DBT is a therapy developed by Marsha Linehan to treat individuals with borderline personality disorder and emotional dysregulation. It combines cognitive behavioral therapy techniques with mindfulness practices. The core of DBT involves teaching clients skills in four areas: mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. Through individual therapy, group skills training, coaching sessions, and therapist consultation, DBT aims to help clients learn to manage intense emotions, reduce self-harming behaviors, and build healthier relationships.
DBT in a concise form. This presentation covers the basics of DBT, the core strategies and the treatment strategies in DBT. Also highlights why DBT was preferred to CBT in patients with borderline personality disorders.
DBT in a concise form. This presentation covers the basics of DBT, the core strategies and the treatment strategies in DBT. Also highlights why DBT was preferred to CBT in patients with borderline personality disorders.
Josue Guadarrama, MA Presentation at 2016 Science of HOPE
Description
Developed within a coherent theoretical and philosophical framework, Acceptance and Commitment Therapy (ACT) is a unique, empirically based psychological intervention that uses acceptance and mindfulness strategies, together with value driven commitment and behavior change strategies, to increase psychological flexibility. ACT uses three broad categories of techniques: mindfulness, including being present in the moment and defusion techniques; acceptance; and commitment to values-based living. Participants in this seminar will learn mindfulness as a way of observing ones experience, in the present moment, without judgment and “defuse,” or distancing oneself from unhelpful thoughts, reactions and sensations. Aside from a didactic approach, there will be video examples, and skill practice. Audience participation is highly encouraged.
General Overview
Previously had a link to Marsha Linehan's video podcast on Mindfulness. If interested, check the reference section for a direct link for viewing.
This presentation discusses the use of cognitive behavioral therapy and mindfulness in treating addiction.
By Tony Pacione, LCSW, CSADC
Harborview Recovery Center
Saint Joseph Hospital
Chicago, IL
Hi!
I am SHIV PRAKASH (PhD Research Scholar),This slide presentation, I have created it for teaching purpose. I have used this slide to present the concept of CBT for Nursing Student in the department of psychiatry, I.M.S. Banaras Hindu University in Varanasi.
I hope this will be help full for everyone.
Thank you!
The video for this presentation is available on our Youtube channel:
https://youtube.com/docsnipes A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Using the compassionate mind to help clients who struggle with guild and self-criticism overcome
2013 Annual Australian & New Zealand Weight Loss Leaders Summit - Melbourne - www.weightlossinstitute.com.au
Geoffrey Favaloro is a Psychologist, Reiki Teacher and Director of the Centre For Happiness. In this dynamic session you will:
Understand the mind-body connection and patterns of weight loss and weight gain.
Learn how people sabotage themselves in their weight loss efforts on a subconscious level and how to recognise these patterns.
Discover the top five ways to work with the mind and the emotions.
How can mindfulness and meditation help.
Experience a guided process to use with your clients to help them lose weight faster and with greater ease.
Josue Guadarrama, MA Presentation at 2016 Science of HOPE
Description
Developed within a coherent theoretical and philosophical framework, Acceptance and Commitment Therapy (ACT) is a unique, empirically based psychological intervention that uses acceptance and mindfulness strategies, together with value driven commitment and behavior change strategies, to increase psychological flexibility. ACT uses three broad categories of techniques: mindfulness, including being present in the moment and defusion techniques; acceptance; and commitment to values-based living. Participants in this seminar will learn mindfulness as a way of observing ones experience, in the present moment, without judgment and “defuse,” or distancing oneself from unhelpful thoughts, reactions and sensations. Aside from a didactic approach, there will be video examples, and skill practice. Audience participation is highly encouraged.
General Overview
Previously had a link to Marsha Linehan's video podcast on Mindfulness. If interested, check the reference section for a direct link for viewing.
This presentation discusses the use of cognitive behavioral therapy and mindfulness in treating addiction.
By Tony Pacione, LCSW, CSADC
Harborview Recovery Center
Saint Joseph Hospital
Chicago, IL
Hi!
I am SHIV PRAKASH (PhD Research Scholar),This slide presentation, I have created it for teaching purpose. I have used this slide to present the concept of CBT for Nursing Student in the department of psychiatry, I.M.S. Banaras Hindu University in Varanasi.
I hope this will be help full for everyone.
Thank you!
The video for this presentation is available on our Youtube channel:
https://youtube.com/docsnipes A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Using the compassionate mind to help clients who struggle with guild and self-criticism overcome
2013 Annual Australian & New Zealand Weight Loss Leaders Summit - Melbourne - www.weightlossinstitute.com.au
Geoffrey Favaloro is a Psychologist, Reiki Teacher and Director of the Centre For Happiness. In this dynamic session you will:
Understand the mind-body connection and patterns of weight loss and weight gain.
Learn how people sabotage themselves in their weight loss efforts on a subconscious level and how to recognise these patterns.
Discover the top five ways to work with the mind and the emotions.
How can mindfulness and meditation help.
Experience a guided process to use with your clients to help them lose weight faster and with greater ease.
évaluation du bon usage des antipsychotiquesAntarès
Un exemple d'évaluation du bon usage, revue d'utilisation des antipsychotiques : Risperdalconsta LP, Abilify, Tranxène : les résultats par Annick Moulsma. Support séminaire CBU mars 2006
Trouble de personnalité narcissique alpabem 2014Patrice Machabee
Malgré le fait que cette problématique n’est plus incluse dans les troubles de la personnalité selon la nouvelle version du DSM, les personnes qui ont des traits ou un trouble de personnalité narcissique sont bel et bien parmi nous. Patrons, amis ou collègues de travail, ces individus sont avant tout des individus très souffrants. Cette conférence proposera différentes stratégies pour vivre avec ce type de personnes.
Conférencière: Dre Suzane Renaud, m.d. Psychiatre à l’Institut Douglas et professeure associée à l’Université McGill
The festival season has began. For some people the season has triggered painful memories of loss and grief. It becomes very important to understand PTSD and. Our awareness can help them in their healing process.
Jim Ellermeyer and the students do some role playing. Does this sound familiar? We look at how do we deal with our internal thoughts and day to day using DEER MAN skills.
Homework: Go to a good friend or partner. Ask what attracts them to you. Write those down to become your mantra every morning to get some positivity in your life!
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Follow us on Twitter, Facebook, or Google+ to get updated with the link when do occasional talks LIVE via Google Hangout OnAir!
The following is for educational purposes only. It is not intended as a substitute for medical or psychological advice, diagnosis, or treatment. The content should not be used for self-diagnosis, or treatment of any health-related condition. As always, seek the advice of your health care provider with any questions regarding a medical or mental health condition. Opinions expressed are the personal opinions and do not represent S’eclairer Behavioral Therapy.
The Stanford prison experiment: how our environment can affect our behaviourBee Heller
In 1971 psychology professor Phillip Zimbardo conducted a study to look at the roles people play in prison situations. He discovered that people are very susceptible to behaving in accordance with the social norms of the roles they are expected to play.
Borderline personality disorder is a serious mental illness marked by unstable moods, behavior, and relationships. In 1980, the Diagnostic and Statistical Manual for Mental Disorders, Third Edition (DSM-III) listed borderline personality disorder as a diagnosable illness for the first time. Most psychiatrists and other mental health professionals use the DSM to diagnose mental illnesses.
The video for this presentation is available on our Youtube channel:
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Nurses, addiction and mental health counselors, social workers and marriage and family therapists can earn continuing education credits (CEs) for this and other course at:
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Borderline Personality Disorder Presentation given in Psychopathology II class.
Summer 2010 Argosy University San Francisco
By Lucia Merino, Psychology Doctor Candidate
Addiction Medicine Certificate Course by Muktaa Charitable Foundation
Course Material by Dr Narayan Perumal
Lecture conducted at Aga Khan Palace
More material on Fullnasha.com
An introduction to the masterclass series for 'You Are Not Your Brain'. The four step solution to changing bad habits, ending unhealthy thinking and taking control of your life.
Register your interest in attending the masterclass (live or on demand) here: http://josiethomson.com/brain
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
- Link to NephroTube website: www.NephroTube.com
- Link to NephroTube social media accounts: https://nephrotube.blogspot.com/p/join-nephrotube-on-social-media.html
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
2. What to expect….
• The theory
– Quick overview
• The skills
– Few examples
• How it relates to
us and what we
do
Cheese face
3. What is DBT:
Dialectical Behavioral Therapy
• Developed by Dr. Linehan,
Washington University to
treat persons with
Borderline Personality
Disorders. (1991)
• A combination of CBT and
Eastern meditative
practices.
5. What is the Dialect in DBT?
• The term Dialectics refers to
opposing forces that create a
whole or a synthesis. DBT
focuses on finding a balance in
opposing forces.
6. More on Dialects
DBT makes three basic assumptions:
– (1) all things are interconnected
– (2) change is constant and inevitable and
– (3) opposites can be integrated to form a closer
approximation of the truth.
In DBT, the patient and therapist are working to resolve the
contradiction between self-acceptance and change
Cha Accep
nge tance
7. The theory
Individuals are born with a biological
predisposition for emotional
dysregulation who are then subjected
to an invalidating environment where
they learn maladaptive behaviors which
are reinforced over time.
Treatment that specifically designed for persons with
BPD and high suicidal behaviors
8. Symptoms of a person with BDP
•Make frantic efforts to avoid real or imagined abandonment.
•Have a pattern of difficult relationships caused by alternating between
extremes of intense admiration and hatred of others.
•Have an unstable self-image or be unsure of his or her own identity.
•Act impulsively in ways that are self-damaging
•Have recurring suicidal thoughts, make repeated suicide attempts, or
cause self-injury through mutilation, such as cutting or burning himself or
herself.
•Have frequent emotional overreactions or intense mood swings, including
feeling depressed, irritable, or anxious.
•Have long-term feelings of emptiness.
•Have inappropriate, fierce anger or problems controlling anger. The
person may often display temper tantrums or get into physical fights.
•Have temporary episodes of feeling suspicious of others without reason
(paranoia) or losing a sense of reality.
9. DBT Goals
• The focus of DBT is on
helping the individual learn
and apply skills that will
decrease the effects of
emotion dysregulation and
unhealthful attempts to
cope with strong emotions.
• Create a life worth living by
improving coping skills,
interpersonal effectiveness
and problem solving.
10. The hierarchy
DBT targets behaviors in a descending hierarchy:
• decreasing high-risk suicidal behaviors
• decreasing responses or behaviors (by either therapist
or patient) that interfere with therapy
• decreasing behaviors that interfere with/reduce
quality of life
• decreasing and dealing with post-traumatic stress
responses
• enhancing respect for self
• acquisition of the behavioral skills taught in group
• additional goals set by patient
13. How DBT Works…
• Individual session that improving the client’s motivation to work
toward obtaining a life worth living
• DBT focuses on group skills training to enhance Mindfulness,
Interpersonal Effectiveness and Distress Tolerance and Emotional
Regulation.
• Telephone consultation is to ensure generalization of skills and
effective problem-solving strategies in daily living
• The commitment to therapy is imperative to success in treatment.
Individual and therapist commit to goals prior to beginning.
• A weekly consultation team meeting is held between DBT therapists
for the purpose of enhancing each therapist’s own motivation and
capability to effectively treat BPD clients
14. The Contract States…
• To accept a dialectical philosophy (at least 1 year
of therapy)
• The individual will participate in therapy and
follow all given directives. Even when they don’t
want to. (Irreverence)
• The therapist believes that the individual is doing
the best they can at all times, that behavior is a
result of their past experiences, and there is a
willingness to change. (Dialect)
– No one can fail at DBT, the treatment fails.
15. Therapy Interfering Behaviors (TIB)
• arrives late
• leaves early
• passive or helpless
• not do diary card (homework)
• excessively talks (hard for therapist to talk)
• complains but does not work in session
• excessively angry
• excessively judgmental/critical of therapist
16. Assumptions….
• Clients are doing the best they can
• Clients want to improve
• Clients needs to do better, try harder and be
motivated to change
• Clients have not caused their problems, but they are
forced to solve them
• Their lives are unbearable (suicidal)
• Clients must learn new behaviors
• Clients can not fail in therapy
• Therapists need support (interdisciplinary: staff
meetings a MUST)
17. Core Concepts (skill models)
• Mindfulness: Paying attention on purpose
• Distress tolerance: Bear pain skillfully
• Emotional regulation: Manage emotions
instead of being managed by them
• Interpersonal effectiveness: All the skills come
together in a synergistic way
18. State of our Mind
• Emotional Mind: thoughts are being
controlled by our emotions. Unable to be
reasonable.
• Reasonable Mind: think logically, be rational
about what is occurring. No emotions.
• Wise Mind: The balance of emotional mind
and reasonable mind. Goal of DBT
19. States of Mind Diagram
Reasonable
Mind
Wise Mind
Emotional Mind
21. Mindfulness
• Is paying attention on
purpose
• Being non-judgmental
• In the moment, present,
in the here and now
• Increases awareness of
all senses
22. Research suggests
Mindfulness practice will….
– Reduce stress
• Lowers blood pressure
• Improves circulation
– Elevate mood
• Brain and immune function
improves
• Able to recovery from
negative faster
– Improve Productivity
• Feel better, better work
23. Mindfulness Skills
The “What” Skills The “How” Skills
• Observe: attending to • Non-judgmentally:
emotions/behavior without experiencing the world around
trying to end (increases us without judgments; separate
awareness) our thoughts and feelings from
• Describe: apply verbal labels what's actually going on
to behavioral and • Effectively: Use the skills that
environmental events you are learning; do what works.
(separates emotion from • One-mindfully: sustained
thought) attention on the present
•Participate: action with moment; do one thing at a time
attention, not mindless
participation
24. Emotional Regulation
Emotions can frequently be very intense and labile, which means they change often.
Emotions often drive behavior (problems to be solved). A lot of the behavior
focuses around finding ways to get those emotions validated or to get rid of the pain.
DBT teaches skills to manage these emotions more effectively. In the past they
learned to not feel emotions because they were taught to (smile and be nice even
when you feel angry or upset-invalidating environment). These emotions are a
secondary response to a primary emotion (feels ashamed because I was angry).
25. Emotional Regulation Skills
1. Identifying and labeling emotions
2. Understanding the function of emotions
3. Identifying obstacles to changing emotions
4. Reducing vulnerability to “emotion mind”
5. Increasing positive emotional events
6. Increasing mindfulness to current emotions
7. Taking opposite action
26. Emotional Regulation Skills:
Identifying and Labeling Emotions
1. Prompting event
2. Interpretation
3. Phenomenological experience: physical sensation of
emotion
4. Behavior expressing emotion
5. After effects of the emotion on other areas of life
Event Interpretation Emotion
See bff with bf They are talking about me Anger
See my car with flat tire Someone did this to me Anger
Getting negative points Staff is out to get me Anger
See staff laughing They are making fun of me Sadness
27. Emotional Regulation Skills
Reducing vulnerability to “emotional mind”: PLEASE MASTER
PLEASE MASTER
Treat PhysicaL Illness Take care of your body, see a doctor
when needed
Balance Eating Don’t eat too much or too little, stay
away from foods that make you feel
emotional
Avoid mood Altering Drugs Non-prescribed drugs and ALCOHOL
Balance Sleep Get the amount that makes you feel
good
Get Exercise Build up to 20 minutes a day
Act MASTERy Do one thing at a time to make yourself
feel confident and in control
28. Distress Tolerance
• Acceptance of reality is not equivalent to
approval of reality.
• DBT assumes pain and distress are a part of life;
they cannot be entirely avoided or removed.
Therefore one has to learn to tolerate and
survive. Accept life as it is in the moment.
• DBT teaches how to bear pain skillfully.
• Distress Tolerance skills address impulsivity in
high risk behaviors.
29. Distress Tolerance Skills
• Distracting
• Self-soothing
• Improving the moment
• Thinking of the pros/cons
The most important aspect of these skills is the
radical acceptance of the dialect…
30. Distracting…
• WISE mind accepts:
Activities
Contributing (changes focus from self to others, creates a
sense of meaning in life, giving back)
Comparisons (changes focus from self to others by
examining how others cope)
Emotions (replace with positive ones)
Pushing away (leave situation causing stress, blocking, only
used in ER)
Thoughts (fill head with thoughts that provide powerful,
positive physical reactions)
Sensations (hold ice cubes, snap the bands)
31. Improving the Moment
• IMPROVE:
Imagery: Imagine relaxing scenes, things going well, or other things
that please you
Meaning: Find some purpose or meaning in what you are feeling
Prayer: Either pray to whomever you worship, or, if not religious, chant a
personal mantra, LET GO
Relaxation: practice deep breathing, use self soothing
One thing in the moment: stay present
Vacation: take a brief break, allow yourself to be taken care of
Encouragement: cheerlead yourself
32. Pros/Cons Skill
To get opposite action: Pros/Cons of new behavior:
• Pros/Cons of new •Postpone behavior for a specific
behavior small amount of time (fully commit)
• Mindfulness of current •Distract, relax, or self-soothe
emotion/urge
•Postpone behavior again
• Break overwhelming
tasks into small pieces •Do the behavior in slow motion
and do first step •Do the behavior in a very different
– something always way
better than nothing •Add a negative consequence for
• Problem solve; Build behavior
mastery
33. Interpersonal Effectiveness
The interpersonal effectiveness module focuses on
situations where the objective is to change something
(e.g., requesting that someone do something) or to
resist changes someone else is trying to make (e.g.,
saying no). The skills taught are intended to maximize
the chances that a person’s goals in a specific situation
will be met, while at the same time not damaging
either the relationship or the person’s self-respect.
34. Interpersonal Effectiveness Skills
Focuses on developing skills that address problem solving. They
balance the dialect between maintaining the relationship and
maintaining self respect. Difficult to do with populations that
vacillate between all or nothing (avoidance of conflict and intense
confrontation).
1.Objectives effectiveness- prioritizing achievable objective goals
2.Relationship effectiveness- prioritizing a conflict-free relationship
3.Self-respect effectiveness- prioritizing acting within your own
principles so that you feel comfortable with how you approached
the situation
35. Interpersonal Effectiveness Skills
The Skills
1.Attending to
Relationships
2.Balancing the Wants-
to-Shoulds ratio in Life
and Relationships
3.Building Mastery and
Self Respect
36. Interpersonal Effectiveness Skills
GIVE
Skill for maintaining relationships
Gentle: Use appropriate language, no verbal or physical attacks, no put downs,
avoid sarcasm unless you are sure the person is alright with it, and be courteous
and non-judgmental.
Interested: When the person you are speaking to is talking about something, act
interested in what they are saying. Maintain eye contact, ask questions, etc. Do not use your
cell phone while having a conversation with another person!
Validate: Show that you understand a person’s situation and sympathize with them.
Validation can be shown through words, body language and/or facial expressions.
Easy Manner: Be calm and comfortable during conversation, use humor, smile.
37. Interpersonal Effectiveness
DEARMAN - getting something
This acronym is used to aid one in getting what he or she wants when asking.
Describe your situation.
Express why this is an issue and how you feel about it.
Assert yourself by asking clearly for what you want.
Reinforce your position by offering a positive consequence if you were
to get what you want.
Mindful of the situation by focusing on what you want and ignore
distractions.
Appear Confident even if you don’t feel confident.
Negotiate with a hesitant person and come to a comfortable
compromise on your request.
38. Interpersonal Effectiveness
Balancing priorities with demands:
Priorities are those things you want, are important to you
Demands are those things other people want, important to them
FAST - keeping self-respect
This is a skill to aid one in maintaining his or her self-respect. It is to be used in
combination with the other interpersonal effectiveness skills.
Fair: Be fair to both yourself and the other person.
Apologies: Don’t apologize more than once for what you have done ineffectively,
or apologize for something which was not ineffective.
Stick to Your Values: Stay true to what you believe in and stand by it. Don’t allow
others to get you to do things against your values.
Truthful: Don’t lie. Lying can only pile up and damage relationships and your self-
respect.
39. Skills applied…
Problem solving and change strategies are
again balanced dialectically by the use of
validation. It is important at every stage to
convey to the individual that their behavior,
including thoughts feelings and actions are
understandable, even though they may be
maladaptive or unhelpful.
40. Therapist skills
• Radical Acceptance
• Validation: communicates validation by listening,
reflecting, and highlighting the valid or “kernel of
truth” in the client’s phenomenal experience
• Reciprocal communication: being responsive,
warm, and engaged; using self-disclosure; and
being genuine.
• Irreverent communications aim to get the
patient’s attention, shift the response, and help
the patient see a different point of view.
42. PLEASE MASTER becomes SEEDS Grow
Emotion regulation handout 10
Keeping control of your emotions
SEEDS
GROW
Sickness needs to be treated You need to take care of yourself and
your body. See your doctor and take your medicine
Eat right You need to eat good food. Do not eat too much or too little
Exercise Do some exercise every day. Stay in shape
every day
Drugs are Stay away from drugs and alcohol. They make you out of
bad control
Sleep Get enough sleep at night so you are not tired during the day
GROW Do something you are good at every day and try doing
every day something new every day