regulation Handout 4: What Makes It Hard to Regulate Your Emotions.\nRegulating emotions is very hard. Biology, lack of skills, reinforcing consequences, moodiness, mental overload, and emotion myths can each make regulating emotions difficult.\n\u2022\n\u2022\nEmotion Regulation Handout 4a: Myths about Emotions.\nDo you believe any of the myths on this handout? Use\nEmotion Regulation Worksheet 3: Myths about\nEmotions\nto challenge emotion myths that may be getting in your way.\n\u2022\n\u2022\nEmotion Regulation Handout 5: A Model for Describing Emotions."
+  },
+  {
+    "id": "Unknown Section_33",
+    "source": "Unknown Section",
+    "text": "Emotions are complex and consist of several parts that happen at the same time. Changing any part of this emotional response system can change the entire response. Knowing the parts of an emotion can help you change the emotion. This handout shows these parts in some detail.\n\u2022\n\u2022\nEmotion Regulation Handout 6: Ways to Describe Emotion.\nThis long handout lists the typical parts for 10 specific emotions: anger, disgust, envy, fear, happiness, jealousy, love, sadness, shame, and guilt. The sections within each emotion on this handout generally match the parts illustrated in Emotion Regulation Handout 5. The emotion features listed in Handout 6 are not necessary to each emotion, and these features may differ from person to person.\nRecord your practice on either\nEmotion Regulation Worksheet 4\nor"
+  },
+  {
+    "id": "Unknown Section_34",
+    "source": "Unknown Section",
+    "text": "4a: Observing and Describing Emotions.\nThese two worksheets differ in format, but ask for exactly the same information. Worksheet 4 is in the same flow chart format as the models for describing emotion (Handout 5). Worksheet 4a\nis in a list format. Refer to Handout 6 for ideas if you have trouble describing or identifying your emotion."
+  },
+  {
+    "id": "Unknown Section_35",
+    "source": "Unknown Section",
+    "text": "Note that the \u201cPrompting Event\u201d consists of only the few moments immediately before the emotion fires up. The history, or story, leading up to the prompting event goes under \u201cVulnerability Factors.\u201d Don\u2019t forget to put in physical illness or pain, alcohol and drug use, lack of sleep, over- or undereating, and stressful events in the 24 hours before the prompting event. To rate the intensity of an emotion, use a 0\u2013100 scale in which 0 is no emotion and 100 is the most extreme emotion.\nintroduction to Handouts and Worksheets\u2002 \u2022\u2002 199\nChanging Emotional Responses\n\u2022\u2022\nEmotion Regulation Handout 7: Overview: Changing Emotional Responses.\nThis handout introduces the three skills for changing emotions: checking the facts, opposite action, and problem solving.\n\u2022\u2022"
+  },
+  {
+    "id": "Unknown Section_36",
+    "source": "Unknown Section",
+    "text": "Emotion Regulation Handout 8: Checking the Facts.\nWe often react to our thoughts and interpretations of an event rather than to the facts of the event. Changing our beliefs, assumptions, and interpretations of events to fit the facts can change our emotional reactions. Use\nEmotion Regulation Worksheet 5: Checking the Facts"
+  },
+  {
+    "id": "Unknown Section_37",
+    "source": "Unknown Section",
+    "text": "to record practice of this skill. Notice that this worksheet has spaces for you to write down descriptions of the situation (Step 2) and descriptions of the thoughts and interpretations that are likely to be setting off the emotion (Step 3). It then provides additional space in each step for you to check the facts\u2014that is, to consider alternative descriptions, as well as alternative interpretations of the situation. At the top of the worksheet, rate the intensity of your emotion (0 = no emotion, 100 = maximum intensity) before checking the facts and then after checking the facts.\n\u2022\n\u2022\nEmotion Regulation Handout 8a: Examples of Emotions That Fit the Facts."
+  },
+  {
+    "id": "Unknown Section_38",
+    "source": "Unknown Section",
+    "text": "When unwanted emotions fit the facts, then checking the facts will not change the emotion. This handout lists emotions together with examples of facts that fit them.\nTo change these emotions, either opposite action or problem solving should be used.\n\u2022\n\u2022\nEmotion Regulation Handout 9: Opposite Action and Problem Solving:\nDeciding Which to Use.\nWhen emotions fit the facts, changing the situation through problem solving can be the most effective way to change the emotion. At other times, changing how you feel about the situation through opposite action is the best course of action. The flow chart on this handout can help you figure out what skill to use to change frequent but unwanted emotions. Use\nEmotion Regulation Worksheet\n6: Figuring Out How to Change Unwanted Emotions"
+  },
+  {
+    "id": "Unknown Section_39",
+    "source": "Unknown Section",
+    "text": "to work out which skill to use.\nThis worksheet has the same flow chart format as Handout 9.\n\u2022\n\u2022\nEmotion Regulation Handout 10: Opposite Action\nand\nEmotion Regulation\nHandout 11: Figuring Out Opposite Action.\nOpposite action is acting opposite to your emotional urge to do or say something. Opposite action is an effective way to change or reduce unwanted emotions. The action urge is one of the parts of an emotion (see Emotion Regulation Handout 5), and each emotion has a typical action urge (see Emotion Regulation Handout 6). Handout 10 lists the steps for how to do opposite action. Handout 11 is a guide for identifying opposite actions for nine specific emotions. The opposite actions on Handout 11 are, however, only suggestions."
+  },
+  {
+    "id": "Unknown Section_40",
+    "source": "Unknown Section",
+    "text": "It\u2019s important to identify your own action urges and figure out actions opposite to those urges. To record your practice of opposite action, use\nEmotion Regulation Worksheet 7: Opposite Action to Change Emotions.\nThe \u201cBefore\u201d and \u201cAfter\u201d\nspaces are for rating the emotion\u2019s intensity before practicing opposite action and afterward. When you are analyzing whether the emotion is justified (i.e., whether it fits the facts), focus on the emotion\u2019s prompting event.\n200\u2002 \u2022\u2002 eMoTion regulaTion SkillS\n\u2022\u2022\nEmotion Regulation Handout 12: Problem Solving.\nWhen an emotion fits the facts of the situation, avoiding or changing the situation may be the best way to change the emotion. Problem solving is the first step in changing difficult situations."
+  },
+  {
+    "id": "Unknown Section_41",
+    "source": "Unknown Section",
+    "text": "The steps of problem solving are listed on this handout. To record your practice of this skill, use\nEmotion Regulation Worksheet 8: Problem Solving to Change Emotions.\nFilling out this worksheet can be helpful in figuring out the problem and how to solve it, but actually solving the problem (i.e., taking Steps 6 and 7 on the worksheet) is most important to changing emotions. Rate the intensity of the emotion (0\u2013100) both before and after implementing a solution.\n\u2022\n\u2022\nEmotion Regulation Handout 13: Reviewing Opposite Action and Problem\nSolving."
+  },
+  {
+    "id": "Unknown Section_42",
+    "source": "Unknown Section",
+    "text": "It\u2019s important to know not only when to use opposite action or problem solving but also to know how these two skills differ in actual practice. In its first column, Handout 13 summarizes \u201cjustifying events\u201d (i.e., situations that fit the facts) for each basic emotion. The second column lists examples of opposite actions."
+  },
+  {
+    "id": "Unknown Section_43",
+    "source": "Unknown Section",
+    "text": "This skill is used for unjustified emotions or justified emotions when acting on that emotion would be ineffective. The third column lists examples of acting on the urge of a justified emotion, such as through problem solving or avoidance. Notice that the justifying events on Handout 13 are the same as the prompting events in Emotion Regulation Handout 6: Ways to Describe Emotions. Both justifying events and opposite actions on Handout 13 are shorthand versions of Emotion Regulation Handout 11: Figuring Out Opposite Actions.\nReducing Vulnerability to Emotion Mind\n\u2022\u2022\nEmotion Regulation Handout 14: Overview: Reducing Vulnerability to Emotion Mind\u2014Building a Live Worth Living."
+  },
+  {
+    "id": "Unknown Section_44",
+    "source": "Unknown Section",
+    "text": "Emotional distress and anguish can be reduced by decreasing factors that make you vulnerable to negative emotions and moods. This handout is an overview of the skills in this section, which can be remembered with the term ABC PLEASE: Accumulate positive emotions; Build mastery; Cope ahead of time with emotional situations; and take care of your mind by taking care of your body (the PLEASE skills).\nEmotion Regulation Worksheet 9:\nSteps for Reducing Vulnerability to Emotion Mind\nis a summary worksheet for all the ABC PLEASE skills and can be used for practicing any or all of the skills.\n\u2022\n\u2022\nEmotion Regulation Handout 15: Accumulating Positive Emotions: Short\nTerm\nand\nEmotion Regulation Handout 16: Pleasant Events List."
+  },
+  {
+    "id": "Unknown Section_45",
+    "source": "Unknown Section",
+    "text": "Handout 15 is an overview of building positive experiences now by increasing pleasant events and experiences. Handout 16 is a list of pleasant events. Which events on this list would you find pleasant? Do as many of these things as you can that would make you happy or joyful, even if they seem only a little effective for this at first.\nEmotion\nRegulation Worksheet 10: Pleasant Events Diary\nis designed to be filled out daily.\nWrite out your plans for the week, and then write down what you actually did. Rate how mindful you were to the event (i.e., how focused and in the moment you were, how much you participated). Finally, how unmindful were you of worries, and how\nintroduction to Handouts and Worksheets\u2002 \u2022\u2002 201"
+  },
+  {
+    "id": "Unknown Section_46",
+    "source": "Unknown Section",
+    "text": "pleasant was the experience? Emotion Regulation Worksheets 9 and 13 also have brief sections for tracking pleasant events, along with other ABC PLEASE skills.\n\u2022\n\u2022\nEmotion Regulation Handout 17: Accumulating Positive Emotions: Long\nTerm\n, and\nEmotion Regulation Handout 18: Values and Priorities List."
+  },
+  {
+    "id": "Unknown Section_47",
+    "source": "Unknown Section",
+    "text": "It is hard to be happy without a life experienced as worth living. Building such a life requires attention to your own values and life priorities, and it can take time, patience, and persistence. Handout 17 breaks down the process of building a life worth living into seven steps. Handout 18 helps with Step 2, \u201cIdentify values that are important to you,\u201d by listing 58 specific values grouped into 13 categories. You can choose a general value, specific values, a combination, or values not on the list.\n\u2022\n\u2022\nEmotion Regulation Worksheets 11\nand\n11a: Getting from Values to Specific\nAction Steps."
+  },
+  {
+    "id": "Unknown Section_48",
+    "source": "Unknown Section",
+    "text": "Both these worksheets are designed to help you work out what steps are needed to build a life you want to live. Worksheet 11 provides more space and also emphasizes attending to relationships as a value.\n\u2022\n\u2022\nEmotion Regulation Worksheet 11b: Diary of Daily Actions on Values and\nPriorities.\nThis is an advanced worksheet for keeping track of actions taken across different life goals and values. It is intended for those already experienced with DBT\nskills, rather than those beginning skills training.\n\u2022\n\u2022\nEmotion Regulation Handout 19: Build Mastery and Cope Ahead."
+  },
+  {
+    "id": "Unknown Section_49",
+    "source": "Unknown Section",
+    "text": "Feeling competent and adequately prepared for difficult situations reduces vulnerability to negative emotions and increases skillful behavior. This handout covers steps for two skills: build mastery and cope ahead of emotional situations. Use\nEmotion Regulation Worksheet 12: Build Mastery and Cope Ahead\nto schedule activities to build a sense of accomplishment and then report on what you actually did. There is also space to report on two practices of \u201ccope ahead.\u201d\n\u2022\n\u2022\nEmotion Regulation Worksheet 13: Putting ABC Skills Together Day by Day.\nThis worksheet has a brief section for tracking Accumulate positive emotions, Build mastery, and Cope ahead.\n\u2022\n\u2022\nEmotion Regulation Handout 20: Taking Care of Your Mind by Taking\nCare of Your Body."
+  },
+  {
+    "id": "Unknown Section_50",
+    "source": "Unknown Section",
+    "text": "An out-of- balance body increases vulnerability to negative emotions and emotion mind. Taking care of your body increases emotional resilience.\nThe acronym PLEASE covers treating PhysicaL illness, balancing Eating, avoiding mood-Altering substances, balancing Sleep, and getting Exercise.\nEmotion Regulation Worksheet 14: Practicing PLEASE Skills\ncan be used to record practice during the week. There is a row for each day; record how you practiced PLEASE skills that day. At the bottom of each column is a space to check whether the specific skill was helpful over the week.\n\u2022\n\u2022\nEmotion Regulation Handout 20a: Nightmare Protocol, Step by Step.\nFollow the steps on this handout if nightmares disturb your sleep. Fill out\nEmotion\nRegulation Worksheet 14a: Target Nightmare Experience Form"
+  },
+  {
+    "id": "Unknown Section_51",
+    "source": "Unknown Section",
+    "text": "to follow the protocol on Handout 20a. Note that this worksheet consists of three forms: the Target Nightmare Experience Form, the Changed Dream Experience Form, and the Dream\n202\u2002 \u2022\u2002 eMoTion regulaTion SkillS\nRehearsal and Relaxation Record. Some people find it easier to start with the second form.\n\u2022\n\u2022\nEmotion Regulation Handout 20b: Sleep Hygiene Protocol.\nWhen worries keep you from sleeping, try the steps on this handout. Use\nEmotion Regulation\nWorksheet 14b: Sleep Hygiene Practice Sheet\nto record your experience.\nManaging Really Difficult Emotions\n\u2022\u2022\nEmotion Regulation Handout 21: Overview: Managing Really Difficult Emotions.\nAt times the intensity of negative emotions can be so high that special skills are necessary to manage them. This handout is an overview of these skills.\n\u2022\n\u2022"
+  },
+  {
+    "id": "Unknown Section_52",
+    "source": "Unknown Section",
+    "text": "Emotion Regulation Handout 22: Mindfulness of Current Emotions: Letting Go of Emotional Suffering.\nMindfulness of current emotions means observing, describing, and \u201callowing\u201d emotions without judging them or trying to change, block, or distract from them. Avoiding or suppressing emotion increases suffering.\nMindfulness of current emotions is the path to emotional freedom. It is a critical skill underpinning many, if not most, skills in DBT. Avoiding emotions interferes with using almost every other skill in this module. To record practice of this skill, use\nEmotion Regulation Worksheet 15: Mindfulness of Current Emotions."
+  },
+  {
+    "id": "Unknown Section_53",
+    "source": "Unknown Section",
+    "text": "It allows you to check off what skills you used. If you have trouble identifying the emotion you are feeling, review Emotion Regulation Handout 6: Ways to Describe Emotions.\nOn Worksheet 15, remember to rate the intensity of the emotion before and after you practice mindfulness of current emotions.\n\u2022\n\u2022\nEmotion Regulation Handout 23: Managing Extreme Emotions.\nWhen your emotional arousal is very high, your ability to use your skills breaks down. Knowing your skills breakdown point is important; it signals the need to use crisis survival skills (which are taught in the Distress Tolerance module) first. This handout teaches you how to identify your skills breakdown point.\n\u2022\n\u2022\nEmotion Regulation Handout 24: Troubleshooting Emotion Regulation\nSkills."
+  },
+  {
+    "id": "Unknown Section_54",
+    "source": "Unknown Section",
+    "text": "When one or more of the emotion regulation skills do not seem to work, do not give up on the skills. Instead, troubleshoot how they are being applied. This handout helps you figure out what is interfering with your efforts to manage difficult or ineffective emotions. You can also use\nEmotion Regulation Worksheet 16:\nTroubleshooting Emotion Regulation Skills\n,\nwhich goes over much of the same information.\nemotion\nregulation Handouts\neMotion reGulation Handout 1\n\uf0ab\n(Emotion Regulation Worksheet 1; p. 271)\nGoals of emotion regulation\nunDerSTanD anD name\nyour oWn emoTionS\n\u0089\n\u0089 Identify (observe and describe) your emotions.\n\u0089\n\u0089 Know what emotions do for you.\n\u0089\n\u0089 Other:\nDecreaSe\nThe frequency\nof unWanTeD emoTionS\n\u0089\n\u0089 Stop unwanted emotions from starting in the first place.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_55",
+    "source": "Unknown Section",
+    "text": "\u0089 Change unwanted emotions once they start.\n\u0089\n\u0089 Other:\nDecreaSe\nemoTional vulneraBiliTy\n\u0089\n\u0089 Decrease vulnerability to emotion mind.\n\u0089\n\u0089 Increase resilience, your ability to cope with difficult things and positive emotions.\n\u0089\n\u0089 Other:\nDecreaSe\nemoTional SufferinG\n\u0089\n\u0089 Reduce suffering when painful emotions overcome you.\n\u0089\n\u0089 Manage extreme emotions so that you don\u2019t make things worse.\n\u0089\n\u0089 Other:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n205\nHandouts for Understanding\nand Naming Emotions\neMotion reGulation Handout 2\n(Emotion Regulation Worksheets 2\u20134a, 16; pp. 275\u2013282, 312)"
+  },
+  {
+    "id": "Unknown Section_56",
+    "source": "Unknown Section",
+    "text": "overview:\nunderstanding and naming emotions\nWhaT emoTionS Do for you\nThere are reasons why we have emotions.\nWe need them!\nfacTorS ThaT make\nreGulaTinG emoTionS harD\nLack of skills, reinforcing consequences, moodiness, rumination/\nworrying, myths about emotions, and biology can interfere with changing emotions.\na moDel for DeScriBinG emoTionS\nEmotions are complex responses.\nChanging any part of the system can change the entire response.\nWayS To DeScriBe emoTionS\nLearning to observe, describe, and name your emotion\ncan help you regulate your emotions.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_57",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n209\nEmotion REgulation Handout 3\n\uf0ab\n(Emotion Regulation Worksheets 2\u20132c; pp. 275\u2013278)\nWhat Emotions Do for You\nEmotions motivatE (anD organizE) Us for action\n\u2022\n\u2022 Emotions motivate our behavior. Emotions prepare us for action.\nThe action urge of specific emotions is often \u201chard-wired\u201d in biology.\n\u2022\n\u2022 Emotions save time in getting us to act in important situations.\nEmotions can be especially important when we don\u2019t have time to think things through.\n\u2022\n\u2022 Strong emotions help us overcome obstacles\u2014in our minds and in the environment.\nEmotions commUnicatE to (anD inflUEncE) othErs\n\u2022"
+  },
+  {
+    "id": "Unknown Section_58",
+    "source": "Unknown Section",
+    "text": "\u2022 Facial expressions are hard-wired aspects of emotions.\nFacial expressions communicate faster than words.\n\u2022\n\u2022 Our body language and voice tone can also be hard-wired.\nLike it or not, they also communicate our emotions to others.\n\u2022\n\u2022 When it is important to communicate to others, or send them a message, it can be very hard to change our emotions.\n\u2022\n\u2022 Whether we intend it or not, our communication of emotions influences others.\nEmotions commUnicatE to oUrsElvEs\n\u2022\n\u2022 Emotional reactions can give us important information about a situation.\nEmotions can be signals or alarms that something is happening.\n\u2022\n\u2022 Gut feelings can be like intuition\u2014a response to something important about the situation.\nThis can be helpful if our emotions get us to check out the facts.\n\u2022\n\u2022\ncaution:"
+  },
+  {
+    "id": "Unknown Section_59",
+    "source": "Unknown Section",
+    "text": "Sometimes we treat emotions as if they are facts about the world: The stronger the emotion, the stronger our belief that the emotion is based on fact. (Examples: \u201cIf I feel unsure, I am incompetent,\u201d \u201cIf I get lonely when left alone, I shouldn\u2019t be left alone,\u201d \u201cIf I feel confident about something, it is right,\u201d \u201cIf I\u2019m afraid, there must be danger,\u201d \u201cI love him, so he must be OK.\u201d)\n\u2022\n\u2022 If we assume that our emotions represent facts about the world, we may use them to justify our thoughts or our actions. This can be trouble if our emotions get us to ignore the facts.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_60",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n210\nEmotion REgulation Handout 4\n\uf0ab\n(Emotion Regulation Worksheets 3, 16; pp. 279, 312)\nWhat Makes It Hard to Regulate Your Emotions\nBIologY\n\u0089\n\u0089 Biological factors can make emotion regulation harder.\nlack of SkIll\n\u0089\n\u0089 You don\u2019t know what to do to regulate your emotions.\nREInfoRcEMEnt of EMotIonal BEHavIoR\n\u0089\n\u0089 Your environment reinforces you when you are highly emotional.\nMoodInESS\n\u0089\n\u0089 Your current mood controls what you do instead of your Wise Mind.\n\u0089\n\u0089 You don\u2019t really want to put in time and effort to regulate your emotions.\nEMotIonal ovERload\n\u0089"
+  },
+  {
+    "id": "Unknown Section_61",
+    "source": "Unknown Section",
+    "text": "\u0089 High emotional arousal causes you to reach a skills breakdown point.\nYou can\u2019t follow skills instructions or figure out what to do.\nEMotIon MYtHS\n\u0089\n\u0089 Myths (e.g., mistaken beliefs) about emotions get in the way of your ability to regulate emotions.\n\u0089\n\u0089 Myths that emotions are bad or weak lead to avoiding emotions.\n\u0089\n\u0089 Myths that extreme emotions are necessary or are part of who you are keep you from trying to regulate your emotions.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n211\neMotion reGulation Handout 4a\n(Emotion Regulation Worksheet 3; p. 279)\nmyths about emotions"
+  },
+  {
+    "id": "Unknown Section_62",
+    "source": "Unknown Section",
+    "text": "1. There is a right way to feel in every situation.\nChallenge\n:\n2. Letting others know that I am feeling bad is a weakness.\nChallenge\n:\n3. Negative feelings are bad and destructive.\nChallenge\n:\n4. Being emotional means being out of control.\nChallenge\n:\n5. Some emotions are stupid.\nChallenge\n:\n6. All painful emotions are a result of a bad attitude.\nChallenge\n:\n7. If others don\u2019t approve of my feelings, I obviously shouldn\u2019t feel the way I do.\nChallenge\n:\n8. Other people are the best judges of how I am feeling.\nChallenge\n:\n9. Painful emotions are not important and should be ignored.\nChallenge\n:\n10. Extreme emotions get you a lot further than trying to regulate your emotions.\nChallenge\n:\n11.  Creativity requires intense, often out-of- control emotions.\nChallenge\n:\n12. Drama is cool."
+  },
+  {
+    "id": "Unknown Section_63",
+    "source": "Unknown Section",
+    "text": "Challenge\n:\n13. It is inauthentic to try to change my emotions.\nChallenge\n:\n14. Emotional truth is what counts, not factual truth.\nChallenge\n:\n15. People should do whatever they feel like doing.\nChallenge\n:\n16. Acting on your emotions is the mark of a truly free individual.\nChallenge\n:\n17.  My emotions are who I am.\nChallenge\n:\n18. My emotions are why people love me.\nChallenge\n:\n19. Emotions can just happen for no reason.\nChallenge\n:\n20. Emotions should always be trusted.\nChallenge\n:\n21. Other myth:\nChallenge\n:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n212\n\uf0ab\no\nranted t"
+  },
+  {
+    "id": "Unknown Section_64",
+    "source": "Unknown Section",
+    "text": "s g\nName\nandout i\nEmotion\nwarenessA\nhis h\nrint t\nnd p\nnload a\now\ne\n,\nr d\ng\ny)\nhotocopy o\nvior)\ny Langua\no p\nds\nou sa\n, skin color)\norW\nActions\nission t\nxpression, posture\nour beha\nns\nExpressions\n(what y\nerm\n(y\ngestures\n81\u2013282)\nacial e\notio\nFace and Bod\n(f\ninehan. P\np. 2\nm\n. L\nandout 5\na; p\ne\nH\n, 4\narsha M\ning\ny M\n,\n015 b\nsheets 4\nes\nork\ncrib\nature)\neelings)\nes\ning)\nuscles\nessels\nopyright 2\nreGulation\nr D\nal fir\no\nect m\nlood v\n, temper\nion\negulation W\nain changes\ninehan. C\nate\n(neur\nnal body changes\nExperiences\nAction urges\n. L\nBr\nt r\not\nel f\nvous system changes\nthat aff\ning\u2014b\nd\nBiological Chang\nand autonomic system\nfir\nNer\n(inter\nhear\neM\notion R\no\narsha M\nBody sensations (f\n(Em\nm\ny M\nn\n, b\nditio\nlients.\necond E\nith c\nets, S\nse w\ns\nor u\norkshe\nr f\nactor\ny\nd W\nvent)\nse o\nwareness\nwareness"
+  },
+  {
+    "id": "Unknown Section_65",
+    "source": "Unknown Section",
+    "text": "ects\ns an\nxisting\ndout\nersonal u\nan\nPree\nEmotions\nInterpretation\nSecondar\nAftereff\nH\nompting Event\nor p\nprompting e\nompting Event 2\nulnerability F\nPr\nPr\nook f\nV\nAttention/A\nAttention/A\nraining\n(Thoughts/beliefs about\nhis b\nkils T\nf t\nSTB\nD\nomFr purchasers o\n213\neMotion reGulation Handout 6\n(p. 1 of 10)\n\uf0ab\n(Emotion Regulation Worksheets 4, 4a; pp. 281\u2013282)\nWays to Describe emotions\nanGer WorDS\nanger\nbitterness\nfury\nindignation\nvengefulness\naggravation\nexasperation\ngrouchiness\nirritation\nwrath\nagitation\nferocity\ngrumpiness\noutrage\nannoyance\nfrustration\nhostility\nrage\nprompting events for feeling anger\n\u2022\n\u2022 Having an important goal blocked.\n\u2022\n\u2022 Not having things turn out as expected.\n\u2022\n\u2022 You or someone you care about being\n\u2022\n\u2022 Physical or emotional pain.\nattacked or threatened by others.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_66",
+    "source": "Unknown Section",
+    "text": "\u2022 Other:\n\u2022\n\u2022 Losing power, status, or respect.\ninterpretations of events That prompt feelings of anger\n\u2022\n\u2022 Believing that you have been treated unfairly.\n\u2022\n\u2022 Rigidly thinking, \u201cI\u2019m right.\u201d\n\u2022\n\u2022 Blaming.\n\u2022\n\u2022 Judging that the situation is illegitimate or\n\u2022\n\u2022 Believing that important goals are being\nwrong.\nblocked or stopped.\n\u2022\n\u2022 Ruminating about the event that set off the\n\u2022\n\u2022 Believing that things \u201cshould\u201d be different\nanger in the first place.\nthan they are.\n\u2022\n\u2022 Other:\nBiological changes and experiences of anger\n\u2022\n\u2022 Muscles tightening.\n\u2022\n\u2022 Being unable to stop tears.\n\u2022\n\u2022 Teeth clamping together.\n\u2022\n\u2022 Wanting to hit someone, bang the wall, throw\n\u2022\n\u2022 Hands clenching.\nsomething, blow up.\n\u2022\n\u2022 Feeling your face flush or get hot.\n\u2022\n\u2022 Wanting to hurt someone.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_67",
+    "source": "Unknown Section",
+    "text": "\u2022 Feeling like you are going to explode.\n\u2022\n\u2022 Other:\nexpressions and actions of anger\n\u2022\n\u2022 Physically or verbally attacking.\n\u2022\n\u2022 Clenching your hands or fists.\n\u2022\n\u2022 Making aggressive or threatening gestures.\n\u2022\n\u2022 Frowning, not smiling, mean expression.\n\u2022\n\u2022 Pounding, throwing things, breaking things.\n\u2022\n\u2022 Brooding or withdrawing from others.\n\u2022\n\u2022 Walking heavily, stomping, slamming doors.\n\u2022\n\u2022 Crying.\n\u2022\n\u2022 Walking out.\n\u2022\n\u2022 Grinning.\n\u2022\n\u2022 Using a loud, quarrelsome, or sarcastic voice.\n\u2022\n\u2022 A red or flushed face.\n\u2022\n\u2022 Using obscenities or swearing.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Criticizing or complaining.\naftereffects of anger\n\u2022\n\u2022 Narrowing of attention.\n\u2022\n\u2022 Imagining future situations that will make you\n\u2022\n\u2022 Attending only to the situation that\u2019s making\nangry.\nyou angry.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_68",
+    "source": "Unknown Section",
+    "text": "\u2022 Depersonalization, dissociative experiences,\n\u2022\n\u2022 Ruminating about the situation making you\nnumbness.\nangry or about situations in the past.\n\u2022\n\u2022 Other:\n(continued on next page)\nNote.\nAdapted from Table 3 in Shaver, P., Schwartz, J., Kirson, D., & O\u2019Connor, C. (1987). Emotion knowledge: Further exploration of a proto-type approach.\nJournal of Personality and Social Psychology, 52\n(6), 1061\u20131086. Copyright 1987 by the American Psychological Association.\nAdapted by permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n214\neMotion reGulation Handout 6\n(p. 2 of 10)"
+  },
+  {
+    "id": "Unknown Section_69",
+    "source": "Unknown Section",
+    "text": "DiSGuST WorDS\ndisgust\naversion\ndislike\ndistaste\nrepugnance\nresentment\nsickened\nabhorrence\ncondescension\nderision\nhate\nrepelled\nrevolted\nspite\nantipathy\ncontempt\ndisdain\nloathing\nrepulsion\nscorn\nvile\nprompting events for feeling Disgust\n\u2022\n\u2022 Seeing/smelling human or animal waste\n\u2022\n\u2022 Seeing blood; getting blood drawn.\nproducts.\n\u2022\n\u2022 Observing or hearing about a person acting\n\u2022\n\u2022 Having a person or an animal that is dirty,\nwith extreme hypocrisy/fawning.\nslimy, or unclean come close to you.\n\u2022\n\u2022 Observing or hearing about betrayal, child\n\u2022\n\u2022 Tasting something or being forced to swallow\nabuse, racism, or other types of cruelty.\nsomething you really don\u2019t want.\n\u2022\n\u2022 Being forced to watch something that deeply\n\u2022\n\u2022 Seeing or being near a dead body.\nviolates your own Wise Mind values.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_70",
+    "source": "Unknown Section",
+    "text": "\u2022 Touching items worn or owned by a stranger,\n\u2022\n\u2022 Being confronted with someone who is\ndead person, or disliked person.\ndeeply violating your own Wise Mind values.\n\u2022\n\u2022 Observing or hearing about a person who\n\u2022\n\u2022 Being forced to engage in or watch unwanted\ngrovels or who strips another person of\nsexual contact.\ndignity.\n\u2022\n\u2022 Other:\ninterpretations of events That prompt feelings of Disgust\n\u2022\n\u2022 Believing that:\nanother.\n\u2022\n\u2022 You are swallowing something toxic.\n\u2022\n\u2022 Extreme disapproval of yourself or your own\n\u2022\n\u2022 Your skin or your mind is being\nfeelings, thoughts, or behaviors.\ncontaminated.\n\u2022\n\u2022 Judging that a person is deeply immoral or\n\u2022\n\u2022 Your own body or body parts are ugly.\nhas sinned or violated the natural order of\n\u2022\n\u2022 Others are evil or the \u201cscum\u201d of the earth,\nthings."
+  },
+  {
+    "id": "Unknown Section_71",
+    "source": "Unknown Section",
+    "text": "or that they disrespect authority or the\n\u2022\n\u2022 Judging someone\u2019s body as extremely ugly.\ngroup.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Disapproving of/feeling morally superior to\nBiological changes and experiences of Disgust\n\u2022\n\u2022 Feelings of nausea; sick feeling.\n\u2022\n\u2022 Urge to take a shower.\n\u2022\n\u2022 Urge to vomit, vomiting, gagging, choking.\n\u2022\n\u2022 Urge to run away or push away.\n\u2022\n\u2022 Having a lump in your throat.\n\u2022\n\u2022 Feeling contaminated, dirty, unclean.\n\u2022\n\u2022 Aversion to drinking or eating.\n\u2022\n\u2022 Feeling mentally polluted.\n\u2022\n\u2022 Intense urge to destroy or get rid of\n\u2022\n\u2022 Fainting.\nsomething.\n\u2022\n\u2022 Other:\nexpressions and actions of Disgust\n\u2022\n\u2022 Vomiting, spitting out.\n\u2022\n\u2022 Physically attacking causes of your disgust.\n\u2022\n\u2022 Closing your eyes, looking away.\n\u2022\n\u2022 Using obscenities or cursing.\n\u2022\n\u2022 Washing, scrubbing, taking a bath.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_72",
+    "source": "Unknown Section",
+    "text": "\u2022 Clenching your hands or fists.\n\u2022\n\u2022 Changing your clothes; cleaning spaces.\n\u2022\n\u2022 Frowning, or not smiling.\n\u2022\n\u2022 Avoiding eating or drinking.\n\u2022\n\u2022 Mean or unpleasant facial expression.\n\u2022\n\u2022 Pushing or kicking away; running away.\n\u2022\n\u2022 Speaking with a sarcastic voice tone.\n\u2022\n\u2022 Treating with disdain or disrespect.\n\u2022\n\u2022 Nose and top lip tightened up; smirking.\n\u2022\n\u2022 Stepping over; crowding another person out.\n\u2022\n\u2022 Other:\naftereffects of Disgust\n\u2022\n\u2022 Narrowing of attention.\n\u2022\n\u2022 Becoming hypersensitive to dirt.\n\u2022\n\u2022 Ruminating about the situation that\u2019s making\n\u2022\n\u2022 Other:\nyou feel disgusted.\n(continued on next page)\n215\neMotion reGulation Handout 6\n(p. 3 of 10)\nenvy WorDS\nenvy\ncraving\ndispleased\ngreed\npettiness\nbitterness\ndiscontented\ndissatisfied\n\u201cgreen-eyed\u201d\nresentment\ncovetous\ndisgruntled\ndown- hearted"
+  },
+  {
+    "id": "Unknown Section_73",
+    "source": "Unknown Section",
+    "text": "longing\nwishful\nprompting events for feeling envy\n\u2022\n\u2022 Someone has something you really want or\n\u2022\n\u2022 Others get something you really want and\nneed but don\u2019t or can\u2019t have.\nyou don\u2019t get it.\n\u2022\n\u2022 You are not part of the \u201cin\u201d crowd.\n\u2022\n\u2022 Being around people who have more than\n\u2022\n\u2022 Someone appears to have everything.\nyou have.\n\u2022\n\u2022 You are alone while others are having fun.\n\u2022\n\u2022 Someone you are competing with is more\n\u2022\n\u2022 Someone else gets credit for what you\u2019ve\nsuccessful than you in an area important to\ndone.\nyou.\n\u2022\n\u2022 Someone gets positive recognition for\n\u2022\n\u2022 Other:\nsomething and you don\u2019t.\ninterpretations of events That prompt feelings of envy\n\u2022\n\u2022 Thinking you deserve what others have.\nmediocre in comparison to others whom you\n\u2022\n\u2022 Thinking others have more than you.\nwant to be like.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_74",
+    "source": "Unknown Section",
+    "text": "\u2022 Thinking about how unfair it is that you have\n\u2022\n\u2022 Comparing yourself to others who have more\nsuch a bad lot in life compared to others.\nthan you.\n\u2022\n\u2022 Thinking you have been treated unfairly by\n\u2022\n\u2022 Comparing yourself to people who have\nlife.\ncharacteristics that you wish you had.\n\u2022\n\u2022 Thinking you are unlucky.\n\u2022\n\u2022 Thinking you are unappreciated.\n\u2022\n\u2022 Thinking you are inferior, a failure, or\n\u2022\n\u2022 Other:\nBiological changes and experiences of envy\n\u2022\n\u2022 Muscles tightening.\n\u2022\n\u2022 Wanting the person or people you envy to\n\u2022\n\u2022 Teeth clamping together, mouth tightening.\nlose what they have, to have bad luck, or to\n\u2022\n\u2022 Feeling your face flush or get hot.\nbe hurt.\n\u2022\n\u2022 Feeling rigidity in your body.\n\u2022\n\u2022 Feeling pleasure when others experience\n\u2022\n\u2022 Pain in the pit of the stomach."
+  },
+  {
+    "id": "Unknown Section_75",
+    "source": "Unknown Section",
+    "text": "failure or lose what they have.\n\u2022\n\u2022 Having an urge to get even.\n\u2022\n\u2022 Feeling unhappy if another person\n\u2022\n\u2022 Hating the other person.\nexperiences some good luck.\n\u2022\n\u2022 Wanting to hurt the people you envy.\n\u2022\n\u2022 Feeling motivated to improve yourself.\n\u2022\n\u2022 Other:\nexpressions and actions of envy\n\u2022\n\u2022 Doing everything you can to get what the\n\u2022\n\u2022 Doing something to make the other person\nother person has.\nfail or lose what he or she has.\n\u2022\n\u2022 Working a lot harder than you were to get\n\u2022\n\u2022 Saying mean things about the other person\nwhat you want.\nor making the person look bad to others.\n\u2022\n\u2022 Trying to improve yourself and your situation.\n\u2022\n\u2022 Trying to show the other person up, to look\n\u2022\n\u2022 Taking away or ruining what the other person\nbetter than the other person.\nhas.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_76",
+    "source": "Unknown Section",
+    "text": "\u2022 Avoiding persons who have what you want.\n\u2022\n\u2022 Attacking or criticizing the other person.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Doing something to get even.\naftereffects of envy\n\u2022\n\u2022 Narrowing of attention.\nappreciating things you have or things others\n\u2022\n\u2022 Attending only to what others have that you\ndo for you.\ndon\u2019t.\n\u2022\n\u2022 Ruminating about what you don\u2019t have.\n\u2022\n\u2022 Ruminating when others have had more than\n\u2022\n\u2022 Making resolutions to change.\nyou.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Discounting what you do have; not\n(continued on next page)\n216\neMotion reGulation Handout 6\n(p. 4 of 10)\nfear WorDS\nfear\ndread\nhorror\nnervousness\nshock\nuneasiness\nanxiety\nedginess\nhysteria\noverwhelmed\ntenseness\nworry\napprehension\nfright\njumpiness\npanic\nterror\nprompting events for feeling fear\n\u2022\n\u2022 Having your life, your health, or your well-\n\u2022\n\u2022 Silence."
+  },
+  {
+    "id": "Unknown Section_77",
+    "source": "Unknown Section",
+    "text": "being threatened.\n\u2022\n\u2022 Being in a new or unfamiliar situation.\n\u2022\n\u2022 Being in the same situation (or a similar one)\n\u2022\n\u2022 Being alone (e.g., walking alone, being home\nwhere you have been threatened or gotten\nalone, living alone).\nhurt in the past, or where painful things have\n\u2022\n\u2022 Being in the dark.\nhappened.\n\u2022\n\u2022 Being in crowds.\n\u2022\n\u2022 Flashbacks.\n\u2022\n\u2022 Leaving your home.\n\u2022\n\u2022 Being in situations where you have seen\n\u2022\n\u2022 Having to perform in front of others.\nothers threatened or be hurt.\n\u2022\n\u2022 Pursuing your dreams.\n\u2022\n\u2022 Other:\ninterpretations of events That prompt feelings of fear\n\u2022\n\u2022 Believing that:\n\u2022\n\u2022 Believing that:\n\u2022\n\u2022 You might die, or you are going to die.\n\u2022\n\u2022 You will not get help you want or need.\n\u2022\n\u2022 You might be hurt or harmed.\n\u2022\n\u2022 You might lose help you already have.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_78",
+    "source": "Unknown Section",
+    "text": "\u2022 You might lose something valuable.\n\u2022\n\u2022 You might lose someone important.\n\u2022\n\u2022 Someone might reject, criticize, or dislike\n\u2022\n\u2022 You might lose something you want.\nyou.\n\u2022\n\u2022 You are helpless or are losing a sense of\n\u2022\n\u2022 You will embarrass yourself.\ncontrol.\n\u2022\n\u2022 Failure is possible; expecting to fail.\n\u2022\n\u2022 You are incompetent or are losing mastery.\n\u2022\n\u2022 Other:\nBiological changes and experiences of fear\n\u2022\n\u2022 Breathlessness.\n\u2022\n\u2022 Feeling nauseated.\n\u2022\n\u2022 Fast heartbeat.\n\u2022\n\u2022 Getting cold; feeling clammy.\n\u2022\n\u2022 Choking sensation, lump in throat.\n\u2022\n\u2022 Feeling your hairs standing on end.\n\u2022\n\u2022 Muscles tensing, cramping.\n\u2022\n\u2022 Feeling of \u201cbutterflies\u201d in stomach.\n\u2022\n\u2022 Clenching teeth.\n\u2022\n\u2022 Wanting to run away or avoid things.\n\u2022\n\u2022 Urge to scream or call out.\n\u2022\n\u2022 Other:\nexpressions and actions of fear\n\u2022"
+  },
+  {
+    "id": "Unknown Section_79",
+    "source": "Unknown Section",
+    "text": "\u2022 Fleeing, running away.\n\u2022\n\u2022 Talking yourself out of doing what you fear.\n\u2022\n\u2022 Running or walking hurriedly.\n\u2022\n\u2022 Freezing, or trying not to move.\n\u2022\n\u2022 Hiding from or avoiding what you fear.\n\u2022\n\u2022 Crying or whimpering.\n\u2022\n\u2022 Engaging in nervous, fearful talk.\n\u2022\n\u2022 Shaking, quivering, or trembling.\n\u2022\n\u2022 Pleading or crying for help.\n\u2022\n\u2022 A shaky or trembling voice.\n\u2022\n\u2022 Talking less or becoming speechless.\n\u2022\n\u2022 Sweating or perspiring.\n\u2022\n\u2022 Screaming or yelling.\n\u2022\n\u2022 Diarrhea, vomiting.\n\u2022\n\u2022 Darting eyes or quickly looking around.\n\u2022\n\u2022 Hair erect.\n\u2022\n\u2022 Frozen stare.\n\u2022\n\u2022 Other:\naftereffects of fear\n\u2022\n\u2022 Narrowing of attention.\n\u2022\n\u2022 Imagining the possibility of more loss or\n\u2022\n\u2022 Being hypervigilant to threat.\nfailure.\n\u2022\n\u2022 Losing your ability to focus or becoming\n\u2022\n\u2022 Isolating yourself.\ndisoriented or dazed.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_80",
+    "source": "Unknown Section",
+    "text": "\u2022 Ruminating about other threatening times.\n\u2022\n\u2022 Losing control.\n\u2022\n\u2022 Other:\n(continued on next page)\n217\neMotion reGulation Handout 6\n(p. 5 of 10)\nhappineSS WorDS\nhappiness\nsatisfaction\njoviality\nexhilaration\necstasy\njoy\nbliss\ntriumph\noptimism\ngladness\nenjoyment\nenthusiasm\ncontentment\nzest\npride\nrelief\njolliness\nexcitement\neagerness\nelation\namusement\nthrill\njubilation\ngaiety\nglee\nenthrallment\ncheerfulness\nzaniness\npleasure\nrapture\nhope\neuphoria\ndelight\nzeal\nprompting events for feeling happiness\n\u2022\n\u2022 Receiving a wonderful surprise.\n\u2022\n\u2022 Receiving love, liking, or affection.\n\u2022\n\u2022 Reality exceeding your expectations.\n\u2022\n\u2022 Being accepted by others.\n\u2022\n\u2022 Getting what you want.\n\u2022\n\u2022 Belonging somewhere or with someone or a\n\u2022\n\u2022 Getting something you have worked hard for\ngroup.\nor worried about.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_81",
+    "source": "Unknown Section",
+    "text": "\u2022 Being with or in contact with people who love\n\u2022\n\u2022 Things turning out better than you thought\nor like you.\nthey would.\n\u2022\n\u2022 Having very pleasurable sensations.\n\u2022\n\u2022 Being successful at a task.\n\u2022\n\u2022 Doing things that create or bring to mind\n\u2022\n\u2022 Achieving a desirable outcome.\npleasurable sensations.\n\u2022\n\u2022 Receiving esteem, respect, or praise.\n\u2022\n\u2022 Other:\ninterpretations of events That prompt feelings of happiness\n\u2022\n\u2022 Interpreting joyful events just as they are, without adding or subtracting.\n\u2022\n\u2022 Other:\nBiological changes and experiences of happiness\n\u2022\n\u2022 Feeling excited.\n\u2022\n\u2022 Urge to keep doing what is associated with\n\u2022\n\u2022 Feeling physically energetic, active.\nhappiness.\n\u2022\n\u2022 Feeling like giggling or laughing.\n\u2022\n\u2022 Feeling at peace.\n\u2022\n\u2022 Feeling your face flush.\n\u2022\n\u2022 Feeling open or expansive.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_82",
+    "source": "Unknown Section",
+    "text": "\u2022 Feeling calm all the way through.\n\u2022\n\u2022 Other:\nexpressions and actions of happiness\n\u2022\n\u2022 Smiling.\n\u2022\n\u2022 Hugging people.\n\u2022\n\u2022 Having a bright, glowing face.\n\u2022\n\u2022 Jumping up and down.\n\u2022\n\u2022 Being bouncy or bubbly.\n\u2022\n\u2022 Saying positive things.\n\u2022\n\u2022 Communicating your good feelings.\n\u2022\n\u2022 Using an enthusiastic or excited voice.\n\u2022\n\u2022 Sharing the feeling.\n\u2022\n\u2022 Being talkative or talking a lot.\n\u2022\n\u2022 Silliness.\n\u2022\n\u2022 Other:\naftereffects of happiness\n\u2022\n\u2022 Being courteous or friendly to others.\n\u2022\n\u2022 Remembering and imagining other times you\n\u2022\n\u2022 Doing nice things for other people.\nhave felt joyful.\n\u2022\n\u2022 Having a positive outlook; seeing the bright\n\u2022\n\u2022 Expecting to feel joyful in the future.\nside.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Having a high threshold for worry or\nannoyance.\n(continued on next page)\n218\neMotion reGulation Handout 6"
+  },
+  {
+    "id": "Unknown Section_83",
+    "source": "Unknown Section",
+    "text": "(p. 6 of 10)\njealouSy WorDS\njealous\nclutching\nfear of losing someone/\nrivalrous\nwary\ncautious\ndefensive\nsomething\nsuspicious\nwatchful\nclinging\nmistrustful\npossessive\nself- protective\nprompting events for feeling jealous\n\u2022\n\u2022 An important relationship is threatened or in\n\u2022\n\u2022 You are treated as unimportant by a person\ndanger of being lost.\nyou want to be close to.\n\u2022\n\u2022 A potential competitor pays attention to\n\u2022\n\u2022 Your partner tells you that he or she desires\nsomeone you love.\nmore time alone.\n\u2022\n\u2022 Someone:\n\u2022\n\u2022 Your partner appears to flirt with someone\n\u2022\n\u2022 Is threatening to take away important things\nelse.\nin your life.\n\u2022\n\u2022 A person you are romantically involved with\n\u2022\n\u2022 Goes out with the person you like.\nlooks at someone else.\n\u2022\n\u2022 Ignores you while talking to a friend of\n\u2022"
+  },
+  {
+    "id": "Unknown Section_84",
+    "source": "Unknown Section",
+    "text": "\u2022 You find the person you love is having an\nyours.\naffair with someone else.\n\u2022\n\u2022 Is more attractive, outgoing, or self-\n\u2022\n\u2022 Other:\nconfident than you.\ninterpretations of events That prompt feelings of jealousy\n\u2022\n\u2022 Believing that:\n\u2022\n\u2022 Believing that:\n\u2022\n\u2022 Your partner does not care for you any\n\u2022\n\u2022 You were cheated.\nmore.\n\u2022\n\u2022 No one cares about you.\n\u2022\n\u2022 You are nothing to your partner.\n\u2022\n\u2022 Your rival is possessive and competitive.\n\u2022\n\u2022 Your partner is going to leave you.\n\u2022\n\u2022 Your rival is insecure.\n\u2022\n\u2022 Your partner is behaving inappropriately.\n\u2022\n\u2022 Your rival is envious.\n\u2022\n\u2022 You don\u2019t measure up to your peers.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 I deserve more than what you are receiving.\nBiological changes and experiences of jealousy\n\u2022\n\u2022 Breathlessness.\n\u2022\n\u2022 Feelings of rejection.\n\u2022\n\u2022 Fast heartbeat.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_85",
+    "source": "Unknown Section",
+    "text": "\u2022 Needing to be in control.\n\u2022\n\u2022 Choking sensation, lump in throat.\n\u2022\n\u2022 Feeling helpless.\n\u2022\n\u2022 Muscles tensing.\n\u2022\n\u2022 Wanting to grasp or keep hold of what you\n\u2022\n\u2022 Teeth clenching.\nhave.\n\u2022\n\u2022 Becoming suspicious of others.\n\u2022\n\u2022 Wanting to push away or eliminate your rival.\n\u2022\n\u2022 Having injured pride.\nexpressions and actions of jealousy\n\u2022\n\u2022 Violent behavior or threats of violence toward\n\u2022\n\u2022 Interrogating the person; demanding\nthe person threatening to take something\naccounting of time or activities.\naway.\n\u2022\n\u2022 Collecting evidence of wrongdoings.\n\u2022\n\u2022 Attempting to control the freedom of the\n\u2022\n\u2022 Clinging; enhanced dependency.\nperson you are afraid of losing.\n\u2022\n\u2022 Increased or excessive demonstrations of\n\u2022\n\u2022 Verbal accusations of disloyalty or\nlove.\nunfaithfulness.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Spying on the person."
+  },
+  {
+    "id": "Unknown Section_86",
+    "source": "Unknown Section",
+    "text": "aftereffects of jealousy\n\u2022\n\u2022 Narrowing of attention.\n\u2022\n\u2022 Being hypervigilant to threats to your\n\u2022\n\u2022 Seeing the worst in others.\nrelationships.\n\u2022\n\u2022 Being mistrustful across the board.\n\u2022\n\u2022 Becoming isolated or withdrawn.\n\u2022\n\u2022 Other:\n(continued on next page)\n219\neMotion reGulation Handout 6\n(p. 7 of 10)\nlove WorDS\nlove\nattraction\nenchantment\nlimerence\nsympathy\nadoration\ncaring\nfondness\nlonging\ntenderness\naffection\ncharmed\ninfatuation\nlust\nwarmth\narousal\ncompassion\nkindness\npassion\ndesire\nliking\nsentimentality\nprompting events for feeling love\n\u2022\n\u2022 A person:\n\u2022\n\u2022 You spend a lot of time with a person.\n\u2022\n\u2022 Offers or gives you something you want,\n\u2022\n\u2022 You share a special experience with a\nneed, or desire.\nperson.\n\u2022\n\u2022 Does things you want or need.\n\u2022\n\u2022 You have exceptionally good communication\n\u2022"
+  },
+  {
+    "id": "Unknown Section_87",
+    "source": "Unknown Section",
+    "text": "\u2022 Does things you particularly value or\nwith a person.\nadmire.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Feeling physically attracted to someone.\n\u2022\n\u2022 Being with someone you have fun with.\ninterpretations of events That prompt feelings of love\n\u2022\n\u2022 Believing that a person loves, needs, or appreciates you.\n\u2022\n\u2022 Thinking that a person is physically attractive.\n\u2022\n\u2022 Judging a person\u2019s personality as wonderful, pleasing, or attractive.\n\u2022\n\u2022 Believing that a person can be counted on, or will always be there for you.\n\u2022\n\u2022 Other:\nBiological changes and experiences of love\n\u2022\n\u2022 When you are with or thinking about\n\u2022\n\u2022 Wanting the best for a person.\nsomeone:\n\u2022\n\u2022 Wanting to give things to a person.\n\u2022\n\u2022 Feeling excited and full of energy.\n\u2022\n\u2022 Wanting to see and spend time with a person.\n\u2022\n\u2022 Fast heartbeat.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_88",
+    "source": "Unknown Section",
+    "text": "\u2022 Wanting to spend your life with a person.\n\u2022\n\u2022 Feeling  self- confident.\n\u2022\n\u2022 Wanting physical closeness or sex.\n\u2022\n\u2022 Feeling invulnerable.\n\u2022\n\u2022 Wanting emotional closeness.\n\u2022\n\u2022 Feeling happy, joyful, or exuberant.\n\u2022\n\u2022 Feeling warm, trusting, and secure.\n\u2022\n\u2022 Feeling relaxed and calm.\nexpressions and actions of love\n\u2022\n\u2022 Saying \u201cI love you.\u201d\n\u2022\n\u2022 Smiling.\n\u2022\n\u2022 Expressing positive feelings to a person.\n\u2022\n\u2022 Sharing time and experiences with someone.\n\u2022\n\u2022 Eye contact, mutual gaze.\n\u2022\n\u2022 Doing things that the other person wants or\n\u2022\n\u2022 Touching, petting, hugging, holding, cuddling.\nneeds.\n\u2022\n\u2022 Sexual activity.\n\u2022\n\u2022 Other:\naftereffects of love\n\u2022\n\u2022 Only seeing a person\u2019s positive side.\n\u2022\n\u2022 Remembering other people who have loved\n\u2022\n\u2022 Feeling forgetful or distracted; daydreaming.\nyou.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_89",
+    "source": "Unknown Section",
+    "text": "\u2022 Feeling openness and trust.\n\u2022\n\u2022 Remembering other positive events.\n\u2022\n\u2022 Feeling \u201calive,\u201d capable.\n\u2022\n\u2022 Believing in yourself; believing you are\n\u2022\n\u2022 Remembering other people you have loved.\nwonderful, capable, competent.\n\u2022\n\u2022 Other:\n(continued on next page)\n220\neMotion reGulation Handout 6\n(p. 8 of 10)\nSaDneSS WorDS\nsadness\ndisappointment\npity\ncrushed\ndisconnected\ndepression\ndespair\nhomesickness\nanguish\ndispleasure\nsuffering\nglumness\ngrief\nneglect\ndismay\ninsecurity\ndejection\nmelancholy\nmisery\nalienation\nhurt\nsorrow\ngloom\nalone\nagony\ndiscontentment\nrejection\ndefeat\nloneliness\nwoe\ndi straught\nunhappiness\nprompting events for feeling Sadness\n\u2022\n\u2022 Losing something or someone irretrievably.\n\u2022\n\u2022 Being with someone else who is sad or in\n\u2022\n\u2022 The death of someone you love.\npain.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_90",
+    "source": "Unknown Section",
+    "text": "\u2022 Things not being what you expected or\n\u2022\n\u2022 Reading or hearing about other people\u2019s\nwanted.\nproblems or troubles in the world.\n\u2022\n\u2022 Things being worse than you expected.\n\u2022\n\u2022 Being alone, or feeling isolated or like an\n\u2022\n\u2022 Being separated from someone you care for.\noutsider.\n\u2022\n\u2022 Getting what you don\u2019t want.\n\u2022\n\u2022 Thinking about everything you have not\n\u2022\n\u2022 Not getting what you have worked for.\ngotten.\n\u2022\n\u2022 Not getting what you believe you need in life.\n\u2022\n\u2022 Thinking about your losses.\n\u2022\n\u2022 Being rejected, disapproved of, or excluded.\n\u2022\n\u2022 Thinking about missing someone.\n\u2022\n\u2022 Discovering that you are powerless or\n\u2022\n\u2022 Other:\nhelpless.\ninterpretations of events That prompt feelings of Sadness\n\u2022\n\u2022 Believing that a separation from someone will\n\u2022\n\u2022 Seeing things or your life as hopeless."
+  },
+  {
+    "id": "Unknown Section_91",
+    "source": "Unknown Section",
+    "text": "last for a long time or will never end.\n\u2022\n\u2022 Believing that you are worthless or not\n\u2022\n\u2022 Believing that you will not get what you want\nvaluable.\nor need in your life.\n\u2022\n\u2022 Other:\nBiological changes and experiences of Sadness\n\u2022\n\u2022 Feeling tired, run down, or low in energy.\never start crying you will never be able to\n\u2022\n\u2022 Feeling lethargic, listless; wanting to stay in\nstop.\nbed all day.\n\u2022\n\u2022 Difficulty swallowing.\n\u2022\n\u2022 Feeling as if nothing is pleasurable any more.\n\u2022\n\u2022 Breathlessness.\n\u2022\n\u2022 Pain or hollowness in your chest or gut.\n\u2022\n\u2022 Dizziness.\n\u2022\n\u2022 Feeling empty.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Feeling as if you can\u2019t stop crying, or if you\nexpressions and actions of Sadness\n\u2022\n\u2022 Avoiding things.\n\u2022\n\u2022 Saying sad things.\n\u2022\n\u2022 Acting helpless; staying in bed; being\n\u2022\n\u2022 Talking little or not at all.\ninactive.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_92",
+    "source": "Unknown Section",
+    "text": "\u2022 Using a quiet, slow, or monotonous voice.\n\u2022\n\u2022 Moping, brooding, or acting moody.\n\u2022\n\u2022 Eyes drooping.\n\u2022\n\u2022 Making slow, shuffling movements.\n\u2022\n\u2022 Frowning, not smiling.\n\u2022\n\u2022 Withdrawing from social contact.\n\u2022\n\u2022 Posture slumping.\n\u2022\n\u2022 Avoiding activities that used to bring pleasure.\n\u2022\n\u2022 Sobbing, crying, whimpering.\n\u2022\n\u2022 Giving up and no longer trying to improve.\n\u2022\n\u2022 Other:\naftereffects of Sadness\n\u2022\n\u2022 Not being able to remember happy things.\n\u2022\n\u2022 Ruminating about sad events in the past.\n\u2022\n\u2022 Feeling irritable, touchy, or grouchy.\n\u2022\n\u2022 Insomnia.\n\u2022\n\u2022 Yearning and searching for the thing lost.\n\u2022\n\u2022 Appetite disturbance, indigestion.\n\u2022\n\u2022 Having a negative outlook.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Blaming or criticizing yourself.\n(continued on next page)\n221\neMotion reGulation Handout 6\n(p. 9 of 10)\nShame WorDS\nshame"
+  },
+  {
+    "id": "Unknown Section_93",
+    "source": "Unknown Section",
+    "text": "culpability\nembarrassment\nmortification\nshyness\ncontrition\ndiscomposure\nhumiliation\nself- conscious\nprompting events for feeling Shame\n\u2022\n\u2022 Being rejected by people you care about.\n\u2022\n\u2022 Being reminded of something wrong,\n\u2022\n\u2022 Having others find out that you have done\nimmoral, or \u201cshameful\u201d you did in the past.\nsomething wrong.\n\u2022\n\u2022 Being rejected or criticized for something you\n\u2022\n\u2022 Doing (or feeling or thinking) something\nexpected praise for.\nthat people you admire believe is wrong or\n\u2022\n\u2022 Having emotions/experiences that have been\nimmoral.\ninvalidated.\n\u2022\n\u2022 Comparing some aspect of yourself or your\n\u2022\n\u2022 Exposure of a very private aspect of yourself\nbehavior to a standard and feeling as if you\nor your life.\ndo not live up to that standard.\n\u2022\n\u2022 Exposure of a physical characteristic you\n\u2022"
+  },
+  {
+    "id": "Unknown Section_94",
+    "source": "Unknown Section",
+    "text": "\u2022 Being betrayed by a person you love.\ndislike.\n\u2022\n\u2022 Being laughed at/made fun of.\n\u2022\n\u2022 Failing at something you feel you are (or\n\u2022\n\u2022 Being criticized in public/in front of someone\nshould be) competent to do.\nelse; remembering public criticism.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Others attacking your integrity.\ninterpretations of events That prompt feelings of Shame\n\u2022\n\u2022 Believing that others will reject you (or have\n\u2022\n\u2022 Thinking that you are a bad person or a\nrejected you).\nfailure.\n\u2022\n\u2022 Judging yourself to be inferior, not \u201cgood\n\u2022\n\u2022 Believing your body (or a body part) is too\nenough,\u201d not as good as others; self-\nbig, too small, or ugly.\ninvalidation.\n\u2022\n\u2022 Thinking that you have not lived up to others\u2019\n\u2022\n\u2022 Comparing yourself to others and thinking\nexpectations of you.\nthat you are a \u201closer.\u201d\n\u2022"
+  },
+  {
+    "id": "Unknown Section_95",
+    "source": "Unknown Section",
+    "text": "\u2022 Thinking that your behavior, thoughts, or\n\u2022\n\u2022 Believing yourself unlovable.\nfeelings are silly or stupid.\n\u2022\n\u2022 Thinking that you are bad, immoral, or wrong.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Thinking that you are defective.\nBiological changes and experiences of Shame\n\u2022\n\u2022 Pain in the pit of the stomach.\n\u2022\n\u2022 Wanting to hide or cover your face and body.\n\u2022\n\u2022 Sense of dread.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Wanting to shrink down and/or disappear.\nexpressions and actions of Shame\n\u2022\n\u2022 Hiding behavior or a characteristic from other\n\u2022\n\u2022 Appeasing; saying you are sorry over and\npeople.\nover and over.\n\u2022\n\u2022 Avoiding the person you have harmed.\n\u2022\n\u2022 Looking down and away from others.\n\u2022\n\u2022 Avoiding persons who have criticized you.\n\u2022\n\u2022 Sinking back; slumped and rigid posture.\n\u2022\n\u2022 Avoiding yourself\u2014 distracting, ignoring.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_96",
+    "source": "Unknown Section",
+    "text": "\u2022 Halting speech; lowered volume while talking.\n\u2022\n\u2022 Withdrawing; covering the face.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Bowing your head, groveling.\naftereffects of Shame\n\u2022\n\u2022 Avoiding thinking about your transgression;\nnumbness, or shock.\nshutting down; blocking all emotions.\n\u2022\n\u2022 Attacking or blaming others.\n\u2022\n\u2022 Engaging in distracting, impulsive behaviors\n\u2022\n\u2022 Conflicts with other people.\nto divert your mind or attention.\n\u2022\n\u2022 Isolation, feeling alienated.\n\u2022\n\u2022 High amount of \u201cself-focus\u201d; preoccupation\n\u2022\n\u2022 Impairment in problem- solving ability.\nwith yourself.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Depersonalization, dissociative experiences,\n(continued on next page)\n222\neMotion reGulation Handout 6\n(p. 10 of 10)\nGuilT WorDS\nguilt\nculpability\nremorse\napologetic\nregret\nsorry\nprompting events for feeling Guilt\n\u2022"
+  },
+  {
+    "id": "Unknown Section_97",
+    "source": "Unknown Section",
+    "text": "\u2022 Doing or thinking something you believe is\n\u2022\n\u2022 Causing harm/damage to another person or\nwrong.\nobject.\n\u2022\n\u2022 Doing or thinking something that violates your\n\u2022\n\u2022 Causing harm/damage to yourself.\npersonal values.\n\u2022\n\u2022 Being reminded of something wrong you did\n\u2022\n\u2022 Not doing something you said that you would\nin the past.\ndo.\n\u2022\n\u2022 Other:\n\u2022\n\u2022 Committing a transgression against another\nperson or something you value.\ninterpretations of events That prompt feelings of Guilt\n\u2022\n\u2022 Thinking that your actions are to blame for\n\u2022\n\u2022 Thinking, \u201cIf only I had done something\nsomething.\ndifferently . . . \u201d\n\u2022\n\u2022 Thinking that you behaved badly.\n\u2022\n\u2022 Other:\nBiological changes and experiences of Guilt\n\u2022\n\u2022 Hot, red face.\n\u2022\n\u2022 Suffocating.\n\u2022\n\u2022 Jitteriness, nervousness.\n\u2022\n\u2022 Other:\nexpressions and actions of Guilt\n\u2022"
+  },
+  {
+    "id": "Unknown Section_98",
+    "source": "Unknown Section",
+    "text": "\u2022 Trying to repair the harm, make amends for the wrongdoing, fix the damage, change the outcome.\n\u2022\n\u2022 Asking for forgiveness, apologizing, confessing.\n\u2022\n\u2022 Giving gifts/making sacrifices to try to make up for the transgression.\n\u2022\n\u2022 Bowing your head; kneeling before the person.\naftereffects of Guilt\n\u2022\n\u2022 Making resolutions to change.\n\u2022\n\u2022 Making changes in behavior.\n\u2022\n\u2022 Joining self-help programs.\n\u2022\n\u2022 Other:\nother important emotion Words\n\u2022\n\u2022 Weariness, dissatisfaction, disinclination.\n\u2022\n\u2022 Distress.\n\u2022\n\u2022 Shyness, fragility, reserve, bashfulness, coyness, reticence.\n\u2022\n\u2022 Cautiousness, reluctance, suspiciousness, caginess, wariness.\n\u2022\n\u2022 Surprise, amazement, astonishment, awe, startle, wonder.\n\u2022\n\u2022 Boldness, bravery, courage, determination.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_99",
+    "source": "Unknown Section",
+    "text": "\u2022 Powerfulness, a sense of competence, capability, mastery.\n\u2022\n\u2022 Dubiousness, skepticism, doubtfulness.\n\u2022\n\u2022 Apathy, boredom, dullness, ennui, fidgetiness, impatience, indifference, listlessness.\n223\nHandouts for Changing\nEmotional Responses\neMotion reGulation Handout 7\n(Emotion Regulation Worksheets 5\u20138; pp. 285\u2013290)\noverview:\nchanging emotional responses\ncheck The facTS\nCheck out whether your emotional reactions\nfit the facts\nof the situation.\nChanging your beliefs and assumptions to fit the facts can help you change your emotional reactions to situations.\noppoSiTe acTion\nWhen your emotions do not fit the facts,\nor\nwhen acting on your emotions is not effective,\nacting opposite (all the way)\nwill change your emotional reactions.\nproBlem SolvinG\nWhen the facts themselves are the problem,"
+  },
+  {
+    "id": "Unknown Section_100",
+    "source": "Unknown Section",
+    "text": "solving the problem\nwill reduce the frequency of negative emotions.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n227\neMotion reGulation Handout 8\n\uf0ab\n(Emotion Regulation Worksheet 5; p. 285)\ncheck the facts\nfacTS\nMany emotions and actions are set off by our thoughts and interpretations of events, not by the events themselves.\nevent\n\u2192\nThoughts\n\u2192\nemotions\nOur emotions can also have a big effect on our thoughts about events.\nevent\n\u2192\nemotion\n\u2192\nThoughts\nExamining our thoughts and\nchecking the facts\ncan help us change our emotions.\nhoW To check The facTS"
+  },
+  {
+    "id": "Unknown Section_101",
+    "source": "Unknown Section",
+    "text": "1.  ask: What is the emotion i want to change?\n(See Emotion Regulation Handout 6: Ways of Describing Emotions.)\n2.  ask: What is the event prompting my emotion?\nDescribe the facts that you observed through your senses.\nChallenge judgments, absolutes, and black-and-white descriptions.\n(See Mindfulness Handout 4: Taking Hold of Your Mind: \u201cWhat\u201d Skills.)\n3.  ask: What are my interpretations, thoughts, and assumptions about the\nevent?\nThink of other possible interpretations.\nPractice looking at all sides of a situation and all points of view.\nTest your interpretations and assumptions to see if they fit the facts.\n4.  ask: am i assuming a threat?\nLabel the threat.\nAssess the probability that the threatening event will really occur.\nThink of as many other possible outcomes as you can."
+  },
+  {
+    "id": "Unknown Section_102",
+    "source": "Unknown Section",
+    "text": "5.  ask: What\u2019s the catastrophe?\nImagine the catastrophe really occurring.\nImagine coping well with a catastrophe (through problem solving, coping ahead, or radical acceptance).\n6.  ask: Does my emotion and/or its intensity fit the actual facts?\nCheck out facts that fit each emotion.\nAsk Wise Mind.\n(See Emotion Regulation Handout 11: Figuring Out Opposite Actions, and Emotion\nRegulation Handout 13: Reviewing Problem Solving and Opposite Action.)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n228\neMotion reGulation Handout 8a\n(Emotion Regulation Worksheet 5; p. 285)"
+  },
+  {
+    "id": "Unknown Section_103",
+    "source": "Unknown Section",
+    "text": "examples of emotions That fit the facts\nfear\n1.\nThere is a threat to your life or that of someone you care about.\n2.\nThere is a threat to your health or that of someone you care about.\n3.\nThere is a threat to your well-being or that of someone you care about.\n4.\nOther:\nanger\n1.\nAn important goal is blocked or a desired activity is interrupted or prevented.\n2.\nYou or someone you care about is attacked or hurt by others.\n3.\nYou or someone you care about is insulted or threatened by others.\n4.\nThe integrity or status of your social group is offended or threatened.\n5.\nOther:\nDisgust\n1.\nSomething you are in contact with could poison or contaminate you.\n2.\nSomebody whom you deeply dislike is touching you or someone you care about.\n3."
+  },
+  {
+    "id": "Unknown Section_104",
+    "source": "Unknown Section",
+    "text": "You are around a person or group whose behavior or thinking could seriously damage or harmfully influence you or the group you are part of.\n4.\nOther:\nenvy\n1.\nAnother person or group gets or has things you don\u2019t have that you want or need.\n2.\nOther:\njealousy 1.\nA very important and desired relationship or object in your life is in danger of being damaged or lost.\n2.\nSomeone is threatening to take a valued relationship or object away from you.\n3.\nOther:\nlove\n1.\nLoving a person, animal, or object enhances quality of life for you or for those you care about.\n2.\nLoving a person, animal, or object increases your chances of attaining your own personal goals.\n3.\nOther:\nSadness 1.\nYou have lost something or someone permanently.\n2.\nThings are not the way you wanted or expected and hoped them to be."
+  },
+  {
+    "id": "Unknown Section_105",
+    "source": "Unknown Section",
+    "text": "3.\nOther:\nShame\n1.\nYou will be rejected by a person or group you care about if characteristics of yourself or of your behavior are made public.\n2.\nOther:\nGuilt\n1.\nYour own behavior violates your own values or moral code.\n2.\nOther:\nintensity and duration of an emotion are justified by:\n1.\nHow likely it is that the expected outcomes will occur.\n2.\nHow great and/or important the outcomes are.\n3.\nHow effective the emotion is in your life now.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n229\neMotion reGulation Handout 9\n\uf0ab\n(Emotion Regulation Worksheet 6; p. 287)"
+  },
+  {
+    "id": "Unknown Section_106",
+    "source": "Unknown Section",
+    "text": "opposite action and problem Solving:\nDeciding Which to use\nOpposite action = Acting opposite to an emotion\u2019s action urge\nProblem solving = Avoiding or changing (solving) a problem event\nAsk:\nDoes this emotion\nfit the facts?\nCheck the facts\nYes\nNo\nAsk:\nAsk:\nIs acting on this\nIs acting on this\nemotion effective?\nemotion effectiv\ne?\nCheck Wise Mind\nCheck\nWise Mind\nYes\nNo\nYes\nNo\nBe mindful\nDo not act on\nDo not act on\nBe mindful\nof current\nemotion/\nemotion/\nof current\nemotions\naction urge\naction urge\nemotions\n(Emotion Regulation\n(Emotion\nHandout 22)\nConsider\nChange thoughts\nRegulation\nopposite action\nto fit the facts\nHandout 22)\nAct on\n(Emotion\n(Emotion\nemotion/\nRegulation\nRegulation\nAct\n, but\naction urge\nHandouts 10\u201311)\nHandout 8)\naccept the\nconsequences\nProblem-solve\nDo\ngracefully\nunwanted"
+  },
+  {
+    "id": "Unknown Section_107",
+    "source": "Unknown Section",
+    "text": "opposite action\nemotions\n(Emotion\nReconsider\n(Emotion Regulation\nRegulation\nopposite\nHandout 12)\nHandouts 10\u201311)\naction\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n230\neMotion reGulation Handout 10\n\uf0ab\n(Emotion Regulation Worksheet 7; p. 288)\nopposite action\nuse opposite action when your emotions do noT fit the facts\nor when acting on your emotions is noT effective.\nevery emoTion haS an acTion urGe.\nchanGe The emoTion By acTinG oppoSiTe To iTS acTion urGe.\nConsider these examples:\nemoTion\nacTion urGe\noppoSiTe acTion\nFear\nRun away/avoid\nApproach/don\u2019t avoid\nAnger\nAttack"
+  },
+  {
+    "id": "Unknown Section_108",
+    "source": "Unknown Section",
+    "text": "Gently avoid/be a little nice\nSadness\nWithdraw/isolate\nGet active\nShame\nHide/avoid\nTell the secret to people who will accept it\nhoW To Do oppoSiTe acTion, STep By STep\nStep 1. iDenTify anD name The emoTion\nyou want to change.\nStep 2. check The facTS\nto see if your emotion is justified by the facts.\nCheck also whether the intensity and duration of the emotion fit the facts.\n(\nExample: \u201cIrritation\u201d fits the facts when your car is cut in front of; \u201croad rage\u201d does not.\n) An emotion is justified when your emotion fits the facts.\nStep 3. iDenTify anD DeScriBe your acTion urGeS.\nStep 4. aSk WiSe minD:\nIs expression or acting on this emotion effective in this situation?\nif your emotion does not fit the facts or if acting on your emotion is not effective:\nStep 5. iDenTify oppoSiTe acTionS"
+  },
+  {
+    "id": "Unknown Section_109",
+    "source": "Unknown Section",
+    "text": "to your action urges.\nStep 6. acT oppoSiTe all The Way\nto your action urges.\nStep 7. repeaT acTinG oppoSiTe\nto your action urges until your emotion changes.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n231\neMotion reGulation Handout 11\n(p. 1 of 9)\n\uf0ab\n(Emotion Regulation Worksheet 7; p. 288)\nfiguring out opposite actions\nfear\nFear FITS THE FACTS of a situation whenever there is a THREAT to:\na.\nYour life or that of someone you care about.\nB.\nYour health or that of someone you care about.\nc.\nYour well-being or that of someone you care about.\nD.\nOther example:"
+  },
+  {
+    "id": "Unknown Section_110",
+    "source": "Unknown Section",
+    "text": "Follow these suggestions when your fear is NOT JUSTIFIED by the facts or NOT EFFECTIVE:\noppoSiTe acTionS for fear\nDo the OPPOSITE of your fearful action urges. For example:\n1.\nDo what you are afraid of doing . . . OVER AND OVER.\n2.\nAPPROACH events, places, tasks, activities, and people you are afraid of.\n3.\nDo things to give yourself a sense of CONTROL and MASTERY over your fears.\nall-The-Way oppoSiTe acTionS for fear\n4.\nKeep your EYES AND EARS OPEN and focused on the feared event.\nLook around slowly; explore.\n5.\nTake in the information from the situation (i.e., notice that you are safe).\n6.\nChange POSTURE AND KEEP A CONFIDENT VOICE TONE.\nKeep your head and eyes up, and your shoulders back but relaxed.\nAdopt an assertive body posture (e.g., knees apart, hands on hips, heels a bit out).\n7."
+  },
+  {
+    "id": "Unknown Section_111",
+    "source": "Unknown Section",
+    "text": "Change your BODY CHEMISTRY.\nFor example, do paced breathing by breathing in deeply and breathing out slowly.\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n232\neMotion reGulation Handout 11\n(p. 2 of 9)\nanGer\nAnger FITS THE FACTS of a situation whenever:\na.\nAn important goal is blocked or a desired activity is interrupted or prevented.\nB.\nYou or someone you care about is attacked or hurt by others.\nc.\nYou or someone you care about is insulted or threatened by others.\nD.\nThe integrity or status of your social group is offended or threatened.\ne."
+  },
+  {
+    "id": "Unknown Section_112",
+    "source": "Unknown Section",
+    "text": "Other example:\nFollow these suggestions when your anger is NOT JUSTIFIED by the facts or is NOT EFFECTIVE:\noppoSiTe acTionS for anger\nDo the OPPOSITE of your angry action urges. For example:\n1.\nGENTLY AVOID the person you are angry with (rather than attacking).\n2.\nTAKE A TIME OUT, and breathe in and out deeply and slowly.\n3.\nBE KIND (rather than mean or insulting).\nall-The-Way oppoSiTe acTionS for anger\n4.\nIMAGINE UNDERSTANDING and empathy for the other person.\nStep into the other person\u2019s shoes. Try to see the situation from the other person\u2019s point of view.\nImagine really good reasons for what has happened.\n5.\nCHANGE YOUR POSTURE.\nUnclench hands, with palms up and fingers relaxed (WILLING HANDS).\nRelax chest and stomach muscles.\nUnclench teeth.\nRelax facial muscles. Half-smile.\n6."
+  },
+  {
+    "id": "Unknown Section_113",
+    "source": "Unknown Section",
+    "text": "CHANGE YOUR BODY CHEMISTRY.\nFor example, do paced breathing by breathing in deeply and breathing out slowly.\nOr, run or engage in another physically energetic, nonviolent activity.\n(continued on next page)\n233\neMotion reGulation Handout 11\n(p. 3 of 9)\nDiSGuST\nDisgust FITS THE FACTS of a situation whenever:\na.\nSomething you are in contact with could poison or contaminate you.\nB.\nSomebody whom you deeply dislike is touching you or someone you care about.\nc.\nYou are around a person or group whose behavior or thinking could seriously damage or harmfully influence you or the group you are part of.\nD.\nOther example:\nFollow these suggestions when your disgust is NOT JUSTIFIED by the facts or is NOT  EFFECTIVE:\noppoSiTe acTionS for Disgust"
+  },
+  {
+    "id": "Unknown Section_114",
+    "source": "Unknown Section",
+    "text": "Do the OPPOSITE of your disgusted action urges. For example:\n1.\nMOVE CLOSE. Eat, drink, stand near, or embrace what you found disgusting.\n2.\nBe KIND to those you feel contempt for; step into the other person\u2019s shoes.\nall-The-Way oppoSiTe acTionS for Disgust\n3.\nIMAGINE UNDERSTANDING and empathy for the person you feel disgust or contempt for.\nTry to see the situation from the other person\u2019s point of view.\nImagine really good reasons for how the other person is behaving or looking.\n4.\nTAKE IN what feels repulsive.\nBe sensual (inhaling, looking at, touching, listening, tasting).\n5.\nCHANGE YOUR POSTURE.\nUnclench hands with palms up and fingers relaxed (willing hands).\nRelax chest and stomach muscles.\nUnclench teeth.\nRelax facial muscles.\nHalf-smile.\n6.\nCHANGE YOUR BODY CHEMISTRY."
+  },
+  {
+    "id": "Unknown Section_115",
+    "source": "Unknown Section",
+    "text": "For example, do paced breathing by breathing in deeply and breathing out slowly.\n(continued on next page)\n234\neMotion reGulation Handout 11\n(p. 4 of 9)\nenvy\nEnvy FITS THE FACTS of a situation whenever:\na.\nAnother person or group has what you want or need but don\u2019t have.\nB.\nOther example:\nFollow these suggestions when your envy is NOT JUSTIFIED by the facts or is NOT EFFECTIVE:\noppoSiTe acTionS for envy\nDo the OPPOSITE of your envious action urges. For example:\n1.\nINHIBIT DESTROYING what the other person has.\n2.\nCOUNT YOUR BLESSINGS. Make a list of the things you are thankful for.\nall-The-Way oppoSiTe acTionS for envy\n3.\nCOUNT ALL your blessings.\nAvoid discounting some blessings.\nAvoid exaggerating your deprivations.\n4.\nStop EXAGGERATING others\u2019 net worth or value; check the facts.\n5."
+  },
+  {
+    "id": "Unknown Section_116",
+    "source": "Unknown Section",
+    "text": "CHANGE YOUR POSTURE.\nUnclench hands with palms up and fingers relaxed (WILLING HANDS).\nRelax chest and stomach muscles.\nUnclench teeth.\nRelax facial muscles.\nHalf-smile.\n6.\nCHANGE YOUR BODY CHEMISTRY.\nFor example, do paced breathing by breathing in deeply and breathing out slowly.\n(continued on next page)\n235\neMotion reGulation Handout 11\n(p. 5 of 9)\njealouSy\nJealousy FITS THE FACTS of a situation whenever:\na.\nSomeone is threatening to take a very important and desired relationship or object away from you.\nB.\nAn important and desired relationship is in danger of being damaged or lost.\nc.\nOther example:\nFollow these suggestions when your jealousy is NOT JUSTIFIED by the facts or is NOT  EFFECTIVE:\noppoSiTe acTionS for jealousy\nDo the OPPOSITE of your jealous action urges. For example:\n1."
+  },
+  {
+    "id": "Unknown Section_117",
+    "source": "Unknown Section",
+    "text": "LET GO of controlling others\u2019 actions.\n2.\nSHARE the things and people you have in your life.\nall-The-Way oppoSiTe acTionS for jealousy\n3.\nSTOP SPYING or snooping.\nSuppress probing questions (\u201cWhere were you? Who were you with?\u201d).\nFire your \u201cprivate detective.\u201d\n4.\nNO AVOIDING. Listen to all the details. Focus on sensations.\nKeep your eyes open; look around.\nTake in all the information about the situation.\n5.\nCHANGE YOUR POSTURE.\nUnclench hands with palms up and fingers relaxed (WILLING HANDS).\nRelax chest and stomach muscles.\nUnclench teeth.\nRelax facial muscles.\nHalf-smile.\n6.\nCHANGE YOUR BODY CHEMISTRY.\nFor example, do paced breathing by breathing in deeply and breathing out slowly.\n(continued on next page)\n236\neMotion reGulation Handout 11\n(p. 6 of 9)\nlove"
+  },
+  {
+    "id": "Unknown Section_118",
+    "source": "Unknown Section",
+    "text": "Love (other than universal love for all) FITS THE FACTS of a situation whenever:\na.\nLoving a person, animal, or object enhances quality of life for you or for those you care about.\nB.\nLoving a person, animal, or object increases your chances of attaining your own personal goals.\nc.\nOther example:\nFollow these suggestions when your love is NOT JUSTIFIED by the facts or is NOT EFFECTIVE:\noppoSiTe acTionS for love\nDo the OPPOSITE of your loving action urges. For example:\n1.\nAVOID the person, animal, or object you love.\n2.\nDISTRACT yourself from thoughts of the person, animal, or object.\n3.\nREMIND yourself of why love is not justified (rehearse the \u201ccons\u201d of loving) when loving thoughts do arise.\nall-The-Way oppoSiTe acTionS for love\n4."
+  },
+  {
+    "id": "Unknown Section_119",
+    "source": "Unknown Section",
+    "text": "AVOID CONTACT with everything that reminds you of a person you love: pictures, letters/\nmessages/e-mails, belongings, mementos, places you were together, places you planned to or wanted to go together, places where you know the person has been or will be. No following, waiting for, or looking for the person.\n5.\nSTOP EXPRESSING LOVE for the person, even to friends. Be unfriendly toward the person (e.g., \u201cunfriend\u201d the person on Facebook, Twitter, etc.).\n6.\nADJUST YOUR POSTURE AND EXPRESSIONS if you are around the person you love.\nNo leaning toward him or her.\nNo getting close enough to touch.\nNo sighing/gazing at the person.\n(continued on next page)\n237\neMotion reGulation Handout 11\n(p. 7 of 9)\nSaDneSS\nSadness FITS THE FACTS of a situation whenever:\na."
+  },
+  {
+    "id": "Unknown Section_120",
+    "source": "Unknown Section",
+    "text": "You have lost something or someone permanently.\nB.\nThings are not the way you want or expected and hoped them to be.\nc.\nOther example:\nFollow these suggestions when sadness is NOT JUSTIFIED by the facts or is NOT EFFECTIVE:\noppoSiTe acTionS for Sadness\nDo the OPPOSITE of your sad action (or inaction) urges. For example:\n1.\nGet ACTIVE; approach.\n2.\nAVOID AVOIDING.\n3.\nBUILD MASTERY: Do things that make you feel competent and self- confident.\n(See Emotion Regulation Handout 19: Build Mastery and Cope Ahead.)\n4.\nIncrease PLEASANT EVENTS.\nall-The-Way oppoSiTe acTionS for Sadness\n5.\nPay attention to the PRESENT MOMENT!\nBe mindful of your environment\u2014each detail as it unfolds.\nExperience new or positive activities you are engaging in.\n6."
+  },
+  {
+    "id": "Unknown Section_121",
+    "source": "Unknown Section",
+    "text": "CHANGE YOUR POSTURE (adopt a \u201cbright\u201d body posture, with head up, eyes open, and shoulders back).\nKeep an upbeat voice tone.\n7.\nCHANGE YOUR BODY CHEMISTRY.\nFor example, increase physical movement (run, jog, walk, or do other active exercise).\n(continued on next page)\n238\neMotion reGulation Handout 11\n(p. 8 of 9)\nShame\nShame FITS THE FACTS of a situation whenever:\na.\nYou will be rejected by a person or group you care about if your personal characteristics or behavior are made public.\nB.\nOther example:\nFollow these suggestions when\nboth\nshame and guilt are NOT JUSTIFIED by the facts or are NOT EFFECTIVE:\n\uf8f1\noppoSiTe acTionS for Shame\n\uf8f4\uf8f4 Do the OPPOSITE of your action urges. For example:\n\uf8f4\uf8f4\n1.\nMAKE PUBLIC your personal characteristics or your behavior (with people who won\u2019t\n\uf8f4\uf8f4\nreject you).\n\uf8f4\uf8f4"
+  },
+  {
+    "id": "Unknown Section_122",
+    "source": "Unknown Section",
+    "text": "2.\nREPEAT the behavior that sets off shame over and over (without hiding the behavior from\n\uf8f4\nthose who won\u2019t reject you).\n\uf8f2\uf8f4\uf8f4\nall-The-Way oppoSiTe acTionS for Shame\n\uf8f4\uf8f4\n3.\nNO APOLOGIZING or trying to make up for a perceived transgression.\n\uf8f4\uf8f4\n4.\nTAKE IN all the information from the situation.\n\uf8f4\uf8f4\uf8f4\n5.\nCHANGE YOUR BODY POSTURE. Look innocent and proud. Lift your head; \u201cpuff up\u201d\n\uf8f3\nyour chest; maintain eye contact. Keep your voice tone steady and clear.\nFollow these suggestions when shame is NOT JUSTIFIED by the facts or is NOT EFFECTIVE, but\nGUILT IS JUSTIFIED\n(your behavior does violate your own moral values):\n\uf8f1\noppoSiTe acTionS for Shame\n\uf8f4\uf8f4 Do the OPPOSITE of your action urges. For example:\n\uf8f4\uf8f4\n1.\nMAKE PUBLIC your behavior (with people who won\u2019t reject you).\n\uf8f4\uf8f4\n2.\nAPOLOGIZE for your behavior."
+  },
+  {
+    "id": "Unknown Section_123",
+    "source": "Unknown Section",
+    "text": "\uf8f4\uf8f4\uf8f4\n3.\nREPAIR the transgressions, or work to prevent or repair similar harm for others.\n\uf8f2\uf8f4\n4.\nCOMMIT to avoiding that mistake in the future.\n\uf8f4\uf8f4\n5.\nACCEPT the consequences gracefully.\n\uf8f4\uf8f4\uf8f4\nall-The-Way oppoSiTe acTionS for Shame\n\uf8f4\uf8f4\n6.\nFORGIVE yourself. Acknowledge the causes of your behavior.\n\uf8f4\uf8f3\n7.\nLET IT GO.\n(continued on next page)\n239\neMotion reGulation Handout 11\n(p. 9 of 9)\nGuilT\nGuilt FITS THE FACTS of a situation whenever:\na.\nYour behavior violates your own values or moral code.\nB.\nOther example:\nFollow these suggestions when\nboth\nguilt and shame are NOT JUSTIFIED by the facts or are NOT EFFECTIVE:\n\uf8f1\noppoSiTe acTionS for Guilt\n\uf8f4\uf8f4 Do the OPPOSITE of your action urges. For example:\n\uf8f4\uf8f4\uf8f4\n1.\nMAKE PUBLIC your personal characteristics or your behavior (with people who won\u2019t\n\uf8f4\nreject you).\n\uf8f4\uf8f4"
+  },
+  {
+    "id": "Unknown Section_124",
+    "source": "Unknown Section",
+    "text": "2.\nREPEAT the behavior that sets off guilt over and over (without hiding the behavior from\n\uf8f4\uf8f4\nthose who won\u2019t reject you).\n\uf8f2\uf8f4\uf8f4\nall-The-Way oppoSiTe acTionS for Guilt\n\uf8f4\uf8f4\n3.\nNO APOLOGIZING or trying to make up for a perceived transgression.\n\uf8f4\uf8f4\n4.\nTAKE IN all the information from the situation.\n\uf8f4\uf8f4\n5.\nCHANGE YOUR BODY POSTURE. Look innocent and proud. Lift your head; \u201cpuff up\u201d\n\uf8f4\uf8f4\nyour chest; maintain eye contact. Keep your voice tone steady and clear.\n\uf8f3\nFollow these suggestions when guilt is NOT JUSTIFIED by the facts or is NOT EFFECTIVE\nbut\nSHAME IS JUSTIFIED\n(you will be rejected by people you care about if found out):\n\uf8f1\noppoSiTe acTionS for Guilt\n\uf8f4\uf8f4\n1.\nHIDE your behavior (if you want to stay in the group).\n\uf8f4\uf8f4\n2.\nUSE INTERPERSONAL SKILLS (if you want to stay in the group).\n\uf8f4\uf8f4\n3."
+  },
+  {
+    "id": "Unknown Section_125",
+    "source": "Unknown Section",
+    "text": "WORK TO CHANGE the person\u2019s or group\u2019s values.\n\uf8f4\uf8f2\uf8f4\n4.\nJOIN A NEW GROUP that fits your values (and will not reject you).\n\uf8f4\uf8f4\n5.\nREPEAT the behavior that sets off guilt over and over with your new group.\n\uf8f4\uf8f4\uf8f4\nall-The-Way oppoSiTe acTionS for Guilt\n\uf8f4\uf8f3\n6.\nVALIDATE YOURSELF.\n240\neMotion reGulation Handout 12\n\uf0ab\n(Emotion Regulation Worksheet 8; pp. 289\u2013290)\nproblem Solving\nStep 1.  fiGure ouT and DeScriBe the problem situation.\nStep 2.  check The facTS (all the facts) to be sure you have the right problem  situation!\nIf your facts are correct and\nIf your facts are not correct,\nthe situation is the problem,\ngo back and repeat STep 1.\ncontinue with STep 3.\nStep 3.  iDenTify your Goal in solving the problem.\n\u2022\n\u2022 Identify what needs to happen or change for you to feel OK.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_126",
+    "source": "Unknown Section",
+    "text": "\u2022 Keep it simple, and choose something that can actually happen.\nStep 4.  BrainSTorm lots of solutions.\n\u2022\n\u2022 Think of as many solutions as you can. Ask for suggestions from people you trust.\n\u2022\n\u2022 Do not be critical of any ideas at first. (Wait for Step 5 to evaluate ideas.)\nStep 5.  chooSe a solution that fits the goal and is likely to work.\n\u2022\n\u2022 If you are unsure, choose two solutions that look good.\n\u2022\n\u2022 Do PROS and CONS to compare the solutions.\n\u2022\n\u2022 Choose the best to try first.\nStep 6.  put the solution into acTion.\n\u2022\n\u2022 ACT! Try out the solution.\n\u2022\n\u2022 Take the first step, and then the second . . .\nStep 7.  evaluaTe the results of using the solution.\nIt worked?\nyea!!!\nIt didn\u2019t work?\nGo back to STep 5\nand choose a new solution to try.\nFrom"
+  },
+  {
+    "id": "Unknown Section_127",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n241\neMotion reGulation Handout 13\n(p. 1 of 3)\n\uf0ab\n(Emotion Regulation Worksheets 6, 7, 8; pp. 287\u2013290)\nreviewing opposite action and problem Solving\nact opposite\nact on emotion urge,\nto emotion urge\nproblem-Solve, or avoid\njustifying events\n(for unjustified emotion)\n(for justified emotion)\na.\nYour life is in danger.\n1.\nDo what you are afraid\n1.\nFreeze/run if danger is near.\nB.\nYour health is in\nof doing . . . over and\n2.\nRemove the threatening event.\ndanger.\nover.\n2.\n3.\nDo what gives you a sense\nApproach what you are\near c."
+  },
+  {
+    "id": "Unknown Section_128",
+    "source": "Unknown Section",
+    "text": "Your well-being is in\nof control and mastery of the\nf\ndanger.\nafraid of.\nfearful event.\n3.\nDo what gives you a\n4.\nAvoid the threatening event.\nsense of control and\nmastery.\na.\nAn important goal is\n1.\nGently avoid.\n1.\nFight back when being attacked,\nblocked or a desired\n2.\nif you have nothing to lose by\nTake a time out.\nactivity is interrupted or\nfighting.\nprevented.\n3.\nDo something kind.\n2.\nOvercome obstacles to goals.\nB.\nYou or someone you\n4.\nImagine understanding:\ner\ncare about is attacked\n3.\nWork to stop further attacks,\nStep into the other\nng\ninsults, and threats.\na\nor hurt (physically or\nperson\u2019s shoes.\nemotionally) by others.\n5.\n4.\nAvoid or walk out on people\nImagine really good\nc.\nYou or someone\nwho are threatening.\nreasons for what\nyou care about is\nhappened."
+  },
+  {
+    "id": "Unknown Section_129",
+    "source": "Unknown Section",
+    "text": "insulted, offended, or\nthreatened by others.\na.\nSomething you are\n1.\nMove close. Embrace.\n1.\nRemove/clean up revolting\nin contact with could\n2.\nthings.\nBe kind; step into the\npoison or contaminate\nother person\u2019s shoes.\n2.\nInfluence others to stop\nyou.\n3.\nharmful actions/stop things that\nTake in what feels\nust B.\nYou are close to a\ncontaminate your community.\nrepulsive.\nisg\nperson or group whose\nD\nactions or thinking\n4.\n3.\nAvoid or push away harmful\nSee the situation from\ncould seriously\npeople or things.\nthe other person\u2019s point\ndamage or harm you\nof view.\n4.\nImagine understanding a\nor the group you are\nperson who has done disgusting\npart of.\nthings.\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_130",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n242\neMotion reGulation Handout 13\n(p. 2 of 3)\nact opposite\nact on emotion urge,\nto emotion urge\nproblem-Solve, or avoid\njustifying events\n(for unjustified emotion)\n(for justified emotion)\na.\nAnother person or\n1.\nInhibit destroying other\n1.\nImprove yourself and your life.\ngroup gets or has\npeople\u2019s things.\n2.\nGet others to be fair.\nthings you don\u2019t have\ny\n2.\nCount your blessings.\n3.\nDevalue what others have that\nthat you want or need.\nnv\n3.\nImagine how it all\nyou don\u2019t have.\ne\nmakes sense.\n4.\nPut on rose- colored glasses.\n4.\nStop exaggerating\n5.\nAvoid people who have more"
+  },
+  {
+    "id": "Unknown Section_131",
+    "source": "Unknown Section",
+    "text": "others\u2019 worth or value.\nthan you.\na.\nAn important and\n1.\nLet go of trying to\n1.\nProtect what you have.\ndesired relationship or\ncontrol others.\n2.\nWork at being more desirable to\nobject is in danger of\n2.\nShare what you have\nthe person(s) you want to be in\nsyu\nbeing damaged or lost.\nwith others.\na relationship with (i.e., fight for\nB.\nSomeone is\n3.\nStop spying and\nrelationships).\njealo\nthreatening to take\nsnooping.\n3.\nLeave the relationship.\naway an important and\n4.\nNo avoiding; take in all desired relationship or\nthe information.\nobject.\na.\nLoving a valued/\n1.\nAvoid the person,\n1.\nBe with the person, animal, or\nadmired person, animal,\nanimal, or object you\nthing that you love.\nor object enhances the\nlove altogether.\n2.\nTouch, hold, etc., the beloved.\nquality of life for you or\n2."
+  },
+  {
+    "id": "Unknown Section_132",
+    "source": "Unknown Section",
+    "text": "Distract yourself from\n3.\nAvoid separations when\ne\nthose you care about.\nthoughts of the beloved.\nov\npossible.\nl B.\nLoving the person,\n3.\nAvoid contact with\n4.\nIf the beloved is lost, fight to find\nanimal, or object\nall reminders of the\nor get the beloved back (if it may\nincreases your chances\nbeloved.\nbe possible).\nof attaining your own\n4.\nRemind yourself of why\npersonal goals.\nlove is not justified.\na.\nYou have lost\n1.\nActivate your behavior.\n1.\nGrieve; have a memorial service;\nsomething or someone\n2.\nAvoid avoiding.\nvisit the cemetery (but don\u2019t build\npermanently.\n3.\nBuild mastery: Do\na house at the cemetery).\nB.\nThings are not the\nthings that make you\n2.\nRetrieve/replace what is lost.\nway you expected or\nfeel competent and self-\n3.\nPlan how to rebuild a life worth wanted or hoped for."
+  },
+  {
+    "id": "Unknown Section_133",
+    "source": "Unknown Section",
+    "text": "confident.\nliving without the beloved or\ness\n4.\nIncrease pleasant\nexpected outcomes in your life.\nadn\nevents.\n4.\nAccumulate positives.\nS\n5.\nPay attention to\n5.\nBuild mastery: Do things that\npleasant events.\nmake you feel competent and\nself- confident.\n6.\nCommunicate need for help.\n7.\nAccept help offered.\n8.\nPut on rose- colored glasses.\n(continued on next page)\n243\neMotion reGulation Handout 13\n(p. 3 of 3)\nact opposite\nact on emotion urge,\nto emotion urge\nproblem-Solve, or avoid\njustifying events\n(for unjustified emotion)\n(for justified emotion)\na.\nYou will be rejected\n1.\nMake public your\n1.\nHide what will get you rejected.\nby a very important\npersonal characteristics\n2.\nAppease those offended.\nperson or group if\nor behavior (with people\n3.\nChange your behavior or characteristics of"
+  },
+  {
+    "id": "Unknown Section_134",
+    "source": "Unknown Section",
+    "text": "who won\u2019t reject you).\npersonal characteristics to fit in.\ne\nyourself or of your\n2.\nRepeat the behavior\nbehavior are made\n4.\nAvoid groups who disapprove\nwithout hiding from\nof you.\nham\npublic.\npeople who won\u2019t reject\nS\nyou.\n5.\nFind a new group that fits\nyour values or that likes your\n3.\nOr, if\nyour\nmoral code is\npersonal characteristics.\nviolated, apologize and\nrepair; forgive yourself;\n6.\nWork to change society\u2019s or a and let it go.\nperson's values.\na.\nYour own behavior\n1.\nDo what makes you feel\n1.\nSeek forgiveness.\nviolates your own\nguilty over and over and\n2.\nRepair the harm; make things values or moral code.\nover.\nbetter (or, if not possible, work\n2.\nMake public your\nto prevent or repair similar harm\nbehavior (with people\nfor others).\nwho won\u2019t reject you).\n3.\nAccept the consequences"
+  },
+  {
+    "id": "Unknown Section_135",
+    "source": "Unknown Section",
+    "text": "iltu\nOr, if\nyou will be rejected\ngracefully.\nG\nby others:\n4.\nCommit to avoiding behaviors\n3.\nHide your behavior.\nthat violate your moral values in\n4.\nUse interpersonal skills.\nthe future.\n5.\nWork to change your\ngroup\u2019s values or join a\nnew group.\n244\nHandouts for Reducing Vulnerability\nto Emotion Mind\neMotion reGulation Handout 14\n(Emotion Regulation Worksheets 9\u201314b; pp. 293\u2013307)\noverview:\nreducing vulnerability to emotion mind\u2014\nBuilding a life Worth living\nA way to remember these skills is to remember the term\naBc pleaSe.\naccumulaTe poSiTive emoTionS\nA\nShort Term:\nDo pleasant things that are possible now.\nlong Term:\nMake changes in your life so that positive events will happen more often in the future. Build a \u201clife worth living.\u201d\nB\nBuilD maSTery"
+  },
+  {
+    "id": "Unknown Section_136",
+    "source": "Unknown Section",
+    "text": "Do things that make you feel competent and effective\nto combat helplessness and hopelessness.\ncope aheaD of Time\nC\nWiTh emoTional SiTuaTionS\nRehearse a plan ahead of time so that you are\nprepared to cope skillfully with emotional situations.\nTake care of your minD\nPLEASE\nBy TakinG care of your BoDy\nTreat\np\nhysica\nl\nillness, balance\ne\nating, avoid mood-\na\nltering substances, balance\nS\nleep, and get\ne\nxercise.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n247\neMotion reGulation Handout 15\n\uf0ab\n(Emotion Regulation Worksheets 9, 10, 13; pp. 293\u2013295, 302)"
+  },
+  {
+    "id": "Unknown Section_137",
+    "source": "Unknown Section",
+    "text": "accumulating positive emotions: Short Term\naccumulate positive emotions in the short term by doing these things.\nBuilD poSiTive experienceS noW\n\u2022\n\u2022 INCREASE PLEASANT EVENTS that lead to positive emotions.\n\u2022\n\u2022 Do ONE THING each day from the Pleasant Events List.\n(See Emotion Regulation Handout 16.)\n\u2022\n\u2022 Practice opposite action; AVOID AVOIDING.\n\u2022\n\u2022 BE MINDFUL of pleasant events (no multitasking).\nBe minDful of poSiTive experienceS\n\u2022\n\u2022 FOCUS your attention on positive moments when they are happening.\nNo multitasking.\n\u2022\n\u2022 REFOCUS your attention when your mind wanders to the negative.\n\u2022\n\u2022 PARTICIPATE and ENGAGE fully in each experience.\nBe unminDful of WorrieS\nSuch as . . .\n\u2022\n\u2022 When the positive experience will end.\n\u2022\n\u2022 Whether you deserve this positive experience.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_138",
+    "source": "Unknown Section",
+    "text": "\u2022 How much more might be expected of you now.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n248\neMotion reGulation Handout 16\n(p. 1 of 3)\n\uf0ab\n(Emotion Regulation Worksheets 9, 10, 13; pp. 293\u2013295, 302)\npleasant events list\n1. \u0089\u0089\nWorking on my car\n36. \u0089\u0089\nHaving quiet evenings\n2. \u0089\u0089\nPlanning a career\n37. \u0089\u0089\nTaking care of my plants\n3. \u0089\u0089\nGetting out of (paying down) debt\n38. \u0089\u0089\nBuying, selling stock\n4. \u0089\u0089\nCollecting things (baseball cards, coins,   39. \u0089\u0089\nGoing swimming\nstamps, rocks, shells, etc.)\n40. \u0089\u0089\nDoodling\n5. \u0089\u0089\nGoing on vacation\n41. \u0089\u0089\nExercising\n6. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_139",
+    "source": "Unknown Section",
+    "text": "Thinking how it will be when I finish\n42. \u0089\u0089\nCollecting old things\nschool\n43. \u0089\u0089\nGoing to a party\n7. \u0089\u0089\nRecycling old items\n44. \u0089\u0089\nThinking about buying things\n8. \u0089\u0089\nGoing on a date\n45. \u0089\u0089\nPlaying golf\n9. \u0089\u0089\nRelaxing\n46. \u0089\u0089\nPlaying soccer\n10. \u0089\u0089\nGoing to or watching a movie\n47. \u0089\u0089\nFlying kites\n11. \u0089\u0089\nJogging, walking\n48. \u0089\u0089\nHaving discussions with friends\n12. \u0089\u0089\nThinking, \u201cI have done a full day\u2019s work\u201d\n49. \u0089\u0089\nHaving family get- togethers\n13. \u0089\u0089\nListening to music\n50. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_0",
+    "source": "Unknown Section",
+    "text": "Riding a bike or motorbike\n14. \u0089\u0089\nThinking about past parties\n51. \u0089\u0089\nRunning track\n15. \u0089\u0089\nBuying household gadgets\n52. \u0089\u0089\nGoing camping\n16. \u0089\u0089\nLying in the sun\n53. \u0089\u0089\nSinging around the house\n17. \u0089\u0089\nPlanning a career change\n54. \u0089\u0089\nArranging flowers\n18. \u0089\u0089\nLaughing\n55. \u0089\u0089\nPracticing religion (going to church,\n19. \u0089\u0089\nThinking about past trips\ngroup praying, etc.)\n20. \u0089\u0089\nListening to other people\n56. \u0089\u0089\nOrganizing tools\n21. \u0089\u0089\nReading magazines or newspapers\n57. \u0089\u0089\nGoing to the beach\n22. \u0089\u0089\nEngaging in hobbies (stamp collecting,\n58. \u0089\u0089\nThinking, \u201cI\u2019m an OK person\u201d\nmodel building, etc.)\n59. \u0089\u0089\nHaving a day with nothing to do\n23. \u0089\u0089\nSpending an evening with good friends\n60. \u0089\u0089\nGoing to class reunions\n24. \u0089\u0089\nPlanning a day\u2019s activities\n61. \u0089\u0089\nGoing skating, skateboarding,\n25. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_1",
+    "source": "Unknown Section",
+    "text": "Meeting new people\nrollerblading\n26. \u0089\u0089\nRemembering beautiful scenery\n62. \u0089\u0089\nGoing sailing or motorboating\n27. \u0089\u0089\nSaving money\n63. \u0089\u0089\nTraveling or going on vacations\n28. \u0089\u0089\nGoing home from work\n64. \u0089\u0089\nPainting\n29. \u0089\u0089\nEating\n65. \u0089\u0089\nDoing something spontaneously\n30. \u0089\u0089\nPracticing karate, judo, yoga\n66. \u0089\u0089\nDoing needlepoint, crewel, etc.\n31. \u0089\u0089\nThinking about retirement\n67. \u0089\u0089\nSleeping\n32. \u0089\u0089\nRepairing things around the house\n68. \u0089\u0089\nDriving\n33. \u0089\u0089\nWorking on machinery (cars, boats,\n69. \u0089\u0089\nEntertaining, giving parties\netc.)\n70. \u0089\u0089\nGoing to clubs (garden clubs, Parents\n34. \u0089\u0089\nRemembering the words and deeds of\nwithout Partners, etc.)\nloving people\n71. \u0089\u0089\nThinking about getting married\n35. \u0089\u0089\nWearing shocking clothes\n72. \u0089\u0089\nGoing hunting\n(continued on next page)\nNote."
+  },
+  {
+    "id": "Unknown Section_2",
+    "source": "Unknown Section",
+    "text": "For adults or adolescents. Adapted from Linehan, M. M., Sharp, E., & Ivanoff, A. M. (1980, November).\nThe Adult Pleasant Events Schedule.\nPaper presented at the meeting of the Association for Advancement of Behavior Therapy, New York. Adapted by permission of the authors.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n249\neMotion reGulation Handout 16\n(p. 2 of 3) 73. \u0089\u0089\nSinging with groups\n117. \u0089\u0089\nActing\n74. \u0089\u0089\nFlirting\n118. \u0089\u0089\nBeing alone\n75. \u0089\u0089\nPlaying musical instruments\n119. \u0089\u0089\nWriting diary entries or letters\n76. \u0089\u0089\nDoing arts and crafts\n120. \u0089\u0089\nCleaning\n77. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_3",
+    "source": "Unknown Section",
+    "text": "Making a gift for someone\n121. \u0089\u0089\nReading nonfiction\n78. \u0089\u0089\nBuying/downloading music\n122. \u0089\u0089\nTaking children places\n79. \u0089\u0089\nWatching boxing, wrestling\n123. \u0089\u0089\nDancing\n80. \u0089\u0089\nPlanning parties\n124. \u0089\u0089\nWeightlifting\n81. \u0089\u0089\nCooking\n125. \u0089\u0089\nGoing on a picnic\n82. \u0089\u0089\nGoing hiking\n126. \u0089\u0089\nThinking, \u201cI did that pretty well,\u201d after\n83. \u0089\u0089\nWriting (books, poems, articles)\ndoing something\n84. \u0089\u0089\nSewing\n127. \u0089\u0089\nMeditating, yoga\n85. \u0089\u0089\nBuying clothes\n128. \u0089\u0089\nHaving lunch with a friend\n86. \u0089\u0089\nGoing out to dinner\n129. \u0089\u0089\nGoing to the mountains\n87. \u0089\u0089\nWorking\n130. \u0089\u0089\nPlaying hockey\n88. \u0089\u0089\nDiscussing books; going to a book club\n131. \u0089\u0089\nWorking with clay or pottery\n89. \u0089\u0089\nSightseeing\n132. \u0089\u0089\nGlass blowing\n90. \u0089\u0089\nGetting a manicure/pedicure or facial\n133. \u0089\u0089\nGoing skiing\n91. \u0089\u0089\nGoing to the beauty parlor"
+  },
+  {
+    "id": "Unknown Section_4",
+    "source": "Unknown Section",
+    "text": "134. \u0089\u0089\nDressing up\n92. \u0089\u0089\nEarly morning coffee and newspaper\n135. \u0089\u0089\nReflecting on how I\u2019ve improved\n93. \u0089\u0089\nPlaying tennis\n136. \u0089\u0089\nBuying small things for myself (perfume,\n94. \u0089\u0089\nKissing\ngolf balls, etc.)\n95. \u0089\u0089\nWatching my children (play)\n137. \u0089\u0089\nTalking on the phone\n96. \u0089\u0089\nThinking, \u201cI have a lot more going for\n138. \u0089\u0089\nGoing to museums\nme than most people\u201d\n139. \u0089\u0089\nThinking religious thoughts\n97. \u0089\u0089\nGoing to plays and concerts\n140. \u0089\u0089\nLighting candles\n98. \u0089\u0089\nDaydreaming\n141. \u0089\u0089\nWhite-water canoeing/rafting\n99. \u0089\u0089\nPlanning to go (back) to school\n142. \u0089\u0089\nGoing bowling\n100. \u0089\u0089\nThinking about sex\n143. \u0089\u0089\nDoing woodworking\n101. \u0089\u0089\nGoing for a drive\n144. \u0089\u0089\nFantasizing about the future\n102. \u0089\u0089\nRefinishing furniture\n145. \u0089\u0089\nTaking ballet/tap- dancing classes\n103. \u0089\u0089\nWatching TV\n146. \u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_5",
+    "source": "Unknown Section",
+    "text": "Debating\n104. \u0089\u0089\nMaking lists of tasks\n147. \u0089\u0089\nSitting in a sidewalk caf\u00e9\n105. \u0089\u0089\nWalking in the woods (or at the\n148. \u0089\u0089\nHaving an aquarium\nwaterfront)\n149. \u0089\u0089\nParticipating in \u201cliving history\u201d events\n106. \u0089\u0089\nBuying gifts\n150. \u0089\u0089\nKnitting\n107. \u0089\u0089\nCompleting a task\n151. \u0089\u0089\nDoing crossword puzzles\n108. \u0089\u0089\nGoing to a spectator sport (auto racing,\n152. \u0089\u0089\nShooting pool\nhorse racing)\n153. \u0089\u0089\nGetting a massage\n109. \u0089\u0089\nTeaching\n154. \u0089\u0089\nSaying, \u201cI love you\u201d\n110. \u0089\u0089\nPhotography\n155. \u0089\u0089\nPlaying catch, taking batting practice\n111. \u0089\u0089\nGoing fishing\n156. \u0089\u0089\nShooting baskets\n112. \u0089\u0089\nThinking about pleasant events\n157. \u0089\u0089\nSeeing and/or showing photos\n113. \u0089\u0089\nStaying on a diet\n158. \u0089\u0089\nThinking about my good qualities\n114. \u0089\u0089\nPlaying with animals\n159. \u0089\u0089\nSolving riddles mentally\n115. \u0089\u0089\nFlying a plane"
+  },
+  {
+    "id": "Unknown Section_6",
+    "source": "Unknown Section",
+    "text": "160. \u0089\u0089\nHaving a political discussion\n116. \u0089\u0089\nReading fiction\n161. \u0089\u0089\nBuying books\n(continued on next page)\n250\neMotion reGulation Handout 16\n(p. 3 of 3) 162. \u0089\u0089\nTaking a sauna or a steam bath\n199. \u0089\u0089\nExpressing my love to someone\n163. \u0089\u0089\nChecking out garage sales\n200. \u0089\u0089\nGoing on field trips, nature walks,\n164. \u0089\u0089\nThinking about having a family\nexploring (hiking away from known\n165. \u0089\u0089\nThinking about happy moments in my\nroutes, spelunking)\nchildhood\n201. \u0089\u0089\nGathering natural objects (wild foods or\n166. \u0089\u0089\nSplurging\nfruit, driftwood)\n167. \u0089\u0089\nGoing horseback riding\n202. \u0089\u0089\nGoing downtown or to a shopping mall\n168. \u0089\u0089\nDoing something new\n203. \u0089\u0089\nGoing to a fair, carnival, circus, zoo, or\n169. \u0089\u0089\nWorking on jigsaw puzzles\namusement park\n170. \u0089\u0089\nPlaying cards\n204. \u0089\u0089\nGoing to the library"
+  },
+  {
+    "id": "Unknown Section_7",
+    "source": "Unknown Section",
+    "text": "171. \u0089\u0089\nThinking, \u201cI\u2019m a person who can cope\u201d\n205. \u0089\u0089\nJoining or forming a band\n172. \u0089\u0089\nTaking a nap\n206. \u0089\u0089\nLearning to do something new\n173. \u0089\u0089\nFiguring out my favorite scent\n207. \u0089\u0089\nListening to the sounds of nature\n174. \u0089\u0089\nMaking a card and giving it to someone  208. \u0089\u0089\nLooking at the moon or stars\nI care about\n209. \u0089\u0089\nOutdoor work (cutting or chopping\n175. \u0089\u0089\nInstant- messaging/texting  someone\nwood, farm work)\n176. \u0089\u0089\nPlaying a board game (e.g., Monopoly,\n210. \u0089\u0089\nPlaying organized sports (baseball,\nLife, Clue, Sorry)\nsoftball, football, Frisbee, handball,\n177. \u0089\u0089\nPutting on my favorite piece of clothing\npaddleball, squash, soccer, tennis,\n178. \u0089\u0089\nMaking a smoothie and drinking it\nvolleyball, etc.)\nslowly\n211. \u0089\u0089\nPlaying in the sand, a stream, the\n179. \u0089\u0089\nPutting on makeup"
+  },
+  {
+    "id": "Unknown Section_8",
+    "source": "Unknown Section",
+    "text": "grass; kicking leaves, pebbles, etc.\n180. \u0089\u0089\nThinking about a friend\u2019s good qualities\n212. \u0089\u0089\nProtesting social, political, or\n181. \u0089\u0089\nCompleting something I feel great about\nenvironmental conditions\n182. \u0089\u0089\nSurprising someone with a favor\n213. \u0089\u0089\nReading cartoons or comics\n183. \u0089\u0089\nSurfing the Internet\n214. \u0089\u0089\nReading sacred works\n184. \u0089\u0089\nPlaying video games\n215. \u0089\u0089\nRearranging or redecorating my room\n185. \u0089\u0089\nE-mailing friends\nor the house\n186. \u0089\u0089\nGoing walking or sledding in a snowfall\n216. \u0089\u0089\nSelling or trading something\n187. \u0089\u0089\nGetting a haircut\n217. \u0089\u0089\nSnowmobiling or riding a dune buggy/\n188. \u0089\u0089\nInstalling new software\nATV\n189. \u0089\u0089\nBuying a CD or music on iTunes\n218. \u0089\u0089\nSocial networking\n190. \u0089\u0089\nWatching sports on TV\n219. \u0089\u0089\nSoaking in the bathtub\n191. \u0089\u0089\nTaking care of my pets"
+  },
+  {
+    "id": "Unknown Section_9",
+    "source": "Unknown Section",
+    "text": "220. \u0089\u0089\nLearning or speaking a foreign\n192. \u0089\u0089\nDoing volunteer service\nlanguage\n193. \u0089\u0089\nWatching stand-up comedy on YouTube\n221. \u0089\u0089\nTalking on the phone\n194. \u0089\u0089\nWorking in my garden\n222. \u0089\u0089\nComposing or arranging songs or music\n195. \u0089\u0089\nParticipating in a public performance\n223. \u0089\u0089\nThrift store shopping\n(e.g., a flash mob)\n224. \u0089\u0089\nUsing computers\n196. \u0089\u0089\nBlogging\n225. \u0089\u0089\nVisiting people who are sick, shut in, or\n197. \u0089\u0089\nFighting for a cause\nin trouble\n198. \u0089\u0089\nConducting experiments\nOther:\n251\neMotion reGulation Handout 17\n\uf0ab\n(Emotion Regulation Worksheets 9, 11\u201311b, 13; pp. 293\u2013294, 296\u2013300, 302)\naccumulating positive emotions: long Term\nA\nccumulate positive emotions in the long term\nto build a \u201clife worth living.\u201d"
+  },
+  {
+    "id": "Unknown Section_10",
+    "source": "Unknown Section",
+    "text": "That is, make changes in your life so that positive events will occur in the future.\nStep 1. avoid avoiding.\nStart now to do what is needed to build the life you want. If you are not sure about what to do, follow the steps below.\nStep 2. identify values that are important to you.\nASK\n:\nWhat values are really important to me in my life?\nExamples:\nBe productive; be part of a group; treat others well; be physically fit.\nStep 3. identify one value to work on now.\nASK\n:\nWhat is really important to me, right now, to work on in my life?\nExample:\nBe productive.\nStep 4. identify a few goals related to this value.\nASK\n:\nWhat specific goals can I work on that will make this value part of my life?\nExamples:\nGet a job where I can do something useful."
+  },
+  {
+    "id": "Unknown Section_11",
+    "source": "Unknown Section",
+    "text": "Be more active keeping up with important tasks at home.\nFind a volunteer job that will use skills I already have.\nStep 5. choose one goal to work on now.\nDo pros and cons, if necessary, to select a goal to work on now.\nExample:\nGet a job where I can do something useful.\nStep 6. identify small action steps toward your goal.\nASK\n:\nWhat small steps can I take to get to my goal?\nExamples:\nVisit places and look for job openings on the Internet in my area.\nSubmit applications for jobs at places I want to work.\nWrite\nr\u00e9sum\u00e9.\nCheck out benefits at places I might want to work.\nStep 7. Take one action step now.\nExample:\nGo on Internet and check for jobs in my area.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_12",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n252\neMotion reGulation Handout 18\n(p. 1 of 3)\n\uf0ab\n(Emotion Regulation Worksheets 10, 12, 13; pp. 295, 301\u2013302)\nvalues and priorities list\nIn my own Wise Mind, I believe it is important to:\n\u0089\n\u0089\na.  attend to relationships.\n1.\n\u0089\u0089\nRepair old relationships.\n2.\n\u0089\u0089\nReach out for new relationships.\n3.\n\u0089\u0089\nWork on current relationships.\n4.\n\u0089\u0089\nEnd destructive relationships.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nB.  Be part of a group.\n5.\n\u0089\u0089\nHave close and satisfying relationships with others.\n6.\n\u0089\u0089\nFeel a sense of belonging.\n7.\n\u0089\u0089\nReceive affection and love.\n8.\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_13",
+    "source": "Unknown Section",
+    "text": "Be involved and intimate with others; have and keep close friends.\n9.\n\u0089\u0089\nHave a family; stay close to and spend time with family members.\n10.\n\u0089\u0089\nHave people to do things with.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nc.  Be powerful and able to influence others.\n11.\n\u0089\u0089\nHave the authority to approve or disapprove of what people do, or to control how resources are used.\n12.\n\u0089\u0089\nBe a leader.\n13.\n\u0089\u0089\nMake a great deal of money.\n14.\n\u0089\u0089\nBe respected by others.\n15.\n\u0089\u0089\nBe seen by others as successful; become well known; obtain recognition and status.\n16.\n\u0089\u0089\nCompete successfully with others.\n17.\n\u0089\u0089\nBe popular and accepted.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nD.  achieve things in life.\n18.\n\u0089\u0089\nAchieve significant goals; be involved in undertakings I believe are significant.\n19.\n\u0089\u0089\nBe productive.\n20.\n\u0089\u0089\nWork toward goals; work hard.\n21.\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_14",
+    "source": "Unknown Section",
+    "text": "Be ambitious.\n\u0089\u0089\nOther:\n(continued on next page)\nAdapted from Schwartz, S. H. (1992). Universals in the content and structure of values: Theory and empirical tests in 20 countries. In M.\nZanna (Ed.),\nAdvances in experimental social psychology\n(Vol. 25, pp. 1\u201365). New York: Academic Press. Copyright 1992 by Academic Press.\nAdapted by permission of Elsevier B.V.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n253\neMotion reGulation Handout 18\n(p. 2 of 3)\n\u0089\n\u0089\ne.  live a life of pleasure and satisfaction.\n22.\n\u0089\u0089\nHave a good time.\n23.\n\u0089\u0089\nSeek fun and things that give pleasure.\n24."
+  },
+  {
+    "id": "Unknown Section_15",
+    "source": "Unknown Section",
+    "text": "\u0089\u0089\nHave free time.\n25.\n\u0089\u0089\nEnjoy the work I do.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nf.  keep life full of exciting events, relationships, and things.\n26.\n\u0089\u0089\nTry new and different things in life.\n27.\n\u0089\u0089\nBe daring and seek adventures.\n28.\n\u0089\u0089\nHave an exciting life.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nG.  Behave respectfully.\n29.\n\u0089\u0089\nBe humble and modest; do not draw attention to myself.\n30.\n\u0089\u0089\nFollow traditions and customs; behave properly.\n31.\n\u0089\u0089\nDo what I am told and follow rules.\n32.\n\u0089\u0089\nTreat others well.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nh.  Be  self- directed.\n33.\n\u0089\u0089\nFollow my own path in life.\n34.\n\u0089\u0089\nBe innovative, think of new ideas, and be creative.\n35.\n\u0089\u0089\nMake my own decisions and be free.\n36.\n\u0089\u0089\nBe independent; take care of myself and those I am responsible for.\n37.\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_16",
+    "source": "Unknown Section",
+    "text": "Have freedom of thought and action; be able to act in terms of my own priorities.\n\u0089\u0089\nOther:\n\u0089\n\u0089\ni.  Be a spiritual person.\n38.\n\u0089\u0089\nMake room in life for spirituality; live life according to spiritual principles.\n39.\n\u0089\u0089\nPractice a religion or faith.\n40.\n\u0089\u0089\nGrow in understanding of myself, my personal calling, and life\u2019s real purpose.\n41.\n\u0089\u0089\nDiscern and do the will of God (or a higher power) and find lasting meaning in life.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nj.  Be secure.\n42.\n\u0089\u0089\nLive in secure and safe surroundings.\n43.\n\u0089\u0089\nBe physically healthy and fit.\n44.\n\u0089\u0089\nHave a steady income that meets my own and my family\u2019s basic needs.\n\u0089\u0089\nOther:\n(continued on next page)\n254\neMotion reGulation Handout 18\n(p. 3 of 3)\n\u0089\n\u0089\nk.  recognize the universal good of all things.\n45.\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_17",
+    "source": "Unknown Section",
+    "text": "Be fair, treat people equally, and provide equal opportunities.\n46.\n\u0089\u0089\nUnderstand different people; be open- minded.\n47.\n\u0089\u0089\nCare for nature and the environment.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nl.  contribute to the larger community.\n48.\n\u0089\u0089\nHelp people and those in need; care for others\u2019 well-being; improve society.\n49.\n\u0089\u0089\nBe loyal to friends and devoted to close people; be committed to a group that shares my beliefs, values, and ethical principles.\n50.\n\u0089\u0089\nBe committed to a cause or to a group that has a larger purpose beyond my own.\n51.\n\u0089\u0089\nMake sacrifices for others.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nm.  Work at self- development.\n52.\n\u0089\u0089\nDevelop a personal philosophy of life.\n53.\n\u0089\u0089\nLearn and do challenging things that help me grow and mature as a human being.\n\u0089\u0089\nOther:\n\u0089\n\u0089\nn.  have integrity.\n54.\n\u0089\u0089"
+  },
+  {
+    "id": "Unknown Section_18",
+    "source": "Unknown Section",
+    "text": "Be honest, and acknowledge and stand up for my personal beliefs.\n55.\n\u0089\u0089\nBe a responsible person; keep my word to others.\n56.\n\u0089\u0089\nBe courageous in facing and living life.\n57.\n\u0089\u0089\nBe a person who pays debts to others and repairs damage I have caused.\n58.\n\u0089\u0089\nBe accepting of myself, others, and life as it is; live without resentment.\n\u0089\u0089\nOther:\n\u0089\n\u0089\no. other:\n255\neMotion reGulation Handout 19\n\uf0ab\n(Emotion Regulation Worksheets 12, 13; pp. 301\u2013302)\nBuild mastery and cope ahead\nB\nuild mastery\n1.\nPlan on doing at least one thing each day to build a sense of accomplishment.\nExample:\n2.\nPlan for success, not failure.\n\u2022\n\u2022 Do something difficult, but possible.\n3.\nGradually increase the difficulty over time.\n\u2022\n\u2022 If the first task is too difficult, do something a little easier next time.\n4."
+  },
+  {
+    "id": "Unknown Section_19",
+    "source": "Unknown Section",
+    "text": "Look for a challenge.\n\u2022\n\u2022 If the task is too\neasy\n, try something a little harder next time.\nC\nope ahead of Time with Difficult Situations\n1.\nDescribe\nthe situation that is likely to prompt problem behavior.\n\u2022\n\u2022 Check the facts. Be specific in describing the situation.\n\u2022\n\u2022 Name the emotions and actions likely to interfere with using your skills.\n2.\nDecide\nwhat coping or problem- solving skills you want to use in the situation.\n\u2022\n\u2022 Be specific. Write out in detail how you will cope with the situation and with your emotions and action urges.\n3.\nimagine the situation\nin your mind as vividly as possible.\n\u2022\n\u2022 Imagine yourself IN the situation NOW, not watching the situation.\n4.\nrehearse in your mind coping effectively.\n\u2022\n\u2022 Rehearse in your mind exactly what you can do to cope effectively.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_20",
+    "source": "Unknown Section",
+    "text": "\u2022 Rehearse your actions, your thoughts, what you say, and how to say it.\n\u2022\n\u2022 Rehearse coping effectively with new problems that come up.\n\u2022\n\u2022 Rehearse coping effectively with your most feared catastrophe.\n5.  practice relaxation after rehearsing.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n256\neMotion reGulation Handout 20\n\uf0ab\n(Emotion Regulation Worksheets 9, 14; pp. 293\u2013294, 303)\nTaking care of your mind by Taking care\nof your Body\nRemember these as\npleaSe\nskills.\nPL\n1. Treat physical illness.\nTake care of your body. See a doctor when necessary. Take prescribed medication."
+  },
+  {
+    "id": "Unknown Section_21",
+    "source": "Unknown Section",
+    "text": "E\n2. Balance eating.\nDon\u2019t eat too much or too little. Eat regularly\nand mindfully throughout the day. Stay\naway from foods that make you feel overly\nemotional.\nA\n3. avoid mood-altering Substances.\nStay off illicit drugs, and use alcohol in moderation (if at all).\nS\n4. Balance Sleep.\nTry to get 7\u20139 hours of sleep a night, or at\nleast the amount of sleep that helps you feel\ngood. Keep to a consistent sleep schedule,\nespecially if you are having difficulty\nsleeping.\nE\n5. Get exercise.\nDo some sort of exercise every day. Try to\nbuild up to 20 minutes of daily exercise.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_22",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n257\neMotion reGulation Handout 20a\n(Emotion Regulation Worksheet 14a; pp. 304\u2013306)\nnightmare protocol, Step by Step\nWhen Nightmares Keep You from Sleeping\n1.  practice relaxation, pleasant imagery, and coping skills first, to be sure\nyou are ready to work on changing your nightmares.\nDo progressive relaxation, paced breathing, and/or Wise Mind exercises; listen to music or guided imagery; review the distress tolerance crisis survival skills.\n2.  choose a recurring nightmare you would like to work on.\nThis will be your target nightmare. Select a nightmare you can manage now."
+  },
+  {
+    "id": "Unknown Section_23",
+    "source": "Unknown Section",
+    "text": "Put off trauma nightmares until you are ready to work with them\u2014or, if you target a trauma nightmare, skip Step 3.\n3.  Write down your target nightmare.\nInclude sensory descriptions (sights, smells, sounds, tastes, etc.). Also include any thoughts, feelings, and assumptions about yourself during the dream.\n4.  choose a changed outcome for the nightmare.\nThe change should occur BEFORE anything traumatic or bad happens to you or others in the nightmare. Essentially, you want to come up with a change that will prevent the bad outcome of the usual nightmare from occurring. Write an ending that will give you a sense of peace when you wake up.\nNote: Changes in the nightmare can be very unusual and out of the ordinary\n(e.g., you might become a person with superhuman powers who is able"
+  },
+  {
+    "id": "Unknown Section_24",
+    "source": "Unknown Section",
+    "text": "to escape to safety or fight off attackers). Changed outcomes can include\nchanged thoughts, feelings, or assumptions about yourself.\n5.  Write down the full nightmare with the changes.\n6.  rehearSe and relax each night before going to sleep.\nRehearse the\nchanged\nnightmare by visualizing the entire dream with the changes each night,\nbefore\npracticing relaxation techniques.\n7.  rehearSe and relax during the day.\nVisualize the entire dream with the change, and practice relaxation as often as possible during the day.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n258"
+  },
+  {
+    "id": "Unknown Section_25",
+    "source": "Unknown Section",
+    "text": "eMotion reGulation Handout 20b\n(Emotion Regulation Worksheet 14b; p. 307)\nSleep hygiene protocol\nWhen You Can\u2019t Sleep, What to Do Instead of Ruminating\nTo increaSe The likelihooD of reSTfulneSS/Sleep:\n1. Develop and follow a consistent sleep schedule even on weekends.\nGo to bed and get up at the same times each day, and avoid anything longer than a 10-minute nap during the day.\n2. Do not use your bed in the daytime\nfor things like watching TV, talking on the phone, or reading.\n3. avoid\ncaffeine, nicotine, alcohol, heavy meals, and exercise late in the day before going to sleep.\n4. When prepared to sleep, turn off the light, and keep the room quiet and the\ntemperature comfortable and relatively cool."
+  },
+  {
+    "id": "Unknown Section_26",
+    "source": "Unknown Section",
+    "text": "Try an electric blanket if you are cold; putting your feet outside of the blanket or turning on a fan directed toward your bed if you are hot; or wearing a sleeping mask, using earplugs, or turning on a \u201cwhite noise\u201d machine if needed.\n5. Give yourself half an hour to at most an hour to fall asleep.\nIf it doesn\u2019t work, evaluate whether you are calm, or anxious (even if only \u201cbackground anxiety\u201d), or ruminating.\n6. Do noT caTaSTrophize.\nRemind yourself that you need rest, and aim for reverie (i.e., dreaminess) and resting your brain. Sell yourself on the idea that staying awake is not a catastrophe. Do not decide to give up on sleeping for the night and get up for the \u201cday.\u201d\nif you are calm BuT WiDe aWake:\n7. Get out of bed; go to another room and read a book"
+  },
+  {
+    "id": "Unknown Section_27",
+    "source": "Unknown Section",
+    "text": "or do some other activity that will not wake you up further. As you begin to get tired and/or sleepy, go back to bed.\n8. Try a light snack\n(e.g., an apple).\nif you are anxiouS or ruminaTinG\n9. use the cold water Tip skill. Get right back in bed and do the paced breathing Tip skill.\n(See Distress Tolerance Handout 6: TIP Skills: Changing Your Body Chemistry.)\nRemember, if you have any medical condition, get medical approval before using cold water.\n10. Try the 9\u20130 meditation practice."
+  },
+  {
+    "id": "Unknown Section_28",
+    "source": "Unknown Section",
+    "text": "Breathe in deeply and breathe out slowly, saying in your mind the number 9. On the next breath out, say 8; then say 7; and so on until you breathe out saying 0. Then start over, but this time start with 8 (instead of 9) as you breathe out, followed by 7, and so on until you reach 0. Next start with 6 as you breathe out, and so on to 0. Then start with 5, then with 4, and so on until you have gone all the way down to starting with 1. (If you get lost, start over with the last number you remember.) Continue until you fall asleep.\n11. focus on the bodily sensation\nof the rumination (rumination is often escape from difficult emotional sensations).\n12. reassure yourself"
+  },
+  {
+    "id": "Unknown Section_29",
+    "source": "Unknown Section",
+    "text": "that worries in the middle of the night are just \u201cmiddle-of-the-night-thinking,\u201d and that in the morning you will think and feel differently.\n13. read an emotionally engrossing novel\nfor a few minutes until you feel somewhat tired. Then stop reading, close your eyes, and try to continue the novel in your head.\n14. if rumination doesn\u2019t stop,\nfollow these guidelines: \u201cIf it\u2019s solvable, solve it. If it is insolvable, go deep into the worry all the way to the \u201ccatastrophe\u201d\u2014the very worst outcome you can imagine\u2014and then imagine coping ahead with the catastrophe.\n(See Emotion Regulation Handout 19: Build Mastery and Cope Ahead.)\nif nothing else works, with eyes closed, listen to public radio (BBc, npr, etc.)"
+  },
+  {
+    "id": "Unknown Section_30",
+    "source": "Unknown Section",
+    "text": "at low volume (use headphones if necessary). Public radio is a good choice for this, because there is little fluctua-tion in voice tone or volume.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n259\nHandouts for Managing Really\nDifficult Emotions\neMotion reGulation Handout 21\n(Emotion Regulation Worksheets 15, 16; pp. 311\u2013312)\noverview:\nmanaging really Difficult emotions\nminDfulneSS of currenT emoTionS\nSuppressing emotion increases suffering.\nMindfulness of current emotions is the path to emotional freedom.\nmanaGinG exTreme emoTionS"
+  },
+  {
+    "id": "Unknown Section_31",
+    "source": "Unknown Section",
+    "text": "Sometimes emotional arousal is so high that you can\u2019t use any skills, particularly if the skills are complicated or take any thought on your part.\nThis is a skills breakdown point.\nCrisis survival skills are needed.\nTrouBleShooTinG anD revieW\nThere are many ways to change emotions.\nIt can be helpful to have a list of the important skills\nto look at when you can\u2019t remember the skills you need to regulate your emotions.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n263\neMotion reGulation Handout 22\n\uf0ab\n(Emotion Regulation Worksheet 15; p. 311)\nmindfulness of current emotions:"
+  },
+  {
+    "id": "Unknown Section_32",
+    "source": "Unknown Section",
+    "text": "letting Go of emotional Suffering\noBServe your emoTion\n\u2022\n\u2022 Step back and just notice your emotion.\n\u2022\n\u2022 Experience your emotion as a WAVE, coming and going.\n\u2022\n\u2022 Now imagine surfing the emotion wave.\n\u2022\n\u2022 Try not to BLOCK or SUPPRESS the emotion.\n\u2022\n\u2022 Don\u2019t try to GET RID of or PUSH away the emotion.\n\u2022\n\u2022 Don\u2019t try to KEEP the emotion around.\n\u2022\n\u2022 Don\u2019t HOLD ON to it.\n\u2022\n\u2022 Don\u2019t AMPLIFY it.\npracTice minDfulneSS of BoDy SenSaTionS\n\u2022\n\u2022 Notice WHERE in your body you are feeling emotional sensations.\n\u2022\n\u2022 Experience the SENSATIONS as fully as you can.\n\u2022\n\u2022 Observe how LONG it takes before the emotion goes down.\nrememBer: you are noT your emoTion\n\u2022\n\u2022 Do not necessarily ACT on your emotion.\n\u2022\n\u2022 Remember times when you have felt DIFFERENT.\npracTice lovinG your emoTion\n\u2022\n\u2022 RESPECT your emotion.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_33",
+    "source": "Unknown Section",
+    "text": "\u2022 Do not JUDGE your emotion.\n\u2022\n\u2022 Practice WILLINGNESS.\n\u2022\n\u2022 Radically ACCEPT your emotion.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n264\neMotion reGulation Handout 23\nmanaging extreme emotions\nFollow these suggestions when emotional arousal is very\nhiGh\n\u2014so extreme that your ability to use your skills breaks down.\nFirst, observe and describe that you are at your\nSkillS BreakDoWn poinT:\n\u0089\n\u0089 Your distress is extreme.\n\u0089\n\u0089 You are overwhelmed.\n\u0089\n\u0089 You cannot focus your mind on anything but the emotion itself.\n\u0089\n\u0089 Your mind shuts down; your brain stops processing information."
+  },
+  {
+    "id": "Unknown Section_34",
+    "source": "Unknown Section",
+    "text": "\u0089\n\u0089 You cannot solve problems or use complicated skills.\nnow check the facts.\nAre you really \u201cfalling apart\u201d at this level of distress?\nIf no,\nuSe your SkillS.\nIf yes, go to Step 1: You are at your\nSkillS BreakDoWn poinT.\nStep 1.\nUse crisis survival skills to bring down your arousal:\n(See Distress Tolerance Handouts 6\u20139a.)\n\u2022\n\u2022 TIP your body chemistry.\n\u2022\n\u2022 DISTRACT yourself from the emotional events.\n\u2022\n\u2022 SELF- SOOTHE through the five senses.\n\u2022\n\u2022 IMPROVE the moment you are in.\nStep 2.\nReturn to mindfulness of current emotions.\n(See Emotion Regulation Handout 22.)\nStep 3.\nTry other emotion regulation skills (if needed).\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_35",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n265\nEmotion REgulation Handout 24\n(p. 1 of 2)\n\uf0ab\n(Emotion Regulation Worksheet 16; p. 312)\nTroubleshooting Emotion Regulation Skills: When What\nYou Are Doing Isn\u2019t Working\nChECk YouR BIologICAl SEnSITIvITY\n\u2022\n\u2022 Ask: Am I biologically more vulnerable?\n1 Do I have untreated physical illness or distress?\nAm I out of balance on eating, use of drugs, sleep, exercise?\nHave I taken medications as prescribed?\n\u2022\n\u2022 Work on your PLEAsE skills.\n1.\nTake care of physical illness and distress.\n2.\nTake medications as prescribed. Check if others are needed.\n3.\nTry again.\nChECk YouR SkIllS"
+  },
+  {
+    "id": "Unknown Section_36",
+    "source": "Unknown Section",
+    "text": "2 \u2022\u2022rEvIEW what you have tried.\nDid you try a skill likely to be effective?\nDid you follow the skill instructions to the letter?\n\u2022\n\u2022 Work on your skills.\n1.\nreview and try other skills.\n2.\nGet coaching if you need it.\n3.\nTry again.\nChECk foR REInfoRCERS\n\u2022\n\u2022 Ask: Do my emotions . . .\nCommunICATE an important message or influence people to do things?\n3 moTIvATE me to do things I think are important?\nvALIDATE my beliefs or my identity?\nFEEL GooD?\n\u2022\n\u2022 IF yEs:\n1.\nPractice interpersonal effectiveness skills to communicate.\n2.\nWork to find new reinforcers to motivate yourself.\n3.\nPractice  self- validation.\n4.\nDo Pros AnD Cons for changing emotions.\n(See Emotion Regulation Worksheet 1.)\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_37",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n266\neMotion reGulation Handout 24\n(p. 2 of 2)\ncheck your mooD\n4 \u2022\u2022ASK: Am I putting in the time and effort that solving my problem will take?\n\u2022\n\u2022 IF NO:\n1.\nDo PROS AND CONS for working hard on skills.\n2.\nPractice RADICAL ACCEPTANCE and WILLINGNESS skills.\n3.\nPractice the mindfulness skills of PARTICIPATING and EFFECTIVENESS\n(See Mindfulness Handouts 4 and 5.)\ncheck for emoTional overloaD\n\u2022\n\u2022 ASK: Am I too upset to use complicated skills?\n5 \u2022\u2022IF YES, ask: Can the problems I am worrying about be easily solved now?\n\u2022\n\u2022 IF YES, do PROBLEM SOLVING.\n(See Emotion Regulation Handouts 9, 12.)\n\u2022"
+  },
+  {
+    "id": "Unknown Section_38",
+    "source": "Unknown Section",
+    "text": "\u2022 IF NO, practice mindfulness of CURRENT EMOTIONS.\n(See Emotion Regulation Handout 22.)\n\u2022\n\u2022 IF your emotions are too high for you to think straight:\n\u2022\n\u2022 Go to TIP skills.\n(See Distress Tolerance Handout 5.)\ncheck for emoTion myThS GeTTinG in The Way\n\u2022\n\u2022 CHECK FOR:\n6 Judgmental myths about emotions (e.g., \u201cSome emotions are stupid,\u201d \u201cThere is a right way to feel in every situation\u201d)?\nBeliefs that emotions and identity are the same (e.g., \u201cMy emotions are who I am\u201d)?\n\u2022\n\u2022 IF YES:\n1.\nCheck the facts.\n2.\nChallenge myths.\n3.\nPractice thinking nonjudgmentally.\n267\no\nranted t\ns g\nandout i\nibe Emotions\nhis h\nName Emotions\nDescr\nrint t\nnd p\nnload a\now\nr d\ne\nay)\nords\nhotocopy o\nn\no p\nChang\nOpposite\nission t\n5\n(all the w\nulatio\nOpposite Action\nBody Language\nOpposite W\nerm\nEmotional Reactions\negr"
+  },
+  {
+    "id": "Unknown Section_39",
+    "source": "Unknown Section",
+    "text": "inehan. P\nn\n. L\nandout 2 H\notio\narsha M\ny M\nm\nal\ne\nviv\nousal\n015 b\nr o\nand\nategies\nReduce\nisis Sur\nStr\nopyright 2\nHigh Ar\nCr\nMindfulness\nreGulation\nlls fki\nEmotional Reactions\nof Current Emotions\ninehan. C\nion\nf S\n. L\not\narsha M\neM\ny M\nn\n, b\neview o\nditio\nr\nlients.\necond E\nith c\ne emotions\nulnerability\nects\nSkills\nets, S\nacts\ny Emotions\nse w\nompting Events\ny\nance\nor u\naction\norkshe\nr f\nskills\ne Emotional\nk the F\nlem Solving\ne Aftereff\noler\nd W\nse o\nulate positiv\ng\nEmotional V\nDistr\ns an\nChec\nProb\nor Secondar\ndout\nccum\nuild master\nope ahead\nChang\nersonal u\nA\nB\nC\nPLEASE\nMana\nDistress T\nan H\nor p\nReduce\n1.\n2.\n3.\n4.\nThoughts and Interpretations\nRepeat f\nook f\nraining\nReduce Emotional Pr\nhis b\nkils T\nf t\nSTB\nD\nomFr purchasers o\n268\nemotion regulation\nWorksheets\neMotion reGulation WorksHeet 1"
+  },
+  {
+    "id": "Unknown Section_40",
+    "source": "Unknown Section",
+    "text": "(Emotion Regulation Handout 1; p. 205)\npros and cons of changing emotions\nDue Date:       Name:\nWeek Starting:\nemoTion name:               inTenSiTy (0\u2013100) Before:\nafter:\nFill this worksheet out when you are experiencing difficulties with:\n\u2022\n\u2022 Trying to decide whether to work on changing ineffective emotions.\n\u2022\n\u2022 Feeling willful/saying no to letting go of emotion mind.\n\u2022\n\u2022 Deciding whether to work on reducing your emotional reactions to specific events.\n\u2022\n\u2022 Feeling threatened whenever you think of letting go of emotions.\n\u2022\n\u2022 Not in the mood for being effective.\nWhen filling out this worksheet, think about these questions:\n\u2022\n\u2022 Is living in emotion mind in your best interest (i.e., effective) or not in your best interest (i.e., ineffective)?\n\u2022"
+  },
+  {
+    "id": "Unknown Section_41",
+    "source": "Unknown Section",
+    "text": "\u2022 Will refusing to regulate your own emotions create a new problem for you?\n\u2022\n\u2022 Is reducing immediate high emotions likely to increase your freedom or decrease it?\n\u2022\n\u2022 Is being attached to your emotions about a situation useful or not?\n\u2022\n\u2022 Is working to reduce your emotion really too much work?\nMake a list of the pros and cons of changing the emotion you are having difficulty with.\nMake another list of the pros and cons of\nnot changing\nyour emotion.\nStay in emotion mind, acting emotionally\nRegulate emotions and emotion actions\ns\nrop\nStay in emotion mind, acting emotionally\nRegulate emotions and emotion actions\nns\noc\nWhat did you decide to do about your emotion?\nis this the best decision (in Wise mind)?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_42",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n271\nWorksheets for Understanding\nand Naming Emotions\neMotion reGulation WorksHeet 2\n(Emotion Regulation Handout 3; p. 210)\nfiguring out What my emotions are Doing for me\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_43",
+    "source": "Unknown Section",
+    "text": "Select a current or recent emotional reaction and fill out as much of this sheet as you can. If the prompting event for the emotion you are working on is another emotion that occurred first (for example, feeling afraid prompted getting angry at yourself), then fill out a second worksheet for that first emotion. Write on the back of the sheet if you need more room. Remember to use your describe skills for each question.\nemoTion name:                        inTenSiTy (0\u2013100):\nDescribe prompting event\nWhat happened to prompt this emotion?\nDescribe motivation to action\nWhat action was my emotion motivating and preparing me to do? (Was there a problem my emotion was getting me to solve, overcome, or avoid?) What function or goal did my emotion serve?\nDescribe communication to others"
+  },
+  {
+    "id": "Unknown Section_44",
+    "source": "Unknown Section",
+    "text": "What was my facial expression? Posture? Gestures? Words? Actions?\nWhat message did my emotion send to others (even if I didn\u2019t intend to send the message)?\nHow did my emotion influence others (even if I didn\u2019t intend to influence them)? What did others do or say as a result of my emotional expression or actions?\nDescribe communication to myself\nWhat did my emotion say to me?\nWhat facts could I check out to be sure the message my emotions were sending to me was correct?\nWhat facts did I check out?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n275"
+  },
+  {
+    "id": "Unknown Section_45",
+    "source": "Unknown Section",
+    "text": "eMotion reGulation WorksHeet 2a\n(Emotion Regulation Handout 3; p. 210)\nexample: figuring out What my emotions are Doing\nfor me\nDue Date:       Name:\nWeek Starting:\nSelect a current or recent emotional reaction and fill out as much of this sheet as you can. If the prompting event for the emotion you are working on is another emotion that occurred first (for example, feeling afraid prompted getting angry at yourself), then fill out a second worksheet for that first emotion. Use the back of the sheet if necessary. Use describe skills for each question.\nemoTion name:\nShame and Guilt\ninTenSiTy (0\u2013100):\n80\nprompting event\nWhat happened to prompt this emotion?\nI left my roommate\u2019s pot on the burner and forgot about it. I destroyed it. I then threw the pot\naway without telling my roommate."
+  },
+  {
+    "id": "Unknown Section_46",
+    "source": "Unknown Section",
+    "text": "motivation to action\nWhat action was my emotion motivating and preparing me to do? (Was there a problem my emotion was getting me to solve, overcome, or avoid?) What function or goal did my emotion serve?\nMy emotion was motivating me to shrink away from my friend, to hide myself. It\u2019s possible that\nthe function was to get me to change that behavior. The emotion was also functioning to get me\nto try to hide that I destroyed the pot.\nTo influence my friend to stop being mad at me.\ncommunication to others\nWhat was my facial expression? Posture? Gestures? Words? Actions?\nMy eyes were looking down. My lips were turned down. I was slouched slightly and turned\nslightly away from my friend. I did not say anything. I put my hands on my forehead."
+  },
+  {
+    "id": "Unknown Section_47",
+    "source": "Unknown Section",
+    "text": "What message did my emotion send to others (even if I didn\u2019t intend to send the message)?\nI think my friend realized that I felt bad.\nHow did my emotion influence others (even if I didn\u2019t intend to influence them)? What did others do or say as a result of my emotional expression or actions?\nMy friend tried to get me to talk. I think it influenced her to stop yelling at me and be more kind.\ncommunication to myself\nWhat did my emotion say to me?\nIt was wrong to do what I did. I feel badly about it because I disappointed my friend. I have really\nmessed this up and now she will never trust or like me.\nWhat facts could I check out to be sure the message my emotions were sending to me was correct?\nI could ask myself if what I did would get me kicked out of my house/friendship. I could try to"
+  },
+  {
+    "id": "Unknown Section_48",
+    "source": "Unknown Section",
+    "text": "figure out if what I did crossed my own wise/clear mind, moral code, values. I could ask her:\nHave I destroyed the relationship? Is she going to kick me out? Stop spending time with me? I\ncould also ask what I can do that would help her to trust me again.\nWhat facts did I check out?\nI felt bad about burning the pot\u2014but it wasn\u2019t a moral code or values issue yet until I tried to\nhide that I had done it. That behavior did go against my Wise Mind. I asked my roommate if she\nhated me now and she said no. I asked if there was anything I could do to fix the situation, and\nshe asked me to buy a new pot, and I did.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_49",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n276\nt osm sary,\nck\nranted\ns g\nthe\nces\nhe\nou\nf ne\ne\nid I c  facts?\norksheet i\na) i\no m\nthe\now d\nhis w\ngave y\nr 4\nH\nate t\nrint t\nic\net 4 o\nn\nnd p\nu\ny  ng\nnload a\nt painful or\nmm\norkshe\no\nayi\now\nos\nc\nas m\ne?\nr d\nm\nm\nhat w otion s to\nthe\nW em\nas\nhotocopy o\negulation W\no p\nb\nthat w\nrs?\nission t\notion R\nhe y\nt 2\nerm\none\nm\nm\nE\nas t\nothen\nthe\net (\nsHee\n10)\nfect of\ninehan. P\n. 2\nhat w\n, or\nef\n. L\notion o\n; p\nW\nork\none\norkshe\nem\narsha M\nW\niary\nting\ners\ny M\nandout 3\nD\n:\nth\nrs?\nlas\n015 b\nt-\notions w\no o\notion  the\narting\nes\nm\nssage\no o\notion\nate t\ny em s t\nopyright 2\negulation H\nm\nlong\nicn\nat me\ne"
+  },
+  {
+    "id": "Unknown Section_50",
+    "source": "Unknown Section",
+    "text": "eek St\ncribing E\nu\nWh did m\nreGulation\nW\nexpres\ninehan. C\notion R\nmmo\n. L\nion\nday, the\n(Em\nnd Des\nc\nrs\ny\not\notion\narsha M\nof the\nthe rbal\ny M\neM\ny em o o\nce, m ctions)?\nn\n, b\notion\ny a\nbserving a\nonve\nditio\nas m sed t y n\nlients.\nt em\nn O\n(m\nds, m\nes\nappearan or\necond E\nith c\nut a\now wH expres\nw\nse w\nill o\nets, S\nstrong\nor u\ny\nr f\ny\norkshe\nthe\nse o\nr\ntivate  i.e.,\notion. F\nte\nid m\nd W\nid m\no (\nerve)?\nthe\ntiva\nmo\ns\ns an\noal d\n(ei\no\no d\nersonal u\ntion\ndout\nhat em\net.\nm\nhat d tion e t\nan\nor p\nW\nm hat g\nH\notion\nhe\nemo\nw emo\nook f\nem\nraining\nhis b\nn\nnalyze t\niary s\nf t\nns\nkils T\n). A\nio\ntion e\nS\ne:\nhis d\not\nT\nmo\nB\nnam\nD\nam\necord a\nm\nE\nurchasers o\nN\nR\ntrouble\nplus t\ne\nomFr to p\n277\nt os\nf\nm\nsary,\nhe\nr\nve\nes\ned\nranted\nried\nnd\nm\ns g\nthe\nces\nck t\nn\nons o\nve\nvaluated\nim\nnd\neone\nhen I\nd.\ne\nhe\nlth, o"
+  },
+  {
+    "id": "Unknown Section_51",
+    "source": "Unknown Section",
+    "text": "as i\nld ha\ne. I t\nhought\nyou\nf ne\nnd c\ncts?\nea\nou\nut a\nroup.\nthers a\nom\ne w\norksheet i\na) i\no m\necall t\nid I c fa\nave e\ns\nng w\no m\nhey see\nd.\nim\nros a\ned. I t\no g\no r\neople ha\no o\nf t\neel sa\nhis w\ngave\nr 4\nt.\nife, h\nnd\nate t\ner. I c\ny l\not f\nl-bei\nn p\nreste\nched o\nut a t\nrint t\nic\now d\nng t\nalk t\niced if\nH\nidn\u2019\nould h\nel\nried t\nhe\nea\net 4 o\nnu\nI d\nI c\nif m\nw\ndang\ndone p\ngoi\nI t\nw\nlistened t\nto t\nnotice i\ninte\nI r\nnot\nrespo\nabo\ndid n\nnd p\ny  ng\nnload a\nt painful or\nmm\ns\norkshe\no\nayi\nith\nd. I\now\nos\nc\n.\nas m\ne?\ning,\no\n.\nares.\nr d\nm\nas\nm\nroup i\ne w\no sa\nto\nfe.\nerest\nlur\nng t\nlone\nne c\nthe\nhat w otion s\nm s\na\no o\nas\nW em\nThat g\nunsa\nThat I w\nunint\na fai\nnothi\ncontribute\nI a\nam\nN\nhotocopy o\negulation W\n.\no p\nf I\no\nt\ne\nc\nhat w\nrs?\no\no\ne\nd\nhe y\ner i\none.\nave\ne,\nit\nom\nission t\notion R\ne t\nried t"
+  },
+  {
+    "id": "Unknown Section_52",
+    "source": "Unknown Section",
+    "text": "ed me\nt 2\nne t\nerm\nm\nm\night b\ne al\nut g\no s\nE\nas t\nn othe\naled t\nond\nitted.\nyfriend\nd m\ne, an\n2) S\ne t\nry\nhe o\nm\ne b\n. (\nvoid\net (\nfect of\nned.\nveryone a\nerson t\nd m\nm\na\nsHee\n10)\n:\nr t\nhat w\nhey w\nom\nhey m\no m\ny bo\ninehan. P\n. 2\nia\nhey c\ne.\nt e\noache\nhe\n, o\nW ef otion o\nc\nk left m\nple\n. L\n; p\nD\nos\nor\nne p\nith hi\nork\nn\narting\nne\norkshe\nem\n(1) T\nencourage m\ncom\n(2) T\nam\n(3) T\nconcer\nM\nw\nO\ntalk t\nup.\n(1) M\nappr\nsoot\ninvited m\nw\npeo\narsha M\nW\ntio\ners\nting o\nth\ne\ny M\nandout 3\nas\nto\nd.\neek St\notion\nnt\nveral\n2) I\nad.\nmo\nlas\nrs?\no b\n015 b\nW\nt-\notions w\no o\nssage\nta\nes\nm\nress\nre se\nties:\ning b\nas sa\nate t\ny em\nroup w\npor\nbili\nant t\nic\nat me\nexp to othe\nlone. (\neel\nopyright 2\negulation H\nle: e\nlong\nnu\nWh did m\ne.\ncribing E\nThat g\nnot im\nm\nThere a\npossi\n(1) I w\nleft a\nam f\nThat I w\nreGulation"
+  },
+  {
+    "id": "Unknown Section_53",
+    "source": "Unknown Section",
+    "text": "inehan. C\notion R\nmm\ny\no\nm ce,\n. L\nion\nday, the\nc\n(Em\nxampe\nnd Des\notion  rs (\no\nd.\not\nctions)?\nd\nroup.\nch\nas\nidn\u2019t\ntiate\nr d\nouth\nol\narsha M\nof the\nthe\ny em\ny a\nni\ny M\neM\no o ppearan\no g\nttract\ny m\n.\nas sa\na\nr i\no t\nke mu\no a\n. M\nn\n, b\notion\ntion, o\nrful. I t\nbserving a\nas m\nown\nsed t\nession w\nditio\nords, m\not g\nontact, I d\nuch o\nng t\ncast\nea\nlients.\nt em\nn O\nxpr\now w\nn\u2019t ma\nntion.\neone I w\nned d\nas t\nes\ny w\nid n\nid\ny m\ny e\necond E\nith c\nut a\nH expres nonverbal m\nI d\nI d\neye c\nsa\nconversa\nanythi\natte\nM\ndown\ntur\nI w\nsom\nse w\nill o\nets, S\no\ne\nstrong\no  id\no\nor ur f\ne:\notion\nf, t\no d\nom\narty\norkshe\nse o\nam\nthe\nte\nem\noal d erve)?\nkils\nysel\no h\nd W\nN\nr\notion. F\ny  e t\nolate.\nthe\ntiva\nm\no s\nroup.\no m\nttention t\no g\nffice p\n. Is\ns an\n(ei\no\nate m hat g otion s\no t\nersonal u\np t\n.\ndout\nhat em\net."
+  },
+  {
+    "id": "Unknown Section_54",
+    "source": "Unknown Section",
+    "text": "m\nraw a\nf.\nhe o\nan\nor p\notiv\no g\nng g\nee\nanted t\nork\nH\notion\nhe\nhat did  m (i.e., w y em\not t\nysel\nithdraw\nry.\nook f\nW\nm\nN\ntraini\nTo k\nnot d\nm\nI w\nfrom t\nat w\nW\nC\nem\nraining\nhis b\nn\nnalyze t\niary s\nf t\nns\nkils T\nate:\n). A\ne\ne\nS\nhis d\nio\ntion\nT\not\nB\nmo nam\nar/\niety\ndness\nD\nue D\necord a\nm\nE\nham\nurchasers o\nD\nR\ntrouble\nplus t\ne\nFe\nanx\nS\nSa\nomFr to p\n278\neMotion reGulation WorksHeet 3\n(p. 1 of 2) (Emotion Regulation Handout 4a; p. 212)\nmyths about emotions\nDue Date:       Name:\nWeek Starting:\nFor each myth, write down a challenge that makes sense to you. Although the one already written may make a lot of sense, try to come up with another one or rewrite the one there in your own words.\n1.\nThere is a right way to feel in every situation.\nChallenge:"
+  },
+  {
+    "id": "Unknown Section_55",
+    "source": "Unknown Section",
+    "text": "Every person responds differently to a situation. There is no correct or right way\n.\nMy challenge:\n2.\nLetting others know that I am feeling bad is a weakness.\nChallenge:\nLetting others know that I am feeling bad is a healthy form of communication\n.\nMy challenge:\n3.\nNegative feelings are bad and destructive.\nChallenge:\nNegative feelings are natural responses. They help me to create a better\nunderstanding of the situation.\nMy challenge:\n4.\nBeing emotional means being out of control.\nChallenge:\nBeing emotional means being a normal human being.\nMy challenge:\n5.\nSome emotions are stupid.\nChallenge:\nEvery emotion indicates how I am feeling in a certain situation. All emotions are\nuseful to help me understand what I am experiencing\n.\nMy challenge:\n6."
+  },
+  {
+    "id": "Unknown Section_56",
+    "source": "Unknown Section",
+    "text": "All painful emotions are a result of a bad attitude.\nChallenge:\nAll painful emotions are natural responses to something.\nMy challenge:\n7.\nIf others don\u2019t approve of my feelings, I obviously shouldn\u2019t feel the way I do.\nChallenge:\nI have every right to feel the way I do, regardless of what other people think.\nMy challenge:\n8.\nOther people are the best judges of how I am feeling.\nChallenge:\nI am the best judge of how I feel. Other people can only guess how I feel.\nMy challenge:\n9.\nPainful emotions are not important and should be ignored.\nChallenge:\nPainful emotions can be warning signs telling me that a situation I am in is not\ngood.\nMy challenge:\n10.\nExtreme emotions get you a lot further than trying to regulate your emotions.\nChallenge:"
+  },
+  {
+    "id": "Unknown Section_57",
+    "source": "Unknown Section",
+    "text": "Extreme emotions can often cause trouble for me and for other people. If an\nemotion is not effective, emotion regulation is a good idea.\nMy challenge:\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n279\neMotion reGulation WorksHeet 3\n(p. 2 of 2)\n11.\nCreativity requires intense, often out-of- control emotions.\nChallenge:\nI can be in control of my emotions and be creative.\nMy challenge:\n12.\nDrama is cool.\nChallenge:\nI can be dramatic and regulate my emotions.\nMy challenge:\n13.\nIt is inauthentic to try to change my emotions.\nChallenge:"
+  },
+  {
+    "id": "Unknown Section_58",
+    "source": "Unknown Section",
+    "text": "Change is itself authentic; it is part of life.\nMy challenge:\n14.\nEmotional truth is what counts, not factual truth.\nChallenge:\nBoth emotional feeling and facts matter.\nMy challenge:\n15.\nPeople should do whatever they feel like doing.\nChallenge:\nDoing what I feel like doing can be ineffective.\nMy challenge:\n16.\nActing on your emotions is the mark of a truly free individual.\nChallenge:\nThe truly free person can regulate emotions.\nMy challenge:\n17.\nMy emotions are who I am.\nChallenge:\nEmotions are partly but not completely who I am.\nMy challenge:\n18.\nMy emotions are why people love me.\nChallenge:\nPeople will still love me if I regulate my emotions.\nMy challenge:\n19.\nEmotions can just happen for no reason.\nChallenge:\nAll things in the universe are caused.\nMy challenge:\n20."
+  },
+  {
+    "id": "Unknown Section_59",
+    "source": "Unknown Section",
+    "text": "Emotions should always be trusted.\nChallenge:\nEmotions should sometimes be trusted.\nMy challenge:\n21.\nOther myth:\nChallenge:\nMy challenge:\n280\nranted\ns g\nre  otion.\nou a\nEmotion\nName:\nIntensity\n(0\u2013100)\n______\norksheet i\nrst em\n_________\nhis w\notion y he fi\nrint t\nor t\nnd p\ne:\nhe em et f\nvent.\ng\nds:\nor t\nnload a\nacial\nor\nt f\now\ny f\norkshe\nr d\nven\ny Langua\nas m\nwith W\ny up to the e\nosture? Gestures?\nWhat I DID\nhotocopy o\npting e econd w\nExpressions\nWhat I SAID\no p\n.\nns\nrom ut a s\nActions:\nWhat is or w\nission t\nl o\noom\nTell the stor\nFace and Bod\nExpression\nt 4\n)\nio\nhe p\nerm\n_____________________\n_____________________\n_____________________\n_____________________\n_____________________\n_____________________\n_____________________\n_____________________\n_____________________\n_____________________"
+  },
+  {
+    "id": "Unknown Section_60",
+    "source": "Unknown Section",
+    "text": "ot\nf t\nexpression? P\nore r\nvent?\nm\nhen fil\nsHee\n13\u2013223\nan. I\ninehan. P\ne\n:\nf), t\ned m\nes\ne\n. L\np. 2\nou c\nes\nork\n; p\neeling\ning\narting\neel lik\noursel\nou ne\nes\narsha M\nW\n, 6\ny?\nf y\nas I f\ng\ns 5\net as y t y\ny Chang\ny M\neek St\nhe\net i\ner a\n015 b\nW\nhe\nle to the prompting e\nace and body?\nant to sa\nandout\nescrib\nng\nWhat do I or did I\nhis s\ny f\nw\nD\nab\nAction Ur\nf t\nhis s\nd\nand Experiences:\nf t\nopyright 2\nBiological Chang\nin m\nn\npted a\nFace and Bod\nWhat am I or w\n__________________\n__________________\n__________________\n__________________\n__________________\nWhat do I or did I f\ndoing?\n__________________\n__________________\n__________________\n__________________\nreGulation\nuch o\negulation H\na\nrom\nack o\ninehan. C\ne me vulner\n. L\nion\nhe b\nut as m ear p\not\notion R\nl o\nn t\narsha M\neM\n(Em\nserving\ne.g., f"
+  },
+  {
+    "id": "Unknown Section_61",
+    "source": "Unknown Section",
+    "text": "y M\nWhat\nb\nnd fil\nrite o\nore to mak\naisals?\nn\n, b\n, etc.?\no\nrst (\n. W\nditio\n, appr\nore the emotion\ndeas\nlients.\neaction, a\necond E\nith c\nccurred fi\nor i\n, thoughts\nse w\night bef\nvior\nets, S\nhat o\nor ur f\ne:\notional r\nWhat happened bef\nutes r\norkshe\ns:\n, assumptions\n, beha\nse o\nam\nandout 6 f\nd W\nN\nt em otion t\nWhat set off the emotion?\ns an\nactor\nacts!\nInterpretation of Event:\new min\n, beliefs\nersonal u\necen r em\ndout\nr r\nEmotions\nan\nor p\nH\nt o nothe egulation H\nust the f\nook f\nects:\ns a\nThoughts\nraining\nhis b\nurren n i\nf t\nulnerability F\nted? J\notion R\nV\nompting Event:\nkils T\nate:\nm\nS\nPr\nhappened in the f\nstar\n____________________________________\n____________________________________\n____________________________________\nAftereff\n____________________________________"
+  },
+  {
+    "id": "Unknown Section_62",
+    "source": "Unknown Section",
+    "text": "____________________________________\nTB\nect a c\nD\nue D\norking o\nse E\nurchasers o\nD\nSel w\nU\nomFr to p\n281\neMotion reGulation WorksHeet 4a\n(Emotion Regulation Handouts 5, 6; pp. 213\u2013223)\nobserving and Describing emotions\nDue Date:       Name:\nWeek Starting:\nSelect a current or recent emotional reaction, and fill out as much of this sheet as you can. If the prompting event for the emotion you are working on is another emotion that occurred first (e.g., fear prompted anger at yourself), then fill out a second worksheet for the first emotion. Use Emotion Regulation Handout 6 for ideas. Write on the back of this sheet if you need more room.\nemoTion name:                        inTenSiTy (0\u2013100):\nprompTinG evenT\nfor my emotion (who, what, when, where): What set off the emotion?"
+  },
+  {
+    "id": "Unknown Section_63",
+    "source": "Unknown Section",
+    "text": "vulneraBiliTy facTorS:\nWhat happened before that made me vulnerable to the prompting event?\ninTerpreTaTionS\n(beliefs, assumptions, appraisals) of the situation:\nface and BoDy chanGeS and experienceS:\nWhat was I feeling in my face and body?\nacTion urGeS:\nWhat did I feel like doing? What did I want to say?\nface and BoDy lanGuaGe:\nWhat was my facial expression? Posture? Gestures?\nWhat i SaiD\nin the situation (be specific):\nWhat i DiD\nin the situation (be specific):\nWhat afTereffecTS\ndid the emotion have on me (my state of mind, other emotions, behavior, thoughts, memory, body, etc.)?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_64",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n282\nWorksheets for Changing\nEmotional Responses\neMotion reGulation WorksHeet 5\n(p. 1 of 2) (Emotion Regulation Handouts 8, 8a; pp. 228\u2013229)\ncheck the facts\nDue Date:       Name:\nWeek Starting:\nIt is hard to problem-solve an emotional situation if you don\u2019t have your facts straight. You must know what the problem is before you can solve it. This worksheet helps you figure out whether it is the event that is causing your emotion, your interpretation of the event, or both. Use your mindfulness skills of observing and describing. Observe the facts, and then describe the facts you have observed."
+  },
+  {
+    "id": "Unknown Section_65",
+    "source": "Unknown Section",
+    "text": "Step\n\uf8f1\nask: What emotion do i want to change?\n1\n\uf8f2\uf8f3\nemoTion name:\ninTenSiTy (0\u2013100) Before:\nafter:\nStep\n\uf8f1\nask: What is the prompTinG evenT for my emotional reaction?\n2\n\uf8f4\uf8f4\u2022\nDeScriBe The prompTinG evenT:\nWhat happened that led you to have this\n\uf8f4 emotion? Who did what to whom? What led up to what? What is it about this event that\n\uf8f4\u2022\n\uf8f4 is a problem for you? Be very specific in your answers.\n\uf8f4\n\uf8f4\uf8f4\n\uf8f2\uf8f4\ncheck The facTS!\n\uf8f4\uf8f4\u2022 Look for extremes and judgments in the way you are describing the prompting event\n.\n\uf8f4\uf8f4\u2022\nreWriTe\nthe facts, if necessary, to be more accurate.\nfacts\n\uf8f4\uf8f4\n\uf0e8\n\uf8f4\n\uf8f3\nStep\n\uf8f1\nask: What are my inTerpreTaTionS (thoughts, beliefs, etc.) about the facts?\n3\n\uf8f4\uf8f4\u2022 What am I assuming? Am I adding my own interpretations to the description of the\n\uf8f4\u2022 prompting event?\n\uf8f4\uf8f4\u2022\n\uf8f4\n\uf8f4\uf8f4\uf8f4\ncheck The facTS!"
+  },
+  {
+    "id": "Unknown Section_66",
+    "source": "Unknown Section",
+    "text": "\uf8f2\uf8f4 List as many\nother\npossible interpretations of the facts as you can.\n\uf8f4\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\uf8f4\u2022\nreWriTe\nthe facts, if necessary. Try to check the accuracy of your interpretations. If you\n\uf8f4 can\u2019t check the facts, write out a likely or a useful (i.e., effective) interpretation.\nfacts\n\uf8f4\n\uf0e8\n\uf8f4\uf8f3\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n285\neMotion reGulation WorksHeet 5\n(p. 2 of 2)\nStep\n\uf8f1\nask: am i assuming a ThreaT?\nWhat is the THREAT? What about this event or\n4\n\uf8f4\uf8f4 situation is threatening to me? What worrisome consequences or outcomes am I\n\uf8f4\u2022 expecting?\n\uf8f4\u2022\n\uf8f4\u2022"
+  },
+  {
+    "id": "Unknown Section_67",
+    "source": "Unknown Section",
+    "text": "\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\n\uf8f4\u2022\n\uf8f4\uf8f4\ncheck The facTS!\n\uf8f4\uf8f2 List as many\nother\npossible outcomes as you can, given the facts.\n\uf8f4\n\uf8f4\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\nreWriTe\nthe facts if needed. Try to check the accuracy of your expectations. If you\n\uf8f4 can\u2019t check out probable outcomes, write out a likely noncatastrophic outcome to\n\uf8f4\u2022\n\uf8f4\u2022 expect.\n\uf8f4\u2022\n\uf8f4\n\uf8f4\nfacts\n\uf8f4\n\uf0e8\n\uf8f3\nStep\n\uf8f1\nask: What\u2019s the caTaSTrophe, even if the outcome i am worrying about does\n5\n\uf8f4\uf8f4\u2022\noccur?\nDescribe in detail the worst outcome I can reasonably expect.\n\uf8f4\n\uf8f4\uf8f4\n\uf8f4\uf8f2\n\uf8f4\uf8f4\u2022\nDeScriBe WayS To cope\nif the worst does happen.\n\uf8f4\uf8f4\n\uf8f4\uf8f4\n\uf8f3\nStep\n\uf8f1\naSk: Does my emotion (or its intensity or duration) fiT The facTS?\n6\n\uf8f4 (0 = not at all to 5 = I am certain):\n\uf8f4\u2022\n\uf8f4 If you are unsure whether your emotion or your emotional intensity fits the facts (for"
+  },
+  {
+    "id": "Unknown Section_68",
+    "source": "Unknown Section",
+    "text": "\uf8f4 example, you give a score of 2, 3, or 4), keep checking the facts. Be as creative as you\n\uf8f4\uf8f4 can be; ask others for their opinions; or do an experiment to see if your predictions or\n\uf8f2 interpretations are correct.\n\uf8f4\uf8f4\u2022\nDescribe what you did to check the facts:\n\uf8f4\n\uf8f4\uf8f4\n\uf8f4\uf8f3\n286\neMotion reGulation WorksHeet 6\n(Emotion Regulation Handout 9; p. 230)\nfiguring out how to change unwanted emotions\nDue Date:       Name:\nWeek Starting:\nOnce you have checked the facts, use this worksheet to help you figure out what to do next."
+  },
+  {
+    "id": "Unknown Section_69",
+    "source": "Unknown Section",
+    "text": "Before you can figure out what to change, you have to decide whether acting on your emotion is effective in the situation you are in (and whether the emotion is one you actually want to change). (If you are not sure whether you want to change it or not, go back to Emotion Regulation Worksheet 1 and do pros and cons.) In the flow chart below, circle Yes or No at each level, and then select the skill that fits your situation best.\nEmotion\nName:\nAsk:\nDoes this emotion\n________________\nfit the facts?\nYes\nCheck the facts\nNo\nAsk:\nAsk:\nIs acting on this\nIs acting on this\nemotion effective?\nemotion eff\nective?\nCheck Wise Mind\nCheck Wise Mind\nYes\nNo\nNo\nYes\nBe mindful\nDo not act on\nDo not act on\nBe mindful\nof current\nemotion/\nemotion/\nof current\nemotions\naction urge\naction urge\nemotions"
+  },
+  {
+    "id": "Unknown Section_70",
+    "source": "Unknown Section",
+    "text": "(Emotion Regulation\n(Emotion\nHandout 22)\nConsider\nChange thoughts\nRegulation\nopposite action\nto fit the facts\nHandout 22)\nAct on\n(Emotion\n(Emotion\nemotion/\nRegulation\nRegulation\nAct\n, but\naction urge\nHandouts 10\u201311)\nHandout 8)\naccept the\nconsequences\nProblem-solve\nDo\ngracefully\nunwanted\nopposite action\nemotions\n(Emotion\nReconsider\n(Emotion Regulation\nRegulation\nopposite action\nHandout 12)\nHandouts 10\u201311)\nDescribe what you did to manage the emotion:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n287\neMotion reGulation WorksHeet 7"
+  },
+  {
+    "id": "Unknown Section_71",
+    "source": "Unknown Section",
+    "text": "(Emotion Regulation Handouts 10, 11; pp. 231\u2013240)\nopposite action to change emotions\nDue Date:       Name:\nWeek Starting:\nSelect a current or recent emotional reaction that you find painful or want to change. Figure out if the emotion fits the facts. If it does not, then notice your action urges; figure out what would be opposite actions; and then do the opposite actions. Remember to practice opposite action\nall the\nway\n. Describe what happened.\nemoTion name:               inTenSiTy (0\u2013100) Before:\nafter:\nprompTinG evenT for my emotion (who, what, when, where):\nWhat prompted the emotion.\niS my emoTion (or its intensity or duration) juSTifieD? Does it fit the facts? is it\neffective?\nList the facts that justify the emotion and those that do not. Check the answer that is mostly correct."
+  },
+  {
+    "id": "Unknown Section_72",
+    "source": "Unknown Section",
+    "text": "justified\nnot justified\n\u0089\n\u0089\njuSTifieD: Go to problem solving\n\u0089\n\u0089\nnoT juSTifieD: continue\n(Emotion Regulation Worksheet 8)\nacTion urGeS:\nWhat do I feel like doing or saying?\noppoSiTe acTion:\nWhat are the actions opposite to my urges? What am I not doing because of my emotions? Describe both\nwhat\nand\nhow\nto act opposite\nall the way\nin the situation.\nWhaT i did:\nDescribe in detail.\nhoW i did it:\nDescribe body language, facial expression, posture, gestures, and thoughts.\nWhat\nafTereffecT\ndid the opposite action have on me (my state of mind, other emotions, behavior, thoughts, memory, body, etc.)?\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_73",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n288\neMotion reGulation WorksHeet 8\n(p. 1 of 2) (Emotion Regulation Handout 12; p. 241)\nproblem Solving to change emotions\nDue Date:       Name:\nWeek Starting:\nSelect a prompting event that triggers a painful emotion. Select an event that can be changed. Turn the event into a problem to be solved. Follow the steps below and describe what happened.\nemoTion name:               inTenSiTy (0\u2013100) Before:\nafter:\n1.  WhaT iS The proBlem?\nDescribe the problem prompting your emotions. What makes the situation a problem?\n2.  check The facTS To make Sure you have The riGhT proBlem."
+  },
+  {
+    "id": "Unknown Section_74",
+    "source": "Unknown Section",
+    "text": "Describe what you did to be sure of your facts.\n(See Emotion Regulation Worksheet 6 if you need help.)\nreWriTe the problem\nif needed to stick with the facts.\n3.  WhaT iS a realiSTic ShorT-Term Goal of your proBlem SolvinG\n? What has to happen for you to think you have made progress?\n4.  BrainSTorm SoluTionS:\nList as many solutions and coping strategies as you can think of.\nDON\u2019T EVALUATE\n!\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n289\neMotion reGulation WorksHeet 8\n(p. 2 of 2)\n5.  Which TWo iDeaS look BeST"
+  },
+  {
+    "id": "Unknown Section_75",
+    "source": "Unknown Section",
+    "text": "(are most likely to meet your goal, are possible to do)?\n1.                        2.\nSolution 1\nSolution 2\nSor\np\nSolution 1\nSolution 2\nS\nno\nc\n6.  chooSe\nthe solution to try; list the steps needed; check the steps you do and how well they work.\nStep\nDescribe\n\uf0fc\nDone\nWhat happened?\n1.\n2.\n3.\n4.\n5.\n6.\n7.\n7.  DiD you reach your Goal?\nIf so, describe. If not, what can you do next?\niS There noW a neW proBlem To Be SolveD?\nIf yes, describe, and problem-solve again.\n290\nWorksheets for Reducing\nVulnerability to Emotion Mind\neMotion reGulation WorksHeet 9\n(p. 1 of 2) (Emotion Regulation Handouts 14\u201320; pp. 247\u2013257)\nSteps for reducing vulnerability to emotion mind\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_76",
+    "source": "Unknown Section",
+    "text": "For each emotion regulation skill, note whether you used it during the week, and describe what you did. Write on the back of this sheet if you need more room.\n\uf8f1\naccumulaTe poSiTive emoTionS: ShorT Term\n\uf8f4 INCREASED daily pleasant activities (circle): M T W Th F S Sun\n\uf8f4\uf8f4Describe:\n\uf8f4\n\uf8f4\uf8f4\n\uf8f4\naccumulaTe poSiTive emoTionS: lonG Term; BuilDinG a life\n\uf8f4\nWorTh livinG\nA\uf8f4VALUES considered in deciding what goals to work on (see Emotion Regulation Handout 18):\n\uf8f4\uf8f4\n\uf8f2\n\uf8f4 LONG-TERM GOALS worked on (describe):\n\uf8f4\uf8f4\n\uf8f4\n\uf8f4 AVOIDED AVOIDING (describe):\n\uf8f4\uf8f4\n\uf8f4\n\uf8f4\nminDfulneSS of poSiTive experienceS When They occurreD\n\uf8f4\uf8f4Focused (and refocused) attention on positive experiences:\n\uf8f3 Distracted from worries if they showed up:\n\uf8f1\nBuilD maSTery"
+  },
+  {
+    "id": "Unknown Section_77",
+    "source": "Unknown Section",
+    "text": "B\uf8f4\u2022\uf8f4\u2022Scheduled activities to build a sense of accomplishment (circle): M  T  W  Th  F  S  Sun\n\uf8f4\u2022\n\uf8f4 Describe:\n\uf8f2\n\uf8f4\u2022\n\uf8f4\u2022Actually did something difficult,\nBuT\npossible\n(circle): M T W Th F S Sun\n\uf8f4\u2022Describe:\n\uf8f4\uf8f3\n\uf8f1\uf8f4\u2022\ncope aheaD\n\uf8f4\u2022Describe a situation that prompts unwanted emotions (fill out Steps 1 and 2 of checking the\n\uf8f4\u2022facts on Emotion Regulation Worksheet 5 if necessary):\nC\uf8f4\u2022\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\n\uf8f2 Way that I imagined coping effectively (describe):\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022Way that I imagined coping with new problems that might arise (describe):\n\uf8f4\u2022\n\uf8f4\uf8f3\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_78",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n293\neMotion reGulation WorksHeet 9\n(p. 2 of 2) PLEASE\nSkills\n\uf8f1 Have I . . .\n\uf8f4\u2022\n\uf8f4\u2022\nTreated physical illness?\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nBalanced eating?\n\uf8f4\u2022\n\uf8f4\n\uf8f2\uf8f4\u2022\navoided mood-altering substances?\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nBalanced Sleep?\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\n\uf8f4\u2022\nexercised?\n\uf8f4\uf8f3\n294\nor\nranted\nble fsi cribing\ns g\nos\nes\nts\ns p\nnd D\nen\norksheet i\nhat i\nm\nhis w\nt t\nmoc\nrint t\nven\nnd p\nr e\nbserving a\nn O\nity o\nnload a\nut a\now\nctiv\nr d\nill o\nt  ce n 0)\nant a\nn. F\nsan ieer \u201310\nhotocopy o\nleas\nleap\n(0\no p\naged i\nexp\n0\nne p\nission t\nt o\nt 1\net.\ngo\nerm\nas\ng\nhe\nrries  \u20135)\n48\u2013249)\nt le\nctualy eng\nettin f wo (0\nsHee\n:\nn a\nl o\ninehan. P\np. 2\niary"
+  },
+  {
+    "id": "Unknown Section_79",
+    "source": "Unknown Section",
+    "text": "iary s\n. L\now\nou a\nt\nork\n6; p\narting\nhis d\ness  an \u20135)\nhat y\n0\narsha M\nW\n5, 1\nts D\nrite d\nln\nlus t\nt (\ny M\ns 1\nity t\nfu leas\neek St\nd\nen\nven\nin f p\n015 b\nW\neek, w\nctiv\nm o ev\nandout\nr a\nhe w\nt o\ncessary, p\nopyright 2\nf t\nven\nf ne\nreGulation\nay o\negulation H\na) i\nt(s) i  d\nleasant e\nant e\ninehan. C\nr 4\ndi\n. L\nion\np\nach d\nven\nleas\nly\not\notion R\nt e al\nor e\net 4 o\narsha M\nhe p\nan\ny M\neM\n(Em\n. F\nactu\ning\nay t\nleas\nn\n, b\norkshe\np\nditio\nlann\nach d\nlients.\necond E\nith c\nake p\nor en f\ned\nse w\nn\nets, S\nan t\now\negulation W\nor ur f\ne:\nlan\nts c\norkshe\nse o\nam\nrite d\nd W\nN\nven\notion R\nt(s) p\ns an\nn, w\nmE\nersonal u\nant e\nven\ndout\net (\nan\nor p\nolum\nt e\nH\nleas\nan\nook f\nxt c\norkshe\nraining\nleas\nhis bf t\np\nhe ne\nkils T\nate:\nulating p\nS\nn t\nTB\notions w\nay\nek\nD\nue D\nccum\nm\nD of\nurchasers o\nD\nA\nyou. I\nE\nwe"
+  },
+  {
+    "id": "Unknown Section_80",
+    "source": "Unknown Section",
+    "text": "omFr to p\n295\neMotion reGulation WorksHeet 11\n(p. 1 of 3) (Emotion Regulation Handouts 17, 18; pp. 252\u2013255)\nGetting from values to Specific action Steps\nDue Date:       Name:\nWeek Starting:\nSTep 1. avoiD avoiDinG.\nRate degree you have avoided working on building a life worth living: In the past (  ) Now (  ) (0 = no avoidance, 100 = avoided completely even thinking about it) Check reasons for avoiding: \u0089\u0089Hopelessness \u0089\u0089Willfulness \u0089\u0089Too hard \u0089\u0089Other: Use your cope-ahead skills, and write out a plan for getting yourself to avoid avoiding.\nSTep 2. iDenTify valueS ThaT are imporTanT To you.\nWhat is most important to you?\nReview Emotion Regulation Handout 18 for ideas. Make a list of several of your most important values.\nmy imporTanT valueS:"
+  },
+  {
+    "id": "Unknown Section_81",
+    "source": "Unknown Section",
+    "text": "STep 3. iDenTify one imporTanT life value or prioriTy To Work on noW.\nLong-term goals depend on Wise Mind values and priorities. What values in your life need more work now?\nMake a list of two of the\nmost important\nvalues in your life that are important things for you to work on right now.\nImportance\nPriority\nVALUE:\n( )\n( )\nVALUE:\n( )\n( )\nRate the importance of each value for a \u201clife worth living\u201d to you (1 = a little important, 5 =\nextremely important). Then rate how important it is to work on this value NOW (1 = low priority, 5 = very high priority).\nrefine your choiceS.\nReview your list and ratings above and the value you have chosen to work on now.\ncheck The facTS."
+  },
+  {
+    "id": "Unknown Section_82",
+    "source": "Unknown Section",
+    "text": "Make sure that what you think are values and priorities are in fact YOUR values and priorities\u2014not the values others have, the values others think you should have, or old internal \u201ctapes\u201d of values you learned but no longer really believe in.\nRewrite your list if you need to.\nchooSe a value To Work on noW.\nPick the value that is either the most important to you or is your highest priority to work on right now. (If you have more than one value that is a high priority to work on right now, fill out another worksheet for that value.) VALUE TO WORK ON NOW:\n(\ncontinued on next page\n)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_83",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n296\neMotion reGulation WorksHeet 11\n(p. 2 of 3)\nSTep 4. iDenTify a feW GoalS relaTeD To ThiS value.\nList two or three\ndifferent goals\nrelated to this value. Be specific. What can you do to make this value a part of your life? (If you have trouble thinking of goals, brainstorm as many goals as you can think of that might be related, and then choose those most related to your values.) GOAL:\nGOAL:\nGOAL:\nSTep 5. chooSe one Goal To Work on noW.\nSelect one goal that is reasonable to work on\nnow."
+  },
+  {
+    "id": "Unknown Section_84",
+    "source": "Unknown Section",
+    "text": "If one goal has to be accomplished before other goals can be worked on, choose that one as your working-on goal. Be specific. If you want to work on more than one goal at a time, fill out two worksheets.\nGoal to work on:\nSTep 6. iDenTify Small acTion STepS ToWarD your Goal.\nBreak down the goal into lots of small steps that you can do. Each small step is a subgoal on the way to your overall goal. List action steps that will get you closer to your goal. If you can\u2019t think of any steps, try brainstorming ideas. Write down whatever comes to your mind.\nIf you start to feel\noverwhelmed"
+  },
+  {
+    "id": "Unknown Section_85",
+    "source": "Unknown Section",
+    "text": "because a step looks too big, erase it and break it down into smaller steps you think you can actually do. Rewrite your list if you need to so that the steps you think you can do are included. Put in the order that you think you should do them. If you start to feel\noverwhelmed\nbecause there are too many steps, stop writing new steps and focus on just one step.\naction Step 1:\naction Step 2:\naction Step 3:\naction Step 4:\nSTep 7. Take one acTion STep noW.\nDescribe what you did: Describe what happened next:\n(\ncontinued on next page\n)\n297\neMotion reGulation WorksHeet 11\n(p. 3 of 3)\nrememBer: aTTenD To relaTionShipS"
+  },
+  {
+    "id": "Unknown Section_86",
+    "source": "Unknown Section",
+    "text": "Attending to relationships (Group A on Emotion Regulation Handout 18) and being part of a group (Group B) are important to just about everyone. If you did not choose a value from one of these groups, review them to see if one of these first 10 values is an important one for you to work on. If you choose one, write it down and then, after working on it, fill out the rest of the worksheet.\nDescribe the relationship or relationship problem you want to work on: What goal can you work on now?\nWhat small action steps will help you reach your goal?\naction Step 1:\naction Step 2:\naction Step 3:\naction Step 4:\nTake one acTion STep noW.\nDescribe what you did:\nDescribe what happened next:\n298\neMotion reGulation WorksHeet 11a\n(Emotion Regulation Handouts 17, 18; pp. 252\u2013255)"
+  },
+  {
+    "id": "Unknown Section_87",
+    "source": "Unknown Section",
+    "text": "Getting from values to Specific action Steps\nDue Date:       Name:\nWeek Starting:\nOnce you have figured out your values, the next step is to decide on specific things you can do or achieve (goals) that will make your life more in line with your values. Once you have goals, you can figure out what action steps are necessary to achieve the goal.\nexample: value:\nBe part of a group.\nPossible\nGoalS:\n\u2022\n\u2022 Reconnect with old friends.\n\u2022\n\u2022 Get a more social job.\n\u2022\n\u2022 Join a club.\nPick one\nGoal\nto work on right now.\n\u2022\n\u2022 Join a club.\nFigure out a few\nacTion STepS\nthat will move me toward my goal.\n\u2022\n\u2022 Look for clubs on craigslist.\n\u2022\n\u2022 Go to the bookstore by my house and ask about book groups.\n\u2022\n\u2022 Join an interactive online game or chat room.\n1.\nPick one of your\nvalueS:\n2.\nIdentify three\nGoalS:\n3."
+  },
+  {
+    "id": "Unknown Section_88",
+    "source": "Unknown Section",
+    "text": "Circle one\nGoal\nto\nwork on right now.\n4.\nIdentify\nacTion STepS\nyou can take right now to move closer to this\nGoal.\n5.\nTake one\nacTion STep\nnow\n.\nDescribe what you did:\nDescribe what happened next:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n299\nach\nranted\nor e\npecific.\ns g\nchieve\nage f\nery s\no a\ne v\ne t\norksheet i\nne p\no b\np\npecific.)\nhis w\nte\nut o\nction b e s\nrint t\nB\nl o\nber t\nnd p\next S\nxt a\nr fil\nem\nn\noal? (\nthe\nem\ny ne\nnload a\now\nll m this g\nr d\nan ei\nay. R\nou c\nhat d\nhat wiW\nhotocopy o\nrities\n. Y\nn t\no p\n1b\nrio\nalues\nission t\np\nn v\norking o\nerm\nt 1\nd\nw\noal?\nn\nre w"
+  },
+  {
+    "id": "Unknown Section_89",
+    "source": "Unknown Section",
+    "text": "52\u2013255)\nay\nhis g\nour o\nd\ninehan. P\nsHee\n:\no\np. 2\nou a\noals.\n. L\nes a\no y\ns T\nnd g\nork\n8; p\narting\noal y\nchieve t\nalu\narsha M\nW\n7, 1\nction\no a fic.)\ny M\ns 1\nv\nhat g\na\nn\neek St\nccording t\nalues a\ny\n015 b\nW\nrit\noday t  speci\nandout\ning a\natter w\nrio\no t e\nns o\niv\np\n(B\no m\nd\nopyright 2\nnd l\nportant vm\nn\nid I d\nctio\nay n\nf i\ne a\nreGulation\negulation H\na\ninehan. C\noals a\nist o\nalu\n. L\nv\nction d\nion\nvery d\nour l\not\notion R\naily\nour g\nhat a\nut e\narsha M\nW\n(Em\nor y\ny M\neM\nf D\nt ol i 1a f\nn\n, b\neaching y\n?\nditio\nan fil\nr 1\nlients.\niary o\nn r\n1 o\noal  alue\nD\ns i\nou c\nith c\ny g\necond E\nr y\net 1\nalo\nhis v\nse w\ns m\nets, S\nrogres\nn, o\nG\no t\nor ur f\ne:\norkshe\nhat i\norkshe\nse o\nam\nW ated t\nd W\nN\nour p\nrel\norking o\ns an\nersonal u\nre w\ndout\nn?\nan\nor p\nracking y\negulation W\ne\nH\nue am\nook f\nor t\nou a\nalu\nal"
+  },
+  {
+    "id": "Unknown Section_90",
+    "source": "Unknown Section",
+    "text": "s f\nv\nraining\nhis b\noal y\notion R\norking o\nf t\nm\nhat v\nkils T\nate:\nI w\niary i\nr g\nW\nST\nck E\nB\nD\nue D\nhis d\nhe\nay\nurchasers o\nD\nT\nvalue o\nC\nD\nomFr to p\n300\nO\nO\nN\nN\nranted\nhe\nt t\n\u0089\u0089\n\u0089\u0089\ns g\nroblem\noping\ncribe)\nES\nES\nY\nY\norksheet i\ntery.\u201d A\nped.\nd c\ndes\n\u0089\u0089\n\u0089\u0089\nas\ncribe a p\nt hel\ny (\nhis w\nes\nr i\naginem el"
+  },
+  {
+    "id": "Unknown Section_0",
+    "source": "Unknown Section",
+    "text": "pful?\npful?\nrint t\nuild M\nthe\nel\nel\nnd p\nB\nH\nH\nad,\u201d d\nhe\now I i\neffectiv\nhe\nd\nH\nnload a\nnder \u201c\nck w\now\nhea\nr d\nn u\nhe\nope AC , c\ne ap\nolum\nlso\noc\nhotocopy o\nrst c\nnder \u201c\nation\no p\nitu\n2\nhe fi\nkilfuly. A\ns\nission t\ntery. U\nt 1\nn t\nerm\nead\nas\nh\nf m\noping s\nroblem\n56)\ntery i\nsHee\ninehan. P\n. 2\n:\nas\nd c\ne a\nse o\n. L\nen\nork\n9; p\npo\narting\nagine\nFuture p\narsha M\nW\nc\nour s\nm\n1.\n2.\ny M\nracticing m\nandout 1\nd\nou i\nn\neek St\ne y\n015 b\nW\nor p\now y\nid\nry a\nncreas\nlans f\nn h\no i\ntery\nopyright 2\negulation H\nte\nid t\nolum\nas\nreGulation\nas\nrite p\nctualy d\ninehan. C\notion R\n. L\nion\nm\n(Em\nhen w\nctualy d\necond c\not\nities I a\nuild\narsha M\nou a\nhe s\nctiv\nfor building m\neM\nB\neek. T\ny M\nn t\nry\nA\nte\nn\n, b\nhe w\nhat y\nditio\nf t\nas\nn w\ncribe i\nm\nlients.\nes\nild\nith c\nays o\necond E\nolum\nuB\nse w\nets, S\nhe d\nhen d\nd\ntery"
+  },
+  {
+    "id": "Unknown Section_1",
+    "source": "Unknown Section",
+    "text": "or ur f\ne:\nn t\necond c\nnd t\nas\norkshe\nse o\nam\now\nlanne\nd W\nN\nn, a\nhe s\nut d\ns an\nn t\nolum\nities p\nersonal u\nn, p\nuilding m\ndoutan\nor p\nrite i\nctiv\nrst c\nA\nH\nolum\nfor b\nook f\nay, w\nhe fi\nraining\nhis b\neft c\nn t\nf t\nkils T\nate:\nar l\nhe df t\nSTB\nhe f\nay\nD\nue D\nd o\ntuation i\nD\nurchasers o\nD\nIn t\nen\nsi\nomFr to p\n301\no\nhat\nranted\nf w\nask\ns g\nlan t\nT\nore o\nead\nou p\nh\norksheet i\ne-a\nhat y\nnd m\npo\nhis w\nc\nn w\nore a\nrint t\now\nDi\nnd p\no m\nrite d\n\u2013100):\nly D\nild\nan d\n0\nl\nu\nnload a\na\nB\now\n, w\nry\nu\no\nte\nr d\nou c\nay (\nT\nf d\nc\nn t\nasm\norning\nhat y\nd o\ni aT ctio\na\na\nhotocopy o\nh\nay\nhe m\nnd t\nt en\no p\nW\nll fi\n3\nn t\ny D\ntive\nission t\nt 1\nsi\nhing i\nou wi\notions a\no\ns\nerm\nn.\nn\ne, y\nio\n56)\nay b\nrst t\now\nr em\nlate p\not\nsHee\nim\ninehan. P\n. 2\n:\nr fi\nu\nme\n. L\nver t\nood o\nork\n9; p\ner D\noing d\narting\night o\nccum\ne m"
+  },
+  {
+    "id": "Unknown Section_2",
+    "source": "Unknown Section",
+    "text": "a\narsha M\nW\neth\nt n\nid. O\ny M\nandout 1\ngo\neek St ay. A otions g gativ\nask\n015 b\nW\nT\nctualy d\ne em\nnd ne\nlls T\nach d\nead\nou a\nA\nh\nopyright 2\negulation H\nki\ngativ\ne-ap\nreGulation\nS\nhout e\nhat y\no ne\noc\ninehan. C\notion R\nc\nn w\n. L\nion\nB\nhroug\n(Em\na\now\n\u2013100):\nS\n0\not\nks t\nie\nrability t\nT\ni\narsha M\nas\nay (\niv\nild\neM\nrite d\nT\nu\ny M\nB\nry\ntting\nC t\nulne\nf d\nc\no\nte\nn\n, b\nu\nB\nay, w\naD n t as\nditio\np\nd A\nour v\ntart o\ne\nm\nlients.\nhe d\nt s\nn\nctio\nnd y\nna a\necond E\nith c\nlanne\nf t\nl\nd o\nll fi\np\nse w\nets, S\nour p\notions a\nor ur f\ne:\nou wi\ntive\nhe en\nsi\norkshe\nse o\nam\nt t\nr em\no\nsn\nd W\nN\nr a\nhat y\nio\ns an\nracking y\no t\not\no o\nood o\nlate pu m\nersonal u\ndout\nor t\nou d\ne\nan\nor p\ns f\nou g\ne m\nH\nccum\nook f\net i\na\ngativ\nnd as y\nraining\nhis bf t\nay; as y\ne\no 4\n..m\nkils T\nate:\norkshe\nrs\n.\np\nes\nS\nlan, a\nour ne\ntim"
+  },
+  {
+    "id": "Unknown Section_3",
+    "source": "Unknown Section",
+    "text": ".\n.\ner of\n.\n.m\nb\nT\nhat d\nay\nou\nB\nh\n.m\n.m\noon t\n.\nviti\n.m\np\ntal\nD\nue D\nhis w\nate y\nD\nefore\na\na\n.m\np\nfter 8\num\ncti\nurchasers o\nD\nT\ndo t\nyou p\nR\nB\n8\n8\nto 12 noon\n12 n\np\n4\nto 8\nA\nTo\nn\na\nomFr to p\n302\nach\nranted\nf e\nO\ntes)\nN\nu\ns g\nrcise\nin\n\u0089\u0089\nxe\nS\nr m\nE\nottom o\ne\nY\norksheet i\ne\n/o\nb\ndn\n\u0089\u0089\nhe b\nhis w\nt t\nul?\nescri\nrs a\nrint t\nD\nuo\nelpf\nnd p\n(h\nH\nkils. A\nnload a\nE sS\n)\now\nA\nO\np\nr d\nN\nLE\ne u\nleep\nim\n\u0089\u0089S\nhe P\nf S\n; t\nEY\nhotocopy o\nf t\ned\no p\nrs o\n\u0089\u0089\nu\no b\n4\no\nul?\nach o\nh\ne t\nission t\nt 1\n(tim\nelpf\nerm\nH\n57)\nlls\nsHee\ninehan. P\n. 2\nki\n:\nractice e\n. L\nS\no p\ng\nO\nn\nN\nork\n0; p\ne\narting\nid t\nsed\n\u0089\u0089\narsha M\nW\nS\nlteri\nS\na\nou d\n-a\nE\ny M\nY\nandout 2\neek St\nd\nces u\no\nle\nan\n\u0089\u0089\n015 b\np\nW\nhat y\nmo\nbst\nul?\nn w\neek.\nistl su\nelpfH opyright 2\negulation H\now\nhe w\nreGulation\nrite d\ninehan. C\notion R\nO\n. L\nion\nuring t\nN"
+  },
+  {
+    "id": "Unknown Section_4",
+    "source": "Unknown Section",
+    "text": "(Em\nracticing\nced\not\np\nhen w\nts\n\u0089\u0089\narsha M\npful d\nS\nalan\nE\neM\nY\ny M\neek. T\ne b\nefforg\nn\n, b\nas hel\nb\nin\n\u0089\u0089\nat\nditio\nhe w\ne\nul?\nlients.\nf t\nkill w\nescriD\nelpfH\necond E\nith c\nays o\nhis s\nse w\nets, S\nor ur f\ne:\nhe d\nsical\nON\norkshe\nse o\nam\nn t\nhy\nd W\nN\now\nracticing t\np\n\u0089\u0089\nr p\ng\nS\ns an\nE\nut d\nY\nersonal u\nthe\nessn\ndout\n\u0089\u0089\nan\nor p\nn, p\nhe\nreatin\nill\nH\ne tb\nul?\nook f\nolum\nck w\nelpf\nraining\nhis b\nhe\nescri\nH\nf t\nD\nkils T\nate:\neft c\nn, c\nSTB\nhe l\nay\nD\nue D\nD\nurchasers o\nD\nIn t\ncolum\nomFr to p\n303\neMotion reGulation WorksHeet 14a\n(p. 1 of 3) (Emotion Regulation Handout 20a; p. 258)\nTarget nightmare experience forms (Set of 3)\nDue Date:       Name:\nWeek Starting:\nIn the space provided below, describe the distressing dream in as many details as possible."
+  },
+  {
+    "id": "Unknown Section_5",
+    "source": "Unknown Section",
+    "text": "Include sensory descriptions (sights, smells, sounds, tastes, etc.). Note the feelings, images, and thoughts associated with this dream, including assumptions about yourself. Be as specific as possible. Note when the dream begins and when it ends. (Use the back of this sheet if necessary.) In my dream,\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n304\neMotion reGulation WorksHeet 14a\n(p. 2 of 3) Changed Dream Experience Form\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_6",
+    "source": "Unknown Section",
+    "text": "In the space provided below, describe the changed dream in as many details as possible. Include sensory descriptions (sights, smells, sounds, tastes, etc.). Please note the feelings, images, and thoughts associated with this dream, including assumptions about yourself. Be as specific as possible. Be sure the change you put in occurs\nbefore\nanything traumatic or bad happens to you or others in the nightmare. Note when the dream begins and when it ends. (Use the back of this sheet if necessary.)\nIn my dream,\n(continued on next page)\n305\nn\nhe\nare\neek. I\nsity\n00)\nave t\ntmh\n\u20131\nig\ntenin (0\nthe w\not h\nn\no n\nduring\nou d\nal\nion\nntil y\nisu\ne v\naxation\nelaxat r\nel\naytim\nnd\nracticing u\ne db\nearsal a\narsal and r\nescriD reh\n)f 3\nehe\nontinue p\nd\nn\ncor\nare.) C\nve\ndream r\nio\nsity\n00)\n4a\n(p. 3 o\nati\not\neg"
+  },
+  {
+    "id": "Unknown Section_7",
+    "source": "Unknown Section",
+    "text": "ten\n\u20131\nt:\n:\nt:\n:\nt:\n:\nt:\n:\nt:\n:\nt:\n:\nt:\n:\n(0\nd\nd\nd\nd\nd\nd\nd\nt 1\nightm\nn\nem\nin\ntar\ntar\ntar\ntar\ntar\ntar\ntar\n:\nS\nEn\nS\nEn\nS\nEn\nS\nEn\nS\nEn\nS\nEn\nS\nEn\npractice\nhe n\no\nsHee\narting\nlaxation Re\nid t\nave t\nal\nion\nisu\nork\not h\neek St\ne v\nW\nelaxat\nnd Re\nW\nid n\nr\nhat you d\naytim\nnd\nn w\nou df y\ne db\now\nearsal a\nhearsal a\nescri\nrite d\nut a 0 i\nD\nreh\nP\nreGulation\nRe\nhen w\nion\nam\nare. (\nn\nre\nve\nio\nsity\not\n00)\nD\nhtm\neek. T\nig\nati\not\n\u20131\nw\neg\nten\nt:\n:\nt:\n:\nt:\n:\nt:\n:\nt:\n:\nt:\n:\nt:\n:\nd\nd\nd\nd\nd\nd\nd\neM\nn\nem\nin\n(0\ntar\ntar\ntar\ntar\ntar\ntar\ntar\nhe\nour n\nS\nEn\nS\nEn\nS\nEn\nS\nEn\nS\nEn\nS\nEn\nS\nEn\nof t\nf y\nty o\nal\ndays\nsi\nion\nisu\ne:\nhe\nnten\ne v\nam\nn t\nelaxat r\nN\nhe i\nnd\nn t\naytim\now\ne db\nn, put dow\n.\nearsal a\nrite d\nescriD\ngain\nreh\nate:\neft colum\norning w\nare a\nay\nue D\nthe l\nD\nD\nIn\nthe m\nnightm\n306\nhree\nhad\ness\nes\ngi\nranted\n00)"
+  },
+  {
+    "id": "Unknown Section_8",
+    "source": "Unknown Section",
+    "text": "xt t\nof\ns g\n\u20131\nif you\nsefuln\n(0\n0\nu\nstrate\nhe ne\nin\norksheet i\nn t\n/\nn\nrite\ng\nn\nhis w\ned, i\nin\nio\natio\nsity\n00)\nd\nrint t\nn\not\nin\n\u20131\ne\nten\nem\nm\n(0\nnd p\nru\nin\nefore b\nskils. W\nng\nnload a\nr o\now\nours b\nusi\nr d\nafter\nleep (\nhe 4 h\no s\nhotocopy o\nn t\nand\net t\no p\nid i\n)\no g\n4b\nission t\nou d\nbefore\nleep\nsed t\nerm\nt 1\no s\neet\nhat y\nnation\nies u\nack tb\ninehan. P\nsHee\n:\nnd w\n. L\ntrateg\nof rumi\nork\narting\ned, a\ne sb\narsha M\nW\ny M\nractice Sh\nn b\np\neek St\ndegree\nescriD\n015 b\ne\nW\n/hours i\nyour\nien\nes\n.\nn\ng\n/n\nopyright 2\nim\nrate\nio\natio\nsity\n00)\nyg\nut t\ne\ntartin\not\nin\nten\n\u20131\nreGulation\nh\nas\nS\nm\n(0\ntrategies\nem\ninehan. C\nru\nin\n. L\nion\nhen p\nour s\not\nleep\narsha M\nS\nused, ple\nf y\ned\neek. T\ny M\neM\ns o\nf b\nyou\nxercise\nn\n, b\nhe w\nrs o\nditio\nf t\nk, e\nu\nn\no\nlients.\nsefulnes\nri\nith c\nays o\n, d\necond E"
+  },
+  {
+    "id": "Unknown Section_9",
+    "source": "Unknown Section",
+    "text": "strategies\nd\nin 4 h\noo ith\nse w\nets, S\nhe d\nthe\nverall u\nf\nw\nor ur f\ne:\nn t\norkshe\nhe o\nse o\nam\now\n/\ne h\nd W\nN\ncribing\nrs\ntes\ned\ng t\nut d\nate t\nn\nay\ns an\ndes\nou\ninu\nd\nin b\nri\nn:\nn:\nn:\nn:\nn:\nn:\nn:\nersonal u\nn, p\nh\nm\nu\nrs:\nrs:\nrs:\nrs:\nrs:\nrs:\nrs:\ndout\nth\nd\nH\nMi\nH\nMi\nH\nMi\nH\nMi\nH\nMi\nH\nMi\nH\nMi\nan\nor p\nwi\ninaly, r\n/\nH\nolum\ne\np\nook f\ned\nim\nb\ne u\nraining\nhis b\neft c\nlong\nT\nto\ntim\nf t\nkils T\nate:\nar l\nnation. F\nns. A\nSTB\nhe f\numi\nay\nD\nue D\nD\nurchasers o\nD\nIn t\ncolum\nno r\nomFr to p\n307\nWorksheets for Managing Really\nDifficult Emotions\neMotion reGulation WorksHeet 15\n(Emotion Regulation Handouts 21, 22; pp. 263\u2013264)\nmindfulness of current emotions\nDue Date:       Name:\nWeek Starting:\nemoTion name:               inTenSiTy (0\u2013100) Before:\nafter:"
+  },
+  {
+    "id": "Unknown Section_10",
+    "source": "Unknown Section",
+    "text": "Describe situation that prompts emotion. (Fill out Steps 1 and 2 on Emotion Regulation Worksheet 5, if necessary.)\nWhen emotional intensity is extreme, go to\ncriSiS Survival SkillS first\nand fill out Distress Tolerance Worksheets 2\u20136. With any emotion, high or low, practice radical acceptance with\nminDfulneSS of currenT emoTionS.\nCheck off any of the following that you did:\n\u0089\n\u0089 Stepped back and just noticed the emotions I was experiencing.\n\u0089\n\u0089 Experienced the emotion as waves, coming and going on the beach.\n\u0089\n\u0089 Let go of judgments about my emotions.\n\u0089\n\u0089 Noticed where in my body I was feeling the emotional sensations.\n\u0089\n\u0089 Paid attention to the physical sensations of the emotions as much as I could.\n\u0089\n\u0089 Observed how long it took the emotion to go away.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_11",
+    "source": "Unknown Section",
+    "text": "\u0089 Reminded myself that being critical of emotions does not work.\n\u0089\n\u0089 Practiced willingness to have unwelcome emotions.\n\u0089\n\u0089 Imagined my emotions as clouds in the sky, coming and going.\n\u0089\n\u0089 Just noticed the action urge that went with my emotion.\n\u0089\n\u0089 Got myself to avoid acting on my emotion.\n\u0089\n\u0089 Reminded myself of times when I have felt different.\n\u0089\n\u0089 Practiced radically accepting my emotion.\n\u0089\n\u0089 Tried to love my emotions.\nOther:\nComments and descriptions of experiences:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n311\neMotion reGulation WorksHeet 16"
+  },
+  {
+    "id": "Unknown Section_12",
+    "source": "Unknown Section",
+    "text": "(Emotion Regulation Handout 24; pp. 266\u2013267)\nTroubleshooting emotion regulation Skills\nDue Date:       Name:\nWeek Starting:\nWhen you just can\u2019t get your skills to work, try doing this worksheet to see if you can figure out what is going wrong. Check off each box in order, follow the directions and keep going until you find a solution.\nemoTion name:               inTenSiTy (0\u2013100) Before:\nafter:\nList the skill you were trying to use that did not seem to help:\n1.  am i biologically more vulnerable?\n\u0089\n\u0089\nno:\nGo to next question.\n\u0089\n\u0089\nnoT Sure:\nReview the PLEASE skills.\n(See Emotion Regulation Handout 20.)\n\u0089\n\u0089\nyeS:\nWork on PLEASE skills.\n(See Emotion Regulation Worksheet 14.)\nConsider medication.\nDid this help?\n\u0089\nno\n(Go to next question)\n\u0089\nyes (fabulous)\n\u0089\nDidn\u2019t do it"
+  },
+  {
+    "id": "Unknown Section_13",
+    "source": "Unknown Section",
+    "text": "2.  Did i use the skill correctly? check out the instructions.\n\u0089\n\u0089\nyeS:\nGo to next question.\n\u0089\n\u0089\nnoT Sure:\nReread the instructions or get coaching. TRY AGAIN.\nDid this help?\n\u0089\nno\n(Go to next question)\n\u0089\nyes (fabulous)\n\u0089\nDidn\u2019t do it\n3.  are my emotions being reinforced (and maybe i don\u2019t really want to change them)?\n\u0089\n\u0089\nno:\nGo to next question.\n\u0089\n\u0089\nnoT Sure:\nReview Emotion Regulation Handout 3/Worksheets 2, 2a.\n\u0089\n\u0089\nyeS:\nDo a PROS and CONS for changing emotions.\n(See Emotion Regulation Worksheet 1.)\nDid this help?\n\u0089\nno\n(Go to next question)\n\u0089\nyes (fabulous)\n\u0089\nDidn\u2019t do it\n4.  am i putting in the time and effort that emotion regulation takes?\n\u0089\n\u0089\nyeS:\nContinue practicing.\n\u0089\n\u0089\nno:\nPractice radical acceptance and willingness.\n(See Distress Tolerance Handouts 11b\nand 13.)"
+  },
+  {
+    "id": "Unknown Section_14",
+    "source": "Unknown Section",
+    "text": "Practice participating and effectiveness.\n(See Mindfulness Handouts 4 and 5.)\nUse problem solving to find the time to work on skills.\n(See Emotion Regulation Worksheet 8.)\nDid this help?\n\u0089\nno\n(Go to next question)\n\u0089\nyes (fabulous)\n\u0089\nDidn\u2019t do it\n5.  are my emotions too extreme right now for skills? am i going around in so many circles\nthat i have fallen into the emotional sea of dyscontrol?\n\u0089\n\u0089\nno:\nGo to next question.\n\u0089\n\u0089\nyeS:\nIf possible\nnow\n, solve the problem.\n(See Emotion Regulation Handout 12, Worksheet 9.)\nIf not possible,\nattend to physical sensations.\n(See Emotion Regulation Handout 22.)\nIf too extreme for skills, go to TIP skills.\n(See Distress Tolerance Handout 5.)\nDid this help?\n\u0089\nno\n(Go to next question)\n\u0089\nyes (fabulous)\n\u0089\nDidn\u2019t do it"
+  },
+  {
+    "id": "Unknown Section_15",
+    "source": "Unknown Section",
+    "text": "6.  are myths about emotions and emotion regulation getting in my way?\n\u0089\n\u0089\nno.\n\u0089\n\u0089\nyeS:\nPractice nonjudgmentalness. Check the facts and challenge the myths.\nDid this help?\n\u0089\nno\n\u0089\nyes (fabulous)\n\u0089\nDidn\u2019t do it\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n312\nDiSTreSS Tolerance\nSkillS\nIntroduction to Handouts and Worksheets"
+  },
+  {
+    "id": "Unknown Section_16",
+    "source": "Unknown Section",
+    "text": "Distress tolerance is the ability to tolerate and survive crises without making things worse. The ability to tolerate and accept distress is essential for two reasons. First, pain and distress are part of life; they cannot be entirely avoided or removed. The inability to accept this immutable fact increases pain and suffering. Second, distress tolerance, at least over the short run, is part of any attempt to change yourself. Otherwise, efforts to escape pain and distress will interfere with your efforts to establish desired changes. There are two main sets of handouts and worksheets for distress tolerance skills:\nCrisis Survival Skills\nand\nReality Acceptance Skills.\nThere is an additional, specialized set of handouts and worksheets for\nSkills When the Crisis\nIs Addiction."
+  },
+  {
+    "id": "Unknown Section_17",
+    "source": "Unknown Section",
+    "text": "One introductory handout precedes the handouts and worksheets on these skill sets:\n\u2022\n\u2022\nDistress Tolerance Handout 1: Goals of Distress Tolerance.\nThe goals of distress tolerance are (1) to survive crisis situations without making them worse, (2) to accept reality as it is in the moment, and (3) to become free.\nCrisis Survival Skills\n\u2022\u2022\nDistress Tolerance Handout 2: Overview: Crisis Survival Skills.\nThe goal of crisis survival skills is to get through crises without making things worse. Crisis situations are, by definition, short-term. Thus these skills are not to be used all the time.\n\u2022\n\u2022\nDistress Tolerance Worksheets 1, 1a, 1b: Crisis Survival Skills."
+  },
+  {
+    "id": "Unknown Section_18",
+    "source": "Unknown Section",
+    "text": "These are three different versions of worksheets that can be used with Handout 2 and throughout this portion of the module. Each worksheet covers all of the crisis survival skills.\n\u2022\n\u2022\nDistress Tolerance Handout 3: When to Use Crisis Survival Skills.\nThis handout defines what a crisis is, and explains when and when not to use these skills.\n313\n314\u2002 \u2022\u2002 DiSTreSS Tolerance SkillS\n\u2022\u2022\nDistress Tolerance Handout 4: The STOP Skill.\nThe STOP skill can keep you from acting impulsively on your emotions in ways that make a difficult situation worse. The term STOP is a way to remember how to do the skill: Stop, Take a step back,  Observe, and Proceed mindfully. Two different worksheets can be used to track practice of the STOP skill\u2014\nDistress Tolerance Worksheets 2\nand\n2a: Practicing the STOP Skill."
+  },
+  {
+    "id": "Unknown Section_19",
+    "source": "Unknown Section",
+    "text": "Worksheet 2 provides space for two practices during the week.\nWorksheet 2a gives space for tracking daily practice.\n\u2022\n\u2022\nDistress Tolerance Handout 5: Pros and Cons.\nListing pros and cons allows you to compare the advantages and disadvantages of different options. This particular handout asks you to compare the pros and cons of acting on your emotional urges in a crisis situation and of resisting those urges. Figure out and write down your pros and cons when you are\nnot\nin a crisis; then, when a crisis hits, pull out your pros and cons and review them. You can also use\nDistress Tolerance Worksheets 3\nand\n3a: Pros and Cons of Acting on Crisis Urges."
+  },
+  {
+    "id": "Unknown Section_20",
+    "source": "Unknown Section",
+    "text": "Both worksheets ask for the same information, but they are set up differently. Some people find one format much easier to work with than the other, and vice versa. Whichever one you use, remember to fill out all four quadrants.\n\u2022\n\u2022\nDistress Tolerance Handout 6: TIP Skills: Changing Your Body Chemistry.\nVery high emotion can make it impossible to use most skills. The TIP skills are designed as a quick way to reduce high emotional arousal. The TIP skills are Temperature (cold water), Intense exercise, Paced breathing, and Paired muscle relaxation. (Note that there are two P skills, although there is only one P in TIP.) There are also handouts on individual TIP skills as listed below.\nDistress Tolerance Worksheet 4: Changing Body Chemistry with TIP Skills"
+  },
+  {
+    "id": "Unknown Section_21",
+    "source": "Unknown Section",
+    "text": "covers all the TIP skills and can be used to track your practice.\n\u2022\n\u2022\nDistress Tolerance Handout 6a: Using Cold Water, Step by Step.\nThis handout goes over how to use cold water to reduce emotional arousal quickly.\n\u2022\n\u2022\nDistress Tolerance Handout 6b: Paired Muscle Relaxation, Step by Step.\nPaired muscle relaxation is the pairing of relaxing your muscles with breathing out.\nThe idea is to practice combining the two enough so that relaxing when highly emotional becomes easier and sometimes even automatic as you breathe out. This handout describes in detail how to practice paired muscle relaxation. To track your practice of this skill, use\nDistress Tolerance Worksheet 4a: Paired Muscle Relaxation.\n\u2022\n\u2022\nDistress Tolerance Handout 6c: Effective Rethinking and Paired Relaxation."
+  },
+  {
+    "id": "Unknown Section_22",
+    "source": "Unknown Section",
+    "text": "This is a method of combining rethinking what you are telling yourself with paired relaxation to bring down emotion rapidly in moments of high stress. To track your practice of this skill, you can use\nDistress Tolerance Worksheet 4b: Effective\nRethinking and Paired Relaxation.\n\u2022\n\u2022\nDistress Tolerance Handout 7: Distracting.\nDistracting methods work by reducing your contact with whatever set off the distress or its most painful aspects. The methods are listed on this handout and can be remembered with the term \u201cWise Mind ACCEPTS.\u201d There are three different worksheets for tracking\nintroduction to Handouts and Worksheets\u2002 \u2022\u2002 315\npractice\u2014\nDistress Tolerance Worksheets 5, 5a,\nand\n5b: Distracting with Wise Mind\nACCEPTS."
+  },
+  {
+    "id": "Unknown Section_23",
+    "source": "Unknown Section",
+    "text": "Worksheet 5 provides space for two practices between sessions. Worksheet 5a provides space for practicing every ACCEPTS skill twice. Worksheet 5b gives space for multiple practices of each skill.\n\u2022\n\u2022\nDistress Tolerance Handout 8: Self- Soothing.\nSelf- soothing means doing things that feel pleasant and comforting, and that provide relief from stress or pain.\nIt is being gentle and mindfully kind to yourself. This handout lists a number of ways to self- soothe through each of your five senses. There are three different worksheets you can use to track your self- soothing practice\u2014\nDistress Tolerance Worksheets 6,\n6a,\nand\n6b: Self- Soothing."
+  },
+  {
+    "id": "Unknown Section_24",
+    "source": "Unknown Section",
+    "text": "Each worksheet increases the number of practices, from two practices between sessions (Worksheet 6) to practice of each skill twice between sessions (Worksheet 6a) to multiple daily practices (Worksheet 6b).\n\u2022\n\u2022\nDistress Tolerance Handout 8a: Body Scan Meditation, Step by Step.\nThis handout gives instructions for body scan meditation as a special form of self-soothing. Practice of the body scan can be recorded on\nDistress Tolerance Worksheet 6c: Body Scan Meditation, Step by Step.\n\u2022\n\u2022\nDistress Tolerance Handout 9: Improving the Moment.\nThis handout lists a number of different strategies that can be used to improve the quality of the present moment, making it easier to survive a crisis without making it worse. The term IMPROVE is a way to remember the strategies. Any of three worksheets\u2014"
+  },
+  {
+    "id": "Unknown Section_25",
+    "source": "Unknown Section",
+    "text": "Distress\nTolerance Worksheets 7, 7a,\nand\n7b: IMPROVE the Moment\n\u2014can be used to track practice of this skill. Each worksheet increases the number of practices that can be recorded, from two practices during the week (Worksheet 7) to practice of every skill twice (Worksheet 7a) to multiple daily practices (Worksheet 7b).\n\u2022\n\u2022\nDistress Tolerance Handout 9a: Sensory Awareness, Step by Step.\nThe R in IMPROVE stands for Relaxing actions, and sensory awareness is a relaxing action you can take to improve the moment. This handout can be used as a guide to this exercise.\nReality Acceptance Skills\n\u2022\u2022\nDistress Tolerance Handout 10: Overview: Reality Acceptance Skills."
+  },
+  {
+    "id": "Unknown Section_26",
+    "source": "Unknown Section",
+    "text": "The goal of reality acceptance is to reduce suffering and increase a sense of freedom by finding ways to accept the facts of your life. This handout briefly lists the six reality acceptance skills.\n\u2022\u2022\nDistress Tolerance Worksheets 8, 8a, 8b: Reality Acceptance Skills.\nThese three worksheets cover practice of all the reality acceptance skills. They can be used to track practice of any of the skills in this section. There are also worksheets for specific reality acceptance skills, as mentioned below.\n\u2022\u2022\nDistress Tolerance Handout 11: Radical Acceptance.\nRadical acceptance is a complete and total openness to the facts of reality as they are, without fighting the facts or being willful and ineffective. This handout outlines what has to be accepted\n316\u2002 \u2022\u2002 DiSTreSS Tolerance SkillS"
+  },
+  {
+    "id": "Unknown Section_27",
+    "source": "Unknown Section",
+    "text": "and why radical acceptance is better than nonacceptance. It is helpful to use this handout with\nDistress Tolerance Worksheet 9: Radical Acceptance\nwhich helps you figure out what you might need to radically accept.\n\u2022\n\u2022\nDistress Tolerance Handout 11a: Radical Acceptance: Factors That Interfere.\nThis handout clarifies what radical acceptance is not and outlines factors that interfere with it.\n\u2022\n\u2022\nDistress Tolerance Handout 11b: Practicing Radical Acceptance, Step by\nStep.\nThis handout gives instructions for practicing radical acceptance. Practice can be recorded on Distress Tolerance Worksheet 9 as mentioned above, or on\nDistress\nTolerance Worksheet 9a: Practicing Radical Acceptance.\n\u2022\n\u2022\nDistress Tolerance Handout 12: Turning the Mind."
+  },
+  {
+    "id": "Unknown Section_28",
+    "source": "Unknown Section",
+    "text": "In order to accept reality that feels unacceptable, you usually have to make an effort more than once. You sometimes have to keep choosing to accept reality over and over for a very long time.\nTurning the mind is choosing to accept. This handout explains turning the mind and how to do it. Practice of this skill can be tracked on\nDistress Tolerance Worksheet\n10: Turning the Mind, Willingness, Willfulness.\n\u2022\n\u2022\nDistress Tolerance Handout 13: Willingness.\nWillingness is the readiness to respond to life\u2019s situations wisely, as needed, voluntarily, and without grudge. It is the opposite of willfulness. This handout describes how to practice willingness. As with Handout 12, practice can be recorded on Distress Tolerance Worksheet 10.\n\u2022\n\u2022"
+  },
+  {
+    "id": "Unknown Section_29",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Handout 14: Half- Smiling and Willing Hands.\nHalf smiling and willing hands are two ways to accept reality with your body. This handout describes how to practice each skill.\nDistress Tolerance Handout 14a: Practicing\nHalf- Smiling and Willing Hands\ndescribes several specific ways to practice these skills. Practice of these skills can be tracked on either\nDistress Tolerance Worksheet 11: Half- Smiling and Willing Hands\nor\n11a: Practicing Half- Smiling and\nWilling Hands.\nThe two worksheets are similar, but Worksheet 11 requires more writing.\n\u2022\n\u2022\nDistress Tolerance Handout 15: Mindfulness of Current Thoughts."
+  },
+  {
+    "id": "Unknown Section_30",
+    "source": "Unknown Section",
+    "text": "Mindfulness of current thoughts is observing thoughts as thoughts, as sensations of the brain, rather than as facts about the world. You simply let thoughts come and go\u2014\nnoticing them, but not trying to control or change them. Observing thoughts is similar to observing any other behavior. Handout 15 describes this skill.\nDistress\nTolerance Handout 15a: Practicing Mindfulness of Thoughts\nlists examples of how to practice this skill. To record practice, you can use either of two worksheets\u2014\nDistress Tolerance Worksheet 12: Mindfulness of Current Thoughts\nor\nDistress Tolerance Worksheet 12a: Practicing Mindfulness of Thoughts.\nSkills When the Crisis Is Addiction\n\u2022\u2022\nDistress Tolerance Handout 16: Overview: When the Crisis Is Addiction."
+  },
+  {
+    "id": "Unknown Section_31",
+    "source": "Unknown Section",
+    "text": "The skills in this special part of the module are specifically designed for dealing with\nintroduction to Handouts and Worksheets\u2002 \u2022\u2002 317\nvarious addictions. This handout lists these skills.\nDistress Tolerance Worksheet 13:\nSkills When the Crisis Is Addiction\ncovers all these skills and can be used instead of worksheets for the specific skills mentioned below.\n\u2022\n\u2022\nDistress Tolerance Handout 16a: Common Addictions.\nThis handout defines addiction and lists common behaviors that can become addictions when you are unable to stop them, despite your best efforts to stop and despite negative consequences.\n\u2022\n\u2022\nDistress Tolerance Handout 17: Dialectical Abstinence."
+  },
+  {
+    "id": "Unknown Section_32",
+    "source": "Unknown Section",
+    "text": "Dialectical abstinence is the synthesis of absolute abstinence (total commitment to abstinence) and harm reduction (planning for slips into the addictive behavior so they don\u2019t become relapses).\n\u2022\n\u2022\nDistress Tolerance Handout 17a: Planning for Dialectical Abstinence.\nThis handout lists ways to plan for both abstinence and harm reduction. The items under\n\u201cPlan for Abstinence\u201d are shorthand for the skills described on Distress Tolerance Handouts 18\u201321. To track your practice of dialectical abstinence, use\nDistress Tolerance Worksheet 14: Planning for Dialectical Abstinence.\n\u2022\n\u2022\nDistress Tolerance Handout 18: Clear Mind."
+  },
+  {
+    "id": "Unknown Section_33",
+    "source": "Unknown Section",
+    "text": "\u201cClear mind\u201d is the middle ground between the extremes of \u201caddict mind\u201d (when you are governed by your addiction) and \u201cclean mind\u201d (when you think your problems are behind you and you don\u2019t need to be careful of a potential relapse). Clear mind is the safest place to be, since it involves not engaging in the addictive behavior while remaining vigilant of the temptation to do so.\n\u2022\n\u2022\nDistress Tolerance Handout 18a: Behavior Patterns Characteristic of Addict\nMind and of Clean Mind.\nThis handout lists typical behaviors of addict mind and clean mind and can help you identify when you are in one or the other. In particular, check the behaviors you engage in while you are in clean mind. Use\nDistress Tolerance Worksheet 15: From Clean Mind to Clear Mind"
+  },
+  {
+    "id": "Unknown Section_34",
+    "source": "Unknown Section",
+    "text": "to practice replacing clean mind behaviors you\u2019ve marked on Handout 18a with clear mind behaviors.\n\u2022\n\u2022\nDistress Tolerance Handout 19: Community Reinforcement.\nCommunity reinforcement means restructuring your environment so that it will reinforce abstinence instead of addiction. This handout explains why this is important and lists steps you can take to make it happen. Use\nDistress Tolerance Worksheet 16: Reinforcing Nonaddictive Behaviors\nto track your practice of community reinforcement.\n\u2022\n\u2022\nDistress Tolerance Handout 20: Burning Bridges and Building New Ones."
+  },
+  {
+    "id": "Unknown Section_35",
+    "source": "Unknown Section",
+    "text": "\u201cBurning bridges\u201d here means actively eliminating from your life any and every connection to potential triggers for addictive behaviors. \u201cBuilding new bridges\u201d means creating new visual images and smells in your mind to compete with addiction urges.\nUse\nDistress Tolerance Worksheet 17: Burning Bridges and Building New Ones\nto track your practice of this skill.\n\u2022\n\u2022\nDistress Tolerance Handout 21: Alternate Rebellion and Adaptive Denial.\nWhen addiction functions as rebellion, you can use some type of alternate rebellion to satisfy your wish to rebel without destroying yourself or blocking your way to\n318\u2002 \u2022\u2002 DiSTreSS Tolerance SkillS"
+  },
+  {
+    "id": "Unknown Section_36",
+    "source": "Unknown Section",
+    "text": "achieving important goals. Adaptive denial consists of convincing yourself that you actually don\u2019t crave the addictive behavior (denial). The first half of this handout lists possible forms of alternate rebellion. The second half of the handout describes steps for adaptive denial. Use\nDistress Tolerance Worksheet 18: Practicing Alternate\nRebellion and Adaptive Denial\nto track your practice of these skills.\nDistress Tolerance Handouts\ndistress tolerance Handout 1\n\uf0ab\nGoals of Distress Tolerance\nSurvive criSiS SiTuaTionS\nWithout making Them Worse\naccepT realiTy\nreplace Suffering and Being \u201cStuck\u201d\nwith ordinary pain and the possibility of moving forward\nBecome free\nof having to Satisfy\nthe Demands of your own\nDesires, urges, and intense emotions\noTher:\nFrom"
+  },
+  {
+    "id": "Unknown Section_37",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n321\nHandouts for Crisis Survival Skills\ndistress tolerance Handout 2\n(Distress Tolerance Worksheets 1\u20137b; pp. 369\u2013388)\noverview:\ncrisis Survival Skills\nThese are skills for tolerating painful events, urges, and emotions when you cannot make\nthings better right away.\nThe STop Skill\npros and cons\nTip your Body chemistry\nDistract with Wise mind accepTS\nSelf- Soothe with the five Senses\nimprove the moment\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_38",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n325\ndistress tolerance Handout 3\n\uf0ab\nWhen to use crisis Survival Skills\nyou are in a criSiS when the situation is:\n\u2022\n\u2022 Highly stressful.\n\u2022\n\u2022 Short-term (that is, it won\u2019t last a long time).\n\u2022\n\u2022 Creates intense pressure to resolve the crisis\nnow\n.\nuSe criSiS Survival SkillS when:\n1.  You have intense pain that cannot be helped quickly.\n2.  You want to act on your emotions, but it will only make things worse.\n3.  Emotion mind threatens to overwhelm you, and you need to stay skillful.\n4.  You are overwhelmed, yet demands must be met.\n5.  Arousal is extreme, but problems can\u2019t be solved immediately."
+  },
+  {
+    "id": "Unknown Section_39",
+    "source": "Unknown Section",
+    "text": "Don\u2019T uSe criSiS Survival SkillS for:\n\u2022\n\u2022 Everyday problems.\n\u2022\n\u2022 Solving all your life problems.\n\u2022\n\u2022 Making your life worth living.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n326\ndistress tolerance Handout 4\n\uf0ab\n(Distress Tolerance Worksheets 2, 2a; pp. 372\u2013373)\nSTop Skill\nStop\nDo not just react. Stop! Freeze! Do not move a\nmuscle! Your emotions may try to make you act\nwithout thinking. Stay in control!\nTake a step back Take a step back from the situation. Take a break. Let go. Take a deep breath. Do not let your feelings make\nyou act impulsively.\nObserve"
+  },
+  {
+    "id": "Unknown Section_40",
+    "source": "Unknown Section",
+    "text": "Notice what is going on inside and outside you. What\nis the situation? What are your thoughts and feelings?\nWhat are others saying or doing?\nProceed mindfully Act with awareness. In deciding what to do, consider your thoughts and feelings, the situation, and other\npeople\u2019s thoughts and feelings. Think about your\ngoals. Ask Wise Mind: Which actions will make it\nbetter or worse?\nNote\n. Adapted from an unpublished worksheet by Francheska Perepletchikova and Seth Axelrod, with their permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n327\ndistress tolerance Handout 5\n\uf0ab"
+  },
+  {
+    "id": "Unknown Section_41",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Worksheets 3, 3a; pp. 374\u2013375)\npros and cons\nUse pros and cons any time you have to decide between two courses of action.\n\u0089\n\u0089 An urge is a crisis when it is very strong and when acting on the urge will make things\nworse\nin the long term.\n\u0089\n\u0089 Make a list of the pros\nand\ncons of acting on your crisis urges. These might be to engage in dangerous, addictive, or harmful behaviors, or they might be to give in, give up, or avoid doing what is necessary to build a life you want to live.\n\u0089\n\u0089 Make another list of the pros and cons of resisting crisis urges\u2014that is, tolerating the distress and not giving in to the urges.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_42",
+    "source": "Unknown Section",
+    "text": "\u0089 Use the grid below to evaluate both sets of pros and cons (this type of grid is also used in Distress Tolerance Worksheet 3). Or you can use the type of grid seen in Distress Tolerance Worksheet 3a and in the pros-and-cons worksheets for other modules.\nproS\nconS\npros\nof acting on impulsive urges,\ncons\nof acting on impulsive urges,\ngiving in, giving up, or avoiding what\ngiving in, giving up, or avoiding what\nneeds to be done.\nneeds to be done.\nacting\non crisis\nurges\npros\nof resisting impulsive urges,\ncons\nof resisting impulsive urges,\ndoing what needs to be done, and\ndoing what needs to be done, and\nnot giving up.\nnot giving up.\nresisting\ncrisis\nurges\nBefore an overwhelming crisis urge hits:\nWrite out your pros and cons; carry them with you.\nRehearse your pros and cons over and over."
+  },
+  {
+    "id": "Unknown Section_43",
+    "source": "Unknown Section",
+    "text": "When an overwhelming crisis urge hits:\nReview your pros and cons. Get out your list and read it over again.\n\u2022\n\u2022 Imagine the positive consequences of resisting the urge.\n\u2022\n\u2022 Think of the negative consequences of giving in to crisis behaviors.\n\u2022\n\u2022 Remember past consequences when you have acted on crisis urges.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n328\ndistress tolerance Handout 6\n\uf0ab\n(Distress Tolerance Worksheet 4; p. 376)\nTip Skills: changing your Body chemistry\nTo reduce extreme emotion mind fast.\nRemember these as\nTip\nskills:"
+  },
+  {
+    "id": "Unknown Section_44",
+    "source": "Unknown Section",
+    "text": "Tip The TemperaTure of your face with colD WaTer\n*\nT\n(to calm down fast)\n\u2022\n\u2022 Holding your breath, put your face in a bowl of cold water, or hold a cold pack (or zip-lock bag of cold water) on your eyes and cheeks.\n\u2022\n\u2022 Hold for 30 seconds. Keep water above 50\u00b0F.\ninTenSe exerciSe\n*\n(to calm down your body when it is revved up by emotion)\nI \u2022\u2022Engage in intense exercise, if only for a short while.\n\u2022\n\u2022 Expend your body\u2019s stored up physical energy by running, walking fast, jumping, playing basketball, lifting weights, etc.\n\uf8f1\uf8f4\npaceD BreaThinG\n\uf8f4\n(pace your breathing by slowing it down)\n\uf8f4\uf8f4\uf8f4 \u2022\u2022Breathe deeply into your belly.\n\uf8f4\n\u2022\n\u2022 Slow your pace of inhaling and exhaling way down (on average, five to six breaths\n\uf8f4\uf8f4\nper minute).\n\uf8f4\n\u2022\n\u2022 Breathe\nout\nmore slowly than you breathe\nin"
+  },
+  {
+    "id": "Unknown Section_45",
+    "source": "Unknown Section",
+    "text": "(for example, 5 seconds in and 7\n\uf8f4\nseconds out).\nP\uf8f4\uf8f4\uf8f2\uf8f4\uf8f4\npaireD muScle relaxaTion\n\uf8f4\n(to calm down by pairing muscle relaxation with breathing out)\n\uf8f4\uf8f4\uf8f4 \u2022\u2022While breathing into your belly deeply tense your body muscles (\nnot\nso much as\n\uf8f4\nto cause a cramp).\n\uf8f4\uf8f4 \u2022\u2022Notice the tension in your body.\n\uf8f4\n\u2022\n\u2022 While breathing out, say the word \u201cRelax\u201d in your mind.\n\uf8f4\uf8f4 \u2022\u2022Let go of the tension.\n\uf8f3\n\u2022\n\u2022 Notice the difference in your body.\n*\ncaution:\nVery cold water decreases your heart rate rapidly. Intense exercise will increase heart rate. Consult your health care provider before using these skills if you have a heart or medical condition, a lowered base heart rate due to medications, take a beta- blocker, are allergic to cold, or have an eating disorder.\nFrom"
+  },
+  {
+    "id": "Unknown Section_46",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n329\ndistress tolerance Handout 6a\n(Distress Tolerance Worksheet 4; p. 376)\nusing cold Water, Step by Step\ncolD WaTer can Work WonDerS*\nWhen you put your full face into cold water . . .\nor\nyou put a zip-lock bag with cold water on your eyes and upper cheeks, and\nhold your breath,\nit tells your brain you are diving underwater.\nThis causes the\n\u201cdive response\u201d\nto occur. (It may take 15\u201330 seconds to start.)\nYour heart slows down, blood flow to nonessential organs is reduced, and blood flow is redirected to the brain and heart."
+  },
+  {
+    "id": "Unknown Section_47",
+    "source": "Unknown Section",
+    "text": "This response can actually help\nregulate your emotions.\nThis will be useful as a\ndistress tolerance strategy\nwhen you are having a very\nstrong, distressing emotion,\nor when you are having very\nstrong\nurges to engage in dangerous behaviors\n.\n(This strategy works best when you are sitting quietly\u2014 activity and distraction may make it less effective.)\nTry iT ouT!\n*\ncaution:\nVery cold water decreases your heart rate. If you have any heart or medical condition, have a lowered base heart rate due to medications, or are on a beta- blocker, consult your health care provider before using these skills. Avoid ice water if you are allergic to the cold.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_48",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n330\ndistress tolerance Handout 6b\n(Distress Tolerance Worksheet 4a; p. 377)\npaired muscle relaxation, Step by Step\nIf you have decided to practice\npaired muscle relaxation,\nit can be very helpful to practice relaxing each of your muscles first.\nWhen you are starting,\npractice in a quiet place to reduce distractions, and make sure that you have enough time. As you improve with practice, you will want to practice in many different kinds of places, so that you can relax effectively when you most need to.\nremember that effectiveness improves with practice."
+  },
+  {
+    "id": "Unknown Section_49",
+    "source": "Unknown Section",
+    "text": "If judgments arise, observe them, let them go, and return to your practice. If you become anxious, try focusing on breathing\nin\nto the count of 5 and\nout\nto the count of 7 (or the counts you have already determined for paced breathing), breathing all the while into your belly until you can return to relaxation exercises.\nnow that you are ready to begin . . .\n1.  Get your body into a comfortable position in which you can relax. Loosen tight clothing. Lie or sit down, with all body parts uncrossed and no body part supporting any others.\n2.  For each area of the body listed below, gather tension by tightening muscles. Focus on the sensation of tightness in and around that area. Hold the tension as you inhale for 5\u20136 seconds, then release and breathe out."
+  },
+  {
+    "id": "Unknown Section_50",
+    "source": "Unknown Section",
+    "text": "3.  As you release, say in your mind very slowly the word \u201cRelax.\u201d\n4.  Observe the changes in sensations as you relax for 10\u201315 seconds then move on to the next muscle.\nStart first with each of the 16 muscle groups.\nOnce you can do that, practice with medium groups of muscles and then large groups.\nOnce you are good at that, practice tensing your entire body at once.\nWhen you tense your entire body, you are like a robot\u2014stiff, nothing moving.\nWhen you relax your entire body, you are like a rag doll\u2014all muscles drooping down.\nOnce you can relax all your muscles, practice three or four times a day until you can routinely relax your entire body rapidly.\nium\nl\nBy practicing pairing exhaling and the word \u201cRelax\u201d with relaxing your muscles, you will ge\ned"
+  },
+  {
+    "id": "Unknown Section_51",
+    "source": "Unknown Section",
+    "text": "eventually be able to relax just by letting go and saying the word \u201cRelax.\u201d\nLar\nM\nSma\n\uf8f1 \uf8f1\n1.  Hands and wrists: Make fists with both hands and pull fists up on the wrists.\n\uf8f4 \uf8f2\n\uf8f2 \uf8f3\n2.  Lower and upper arms: Make fists and bend both arms up to touch your shoulders.\n\uf8f4\u2022\n\uf8f3\n3.  Shoulders: Pull both shoulders up to your ears.\n\uf8f1 \uf8f1\n4.  Forehead: Pull eyebrows close together, wrinkling forehead.\n\uf8f4 \uf8f4\n\uf8f4 \uf8f2\n5.  Eyes: Shut eyes tightly.\n\uf8f4\u2022\n\uf8f2 \uf8f3\n6.  Nose and upper cheeks: Scrunch up nose; bring upper lips and cheeks up toward eyes.\n\uf8f4\uf8f4\u2022 \uf8f1   7.  Lips and lower face: Press lips together; bring edges of lips back toward ears.\n\uf8f2\n\uf8f3 \uf8f3\n8.  Tongue and mouth: Teeth together; tongue pushing on upper mouth.\n\uf8f1\n9.  Neck: Push head back into chair, floor, or bed, or push chin down to chest."
+  },
+  {
+    "id": "Unknown Section_52",
+    "source": "Unknown Section",
+    "text": "\uf8f4\uf8f2 \uf8f1 10.  Chest: Take deep breath and hold it.\n\uf8f4\u2022 \uf8f2\n\uf8f3 \uf8f3\n11.  Back: Arch back, bringing shoulder blades together.\n\uf8f1 \uf8f1\n12.  Stomach: Hold stomach in tightly.\n\uf8f4 \uf8f2\n\uf8f4 \uf8f3\n13.  Buttocks: Squeeze buttocks together.\n\uf8f2 \uf8f1\n14.  Upper legs and thighs: Legs out; tense thighs.\n\uf8f4 \uf8f4\n\uf8f4\u2022 \uf8f2\n15.  Calves: Legs out; point toes down.\n\uf8f4\u2022\n\uf8f3 \uf8f3\n16.  Ankles: Legs out; point toes together, heels out, toes curled under.\nremember,\npaired relaxation is a skill. It takes time to develop. With practice, you will notice the benefits.\nNote.\nAdapted from Smith, R. E. (1980). Development of an integrated coping response through cognitive\u2013 affective stress management training. In I. G. Sarason & C. D. Spielberger (Eds.),\nStress and anxiety"
+  },
+  {
+    "id": "Unknown Section_53",
+    "source": "Unknown Section",
+    "text": "(Vol. 7, pp. 265\u2013280). Washington, DC: Hemisphere. Copyright 1980 by Hemisphere Publishing Corporation. Adapted by permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n331\ndistress tolerance Handout 6c\n(Distress Tolerance Worksheet 4b; p. 378)\neffective rethinking and paired relaxation,\nStep by Step\nStressful\nWhat I tell myself\nEmotional arousal\nprompting event\nStep 1.\nWrite down the\nprompting event\nthat is often related to distressing emotions and that you want to work on reducing your emotional reactions to.\nStep 2.\nask:"
+  },
+  {
+    "id": "Unknown Section_54",
+    "source": "Unknown Section",
+    "text": "\u201cWhat must I be telling myself (that is, what are my\ninterpretations and thoughts\n) about the event that causes such distress and arousal?\u201d Write these down. Examples:\n\u201cHe hates me,\u201d \u201cI can\u2019t stand this!\u201d \u201cI can\u2019t do this,\u201d \u201cI\u2019ll never make it,\u201d \u201cI\u2019m out of control!\u201d\nStep 3.\nrethink\nthe situation and its meaning in a way that counteracts the thoughts and interpretations producing stress and distressing emotions. As you rethink the situation, write down as many\neffective thoughts\nas you can to replace the stressful thoughts.\nStep 4.\nWhen you are\nnot\nin the stressful prompting event,\npractice imagining\nthe stressful event:\na.\nAt the same time, while\nbreathing in,\nsay to yourself an effective self- statement.\nb.\nWhen\nbreathing out, say\n\u201cRelax\u201d while intentionally relaxing all your muscles."
+  },
+  {
+    "id": "Unknown Section_55",
+    "source": "Unknown Section",
+    "text": "Step 5.\nkeep practicing\nevery chance you get until you have mastered the strategy.\nStep 6.\nWhen a stressful situation occurs, practice effective rethinking and paired relaxation.\n. .\n\u201c . . . So . . .\n( .\n. .\n.\n.\n.\nrelax.\n. . )\nbreathing out)\ne self-statement .\n\u201d\nectiv\nEff\n(breathing in .\nExamples:\n\u201cIt\u2019s not that important . . . so . . . relax.\n\u201cI may not like this, but I can definitely stand\nit . . . so . . . relax.\u201d\n\u201cI need to concentrate and not make myself\nuptight . . . so . . . relax.\u201d\n\u201cI\u2019m in control . . . so . . . relax.\u201d\nNote.\nAdapted from Smith, R. E. (1980). Development of an integrated coping response through cognitive\u2013 affective stress management training. In I. G. Sarason & C. D. Spielberger (Eds.),\nStress and anxiety"
+  },
+  {
+    "id": "Unknown Section_56",
+    "source": "Unknown Section",
+    "text": "(Vol. 7, pp. 265\u2013280). Washington, DC: Hemisphere. Copyright 1980 by Hemisphere Publishing Corporation. Adapted by permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n332\nDistress tolerance HanDout 7\n\uf0ab\n(Distress Tolerance Worksheets 5\u20135b; pp. 379\u2013381)\nDistracting\nA way to remember these skills is the phrase\n\u201cWise Mind ACCEPTS.\u201d\nWith\nActivities:\n\u0089\n\u0089 Focus attention on a task you need to get\n\u0089\n\u0089 Go out for a meal or eat a favorite food.\ndone.\n\u0089\n\u0089 Call or go out with a friend.\n\u0089\n\u0089 Rent movies; watch TV.\n\u0089\n\u0089 Listen to your iPod; download music.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_57",
+    "source": "Unknown Section",
+    "text": "\u0089 Clean a room in your house.\n\u0089\n\u0089 Build something.\n\u0089\n\u0089 Find an event to go to.\n\u0089\n\u0089 Spend time with your children.\n\u0089\n\u0089 Play computer games.\n\u0089\n\u0089 Play cards.\n\u0089\n\u0089 Go walking. Exercise.\n\u0089\n\u0089 Read magazines, books, comics.\n\u0089\n\u0089 Surf the Internet. Write e-mails.\n\u0089\n\u0089 Do crossword puzzles or Sudoku.\n\u0089\n\u0089 Play sports.\n\u0089\n\u0089 Other:\nWith\nContributing:\n\u0089\n\u0089 Find volunteer work to do.\n\u0089\n\u0089 Call or send an instant message encouraging\n\u0089\n\u0089 Help a friend or family member.\nsomeone or just saying hi.\n\u0089\n\u0089 Surprise someone with something nice (a\n\u0089\n\u0089 Make something nice for someone else.\ncard, a favor, a hug).\n\u0089\n\u0089 Do something thoughtful.\n\u0089\n\u0089 Give away things you don\u2019t need.\n\u0089\n\u0089 Other:\nWith\nComparisons:\n\u0089\n\u0089 Compare how you are feeling now to a time\n\u0089\n\u0089 Compare yourself to those less fortunate.\nwhen you felt different."
+  },
+  {
+    "id": "Unknown Section_58",
+    "source": "Unknown Section",
+    "text": "\u0089\n\u0089 Watch reality shows about others\u2019 troubles;\n\u0089\n\u0089 Think about people coping the same as you or\nread about disasters, others\u2019 suffering.\nless well than you.\n\u0089\n\u0089 Other:\nWith different\nEmotions:\n\u0089\n\u0089 Read emotional books or stories, old letters.\nIdeas\n: Scary movies, joke books, comedies,\n\u0089\n\u0089 Watch emotional TV shows; go to emotional\nfunny records, religious music, soothing music\nmovies.\nor music that fires you up, going to a store and\n\u0089\n\u0089 Listen to emotional music.\nreading funny greeting cards.\n(Be sure the event creates different emotions.)\n\u0089\n\u0089 Other:\nWith\nPushing away:\n\u0089\n\u0089 Push the situation away by leaving it for a\n\u0089\n\u0089 Notice ruminating: Yell \u201cNo!\u201d\nwhile.\n\u0089\n\u0089 Refuse to think about the painful situations.\n\u0089\n\u0089 Leave the situation mentally.\n\u0089\n\u0089 Put the pain on a shelf. Box it up and put it"
+  },
+  {
+    "id": "Unknown Section_59",
+    "source": "Unknown Section",
+    "text": "\u0089\n\u0089 Build an imaginary wall between yourself and\naway for a while.\nthe situation.\n\u0089\n\u0089 Deny the problem for the moment.\n\u0089\n\u0089 Block thoughts and images from your mind.\n\u0089\n\u0089 Other:\nWith other\nThoughts:\n\u0089\n\u0089 Count to 10; count colors in a painting or\n\u0089\n\u0089 Work puzzles.\nposter or out the window; count anything.\n\u0089\n\u0089 Watch TV or read.\n\u0089\n\u0089 Repeat words to a song in your mind.\n\u0089\n\u0089 Other:\nWith other\nSensations:\n\u0089\n\u0089 Squeeze a rubber ball very hard.\n\u0089\n\u0089 Go out in the rain or snow.\n\u0089\n\u0089 Listen to very loud music.\n\u0089\n\u0089 Take a hot or cold shower.\n\u0089\n\u0089 Hold ice in your hand or mouth.\n\u0089\n\u0089 Other:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_60",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n333\nDistress tolerance HanDout 8\n\uf0ab\n(Distress Tolerance Worksheet 6\u20136b; pp. 382\u2013384)\nSelf- Soothing\nA way to remember these skills is to think of soothing each of your\nfive SenSeS.\nWith\nvision:\n\u0089\n\u0089 Look at the stars at night.\n\u0089\n\u0089 Sit in the lobby of a beautiful old hotel.\n\u0089\n\u0089 Look at pictures you like in a book.\n\u0089\n\u0089 Look at nature around you.\n\u0089\n\u0089 Buy one beautiful flower.\n\u0089\n\u0089 Walk in a pretty part of town.\n\u0089\n\u0089 Make one space in a room pleasing to look at.\n\u0089\n\u0089 Watch a sunrise or a sunset.\n\u0089\n\u0089 Light a candle and watch the flame.\n\u0089\n\u0089 Go to a dance performance, or watch it on TV.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_61",
+    "source": "Unknown Section",
+    "text": "\u0089 Set a pretty place at the table using your best\n\u0089\n\u0089 Be mindful of each sight that passes in front of\nthings.\nyou.\n\u0089\n\u0089 Go people- watching or window- shopping.\n\u0089\n\u0089 Take a walk in a park or a scenic hike.\n\u0089\n\u0089 Go to a museum or poster shop with beautiful\n\u0089\n\u0089 Browse through stores looking at things.\nart.\n\u0089\n\u0089 Other:\nWith\nHearing:\n\u0089\n\u0089 Listen to soothing or invigorating music.\n\u0089\n\u0089 Burn a CD or make an iPod mix with music\n\u0089\n\u0089 Pay attention to sounds of nature (waves,\nthat will get you through tough times. Turn it\nbirds, rainfall, leaves rustling).\non.\n\u0089\n\u0089 Pay attention to the sounds of the city (traffic,\n\u0089\n\u0089 Be mindful of any sounds that come your way,\nhorns, city music).\nletting them go in one ear and out the other.\n\u0089\n\u0089 Sing to your favorite songs.\n\u0089\n\u0089 Turn on the radio.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_62",
+    "source": "Unknown Section",
+    "text": "\u0089 Hum a soothing tune.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Learn to play an instrument.\nWith\nSmell:\n\u0089\n\u0089 Use your favorite soap, shampoo, aftershave,\n\u0089\n\u0089 Sit in a new car and breathe the aroma.\ncologne, or lotions, or try them on in the store.\n\u0089\n\u0089 Boil cinnamon. Make cookies, bread, or\n\u0089\n\u0089 Burn incense or light a scented candle.\npopcorn.\n\u0089\n\u0089 Open a package of coffee and inhale the\n\u0089\n\u0089 Smell the roses.\naroma.\n\u0089\n\u0089 Walk in a wooded area and mindfully breathe\n\u0089\n\u0089 Put lemon oil on your furniture.\nin the fresh smells of nature.\n\u0089\n\u0089 Put potpourri or eucalyptus oil in a bowl in your\n\u0089\n\u0089 Open the window and smell the air.\nroom.\n\u0089\n\u0089 Other:\nWith\nTaste:\n\u0089\n\u0089 Eat some of your favorite foods.\n\u0089\n\u0089 Suck on a piece of peppermint candy.\n\u0089\n\u0089 Drink your favorite soothing drink, such\n\u0089\n\u0089 Chew your favorite gum."
+  },
+  {
+    "id": "Unknown Section_63",
+    "source": "Unknown Section",
+    "text": "as herbal tea, hot chocolate, a latt\u00e9, or a\n\u0089\n\u0089 Get a little bit of a special food you don\u2019t\nsmoothie.\nusually spend the money on, such as fresh-\n\u0089\n\u0089 Treat yourself to a dessert.\nsqueezed orange juice or your favorite candy.\n\u0089\n\u0089 Eat macaroni and cheese or another favorite\n\u0089\n\u0089 Really taste the food you eat. Eat one thing\nchildhood food.\nmindfully.\n\u0089\n\u0089 Sample flavors in an ice cream store.\n\u0089\n\u0089 Other:\nWith\nTouch:\n\u0089\n\u0089 Take a long hot bath or shower.\n\u0089\n\u0089 Take a drive with the car windows rolled down.\n\u0089\n\u0089 Pet your dog or cat.\n\u0089\n\u0089 Run your hand along smooth wood or leather.\n\u0089\n\u0089 Have a massage. Soak your feet.\n\u0089\n\u0089 Hug someone.\n\u0089\n\u0089 Put creamy lotion on your whole body.\n\u0089\n\u0089 Put clean sheets on the bed.\n\u0089\n\u0089 Put a cold compress on your forehead.\n\u0089\n\u0089 Wrap up in a blanket.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_64",
+    "source": "Unknown Section",
+    "text": "\u0089 Sink into a comfortable chair in your home.\n\u0089\n\u0089 Notice touch that is soothing.\n\u0089\n\u0089 Put on a blouse or shirt that has a pleasant\n\u0089\n\u0089 Other:\nfeel.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n334\ndistress tolerance Handout 8a\n(Distress Tolerance Worksheet 6c; p. 385)\nBody Scan meditation Step by Step"
+  },
+  {
+    "id": "Unknown Section_65",
+    "source": "Unknown Section",
+    "text": "Sit on a chair, or lie on your back on the floor with legs uncrossed. Put your arms in a comfortable position by your side, on your abdomen, or (if sitting) put them on your thighs palms up. Open your eyes partially to let light in. If you are lying on the floor, put a cushion under your knees if need be. Imagine your breath flowing to each part of your body as your attention gently moves up your body. Adopt a mind of curiosity and interest as you focus on each part of your body.\nFocus on your breathing. Notice how the air moves in and out of your body.\n\u2022\n\u2022 Take several deep breaths until you begin to feel comfortable and relaxed.\n\u2022\n\u2022 Direct your attention to the\ntoes\nof your left foot.\n\u2022\n\u2022 Notice the sensations in that part of your body while remaining aware of your breathing.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_66",
+    "source": "Unknown Section",
+    "text": "\u2022 Imagine each breath flowing to your\ntoes\n.\n\u2022\n\u2022 Looking with curiosity, ask, \u201cWhat am I feeling in this part of my body?\u201d\n\u2022\n\u2022 Focus on your left\ntoes\nfor several minutes.\n\u2022\n\u2022 Then move your focus to the\narch\nand\nheel\nof your left foot, and hold it there for a minute or two while continuing to pay attention to your breathing.\n\u2022\n\u2022 Notice the sensations on your skin of warmth or coldness; notice the weight of your foot on the floor.\n\u2022\n\u2022 Imagine your breath flowing to the\narch\nand\nheel\nof your left foot.\n\u2022\n\u2022 Ask, \u201cWhat are the feelings in the\narch\nand\nheel\nof my left foot?\u201d\n\u2022\n\u2022 Follow the same procedure as you move to your left\nankle\n,\ncalf\n,\nknee\n,\nupper legs,\nand\nthigh\n.\n\u2022\n\u2022 Repeat with the right leg, starting with your toes.\n\u2022\n\u2022 Then move through your\npelvis\n, and\nlower\nback"
+  },
+  {
+    "id": "Unknown Section_67",
+    "source": "Unknown Section",
+    "text": ", and around to your\nstomach\n.\n\u2022\n\u2022 Focus on the rising and falling of your belly as your breath goes in and out.\n\u2022\n\u2022 Then go on to your\nchest\n;\nleft hand\n,\narm\n, and\nshoulder\n;\nright hand\n,\narm\n, and\nshoulder\n;\nneck\n,\nchin\n,\ntongue\n,\nmouth\n,\nlips\n, and\nlower face\n; and\nnose\n.\n\u2022\n\u2022 Notice your breath as it comes in and out of your nostrils.\n\u2022\n\u2022 Then focus on your upper cheeks, eyes, forehead, and scalp.\n\u2022\n\u2022 Finally, focus on the very top of your hair.\n\u2022\n\u2022 Then let go of your body altogether.\nDon\u2019t worry if you notice that thoughts, sounds, or other sensations come into your awareness."
+  },
+  {
+    "id": "Unknown Section_68",
+    "source": "Unknown Section",
+    "text": "Just notice them and then gently refocus your mind. Don\u2019t worry if your mind has been drawn away from the object of your attention and you find yourself thinking about something else (it nearly always happens). Just calmly, gently, but with resolution, turn your mind back to the part of the body you\u2019ve reached. You may need to bring your attention back over and over. You are not alone in this.\nIt is this bringing of your attention back over and over and over, without judgment or harshness, that is the essential element of the meditation.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_69",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n335\ndistress tolerance Handout 9\n\uf0ab\n(Distress Tolerance Worksheets 7, 7a, 7b; pp. 386\u2013388)\nimproving the moment\nA way to remember these skills is the word\nimprove.\nWith\nimagery:\n\u0089\n\u0089 Imagine very relaxing scenes.\n\u0089\n\u0089 Imagine hurtful emotions draining out of you\n\u0089\n\u0089 Imagine a secret room within yourself. Furnish\nlike water out of a pipe.\nit the way you like. Close and lock the door on\n\u0089\n\u0089 Remember a happy time and imagine yourself\nanything that can hurt you.\nin it again; play out the time in your mind\n\u0089\n\u0089 Imagine everything going well.\nagain.\n\u0089\n\u0089 Make up a calming fantasy world.\n\u0089\n\u0089 Other:\nWith"
+  },
+  {
+    "id": "Unknown Section_70",
+    "source": "Unknown Section",
+    "text": "meaning:\n\u0089\n\u0089 Find purpose or meaning in a painful situation.\n\u0089\n\u0089 Remember, listen to, or read about spiritual\n\u0089\n\u0089 Focus on whatever positive aspects of a\nvalues.\npainful situation you can find.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Repeat these positive aspects in your mind.\nWith\nprayer:\n\u0089\n\u0089 Open your heart to a supreme being, God, or\n\u0089\n\u0089 Turn things over to God or a higher being.\nyour own Wise Mind.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Ask for strength to bear the pain.\nWith\nrelaxing\nactions\n:\n\u0089\n\u0089 Take a hot bath or sit in a hot tub.\n\u0089\n\u0089 Breathe deeply.\n\u0089\n\u0089 Drink hot milk.\n\u0089\n\u0089 Change your facial expression.\n\u0089\n\u0089 Massage your neck and scalp.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Practice yoga or other stretching.\nWith\none thing in the moment:\n\u0089\n\u0089 Focus your entire attention on just what you\n\u0089\n\u0089 Focus your entire attention on the physical\nare doing.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_71",
+    "source": "Unknown Section",
+    "text": "\u0089 Listen to a sensory awareness recording (or\n\u0089\n\u0089 Keep yourself in the moment.\nuse Distress Tolerance Handout 9a)\n\u0089\n\u0089 Put your mind in the present.\n\u0089\n\u0089 Other:\nWith a brief\nvacation:\n\u0089\n\u0089 Give yourself a brief vacation.\n\u0089\n\u0089 Take a blanket to the park and sit on it for a\n\u0089\n\u0089 Get in bed; pull the covers up over your head.\nwhole afternoon.\n\u0089\n\u0089 Go to the beach or the woods for the day.\n\u0089\n\u0089 Take a 1-hour breather from hard work.\n\u0089\n\u0089 Get a magazine and read it with chocolates.\n\u0089\n\u0089 Take a brief vacation from responsibility.\n\u0089\n\u0089 Turn off your phone for a day.\n\u0089\n\u0089 Other:\nWith self-\nencouragement and rethinking the situation:\n\u0089\n\u0089 Cheerlead yourself: \u201cYou go, girl!\u201d \u201cYou da\n\u0089\n\u0089 \u201cThis too shall pass.\u201d\nman!\u201d\n\u0089\n\u0089 \u201cI will be OK.\u201d\n\u0089\n\u0089 \u201cI will make it out of this.\u201d\n\u0089\n\u0089 \u201cIt won\u2019t last forever.\u201d\n\u0089"
+  },
+  {
+    "id": "Unknown Section_72",
+    "source": "Unknown Section",
+    "text": "\u0089 \u201cI\u2019m doing the best I can.\u201d\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Repeat over and over: \u201cI can stand it.\u201d\nList (and then practice) rethoughts that are particularly important in your crisis situations (e.g., \u201cThe fact that he did not pick me up doesn\u2019t mean he doesn\u2019t love me\u201d):\n\u0089\n\u0089\n\u0089\n\u0089\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n336\ndistress tolerance Handout 9a\nSensory awareness, Step by Step"
+  },
+  {
+    "id": "Unknown Section_73",
+    "source": "Unknown Section",
+    "text": "Find a comfortable position. Staying in this position, listen to the questions below, listening for your response after each question. If you do not have a recording of these questions, you can make one for yourself (or ask a friend to make one), recording each question with about 5 seconds between each question.\n1. Can you feel your hair touching your head?\n2. Can you feel your belly rising and falling as you breathe?\n3. Can you feel the space between your eyes?\n4. Can you feel the distance between your ears?\n5. Can you feel your breath touching the back of your eyes while you inhale?\n6. Can you picture something far away?\n7. Can you notice your arms touching your body?\n8. Can you feel the bottoms of your feet?\n9. Can you imagine a beautiful day at the beach?"
+  },
+  {
+    "id": "Unknown Section_74",
+    "source": "Unknown Section",
+    "text": "10. Can you notice the space within your mouth?\n11.  Can you notice the position of your tongue in your mouth?\n12. Can you feel a breeze against your cheek?\n13. Can you feel how one arm is heavier than the other?\n14. Can you feel a tingling or numbness in one hand?\n15. Can you feel how one arm is more relaxed than the other?\n16. Can you feel a change in the temperature in the air around you?\n17.  Can you feel how your left arm is warmer than the right?\n18. Can you imagine how it would feel to be a rag doll?\n19. Can you notice any tightness in your left forearm?\n20. Can you imagine something very pleasant?\n21. Can you imagine what it would feel like to float on a cloud?\n22. Can you imagine what it would feel like to be stuck in molasses?\n23. Can you picture something far away?"
+  },
+  {
+    "id": "Unknown Section_75",
+    "source": "Unknown Section",
+    "text": "24. Can you feel a heaviness in your legs?\n25. Can you imagine floating in warm water?\n26. Can you notice your body hanging on your bones?\n27.  Can you allow yourself to drift lazily?\n28. Can you feel your face getting soft?\n29. Can you imagine a beautiful flower?\n30. Can you feel how one arm and leg are heavier than the other?\nNote.\nItems 29 and 30 are adapted from Goldfried, M. R., & Davison, G. C. (1976).\nClinical behavior therapy.\nNew York: Holt, Rinehart & Win-ston. Copyright 1976 by Marvin R. Goldfried and Gerald C. Davison. Adapted by permission of the authors.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_76",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n337\nHandouts for Reality\nAcceptance Skills\ndistress tolerance Handout 10\n\uf0ab\n(Distress Tolerance Worksheets 8\u201312a; pp. 391\u2013400)\noverview:\nreality acceptance Skills\nThese are skills for how to live a life that is not the life you want.\nraDical accepTance\nTurninG The minD\nWillinGneSS\nhalf- SmilinG anD WillinG hanDS\nalloWinG The minD:\nminDfulneSS of currenT ThouGhTS\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_77",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n341\ndistress tolerance Handout 11\n\uf0ab\n(Distress Tolerance Worksheets 8\u20139a; pp. 391\u2013395)\nradical acceptance\n(When you cannot keep painful events and emotions from coming your way.)\nWhaT iS raDical accepTance?\n1.  Radical means\nall the way\n, complete and total.\n2.  It is accepting in your mind, your heart, and your body.\n3.  It\u2019s when you stop fighting reality, stop throwing tantrums because reality is not the way you want it, and let go of bitterness.\nWhaT haS To Be accepTeD?\n1.  Reality is as it is (the facts about the past and the present are the facts, even if you don\u2019t like them)."
+  },
+  {
+    "id": "Unknown Section_78",
+    "source": "Unknown Section",
+    "text": "2.  There are limitations on the future for everyone (but only realistic limitations need to be accepted).\n3.  Everything has a cause (including events and situations that cause you pain and suffering).\n4.  Life can be worth living even with painful events in it.\nWhy accepT realiTy?\n1.  Rejecting reality does not change reality.\n2.  Changing reality requires first accepting reality.\n3.  Pain can\u2019t be avoided; it is nature\u2019s way of signaling that something is wrong.\n4.  Rejecting reality turns pain into suffering.\n5.  Refusing to accept reality can keep you stuck in unhappiness, bitterness, anger, sadness, shame, or other painful emotions.\n6.  Acceptance may lead to sadness, but deep calmness usually follows."
+  },
+  {
+    "id": "Unknown Section_79",
+    "source": "Unknown Section",
+    "text": "7.  The path out of hell is through misery. By refusing to accept the misery that is part of climbing out of hell, you fall back into hell.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n342\ndistress tolerance Handout 11a\nradical acceptance: factors That interfere\nraDical accepTance iS noT:\nApproval, compassion, love, passivity, or against change.\nfacTorS ThaT inTerfere WiTh accepTance\n\u0089\n\u0089 1.  You don\u2019t have the skills for acceptance; you do not know how to accept really painful events and facts.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_80",
+    "source": "Unknown Section",
+    "text": "\u0089 2. You believe that if you accept a painful event, you are making light of it or are approving of the facts, and that nothing will be done to change or prevent future painful\nevents.\n\u0089\n\u0089 3. Emotions get in the way (unbearable sadness; anger at the person or group that caused the painful event; rage at the injustice of the world; overwhelming shame about who\nyou are; guilt about your own behavior).\n\u0089\n\u0089 Other:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n343\ndistress tolerance Handout 11b\n(Distress Tolerance Worksheets 9, 9a; pp. 394\u2013395)"
+  },
+  {
+    "id": "Unknown Section_81",
+    "source": "Unknown Section",
+    "text": "practicing radical acceptance Step by Step\n\u0089\n\u0089 Observe that you are questioning or fighting reality (\u201cIt shouldn\u2019t be this way\u201d).\n\u0089\n\u0089 Remind yourself that the unpleasant reality is just as it is and cannot be changed (\u201cThis is what happened\u201d).\n\u0089\n\u0089 Remind yourself that there are causes for the reality. Acknowledge that some sort of history led up to this very moment. Consider how people\u2019s lives have been shaped by a series of factors.\nNotice that given these causal factors and how history led up to this moment, this reality had to occur just this way (\u201cThis is how things happened\u201d).\n\u0089"
+  },
+  {
+    "id": "Unknown Section_82",
+    "source": "Unknown Section",
+    "text": "\u0089 Practice accepting with the whole self (mind, body, and spirit). Be creative in finding ways to involve your whole self. Use accepting self-talk\u2014but also consider using relaxation; mindfulness of your breath; half- smiling and willing hands while thinking about what feels unacceptable; prayer; going to a place that helps bring you to acceptance; or imagery.\n\u0089\n\u0089 Practice opposite action. List all the behaviors you would do if you did accept the facts. Then act as if you have already accepted the facts. Engage in the behaviors that you would do if you really had accepted.\n\u0089\n\u0089 Cope ahead with events that seem unacceptable. Imagine (in your mind\u2019s eye) believing what you don\u2019t want to accept. Rehearse in your mind what you would do if you accepted what seems unacceptable.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_83",
+    "source": "Unknown Section",
+    "text": "\u0089 Attend to body sensations as you think about what you need to accept.\n\u0089\n\u0089 Allow disappointment, sadness, or grief to arise within you.\n\u0089\n\u0089 Acknowledge that life can be worth living even when there is pain.\n\u0089\n\u0089 Do pros and cons if you find yourself resisting practicing acceptance.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n344\ndistress tolerance Handout 12\n\uf0ab\n(Distress Tolerance Worksheets 8, 8a, 10; pp. 391\u2013392, 396)\nTurning the mind\nTURNING THE MIND is like facing a fork in the road. You\nhave to turn your mind toward the acceptance road, and"
+  },
+  {
+    "id": "Unknown Section_84",
+    "source": "Unknown Section",
+    "text": "away from the road of rejecting reality.\nTURNING THE MIND is choosing to accept.\nThe  CHOICE to accept does not itself equal acceptance.\nIt just puts you on the path.\nTurninG The minD, STep By STep\n1.\noBServe\nthat you are not accepting.\n(Look for anger, bitterness, annoyance;\navoiding emotions; saying \u201cWhy me?\u201d,\n\u201cWhy is this happening?\u201d, \u201cI can\u2019t stand\nthis,\u201d \u201cIt shouldn\u2019t be this way.\u201d)\n2.  Go within yourself and\nmake an\ninner commiTmenT\nto accept reality\nas it is.\nRejection\nAcceptance\n3.\nDo iT aGain,\nover and over. Keep\nIf you are here . . .\nturning your mind to acceptance each\ntime you come to the fork in the road\nwhere you can reject reality or accept it.\n4.\nDevelop a plan\nfor catching yourself\nin the future when you drift out of\nacceptance.\nFrom"
+  },
+  {
+    "id": "Unknown Section_85",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n345\ndistress tolerance Handout 13\n\uf0ab\n(Distress Tolerance Worksheets 8, 8a, 10; pp. 391\u2013392, 396)\nWillingness\nWillingness is readiness to enter and participate fully in life and living.\nfind a WillinG reSponSe to each situation.\nWillingness is DOING JUST WHAT IS NEEDED:\n\u2022\n\u2022 In each situation.\n\u2022\n\u2022 Wholeheartedly, without dragging your feet.\nWillingness is listening very carefully to your WISE MIND, and then acting from your WISE MIND."
+  },
+  {
+    "id": "Unknown Section_86",
+    "source": "Unknown Section",
+    "text": "Willingness is ACTING WITH AWARENESS that you are connected to the universe (to the stars, people you like and don\u2019t like, the floor, etc.).\nreplace WillfulneSS with WillinGneSS.\n\u2022\n\u2022 Willfulness is\nrefuSinG To ToleraTe\nthe moment.\n\u2022\n\u2022 Willfulness is refusing to make changes that are needed.\n\u2022\n\u2022 Willfulness is\nGivinG up.\n\u2022\n\u2022 Willfulness is the\noppoSiTe of \u201cDoinG WhaT WorkS.\u201d\n\u2022\n\u2022 Willfulness is trying to\nfix every SiTuaTion.\n\u2022\n\u2022 Willfulness is insisting on\nBeinG in conTrol.\n\u2022\n\u2022 Willfulness is\naTTachmenT To \u201cme, me, me\u201d\nand \u201cwhat I want right now!\u201d\nWillinGneSS, STep By STep\n1.\noBServe\nthe willfulness. Label it. Experience it.\n2.\nraDically accepT\nthat at this moment you feel (and may be acting) willful. You cannot fight willfulness with willfulness.\n3.\nTurn your minD"
+  },
+  {
+    "id": "Unknown Section_87",
+    "source": "Unknown Section",
+    "text": "toward acceptance and willingness.\n4.\nTry half- SmilinG\nand a\nWillinG poSTure.\n5.  When willfulness is immovable,\naSk, \u201cWhaT\u2019S The ThreaT?\u201d\nSituations where i notice my own:\nWillfulness:\nWillingness:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n346\ndistress tolerance Handout 14\n\uf0ab\n(Distress Tolerance Worksheets 8, 8a, 11; pp. 391\u2013392, 397)\nhalf- Smiling and Willing hands\naccepting reality with your body.\nhalf- SmilinG\n1st.\nRelax\nyour face from the top of your head down to your chin and jaw."
+  },
+  {
+    "id": "Unknown Section_88",
+    "source": "Unknown Section",
+    "text": "Let go of each facial muscle (forehead, eyes, and brows; cheeks, mouth, and tongue; teeth slightly apart). If you have difficulty, try tensing your facial muscles and then letting go.\nA tense smile is a grin (and might tell your brain you are hiding or masking your real feelings).\n2nd.\nLet both\ncorners of your lips\ngo slightly up, just so you can feel them.\nIt is not necessary for others to see it. A half-smile is slightly upturned lips with a relaxed face.\n3rd.\nTry to adopt a serene facial expression.\nRemember, your face communicates to your brain; your body connects to your mind.\nWillinG hanDS\nStanding:\nDrop your arms down from your shoulders; keep them\nstraight or bent slightly at the elbows. With hands\nunclenched, turn your hands outward, with thumbs out to"
+  },
+  {
+    "id": "Unknown Section_89",
+    "source": "Unknown Section",
+    "text": "your sides, palms up, and fingers relaxed.\nSitting:\nPlace your hands on your lap or your thighs. With hands\nunclenched, turn your hands outward, with palms up and\nfingers relaxed.\nlying down:\nArms by your side, hands unclenched, turn your palms\nup with fingers relaxed.\nRemember, your hands communicate to your brain; your body connects to your mind.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n347\ndistress tolerance Handout 14a\n(p. 1 of 2) (Distress Tolerance Worksheet 10; p. 396)\npracticing half- Smiling and Willing hands\n1."
+  },
+  {
+    "id": "Unknown Section_90",
+    "source": "Unknown Section",
+    "text": "half-Smile When you firST Wake up in The morninG.\nHang a branch, any other sign, or even the word \u201csmile\u201d on the ceiling or wall, so that you see it right away when you open your eyes. This sign will serve as your reminder. Use these seconds before you get out of bed to take hold of your breath. Inhale and exhale three breaths gently while maintaining a half-smile. Follow your breaths. Add willing hands to your half-smile, or practice willing hands alone.\n2.\nhalf-Smile DurinG your free momenTS.\nAnywhere you find yourself sitting or standing, half-smile. Look at a child, a leaf, a painting on a wall, or anything that is relatively still, and smile. Inhale and exhale quietly three times.\n3.\nhalf-Smile WiTh WillinG hanDS While you are liSTeninG To muSic."
+  },
+  {
+    "id": "Unknown Section_91",
+    "source": "Unknown Section",
+    "text": "Listen to a piece of music for 2 or 3 minutes. Pay attention to the words, music, rhythm, and sentiments of the music you are listening to (not your daydreams of other times). Half-smile while watching your inhalations and exhalations. Adopt a willing-hands posture.\n4.\nhalf-Smile WiTh WillinG hanDS When you are irriTaTeD.\nWhen you realize \u201cI\u2019m irritated,\u201d half-smile or adopt a willing-hands posture at once. Inhale and exhale quietly, maintaining a half-smile or willing hands for three breaths.\n5.\nhalf-Smile in a lyinG-DoWn poSiTion."
+  },
+  {
+    "id": "Unknown Section_92",
+    "source": "Unknown Section",
+    "text": "Lie on your back on a flat surface, without the support of mattress or pillow. Keep your two arms loosely by your sides, and keep your two legs slightly apart, stretched out before you. Maintain willing hands and a half-smile. Breathe in and out gently, keeping your attention focused on your breath. Let go of every muscle in your body. Relax each muscle as though it were sinking down through the floor, or as though it were as soft and yielding as a piece of silk hanging in the breeze to dry. Let go entirely, keeping your attention only on your breath and half-smile.\nThink of yourself as a cat, completely relaxed before a warm fire, whose muscles yield without resistance to anyone\u2019s touch. Continue for 15 breaths.\n6.\nhalf-Smile in a SiTTinG poSiTion."
+  },
+  {
+    "id": "Unknown Section_93",
+    "source": "Unknown Section",
+    "text": "Sit on the floor with your back straight, or on a chair with your two feet touching the floor. Half-smile. Inhale and exhale while maintaining the half-smile. Let go.\n(continued on next page)\nNote.\nExercises 1 and 3\u20137 are adapted from\nThe Miracle of Mindfulness\n(pp. 77\u201381, 93) by Thich Nhat Hanh. Copyright 1975, 1976 by Thich Nhat Hanh. Preface and English translation copyright 1975, 1976, 1987 by Mobi Ho. Adapted by permission of Beacon Press, Boston.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n348\ndistress tolerance Handout 14a\n(p. 2 of 2) 7."
+  },
+  {
+    "id": "Unknown Section_94",
+    "source": "Unknown Section",
+    "text": "half-Smile WiTh WillinG hanDS While you are conTemplaTinG a perSon\nyou DiSlike or are anGry WiTh.\n\u2022\n\u2022 Sit quietly. Breathe and smile a half-smile. Hold your hands open with palms up.\n\u2022\n\u2022 Imagine the image of the person who has caused you suffering.\n\u2022\n\u2022 Regard the features you dislike the most or find the most repulsive.\n\u2022\n\u2022 Try to examine what makes this person happy and what causes suffering in his or her daily life.\n\u2022\n\u2022 Imagine the person\u2019s perceptions; try to see what patterns of thought and reason this person follows.\n\u2022\n\u2022 Examine what motivates this person\u2019s hopes and actions.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_95",
+    "source": "Unknown Section",
+    "text": "\u2022 Finally, consider the person\u2019s consciousness. See whether the person\u2019s views and insights are open and free or not, and whether or not the person has been influenced by any prejudices, narrow- mindedness, hatred, or anger.\n\u2022\n\u2022 See whether or not the person is master of him- or herself.\n\u2022\n\u2022 Continue until you feel compassion rise in your heart like a well filling with fresh water, and your anger and resentment disappear. Practice this exercise many times on the same person.\nnotes/other times to half-smile and/or form willing hands:\n349\ndistress tolerance Handout 15\n\uf0ab\n(Distress Tolerance Worksheets 8, 8a, 12 ; pp. 391\u2013392, 399)\nmindfulness of current Thoughts\n1.  oBServe your ThouGhTS.\n\u2022\n\u2022 As waves, coming and going.\n\u2022\n\u2022 Not analyzing thoughts.\n\u2022\n\u2022 Not suppressing thoughts.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_96",
+    "source": "Unknown Section",
+    "text": "\u2022 Practicing willingness.\n\u2022\n\u2022 Not judging thoughts.\n\u2022\n\u2022 Stepping back and observing\n\u2022\n\u2022 Acknowledging their presence.\nthoughts as they run in and out of\n\u2022\n\u2022 Not keeping thoughts around.\nyour mind.\n2.  aDopT a curiouS minD.\n\u2022\n\u2022 Ask, \u201cWhere do my thoughts come from?\u201d Watch and see.\n\u2022\n\u2022 Notice that every thought that comes also goes out of your mind.\n\u2022\n\u2022 Observe but do not evaluate your thoughts. Let go of judgments.\n3.  rememBer: you are noT your ThouGhTS.\n\u2022\n\u2022 Do not necessarily act on thoughts.\n\u2022\n\u2022 Remember times when you have had very different thoughts.\n\u2022\n\u2022 Remind yourself that catastrophic thinking is \u201cemotion mind.\u201d\n\u2022\n\u2022 Remember how you think when you are not feeling such intense suffering and pain.\n4.  Don\u2019T Block or SuppreSS ThouGhTS.\n\u2022"
+  },
+  {
+    "id": "Unknown Section_97",
+    "source": "Unknown Section",
+    "text": "\u2022 Ask, \u201cWhat sensations are these thoughts trying to avoid?\u201d Turn your mind to the sensation. Then come back to the thought. Repeat several times.\n\u2022\n\u2022 Step back; allow your thoughts to come and go as you observe your breath.\n\u2022\n\u2022 Play with your thoughts: Repeat them out loud over and over as fast as you can. Sing them. Imagine the thoughts as the words of a clown, as recordings getting all tangled up; as cute animals you can cuddle up to; as bright colors running through your mind; as only sounds.\n\u2022\n\u2022 Try loving your thoughts.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients."
+  },
+  {
+    "id": "Unknown Section_98",
+    "source": "Unknown Section",
+    "text": "350\ndistress tolerance Handout 15a\n(p. 1 of 2) (Distress Tolerance Worksheets 8, 8a, 12 ; pp. 391\u2013392, 399)\npracticing mindfulness of Thoughts\npracTice minDfulneSS of ThouGhTS By oBServinG Them\n\u0089\n\u0089   1.  Notice thoughts as they come into your mind. As a thought comes into your mind, say\n\u201ca thought has entered my mind.\u201d Label the thought as a thought, saying, \u201cThe thought\n[describe thought] arose in my mind.\u201d Use a gentle voice tone.\n\u0089\n\u0089   2. As you notice thoughts in your mind, ask, \u201cWhere did the thought come from?\u201d Then watch your mind to see if you can see where it came from.\n\u0089\n\u0089   3. Step back from your mind, as if you are on top of a mountain and your mind is just a boulder down below. Gaze at your mind, watching what thoughts come up when you are watching it."
+  },
+  {
+    "id": "Unknown Section_99",
+    "source": "Unknown Section",
+    "text": "Come back into your mind before you stop.\n\u0089\n\u0089   4. Close your eyes and scan your body for the first physical sensation that you notice. Then scan your mind for the first thought you notice. Shuttle back and forth between scanning for physical sensations and scanning for thoughts. Another time, replace scanning your body for physical sensations to scanning yourself for any emotional feelings. Then shuttle back and forth between an emotional feeling and a thought.\npracTice minDfulneSS of ThouGhTS By uSinG WorDS anD voice Tone\n\u0089\n\u0089   5. Verbalize thoughts or beliefs out loud, using a nonjudgmental voice tone, over and over and over:\n\u0089\n\u0089 As fast as you can until the thoughts make no sense.\n\u0089\n\u0089 Very, very slowly (one syllable or word per breath).\n\u0089"
+  },
+  {
+    "id": "Unknown Section_100",
+    "source": "Unknown Section",
+    "text": "\u0089 In a different voice from yours (high- or low- pitched, like a cartoon character or celebrity).\n\u0089\n\u0089 As a dialogue on a TV comedy show (\u201cYou\u2019ll never believe what thought went through my mind. I was thinking, \u2018I\u2019m a jerk.\u2019 Can you believe that?\u201d).\n\u0089\n\u0089 As songs, sung wholeheartedly and dramatically, in a tune that fits the thoughts.\npracTice minDfulneSS of ThouGhTS WiTh oppoSiTe acTion\n\u0089\n\u0089   6. Relax your face and body while imagining accepting your thoughts as only thoughts\u2014\nsensations of the brain.\n\u0089\n\u0089   7.  Imagine things you would do if you stopped believing everything you think.\n\u0089\n\u0089   8. Rehearse in your mind the things that you would do if you did not view your thoughts as facts.\n\u0089\n\u0089   9. Practice loving your thoughts as they go through your mind.\n(continued on next page)\nFrom"
+  },
+  {
+    "id": "Unknown Section_101",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n351\ndistress tolerance Handout 15a\n(p. 2 of 2)\npracTice minDfulneSS of ThouGhTS By imaGininG ThaT your minD iS:\n\u0089\n\u0089 10.  A conveyor belt, and that thoughts and feelings are coming down the belt. Put each thought or feeling in a box labeled with the type of thought that it is (e.g., worry thoughts, thoughts about my past, thoughts about my mother, planning what to do thoughts). Just keep observing and sorting thoughts into the labeled boxes.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_102",
+    "source": "Unknown Section",
+    "text": "\u0089 11.  A river, and that thoughts and feelings are boats going down the river. Imagine sitting on the grass, watching the boats go by. Try not to jump on the boat.\n\u0089\n\u0089 12.  A railroad track, and that thoughts and feelings are train cars going by. Try not to jump on the train.\n\u0089\n\u0089 13.  A leaf that has dropped off a tree into a beautiful creek flowing by you as you sit on the grass. Each time a thought or image comes into your mind, imagine that it is written or pictured on the leaf floating by. Let each leaf go by, watching as it goes out of sight.\n\u0089\n\u0089 14.  The sky, and thoughts have wings and can fly through the sky. Watch as each flies out of sight.\n\u0089\n\u0089 15.  The sky, and thoughts are clouds. Notice each thought-cloud as it drifts by, letting it drift out of your mind.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_103",
+    "source": "Unknown Section",
+    "text": "\u0089 16.  A white room with two doors. Through one door, thoughts come in; through the other, thoughts go out. Watch each thought with attention and curiosity until it leaves. Let go of judgments. Let go of analyzing thoughts and of figuring out if they fit the facts. As a thought comes into your mind, say, \u201cA thought has entered my mind.\u201d\nOther:\nOther:\nOther:\nOther:\nOther:\n352\nHandouts for Skills When the Crisis\nIs Addiction\ndistress tolerance Handout 16\n(Distress Tolerance Worksheets 13\u201318; pp. 403\u2013410)\noverview:\nWhen the crisis is addiction\nSkills for backing down from addiction.\nyou can remember them as D, c, B, a.\nD\nDialecTical aBSTinence\n\uf8f1\uf8f4\nclear minD\nC\uf8f4\uf8f4\uf8f4\uf8f2\uf8f4\uf8f4\uf8f4\ncommuniTy reinforcemenT\n\uf8f4\uf8f3\nB\nBurninG BriDGeS\nanD BuilDinG neW oneS\n\uf8f1\uf8f4\nalTernaTe reBellion\nA\uf8f4\uf8f4\uf8f4\uf8f2\uf8f4\uf8f4\uf8f4\naDapTive Denial\n\uf8f4\uf8f3\nFrom"
+  },
+  {
+    "id": "Unknown Section_104",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n355\ndistress tolerance Handout 16a\ncommon addictions\nin case you thought you had no addictions, here is a list.\nyou are\naddicted\nwhen you are unable to stop a behavior pattern or use of\nsubstances, despite negative consequences and despite your best efforts to stop.\n\u0089\n\u0089 Alcohol\n\u0089\n\u0089 Internet games\n\u0089\n\u0089 Attention seeking\n\u0089\n\u0089 Kleptomania/stealing/shoplifting\n\u0089\n\u0089 Avoiding:\n\u0089\n\u0089 Lying\n\u0089\n\u0089 Auto racing\n\u0089\n\u0089 Pornography\n\u0089\n\u0089 Betting\n\u0089\n\u0089 Reckless driving\n\u0089\n\u0089 Bulimia (purging/vomiting)\n\u0089\n\u0089 Risky behaviors\n\u0089\n\u0089 Cheating\n\u0089"
+  },
+  {
+    "id": "Unknown Section_105",
+    "source": "Unknown Section",
+    "text": "\u0089 Self- inflicted  injury/self- mutilation\n\u0089\n\u0089 Coffee\n\u0089\n\u0089 Sex\n\u0089\n\u0089 Colas\n\u0089\n\u0089 Shopping\n\u0089\n\u0089 Collecting:\n\u0089\n\u0089 Sleeping\n\u0089\n\u0089 Art\n\u0089\n\u0089 Smartphone apps\n\u0089\n\u0089 Coins\n\u0089\n\u0089 Smoking/tobacco\n\u0089\n\u0089 Junk\n\u0089\n\u0089 Social networking\n\u0089\n\u0089 Clothes\n\u0089\n\u0089 Speed\n\u0089\n\u0089 Shoes\n\u0089\n\u0089 Spiritual practices\n\u0089\n\u0089 Music\n\u0089\n\u0089 Sports activities:\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Biking\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Body building\n\u0089\n\u0089 Computers\n\u0089\n\u0089 Hiking/rock climbing\n\u0089\n\u0089 Criminal activities\n\u0089\n\u0089 Running\n\u0089\n\u0089 Dieting\n\u0089\n\u0089 Weight lifting\n\u0089\n\u0089 Drugs (illicit and prescribed)\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Diuretics\n\u0089\n\u0089 Other:\n\u0089\n\u0089 E-mail\n\u0089\n\u0089 Television\n\u0089\n\u0089 Food/eating\n\u0089\n\u0089 Texting\n\u0089\n\u0089 Carbohydrates\n\u0089\n\u0089 Vandalism\n\u0089\n\u0089 Chocolate\n\u0089\n\u0089 Videos\n\u0089\n\u0089 Specific food:\n\u0089\n\u0089 Video games\n\u0089\n\u0089 Gambling\n\u0089\n\u0089 Working\n\u0089\n\u0089 Games/puzzles\n\u0089\n\u0089 Gossiping\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Imagining/fantasizing\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Internet\n\u0089\n\u0089 Other:\nFrom"
+  },
+  {
+    "id": "Unknown Section_106",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n356\ndistress tolerance Handout 17\n(Distress Tolerance Worksheet 14; pp. 404\u2013406)\nDialectical abstinence\nABSTINENCE\nHARM REDUCTION\n(Swearing off\nvs.\n(Acknowledging there will be\naddictive behavior)\nslips; minimizing the damage,\nbut not demanding perfection)\nPro:\nPeople who commit to\nPro:\nWhen a slip does happen,\nabstinence stay off longer.\npeople can get back \u201con the\nwagon\u201d faster.\nCon:\nIt takes longer for people\nto get back \u201con the wagon\u201d\nCon:\nPeople who commit to\nonce they fall off.\nharm reduction relapse quicker.\nSYNTHESIS"
+  },
+  {
+    "id": "Unknown Section_107",
+    "source": "Unknown Section",
+    "text": "= DialecTical aBSTinence\nThe goal is not to engage in addictive behavior again\u2014\nin other words, to achieve complete abstinence.\nHowever, if there is a slip, the goal is to minimize harm and get back to abstinence as soon as possible.\npros:\nIt works!\ncons:\nIt\u2019s work. You don\u2019t get a vacation.\n(You\u2019re always either abstinent or working to get back to abstinence.)\nAn example of expecting the best and planning for the trouble spots: Olympic athletes must believe and behave as though they can win every race, even though they have lost before and will lose again.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_108",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n357\ndistress tolerance Handout 17a\n(Distress Tolerance Worksheet 14; pp. 404\u2013406)\nplanning for Dialectical abstinence\nplan for abstinence\n\u0089\n\u0089   1.  Enjoy your success, but with a clear mind; plan for temptations to relapse.\n\u0089\n\u0089   2. Spend time or touch base with people who will reinforce you for abstinence.\n\u0089\n\u0089   3. Plan reinforcing activities to do instead of addictive behaviors.\n\u0089\n\u0089   4. Burn bridges: Avoid cues and high-risk situations for addictive behaviors.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_109",
+    "source": "Unknown Section",
+    "text": "\u0089   5. Build new bridges: Develop images, smells, and mental activities (such as, urge surfing) to compete with information associated with craving.\n\u0089\n\u0089   6. Find alternative ways to rebel.\n\u0089\n\u0089   7.  Publicly announce abstinence; deny any idea of lapsing to addiction.\nplan for harm reduction\n\u0089\n\u0089   1.  Call your therapist, sponsor, or mentor for skills coaching.\n\u0089\n\u0089   2. Get in contact with other effective people who can help.\n\u0089\n\u0089   3. Get rid of temptations; surround yourself with cues for effective behaviors.\n\u0089\n\u0089   4. Review skills and handouts from DBT.\n\u0089\n\u0089   5. Opposite action (Emotion Regulation Handout 10) can be rehearsed to fight guilt and shame. If no other option works, go to an anonymous meeting of any sort and publicly report your lapse.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_110",
+    "source": "Unknown Section",
+    "text": "\u0089   6. Building mastery and coping ahead for emotional situations (Emotion Regulation Handout 19), and checking the facts (Emotion Regulation Handout 8), can be used to fight feelings of being out of control.\n\u0089\n\u0089   7.  Interpersonal skills (Interpersonal Effectiveness Handouts 5\u20137), such as asking for help from family, friends, sponsors, ministers, or counselors, can also be helpful. If you are isolated, help can often be found via online support groups.\n\u0089\n\u0089   8. Conduct a chain analysis to analyze what prompted the lapse (General Handouts 7, 7a).\n\u0089\n\u0089   9. Problem-solve right away to find a way to \u201cget back on the wagon\u201d and repair any damage you have done (Emotion Regulation Handout 12).\n\u0089\n\u0089 10.  Distract yourself, self- soothe, and improve the moment.\n\u0089\n\u0089 11.  Cheerlead yourself.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_111",
+    "source": "Unknown Section",
+    "text": "\u0089 12.  Do pros and cons of stopping addictive behaviors (Distress Tolerance Handout 5).\n\u0089\n\u0089 13.  Stay away from extreme thinking. Don\u2019t let one slip turn into a disaster.\n\u0089\n\u0089 14.  Recommit to 100% total abstinence.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n358\ndistress tolerance Handout 18\n(Distress Tolerance Worksheet 15; p. 407)\nclear mind\nCLEAR\nADDICT\nMIND\nCLEAN\nMIND\nMIND\nFOGGY MIND\naddict mind is:\nclean mind is:\nimpulsive\nnaive\none- minded\nrisk- taking\nWilling to do anything for a \u201cfix\u201d\noblivious to dangers\nWhen in\naddict mind,\nyou are ruled\nWhen in\nclean mind,"
+  },
+  {
+    "id": "Unknown Section_112",
+    "source": "Unknown Section",
+    "text": "you are clean\nby the addiction. The urges for habitual\nbut oblivious to dangers that might\nproblem behaviors determine your\ncue habitual problem behaviors. You\nthoughts, emotions, and behaviors.\nbelieve you are invincible and immune\nto future temptation.\n\uf0f8\n\uf0f7\nBoth extremes are DanGerouS!\n\uf0f2\nclear minD:\nThe safest place to be.\nYou are clean, but you remember addict mind.\nYou radically accept that relapse is\nnot impossible.\nYou enjoy your\nsuccess,\nwhile still\nexpecting urges and cues\nand\nplanning\nfor when you\u2019re tempted.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n359"
+  },
+  {
+    "id": "Unknown Section_113",
+    "source": "Unknown Section",
+    "text": "distress tolerance Handout 18a\n(Distress Tolerance Worksheet 16; p. 408)\nBehavior patterns characteristic of addict mind\nand of clean mind\naDDicT minD\nclean minD\n\u0089\n\u0089 Engaging in addictive behavior.\n\u0089\n\u0089 Engaging in\napparently irrelevant behaviors\nthat in the past inevitably led to addictive\n\u0089\n\u0089 Thinking, \u201cI don\u2019t really have a problem with\nbehavior.\naddiction.\u201d\n\u0089\n\u0089 Thinking, \u201cI\u2019ve learned my lesson.\u201d\n\u0089\n\u0089 Thinking, \u201cI can do a little.\u201d\n\u0089\n\u0089 Thinking, \u201cI can control the habit.\u201d\n\u0089\n\u0089 Thinking, \u201cI can indulge my habit, if only on\nweekends.\u201d\n\u0089\n\u0089 Thinking, \u201cI don\u2019t really have an addiction\nproblem any more.\u201d\n\u0089\n\u0089 Thinking, \u201cI can\u2019t stand this!\u201d\n\u0089\n\u0089 Stopping or cutting back medication that helps\n\u0089\n\u0089 Glamorizing addiction.\nwith addiction.\n\u0089\n\u0089 Surfing the Internet for ways to engage in\n\u0089"
+  },
+  {
+    "id": "Unknown Section_114",
+    "source": "Unknown Section",
+    "text": "\u0089 Being in environments where others engage in\naddictive behaviors.\naddictive behaviors.\n\u0089\n\u0089 Buying paraphernalia (food, drugs, videos,\n\u0089\n\u0089 Seeing friends who are still addicted.\netc.) for addictive behavior.\n\u0089\n\u0089 Living with people who are addicted.\n\u0089\n\u0089 Selling or exchanging items related to\naddictive behaviors.\n\u0089\n\u0089 Keeping addiction paraphernalia.\n\u0089\n\u0089 Stealing to pay for addiction.\n\u0089\n\u0089 Carrying around extra money.\n\u0089\n\u0089 Prostituting for money or for paraphernalia.\n\u0089\n\u0089 Being irresponsible with bills.\n\u0089\n\u0089 Lying.\n\u0089\n\u0089 Dressing like an addict.\n\u0089\n\u0089 Hiding.\n\u0089\n\u0089 Not going to meetings.\n\u0089\n\u0089 Isolating.\n\u0089\n\u0089 Not confronting the problems that fuel my\naddictive behaviors.\n\u0089\n\u0089 Acting always busy; \u201cGot to go!\u201d\n\u0089\n\u0089 Acting as if only willpower is needed.\n\u0089\n\u0089 Breaking promises.\n\u0089\n\u0089 Isolating.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_115",
+    "source": "Unknown Section",
+    "text": "\u0089 Committing crimes.\n\u0089\n\u0089 Believing, \u201cI can do this alone.\u201d\n\u0089\n\u0089 Acting like a corpse.\n\u0089\n\u0089 Thinking, \u201cI can take pain medicine/diet/\n\u0089\n\u0089 Having \u201cno life.\u201d\nengage in addictive behavior if prescribed or\n\u0089\n\u0089 Acting desperate/obsessed.\nadvised; I don\u2019t need to say anything about my\npast addiction.\u201d\n\u0089\n\u0089 Not looking people in the eyes.\n\u0089\n\u0089 Thinking, \u201cI can\u2019t stand this!\u201d\n\u0089\n\u0089 Having poor hygiene.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Avoiding doctors.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Other:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n360\ndistress tolerance Handout 19"
+  },
+  {
+    "id": "Unknown Section_116",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Worksheet 16; p. 408)\ncommunity reinforcement\ncommunity reinforcement means replacing addiction reinforcers\nwith abstinence reinforcers.\nreinforcinG aBSTinence iS criTical\nReinforcers in your environment play a powerful role in encouraging or discouraging addictive behaviors.\nTo stop addictive behavior, you have to figure out how to make a lifestyle\nwithout\nyour addictive behaviors more rewarding than a lifestyle\nwith\nyour addictive behaviors.\nYou have to find a way to get behaviors incompatible with addictions to pay off and be rewarded by those around you.\nWillpower is\nnot\nsufficient. If it were, we would all be perfect!\nreplace aDDicTion reinforcerS WiTh aBSTinence reinforcerS"
+  },
+  {
+    "id": "Unknown Section_117",
+    "source": "Unknown Section",
+    "text": "Begin a series of action steps that will increase your chances of accumulating positive events to replace addictive behavior.\n\u0089\n\u0089 Search for people to spend time with who aren\u2019t addicted.\n\u0089\n\u0089 Increase the number of enjoyable activities you engage in that do not involve your addiction.\n\u0089\n\u0089 If you cannot decide what people or activities you like, sample a lot of different groups of people and a lot of different activities.\naBSTinence SamplinG\n\u0089\n\u0089 Commit to    days off your addiction, and observe the benefits that naturally occur.\n\u0089\n\u0089 Temporarily avoid high-risk addiction triggers, and replace these with competing behaviors to get you through the sampling period.\n\u0089\n\u0089 Observe all the extra positive events occurring when you are not engaging in addictive behaviors.\nNote."
+  },
+  {
+    "id": "Unknown Section_118",
+    "source": "Unknown Section",
+    "text": "Adapted from Meyers, R. J., & Squires, D. D. (2001, September).\nThe community reinforcement approach.\nRetrieved from\nwww.bhrm.org/\nguidelines/CRAmanual.pdf.\nAdapted by permission of the authors.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n361\ndistress tolerance Handout 20\n(Distress Tolerance Worksheet 17; p. 409)\nBurning Bridges and Building new ones\nBurninG BriDGeS\naccept at the most radical level that you are not going to engage in addictive behavior\nagain, and then move actively to cut off all addictive behavior options.\n\u0089\n\u0089\n1."
+  },
+  {
+    "id": "Unknown Section_119",
+    "source": "Unknown Section",
+    "text": "Make an absolute commitment to abstinence from the addictive behavior, which is (describe addictive behavior). Then walk into the garage of abstinence and\nslam the garage door shut.\n(Remember that the tiniest slit of space can let an entire elephant in.)\n\u0089\n\u0089\n2.\nList everything in your life that makes addiction possible.\n\u0089\n\u0089\n3.\nGet rid of these things:\n\u0089\n\u0089 Throw out contact information of people who collude with you.\n\u0089\n\u0089 Get rid of all possible cues and temptations.\n\u0089\n\u0089\n4.\nList and do everything you can that will make it hard or impossible to continue your addictive behavior.\n\u0089\n\u0089 Ruthlessly and at every moment, tell the truth about your behavior.\n\u0089\n\u0089 Tell all your friends and family that you have\nquit.\nBuilDinG neW BriDGeS"
+  },
+  {
+    "id": "Unknown Section_120",
+    "source": "Unknown Section",
+    "text": "create visual images and smells that will compete with the information loaded into\nyour visual and olfactory brain systems when cravings occur.\nCravings and urges are strongly related to vivid images and smells of what is craved. The stronger the imagery or smell, the stronger the craving.\n\u0089\n\u0089 Build different images or smells to think about. Try to keep these images or smells in memory when you have an unwanted craving. For example, whenever you crave a cigarette, imagine being on the beach; see and smell it in your mind to reduce the craving.\n\u0089\n\u0089 When you have unwanted cravings, look at moving images or surround yourself with smells unrelated to the addiction. Moving images and new smells will compete with your cravings.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_121",
+    "source": "Unknown Section",
+    "text": "\u0089 \u201cUrge-surf\u201d by imagining yourself on a surfboard riding the waves of your urges. Notice them coming and going, rising high, going low, and finally going away.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n362\ndistress tolerance Handout 21\n(Distress Tolerance Worksheet 18; p. 410)\nalternate rebellion and adaptive Denial\nalTernaTe reBellion\nWhen addictive behaviors are a way to rebel against authority, conventions, and the boredom of not breaking rules or laws, try alternate rebellion. Alternate rebellion replaces destructive rebellion and keeps you on a path to your goals."
+  },
+  {
+    "id": "Unknown Section_122",
+    "source": "Unknown Section",
+    "text": "Examples:\n\u0089\n\u0089 Shave your head.\n\u0089\n\u0089 Dye your hair a wild color.\n\u0089\n\u0089 Wear crazy underwear.\n\u0089\n\u0089 Get a tattoo or body piercing.\n\u0089\n\u0089 Wear unmatched shoes.\n\u0089\n\u0089 Wear clothes inside out.\n\u0089\n\u0089 Have secret thoughts.\n\u0089\n\u0089 Don\u2019t bathe for a week.\n\u0089\n\u0089 Express unpopular views.\n\u0089\n\u0089 Print a slogan on a t-shirt.\n\u0089\n\u0089 Do random acts of kindness.\n\u0089\n\u0089 Paint your face.\n\u0089\n\u0089 Vacation with your family at a nudist colony.\n\u0089\n\u0089 Dress up or dress down where\n\u0089\n\u0089 Write a letter saying exactly what you want to.\ndoing so is unexpected.\naDapTive Denial\nWhen your mind can\u2019t tolerate craving for addictive behaviors, try adaptive denial.\n\u0089\n\u0089 Give logic a break when you are doing this. Don\u2019t argue with yourself.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_123",
+    "source": "Unknown Section",
+    "text": "\u0089 When urges hit, deny that you want the problem behavior or substance. Convince yourself you want something other than the problem behavior. For example, reframe an urge to have a cigarette as an urge to have a flavored toothpick; an urge to have alcohol as an urge to have something sweet; or an urge to gamble as an urge to alternate rebellion (see above).\nOther:\nOther:\nBe adamant with yourself in your denial, and engage in the alternative behavior.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_124",
+    "source": "Unknown Section",
+    "text": "\u0089 Put off addictive behavior. Put it off for 5 minutes, then put it off for another 5 minutes, and so on and on, each time saying, \u201cI only have to stand this for 5 minutes.\u201d By telling yourself each day you will be abstinent for today (or each hour for just this hour, and so on), you are saying, \u201cThis is not forever. I can stand this right now.\u201d\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this handout is granted to purchasers of this book for personal use or for use with clients.\n363\nDistress Tolerance\nWorksheets\nWorksheets for Crisis Survival Skills\ndistress tolerance WorksHeet 1\n(Distress Tolerance Handouts 2\u20139a; pp. 325\u2013337)\ncrisis Survival Skills"
+  },
+  {
+    "id": "Unknown Section_125",
+    "source": "Unknown Section",
+    "text": "Due Date:       Name:\nWeek Starting:\nPractice your crisis survival skills at least twice. Describe the crisis event; check off which skills you used for that event; and then describe how you used the skill and what happened.\ncriSiS evenT 1:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\n\u0089\n\u0089\nSTop\nAt left, check the skills you used, and describe here:\n\u0089\n\u0089\npros and cons\n\u0089\n\u0089\nTip\n\u0089\n\u0089\nDistract with accepTS\n\u0089\n\u0089\nSelf- soothe\n\u0089\n\u0089\nimprove the moment\nDescribe the outcome of using skills:\nCircle a number to indicate how effective the skills were in helping you tolerate the distress and cope with the situation (keeping you from doing something to make the situation worse). Use the following scale:"
+  },
+  {
+    "id": "Unknown Section_126",
+    "source": "Unknown Section",
+    "text": "I still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\ncriSiS evenT 2:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\n\u0089\n\u0089\nSTop\nAt left, check the skills you used, and describe here:\n\u0089\n\u0089\npros and cons\n\u0089\n\u0089\nTip\n\u0089\n\u0089\nDistract with accepTS\n\u0089\n\u0089\nSelf- soothe\n\u0089\n\u0089\nimprove the moment\nDescribe the outcome of using skills:\nCircle effectiveness of skills:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat."
+  },
+  {
+    "id": "Unknown Section_127",
+    "source": "Unknown Section",
+    "text": "resisted problem urges.\n1\n2\n3\n4\n5\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n369\nranted\ns g\ntions\nctice\nues\nra p\nr q\norksheet i\no\nkills s\nhis w\nons\nis\nrint t\nnd p\nonclusiC about th\nnload a\now\nr d\ne\nn\ntiv\nsity\notio\n/\n/"
+  },
+  {
+    "id": "Unknown Section_0",
+    "source": "Unknown Section",
+    "text": "/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nn\nosi\n\u2013100)\nse\nP\nem\ninten\n(0\nhotocopy o\notio\no p\nkill u\nmE\nn\na\nsity\notio\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nission t\negative\n\u2013100)\nt 1\nem\n(0\nerm\n/after s\nN\ninten\nre\nf\nsHee\n25\u2013337)\nefo\ninehan. P\nrance\ntand\nan\nvive)\n. L\np. 3\nur\nkills\nte ba\nevel o\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nork\nr\ns tole\nan\u2019t s\narsha M\n\u20139a; p\ns:\nour lY\nit; 5 = I c\ny M\ne W\ns 2\n:\ndistres\n(0 = I c\ndefinitely s\nvival S\nolow\n015 b\nanc\nt\nandout\nur\narting\n?\noun\nme\ner\nS\nce as f\nm\ncticing\nskill\nA\nof ti\nopyright 2\neek St\npra\nolerance H\nrisis\nW\nxperien\ninehan. C\nss tol\nc\nhat\n. L\nkil)?\nour e\nw\nhe s\narsha M\n(Distress T\nrisis (\nission.\ny M\ndistre\nhe c\nerm\nn\n, b\nescribe y\needing t\nis p\nas t\nditio\nnd d\ned n\nith h\npt\nlients.\nhat w\necond E\nith c\nce, a\nW\nprom\nxelrod, w\nse w\nwi\nets, S\neth A\nor u\nkill t\nnd\nr f\ny S\norkshe\nse o\nal s\nkil, a"
+  },
+  {
+    "id": "Unknown Section_1",
+    "source": "Unknown Section",
+    "text": "d W\ns an\nurviv\nhis s\nractice?\n:\norksheet b\nersonal u\nS\ndout\ns s\no p\nT\nan\nor p\no t\nP\nent:\nH\nrisi\nE\nractice t\nC\nom\nook f\nou d\nC A\nnpublished w\nraining\nhis b\nach c\nou p\nid y\nons:\n:\nhe m\nith\nn u\nf t\nid y\nE t\nkils T\nnd c\nV\nrom a\nS\ne:\nhat d\nct w\nO\nT\nw\nB\np:\ntra\nf- soothe\nRP\nD\nam\nractice e\nhen d\nto\nros a\nIP:\nis\nurchasers o\nN\nP\nW\nS\nP\nT\nD\nSel\nIM\ndapted f\nom\nA\nFr to p\n370\ndistress tolerance WorksHeet 1b\n(Distress Tolerance Handouts 2\u20139a; pp. 325\u2013337)\ncrisis Survival Skills\nDue Date:       Name:\nWeek Starting:\nFor each survival skill, write down what you did during the week, and then give a number to indicate how effective the skill was in helping you tolerate the distress and cope with the situation (keeping you from doing something to make the situation worse). Use the following scale:"
+  },
+  {
+    "id": "Unknown Section_2",
+    "source": "Unknown Section",
+    "text": "I still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nDay:\nSTop\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\npros and cons\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nTip\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nDistract with accepTS\n/                                Effectiveness:"
+  },
+  {
+    "id": "Unknown Section_3",
+    "source": "Unknown Section",
+    "text": "/                                Effectiveness:\n/                                 Effectiveness:\nDay:\nSelf- soothe\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nimprove the moment\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nAdapted from an unpublished worksheet by Seth Axelrod, with his permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n371"
+  },
+  {
+    "id": "Unknown Section_4",
+    "source": "Unknown Section",
+    "text": "distress tolerance WorksHeet 2\n(Distress Tolerance Handout 4; p. 327)\npracticing the STop Skill\nDue Date:       Name:\nWeek Starting:\nDescribe two crisis situations that happened to you. Then describe your use of the STOP skill.\ncriSiS evenT 1:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\nBehavior you are trying to stop:\n\u0089\n\u0089\nStop\nAt left, check the steps you used, and describe what you did\n\u0089\n\u0089\nTake a step back\nhere:\n\u0089\n\u0089\nobserve\n\u0089\n\u0089\nproceed mindfully\nDescribe the outcome of using skills:\nCircle a number to indicate how effective the skill was in helping you tolerate the distress and cope with the situation (keeping you from doing something to make the situation worse). Use the following scale:"
+  },
+  {
+    "id": "Unknown Section_5",
+    "source": "Unknown Section",
+    "text": "I still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\ncriSiS evenT 2:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\nBehavior you are trying to stop:\n\u0089\n\u0089\nStop\nAt left, check the steps you used, and describe what you did here:\n\u0089\n\u0089\nTake a step back\n\u0089\n\u0089\nobserve\n\u0089\n\u0089\nproceed mindfully\nDescribe the outcome of using the skills:\nCircle effectiveness of the skill:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute."
+  },
+  {
+    "id": "Unknown Section_6",
+    "source": "Unknown Section",
+    "text": "It helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n372\nranted\ns g\ntuation\ntions\nctice\nues\nra p\norksheet i\nr q\nnd a si\no\nkills\nhis w\no fi\ns\nons\nis\nrint t\nry t\nnd p\nonclusi\nkil. T\nC\nabout th\nnload a\nP s\now\nr d\nTO\ne\nn\nhe S\ntiv\nsity\notio\n/\n/\n/\n/\n/\n/\n/\nhotocopy o\nn\nosi\n\u2013100)\nse\nP\nem\ninten\n(0\no p\nsed t\notio\na\nm\nn\nission t\nou u\nkill u\nE\nsity\n/\n/\n/\n/\n/\n/\n/\nt 2\notio\n\u2013100)\nerm\nll\negative\now y\nN\nem\ninten\n(0\nki\n/after sre\nsHee\n27)\n:\ninehan. P\n. 3\nS\nf\n. L\ncribe h\nefo\ntand\nvive)\n; p\np\nrance\nan\nur\nork\narting\nes\nate b\nevel o\n/\n/\n/\n/\n/\n/\n/"
+  },
+  {
+    "id": "Unknown Section_7",
+    "source": "Unknown Section",
+    "text": "To\nr\ns tole\nan\u2019t s\narsha M\ny M\ne W\nour l\nit; 5 = I c\nandout 4\nhen d\nY\ne S\neek St\ndistres\n(0 = I c\ndefinitely s\n015 b\nanc\nW\nkil. T\nr\ner\nP s\ned?\nopyright 2\nolerance H\nTO\nehavioB stopp\nhe S\ninehan. C\nss tol\n. L\n(Distress T\nracticing thp\nsed t\narsha M\nou u\nractice\nission.\ny M\ndistre\nre y\nkil.\nou p\nerm\nn\n, b\nhe\nP s\nid y\nis p\nthis skill?\nditio\nith h\nTO\nlients.\nou w\now dH\necond E\nith c\no y\nour S\nxelrod, w\nse w\nd t\nets, S\neth A\nor ur f\ne:\ny S\norkshe\nse o\nam\nractice y\nn\nd W\nN\nappene\ns an\nan p\norksheet b\nhat h\nituatio\nersonal u\ns\ndout\nou c\nis\nan\nor p\nris\nH\nre y\nC\nook f\nnpublished w\ntuations t\nhe\nraining\nhis b\nn u\nf t\nkils T\nate:\nay w\nrom a\nST\ncribe si\nB\nay\nD\nue D\nD\nurchasers o\nD\nDes\neach d\ndapted f\nom\nA\nFr to p\n373\ndistress tolerance WorksHeet 3\n(Distress Tolerance Handout 5; p. 328)"
+  },
+  {
+    "id": "Unknown Section_8",
+    "source": "Unknown Section",
+    "text": "pros and cons of acting on crisis urges\nDue Date:       Name:\nWeek Starting:\n1.\nDescribe the\nproblem behavior\nyou are trying to stop:\n2.\nList pros and cons for acting on crisis urges (including urges to act and urges to quit), and create a separate list for resisting crisis behavior by tolerating distress and using skills. Use the back of this sheet if you need more room.\n3.\nRead the pros and cons when an urge toward the problem behavior occurs.\nproblem behavior\nproS\nconS\n1.\n1.\n2.\n2.\nacting on crisis\n3.\n3.\nurges\n4.\n4.\n5.\n5.\n1.\n1.\n2.\n2.\nresisting crisis\n3.\n3.\nurges\n4.\n4.\n5.\n5.\nIdentify which pros and cons are short-term (just for today) or long-term (beyond today). Then ask your Wise Mind: Would you rather have a good day or a good life? Make a mindful choice about your behavior."
+  },
+  {
+    "id": "Unknown Section_9",
+    "source": "Unknown Section",
+    "text": "If this worksheet helps you choose skillful behavior over crisis behavior, be sure to keep it where you can find it and review it again when you are in crisis.\nAdapted from an unpublished worksheet by Seth Axelrod, with his permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n374\ndistress tolerance WorksHeet 3a\n(Distress Tolerance Handout 5; p. 328)\npros and cons of acting on crisis urges\nDue Date:       Name:\nWeek Starting:\n1.\nDescribe the\nproblem behavior\nyou are trying to stop:\n2."
+  },
+  {
+    "id": "Unknown Section_10",
+    "source": "Unknown Section",
+    "text": "List pros and cons for acting on crisis urges (including urges to act and urges to quit), and create a separate list for resisting crisis behavior by tolerating distress and using skills. Use the back of this sheet if you need more room.\n3.\nRead the pros and cons when an urge toward the problem behavior occurs.\nproblem behavior\nacting on crisis urges\nresisting crisis urges\n1.\n1.\n2.\n2.\nproS\n3.\n3.\n4.\n4.\n5.\n5.\n1.\n1.\n2.\n2.\nconS\n3.\n3.\n4.\n4.\n5.\n5.\nIdentify which pros and cons are short-term (just for today) or long-term (beyond today). Then ask your Wise Mind: Would you rather have a good day or a good life? Make a mindful choice about your behavior."
+  },
+  {
+    "id": "Unknown Section_11",
+    "source": "Unknown Section",
+    "text": "If this worksheet helps you choose skillful behavior over crisis behavior, be sure to keep it where you can find it and review it again when you are in crisis.\nAdapted from an unpublished worksheet by Seth Axelrod, with his permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n375\ndistress tolerance WorksHeet 4\n(Distress Tolerance Handouts 6, 6a, 6b; pp. 329\u2013331)\nchanging Body chemistry with Tip Skills\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_12",
+    "source": "Unknown Section",
+    "text": "Describe the situation you were in when you chose to practice each skill. Rate both your emotional arousal and distress tolerance before and after using the TIP skill. Describe what you actually did.\nUse the back of this sheet if necessary.\n\uf8f1\nchanGinG my facial TemperaTure\n\uf8f4\uf8f4 Used cold water to change emotions\n\uf8f4\nT \uf8f4Situation:\n\uf8f4\uf8f2 Arousal (0\u2013100) Before:     After:\n\uf8f4\uf8f4 Distress tolerance (0 = I can\u2019t stand it; 100 = I can definitely survive) Before:    After:\n\uf8f4\uf8f4 What I did (describe):\n\uf8f4\uf8f3\n\uf8f1\ninTenSe exerciSe\n\uf8f4\uf8f4 Situation:\nI \uf8f4\uf8f4\uf8f4Arousal (0\u2013100) Before:     After:\n\uf8f2\uf8f4 Distress tolerance (0 = I can\u2019t stand it; 100 = I can definitely survive) Before:    After:\n\uf8f4\uf8f4\uf8f4 What I did (describe):\n\uf8f4\uf8f3\n\uf8f1\npaceD BreaThinG\n\uf8f4\uf8f4\uf8f4 Situation:\n\uf8f4\uf8f4 Arousal (0\u2013100) Before:     After:"
+  },
+  {
+    "id": "Unknown Section_13",
+    "source": "Unknown Section",
+    "text": "\uf8f2\uf8f4 Distress tolerance (0 = I can\u2019t stand it; 100 = I can definitely survive) Before:    After:\n\uf8f4\uf8f4\uf8f4 What I did (describe):\nP \uf8f4\uf8f3\n\uf8f1\npaireD muScle relaxaTion\n\uf8f4\uf8f4\uf8f4 Situation:\n\uf8f4\uf8f4 Arousal (0\u2013100) Before:     After:\n\uf8f2\uf8f4 Distress tolerance (0 = I can\u2019t stand it; 100 = I can definitely survive) Before:    After:\n\uf8f4\uf8f4\uf8f4 What I did (describe):\n\uf8f4\uf8f3\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n376\ndistress tolerance WorksHeet 4a\n(Distress Tolerance Handout 6b; p. 331)\npaired muscle relaxation\nDue Date:       Name:\nWeek Starting:\nPractice\npaired muscle relaxation"
+  },
+  {
+    "id": "Unknown Section_14",
+    "source": "Unknown Section",
+    "text": "(tensing your body muscles and then letting go of tension completely as you breathe out). Practice as many times a day as you can at first until you notice that when you exhale, our body automatically relaxes on its own. At this point, you have paired breathing out with relaxation. Once that happens, continue practicing but not as often.\nPractice paired muscle relaxation as many times a day as you can, and describe your experience below. Check the type of practice you did: individual muscles, muscle groups, or all of your muscles at once.\nNumber\nof times\nAverage\nNumber of\npracticed\nlevel of\ntimes\nused\nAverage level  Check which muscles\npaired\nrelaxation\nskill\nwhen\nof relaxation\nyou tensed and\nmuscle\nbefore/after\ntense or\nbefore/after\nrelaxed (check more\nDay\nrelaxation\n(0\u2013100)\noverwhelmed"
+  },
+  {
+    "id": "Unknown Section_15",
+    "source": "Unknown Section",
+    "text": "(0\u2013100)\nthan one if necessary)\n\u0089\n\u0089 Individual muscles\n/\n/\n\u0089\n\u0089 Groups\n\u0089\n\u0089 All at once\n\u0089\n\u0089 Individual muscles\n/\n/\n\u0089\n\u0089 Groups\n\u0089\n\u0089 All at once\n\u0089\n\u0089 Individual muscles\n/\n/\n\u0089\n\u0089 Groups\n\u0089\n\u0089 All at once\n\u0089\n\u0089 Individual muscles\n/\n/\n\u0089\n\u0089 Groups\n\u0089\n\u0089 All at once\n\u0089\n\u0089 Individual muscles\n/\n/\n\u0089\n\u0089 Groups\n\u0089\n\u0089 All at once\n\u0089\n\u0089 Individual muscles\n/\n/\n\u0089\n\u0089 Groups\n\u0089\n\u0089 All at once\nDescribe your experience:\nConclusions about practice and/or questions about this skills practice: From\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n377\ndistress tolerance WorksHeet 4b\n(Distress Tolerance Handout 6c; p. 332)"
+  },
+  {
+    "id": "Unknown Section_16",
+    "source": "Unknown Section",
+    "text": "effective rethinking and paired relaxation\nDue Date:       Name:\nWeek Starting:\nStep 1. Describe\none typical\nprompting event\nfor distress in your life: What led up to what? What is it about this event that is a problem for you? Be very specific in your answers. Use describing skills. Check the facts.\nStep 2. ask:\n\u201cWhat must I be telling myself (or what are my\ninterpretations and thoughts\n) about this event that contributes to my stress?\u201d\nWrite them down.\nStep 3. rethink\nthe thoughts that lead to distress. Rethinking involves reevaluating the situation and its meaning in ways that counteract stress- producing thoughts and thereby reduce stress responses.\nWrite down\nas many effective thoughts as you can to replace the stressful thoughts.\nStep 4.\nDid you practice\nin your imagination"
+  },
+  {
+    "id": "Unknown Section_17",
+    "source": "Unknown Section",
+    "text": "effective rethinking of a stressful situation this week? Yes    No\nIf you engaged in rethinking, did it reduce fear of the situation happening again? (0\u20135, 0 = not at all; 5 = very much):\nWhat effective thoughts did you use to replace stress- causing thoughts?\nRate average level of relaxation (0\u2013100): Before    After\nStep 5.\nDid you practice\nrethinking plus paired relaxation\n? Yes    No If you engaged in rethinking plus paired relaxation, did it help you reduce your stress? (0\u20135, 0 = not at all; 5 = very much):\nWhat effective thoughts did you use to replace stress- causing thoughts?\nComments:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_18",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n378\ndistress tolerance WorksHeet 5\n(Distress Tolerance Handout 7; p. 333)\nDistracting with Wise mind accepTS\nDue Date:       Name:\nWeek Starting:\nDescribe two crisis situations that happened to you. Then describe your use of the ACCEPTS\nskills.\ncriSiS evenT 1:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\n\u0089\n\u0089\nactivities\nAt left, check the skills you used, and describe here:\n\u0089\n\u0089\ncontributions\n\u0089\n\u0089\ncomparisons\n\u0089\n\u0089\nemotions\n\u0089\n\u0089\npushing away\n\u0089\n\u0089\nThoughts\n\u0089\n\u0089\nSensations"
+  },
+  {
+    "id": "Unknown Section_19",
+    "source": "Unknown Section",
+    "text": "Describe the outcome of using skills:\nCircle a number to indicate how effective the skills were in helping you tolerate the distress and cope with the situation (keeping you from doing something to make the situation worse). Use the following scale:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\ncriSiS evenT 2:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\n\u0089\n\u0089\nactivities\nAt left, check the skills you used, and describe here:\n\u0089\n\u0089\ncontributions\n\u0089\n\u0089\ncomparisons\n\u0089\n\u0089\nemotions\n\u0089\n\u0089\npushing away\n\u0089\n\u0089\nThoughts\n\u0089\n\u0089\nSensations"
+  },
+  {
+    "id": "Unknown Section_20",
+    "source": "Unknown Section",
+    "text": "Describe the outcome of using skills:\nCircle effectiveness of skills:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n379\nranted\ntions\nctice\ns g\nues\nra p\nr q o kills\norksheet i\ns\nons\nis\nhis w\nrint t\nonclusi\nnd p\nC\nabout th\nnload a\ne\nn\now\ntiv\nsity\nr d\notio\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nn\nosi\n\u2013100)\nse\nP\nem\ninten\n(0\notiom\nhotocopy o\nkill u\nE\nn\nS\nsity\no p\notio\n/\n/"
+  },
+  {
+    "id": "Unknown Section_21",
+    "source": "Unknown Section",
+    "text": "/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\negative\n\u2013100)\na\nT\nN\nem\ninten\n(0\nission t\n/after s\nt 5\nre\ne\nt;\nerm\ncepc\nefo\ntand i\n)\nefinitely\nsHee\n33)\n:\ninehan. P\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n. 3\na\nate b\ntoleranc\n. L\nr\nan\u2019t s\nan d\n; p\nsurvive\nork\nind\narting\nstress\narsha M\nDi\n(0 = I c\n5 = I c\ny M\ne W\ns:\nandout 7\nse m\neek St\ns\nme\n015 b\nw\nd in\n?\nanc\nW\nolow\ng thi\nHo\nuch ti\nsse\nskill\ner\nWi\nm\npa\ndoin\nopyright 2\nolerance H\nith\nce as f\nw\nhat\nkil)?\ninehan. C\nss tol\nw\n. L\n(Distress T\nxperien\nhe s\nrisis (\narsha M\nracting\nour e\nhe c\nission.\ny M\ndistre\needing t\nist\nas t\nerm\nn\n, b\nD\ncribe y\ned n\nis p\npt\nditio\nes\nhat w\nith h\nlients.\nW\nnd d\nprom\necond E\nith c\nxelrod, w\nse w\nets, S\nce, a\nnd\neth A\nor ur f\ne:\nwi\ny S\norkshe\nse o\nam\nkill t\nkil, a\nd W\nN\nractice?\nhis s\ns an\no p\norksheet b\nersonal u\ndout\no t\nan\nor p\nH\nistraction s"
+  },
+  {
+    "id": "Unknown Section_22",
+    "source": "Unknown Section",
+    "text": "ractice t\nou d\nook f\nou p\nid y\n:\nnpublished w\nraining\nhis b\nach d\nay:\nid y\nns:\nns\n:\nn u\nf t\n:\nw\nkils T\nate:\nhat dw\nutio\nns:\ng a\nhts:\nrom a\nST\nhen d\nities\npariso\nations\nB\notio\nug\nD\nue D\nractice e\nW\nctiv\nontrib\nom\nm\nushin\nho\nens\nurchasers o\nD\nP\nA\nC\nC\nE\nP\nT\nS\ndapted f\nom\nA\nFr to p\n380\ndistress tolerance WorksHeet 5b\n(Distress Tolerance Handout 7; p. 333)\nDistracting with Wise mind accepTS\nDue Date:       Name:\nWeek Starting:\nFor each ACCEPTS skill, write down what you did during the week, and write down a number to indicate how effective the skill was in helping you tolerate the distress and cope with the situation (keeping you from doing something to make the situation worse). Use the following scale:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,"
+  },
+  {
+    "id": "Unknown Section_23",
+    "source": "Unknown Section",
+    "text": "the situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nDay:\nacTiviTieS\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nconTriBuTionS\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\ncompariSonS\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nemoTionS\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:"
+  },
+  {
+    "id": "Unknown Section_24",
+    "source": "Unknown Section",
+    "text": "puShinG aWay\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nThouGhTS\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nSenSaTionS\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n381\ndistress tolerance WorksHeet 6"
+  },
+  {
+    "id": "Unknown Section_25",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Handout 8; p. 334)\nSelf- Soothing\nDue Date:       Name:\nWeek Starting:\nDescribe two crisis situations that happened to you. Then describe your use of the self- soothing skills.\ncriSiS evenT 1:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\n\u0089\n\u0089\nvision\nAt left, check the skills you used, and describe here:\n\u0089\n\u0089\nhearing\n\u0089\n\u0089\nSmell\n\u0089\n\u0089\nTaste\n\u0089\n\u0089\nTouch\nDescribe the outcome of using skills:\nCircle a number to indicate how effective the skills were in helping you tolerate the distress and cope with the situation (keeping you from doing something to make the situation worse). Use the following scale:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,"
+  },
+  {
+    "id": "Unknown Section_26",
+    "source": "Unknown Section",
+    "text": "the situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\ncriSiS evenT 2:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\n\u0089\n\u0089\nvision\nAt left, check the skills you used, and describe here:\n\u0089\n\u0089\nhearing\n\u0089\n\u0089\nSmell\n\u0089\n\u0089\nTaste\n\u0089\n\u0089\nTouch\nDescribe the outcome of using skills:\nCircle effectiveness of skills:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_27",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n382\nranted\ns g\ntions\nctice\nues\nra p\nr q\norksheet i\no\nkills s\nhis w\nons\nis\nrint t\nnd p\nonclusiC about th\nnload a\now\ne\nn\nr d\ntiv\nsity\notio\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nn\nosi\n\u2013100)\nse\nP\nem\ninten\n(0\nhotocopy o\notiom\no p\nkill u\nE\nn\nsity\na\notio\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\negative\n\u2013100)\nission t\nN\nem\ninten\n(0\nt 6\n/after s\nerm\nre\ne\nt;\nefo\nsHee\n34)\n:\ntand i\n)\ninehan. P\n. 3\nefinitely\n. L\n; p\nate b\ntoleranc\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nork\narting\nr\nan\u2019t s\nan d\nsurvive\narsha M\ns:\nstress\ny M\ne W\nhing\nDi\n5 = I c\nandout 8\not\neek St\n(0 = I c\nolow\ns\n015 b\nanc\no\nW\nS\nw\nch\nd in\n?\ng thi\ner\nce as f\nHo\nmu\ntime\nsse\nskill\nopyright 2"
+  },
+  {
+    "id": "Unknown Section_28",
+    "source": "Unknown Section",
+    "text": "olerance H\nelf-\npa\ndoin\nS\nif\nxperien\n(\ninehan. C\nss tol\nhat\nul\n. L\n(Distress T\nn t\nour e\nressf\narsha M\noing o\nr st\nission.\ny M\ndistre\no\ncribe y\nything)?\nas g\nful\nerm\nn\n, b\nes\nan\nis p\nditio\nhat w\nith h\nnd d\nlients.\nW\nas painw\necond E\nith c\nce, a\nxelrod, w\nse w\nwi\nets, S\nnd\neth A\nor ur f\ne:\nkill t\ny S\norkshe\nse o\nam\nkil, a\nd W\nN\nhis s\nractice?\ns an\nothing s\norksheet b\no p\nersonal u\ndoutan\nor p\nf- so\no t\nH\nel\nractice t\nou d\nook f\nou p\nid y\nnpublished w\nraining\nhis b\nach s\nn u\nf t\nid y\n:\nkils T\nate:\nhat dw\nrom a\nST\nhen d\nn:\ning\nl:\nB\nio\nD\nue D\nste:\nuch:\nractice e\nW\nis\near\nurchasers o\nD\nP\nV\nH\nSme\nTa\nTo\ndapted f\nom\nA\nFr to p\n383\ndistress tolerance WorksHeet 6b\n(Distress Tolerance Handout 8; p. 334)\nSelf- Soothing\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_29",
+    "source": "Unknown Section",
+    "text": "For each self- soothing skill, write down what you did during the week, and write down a number to indicate how effective the skill was in helping you tolerate the distress and cope with the situation (keeping you from doing something to make the situation worse). Use the following scale:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nDay:\nviSion\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nhearinG\n/                                Effectiveness:"
+  },
+  {
+    "id": "Unknown Section_30",
+    "source": "Unknown Section",
+    "text": "/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nSmell\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nTaSTe\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nTouch\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nFrom"
+  },
+  {
+    "id": "Unknown Section_31",
+    "source": "Unknown Section",
+    "text": "DBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n384\ndistress tolerance WorksHeet 6c\n(Distress Tolerance Handout 8a; p. 335)\nBody Scan meditation, Step by Step\nDue Date:       Name:\nWeek Starting:\nPractice as many times as you can. Check whether you practiced alone, listening to a recording, watching YouTube, or being guided by a person.\nRate before and after body scan\nEmotion\nDistress tolerance  Negative  Positive\nHow much time  (0 = I can\u2019t stand  emotion  emotion\npassed doing\nit; 5 = I can\nintensity  intensity\nDay\nDescribe your experience\nthis skiill?\ndefinitely survive)"
+  },
+  {
+    "id": "Unknown Section_32",
+    "source": "Unknown Section",
+    "text": "(0\u2013100)\n(0\u2013100)\n\u0089\n\u0089 Alone     \u0089 Recording\n1\n/\n/\n/\n\u0089\n\u0089 Person guiding  \u0089 YouTube\n\u0089\n\u0089 Alone     \u0089 Recording\n2\n/\n/\n/\n\u0089\n\u0089 Person guiding  \u0089 YouTube\n\u0089\n\u0089 Alone     \u0089 Recording\n3\n/\n/\n/\n\u0089\n\u0089 Person guiding  \u0089 YouTube\n\u0089\n\u0089 Alone     \u0089 Recording\n4\n/\n/\n/\n\u0089\n\u0089 Person guiding  \u0089 YouTube\n\u0089\n\u0089 Alone     \u0089 Recording\n5\n/\n/\n/\n\u0089\n\u0089 Person guiding  \u0089 YouTube\nConclusions or questions about this skills practice:\nAdapted from an unpublished worksheet by Seth Axelrod, with his permission.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n385\ndistress tolerance WorksHeet 7"
+  },
+  {
+    "id": "Unknown Section_33",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Handout 9; p. 336)\nimprove the moment\nDue Date:       Name:\nWeek Starting:\nDescribe two crisis situations that happened to you. Then describe your use of the IMPROVE\nskills.\ncriSiS evenT 1:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\n\u0089\n\u0089\nimagery\nAt left, check the skills you used, and describe here:\n\u0089\n\u0089\nmeaning\n\u0089\n\u0089\nprayer\n\u0089\n\u0089\nrelaxation\n\u0089\n\u0089\none thing\n\u0089\n\u0089\nvacation\n\u0089\n\u0089\nencouragement\nDescribe the outcome of using skills:\nCircle a number to indicate how effective the skills were in helping you tolerate the distress and cope with the situation (keeping you from doing something to make the situation worse). Use the following scale:\nI still couldn\u2019t stand"
+  },
+  {
+    "id": "Unknown Section_34",
+    "source": "Unknown Section",
+    "text": "I was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\ncriSiS evenT 2:\nRate level of distress (0\u2013100) Before:     After:\nprompting event\nfor my distress (who, what, when, where): What triggered the state of crisis?\n\u0089\n\u0089\nimagery\nAt left, check the skills you used, and describe here:\n\u0089\n\u0089\nmeaning\n\u0089\n\u0089\nprayer\n\u0089\n\u0089\nrelaxation\n\u0089\n\u0089\none thing\n\u0089\n\u0089\nvacation\n\u0089\n\u0089\nencouragement\nDescribe the outcome of using skills:\nCircle effectiveness of skills:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5"
+  },
+  {
+    "id": "Unknown Section_35",
+    "source": "Unknown Section",
+    "text": "From\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n386\nranted\ntions\ns g\nctice\nues\nra p\nr q o kills\norksheet i\ns\nons\nis\nhis w\nrint t\nonclusi\nnd p\nC\nabout th\nnload a\ne\nn\now\ntiv\nsity\nr d\notio\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nn\nosi\n\u2013100)\nse\nP\nem\ninten\n(0\notiom\nhotocopy o\nkill u\nE\nn\nsity\no p\notio\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n\u2013100)\na\negative N em inten (0\nission t\n/after s\nt 7\nre\nerm\ne\nt;\nt\nefo\ntand i\n)\nsHee\n36)\n:\nefinitely\ninehan. P\n. 3\nen\nate b\ntoleranc\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n. L\nr\nan\u2019t s\n; p\nm\nan d\nsurvive\nork\no\narting\nstress\narsha M\nm\nDi\n(0 = I c\n5 = I c\ny M\ne W\ns:\nandout 9\ne"
+  },
+  {
+    "id": "Unknown Section_36",
+    "source": "Unknown Section",
+    "text": "eek St\ns\n015 b\nw\nd in\n?\nanc\nth\nW\nolow\nch\ng thi\ne\nHo\nmu\ntime\nsse\nskill\ner\nv\npa\ndoin\nopyright 2\nolerance H\no\nce as f\nr\nif\np\n(\nhat\nul\ninehan. C\nss tol\n. L\nxperien\nn t\n(Distress T\nim\nressf\nour e\noing o\nr st\narsha M\no\nything)?\nission.\ny M\ndistre\nas g\nful\nan\nerm\nn\n, b\ncribe y\nis p\nhat w\nditio\nes\nW\nas painw\nith h\nlients.\nnd d\necond E\nith c\nhat\nxelrod, w\nse w\nets, S\nce, a\neth A\nor ur f\ne:\nwi\nnd w\ny S\norkshe\nse o\nam\nkill t\nd W\nN\nkil, a\nE s\ns an\nV\nhis s\nractice?\norksheet b\nersonal u\nO\ndout\nR\no p\nan\nor p\no t\nH\nMP\nractice t\nook f\nou d\nt:en\nnpublished w\nraining\nhis b\nach I\nou p\nn u\nf t\ndid y\n:\n:g\nkils T\nate:\nid y\nn:\nragem\nrom a\nS\nery:\ning\nT\ner:\nxation:\nB\nD\nue D\nag\nractice e\nhen d\nean\nray\nela\nne thin\nacatio\nncou\nurchasers o\nD\nP\nW\nIm\nM\nP\nR\nO\nV\nE\ndapted f\nom\nA\nFr to p\n387\ndistress tolerance WorksHeet 7b"
+  },
+  {
+    "id": "Unknown Section_37",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Handout 9; p. 336)\nimprove the moment\nDue Date:       Name:\nWeek Starting:\nFor each IMPROVE skill, write down what you did during the week, and write down a number to indicate how effective the skill was in helping you tolerate the distress and cope with the situation (keeping you from doing something to make the situation worse). Use the following scale:\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nDay:\nimaGery\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nmeaninG"
+  },
+  {
+    "id": "Unknown Section_38",
+    "source": "Unknown Section",
+    "text": "/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nprayer\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nrelaxaTion\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\none ThinG in The momenT\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nvacaTion\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:"
+  },
+  {
+    "id": "Unknown Section_39",
+    "source": "Unknown Section",
+    "text": "encouraGemenT\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n388\nWorksheets for Reality\nAcceptance Skills\ndistress tolerance WorksHeet 8\n(Distress Tolerance Handouts 10\u201315a; pp. 341\u2013352)\nreality acceptance Skills\nDue Date:       Name:\nWeek Starting:\nCheck off two reality acceptance skills to practice this week during a stressful situation:\n\u0089\n\u0089 Radical acceptance\n\u0089\n\u0089 Half- smiling\n\u0089\n\u0089 Turning the mind\n\u0089\n\u0089 Willing hands\n\u0089"
+  },
+  {
+    "id": "Unknown Section_40",
+    "source": "Unknown Section",
+    "text": "\u0089 Willingness\n\u0089\n\u0089 Mindfulness of current thoughts\nSkill 1. Describe the situation and how you practiced the skill:\nHow effective was the skill in helping you cope with the situation (keeping you from doing something to make the situation worse)? Circle a number below.\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nDid this skill help you cope with uncomfortable emotions or urges,\nor\navoid conflict of any kind? Circle YES or NO.\nDescribe how the skill helped or did not help:\nSkill 2. Describe the situation and how you practiced the skill:"
+  },
+  {
+    "id": "Unknown Section_41",
+    "source": "Unknown Section",
+    "text": "How effective was the skill in helping you cope with the situation (keeping you from doing something to make the situation worse)? Circle a number below.\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nDid this skill help you cope with uncomfortable emotions or urges,\nor\navoid conflict of any kind? Circle YES or NO.\nDescribe how the skill helped or did not help:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_42",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n391\nranted\ns g\ntions\nctice\nues\nra p\nr q\norksheet i\no\nkills s\nhis w\nons\nis\nrint t\nnd p\nonclusiC about th\nnload a\now\ne\nn\nr d\ntiv\nsity\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nse\notio\nn\nosi\n\u2013100)\nP\nem\ninten\n(0\nkill u\notio\nhotocopy o\nm\no p\nE\nn\nsity\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\na\notio\n/after s\negative\n\u2013100)\nission t\nN\nem\ninten\n(0\nt 8\nre\nerm\ns\nefo\nt\nm ith\n41\u2013352)\nance\n)\nsHee\n:\nate b\none a\nis\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\ninehan. P\np. 3\nkill\nr\nth\n. L\ns:\ncept\neace w\nal; 5 = I a\nork\nAc\n(0 = n\nce S\narting\nat p\nolow\narsha M\ny M\ne W\n0\u201315a; ps 1\ntan\neek St\ning?\nlong\nou\nctice\n015 b\nce as f\nw\nanc\nW\nHo\ndid y\npra\naccept\ner\nandout\nccep"
+  },
+  {
+    "id": "Unknown Section_43",
+    "source": "Unknown Section",
+    "text": "opyright 2\nxperien\nou\nif\nour e\nhat y\ning (\ninehan. C\nss tol\nolerance H\n. L\neality a\nn t\nr\nccept\ncribe y\narsha M\nes\noing o\nything)?\nission.\ny M\ndistre\n(Distress T\nas g\nan\nerm\nnd d\nrouble a\nn\n, b\nis p\nhat w\nditio\nhad t\nce, a\nW\nith h\nlients.\nwi\necond E\nith c\nkill t\nhat\nxelrod, w\nse w\nets, S\neth A\nor ur f\ne:\nnd w\nhts:\ny S\norkshe\nse o\nam\nd W\nN\nkil, a\nhoug\ncceptance s\ns an\nhis s\nractice?\nt t\n:\norksheet b\nersonal u\no p\ndoutan\nor p\no t\n:\nurren\nH\neality a\nractice t\nnd\nf c\nook f\nou d\nptance\n:\ns o\nnpublished w\nraining\nhis b\nach r\nou p\nn u\nf t\ndid y\ncce\nhe mi\nng\nands:\nid y\nili\nkils T\nate:\nrom a\nS\nngness:\nng h\nTB\nhen d\nilli\nilli\nD\nue D\nractice e\nadical a\nalf- sm\nindfulnes\nurchasers o\nD\nP\nW\nR\nTurning t\nW\nH\nW\nM\ndapted f\nom\nA\nFr to p\n392\ndistress tolerance WorksHeet 8b"
+  },
+  {
+    "id": "Unknown Section_44",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Handouts 10\u201315a; pp. 341\u2013352)\nreality acceptance Skills\nDue Date:       Name:\nWeek Starting:\nFor each reality acceptance skill, describe the skill you used during the week, and circle a number (0\u20135) indicating your own experience of acceptance of yourself, your life, or events outside yourself. Use the following scale:\nNo acceptance; I am\nI was able to\nComplete\nin complete denial\naccept somewhat or\nacceptance; I am at\nand/or rebellion\nfor a little while.\npeace with this.\n1\n2\n3\n4\n5\nDay:\nraDical accepTance\n(describe what and how often you practiced)\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nTurninG The minD\n(describe the cross-road you were at, and what you chose)"
+  },
+  {
+    "id": "Unknown Section_45",
+    "source": "Unknown Section",
+    "text": "/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nWillinGneSS\n(describe the situation, what you were willful about, and how you practiced)\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nDay:\nhalf- SmilinG\n(describe the situation and how you practiced)\n/                                Effectiveness:\n/                                Effectiveness:\n/                                 Effectiveness:\nDay:\nWillinG hanDS\n(describe the situation and how you practiced)\n/                                Effectiveness:\n/                                Effectiveness:"
+  },
+  {
+    "id": "Unknown Section_46",
+    "source": "Unknown Section",
+    "text": "/                                Effectiveness:\nDay:\nminDfulneSS of currenT ThouGhTS\n(describe what thoughts were going through your mind and\nhow\nyou observed your thoughts)\n/                                Effectiveness:\n/                                Effectiveness:\n/                                Effectiveness:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n393\ndistress tolerance WorksHeet 9\n(Distress Tolerance Handouts 11, 11a, 11b; pp. 342\u2013344)\nradical acceptance\nDue Date:       Name:\nWeek Starting:\nfiGure ouT WhaT you neeD To raDically accepT\n1.\nMake a list of two"
+  },
+  {
+    "id": "Unknown Section_47",
+    "source": "Unknown Section",
+    "text": "very important\nthings in your life right now that you need to radically accept.\nThen give each one a number indicating how much you accept this part of yourself or your life: from 0 (no acceptance, I am in complete denial and/or rebellion) to 5 (complete acceptance, I am at peace with this).\nNote:\nif you have already completed this section, you don\u2019t need to do it again unless things have changed.\nWhat I need to accept\n(Acceptance, 0\u20135)\n1.\n(   )\n2.\n(   )\n2.\nMake a list of two\nless important\nthings in your life you are having trouble accepting this week.\nThen rate your acceptance just as you did above.\nWhat I need to accept\n(Acceptance, 0\u20135)\n1.\n(   )\n2.\n(   )\nrefine your liST\n3.\nReview your two lists above.\ncheck the facts."
+  },
+  {
+    "id": "Unknown Section_48",
+    "source": "Unknown Section",
+    "text": "Check for interpretations and opinions. Make sure that what you are trying to accept is in fact the case.\ncheck for judgments.\nAvoid \u201cgood,\u201d\n\u201cbad,\u201d and judgmental language. Rewrite any items above if needed so that they are\nfactual\nand nonjudgmental.\npracTice raDical accepTance\n4.\nChoose one item from the very important list and one item from the less important list to practice on.\n1.\n2.\n5.\nFocus your mind on each of these facts or events separately, allowing your Wise Mind to radically accept that these\nare\nfacts of your life.\nCheck off\nany of the following exercises that you did.\n\u0089\n\u0089 Observed that I was questioning or fighting\n\u0089\n\u0089 Attended to my body sensations as I\nreality.\nthought about what I need to accept.\n\u0089\n\u0089 Reminded myself that reality is what it is.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_49",
+    "source": "Unknown Section",
+    "text": "\u0089 Allowed myself to experience\n\u0089\n\u0089 Considered the causes of the reality, and\ndisappointment, sadness, or grief.\nnonjudgmentally accepted that causes\n\u0089\n\u0089 Acknowledged that life can be worth living\nexist.\neven when there is pain.\n\u0089\n\u0089 Practiced accepting all the way with my\n\u0089\n\u0089 Did pros and cons of accepting versus\nwhole being (mind, body, spirit).\ndenial and rejection.\n\u0089\n\u0089 Practiced opposite action.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Coped ahead with events that seemed\nunacceptable.\n6.\nRate your degree of acceptance after practicing radical acceptance (0\u20135): From\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_50",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n394\nranted\ns g\ntions\nctice\nues\nra p\nr q\norksheet i\no\nkills s\nhis w\nons\nis\nrint t\nnd p\nonclusiC about th\nnload a\now\nr d\ne\nn\ntiv\nsity\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nse\notio\nn\nosi\n\u2013100)\nP\nem\ninten\n(0\nhotocopy o\nkill u\notio\no p\nm\nn\na\nE\nsity\notio\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nission t\negative\n\u2013100)\nt 9\nce\n/after s\n(0\nerm\nre\nN\nem\ninten\n42\u2013344)\ntan\nefo\nt\nm\nith\nsHee\np. 3\n:\ninehan. P\nance\n)\nate b\none a\nis\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n. L\n1b; p\nr\ncept\neace w\nth\nork\nccep\narting\nAc\n(0 = n\nal; 5 = I a\narsha M\n1a, 1\nat p\ny M\ne W\n1, 1\nal a\neek St\ns 1\nic\ning?\n015 b\nlong\nou\nanc\nW\n.\nw\nctice\ndid y\npra\ner"
+  },
+  {
+    "id": "Unknown Section_51",
+    "source": "Unknown Section",
+    "text": "ad\now\nHo\naccept\nandout\nr\nel\nopyright 2\nce b\nou\ning\nif\ninehan. C\nss tol\n. L\nolerance H\ntic\nhat y\ning (\nxperien\nn t\nrac\nccept\narsha M\noing o\nission.\ny M\ndistre\np\nour e\nything)?\n(Distress T\nerm\nas g\nan\nn\n, b\nate y\nrouble a\nis p\nditio\nith h\nnd r\nhat w\nhad t\nlients.\nW\necond E\nith c\nxelrod, w\nse w\ncribe a\n:\n:\nets, S\nor u\nes\nnd\nng\ning\neth A\nr f\ne:\nvi\niv\ny S\norkshe\nkil, a\neality:\nf:\nse o\nam\nnd d\nel\nd W\nN\nractice?\nhe r\n:\north l\nhis s\nnt/grie\ns an\nce, a\nsations:\no p\nf t\nhole s\nction:\nad\norksheet b\nersonal u\nwi\ndout\no t\nhe\nen\ns:\ny w\nan\nor p\nife as w\nH\nkill t\nractice t\non\nou d\nauses o\nody s\npointme\nook f\nou p\nposite a\nd c\nid y\nth m\noping a\nap\nn\nnpublished w\nraining\nhis b\nach s\no b\nid y\nis\ndged l\nn u\nf t\nd op\ns a\nkils T\nate:\nhat dw dered c\nded t\ned d\nro\nrom a\nST\nhen d\nw\nB\nD\nue D\nW\nlo\nractice e\nonsi"
+  },
+  {
+    "id": "Unknown Section_52",
+    "source": "Unknown Section",
+    "text": "racticed wi\nractice\nracticed c\ntten\ncknowle\nid p\nurchasers o\nD\nP\nC\nP\nP\nP\nA\nAl\nA\nD\ndapted f\nom\nA\nFr to p\n395\ndistress tolerance WorksHeet 10\n(Distress Tolerance Handouts 12, 13; pp. 345\u2013346)\nTurning the mind, Willingness, Willfulness\nDue Date:       Name:\nWeek Starting:\nPractice each skill, and rate your level of acceptance of reality as it is before and after: from 0 (no acceptance at all) to 5 (I\u2019m at peace with this). List what you tried specifically under the rating.\nTurning the mind:\nAcceptance  Before:     After:\noBServe\nnot accepting. What did you observe? What were you having trouble accepting?\nmake an inner commiTmenT\nto accept what feels unacceptable. How did you do this?\nDescribe your\nplan for caTchinG yourSelf\nthe next time you drift from acceptance.\nWillinGneSS"
+  },
+  {
+    "id": "Unknown Section_53",
+    "source": "Unknown Section",
+    "text": "(rate 0\u20135): Acceptance    Before:     After: Willfulness  Before:     After:\nDescribe\neffecTive Behavior\nyou did to move forward toward a goal.\nnoTice WillfulneSS.\nDescribe how you are not participating effectively in the world as it is, or how you are not doing something you know needs to be done to move toward a goal.\nDescribe how you\npracTiceD raDically accepTinG your WillfulneSS.\nmake an inner commiTmenT\nto accept what feels unacceptable. How did you do this?\nDescribe what you did that was\nWillinG.\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n396"
+  },
+  {
+    "id": "Unknown Section_54",
+    "source": "Unknown Section",
+    "text": "distress tolerance WorksHeet 11\n(Distress Tolerance Handouts 14, 14a; pp. 347\u2013349)\nhalf- Smiling and Willing hands\nDue Date:       Name:\nWeek Starting:\nDescribe your practice with half- smiling and willing hands this past week. Practice each day at least once. Practice both when you are not emotionally distressed and when you are distressed.\nCheck off\nany of the following exercises that you did.\n\u0089\n\u0089   1.  Half- smiled when I first woke up in the\n\u0089\n\u0089   8. Half- smiled with willing hands when my\nmorning.\nfeelings were hurt.\n\u0089\n\u0089   2. Half- smiled during my free moments.\n\u0089\n\u0089   9. Half- smiled with willing hands when I did\n\u0089\n\u0089   3. Half- smiled with willing hands while I\nnot want to accept something.\nwas listening to music.\n\u0089\n\u0089 10.  Half- smiled with willing hands when I\n\u0089"
+  },
+  {
+    "id": "Unknown Section_55",
+    "source": "Unknown Section",
+    "text": "\u0089   4. Half- smiled with willing hands when I\nstarted getting really angry.\nwas irritated.\n\u0089\n\u0089 11.  Half- smiled when I had negative\n\u0089\n\u0089   5. Half- smiled in a lying-down position.\nthoughts.\n\u0089\n\u0089   6. Half- smiled in a sitting position.\n\u0089\n\u0089 12.  Half- smiled when I couldn\u2019t sleep.\n\u0089\n\u0089   7.  Half- smiled when I was walking down\n\u0089\n\u0089 13.  Half- smiled with another person.\nthe street.\n\u0089\n\u0089 14. Other:\nDescribe practicing half- smiling and willing hands.\n1.\nSituation:\nDescribe strategies you used or give numbers from above:\nCircle how effective this was at helping you be more mindful and less reactive:\n1\n2\n3\n4\n5\nNot effective\nSomewhat effective\nVery effective\n2.\nSituation:\nDescribe strategies you used or give numbers from above:"
+  },
+  {
+    "id": "Unknown Section_56",
+    "source": "Unknown Section",
+    "text": "Circle how effective this was at helping you be more mindful and less reactive:\n1\n2\n3\n4\n5\nNot effective\nSomewhat effective\nVery effective\n3.\nSituation:\nDescribe strategies you used or give numbers from above:\nCircle how effective this was at helping you be more mindful and less reactive:\n1\n2\n3\n4\n5\nNot effective\nSomewhat effective\nVery effective\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n397\nranted\ns g\ns\ntions\nctice\nues\nra p\norksheet i\nistres\nr q o kills\ne D\ns\nhis w\nons\nis\nSe\nrint t\nnd p\nonclusiC about th\nccept. (\nnload a\now\no a\nr d\ne\nn\nng t\ntiv\nsity\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/"
+  },
+  {
+    "id": "Unknown Section_57",
+    "source": "Unknown Section",
+    "text": "/\n/\n/\n/\nryi\nse\notio\nosi\n\u2013100)\ns\nn\nP\nem\ninten\n(0\nhotocopy o\nd\nere t\nkill u\notio\no p\nm\nn\nan\nE\nsity\n1a\nou w\notio\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\nission t\nh\n/after s\negative\n\u2013100)\nN\nem\ninten\n(0\nerm\nt 1\nre\nng\nhat y\nefo\nt\n47\u2013349)\nm\nith\nnd w\n)\ninehan. P\nsHee\nilli\n:\nance\np. 3\nate b\none a\nis\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n. L\nW\nr\ncept\neace w\nth\nork\n4a; p\nd\nal; 5 = I a\nn\narting\nAc\n(0 = n\nat p\narsha M\n4, 1\nractice, a\ny M\ne W\na\ns\ns 1\neek St\no p\nme\nd in\n?\nng\nw\n015 b\nW\nid t\ng thi\nHo\nsse\nanc\nili\nuch ti\nskill\nandout\nm\npa\ndoin\ner\nm\nou d\nopyright 2\nhat y\nalf- S\nrouble\ninehan. C\nss tol\nolerance H\n. L\nh\nny)?\ncribe w\naving t\nif a\narsha M\nou h\ning (\nission.\ny M\ndistre\n(Distress T\nay. Des\nerm\nn\n, b\nere y\nis p\nracticing\naccept\nditio\np\nach d\nhat w\nith h\nlients.\nW\nce e\necond E\nith c\nwi\nxelrod, w\nse w\n.)\nets, S\ning\neth A"
+  },
+  {
+    "id": "Unknown Section_58",
+    "source": "Unknown Section",
+    "text": "or ur f\ne:\nands t\ndeas\nlow\ny S\norkshe\nse o\nam\nd W\nN\nor i\nling h\n1 f\ns an\norksheet b\n/wi\nractice a\nersonal u\net 1\ndout\no p\nan\nor p\nling\no t\nhoughts?\nH\nook f\norkshe\nou d\nyour t\nnpublished w\nraining\nhis b\nalf- smi\nn u\nf t\nid y\nkils T\nate:\nrom a\nST\nhat d\nB\nd\ns\nn\nD\nue D\nractice h\nW\non\nhur\ni\nat\nurchasers o\nD\nP\nTolerance W\nM\nTues\nWe\nT\nFr\nS\nSu\ndapted f\nom\nA\nFr to p\n398\ndistress tolerance WorksHeet 12\n(Distress Tolerance Handouts 15, 15a; pp. 350\u2013352)\nmindfulness of current Thoughts\nDue Date:       Name:\nWeek Starting:"
+  },
+  {
+    "id": "Unknown Section_59",
+    "source": "Unknown Section",
+    "text": "Describe your efforts to observe your thoughts in the past week. Practice observing thoughts each day at least once. Don\u2019t focus just on thoughts that are painful, anxiety- provoking, or full of anger; also observe and be mindful of pleasant or neutral thoughts. For each thought, first practice saying,\n\u201cThe thought [describe thought] went through my mind.\u201d Then practice one or more strategies to observe and let go of thoughts.\nCheck off\nany of the following exercises that you did.\n\u0089\n\u0089   1.  Used words and voice tone to say a thought over and over; as fast as I could; very, very slowly; in a voice different from mine; as a dialogue on a TV comedy show; or as singing.\n\u0089\n\u0089   2. Relaxed my face and body imagining accepting my thoughts as sensations of my brain.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_60",
+    "source": "Unknown Section",
+    "text": "\u0089   3. Imagined what I would do if I stopped believing everything I think.\n\u0089\n\u0089   4. Rehearsed in my mind what I would do if I did not view my thoughts as facts.\n\u0089\n\u0089   5. Practiced loving my thoughts as they went through my mind.\n\u0089\n\u0089   6. Refocused my mind on sensations I was avoiding by worrying or catastrophizing.\n\u0089\n\u0089   7.  Allowed my thoughts to come and go as I focused on observing my breath coming in and out.\n\u0089\n\u0089   8. Labeled the thought as a thought, saying, \u201cThe thought [describe thought] arose in my mind.\u201d\n\u0089\n\u0089   9. Asked, \u201cWhere did the thought come from?\u201d and watched my mind to find out.\n\u0089\n\u0089 10.  Stepped back from my mind, as if I was on top of a mountain.\n\u0089\n\u0089 11.  Shuttled back and forth between scanning for physical sensations and scanning for thoughts.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_61",
+    "source": "Unknown Section",
+    "text": "\u0089 12.  Imagined that in my mind thoughts were coming down a conveyor belt; were boats on a river; were train cars on a railroad track; were written on leaves flowing down a river; had wings and could fly away; were clouds floating in the sky; or were going in and out of the doors of my mind. (Underline the image you used.)\n\u0089\n\u0089 13. Other:\nDescribe thoughts you were mindful of during the week. State just each thought as it went through your mind.\n1.\nThought:\nDescribe strategies you used or give numbers from above:\nCircle how effective was this at helping you be more mindful and less reactive:\n1\n2\n3\n4\n5\nNot effective\nSomewhat effective\nVery effective\n2.\nThought:\nDescribe strategies you used or give numbers from above:"
+  },
+  {
+    "id": "Unknown Section_62",
+    "source": "Unknown Section",
+    "text": "Circle how effective was this at helping you be more mindful and less reactive:\n1\n2\n3\n4\n5\nNot effective\nSomewhat effective\nVery effective\n3.\nThought:\nDescribe strategies you used or give numbers from above:\nCircle how effective was this at helping you be more mindful and less reactive:\n1\n2\n3\n4\n5\nNot effective\nSomewhat effective\nVery effective\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n399\ns\nranted\ns g\nistres\ntions\nctice\ne D\nues\nra p\nSe\nr q\norksheet i\no\nkills s\nhis w\nad. (\nons\nis\nrint t\nou h\nnd p\nonclusiC about th\nhts y\nnload a\now\nhoug\nr d\ne\nn\ntiv\nsity\nhat t\n/\n/\n/\n/\n/\n/"
+  },
+  {
+    "id": "Unknown Section_63",
+    "source": "Unknown Section",
+    "text": "/\n/\n/\n/\n/\n/\n/\n/\nse\notio\nn\nosi\n\u2013100)\nP\nem\ninten\n(0\nhotocopy o\nnd w\nkill u\notio\no p\nmE\nn\nsity\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n2a\nhts\nhts, a\notio\nission t\n/after s\negative\n\u2013100)\nN\nem\ninten\n(0\nerm\nt 1\nre\nhoug\nefo\nt\n50\u2013352)"
+  },
+  {
+    "id": "Unknown Section_0",
+    "source": "Unknown Section",
+    "text": "houg\nm\nith\nance\n)\ninehan. P\nsHee\n:\nour t\np. 3\none a\nis\nf T\nate b\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n/\n. L\nr\ncept\neace w\nth\nork\n5a; p\ns o\narting low y\nAc\n(0 = n\nal; 5 = I a\nat p\narsha M\n5, 1\no a\ny M\ne W\ns\ns 1\nes\neek St\nme\nw\nd in\n?\n015 b\nW\nsed t\ng thi\nHo\nsse\nskill\nanc\nuch ti\nandout\nfuln\nou u\nm\npa\ndoin\ner\nd\nopyright 2\nin\n.\nm\now\nrouble\ninehan. C\nolerance H\ntrategy y\nel\nss tol\n. L\nny)?\nhat s\nce b\naving t\nif a\narsha M\nou h\ning (\nission.\ny M\ndistre\n(Distress T\nracticing\ncribe w\nxperien\nerm\nn\n, b\np\nere y\naccept\nis p\nditio\nour e\nith h\nlients.\nay. Des\nhat wW\nate y\necond E\nith c\nach d\nxelrod, w\nse w\n.) R\nets, S\ning\neth A\nor ur f\ne:\nce e\ndeas\nlow\ny S\norkshe\nse o\nam\nwi\nd W\nN\nor i\nnd t\n2 f\ns an\nractice a\norksheet b\nersonal u\ndout\nhe mi\net 1\no p\nan\nor p\no t\nhoughts?\nH\nng t\nook f\norkshe\nou d\nyour t\nnpublished w"
+  },
+  {
+    "id": "Unknown Section_1",
+    "source": "Unknown Section",
+    "text": "raining\nhis b\nlowi\nn u\nf t\nid y\nkils T\nate:\nrom a\nST\nhat d\nB\nd\ns\nn\nD\nue D\nractice a\nW\non\nhur\ni\nat\nurchasers o\nD\nP\nTolerance W\nM\nTues\nWe\nT\nFr\nS\nSu\ndapted f\nom\nA\nFr to p\n400\nWorksheets for Skills When the Crisis\nIs Addiction\ndistress tolerance WorksHeet 13\n(Distress Tolerance Handouts 16\u201321; pp. 355\u2013363)\nSkills When the crisis is addiction\nDue Date:       Name:\nWeek Starting:\nCheck off two skills for backing down from addiction to practice this week during a stressful situation:\n\u0089\n\u0089 Plan for abstinence\n\u0089\n\u0089 Sample abstinence for    days\n\u0089\n\u0089 Plan for harm reduction\n\u0089\n\u0089 Burn bridges\n\u0089\n\u0089 Practice clear mind\n\u0089\n\u0089 Build new bridges\n\u0089\n\u0089 Search for abstinence reinforcers\n\u0089\n\u0089 Practice alternate rebellion\n\u0089\n\u0089 Increase non- addicting pleasant events\n\u0089\n\u0089 Practice adaptive denial"
+  },
+  {
+    "id": "Unknown Section_2",
+    "source": "Unknown Section",
+    "text": "Skill 1. Describe the situation and how you practiced the skill:\nHow effective was the skill in helping you cope with the situation (keeping you from doing something to make the situation worse)? Circle a number below.\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nDid this skill help you cope with uncomfortable emotions or urges,\nor\navoid conflict of any kind? Circle YES or NO.\nDescribe how the skill helped or did not help:\nSkill 2. Describe the situation and how you practiced the skill:"
+  },
+  {
+    "id": "Unknown Section_3",
+    "source": "Unknown Section",
+    "text": "How effective was the skill in helping you cope with the situation (keeping you from doing something to make the situation worse)? Circle a number below.\nI still couldn\u2019t stand\nI was able to cope somewhat,\nI could use skills,\nthe situation, even\nat least for a little while.\ntolerated distress, and\nfor one more minute.\nIt helped somewhat.\nresisted problem urges.\n1\n2\n3\n4\n5\nDid this skill help you cope with uncomfortable emotions or urges,\nor\navoid conflict of any kind? Circle YES or NO.\nDescribe how the skill helped or did not help:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_4",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n403\ndistress tolerance WorksHeet 14\n(p. 1 of 3) (Distress Tolerance Handout 17; p. 357)\nplanning for Dialectical abstinence\nDue Date:       Name:\nWeek Starting:\nProblem Behavior:\nCheck each activity and describe what you did.\nplan for aBSTinence\nTo maximize the chances I\u2019ll stop\n, I need to aim for abstinence.\n\u0089\n\u0089 Plan activities to do instead of problem behaviors (e.g., work, find a hobby, go to a support meeting, volunteer). These will include:\n\u0089\n\u0089 Spend time or touch base with people who will reinforce my\nnot"
+  },
+  {
+    "id": "Unknown Section_5",
+    "source": "Unknown Section",
+    "text": "engaging in problem behaviors and my engaging in effective behaviors (e.g., effective friends or family members, co- workers, employers, my therapist, people from group). These people include:\n\u0089\n\u0089 Remind myself of reasons to stay abstinent and be effective (e.g., to reach long-term goals, to keep/get relationship, to save money, to avoid shame). These include:\n\u0089\n\u0089 Burn bridges with people who represent a temptation (e.g., lose their numbers, unfriend them, tell them to stop contacting me, make them not want to hang out with me). These people include:\n\u0089\n\u0089 Avoid cues for problem behaviors. Cues include:\n(continued on next page)\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_6",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n404\ndistress tolerance WorksHeet 14\n(p. 2 of 3)\n\u0089\n\u0089 Use skills (things to do to avoid urges, interpersonal effectiveness, distress tolerance, emotion regulation, mindfulness). The most useful skills for me include:\n\u0089\n\u0089 Find alternative ways to rebel. These include:\n\u0089\n\u0089 Publicly announce I\u2019ve embraced abstinence and effective behavior.\nplan for harm reDucTion\nIf I have a slip, I don\u2019t want the slip to turn into a slide. To avoid a slide, I must have plans to regain my balance and get back to abstinence and effectiveness.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_7",
+    "source": "Unknown Section",
+    "text": "\u0089 Call my therapist, sponsor, or mentor for skills coaching. His or her number is:\n\u0089\n\u0089 Get in contact with other effective people who can help (e.g., friends or family, people from group). These people include (with contact information):\n\u0089\n\u0089 Get rid of the temptations (e.g., drugs, comfort food); surround myself with cues for effective behaviors (e.g., workout clothes, fruit).\n\u0089\n\u0089 Review skills and handouts from DBT. The most helpful skills/handouts for me are:\n\u0089\n\u0089 Opposite action (Emotion Regulation Handout 10) can be rehearsed to fight guilt and shame. If no other option works, go to an anonymous meeting of any sort and publicly report your lapse.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_8",
+    "source": "Unknown Section",
+    "text": "\u0089 Building mastery and coping ahead for emotional situations (Emotion Regulation Handout 19), and checking the facts (Emotion Regulation Handout 8), can be used to fight feelings of being out of control.\n(continued on next page)\n405\ndistress tolerance WorksHeet 14\n(p. 3 of 3)\n\u0089\n\u0089 Interpersonal skills (Interpersonal Effectiveness Handouts 5\u20137), such as asking for help from family, friends, sponsors, ministers, or counselors, can also be helpful. If you are isolated, help can often be found via online support groups. These people or groups include:\n\u0089\n\u0089 Conduct a chain analysis to analyze what prompted the lapse (General Handouts 7, 7a).\n\u0089\n\u0089 Problem-solve right away to find a way to \u201cget back on the wagon\u201d and repair any damage you have done (Emotion Regulation Handout 12).\n\u0089"
+  },
+  {
+    "id": "Unknown Section_9",
+    "source": "Unknown Section",
+    "text": "\u0089 Distract yourself, self- soothe, and improve the moment.\n\u0089\n\u0089 Cheerlead myself (e.g., \u201cOne slip is not a disaster,\u201d \u201cDon\u2019t give up,\u201d \u201cDon\u2019t get willful,\u201d \u201cI can still climb back on the wagon.\u201d) My cheerleading statements will include:\n\u0089\n\u0089 Do pros and cons of stopping again\nnow\n.\n\u0089\n\u0089 Stay away from extreme thinking. Always look for the middle ground. Don\u2019t let one slip turn into a disaster. (Check each extreme thought I am giving up and the middle ground I am accepting.) Extreme thinking:\nMiddle ground:\n\u0089\n\u0089 I have not quit yet; therefore I am\n\u0089\n\u0089 Relapsing once does not doom me to\ndoomed and might as well give up.\nnever stopping.\n\u0089\n\u0089 Now that I\u2019ve relapsed, I might as well\n\u0089\n\u0089 I relapsed, but that does not mean\nkeep going.\nI have to stay relapsed. I can be\neffective and get up now.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_10",
+    "source": "Unknown Section",
+    "text": "\u0089 I missed an appointment, so I\u2019m done\n\u0089\n\u0089 I missed an appointment, but I can get\nwith treatment.\nin to see my therapist ASAP.\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Other:\n\u0089\n\u0089 Recommit to 100% total abstinence.\n406\ndistress tolerance WorksHeet 15\n(Distress Tolerance Handouts 18, 18a; pp. 359\u2013360)\nfrom clean mind to clear mind\nDue Date:       Name:\nWeek Starting:\nCheck off each\nclean mind\nbehavior you plan on changing this week. During the week, write down the\nclear mind\nbehavior you did to replace\nclean mind.\nclean minD BehaviorS\nclear minD BehaviorS aS replacemenTS\n\u0089\n\u0089\n1.\nEngaging in\napparently irrelevant\nbehaviors that in the past inevitably\nled to problem behavior.\n\u0089\n\u0089\n2.\nThinking, \u201cI\u2019ve learned my lesson.\u201d\n\u0089\n\u0089\n3.\nBelieving, \u201ci can control my\naddiction.\u201d\n\u0089\n\u0089\n4."
+  },
+  {
+    "id": "Unknown Section_11",
+    "source": "Unknown Section",
+    "text": "Thinking, \u201ci don\u2019t really have an\naddiction.\u201d\n\u0089\n\u0089\n5.\nStopping or cutting back\nmedication that helps with\naddiction.\n\u0089\n\u0089\n6.\nBeing in addiction environments.\n\u0089\n\u0089\n7.\nSeeing friends who are still\naddicted.\n\u0089\n\u0089\n8.\nLiving with people who are\naddicted.\n\u0089\n\u0089\n9.\nKeeping addiction paraphernalia.\n\u0089\n\u0089\n10.\nCarrying around extra money.\n\u0089\n\u0089\n11.\nBeing irresponsible with bills.\n\u0089\n\u0089\n12.\nDressing like an addict.\n\u0089\n\u0089\n13.\nNot going to meetings.\n\u0089\n\u0089\n14.\nIsolating.\n\u0089\n\u0089\n15.\nBelieving, \u201cI can do this alone.\u201d\n\u0089\n\u0089\n16.\nIgnoring problems fueling addiction.\n\u0089\n\u0089\n17.\nActing as if I only need willpower.\n\u0089\n\u0089\n18.\nThinking, \u201cI don\u2019t need to say\nanything about my addiction.\u201d\n\u0089\n\u0089\n19.\nThinking, \u201cI can\u2019t stand this!\u201d\n\u0089\n\u0089\n20.\nOther:\n\u0089\n\u0089\n21.\nOther:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,"
+  },
+  {
+    "id": "Unknown Section_12",
+    "source": "Unknown Section",
+    "text": "by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n407\ndistress tolerance WorksHeet 16\n(Distress Tolerance Handout 19; p. 361)\nreinforcing nonaddictive Behaviors\nDue Date:       Name:\nWeek Starting:\nCheck off and describe each effort you made to replace\naddiction reinforcers\nwith\nabstinence\nreinforcers.\n\u0089\n\u0089 1.  Searched for people to spend time with who aren\u2019t addicted. Describe what you did and who you found.\n\u0089\n\u0089 2. Increased number of enjoyable, nonaddictive activities. Describe activities.\n\u0089\n\u0089 3. Sampled different groups and different activities. Describe what you did and what you found.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_13",
+    "source": "Unknown Section",
+    "text": "\u0089 4. Took one or more action steps to build positive events to replace addiction. Describe.\nCheck off and describe your\nabstinence- sampling\nefforts.\n\u0089\n\u0089 5. Committed to     days of abstinence. (Stayed abstinent     days.) Describe abstinence plan and how you implemented it.\n(See Distress Tolerance Worksheet 14.)\n\u0089\n\u0089 6. Observe and describe positive events that occurred when you were\nnot\nengaging in addictive behaviors.\nnonaddictive activity\npositive events and consequences\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n408\ndistress tolerance WorksHeet 17"
+  },
+  {
+    "id": "Unknown Section_14",
+    "source": "Unknown Section",
+    "text": "(Distress Tolerance Handout 20; p. 362)\nBurning Bridges and Building new ones\nDue Date:       Name:\nWeek Starting:\nRate the strength of your slamming the door on your addiction, from 0 (no intention of quitting addictive behavior) to 100 (complete and absolute commitment):    . Go into Wise Mind and rate your level of slamming the door again:    .\nList all the things in your life that make addiction possible. Check those you get rid of.\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\nList\nall\ntempting people, websites, and other contact information you need to continue addictive behaviors. Check those you erase or otherwise get rid of.\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\nList all the things that would make addiction impossible. Check those that you do.\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089\n\u0089"
+  },
+  {
+    "id": "Unknown Section_15",
+    "source": "Unknown Section",
+    "text": "Describe imagery you can use to help reduce cravings:\nCheck and describe each strategy you have used to battle addiction urges.\n\u0089\n\u0089 Kept new imagery in mind when urges hit:\n\u0089\n\u0089 Looked at moving images:\n\u0089\n\u0089 Surrounded self with new smells:\n\u0089\n\u0089 Urge- surfed:\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n409\ndistress tolerance WorksHeet 18\n(Distress Tolerance Handout 21; p. 363)\npracticing alternate rebellion and adaptive Denial\nDue Date:       Name:\nWeek Starting:\ncheck and describe plans for alternate rebellion when the urge for addictive behaviors\narises:\n\u0089\n\u0089\n1.\n\u0089\n\u0089\n2.\n\u0089"
+  },
+  {
+    "id": "Unknown Section_16",
+    "source": "Unknown Section",
+    "text": "\u0089\n3.\ncheck and describe what you actually did as alternative behaviors instead of giving in\nto addictive behaviors:\n\u0089\n\u0089\n1.\n\u0089\n\u0089\n2.\nCircle how effective alternate rebellion was at helping you survive the urges without giving in to addiction.\n1\n2\n3\n4\n5\nNot effective\nSomewhat effective\nVery effective\ncheck off and describe adaptive denial skills below that you used to manage urges:\n\u0089\n\u0089\n1.\nReframing an urge for a problem behavior as an urge for something else: Circle how effective this was at helping you survive the urges without giving in to addiction.\n1\n2\n3\n4\n5\nNot effective\nSomewhat effective\nVery effective\n\u0089\n\u0089\n2.\nPutting off addictive behavior for    minutes,    times: Circle how effective this was at helping you survive the urges without giving in to addiction.\n1\n2\n3\n4\n5\nNot effective"
+  },
+  {
+    "id": "Unknown Section_17",
+    "source": "Unknown Section",
+    "text": "Somewhat effective\nVery effective\n\u0089\n\u0089\n3.\nReminded myself I only had to be abstinent for an hour, a day, or            .\nCircle how effective this was at helping you survive the urges without giving in to addiction.\n1\n2\n3\n4\n5\nNot effective\nSomewhat effective\nVery effective\nFrom\nDBT Skills Training Handouts and Worksheets, Second Edition,\nby Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan.  Permission to photocopy or download and print this worksheet is granted to purchasers of this book for personal use or for use with clients.\n410\nindex\nABC PLEASE (Accumulate\nreinforcement of nonaddictive\nAwareness, expanding.\nSee also\npositive emotions, Build\nbehaviors, 408\nMindfulness practice\nmastery, Cope ahead of time).\nskill practice and, 403\nmodel for describing emotions,\nSee also"
+  },
+  {
+    "id": "Unknown Section_18",
+    "source": "Unknown Section",
+    "text": "PLEASE (PhysicaL\nAftereffects of emotions, 214\u2013222,\n213\nillness, balancing Eating,\n275, 276, 281\u2013282\nobserving skills and, 57\navoiding mood-Altering\nAlternate rebellion, 363, 410\noverview, 52\nsubstances, balancing Sleep,\nAnalyzing Behavior skills, 2, 6,\npracticing one-mindfulness\nand getting Exercise) skills\n19.\nSee also\nChain analysis;\nand, 62\nemotion regulation skills and,\nMissing-links analysis\n268\nAnger\nB\nehavior, 213\noverview, 247\nchanging emotional responses\nBehavior analysis, 2, 6, 19.\nSee\nputting ABC skills together, 302\nand, 229\nalso\nChain analysis\nreducing vulnerability to\nopposite action and, 231, 233,\nBehavior change skills.\nSee also\nemotion mind and, 293\u2013294\n242\nChange\nAbstinence approach\nproblem solving and, 242\nextinguishing or punishing and,\ncommunity reinforcement and,"
+  },
+  {
+    "id": "Unknown Section_19",
+    "source": "Unknown Section",
+    "text": "Apologizing, 130, 186\n195\n361\nAppearing confident\nidentifying, 164\ndialectical abstinence and, 357\nDEAR MAN skills and, 126\noverview, 161\u2013164\nplanning for, 358, 404\u2013406\nending relationships and, 186\nreinforcement, 194\nAbusive relationships, 145\u2013146\ninterpersonal effectiveness\nWalking the Middle Path and,\nAcceptance.\nSee also\nRadical\nscripts and, 174\n149\nacceptance; Reality\nApproach, 231\nBehavioral analysis\nAcceptance Skills\nAsking for something, 111,\nGeneral Handout 1: Goals of\ndialectics and, 153\n131\u2013133, 176\u2013177\nSkills Training, 9\ndistress tolerance and, 396\nAsking is this wise mind? practice,\nGeneral Handout 1a: Options\nradical acceptance, 342\u2013344\n52.\nSee also\nMindfulness\nfor Solving Any Problem, 10\nturning the mind and, 345\npractice\nGeneral Handout 2: Overview\u2014"
+  },
+  {
+    "id": "Unknown Section_20",
+    "source": "Unknown Section",
+    "text": "Walking the Middle Path and,\nAsking wise mind a question\nIntroduction to Skills\n74, 106\npractice, 51.\nSee also\nTraining, 11\nAccepting self-talk, 344\nMindfulness practice\nGeneral Handout 3: Guidelines\nACCEPTS (Activities,\nAssertiveness, 125\u2013127, 174, 185\nfor Skills Training, 12\nContributions, Comparisons,\nAssumptions\nGeneral Handout 4: Skills\nEmotions, Pushing away,\ninterpersonal effectiveness\nTraining Assumptions, 13\nThoughts, Sensations),\nscripts and, 178\nGeneral Handout 5: Biosocial\n379\u2013381\ninterpersonal effectiveness skills\nTheory, 14\u201315\nAcknowledgement, 129, 156\nand, 135\nGeneral Handout 6: Overview\u2014\nAction steps, 296\u2013300\noverview of handouts and\nAnalyzing Behavior, 19\nActivities, 333, 379\u2013381.\nSee also\nworksheets for, 6\nGeneral Handout 7: Chain\nPleasant events, mindfulness"
+  },
+  {
+    "id": "Unknown Section_21",
+    "source": "Unknown Section",
+    "text": "practicing nonjudgmentalness\nAnalysis, 20\nof\nand, 61\nGeneral Handout 7a: Chain\nAdaptive denial, 317\u2013318, 363,\nregarding skills training, 11, 13\nAnalysis, Step by Step, 21\u201322\n410\nAttention\nGeneral Handout 8: Missing-\nAddict mind, 360\nlevels of validation and, 129\nLinks Analysis, 23\nAddiction.\nSee also\nAdaptive\nmindfulness practice and, 53\nGeneral Worksheet 1: Pros and\ndenial; Alternate rebellion;\nmodel for describing emotions,\nCons of Using Skills, 27\nBurning bridges and building\n213\nGeneral Worksheet 2: Chain\nnew ones; Clear mind;\nvalidation and, 156\nAnalysis of Problem Behavior,\nCommunity reinforcement;\nAuthority, 132, 176\u2013177\n31\u201334\nDialectical abstinence;\nAvoidance\nGeneral Worksheet 2a:\nDistress tolerance skills\nmindfulness of current thoughts\nExample\u2014Chain Analysis of"
+  },
+  {
+    "id": "Unknown Section_22",
+    "source": "Unknown Section",
+    "text": "list of common addictions, 356\nand, 350\nProblem Behavior, 35\u201337\noverview, 355\nopposite action and, 231\nGeneral Worksheet 3: Missing\noverview of handouts and\npositive emotions and, 252\nLinks Analysis, 37\nworksheets for, 316\u2013318\nvalues and, 296\noverview, 5\u20136\n411\n412\u2002 \u2022\u2002 index\nBehaviors, 9, 14\u201315, 113\u2013114, 360\nChange, 74, 106, 151.\nSee also\napplying to a current\nBeing mind.\nSee also\nMindfulness\nBehavior change skills\ninteraction, 127\npractice; Other Perspectives\nChanging Emotional Responses.\nending relationships and, 145,\non Mindfulness\nSee also\nCheck the facts;\n185\u2013186\nbalancing with doing mind,\nEmotion regulation skills;\ninterpersonal effectiveness\n72\u201373\nOpposite action; Problem\nscripts and, 174\noverview, 67\nsolving\noverview, 123, 125\u2013126\noverview of handouts and\noverview, 3, 227, 287"
+  },
+  {
+    "id": "Unknown Section_23",
+    "source": "Unknown Section",
+    "text": "overview of handouts and\nworksheets for, 42\noverview of handouts and\nworksheets for, 110\u2013111, 112\npracticing, 98\u2013100\nworksheets for, 199\u2013200\ntracking interpersonal\nskillful means and, 71\npros and cons of changing\neffectiveness skills and, 175\nWalking the Middle Path and,\nemotions, 271\nDecreasing unwanted behaviors,\n105\u2013108\nCheck the facts.\nSee also\n162.\nSee also\nBehavior change\nBiological factors\nChanging Emotional\nskills\ndescribing emotions and,\nResponses\nDescribing a problem behavior,\n214\u2013222\nchanging emotional responses\n20, 21, 31, 35\nemotion regulation skills and,\nand, 227, 228\u2013229, 287\nDescribing skills.\nSee also\n\u201cHow\u201d\n211, 266\ninvalidation and, 158\u2013159\nskills; Mindfulness practice;\nmodel for describing emotions,\noverview, 285\u2013286\n\u201cWhat\u201d skills\n213\nproblem solving and, 241"
+  },
+  {
+    "id": "Unknown Section_24",
+    "source": "Unknown Section",
+    "text": "core skills practice, 79, 80,\nobserving and describing\nvalues and, 296\n81\u201382\nemotions, 281\u2013282\nClean mind, 317, 360, 407\nDEAR MAN skills and,\nBiosocial theory, 6, 11, 14\u201315\nClear mind, 317, 359, 407.\nSee also\n125\u2013127\nBlocking thoughts, 350\nAddiction\nemotion regulation skills and,\nBodily sensations\nCommunication\n198\ndistracting methods and, 333\nemotion diary, 277\u2013278\nending relationships and, 185\ndistracting with wise mind\nemotions and, 210\ninterpersonal effectiveness\nACCEPTS, 379\u2013381\nunderstanding and naming\nscripts and, 174\nmindfulness practice and, 53\nemotions and, 275, 276\nmindfulness of others and, 143\nobserving skills and, 54\u201357\nCommunity reinforcement, 317,\nmodel for describing emotions,\nBody chemistry, 314, 329, 376\n361.\nSee also\nAddiction\n213\nBody language, 213, 281\u2013282"
+  },
+  {
+    "id": "Unknown Section_25",
+    "source": "Unknown Section",
+    "text": "Comparisons, 61, 379\u2013381\noverview, 40, 49, 53, 58\u201359\nBody scan meditation, 315, 335,\nCompassion, 41, 70\noverview of handouts and\n385\nConnection to the universe, 59\nworksheets for, 40\u201341\nBody sensations, 264, 344\nConsequences of a problem\npracticing, 84\u201388\nBreathing techniques, 52, 56, 58,\nbehavior\nproblem solving and, 241\n329.\nSee also\nMindfulness\nbehavior change skills and, 163\nunderstanding and naming\npractice\nchain analysis and, 20, 22, 34,\nemotions and, 281\u2013282\nBreathing \u201cWise\u201d in, \u201cMind\u201d\n37\nways to describe emotions,\nout practice, 51.\nSee also\nContemplative action, 69\n214\u2013222\nMindfulness practice\nContemplative prayer, 46, 69.\nSee\nDestructive relationships, 145\u2013146\nBuild mastery, 256\nalso\nMindfulness practice\nDialectical abstinence, 357,\nBuilding Relationships and"
+  },
+  {
+    "id": "Unknown Section_26",
+    "source": "Unknown Section",
+    "text": "Contributing, 333, 379\u2013381\n404\u2013406.\nSee also\nAddiction\nEnding Destructive Ones.\nSee\nConversation skills, 140\u2013141\nDialectics.\nSee also\nWalking the\nalso\nEnding relationships;\nCope ahead\nMiddle Path\nInterpersonal effectiveness\nbuilding, 301\naddiction and, 317\nskills; Relationships\noverview, 256\nchecklist for, 190\nDEAR MAN skills and, 127\nputting ABC skills together, 302\nidentifying, 154\nending relationships and,\nradical acceptance and, 344\nnoticing when you aren\u2019t\n145\u2013146\nreducing vulnerability to\ndialectical, 191\nfinding and getting people to\nemotion mind and, 294\noverview, 150\u2013154\nlike you, 140\u2013142, 183\nCoping skills, 258\npracticing, 189\nGIVE (Gentle, [act] Interested,\nCore Mindfulness skills.\nSee also\nWalking the Middle Path and,\nValidate, and [use an] Easy\nMindfulness practice\n149"
+  },
+  {
+    "id": "Unknown Section_27",
+    "source": "Unknown Section",
+    "text": "manner) and, 128\noverview, 2, 49\nDiet, 257, 294, 303\ngoals of, 117\noverview of handouts and\nDifficult emotions.\nSee also\nmindfulness practice and,\nworksheets for, 39\u201341\nEmotion regulation skills\n143\u2013144\npracticing, 79\u201384\nemotion regulation skills and,\noverview, 2, 124, 139\nCrisis Survival Skills.\nSee also\n202\noverview of handouts and\nDistress tolerance skills; Pros\nhandling, 311\u2013312\nworksheets for, 111\u2013112\nand cons skill; STOP (Stop,\nmanaging, 263\nBurning bridges and building new\nTake a step back, Observe,\nmanaging extreme emotions, 265\nones, 317, 362, 409.\nSee also\nand Proceed mindfully) skill\nmindfulness of current emotions\nAddiction\noverview, 3, 325, 369\u2013371\nand, 264, 311\nc\noverview of handouts and\nDime Game, 176\u2013177\napability, 132, 176\u2013177\nworksheets for, 313\u2013315\nDirect experience, 69"
+  },
+  {
+    "id": "Unknown Section_28",
+    "source": "Unknown Section",
+    "text": "Centering prayer, 69\nwhen to use, 326\nDisgust\nCertainty, 69\nCurious mind, 350\nchanging emotional responses\nChain analysis.\nSee also\nAnalyzing\nand, 229\nBehavior skills\nD\nCBA (Dialectical abstinence,\nopposite action and, 234, 242\nexample of, 35\u201337\nClear mind/Community\nproblem solving and, 242\noverview, 19\nreinforcement, Burning\nways to describe emotions, 214\noverview of handouts and\nbridges and building new\nDistracting methods\nworksheets for, 6\nones, Alternate rebellion/\ncrisis survival skills and,\nsteps in, 20\u201322\nAdaptive denial) skills, 355\n369\u2013371\nworksheets for completing,\nDEAR MAN skills.\nSee also\noverview, 314\u2013315, 333\n31\u201334\nInterpersonal effectiveness\nwith wise mind ACCEPTS,\nChain of events, 20, 22, 32, 33, 36\nskills\n379\u2013381\nindex\u2002 \u2022\u2002 413\nDistress Tolerance Handout 1:"
+  },
+  {
+    "id": "Unknown Section_29",
+    "source": "Unknown Section",
+    "text": "18a: Behavior Patterns\nDistress Tolerance Handout 14a:\nGoals of Distress Tolerance,\nCharacteristic of Addict Mind\nPracticing Half-Smiling and\n321\nand of Clean Mind, 360\nWilling Hands, 348\u2013349\nDistress Tolerance Handout 2:\nDistress Tolerance Handout 19:\nDistress Tolerance Handout\nOverview\u2014Crisis Survival\nCommunity Reinforcement,\n15: Mindfulness of Current\nSkills, 325\n361\nThoughts, 350\nDistress Tolerance Handout 3:\nDistress Tolerance Handout 20:\nDistress Tolerance Handout 15a:\nWhen to Use Crisis Survival\nBurning Bridges and Building\nPracticing Mindfulness of\nSkills, 326\nNew Ones, 362\nThoughts, 351\u2013352\nDistress Tolerance Handout 4:\nDistress Tolerance Handout 21:\nDistress Tolerance Handout 16:\nSTOP Skill, 327\nAlternate Rebellion and\nOverview\u2014When the Crisis Is\nDistress Tolerance Handout 5:"
+  },
+  {
+    "id": "Unknown Section_30",
+    "source": "Unknown Section",
+    "text": "Adaptive Denial, 363\nAddiction, 355\nPros and Cons, 328\nDistress tolerance skills.\nSee also\nDistress Tolerance Handout 16a:\nDistress Tolerance Handout 6: TIP\nAddiction; Crisis Survival\nCommon Addictions, 356\nSkills\u2014Changing Your Body\nSkills; Reality Acceptance\nDistress Tolerance Handout 17:\nChemistry, 329\nSkills\nDialectical Abstinence, 357\nDistress Tolerance Handout 6a:\ngoals of, 321\nDistress Tolerance Handout\nUsing Cold Water, Step by\ngoals of skills training and, 9\n17a: Planning for Dialectical\nStep, 330\noverview, 3, 313\nAbstinence, 358\nDistress Tolerance Handout 6b:\noverview of handouts and\nDistress Tolerance Handout 18:\nPaired Muscle Relaxation,\nworksheets for, 313\u2013318\nClear Mind, 359\nStep by Step, 331\nDistress tolerance skills module\nDistress Tolerance Handout"
+  },
+  {
+    "id": "Unknown Section_31",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Handout 6c:\nDistress Tolerance Handout 1:\n18a: Behavior Patterns\nEffective Rethinking and\nGoals of Distress Tolerance,\nCharacteristic of Addict Mind\nPaired Relaxation, Step by\n321\nand of Clean Mind, 360\nStep, 332\nDistress Tolerance Handout 2:\nDistress Tolerance Handout 19:\nDistress Tolerance Handout 7:\nOverview\u2014Crisis Survival\nCommunity Reinforcement,\nDistracting, 333\nSkills, 325\n361\nDistress Tolerance Handout 8:\nDistress Tolerance Handout 3:\nDistress Tolerance Handout 20:\nSelf-Soothing, 334\nWhen to Use Crisis Survival\nBurning Bridges and Building\nDistress Tolerance Handout 8a:\nSkills, 326\nNew Ones, 362\nBody Scan Meditation Step by\nDistress Tolerance Handout 4:\nDistress Tolerance Handout\nStep, 335\nThe STOP Skill, 327\n21: Alternate Rebellion and"
+  },
+  {
+    "id": "Unknown Section_32",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Handout 9:\nDistress Tolerance Handout 5:\nAdaptive Denial, 363\nImproving the Moment, 336\nPros and Cons, 328\nDistress Tolerance Worksheet 1:\nDistress Tolerance Handout 9a:\nDistress Tolerance Handout 6:\nCrisis Survival Skills, 369\nSensory Awareness, Step by\nTIP Skills\u2014Changing Your\nDistress Tolerance Worksheet\nStep, 337\nBody Chemistry, 329\n1a: Crisis Survival Skills, 370\nDistress Tolerance Handout\nDistress Tolerance Handout 6a:\nDistress Tolerance Worksheet\n10: Overview\u2014Reality\nUsing Cold Water, Step by\n1b: Crisis Survival Skills, 371\nAcceptance Skills, 341\nStep, 330\nDistress Tolerance Worksheet 2:\nDistress Tolerance Handout 11:\nDistress Tolerance Handout 6b:\nPracticing the STOP Skill, 372\nRadical Acceptance, 342\nPaired Muscle Relaxation,\nDistress Tolerance Worksheet"
+  },
+  {
+    "id": "Unknown Section_33",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Handout 11a:\nStep by Step, 331\n2a: Practicing the STOP Skill,\nRadical Acceptance\u2014 Factors\nDistress Tolerance Handout\n373\nThat Interfere, 343\n6c: Effective Rethinking and\nDistress Tolerance Worksheet 3:\nDistress Tolerance Handout 11b:\nPaired Relaxation, Step by\nPros and Cons of Acting on\nPracticing Radical Acceptance\nStep, 332\nCrisis Urges, 374\nStep by Step, 344\nDistress Tolerance Handout 7:\nDistress Tolerance Worksheet\nDistress Tolerance Handout 12:\nDistracting, 333\n3a: Pros and Cons of Acting\nTurning the Mind, 345\nDistress Tolerance Handout 8:\non Crisis Urges, 375\nDistress Tolerance Handout 13:\nSelf-Soothing, 334\nDistress Tolerance Worksheet\nWillingness, 346\nDistress Tolerance Handout 8a:\n4: Changing Body Chemistry\nDistress Tolerance Handout 14:"
+  },
+  {
+    "id": "Unknown Section_34",
+    "source": "Unknown Section",
+    "text": "Body Scan Meditation Step by\nwith TIP Skills, 376\nHalf-Smiling and Willing\nStep, 335\nDistress Tolerance Worksheet\nHands, 347\nDistress Tolerance Handout 9:\n4a: Paired Muscle Relaxation,\nDistress Tolerance Handout 14a:\nImproving the Moment, 336\n377\nPracticing Half-Smiling and\nDistress Tolerance Handout 9a:\nDistress Tolerance Worksheet\nWilling Hands, 348\u2013349\nSensory Awareness, Step by\n4b: Effective Rethinking and\nDistress Tolerance Handout 15:\nStep, 337\nPaired Relaxation, 378\nMindfulness of Current\nDistress Tolerance Handout\nDistress Tolerance Worksheet 5:\nThoughts, 350\n10: Overview\u2014Reality\nDistracting with Wise Mind\nDistress Tolerance Handout 15a:\nAcceptance Skills, 341\nACCEPTS, 379\nPracticing Mindfulness of\nDistress Tolerance Handout 11:\nDistress Tolerance Worksheet\nThoughts, 351\u2013352"
+  },
+  {
+    "id": "Unknown Section_35",
+    "source": "Unknown Section",
+    "text": "Radical Acceptance, 342\n5a: Distracting with Wise\nDistress Tolerance Handout 16:\nDistress Tolerance Handout 11a:\nMind ACCEPTS, 380\nOverview\u2014When the Crisis Is\nRadical Acceptance\u2014 Factors\nDistress Tolerance Worksheet\nAddiction, 355\nThat Interfere, 343\n5b: Distracting with Wise\nDistress Tolerance Handout 16a:\nDistress Tolerance Handout 11b:\nMind ACCEPTS, 381\nCommon Addictions, 356\nPracticing Radical Acceptance\nDistress Tolerance Worksheet 6:\nDistress Tolerance Handout 17:\nStep by Step, 344\nSelf-Soothing, 382\nDialectical Abstinence, 357\nDistress Tolerance Handout 12:\nDistress Tolerance Worksheet\nDistress Tolerance Handout 17a:\nTurning the Mind, 345\n6a: Self-Soothing, 383\nPlanning for Dialectical\nDistress Tolerance Handout 13:\nDistress Tolerance Worksheet\nAbstinence, 358\nWillingness, 346"
+  },
+  {
+    "id": "Unknown Section_36",
+    "source": "Unknown Section",
+    "text": "6b: Self-Soothing, 384\nDistress Tolerance Handout 18:\nDistress Tolerance Handout\nDistress Tolerance Worksheet\nClear Mind, 359\n14: Half-Smiling and Willing\n6c: Body Scan Meditation,\nDistress Tolerance Handout\nHands, 347\nStep by Step, 385\n414\u2002 \u2022\u2002 index\nDistress tolerance skills module\nPaired Muscle Relaxation,\noverview, 67\n(\ncont.\n)\n377\noverview of handouts and\nDistress Tolerance Worksheet 7:\nDistress Tolerance Worksheet\nworksheets for, 42\nIMPROVE the Moment, 386\n4b: Effective Rethinking and\npracticing, 98\u2013100\nDistress Tolerance Worksheet\nPaired Relaxation, 378\nskillful means and, 71\n7a: IMPROVE the Moment,\nDistress Tolerance Worksheet 5:\nWalking the Middle Path and,\n387\nDistracting with Wise Mind\n74, 105\u2013108\nDistress Tolerance Worksheet\nACCEPTS, 379\nDream rehearsal, 306.\nSee also"
+  },
+  {
+    "id": "Unknown Section_37",
+    "source": "Unknown Section",
+    "text": "7b: IMPROVE the Moment,\nDistress Tolerance Worksheet 5a:\nSleep\n388\nDistracting with Wise Mind\nDropping into the pauses between\nDistress Tolerance Worksheet 8:\nACCEPTS, 380\ninhaling and exhaling\nReality Acceptance Skills, 391\nDistress Tolerance Worksheet 5b:\npractice, 52.\nSee also\nDistress Tolerance Worksheet\nDistracting with Wise Mind\nMindfulness practice\n8a: Reality Acceptance Skills,\nACCEPTS, 381\n392\nDistress Tolerance Worksheet 6:\ne\nasy manner comments, 174, 186\nDistress Tolerance Worksheet\nSelf-Soothing, 382\nEating\n8b: Reality Acceptance Skills,\nDistress Tolerance Worksheet 6a:\nobserving skills and, 55, 58\n393\nSelf-Soothing, 383\nPLEASE (PhysicaL illness,\nDistress Tolerance Worksheet 9:\nDistress Tolerance Worksheet 6b:\nbalancing Eating, avoiding\nRadical Acceptance, 394"
+  },
+  {
+    "id": "Unknown Section_38",
+    "source": "Unknown Section",
+    "text": "Self-Soothing, 384\nmood-Altering substances,\nDistress Tolerance Worksheet\nDistress Tolerance Worksheet 6c:\nbalancing Sleep, and getting\n9a: Practicing Radical\nBody Scan Meditation, Step\nExercise) skills, 257\nAcceptance, 395\nby Step, 385\npracticing PLEASE skills, 303\nDistress Tolerance Worksheet\nDistress Tolerance Worksheet 7:\nreducing vulnerability to\n10: Turning the Mind,\nIMPROVE the Moment, 386\nemotion mind and, 294\nWillingness, Willfulness, 396\nDistress Tolerance Worksheet 7a:\nEffectiveness practice.\nSee also\nDistress Tolerance Worksheet\nIMPROVE the Moment, 387\n\u201cHow\u201d skills\n11: Half-Smiling and Willing\nDistress Tolerance Worksheet 7b:\ncore skills practice, 79, 80,\nHands, 397\nIMPROVE the Moment, 388\n81\u201382\nDistress Tolerance Worksheet\nDistress Tolerance Worksheet 8:"
+  },
+  {
+    "id": "Unknown Section_39",
+    "source": "Unknown Section",
+    "text": "ideas for practicing, 63\n11a: Practicing Half-Smiling\nReality Acceptance Skills, 391\noverview, 49, 60\nand Willing Hands, 398\nDistress Tolerance Worksheet 8a:\npracticing, 88\u201393\nDistress Tolerance Worksheet\nReality Acceptance Skills, 392\nEmotion diary, 198\n12: Mindfulness of Current\nDistress Tolerance Worksheet 8b:\nEmotion mind\nThoughts, 399\nReality Acceptance Skills, 393\noverview of handouts and\nDistress Tolerance Worksheet\nDistress Tolerance Worksheet 9:\nworksheets for, 200\u2013202\n12a: Practicing Mindfulness\nRadical Acceptance, 394\nreducing vulnerability to,\nof Thoughts, 400\nDistress Tolerance Worksheet\n293\u2013294\nDistress Tolerance Worksheet\n9a: Practicing Radical\nvulnerability to, 247\n13: Skills When the Crisis Is\nAcceptance, 395\nWalking the Middle Path and,\nAddiction, 403"
+  },
+  {
+    "id": "Unknown Section_40",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Worksheet\n74, 106\nDistress Tolerance Worksheet\n10: Turning the Mind,\nEmotion Regulation Handout 1:\n14: Planning for Dialectical\nWillingness, Willfulness, 396\nGoals of Emotion Regulation,\nAbstinence, 404\u2013406\nDistress Tolerance Worksheet 11:\n205\nDistress Tolerance Worksheet\nHalf-Smiling and Willing\nEmotion Regulation Handout 2:\n15: From Clean Mind to Clear\nHands, 397\nOverview\u2014Understanding\nMind, 407\nDistress Tolerance Worksheet 11a:\nand Naming Emotions, 209\nDistress Tolerance Worksheet\nPracticing Half-Smiling and\nEmotion Regulation Handout 3:\n16: Reinforcing Nonaddictive\nWilling Hands, 398\nWhat Emotions Do for You,\nBehaviors, 408\nDistress Tolerance Worksheet\n210\nDistress Tolerance Worksheet\n12: Mindfulness of Current\nEmotion Regulation Handout\n17: Burning Bridges and"
+  },
+  {
+    "id": "Unknown Section_41",
+    "source": "Unknown Section",
+    "text": "Thoughts, 399\n4: What Makes It Hard to\nBuilding New Ones, 409\nDistress Tolerance Worksheet 12a:\nRegulate Your Emotions, 211\nDistress Tolerance Worksheet\nPracticing Mindfulness of\nEmotion Regulation Handout 4a:\n18: Practicing Alternate\nThoughts, 400\nMyths about Emotions, 212\nRebellion and Adaptive\nDistress Tolerance Worksheet\nEmotion Regulation Handout\nDenial, 410\n13: Skills When the Crisis Is\n5: Model for Describing\noverview, 313\u2013318\nAddiction, 403\nEmotions, 213\nDistress Tolerance Worksheet 1:\nDistress Tolerance Worksheet\nEmotion Regulation Handout 6:\nCrisis Survival Skills, 369\n14: Planning for Dialectical\nWays to Describe Emotions,\nDistress Tolerance Worksheet 1a:\nAbstinence, 404\u2013406\n214\u2013223\nCrisis Survival Skills, 370\nDistress Tolerance Worksheet 15:\nEmotion Regulation Handout"
+  },
+  {
+    "id": "Unknown Section_42",
+    "source": "Unknown Section",
+    "text": "Distress Tolerance Worksheet 1b:\nFrom Clean Mind to Clear\n7: Overview\u2014 Changing\nCrisis Survival Skills, 371\nMind, 407\nEmotional Responses, 227\nDistress Tolerance Worksheet 2:\nDistress Tolerance Worksheet 16:\nEmotion Regulation Handout 8:\nPracticing the STOP Skill, 372\nReinforcing Nonaddictive\nCheck the Facts, 228\nDistress Tolerance Worksheet 2a:\nBehaviors, 408\nEmotion Regulation Handout 8a:\nPracticing the STOP Skill, 373\nDistress Tolerance Worksheet 17:\nExamples of Emotions That\nDistress Tolerance Worksheet 3:\nBurning Bridges and Building\nFit the Facts, 229\nPros and Cons of Acting on\nNew Ones, 409\nEmotion Regulation Handout 9:\nCrisis Urges, 374\nDistress Tolerance Worksheet 18:\nOpposite Action and Problem\nDistress Tolerance Worksheet 3a:\nPracticing Alternate Rebellion"
+  },
+  {
+    "id": "Unknown Section_43",
+    "source": "Unknown Section",
+    "text": "Solving\u2014 Deciding Which to\nPros and Cons of Acting on\nand Adaptive Denial, 410\nUse, 230\nCrisis Urges, 375\nDoing mind.\nSee also\nMindfulness\nEmotion Regulation Handout 10:\nDistress Tolerance Worksheet 4:\npractice; Other Perspectives\nOpposite Action, 231\nChanging Body Chemistry\non Mindfulness\nEmotion Regulation Handout\nwith TIP Skills, 376\nbalancing with being mind,\n11: Figuring out Opposite\nDistress Tolerance Worksheet 4a:\n72\u201373\nActions, 232\u2013240\nindex\u2002 \u2022\u2002 415\nEmotion Regulation Handout 12:\nEmotion regulation skills module\nEmotion Regulation Handout\nProblem Solving, 241\nEmotion Regulation Handout 1:\n22: Mindfulness of Current\nEmotion Regulation Handout 13:\nGoals of Emotion Regulation,\nEmotions\u2014 Letting Go of\nReviewing Opposite Action\n205\nEmotional Suffering, 264\nand Problem Solving, 242"
+  },
+  {
+    "id": "Unknown Section_44",
+    "source": "Unknown Section",
+    "text": "Emotion Regulation Handout\nEmotion Regulation Handout\nEmotion Regulation Handout\n2: Overview\u2014Understanding\n23: Managing Extreme\n14: Overview\u2014Reducing\nand Naming Emotions, 209\nEmotions, 265\nVulnerability to Emotion\nEmotion Regulation Handout 3:\nEmotion Regulation Handout\nMind: Building a Life Worth\nWhat Emotions Do for You,\n24: Troubleshooting Emotion\nLiving, 247\n210\nRegulation Skills\u2014When\nEmotion Regulation Handout\nEmotion Regulation Handout\nWhat You Are Doing Isn\u2019t\n15: Accumulating Positive\n4: What Makes It Hard to\nWorking, 266\u2013267\nEmotions\u2014 Short Term, 248\nRegulate Your Emotions, 211\nEmotion Regulation Handout\nEmotion Regulation Handout 16:\nEmotion Regulation Handout\n25: Review of Skills for\nPleasant Events List, 249\u2013251\n4a: Myths about Emotions,\nEmotion Regulation, 268"
+  },
+  {
+    "id": "Unknown Section_45",
+    "source": "Unknown Section",
+    "text": "Emotion Regulation Handout\n212\nEmotion Regulation Worksheet\n17: Accumulating Positive\nEmotion Regulation Handout\n1: Pros and Cons of Changing\nEmotions\u2014 Long Term, 252\n5: Model for Describing\nEmotions, 271\nEmotion Regulation Handout 18:\nEmotions, 213\nEmotion Regulation Worksheet\nValues and Priorities List, 253\nEmotion Regulation Handout 6:\n2: Figuring Out What My\nEmotion Regulation Handout\nWays to Describe Emotions,\nEmotions Are Doing for Me,\n19: Build Mastery and Cope\n214\u2013223\n275\nAhead, 256\nEmotion Regulation Handout\nEmotion Regulation Worksheet\nEmotion Regulation Handout 20:\n7: Overview\u2014 Changing\n2a: Example\u2014Figuring Out\nTaking Care of Your Mind by\nEmotional Responses, 227\nWhat My Emotions Are\nTaking Care of Your Body, 257\nEmotion Regulation Handout 8:\nDoing for Me, 276"
+  },
+  {
+    "id": "Unknown Section_46",
+    "source": "Unknown Section",
+    "text": "Emotion Regulation Handout 20a:\nCheck the Facts, 228\nEmotion Regulation Worksheet\nNightmare Protocol, Step by\nEmotion Regulation Handout\n2b: Emotion Diary, 277\nStep\u2014 When Nightmares\n8a: Examples of Emotions\nEmotion Regulation Worksheet\nKeep You from Sleeping, 258\nThat Fit the Facts, 229\n2c: Example\u2014Emotion Diary,\nEmotion Regulation Handout 20b:\nEmotion Regulation Handout 9:\n278\nSleep Hygiene Protocol, 259\nOpposite Action and Problem\nEmotion Regulation Worksheet\nEmotion Regulation Handout 21:\nSolving\u2014 Deciding Which to\n3: Myths about Emotions, 279\nOverview\u2014Managing Really\nUse, 230\nEmotion Regulation Worksheet\nDifficult Emotions, 263\nEmotion Regulation Handout\n4: Observing and Describing\nEmotion Regulation Handout\n10: Opposite Action, 231\nEmotions, 281\n22: Mindfulness of Current"
+  },
+  {
+    "id": "Unknown Section_47",
+    "source": "Unknown Section",
+    "text": "Emotion Regulation Handout\nEmotion Regulation Worksheet\nEmotions\u2014 Letting Go of\n11: Figuring out Opposite\n4a: Observing and Describing\nEmotional Suffering, 264\nActions, 232\u2013240\nEmotions, 282\nEmotion Regulation Handout 23:\nEmotion Regulation Handout\nEmotion Regulation Worksheet\nManaging Extreme Emotions,\n12: Problem Solving, 241\n5: Check the Facts, 285\u2013286\n265\nEmotion Regulation Handout\nEmotion Regulation Worksheet\nEmotion Regulation Handout 24:\n13: Reviewing Opposite\n6: Figuring Out How to\nTroubleshooting Emotion\nAction and Problem Solving,\nChange Unwanted Emotions,\nRegulation Skills\u2014When\n242\n287\nWhat You Are D(oing Isn\u2019t\nEmotion Regulation Handout\nEmotion Regulation Worksheet\nWorking, 266\u2013267\n14: Overview\u2014Reducing\n7: Opposite Action to Change\nEmotion Regulation Handout 25:"
+  },
+  {
+    "id": "Unknown Section_48",
+    "source": "Unknown Section",
+    "text": "Vulnerability to Emotion\nEmotions, 288\nReview of Skills for Emotion\nMind: Building a Life Worth\nEmotion Regulation Worksheet\nRegulation, 268\nLiving, 247\n8: Problem Solving to Change\nEmotion regulation skills.\nSee also\nEmotion Regulation Handout\nEmotions, 289\u2013290\nABC PLEASE (Accumulate\n15: Accumulating Positive\nEmotion Regulation Worksheet\npositive emotions, Build\nEmotions\u2014 Short Term, 248\n9: Steps for Reducing\nmastery, Cope ahead of\nEmotion Regulation Handout\nVulnerability to Emotion\ntime); Changing Emotional\n16: Pleasant Events List,\nMind, 293\u2013294\nResponses; Difficult\n249\u2013251\nEmotion Regulation Worksheet\nemotions; Managing Really\nEmotion Regulation Handout\n10: Pleasant Events Diary, 295\nDifficult Emotions; Reducing\n17: Accumulating Positive\nEmotion Regulation Worksheet"
+  },
+  {
+    "id": "Unknown Section_49",
+    "source": "Unknown Section",
+    "text": "Vulnerability to Emotion\nEmotions\u2014 Long Term, 252\n11: Getting from Values to\nMind; Understanding and\nEmotion Regulation Handout 18:\nSpecific Action Steps, 296\nNaming Emotions\nValues and Priorities List, 253\nEmotion Regulation Worksheet\nbiosocial theory and, 14\u201315\nEmotion Regulation Handout\n11a: Getting from Values to\nchallenges in, 211\n19: Build Mastery and Cope\nSpecific Action Steps, 299\ndescribing emotions, 214\u2013222\nAhead, 256\nEmotion Regulation Worksheet\ngoals of, 205\nEmotion Regulation Handout\n11b: Diary of Daily Actions\ngoals of skills training and, 9\n20: Taking Care of Your\non Values and Priorities, 300\nmindfulness of current emotions\nMind by Taking Care of Your\nEmotion Regulation Worksheet\nand, 264, 311\nBody, 257\n12: Build Mastery and Cope\nmyths regarding, 212"
+  },
+  {
+    "id": "Unknown Section_50",
+    "source": "Unknown Section",
+    "text": "Emotion Regulation Handout\nAhead, 301\noverview, 3, 197, 210, 268\n20a: Nightmare Protocol, Step\nEmotion Regulation Worksheet\noverview of handouts and\nby Step\u2014 When Nightmares\n13: Putting ABC Skills\nworksheets for, 197\u2013202\nKeep You from Sleeping, 258\nTogether Day by Day, 302\nproblem solving and, 10\nEmotion Regulation Handout\nEmotion Regulation Worksheet\npros and cons of changing\n20b: Sleep Hygiene Protocol,\n14: Practicing PLEA SE Skills,\nemotions, 271\n259\n303\ntipping the temperature and, 330\nEmotion Regulation Handout\nEmotion Regulation Worksheet\ntroubleshooting, 202, 266\u2013267,\n21: Overview\u2014Managing\n14a: Target Nightmare\n312\nReally Difficult Emotions, 263\nExperience Form, 304\u2013306\n416\u2002 \u2022\u2002 index\nEmotion regulation skills module\n15: Mindfulness of Current\ninterpersonal effectiveness\n(\ncont.\n)"
+  },
+  {
+    "id": "Unknown Section_51",
+    "source": "Unknown Section",
+    "text": "Emotions, 311\nscripts and, 174\nEmotion Regulation Worksheet\nEmotion Regulation Worksheet\noverview, 123, 130\n14b: Sleep Hygiene Practice\n16: Troubleshooting Emotion\noverview of handouts and\nSheet, 307\nRegulation Skills, 312\nworksheets for, 111, 112\nEmotion Regulation Worksheet\nEmotional overload, 211, 267\ntracking interpersonal\n15: Mindfulness of Current\nEmotional suffering.\nSee\nSuffering\neffectiveness skills and, 175\nEmotions, 311\nEmotional vulnerability, 14, 205,\nFear\nEmotion Regulation Worksheet\n268.\nSee also\nVulnerability\nchanging emotional responses\n16: Troubleshooting Emotion\nEmotions\nand, 229\nRegulation Skills, 312\ndistracting methods and, 333\nopposite action and, 231, 232,\noverview, 197\u2013202\ndistracting with wise mind\n242\nEmotion Regulation Worksheet 1:\nACCEPTS, 379\u2013381"
+  },
+  {
+    "id": "Unknown Section_52",
+    "source": "Unknown Section",
+    "text": "problem solving and, 242\nPros and Cons of Changing\nemotion diary, 277\u2013278\nways to describe emotions, 216\nEmotions, 271\ngoals of skills training and, 9\nFeelings, 58\nEmotion Regulation Worksheet\ninterpersonal effectiveness skills\nFlexibility, 9\n2: Figuring Out What My\nand, 135\nFriendships.\nSee\nRelationships\nEmotions Are Doing for Me,\nmodel for describing, 213\n275\nmyths regarding, 279\u2013280\nG\neneral Handout 1: Goals of\nEmotion Regulation Worksheet\noverview, 210\nSkills Training, 9\n2a: Example\u2014Figuring Out\nEncouragement, 335, 386\u2013388\nGeneral Handout 1a: Options for\nWhat My Emotions Are\nEnding relationships, 112,\nSolving Any Problem, 10\nDoing for Me, 276\n145\u2013146, 185\u2013186.\nSee also\nGeneral Handout 2: Overview\u2014\nEmotion Regulation Worksheet\nBuilding Relationships and\nIntroduction to Skills"
+  },
+  {
+    "id": "Unknown Section_53",
+    "source": "Unknown Section",
+    "text": "2b: Emotion Diary, 277\nEnding Destructive Ones\nTraining, 11\nEmotion Regulation Worksheet\nEnvironmental factors\nGeneral Handout 3: Guidelines for\n2c: Example\u2014Emotion Diary,\nbiosocial theory and, 15\nSkills Training, 12\n278\ndialectics and, 151\nGeneral Handout 4: Skills\nEmotion Regulation Worksheet 3:\ninterpersonal effectiveness\nTraining Assumptions, 13\nMyths about Emotions, 279\nscripts and, 178\nGeneral Handout 5: Biosocial\nEmotion Regulation Worksheet\ninterpersonal effectiveness skills\nTheory, 14\u201315\n4: Observing and Describing\nand, 135\nGeneral Handout 6: Overview\u2014\nEmotions, 281\nEnvy\nAnalyzing Behavior, 19\nEmotion Regulation Worksheet\nchanging emotional responses\nGeneral Handout 7: Chain\n4a: Observing and Describing\nand, 229\nAnalysis, 20\nEmotions, 282\nopposite action and, 235, 243"
+  },
+  {
+    "id": "Unknown Section_54",
+    "source": "Unknown Section",
+    "text": "General Handout 7a: Chain\nEmotion Regulation Worksheet 5:\nproblem solving and, 243\nAnalysis, Step by Step, 21\u201322\nCheck the Facts, 285\u2013286\nways to describe emotions, 215\nGeneral Handout 8: Missing-Links\nEmotion Regulation Worksheet 6:\nEquality, 129, 156\nAnalysis, 23\nFiguring Out How to Change\nExercise, physical\nGeneral Worksheet 1: Pros and\nUnwanted Emotions, 287\npracticing PLEASE skills, 257,\nCons of Using Skills, 27\nEmotion Regulation Worksheet 7:\n303\nGeneral Worksheet 2: Chain\nOpposite Action to Change\nreducing vulnerability to\nAnalysis of Problem Behavior,\nEmotions, 288\nemotion mind and, 294\n31\u201334\nEmotion Regulation Worksheet 8:\nTIP (Temperature, Intense\nGeneral Worksheet 2a: Example\u2014\nProblem Solving to Change\nexercise, Paced breathing,\nChain Analysis of Problem\nEmotions, 289\u2013290"
+  },
+  {
+    "id": "Unknown Section_55",
+    "source": "Unknown Section",
+    "text": "and Paired muscle relaxation)\nBehavior, 35\u201337\nEmotion Regulation Worksheet\nskills and, 329, 376\nGeneral Worksheet 3: Missing\n9: Steps for Reducing\nExpanding awareness practice, 52,\nLinks Analysis, 37\nVulnerability to Emotion\n57, 62.\nSee also\nMindfulness\nGentleness, 128, 186\nMind, 293\u2013294\npractice\nGIVE (Gentle, [act] Interested,\nEmotion Regulation Worksheet\nExpressing feelings and opinions\nValidate, and [use an]\n10: Pleasant Events Diary, 295\nDEAR MAN skills and,\nEasy manner).\nSee also\nEmotion Regulation Worksheet\n125\u2013127\nInterpersonal effectiveness\n11: Getting from Values to\ndescribing emotions and,\nskills\nSpecific Action Steps, 296\n214\u2013222\nending relationships and, 145,\nEmotion Regulation Worksheet\nending relationships and, 185\n185\u2013186\n11a: Getting from Values to"
+  },
+  {
+    "id": "Unknown Section_56",
+    "source": "Unknown Section",
+    "text": "interpersonal effectiveness\ninterpersonal effectiveness\nSpecific Action Steps, 299\nscripts and, 174\nscripts and, 174\nEmotion Regulation Worksheet\nobserving and describing\nlevels of validation and, 129\n11b: Diary of Daily Actions\nemotions, 281\u2013282\noverview, 123, 128\non Values and Priorities, 300\nExpressions, 213\noverview of handouts and\nEmotion Regulation Worksheet\nExtinction, 162, 195.\nSee also\nworksheets for, 111, 112\n12: Build Mastery and Cope\nBehavior change skills\ntracking interpersonal\nAhead, 301\nExtreme emotions, 265.\nSee also\neffectiveness skills and, 175\nEmotion Regulation Worksheet\nDifficult emotions\nGive and take, 133, 176\u2013177\n13: Putting ABC Skills\nGoals\nTogether Day by Day, 302\nf\nacial expression, 213, 281\u2013282\nasking or saying \u201cno\u201d and, 133\nEmotion Regulation Worksheet"
+  },
+  {
+    "id": "Unknown Section_57",
+    "source": "Unknown Section",
+    "text": "Fact checking.\nSee\nCheck the facts\nbehavior change skills and, 163\n14: Practicing PLEASE Skills,\nFairness, 130, 186\ndiary of daily actions on, 300\n303\nFamiliarity, 140\nDime Game, 176\u2013177\nEmotion Regulation Worksheet\nFAST ([be] Fair, [no] Apologies,\ninterpersonal effectiveness\n14a: Target Nightmare\nStick to values, and\nscripts and, 178\nExperience Form, 304\u2013306\n[be] Truthful).\nSee also\ninterpersonal effectiveness skills\nEmotion Regulation Worksheet\nInterpersonal effectiveness\nand, 109\u2013110, 124\n14b: Sleep Hygiene Practice\nskills\nof mindfulness practice, 39\nSheet, 307\nending relationships and, 145,\npositive emotions and, 252\nEmotion Regulation Worksheet\n185\u2013186\nproblem solving and, 241\nindex\u2002 \u2022\u2002 417\nof skills training, 9\nMAN Skills to a Difficult\nHandout 19a: Identifying"
+  },
+  {
+    "id": "Unknown Section_58",
+    "source": "Unknown Section",
+    "text": "spiritual perspective and, 68\nCurrent Interaction, 127\nSelf-Validation, 160\nvalues and, 297, 299\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nGuilt\nHandout 6: Guidelines for\nHandout 20: Strategies for\nchanging emotional responses\nRelationship Effectiveness\u2014\nIncreasing the Probability of\nand, 229\nKeeping the Relationship\nBehaviors You Want, 161\nopposite action and, 240, 244\n(GIVE), 128\nInterpersonal Effectiveness\nproblem solving and, 244\nInterpersonal Effectiveness\nHandout 21: Strategies for\nways to describe emotions, 222\nHandout 7: Guidelines for\nDecreasing or Stopping\nh\nSelf-Respect Effectiveness\u2014\nUnwanted Behaviors, 162\nalf-smiling, 347, 348\u2013349,\nKeeping Respect for Yourself\nInterpersonal Effectiveness\n392\u2013393, 397\u2013398.\nSee also\n(FAST), 130\nHandout 22: Tips for Using"
+  },
+  {
+    "id": "Unknown Section_59",
+    "source": "Unknown Section",
+    "text": "Reality Acceptance Skills\nInterpersonal Effectiveness\nBehavior Change Strategies\nHandouts, overview of, 3\u20134, 5\u20136\nHandout 8: Evaluating\nEffectively, 163\nHappiness, 45, 217\nOptions for Whether or\nInterpersonal Effectiveness\nHarm reduction approach, 357,\nHow Intensely to Ask for\nHandout 22a: Identifying\n358, 404\u2013406\nSomething or Say No,\nEffective Behavior Change\nHearing\n131\u2013133\nStrategies, 164\nobserving skills and, 54, 58\nInterpersonal Effectiveness\nInterpersonal effectiveness\nself-soothing and, 334, 382\u2013384\nHandout 9:\nskills.\nSee also\nAsking\nsensory awareness, 337\nTroubleshooting\u2014When\nfor something; Building\nHomework, 133, 176\u2013177\nWhat You Are Doing Isn\u2019t\nRelationships and Ending\n\u201cHow\u201d skills.\nSee also\nDescribing\nWorking, 134\u2013135\nDestructive Ones;\nskills; Effectiveness practice;"
+  },
+  {
+    "id": "Unknown Section_60",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness\nInterpersonal effectiveness\nMindfulness practice;\nHandout 10: Overview\u2014\nskills module; Obtaining\nNonjudgmentalness;\nBuilding Relationships and\nObjectives Skillfully; Saying\nObserving skills; One-\nEnding Destructive Ones, 139\n\u201cno\u201d; Validation; Walking the\nmindfully practice;\nInterpersonal Effectiveness\nMiddle Path\nParticipating skills\nHandout 11: Finding and\nfactors and myths in the way of,\noverview, 40\u201341, 49, 60\nGetting People to Like You,\n118\u2013119\noverview of handouts and\n140\u2013141\ngoals of, 9, 117\nworksheets for, 40\u201341\nInterpersonal Effectiveness\ninterpersonal effectiveness\npracticing, 88\u201393\nHandout 11a: Identifying\nscripts and, 174\nHumor, 128\nSkills to Find People and Get\nmindfulness of others and,\ni\nThem to Like You, 142\n143\u2013144, 184\nllness, 257, 294, 303"
+  },
+  {
+    "id": "Unknown Section_61",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness\noverview, 2, 109\nImagery, 258, 335, 352, 386\u2013388\nHandout 12: Mindfulness of\noverview of handouts and\nIMPROVE (Imagery, Meaning,\nOthers, 143\nworksheets for, 109\u2013114\nPrayer, Relaxing, One thing\nInterpersonal Effectiveness\npriorities in, 173\nin the moment, Vacation,\nHandout 12a: Identifying\nproblem solving and, 10\nself-Encouragement and\nMindfulness of Others, 144\npros and cons of using, 167\nrethinking the situation)\nInterpersonal Effectiveness\ntracking, 175\nskills, 335, 369\u2013371,\nHandout 13: Ending\ntroubleshooting, 134\u2013135,\n386\u2013388.\nSee also\nDistress\nRelationships, 145\n178\u2013179\ntolerance skills\nInterpersonal Effectiveness\nInterpersonal effectiveness skills\nImproving the moment, 315\nHandout 13a: Identifying\nmodule.\nSee also\nInterpersonal\nImpulsivity, 9, 14, 359"
+  },
+  {
+    "id": "Unknown Section_62",
+    "source": "Unknown Section",
+    "text": "How to End Relationships,\neffectiveness skills, overview,\nIntegrative experience, 69\n146\n109\u2013114\nInterest, 128, 186\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nInterfering relationships, 145\u2013146\nHandout 14: Overview\u2014\nWorksheet 1: Pros and\nInterpersonal conflict, 9\nWalking the Middle Path, 149\nCons of Using Interpersonal\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nEffectiveness Skills, 167\nHandout 1: Goals of\nHandout 15: Dialectics, 150\nInterpersonal Effectiveness\nInterpersonal Effectiveness,\nInterpersonal Effectiveness\nWorksheet 2: Challenging\n117\nHandout 16: How to Think\nMyths in the Way of\nInterpersonal Effectiveness\nand Act Dialectically, 151\nObtaining Objectives,\nHandout 2: Factors in\nInterpersonal Effectiveness\n168\u2013169\nthe Way of Interpersonal"
+  },
+  {
+    "id": "Unknown Section_63",
+    "source": "Unknown Section",
+    "text": "Handout 16a: Examples of\nInterpersonal Effectiveness\nEffectiveness, 118\nOpposite Sides That Can\nWorksheet 3: Clarifying\nInterpersonal Effectiveness\nBoth Be True, 152\nPriorities in Interpersonal\nHandout 2a: Myths in\nInterpersonal Effectiveness\nSituations, 173\nthe Way of Interpersonal\nHandout 16b: Important\nInterpersonal Effectiveness\nEffectiveness, 119\nOpposites to Balance, 153\nWorksheet 4: Writing Out\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nHandout 3: Overview\u2014\nHandout 16c: Identifying\nScripts, 174\nObtaining Objectives\nDialectics, 154\nInterpersonal Effectiveness\nSkillfully, 123\nInterpersonal Effectiveness\nWorksheet 5: Tracking\nInterpersonal Effectiveness\nHandout 17: Validation, 155\nInterpersonal Effectiveness\nHandout 4: Clarifying Goals"
+  },
+  {
+    "id": "Unknown Section_64",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness\nSkills Use, 175\nin Interpersonal Situations,\nHandout 18: A \u201cHow To\u201d\nInterpersonal Effectiveness\n124\nGuide to Validation, 156\nWorksheet 6: The Dime\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nGame\u2014Figuring Out How\nHandout 5: Guidelines for\nHandout 18a: Identifying\nStrongly to Ask or Say No,\nObjectives Effectiveness\u2014\nValidation, 157\n176\u2013177\nGetting What You Want\nInterpersonal Effectiveness\nInterpersonal Effectiveness\n(DEAR MAN), 125\u2013126\nHandout 19: Recovering from\nWorksheet 7: Troubleshooting\nInterpersonal Effectiveness\nInvalidation, 158\u2013159\nInterpersonal Effectiveness\nHandout 5a: Applying DEAR\nInterpersonal Effectiveness\nSkills, 178\u2013179\n418\u2002 \u2022\u2002 index\nInterpersonal Effectiveness\nMeditation.\nSee also\nMindfulness\nmodule; Other Perspectives on"
+  },
+  {
+    "id": "Unknown Section_65",
+    "source": "Unknown Section",
+    "text": "Worksheet 8: Finding and\npractice\nMindfulness; Skillful means;\nGetting People to Like You,\nbody scan meditation, 335\n\u201cWhat\u201d skills; Wise Mind\n183\noverview, 46\npractice\nInterpersonal Effectiveness\npracticing one-mindfulness\ncore skills practice, 79\u201384\nWorksheet 9: Mindfulness of\nand, 62\nDEAR MAN skills and, 126\nOthers, 184\nWise Mind practice and, 69\nending relationships and, 186\nInterpersonal Effectiveness\nMindfulness Handout 1: Goals of\ngoals of, 45\nWorksheet 10: Ending\nMindfulness Practice, 45\ngoals of skills training and, 9\nRelationships, 185\u2013186\nMindfulness Handout 1a:\ninterpersonal effectiveness\nInterpersonal Effectiveness\nMindfulness Definitions, 46\nscripts and, 174\nWorksheet 11: Practicing\nMindfulness Handout 2:\ninterpersonal effectiveness skills\nDialectics, 189"
+  },
+  {
+    "id": "Unknown Section_66",
+    "source": "Unknown Section",
+    "text": "Overview\u2014Core Mindfulness\nand, 143\u2013144\nInterpersonal Effectiveness\nSkills, 49\nmindfulness of current emotions\nWorksheet 11a: Dialectics\nMindfulness Handout 3: Wise\nand, 264, 311\nChecklist, 190\nMind\u2014States of Mind, 50\noverview, 2, 39, 39\u201342, 46\nInterpersonal Effectiveness\nMindfulness Handout 3a: Ideas\noverview of handouts and\nWorksheet 11b: Noticing\nfor Practicing Wise Mind,\nworksheets for, 39\u201342\nWhen You\u2019re Not Dialectical,\n51\u201352\nproblem solving and, 10\n191\nMindfulness Handout 4: Taking\npros and cons of practicing, 77\nInterpersonal Effectiveness\nHold of Your Mind\u2014\u201cWhat\u201d\nMindfulness skills module.\nSee\nWorksheet 12: Validating\nSkills, 53\nalso\nMindfulness practice\nOthers, 192\nMindfulness Handout 4a: Ideas\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nfor Practicing Observing,"
+  },
+  {
+    "id": "Unknown Section_67",
+    "source": "Unknown Section",
+    "text": "Handout 1: Goals of\nWorksheet 13: Self-Validation\n54\u201357\nInterpersonal Effectiveness,\nand Self-Respect, 193\nMindfulness Handout 4b: Ideas\n117\nInterpersonal Effectiveness\nfor Practicing Describing, 58\nInterpersonal Effectiveness\nWorksheet 14: Changing\nMindfulness Handout 4c: Ideas\nHandout 2: Factors in\nBehavior with Reinforcement,\nfor Practicing Participating,\nthe Way of Interpersonal\n194\n59\nEffectiveness, 118\nInterpersonal Effectiveness\nMindfulness Handout 5: Taking\nInterpersonal Effectiveness\nWorksheet 15: Changing\nHold of Your Mind\u2014\u201cHow\u201d\nHandout 2a: Myths in\nBehavior by Extinguishing or\nSkills, 60\nthe Way of Interpersonal\nPunishing It, 195\nMindfulness Handout 5a:\nEffectiveness, 119\nInterpretations of events, 214\u2013\nIdeas for Practicing\nInterpersonal Effectiveness\n222\nNonjudgmentalness, 61"
+  },
+  {
+    "id": "Unknown Section_68",
+    "source": "Unknown Section",
+    "text": "Handout 3: Overview\u2014\nIntuitive action, 53\nMindfulness Handout 5b:\nObtaining Objectives\nInvalidation.\nSee also\nValidation\nIdeas for Practicing One-\nSkillfully, 123\nbiosocial theory and, 15\nMindfulness, 62\nInterpersonal Effectiveness\noverview, 192\nMindfulness Handout 5c: Ideas for\nHandout 4: Clarifying Goals\noverview of handouts and\nPracticing Effectiveness, 63\nin Interpersonal Situations,\nworksheets for, 113\nMindfulness Handout 6:\n124\nrecovering from, 158\u2013159\nOverview\u2014Other\nInterpersonal Effectiveness\nWalking the Middle Path and,\nPerspectives on Mindfulness,\nHandout 5: Guidelines for\n149\n67\nObjectives Effectiveness\u2014\nIsolation, 231\nMindfulness Handout 7: Goals\nGetting What You Want\nj\nof Mindfulness Practice\u2014A\n(DEAR MAN), 125\u2013126\nealousy\nSpiritual Perspective, 68\nInterpersonal Effectiveness"
+  },
+  {
+    "id": "Unknown Section_69",
+    "source": "Unknown Section",
+    "text": "changing emotional responses\nMindfulness Handout 7a: Wise\nHandout 5a: Applying DEAR\nand, 229\nMind from a Spiritual\nMAN Skills to a Difficult\nopposite action and, 236, 243\nPerspective, 69\nCurrent Interaction, 127\nproblem solving and, 243\nMindfulness Handout 8:\nInterpersonal Effectiveness\nways to describe emotions, 218\nPracticing Loving Kindness\nHandout 6: Guidelines for\nJoining conversations, 140\u2013141\nto Increase Love and\nRelationship Effectiveness\u2014\nJudgments, 13, 61\nCompassion, 70\nKeeping the Relationship\nl\nMindfulness Handout 9: Skillful\n(GIVE), 128\nistening, 58\nMeans\u2014Balancing Doing\nInterpersonal Effectiveness\nLoneliness, 9\nMind and Being Mind, 71\nHandout 6a: Expanding\nLove\nMindfulness Handout 9a: Ideas\nthe V in GIVE\u2014 Levels of\nchanging emotional responses\nfor Practicing Balancing"
+  },
+  {
+    "id": "Unknown Section_70",
+    "source": "Unknown Section",
+    "text": "Validation, 129\nand, 229\nDoing Mind and Being Mind,\nInterpersonal Effectiveness\nmindfulness practice and, 70\n72\u201373\nHandout 7: Guidelines for\nopposite action and, 237, 243\nMindfulness Handout 10: Walking\nSelf-Respect Effectiveness\u2014\noverview of handouts and\nthe Middle Path\u2014Finding the\nKeeping Respect for Yourself\nworksheets for, 41\nSynthesis between Opposites,\n(FAST), 130\nproblem solving and, 243\n74\nInterpersonal Effectiveness\nways to describe emotions, 219\nMindfulness movement, 46.\nSee\nHandout 8: Evaluating\nLoving kindness, 41\u201342, 70,\nalso\nMindfulness practice\nOptions for Whether or\n97.\nSee also\nMindfulness\nMindfulness of current thoughts,\nHow Intensely to Ask for\npractice; Other Perspectives\n316, 350, 351\u2013352, 392\u2013393,\nSomething or Say No,\non Mindfulness\n399\u2013400\n131\u2013133\nm"
+  },
+  {
+    "id": "Unknown Section_71",
+    "source": "Unknown Section",
+    "text": "Mindfulness of others, 143\u2013144,\nInterpersonal Effectiveness\nanaging Really Difficult\n184\nHandout 9:\nEmotions, 3.\nSee also\nEmotion\nMindfulness practice.\nSee also\nTroubleshooting\u2014When\nregulation skills\nCore Mindfulness skills;\nWhat You Are Doing Isn\u2019t\nMastery, 256, 293, 301, 302\n\u201cHow\u201d skills; Loving\nWorking, 134\u2013135\nMeaning, 335, 386\u2013388\nkindness; Mindfulness skills\nInterpersonal Effectiveness\nindex\u2002 \u2022\u2002 419\nHandout 10: Overview\u2014\nWorksheet 2: Challenging\nMindfulness Handout 4b: Ideas\nBuilding Relationships and\nMyths in the Way of\nfor Practicing Describing, 58\nEnding Destructive Ones, 139\nObtaining Objectives,\nMindfulness Handout 4c: Ideas\nInterpersonal Effectiveness\n168\u2013169\nfor Practicing Participating, 59\nHandout 11: Finding and\nInterpersonal Effectiveness\nMindfulness Handout 5: Taking"
+  },
+  {
+    "id": "Unknown Section_72",
+    "source": "Unknown Section",
+    "text": "Getting People to Like You,\nWorksheet 3: Clarifying\nHold of Your Mind\u2014\u201cHow\u201d\n140\u2013141\nPriorities in Interpersonal\nSkills, 60\nInterpersonal Effectiveness\nSituations, 173\nMindfulness Handout\nHandout 11a: Identifying\nInterpersonal Effectiveness\n5a: Ideas for Practicing\nSkills to Find People and Get\nWorksheet 4: Writing Out\nNonjudgmentalness, 61\nThem to Like You, 142\nInterpersonal Effectiveness\nMindfulness Handout 5b:\nInterpersonal Effectiveness\nScripts, 174\nIdeas for Practicing One-\nHandout 12: Mindfulness of\nInterpersonal Effectiveness\nMindfulness, 62\nOthers, 143\nWorksheet 5: Tracking\nMindfulness Handout 5c: Ideas\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nfor Practicing Effectiveness,\nHandout 12a: Identifying\nSkills Use, 175\n63\nMindfulness of Others, 144"
+  },
+  {
+    "id": "Unknown Section_73",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness\nMindfulness Handout\nInterpersonal Effectiveness\nWorksheet 6: The Dime\n6: Overview\u2014Other\nHandout 13: Ending\nGame\u2014Figuring Out How\nPerspectives on Mindfulness,\nRelationships, 145\nStrongly to Ask or Say No,\n67\nInterpersonal Effectiveness\n176\u2013177\nMindfulness Handout 7: Goals\nHandout 13a: Identifying\nInterpersonal Effectiveness\nof Mindfulness Practice\u2014A\nHow to End Relationships,\nWorksheet 7: Troubleshooting\nSpiritual Perspective, 68\n146\nInterpersonal Effectiveness\nMindfulness Handout 7a:\nInterpersonal Effectiveness\nSkills, 178\u2013179\nWise Mind from a Spiritual\nHandout 14: Overview\u2014\nInterpersonal Effectiveness\nPerspective, 69\nWalking the Middle Path, 149\nWorksheet 8: Finding and\nMindfulness Handout 8:\nInterpersonal Effectiveness\nGetting People to Like You,"
+  },
+  {
+    "id": "Unknown Section_74",
+    "source": "Unknown Section",
+    "text": "Practicing Loving Kindness\nHandout 15: Dialectics, 150\n183\nto Increase Love and\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nCompassion, 70\nHandout 16: How to Think\nWorksheet 9: Mindfulness of\nMindfulness Handout 9: Skillful\nand Act Dialectically, 151\nOthers, 184\nMeans\u2014Balancing Doing\nInterpersonal Effectiveness\nInterpersonal Effectiveness\nMind and Being Mind, 71\nHandout 16a: Examples of\nWorksheet 10: Ending\nMindfulness Handout 9a: Ideas\nOpposite Sides That Can Both\nRelationships, 185\u2013186\nfor Practicing Balancing\nBe True, 152\nInterpersonal Effectiveness\nDoing Mind and Being Mind,\nInterpersonal Effectiveness\nWorksheet 11: Practicing\n72\u201373\nHandout 16b: Important\nDialectics, 189\nMindfulness Handout 10:\nOpposites to Balance, 153\nInterpersonal Effectiveness\nWalking the Middle Path\u2014"
+  },
+  {
+    "id": "Unknown Section_75",
+    "source": "Unknown Section",
+    "text": "Interpersonal Effectiveness\nWorksheet 11a: Dialectics\nFinding the Synthesis between\nHandout 16c: Identifying\nChecklist, 190\nOpposites, 74\nDialectics, 154\nInterpersonal Effectiveness\nMindfulness Worksheet 1:\nInterpersonal Effectiveness\nWorksheet 11b: Noticing\nPros and Cons of Practicing\nHandout 17: Validation, 155\nWhen You\u2019re Not Dialectical,\nMindfulness, 77\nInterpersonal Effectiveness\n191\nMindfulness Worksheet 2:\nHandout 18: A \u201cHow To\u201d\nInterpersonal Effectiveness\nMindfulness Core Skills\nGuide to Validation, 156\nWorksheet 12: Validating\nPractice, 78\nInterpersonal Effectiveness\nOthers, 192\nMindfulness Worksheet 2a:\nHandout 18a: Identifying\nInterpersonal Effectiveness\nMindfulness Core Skills\nValidation, 157\nWorksheet 13: Self-Validation\nPractice, 79\nInterpersonal Effectiveness"
+  },
+  {
+    "id": "Unknown Section_76",
+    "source": "Unknown Section",
+    "text": "and Self-Respect, 193\nMindfulness Worksheet 2b:\nHandout 19: Recovering from\nInterpersonal Effectiveness\nMindfulness Core Skills\nInvalidation, 158\u2013159\nWorksheet 14: Changing\nPractice, 80\nInterpersonal Effectiveness\nBehavior with Reinforcement,\nMindfulness Worksheet 2c:\nHandout 19a: Identifying Self-\n194\nMindfulness Core Skills\nValidation, 160\nInterpersonal Effectiveness\nCalendar, 81\u201382\nInterpersonal Effectiveness\nWorksheet 15: Changing\nMindfulness Worksheet 3: Wise\nHandout 20: Strategies for\nBehavior by Extinguishing or\nMind Practice, 83\nIncreasing the Probability of\nPunishing It, 195\nMindfulness Worksheet 4:\nBehaviors You Want, 161\nMindfulness Handout 1: Goals\nMindfulness \u201cWhat\u201d Skills\u2014\nInterpersonal Effectiveness\nof Mindfulness Practice, 45\nObserving, Describing,"
+  },
+  {
+    "id": "Unknown Section_77",
+    "source": "Unknown Section",
+    "text": "Handout 21: Strategies for\nMindfulness Handout 1a:\nParticipating, 84\nDecreasing or Stopping\nMindfulness Definitions, 46\nMindfulness Worksheet 4a:\nUnwanted Behaviors, 162\nMindfulness Handout 2:\nObserving, Describing,\nInterpersonal Effectiveness\nOverview\u2014Core Mindfulness\nParticipating Checklist, 85\nHandout 22: Tips for Using\nSkills, 49\nMindfulness Worksheet 4b:\nBehavior Change Strategies\nMindfulness Handout 3: Wise\nObserving, Describing,\nEffectively, 163\nMind\u2014States of Mind, 50\nParticipating Calendar, 86\u201387\nInterpersonal Effectiveness\nMindfulness Handout 3a: Ideas\nMindfulness Worksheet 5:\nHandout 22a: Identifying\nfor Practicing Wise Mind,\nMindfulness \u201cHow\u201d Skills\u2014\nEffective Behavior Change\n51\u201352\nNonjudgmentalness, One-\nStrategies, 164\nMindfulness Handout 4: Taking"
+  },
+  {
+    "id": "Unknown Section_78",
+    "source": "Unknown Section",
+    "text": "Mindfulness, Effectiveness,\nInterpersonal Effectiveness\nHold of Your Mind\u2014\u201cWhat\u201d\n88\nWorksheet 1: Pros and\nSkills, 53\nMindfulness Worksheet 5a:\nCons of Using Interpersonal\nMindfulness Handout 4a: Ideas\nNonjudgmentalness, One-\nEffectiveness Skills, 167\nfor Practicing Observing,\nMindfulness, Effectiveness\nInterpersonal Effectiveness\n54\u201357\nChecklist, 89\n420\u2002 \u2022\u2002 index\nMindfulness skills module (\ncont.\n)\nBalancing Being Mind with\nObtaining Objectives Skillfully.\nMindfulness Worksheet 5b:\nDoing Mind, 98\nSee also\nInterpersonal\nNonjudgmentalness, One-\nMindfulness Worksheet 7a:\neffectiveness skills\nMindfulness, Effectiveness\nMindfulness of Being and\noverview, 2, 123\nCalendar, 90\u201391\nDoing Calendar, 99\u2013100\noverview of handouts and\nMindfulness Worksheet 5c:\nMindfulness Worksheet 8:"
+  },
+  {
+    "id": "Unknown Section_79",
+    "source": "Unknown Section",
+    "text": "worksheets for, 110\u2013111\nNonjudgmentalness Calendar,\nMindfulness of Pleasant\npriorities in interpersonal\n92\u201393\nEvents Calendar, 101\u2013102\nsituations and, 173\nMindfulness Worksheet 6:\nMindfulness Worksheet 9:\nOne thing in the moment, 335,\nLoving Kindness, 97\nMindfulness of Unpleasant\n386\u2013388\nMindfulness Worksheet 7:\nEvents Calendar, 103\u2013104\nOne-mindfully practice.\nSee also\nBalancing Being Mind with\nMindfulness Worksheet 10:\n\u201cHow\u201d skills\nDoing Mind, 98\nWalking the Middle Path to\naddiction and, 359\nMindfulness Worksheet 7a:\nWise Mind, 105\ncore skills practice, 79, 80,\nMindfulness of Being and\nMindfulness Worksheet 10a:\n81\u201382\nDoing Calendar, 99\u2013100\nAnalyzing Yourself on the\nideas for practicing, 62\nMindfulness Worksheet 8:\nMiddle Path, 106\noverview, 49, 60\nMindfulness of Pleasant"
+  },
+  {
+    "id": "Unknown Section_80",
+    "source": "Unknown Section",
+    "text": "Mindfulness Worksheet 10b:\npracticing, 88\u201393\nEvents Calendar, 101\u2013102\nWalking the Middle Path\nOpposite action.\nSee also\nMindfulness Worksheet 9:\nCalendar, 107\nChanging Emotional\nMindfulness of Unpleasant\nMissing-links analysis, 6, 19,\nResponses\nEvents Calendar, 103\u2013104\n23, 38.\nSee also\nAnalyzing\nchanging emotional responses\nMindfulness Worksheet 10:\nBehavior skills\nand, 227\nWalking the Middle Path to\nMood, checking, 267\nmindfulness of current thoughts\nWise Mind, 105\nMood-dependent behavior, 9\nand, 351\nMindfulness Worksheet 10a:\nMoodiness, 211\noverview, 231\u2013240, 242\u2013244, 288\nAnalyzing Yourself on the\nMotivation, 13, 210, 276, 277\u2013278\nproblem solving and, 230\nMiddle Path, 106\nMuscle relaxation.\nSee\nPaired\nradical acceptance and, 344\nMindfulness Worksheet 10b:\nmuscle relaxation"
+  },
+  {
+    "id": "Unknown Section_81",
+    "source": "Unknown Section",
+    "text": "Orientation module\nWalking the Middle Path\nMyths\nGeneral Handout 1: Goals of\nCalendar, 107\nemotion regulation skills and,\nSkills Training, 9\nMindfulness Worksheet 1: Pros\n198, 211, 212, 267\nGeneral Handout 1a: Options\nand Cons of Practicing\ninterpersonal effectiveness\nfor Solving Any Problem, 10\nMindfulness, 77\nscripts and, 178\nGeneral Handout 2: Overview\u2014\nMindfulness Worksheet 2:\ninterpersonal effectiveness skills\nIntroduction to Skills\nMindfulness Core Skills\nand, 118\u2013119, 135\nTraining, 11\nPractice, 78\nobjectives effectiveness and,\nGeneral Handout 3: Guidelines\nMindfulness Worksheet 2a:\n168\u2013169\nfor Skills Training, 12\nMindfulness Core Skills\nunderstanding and naming\nGeneral Handout 4: Skills\nPractice, 79\nemotions and, 279\u2013280\nTraining Assumptions, 13\nMindfulness Worksheet 2b:"
+  },
+  {
+    "id": "Unknown Section_82",
+    "source": "Unknown Section",
+    "text": "General Handout 5: Biosocial\nMindfulness Core Skills\nn\negotiation, 126, 174, 186\nTheory, 14\u201315\nPractice, 80\nNightmare protocol, 258,\nGeneral Handout 6: Overview\u2014\nMindfulness Worksheet 2c:\n304\u2013306\nAnalyzing Behavior, 19\nMindfulness Core Skills\n\u201cNo.\u201d\nSee\nSaying \u201cno\u201d\nGeneral Handout 7: Chain\nCalendar, 81\u201382\nNondefensiveness, 158\u2013159\nAnalysis, 20\nMindfulness Worksheet 3: Wise\nNonjudgmentalness.\nSee also\nGeneral Handout 7a: Chain\nMind Practice, 83\n\u201cHow\u201d skills\nAnalysis, Step by Step, 21\u201322\nMindfulness Worksheet 4:\ncore skills practice, 79, 80,\nGeneral Handout 8: Missing-\nMindfulness \u201cWhat\u201d Skills\u2014\n81\u201382\nLinks Analysis, 23\nObserving, Describing,\nideas for practicing, 61\nGeneral Worksheet 1: Pros and\nParticipating, 84\nmindfulness skills and, 40\u201341\nCons of Using Skills, 27"
+  },
+  {
+    "id": "Unknown Section_83",
+    "source": "Unknown Section",
+    "text": "Mindfulness Worksheet 4a:\noverview, 49, 60\nGeneral Worksheet 2: Chain\nObserving, Describing,\npracticing, 88\u201393\nAnalysis of Problem Behavior,\nParticipating Checklist, 85\nvalidation and, 192\n31\u201334\nMindfulness Worksheet 4b:\nNothing-to-do mind, 58, 74, 106\nGeneral Worksheet 2a:\nObserving, Describing,\nExample\u2014Chain Analysis of\nParticipating Calendar, 86\u201387\no\nbjectives effectiveness, 124,\nProblem Behavior, 35\u201337\nMindfulness Worksheet 5:\n168\u2013169\nGeneral Worksheet 3: Missing\nMindfulness \u201cHow\u201d Skills\u2014\nObserving skills.\nSee also\n\u201cHow\u201d\nLinks Analysis, 37\nNonjudgmentalness, One-\nskills; Mindfulness practice;\noverview, 5\u20136\nMindfulness, Effectiveness,\n\u201cWhat\u201d skills\nOrientation skills, 1\u20132, 5\u20136\n88\ncore skills practice, 79, 80,\nOther Perspectives on\nMindfulness Worksheet 5a:\n81\u201382"
+  },
+  {
+    "id": "Unknown Section_84",
+    "source": "Unknown Section",
+    "text": "Mindfulness, 2, 41\u201342, 67.\nNonjudgmentalness, One-\nemotion regulation skills and,\nSee also\nBeing mind; Doing\nMindfulness, Effectiveness\n198\nmind; Loving kindness;\nChecklist, 89\nmindfulness of current thoughts\nMindfulness practice\nMindfulness Worksheet 5b:\nand, 350, 351\nNonjudgmentalness, One-\nmindfulness of others and, 143\np\naced breathing, 329, 376\nMindfulness, Effectiveness\noverview, 40, 49, 53, 54\u201357\nPaired muscle relaxation\nCalendar, 90\u201391\noverview of handouts and\noverview, 314, 331\u2013332,\nMindfulness Worksheet 5c:\nworksheets for, 40\u201341\n377\u2013378\nNonjudgmentalness Calendar,\npracticing, 84\u201388\nrethinking and, 332\n92\u201393\nproblem solving and, 241\nTIP (Temperature, Intense\nMindfulness Worksheet 6: Loving\nturning the mind and, 345\nexercise, Paced breathing,\nKindness, 97\nunderstanding and naming"
+  },
+  {
+    "id": "Unknown Section_85",
+    "source": "Unknown Section",
+    "text": "and Paired muscle relaxation)\nMindfulness Worksheet 7:\nemotions and, 281\u2013282\nskills and, 329, 376\nindex\u2002 \u2022\u2002 421\nParticipating skills.\nSee also\nPros and cons skill.\nSee also\nCrisis\nSafety, 145\n\u201cHow\u201d skills; Mindfulness\nSurvival Skills\nSapiential experience, 69\npractice; \u201cWhat\u201d skills\ncrisis survival skills and,\nSatiation, 162.\nSee also\nBehavior\ncore skills practice, 79, 80,\n369\u2013371\nchange skills\n81\u201382\ncrisis urges and, 374\u2013375\nSaying \u201cno,\u201d 111\u2013112, 131\u2013133,\nmindfulness of others and, 143\noverview, 328\n176\u2013177\noverview, 40, 49, 53\nradical acceptance and, 344\nSelf-care, 257\noverview of handouts and\nPunishment, 162, 195.\nSee also\nSelf-denial, 74, 106\nworksheets for, 40\u201341\nBehavior change skills\nSelf-encouragement, 335\npracticing, 84\u201388\nPushing away, 333, 379\u2013381\nSelf-indulgence, 74, 106"
+  },
+  {
+    "id": "Unknown Section_86",
+    "source": "Unknown Section",
+    "text": "Physical illness, 257, 294, 303\nSelf-respect\nPleasant events diary, 295\nr\nadical acceptance, 315\u2013316,\nasking or saying \u201cno\u201d and, 132\nPleasant events, mindfulness of\n342\u2013344, 392\u2013393, 394\u2013395.\nDime Game, 176\u2013177\ncalendar for recording, 101\u2013102\nSee also\nAcceptance; Reality\neffectiveness of, 124\nemotion regulation skills and,\nAcceptance Skills\noverview of handouts and\n248\n\u201cRead minds,\u201d 129, 156\nworksheets for, 113\nlist of pleasant events, 249\u2013251\nReality, 45\npracticing, 193\noverview of handouts and\nReality Acceptance Skills, 3, 315\u2013\nSelf-soothing\nworksheets for, 42, 200\u2013201\n316, 341, 391\u2013393.\nSee also\ncrisis survival skills and,\npleasant events diary, 295\nAcceptance; Distress tolerance\n369\u2013371\nPLEASE (PhysicaL illness,\nskills; Radical acceptance\noverview, 315, 334\nbalancing Eating, avoiding"
+  },
+  {
+    "id": "Unknown Section_87",
+    "source": "Unknown Section",
+    "text": "Reasonable mind, 74, 106\npracticing, 382\u2013384\nmood-Altering substances,\nRebellion, 317\u2013318\nSelf-talk, 344\nbalancing Sleep, and getting\nReciprocity, 133\nSelf-validation, 113, 160, 193\nExercise) skills.\nSee also\nABC\nReducing Vulnerability to Emotion\nSenses\nPLEASE (Accumulate positive\nMind, 3.\nSee also\nEmotion\nobserving skills and, 54\u201355, 58\nemotions, Build mastery,\nregulation skills\nself-soothing and, 334, 382\u2013384\nCope ahead of time)\nReflecting back, 129, 156\nsensory awareness, 337\nemotion regulation skills and,\nReinforcement, 125\u2013127.\nSee also\nSensory awareness, 337\n266, 268\nBehavior change skills\nShame\noverview, 201, 247, 257\ncommunity reinforcement and,\nchanging emotional responses\noverview of handouts and\n361\nand, 229\nworksheets for, 201\nemotion regulation skills and,"
+  },
+  {
+    "id": "Unknown Section_88",
+    "source": "Unknown Section",
+    "text": "opposite action and, 231, 239, 244\npracticing, 303\n211, 266\nproblem solving and, 244\nPositive emotions, 248, 252, 293,\nending relationships and, 185\nways to describe emotions, 221\n302\ninterpersonal effectiveness\nSkillful behaviors to replace\nPositive experiences, 248\nscripts and, 174\nproblem behaviors\nPractical experience, 69\nof nonaddictive behaviors, 408\nchain analysis and, 20, 22, 32,\nPraise, 140\noverview, 161, 162\n33, 36\nPrayer, 335, 386\u2013388\npracticing, 194\npros and cons of using skills, 27\nPrevention plans, 20, 22, 34, 37\nRelationships.\nSee also\nBuilding\nSkillful means, 42, 67, 71.\nSee also\nPriorities\nRelationships and Ending\nMindfulness practice\nasking or saying \u201cno\u201d and, 132\nDestructive Ones; Ending\nSkills training\ndiary of daily actions on, 300\nrelationships"
+  },
+  {
+    "id": "Unknown Section_89",
+    "source": "Unknown Section",
+    "text": "assumptions regarding, 13\nDime Game, 176\u2013177\nasking or saying \u201cno\u201d and, 133\nGeneral Handout 1: Goals of\nemotion regulation skills and,\nDime Game, 176\u2013177\nSkills Training, 9\n201\neffectiveness of, 124\nGeneral Handout 1a: Options\nin interpersonal situations, 173\nending, 143\u2013144\nfor Solving Any Problem, 10\nlist of, 253\u2013255\nfinding and getting people to\nGeneral Handout 2: Overview\u2014\nvalues and, 296\u2013300\nlike you, 140\u2013142, 183\nIntroduction to Skills\nProblem solving.\nSee also\nmindfulness of others and,\nTraining, 11\nChanging Emotional\n143\u2013144\nGeneral Handout 3: Guidelines\nResponses\noverview of handouts and\nfor Skills Training, 12\nchanging emotional responses\nworksheets for, 111\u2013112\nGeneral Handout 4: Skills\nand, 227\nvalidation and, 155\nTraining Assumptions, 13\nopposite action and, 230"
+  },
+  {
+    "id": "Unknown Section_90",
+    "source": "Unknown Section",
+    "text": "values and, 298\nGeneral Handout 5: Biosocial\noptions for, 10\nRelaxation\nTheory, 14\u201315\noverview, 241, 242\u2013244,\nIMPROVE (Imagery, Meaning,\nGeneral Handout 6: Overview\u2014\n289\u2013290\nPrayer, Relaxing, One thing\nAnalyzing Behavior, 19\noverview of handouts and\nin the moment, Vacation,\nGeneral Handout 7: Chain\nworksheets for, 5\u20136, 199\u2013200\nself-Encouragement and\nAnalysis, 20\nPrompting events to a problem\nrethinking the situation)\nGeneral Handout 7a: Chain\nbehavior\nskills, 335, 386\u2013388\nAnalysis, Step by Step, 21\u201322\nchain analysis and, 20, 21, 31,\nnightmare protocol, 258, 306\nGeneral Handout 8: Missing-\n35\nRepair consequences of a problem\nLinks Analysis, 23\ndescribing emotions and,\nbehavior, 20, 22, 34, 37\nGeneral Worksheet 1: Pros and\n214\u2013222\nRethinking, 314, 332, 335, 378\nCons of Using Skills, 27"
+  },
+  {
+    "id": "Unknown Section_91",
+    "source": "Unknown Section",
+    "text": "distracting with wise mind\nRights, 132, 176\u2013177\nGeneral Worksheet 2: Chain\nACCEPTS, 379\nRisk-taking, 359\nAnalysis of Problem Behavior,\ninterpersonal effectiveness\n31\u201334\nscripts and, 174\nS\nadness\nGeneral Worksheet 2a:\nmodel for describing emotions,\nchanging emotional responses\nExample\u2014Chain Analysis of\n213\nand, 229\nProblem Behavior, 35\u201337\nobserving and describing\nopposite action and, 231, 238,\nGeneral Worksheet 3: Missing\nemotions, 281\u2013282\n243\nLinks Analysis, 37\nunderstanding and naming\nproblem solving and, 243\ngoals of, 9\nemotions and, 275, 276\nways to describe emotions, 220\nguidelines for, 12\n422\u2002 \u2022\u2002 index\nSkills training (\ncont.\n)\nTouch\nto emotion mind, 247\nintroduction to, 11\nobserving skills and, 55, 58\nemotion regulation skills and,\noverview of handouts and"
+  },
+  {
+    "id": "Unknown Section_92",
+    "source": "Unknown Section",
+    "text": "self-soothing and, 334, 382\u2013384\n197, 266, 268\nworksheets for, 5\u20136\nsensory awareness, 337\nmodel for describing emotions,\npros and cons of using skills, 27\nTruth, 130, 186\n213\nSleep\nTurning the mind, 345, 392\u2013393,\nobserving and describing\nnightmare protocol, 258,\n396.\nSee also\nReality\nemotions, 281\u2013282\n304\u2013306\nAcceptance Skills\noverview of handouts and\nPLEASE (PhysicaL illness,\nworksheets for, 200\u2013202\nbalancing Eating, avoiding\nu\nnderstanding, validation and,\nmood-Altering substances,\n156\nW\nalking down the spiral\nbalancing Sleep, and getting\nUnderstanding and Naming\nstairs practice, 51.\nSee also\nExercise) skills, 257\nEmotions.\nSee also\nEmotion\nMindfulness practice\npracticing PLEASE skills, 303\nregulation skills\nWalking the Middle Path.\nSee\nreducing vulnerability to\nemotion diary, 277\u2013278"
+  },
+  {
+    "id": "Unknown Section_93",
+    "source": "Unknown Section",
+    "text": "also\nDialectics; Interpersonal\nemotion mind and, 294\ngoals of, 205\neffectiveness skills;\nSleep hygiene protocol, 202, 307\nlevels of validation and, 129\nMindfulness practice\nSmells\nmyths about emotions, 279\u2013280\ngoals of, 117\nobserving skills and, 54\nobserving and describing\noverview, 2, 67, 74, 149\nself-soothing and, 334, 382\u2013384\nemotions, 281\u2013282\noverview of handouts and\nsensory awareness, 337\noverview, 3\nworksheets for, 42, 112\u2013114\nSocial environment, 15\noverview of handouts and\npracticing, 105\u2013108\nSolutions, 241\nworksheets for, 197\u2013198\n\u201cWhat\u201d skills.\nSee also\nDescribing\nSpiritual perspective.\nSee also\nwhat emotions are doing,\nskills; Mindfulness practice;\nMindfulness practice\n275\u2013276\nObserving skills; Participating\ngoals of mindfulness practice\nUnpleasant events, 103\u2013104\nskills\nand, 68"
+  },
+  {
+    "id": "Unknown Section_94",
+    "source": "Unknown Section",
+    "text": "Urges\noverview, 40, 49, 53\nIMPROVE (Imagery, Meaning,\naddiction and, 359\noverview of handouts and\nPrayer, Relaxing, One thing\ncrisis urges, 314\nworksheets for, 40\nin the moment, Vacation,\nobserving skills and, 55,\npracticing, 84\u201388\nself-Encouragement and\n281\u2013282\nWhen the Crisis is Addiction, 3\nrethinking the situation)\nopposite action and, 231\nWillfulness, 396\nskills, 335\npros and cons skill, 328,\nWilling hands, 347, 348\u2013349,\nmindfulness skills and, 41\n374\u2013375\n392\u2013393, 397\u2013398.\nSee also\noverview, 67\nReality Acceptance Skills\nWise Mind practice and, 69\nv\nacation, 335, 386\u2013388\nWillingness, 346, 392\u2013393, 396.\nStone flake on the lake practice,\nValidation.\nSee also\nInterpersonal\nSee also\nReality Acceptance\n51.\nSee also\nMindfulness\neffectiveness skills\nSkills\npractice\nbiosocial theory and, 15"
+  },
+  {
+    "id": "Unknown Section_95",
+    "source": "Unknown Section",
+    "text": "Wise Mind ACCEPTS, 314\u2013315,\nSTOP (Stop, Take a step back,\ndialectics and, 153\n333\nObserve, and Proceed\nending relationships and, 186\nWise Mind practice.\nSee also\nmindfully) skill.\nSee also\nGIVE (Gentle, [act] Interested,\nMindfulness practice\nCrisis Survival Skills\nValidate, and [use an] Easy\nbalancing doing mind with\ncrisis survival skills and,\nmanner) and, 128, 129\nbeing mind, 72\u201373\n369\u2013371\nguidelines for, 156\nchanging emotional responses\noverview, 314, 327\nidentifying, 157\nand, 287\npracticing, 372\u2013373\ninterpersonal effectiveness\ncore skills practice, 79, 80,\nStopping unwanted behaviors,\nscripts and, 174\n81\u201382\n162.\nSee also\nBehavior change\nlevels of, 129\ndistracting with wise mind\nskills\noverview, 155\u2013159, 192\nACCEPTS, 379\u2013381\nSubstance use, 257, 294, 303\noverview of handouts and"
+  },
+  {
+    "id": "Unknown Section_96",
+    "source": "Unknown Section",
+    "text": "ending relationships and, 143\nSuffering, 45, 205, 264\nworksheets for, 113\nideas for practicing, 51\u201352\nSuppressing thoughts, 350\nWalking the Middle Path and,\nopposite action and, 230\nT\n149\noverview, 40, 49, 50, 67\naste\nValues\noverview of handouts and\nobserving skills and, 55, 58\naction steps and, 296\u2013300\nworksheets for, 40, 41, 42\nself-soothing and, 334, 382\u2013384\ndiary of daily actions on, 300\npracticing, 83\nsensory awareness, 337\nemotion regulation skills and,\nskillful means and, 71\nThoughts\n201\nfrom a spiritual perspective, 69\ndescribing skills and, 58\nending relationships and, 186\nWalking the Middle Path and,\ndistracting methods and, 333\nFAST ([be] Fair, [no] Apologies,\n105\u2013108\ndistracting with wise mind\nStick to values, and [be]\nWithdrawal, 231\nACCEPTS, 379\u2013381\nTruthful) and, 130"
+  },
+  {
+    "id": "Unknown Section_97",
+    "source": "Unknown Section",
+    "text": "Without words, 69\nmindfulness of current thoughts\nlist of, 253\u2013255\nWordless watching, 53\nand, 350\npositive emotions and, 252\nWorksheets, overview of, 3\u20134, 5\u20136\nobserving skills and, 56\u201357, 58\nVerbalizing thoughts or beliefs,\nWorries\nTiming, 133, 176\u2013177\n351\nemotion regulation skills and,\nTIP (Temperature, Intense\nVisual observing\n248\nexercise, Paced breathing,\nobserving skills and, 54, 58\ninterpersonal effectiveness\nand Paired muscle relaxation)\noverview, 58\nscripts and, 178\nskills\nself-soothing and, 334, 382\u2013384\ninterpersonal effectiveness skills\nbody chemistry and, 376\nsensory awareness, 337\nand, 135\ncrisis survival skills and,\nVulnerability.\nSee also\nEmotional\nobserving skills and, 57\n369\u2013371\nvulnerability\npleasant events diary and, 295\noverview, 314, 329\nbiosocial theory and, 14"
+  },
+  {
+    "id": "Unknown Section_98",
+    "source": "Unknown Section",
+    "text": "Tipping the temperature, 329, 330,\nchain analysis and, 20, 21\u201322,\n376\n31, 35"
+  },
+  {
+    "id": "Document Outline_0",
+    "source": "Document Outline",
+    "text": "Document Outline\nCover\nHalf Title\nTitle\nCopyright\nDedication\nAbout the Author\nPreface\nAcknowledgments\nContents\nIntroduction to This Book\nGeneral Skills: Orientation and Analyzing Behavior\nGeneral Handouts\nOrientation Handouts\nGeneral Handout 1: Goals of Skills Training\nGeneral Handout 1a: Options for Solving Any Problem\nGeneral Handout 2: Overview--Introduction to Skills Training\nGeneral Handout 3: Guidelines for Skills Training\nGeneral Handout 4: Skills Training Assumptions\nGeneral Handout 5: Biosocial Theory\nHandouts for Analyzing Behavior\nGeneral Handout 6: Overview\u2014Analyzing Behavior\nGeneral Handout 7: Chain Analysis\nGeneral Handout 7a: Chain Analysis, Step by Step\nGeneral Handout 8: Missing-Links Analysis\nGeneral Worksheets\nOrientation Worksheet"
+  },
+  {
+    "id": "Document Outline_1",
+    "source": "Document Outline",
+    "text": "General Worksheet 1: Pros and Cons of Using Skills\nWorksheets for Analyzing Behavior\nGeneral Worksheet 2: Chain Analysis of Problem Behavior\nGeneral Worksheet 2a: Example--Chain Analysis of Problem Behavior\nGeneral Worksheet 3: Missing-Links Analysis\nMindfulness Skills\nMindfulness Handouts\nHandouts for Goals and Definitions\nMindfulness Handout 1: Goals of Mindfulness Practice\nMindfulness Handout 1a: Mindfulness Definitions\nHandouts for Core Mindfulness Skills\nMindfulness Handout 2: Overview\u2014Core Mindfulness Skills\nMindfulness Handout 3: Wise Mind\u2014States of Mind\nMindfulness Handout 3a: Ideas for Practicing Wise Mind\nMindfulness Handout 4: Taking Hold of Your Mind\u2014\u201cWhat\u201d Skills\nMindfulness Handout 4a: Ideas for Practicing Observing\nMindfulness Handout 4b: Ideas for Practicing Describing"
+  },
+  {
+    "id": "Document Outline_2",
+    "source": "Document Outline",
+    "text": "Mindfulness Handout 4c: Ideas for Practicing Participating\nMindfulness Handout 5: Taking Hold of Your Mind\u2014\u201cHow\u201d SkillS\nMindfulness Handout 5a: Ideas for Practicing Nonjudgmentalness\nMindfulness Handout 5b: Ideas for Practicing One-Mindfulness\nMindfulness Handout 5c: Ideas for Practicing Effectiveness\nHandouts for Other Perspectives on Mindfulness Skills\nMindfulness Handout 6: Overview\u2014Other Perspectives on Mindfulness\nMindfulness Handout 7: Goals of Mindfulness Practice\u2014A Spiritual Perspective\nMindfulness Handout 7a: Wise Mind from a Spiritual Perspective\nMindfulness Handout 8: Practicing Loving Kindness to Increase Love and Compassion\nMindfulness Handout 9: Skillful Means\u2014Balancing Doing Mind and Being Mind\nMindfulness Handout 9a: Ideas for Practicing Balancing Doing Mind and Being Mind"
+  },
+  {
+    "id": "Document Outline_3",
+    "source": "Document Outline",
+    "text": "Mindfulness Handout 10: Walking the Middle Path\u2014Finding the Synthesis between Opposites\nMindfulness Worksheets\nWorksheets for Core Mindfulness Skills\nMindfulness Worksheet 1: Pros and Cons of Practicing Mindfulness\nMindfulness Worksheet 2: Mindfulness Core Skills Practice\nMindfulness Worksheet 2a: Mindfulness Core Skills Practice\nMindfulness Worksheet 2b: Mindfulness Core Skills Practice\nMindfulness Worksheet 2c: Mindfulness Core Skills Calendar\nMindfulness Worksheet 3: Wise Mind Practice\nMindfulness Worksheet 4: Mindfulness \u201cWhat\u201d Skills\u2014Observing, Describing, Participating\nMindfulness Worksheet 4a: Observing, Describing, Participating Checklist\nMindfulness Worksheet 4b: Observing, Describing, Participating Calendar"
+  },
+  {
+    "id": "Document Outline_4",
+    "source": "Document Outline",
+    "text": "Mindfulness Worksheet 5: Mindfulness \u201cHow\u201d Skills\u2014Nonjudgmentalness, One-Mindfulness, Effectiveness\nMindfulness Worksheet 5a: Nonjudgmentalness, One-Mindfulness, Effectiveness Checklist\nMindfulness Worksheet 5b: Nonjudgmentalness, One-Mindfulness, Effectiveness Calendar\nMindfulness Worksheet 5c: Nonjudgmentalness Calendar\nWorksheets for Other Perspectives on Mindfulness Skills\nMindfulness Worksheet 6: Loving Kindness\nMindfulness Worksheet 7: Balancing Being Mind with Doing Mind\nMindfulness Worksheet 7a: Mindfulness of Being and Doing Calendar\nMindfulness Worksheet 8: Mindfulness of Pleasant Events Calendar\nMindfulness Worksheet 9: Mindfulness of Unpleasant Events Calendar\nMindfulness Worksheet 10: Walking the Middle Path to Wise Mind"
+  },
+  {
+    "id": "Document Outline_5",
+    "source": "Document Outline",
+    "text": "Mindfulness Worksheet 10a: Analyzing Yourself on the Middle Path\nMindfulness Worksheet 10b: Walking the Middle Path Calendar\nInterpersonal Effectiveness Skills\nInterpersonal Effectiveness Handouts\nHandouts for Goals and Factors That Interfere\nInterpersonal Effectiveness Handout 1: Goals of Interpersonal Effectiveness\nInterpersonal Effectiveness Handout 2: Factors in the Way of Interpersonal Effectiveness\nInterpersonal Effectiveness Handout 2a: Myths in the Way of Interpersonal Effectiveness\nHandouts for Obtaining Objectives Skillfully\nInterpersonal Effectiveness Handout 3: Overview\u2014Obtaining Objectives Skillfully\nInterpersonal Effectiveness Handout 4: Clarifying Goals in Interpersonal Situations"
+  },
+  {
+    "id": "Document Outline_6",
+    "source": "Document Outline",
+    "text": "Interpersonal Effectiveness Handout 5: Guidelines for Objectives Effectiveness\u2014Getting What You Want (DEAR MAN)\nInterpersonal Effectiveness Handout 5a: Applying DEAR MAN Skills to a Difficult Current Interaction\nInterpersonal Effectiveness Handout 6: Guidelines for Relationship Effectiveness\u2014Keeping the Relationship (GIVE)\nInterpersonal Effectiveness Handout 6a: Expanding the V in GIVE\u2014Levels of Validation\nInterpersonal Effectiveness Handout 7: Guidelines for Self-Respect Effectiveness\u2014Keeping Respect for Yourself (FAST)\nInterpersonal Effectiveness Handout 8: Evaluating Options for Whether or How Intensely to Ask for Something or Say No\nInterpersonal Effectiveness Handout 9: Troubleshooting\u2014When What You Are Doing Isn\u2019t Working"
+  },
+  {
+    "id": "Document Outline_7",
+    "source": "Document Outline",
+    "text": "Handouts for Building Relationships and Ending Destructive Ones\nInterpersonal Effectiveness Handout 10: Overview\u2014Building Relationships and Ending Destructive Ones\nInterpersonal Effectiveness Handout 11: Finding and Getting People to Like You\nInterpersonal Effectiveness Handout 11a: Identifying Skills to Find Peopleand Get Them to Like You\nInterpersonal Effectiveness Handout 12: Mindfulness of Others\nInterpersonal Effectiveness Handout 12a: Identifying Mindfulness of Others\nInterpersonal Effectiveness Handout 13: Ending Relationships\nInterpersonal Effectiveness Handout 13a: Identifying Howto End Relationships\nHandouts for Walking the Middle Path\nInterpersonal Effectiveness Handout 14: Overview\u2014Walking the Middle Path\nInterpersonal Effectiveness Handout 15: Dialectics"
+  },
+  {
+    "id": "Document Outline_8",
+    "source": "Document Outline",
+    "text": "Interpersonal Effectiveness Handout 16: How to Think and Act Dialectically\nInterpersonal Effectiveness Handout 16a: Examples of Opposite Sides That Can Both Be True\nInterpersonal Effectiveness Handout 16b: Important Opposites to Balance\nInterpersonal Effectiveness Handout 16c: Identifying Dialectics\nInterpersonal Effectiveness Handout 17: Validation\nInterpersonal Effectiveness Handout 18: A \u201cHow To\u201d Guide to Validation\nInterpersonal Effectiveness Handout 18a: Identifying Validation\nInterpersonal Effectiveness Handout 19: Recovering from Invalidation\nInterpersonal Effectiveness Handout 19a: Identifying Self-Validation\nInterpersonal Effectiveness Handout 20: Strategies for Increasingthe Probability of Behaviors You Want"
+  },
+  {
+    "id": "Document Outline_9",
+    "source": "Document Outline",
+    "text": "Interpersonal Effectiveness Handout 21: Strategies for Decreasing or Stopping Unwanted Behaviors\nInterpersonal Effectiveness Handout 22: Tips for Using Behavior Change Strategies Effectively\nInterpersonal Effectiveness Handout 22a: Identifying Effective Behavior Change Strategies\nInterpersonal Effectiveness Worksheets\nWorksheets for Goals and Factors That Interfere\nInterpersonal Effectiveness Worksheet 1: Pros and Cons of Using Interpersonal Effectiveness Skills\nInterpersonal Effectiveness Worksheet 2: Challenging Myths in the Way of Obtaining Objectives\nWorksheets for Obtaining Objectives Skillfully\nInterpersonal Effectiveness Worksheet 3: Clarifying Priorities in Interpersonal Situations\nInterpersonal Effectiveness Worksheet 4: Writing Out Interpersonal Effectiveness Scripts"
+  },
+  {
+    "id": "Document Outline_10",
+    "source": "Document Outline",
+    "text": "Interpersonal Effectiveness Worksheet 5: Tracking Interpersonal Effectiveness Skills Use\nInterpersonal Effectiveness Worksheet 6: The Dime Game\u2014Figuring Out How Strongly to Ask or Say No\nInterpersonal Effectiveness Worksheet 7: Troubleshooting Interpersonal Effectiveness Skills\nWorksheets for Building Relationships and Ending Destructive Ones\nInterpersonal Effectiveness Worksheet 8: Finding and Getting People to Like You\nInterpersonal Effectiveness Worksheet 9: Mindfulness of Others\nInterpersonal Effectiveness Worksheet 10: Ending Relationships\nWorksheets for Walking the Middle Path\nInterpersonal Effectiveness Worksheet 11: Practicing Dialectics\nInterpersonal Effectiveness Worksheet 11a: Dialectics Checklist\nInterpersonal Effectiveness Worksheet 11b: Noticing When You\u2019re Not Dialectical"
+  },
+  {
+    "id": "Document Outline_11",
+    "source": "Document Outline",
+    "text": "Interpersonal Effectiveness Worksheet 12: Validating Others\nInterpersonal Effectiveness Worksheet 13: Self-Validation and Self-Respect\nInterpersonal Effectiveness Worksheet 14: Changing Behavior with Reinforcement\nInterpersonal Effectiveness Worksheet 15: Changing Behavior by Extinguishing or Punishing It\nEmotion Regulation Skills\nEmotion Regulation Handouts\nEmotion Regulation Handout 1: Goals of Emotion Regulation\nHandouts for Understanding and Naming Emotions\nEmotion Regulation Handout 2: Overview\u2014Understanding and Naming Emotions\nEmotion Regulation Handout 3: What Emotions Do for You\nEmotion Regulation Handout 4: What Makes It Hard to Regulate Your Emotions\nEmotion Regulation Handout 4a: Myths about Emotions\nEmotion Regulation Handout 5: Model for Describing Emotions"
+  },
+  {
+    "id": "Document Outline_12",
+    "source": "Document Outline",
+    "text": "Emotion Regulation Handout 6: Ways to Describe Emotions\nHandouts for Changing Emotional Responses\nEmotion Regulation Handout 7: Overview\u2014Changing Emotional Responses\nEmotion Regulation Handout 8: Check the Facts\nEmotion Regulation Handout 8a: Examples of Emotions That Fit the Facts\nEmotion Regulation Handout 9: Opposite Action and Problem Solving\u2014Deciding Which to Use\nEmotion Regulation Handout 10: Opposite Action\nEmotion Regulation Handout 11: Figuring Out Opposite Actions\nEmotion Regulation Handout 12: Problem Solving\nEmotion Regulation Handout 13: Reviewing Opposite Action and Problem Solving\nHandouts for Reducing Vulnerability to Emotion Mind\nEmotion Regulation Handout 14: Overview\u2014Reducing Vulnerability to Emotion Mind: Building a Life Worth Living"
+  },
+  {
+    "id": "Document Outline_13",
+    "source": "Document Outline",
+    "text": "Emotion Regulation Handout 15: Accumulating Positive Emotions\u2014Short Term\nEmotion Regulation Handout 16: Pleasant Events List\nEmotion Regulation Handout 17: Accumulating Positive Emotions\u2014Long Term\nEmotion Regulation Handout 18: Values and Priorities List\nEmotion Regulation Handout 19: Build Mastery and Cope Ahead\nEmotion Regulation Handout 20: Taking Care of Your Mind by Taking Care of Your Body\nEmotion Regulation Handout 20a: Nightmare Protocol, Step by Step\u2014When Nightmares Keep You from Sleeping\nEmotion Regulation Handout 20b: Sleep Hygiene Protocol\nHandouts for Managing Really Difficult Emotions\nEmotion Regulation Handout 21: Overview\u2014Managing Really Difficult Emotions\nEmotion Regulation Handout 22: Mindfulness of Current Emotions\u2014Letting Go of Emotional Suffering"
+  },
+  {
+    "id": "Document Outline_14",
+    "source": "Document Outline",
+    "text": "Emotion Regulation Handout 23: Managing Extreme Emotions\nEmotion Regulation Handout 24: Troubleshooting Emotion Regulation Skills\u2014When What You Are Doing Isn\u2019t Working\nEmotion Regulation Handout 25: Review of Skills for Emotion Regulation\nEmotion Regulation Worksheets\nWorksheets for Changing Emotional Responses\nEmotion Regulation Worksheet 5: Check the Facts\nEmotion Regulation Worksheet 6: Figuring Out How to Change Unwanted Emotions\nEmotion Regulation Worksheet 7: Opposite Action to Change Emotions\nEmotion Regulation Worksheet 8: Problem Solving to Change Emotions\nEmotion Regulation Worksheet 1: Pros and Cons of Changing Emotions (Emotion Regulation Handout 1)\nWorksheets for Understanding and Naming Emotions\nEmotion Regulation Worksheet 2: Figuring Out What My Emotions Are Doing for Me"
+  },
+  {
+    "id": "Document Outline_15",
+    "source": "Document Outline",
+    "text": "Emotion Regulation Worksheet 2a: Example\u2014Figuring Out What My Emotions Are Doing for Me\nEmotion Regulation Worksheet 2b: Emotion Diary\nEmotion Regulation Worksheet 2c: Example\u2014Emotion Diary\nEmotion Regulation Worksheet 3: Myths about Emotions\nEmotion Regulation Worksheet 4: Observing and Describing Emotions\nEmotion Regulation Worksheet 4a: Observing and Describing Emotions\nWorksheets for Reducing Vulnerability to Emotion Mind\nEmotion Regulation Worksheet 9: Steps for Reducing Vulnerability to Emotion Mind\nEmotion Regulation Worksheet 10: Pleasant Events Diary\nEmotion Regulation Worksheet 11: Getting from Values to Specific Action Steps\nEmotion Regulation Worksheet 11a: Getting from Values to Specific Action Steps"
+  },
+  {
+    "id": "Document Outline_16",
+    "source": "Document Outline",
+    "text": "Emotion Regulation Worksheet 11b: Diary of Daily Actions on Values and Priorities\nEmotion Regulation Worksheet 12: Build Mastery and Cope Ahead\nEmotion Regulation Worksheet 13: Putting ABC Skills Together Day by Day\nEmotion Regulation Worksheet 14: Practicing PLEASE Skills\nEmotion Regulation Worksheet 14a: Target Nightmare Experience Form\nEmotion Regulation Worksheet 14b: Sleep Hygiene Practice Sheet\nWorksheets for Managing Really Difficult Emotions\nEmotion Regulation Worksheet 15: Mindfulness of Current Emotions (Emotion Regulation Handouts 21, 22)\nEmotion Regulation Worksheet 16: Troubleshooting Emotion Regulation Skills (Emotion Regulation Handout 24)\nDistress Tolerance Skills\nDistress Tolerance Handouts\nDistress Tolerance Handout 1: Goals of Distress Tolerance"
+  },
+  {
+    "id": "Document Outline_17",
+    "source": "Document Outline",
+    "text": "Handouts for Crisis Survival Skills\nDistress Tolerance Handout 2: Overview\u2014Crisis Survival Skills\nDistress Tolerance Handout 3: When to Use Crisis Survival Skills\nDistress Tolerance Handout 4: The STOP Skill\nDistress Tolerance Handout 5: Pros and Cons\nDistress Tolerance Handout 6: TIP Skills\u2014Changing Your Body Chemistry\nDistress Tolerance Handout 6a: Using Cold Water, Step by Step\nDistress Tolerance Handout 6b: Paired Muscle Relaxation, Step by Step\nDistress Tolerance Handout 6c: Effective Rethinking and Paired Relaxation, Step by Step\nDistress Tolerance Handout 7: Distracting\nDistress Tolerance Handout 8: Self-Soothing\nDistress Tolerance Handout 8a: Body Scan Meditation Step by Step\nDistress Tolerance Handout 9: Improving the Moment"
+  },
+  {
+    "id": "Document Outline_18",
+    "source": "Document Outline",
+    "text": "Distress Tolerance Handout 9a: Sensory Awareness, Step by Step\nHandouts for Reality Acceptance Skills\nDistress Tolerance Handout 10: Overview\u2014Reality Acceptance Skills\nDistress Tolerance Handout 11: Radical Acceptance\nDistress Tolerance Handout 11a: Radical Acceptance\u2014Factors That Interfere\nDistress Tolerance Handout 11b: Practicing Radical Acceptance Step by Step\nDistress Tolerance Handout 12: Turning the Mind\nDistress Tolerance Handout 13: Willingness\nDistress Tolerance Handout 14: Half-Smiling and Willing Hands\nDistress Tolerance Handout 14a: Practicing Half-Smiling and Willing Hands\nDistress Tolerance Handout 15: Mindfulness of Current Thoughts\nDistress Tolerance Handout 15a: Practicing Mindfulness of Thoughts\nHandouts for Skills When the Crisis Is Addiction"
+  },
+  {
+    "id": "Document Outline_19",
+    "source": "Document Outline",
+    "text": "Distress Tolerance Handout 16: Overview\u2014When the Crisis Is Addiction\nDistress Tolerance Handout 16a: Common Addictions\nDistress Tolerance Handout 17: Dialectical Abstinence\nDistress Tolerance Handout 17a: Planning for Dialectical Abstinence\nDistress Tolerance Handout 18: Clear Mind\nDistress Tolerance Handout 18a: Behavior Patterns Characteristic of Addict Mind and of Clean Mind\nDistress Tolerance Handout 19: Community Reinforcement\nDistress Tolerance Handout 20: Burning Bridges and Building New Ones\nDistress Tolerance Handout 21: Alternate Rebellion and Adaptive Denial\nDistress Tolerance Worksheets\nWorksheets for Crisis Survival Skills\nDistress Tolerance Worksheet 1: Crisis Survival Skills\nDistress Tolerance Worksheet 1a: Crisis Survival Skills"
+  },
+  {
+    "id": "Document Outline_20",
+    "source": "Document Outline",
+    "text": "Distress Tolerance Worksheet 1b: Crisis Survival Skills\nDistress Tolerance Worksheet 2: Practicing the STOP Skill\nDistress Tolerance Worksheet 2a: Practicing the STOP Skill\nDistress Tolerance Worksheet 3: Pros and Cons of Acting on Crisis Urges\nDistress Tolerance Worksheet 3a: Pros and Cons of Acting on Crisis Urges\nDistress Tolerance Worksheet 4: Changing Body Chemistry with TIP Skills\nDistress Tolerance Worksheet 4a: Paired Muscle Relaxation\nDistress Tolerance Worksheet 4b: Effective Rethinking and Paired Relaxation\nDistress Tolerance Worksheet 5: Distracting with Wise Mind ACCEPTS\nDistress Tolerance Worksheet 5a: Distracting with Wise Mind ACCEPTS\nDistress Tolerance Worksheet 5b: Distracting with Wise Mind ACCEPTS\nDistress Tolerance Worksheet 6: Self-Soothing"
+  },
+  {
+    "id": "Document Outline_21",
+    "source": "Document Outline",
+    "text": "Distress Tolerance Worksheet 6a: Self-Soothing\nDistress Tolerance Worksheet 6b: Self-Soothing\nDistress Tolerance Worksheet 6c: Body Scan Meditation, Step by Step\nDistress Tolerance Worksheet 7: IMPROVE the Moment\nDistress Tolerance Worksheet 7a: IMPROVE the Moment\nDistress Tolerance Worksheet 7b: IMPROVE the Moment\nWorksheets for Reality Acceptance Skills\nDistress Tolerance Worksheet 8: Reality Acceptance Skills\nDistress Tolerance Worksheet 8a: Reality Acceptance Skills\nDistress Tolerance Worksheet 8b: Reality Acceptance Skills\nDistress Tolerance Worksheet 9: Radical Acceptance\nDistress Tolerance Worksheet 9a: Practicing Radical Acceptance\nDistress Tolerance Worksheet 10: Turning the Mind, Willingness, Willfulness\nDistress Tolerance Worksheet 11: Half-Smiling and Willing Hands"
+  },
+  {
+    "id": "Document Outline_22",
+    "source": "Document Outline",
+    "text": "Distress Tolerance Worksheet 11a: Practicing Half-Smiling and Willing Hands\nDistress Tolerance Worksheet 12: Mindfulness of Current Thoughts\nDistress Tolerance Worksheet 12a: Practicing Mindfulness of Thoughts\nWorksheets for Skills When the Crisis Is Addiction\nDistress Tolerance Worksheet 13: Skills When the Crisis Is Addiction\nDistress Tolerance Worksheet 14: Planning for Dialectical Abstinence\nDistress Tolerance Worksheet 15: From Clean Mind to Clear Mind\nDistress Tolerance Worksheet 16: Reinforcing Nonaddictive Behaviors\nDistress Tolerance Worksheet 17: Burning Bridges and Building New Ones\nDistress Tolerance Worksheet 18: Practicing Alternate Rebellionand Adaptive Denial"
+  }
+]
\ No newline at end of file
diff --git a/core/adaptive_meds.py b/core/adaptive_meds.py
index ef9845d..9e88f32 100644
--- a/core/adaptive_meds.py
+++ b/core/adaptive_meds.py
@@ -468,6 +468,8 @@ def create_daily_schedule(user_uuid: str, med_id: str, base_times: List[str], re
     # Check recent med logs to skip doses already taken/skipped.
     # Handles cross-midnight: if adaptive offset shifts 23:00 → 00:42 today,
     # but the user already took the 23:00 dose last night, don't schedule it.
+    # Yesterday's logs only suppress if the scheduled_time is late-night
+    # (21:00+), since only those could plausibly cross midnight with an offset.
     user_tz = tz_for_user(user_uuid)
     yesterday = today - timedelta(days=1)
     recent_logs = postgres.select("med_logs", {"medication_id": med_id, "user_uuid": user_uuid})
@@ -481,11 +483,15 @@ def create_daily_schedule(user_uuid: str, med_id: str, base_times: List[str], re
         if created_at.tzinfo is None:
             created_at = created_at.replace(tzinfo=timezone.utc)
         log_date = created_at.astimezone(user_tz).date()
-        if log_date not in (today, yesterday):
-            continue
-        log_sched = _normalize_time(log.get("scheduled_time"))
-        if log_sched:
-            taken_base_times.add(log_sched)
+        if log_date == today:
+            log_sched = _normalize_time(log.get("scheduled_time"))
+            if log_sched:
+                taken_base_times.add(log_sched)
+        elif log_date == yesterday:
+            # Only suppress cross-midnight doses (late-night times like 21:00+)
+            log_sched = _normalize_time(log.get("scheduled_time"))
+            if log_sched and log_sched >= "21:00":
+                taken_base_times.add(log_sched)
 
     # Create schedule records for each time
     for base_time, (adjusted_time, offset) in zip(base_times, adjusted_times):
diff --git a/regenerate_embeddings.py b/regenerate_embeddings.py
new file mode 100644
index 0000000..8f466ce
--- /dev/null
+++ b/regenerate_embeddings.py
@@ -0,0 +1,56 @@
+#!/usr/bin/env python3
+"""Regenerate DBT embeddings with qwen/qwen3-embedding-8b model (384 dimensions)"""
+
+import json
+import os
+from openai import OpenAI
+import time
+
+# Load config
+with open("config.json", "r") as f:
+    config = json.load(f)
+
+# Initialize OpenAI client with OpenRouter
+client = OpenAI(
+    base_url="https://openrouter.ai/api/v1",
+    api_key=config["openrouter_api_key"],
+)
+
+# Load text data
+with open("bot/data/dbt_knowledge.text.json", "r") as f:
+    text_data = json.load(f)
+
+print(f"Regenerating embeddings for {len(text_data)} chunks...")
+
+# Generate embeddings
+embeddings_data = []
+for i, item in enumerate(text_data):
+    try:
+        response = client.embeddings.create(
+            model="qwen/qwen3-embedding-8b",
+            input=item["text"]
+        )
+        embedding = response.data[0].embedding
+        
+        embeddings_data.append({
+            "id": item["id"],
+            "source": item["source"],
+            "text": item["text"],
+            "embedding": embedding
+        })
+        
+        if (i + 1) % 10 == 0:
+            print(f"Processed {i + 1}/{len(text_data)} chunks...")
+            
+        # Small delay to avoid rate limits
+        time.sleep(0.1)
+        
+    except Exception as e:
+        print(f"Error processing item {i}: {e}")
+        continue
+
+# Save new embeddings
+with open("bot/data/dbt_knowledge.embeddings.json", "w") as f:
+    json.dump(embeddings_data, f)
+
+print(f"\nDone! Generated {len(embeddings_data)} embeddings with {len(embeddings_data[0]['embedding'])} dimensions")