Master Curriculum Overview GuideDBT Master Your Emotions! Comprehensive 6-Week Tier 2 Group Curriculum Audience 7th-8th Grade Why This Matters Learning DBT skills provides students with a powerful toolkit to manage intense emotions, reduce impulsive behaviors, and build healthier relationships, leading to greater well-being and academic success. Time Commitment 6 Weeks: 30 minutes per session, 1 session per week. Total Instructional Time: 180 minutes. Preparation & Supplies Initial Prep (60 mins) Review the entire curriculum, familiarize yourself with the slide deck, and prep physical activity supplies. Weekly Maintenance Print weekly readings, worksheets, and quizzes. Gather specific activity materials (stones, ice, etc.). Supplies List Projector/Screen for Slide Deck Small smooth stones (Week 1) Ice cubes & bowls (Week 2) Scenario cards (provided in materials) Whiteboard & Markers Learning Objective Students will learn and practice foundational Dialectical Behavior Therapy (DBT) skills to improve emotional regulation, distress tolerance, interpersonal effectiveness, and mindfulness over a six-week period. 6-Week Curriculum Roadmap 1 Mindfulness Foundations The core of DBT: Being present on purpose without judgment. Stone Activity Mindful Game 2 Distress Tolerance Crisis survival skills to "ride the wave" of intense feelings. TIPP Practice Crisis Kit 3 Emotion Regulation Understanding the message emotions send and checking facts. Fact Checking PLEASE Skill 4 Interpersonal Effectiveness Communicating needs and boundaries while keeping respect. DEAR MAN Roleplay 5 Integration & Self-Compassion Treating yourself with the same kindness you show others. Project Kickoff 6 Review & Celebration Reinforcing skills through play and sharing accomplishments. Skill Scramble Game Facilitator Note This Tier 2 intervention is designed for 7th-8th graders. The sessions are fast-paced (30 minutes). Ensure you have all materials prepped to maximize the limited time. Emphasize that these are "Life Skills" used by everyone, from athletes to CEOs, to manage stress.
Six Week DBT Skills Presentation SlidesIntroduction Master Your Emotions, Master Your Life What is DBT? Dialectical Behavior Therapy Why are we here? To learn skills for tough times Mindfulness Distress Tolerance Emotion Regulation Interpersonal Effectiveness Goal: To become the boss of our feelings and reactions! Week 1 Mindfulness: Be Here Now On Purpose Paying attention intentionally Present Moment Right here, right now Non-Judgment Without good or bad labels Think of it like a superhero power for your brain! Mindfulness Practice: Your Senses 1 Find something small near you (a pencil, your hand, a desk). 2 Observe it closely: What do you see? What do you feel? 3 Notice your breath: How does it feel as you breathe in and out? 4 Just be with what is happening right now. Week 2 Distress Tolerance: Ride the Wave Sometimes, you just need to get through a tough moment. Survive intense emotions Don't make things worse Ride the giant wave until it calms down T.I.P.P. for Quick Relief T emperature Splash cold water or hold an ice cube to reset your system. I ntense Exercise Release energy by running, jumping, or dancing for 10 minutes. P aced Breathing Breathe slowly and deeply (4 in, 2 hold, 6 out). P aired Relaxation Tense and relax muscles to release physical stress. Week 3 Emotion Regulation: Understand Your Feelings Emotions are messengers – what are they telling you? Decode Understand what your emotions actually mean. Modify Change emotions that aren't helpful in the moment. The goal: Feel more in control. Check the Facts: Is It True? Don't let feelings fool you! What are the ? (Observable events)
Week 1 Mindfulness ScriptWeek 1 Facilitator Script Topic: Mindfulness Foundations Time Frame 30 Minutes Introduction & Welcome (5 mins) "Good morning/afternoon, everyone! Welcome to our first session of DBT Skills! I'm really excited to be here with you all. Over the next six weeks, we're going to learn some incredible skills that can help you feel more in control of your emotions and navigate tough situations. Think of these skills like superpowers for your brain and your heart." "Today, we're diving into something called Mindfulness. Has anyone heard that word before? What do you think it means?" Allow students to share ideas. Affirm and gently guide their responses. Guide them toward the definition: paying attention on purpose, in the present moment, without judgment. Mindfulness Practice (10 mins) "Let's try a quick mindfulness exercise together. Find something small near you—a pencil, your hand, the table. For the next minute, I want you to simply observe it. What do you see? What colors, shapes, textures? If it's your hand, what do you feel? The temperature, the slight pressure?" [ Pause for 30 Seconds ] "Now, gently shift your attention to your breath. You don't need to change it, just notice it. Notice your chest rising and falling. If your mind wanders, that's totally okay! Just gently bring your attention back." Discussion & Prompts (5 mins) Refer to the Mindfulness Discussion Prompts handout. Guide the group through 1-2 key questions about what "non-judgmental" looks like in real life. Activity: Stone in Hand (7 mins) "I've got some small stones here. Each of you take one. For the next few minutes, hold it. Feel its weight. Think about a challenging feeling you've had recently. Imagine that feeling resting in your hand, like the stone. You don't have to fix it, just acknowledge it. When you're ready, set the stone down, symbolizing that you don't have to carry it all the time." Wrap-up & Homework (3 mins) Distribute the Mindfulness Reading and Worksheet. Encourage students to try 2 minutes of breathing daily. Administer the Mindfulness Quiz before dismissal.
Week 1 Mindfulness WorksheetMindfulness Practice Log Name: Date: What is Mindfulness? It's paying attention on purpose, to the present moment, and without judgment. It's about noticing what's happening right now, both inside you and around you. 1 Mindful Observation Choose an everyday object (e.g., a piece of fruit, a pen, your shoe). Spend 2-3 minutes observing it mindfully. Use all your senses. What did you see? What did you feel (texture, temperature, weight)? What did you hear or smell (if applicable)? 2 Mindful Breathing Find a quiet place to sit comfortably. Set a timer for 2 minutes. Focus your attention on your breath. If your mind wanders, gently bring it back. How did this exercise feel? Was it easy or difficult to stay focused? What thoughts or feelings came up for you during this exercise? 3 Mindful Moment in Your Day Choose one routine activity (eating, walking, brushing teeth). For 1-2 minutes, bring your full attention to it. Which activity did you choose? When did you do it? What did you notice during this moment that you usually don't?
Week 1 Mindfulness ReadingWeek 1 Reading What is Mindfulness? Have you ever been eating your favorite snack but not really tasting it because you were busy playing a game or scrolling on your phone? Or maybe you walked to school and couldn't remember anything about the journey because your mind was a million miles away, thinking about a test or something a friend said? If so, you've experienced the opposite of mindfulness! Mindfulness is all about bringing your attention to the here and now. It means waking up to the present moment and really noticing what's happening, both inside and around you. The Three Key Parts 1. Paying Attention on Purpose This isn't just zoning out. It's actively choosing to focus your attention. It's like shining a flashlight on what you want to see. 2. In the Present Moment Mindfulness brings us back to right now. What are you experiencing with your senses at this exact second? 3. Without Judgment Notice things without labeling them as "good" or "bad." If you have a thought, just notice it without judging yourself for having it. Why is Mindfulness Important? Mindfulness isn't about emptying your mind or becoming a zombie. It's about becoming more aware, so you can choose how to respond instead of just reacting automatically. It can help you: Reduce Stress Improve Focus Understand Emotions Enjoy Life More Mindfulness is a skill, just like playing a sport or an instrument. The more you practice, the better you get!
Week 1 Mindfulness Discussion PromptsMindfulness Discussion Prompts Take turns discussing these questions with your group. Remember to listen respectfully to each other's ideas. 1 What does the phrase "being in the present moment" mean to you? Can you think of a time when you were truly in the present moment? 2 Why do you think it can be hard to pay attention "on purpose" to what's happening right now? What usually distracts you? 3 The reading mentioned noticing things "without judgment." What do you think that means when it comes to your own thoughts and feelings? 4 Can you think of a time when NOT being mindful led to a choice you later regretted (e.g., an impulsive reaction)? 5 How might practicing mindfulness help you in school, with friends, or at home? 6 What is one small thing you could try to be more mindful about this week?
Week 1 Mindfulness Activity - Stone in HandStone in Hand Week 1 Mindfulness Activity Instructions 01 Choose Your Stone: Hold a small stone. Feel its weight, shape, and texture. Notice its temperature against your skin. 02 Connect with a Feeling: Close your eyes. Bring to mind a challenging feeling or situation from recently. Don't dive deep into the story, just bring the feeling to mind. 03 Imagine it in Your Hand: Imagine that feeling resting in your hand, just like the stone. It's there, it's real. Acknowledge its presence without trying to change it. 04 Observe Without Judgment: How does it feel? Is it heavy? Light? Just observe the thoughts and sensations as they are. 05 Gently Set it Down: Take a deep breath. As you exhale, gently place the stone down. This symbolizes acknowledging the feeling while knowing you don't have to carry it all the time. Reflection Questions What did you notice during this activity? How did it feel to imagine your feeling or challenge resting in your hand? What was it like to gently set the stone (and the imagined feeling) down? How might this activity help you when you're feeling overwhelmed in the future?
Week 1 Mindfulness QuizMindfulness Check Week 1 Review Name: Which of the following best describes "Mindfulness"? Worrying about the future Ignoring your thoughts and feelings Paying attention on purpose, in the present, without judgment Thinking about the past When practicing mindfulness, what does it mean to observe "without judgment"? To decide if something is good or bad To ignore anything you don't like To notice your thoughts and feelings as they are, without labels To only focus on positive things Name one benefit of practicing mindfulness. Describe a simple way you could practice mindfulness today. If your mind wanders during an exercise, what should you do? Get frustrated and stop Gently bring your attention back to your focus Judge yourself for not being able to focus
Week 1 Mindfulness Answer KeyWeek 1 Answer Key Mindfulness Quiz Facilitator Guide 1 Which of the following best describes "Mindfulness"? Answer: Paying attention on purpose, in the present moment, without judgment Mindfulness is intentional, present-focused, and non-evaluative. 2 What does it mean to observe "without judgment"? Answer: To notice your thoughts and feelings as they are, without labeling them as right or wrong This means accepting experiences as they arise without immediate categorization as good or bad. 3 Name one benefit of practicing mindfulness. Possible Answers: Reduce stress, improve focus, understand emotions better, make better decisions. 4 Describe a simple way you could practice mindfulness today. Possible Answers: Mindful eating, walking, breathing, listening, or body scans. 5 If your mind wanders, what should you do? Answer: Gently bring your attention back to your chosen focus (e.g., breath or senses) The act of redirection is a core part of the practice; mind-wandering is normal.
Week 1 Mindful or Mind Full Game GuideMindful or Mind Full? Week 1 Review Game Mindful Present, focused, non-judgmental Mind Full Distracted, worried, multitasking Scenarios for Facilitator 1. Eating lunch while watching a video and texting. Mind Full 2. Walking and noticing the colors of leaves and bird sounds. Mindful 3. Doing homework but checking social media every 2 minutes. Mind Full 4. Listening to a friend and really hearing their words. Mindful 5. Replaying an argument from yesterday in your head. Mind Full 6. Focusing only on the taste and texture of a piece of chocolate. Mindful How to Play Teacher reads a scenario. Students vote (Thumbs Up for Mindful, Thumbs Down for Mind Full). Discuss: What makes it one or the other? How could a "Mind Full" moment become a "Mindful" one?
Week 2 Distress Tolerance ScriptWeek 2 Facilitator Script Topic: Distress Tolerance - Riding the Wave Time Frame 30 Minutes Welcome and Check-in (5 mins) "Welcome back, everyone! I hope you had a good week. What was one thing you noticed when you tried to be mindful this past week? Was anything surprising, easy, or challenging?" "Today, we're moving on to Distress Tolerance. Has anyone ever felt an emotion so strong you just wanted it to stop immediately? Distress Tolerance skills are like an emergency kit for those moments. They help you survive intense emotions without making things worse." Introducing TIPP Skills (10 mins) Use the Slide Deck (Slides 4-5) to explain the TIPP acronym: T - Temperature Splash cold water to reset the nervous system. I - Intense Exercise Burn off adrenaline with jumping jacks or dancing. P - Paced Breathing Slowing down breath (4 in, 2 hold, 6 out). P - Paired Relaxation Tense and release muscle groups. TIPP Skills Practice (7 mins) Lead the Week 2 Activity: TIPP Skills Practice. Start with the ice cube exercise (Temperature), followed by 45 seconds of jumping jacks (Intense Exercise). Wrap-up & Quiz (8 mins) Hand out the Week 2 Reading and Worksheet. Facilitate 2-3 Discussion Prompts about "Riding the Wave." End by administering the Week 2 Quiz. Note: Remind students that TIPP skills are for crisis moments when emotions are at a 9 or 10 out of 10.
Week 2 Distress Tolerance WorksheetDistress Tolerance Practice Name: Date: Survive the Crisis: Distress Tolerance skills help you get through tough emotions without making things worse. They are like an emergency kit for your feelings. 1 TIPP Skills Brainstorm The TIPP skills are a quick way to calm your body down when emotions are intense. For each skill, write down one specific thing you could do. Temperature Change your body temperature Intense Exercise Short burst of activity Paced Breathing Slow down your rhythm Paired Muscle Relaxation Tense and release 2 Crisis Survival Plan Think of a time when you felt really overwhelmed. If that situation happened again, how could you use TIPP skills? Describe the situation: Identify the intense emotion(s): Choose 1-2 TIPP skills and plan your exact steps:
Week 2 Distress Tolerance ReadingWeek 2 Reading Riding the Wave Imagine you're caught in a huge, crashing wave. What do you do? Do you fight against it, thrash around, and try to swim upstream? Or do you take a deep breath, let the wave carry you, and wait for it to pass? Distress Tolerance skills are like learning to ride those big waves of emotion. When You Can't Fix It Right Away Life throws curveballs. Sometimes we face situations that are painful or overwhelming, and there's nothing we can do in that exact moment to change them. Distress Tolerance skills teach you how to cope without reacting impulsively or making things worse. The Power of T.I.P.P. Skills Temperature Change your body chemistry. Splash cold water on your face or hold an ice cube. This sends a "reset" signal to your brain. Intense Exercise Release energy. Your body is full of adrenaline during high stress. Run, jump, or dance for 10-15 minutes to shift your mood. Paced Breathing Slow down your heart rate. Breathe in for 4, hold for 2, exhale for 6. Repeat for a few minutes to signal your body is safe. Paired Relaxation Connect mind and body. Tense a muscle group tightly for 5 seconds, then completely release. Notice the difference. Why These Work TIPP skills work because they change your body first. By changing your biology, you can often change your emotional state enough to prevent impulsive actions and give yourself time to think.
Week 2 Distress Tolerance Discussion PromptsDistress Tolerance Discussion Share your ideas respectfully with the group as we explore "riding the wave." 1 Can you think of a time recently when you felt an emotion so strong you just wanted it to stop? What happened? 2 What does the phrase "riding the wave" mean to you when it comes to intense emotions? 3 Out of the TIPP skills, which one do you think you might try first? Why? 4 Why is it important to have skills to cope with distress even when you can't change the situation? 5 What are some unhealthy ways people sometimes try to cope that might make things worse in the long run? 6 How would you explain one of the TIPP skills to a friend who was really upset?
Week 2 Distress Tolerance Activity - TIPP Skills PracticeTIPP Skills Practice Week 2 Guided Activity 1 Temperature Change (Holding Ice) Hold an ice cube in your hand. Notice the sensation of the cold. It might feel uncomfortable, but try to observe it without judgment. Focus on the dripping water, the numbing feeling. Stay with it for 30-60 seconds. Reflect: How did your body react? Did focusing on the cold shift your attention? 2 Intense Exercise (Jumping Jacks) When worked up, your body needs to release energy. Do jumping jacks or run in place for 45 seconds. Give it 100% effort! Reflect: How do you feel after the movement? Notice your heart rate and energy level. 3 Paced Breathing Calm your nervous system. Breathe IN for 4, HOLD for 2, and OUT for 6. Repeat for 2 minutes. Reflect: Did you notice your body start to calm down? Which skill felt best?
Week 2 Distress Tolerance QuizDistress Tolerance Check Week 2 Review Name: What is the main goal of Distress Tolerance skills? To change a difficult situation immediately To avoid feeling any emotions at all To survive intense emotions without making things worse To ignore problems until they go away Which of the following is NOT one of the TIPP skills? Temperature Intense Exercise Talking it Out Paced Breathing Describe one way you could use the "Temperature" skill when feeling angry or anxious. Why is "Intense Exercise" helpful for managing strong emotions? When practicing "Paced Breathing," what is the general idea? To breathe as fast as you can To hold your breath for a long time To slow down your breathing rhythm
Week 2 Distress Tolerance Answer KeyWeek 2 Answer Key Distress Tolerance Quiz Facilitator Guide 1 What is the main goal of Distress Tolerance skills? Answer: To survive intense emotions without making things worse Designed for crisis situations where you can't solve the problem immediately. 2 Which is NOT one of the TIPP skills? Answer: Talking it Out TIPP skills focus on physiological changes: Temperature, Intense Exercise, Paced Breathing, Paired Relaxation. 3 Describe the "Temperature" skill. Possible Answers: Splash cold water, hold an ice cube, cold shower. Activates the "diving reflex" to slow heart rate. 4 Why is "Intense Exercise" helpful? Possible Answers: Releases adrenaline, burns off energy, shifts focus. 5 What is the goal of "Paced Breathing"? Answer: To slow down your breathing rhythm By slowing the breath, you signal to your brain that you are safe.
Week 3 Emotion Regulation ScriptWeek 3 Facilitator Script Topic: Emotion Regulation - Understand Your Feelings Time Frame 30 Minutes Welcome & Check-in (5 mins) "Welcome back! How was your week? Did anyone get to use a TIPP skill when things got tough? What happened?" "Today, we're shifting to Emotion Regulation. Last week was about surviving intense emotions. This week is about understanding and changing emotions that aren't helpful, so we can feel more in control." Introducing ER Skills (10 mins) Use Slide Deck (Slides 6-7). Explain two key concepts: Check the Facts Separate facts from interpretations. Ask: Does my emotion fit the actual facts, or my assumptions about them? PLEASE Skill P (Physical illness), L (Limits/Balanced meals), E (Exercise), A (Avoid substances), S (Sleep), E (Exercise). Check the Facts Activity (7 mins) Lead the Week 3 Activity: Check the Facts. Use the Group Project scenario. Write "Facts" vs "Interpretations" on the board. Wrap-up & Quiz (8 mins) Distribute the Reading and Worksheet. Review the PLEASE acronym as a physical foundation for emotional health. End with the Week 3 Quiz.
Week 3 Emotion Regulation WorksheetEmotion Regulation Practice Name: Date: Be the Boss: Emotion Regulation skills help you understand your feelings and change them when they aren't helpful. 1 Checking the Facts Scenario: You send a text to a friend, and they don't reply for 4 hours. You feel ignored and upset. 1. What are the observable facts? (Just what happened) 2. What are your interpretations/assumptions? (The "stories" you tell) 3. Does your emotion fully fit ONLY the facts? 2 PLEASE Skill Self-Care Taking care of your body makes it easier to manage your mind. Choose 2 areas to focus on this week. P Physical Illness (Treat): L Limits (Balanced Meals): E Exercise (Daily Movement): A Avoid (Excess Caffeine/Sugar): S Sleep (8-10 Hours):
Week 3 Emotion Regulation ReadingWeek 3 Reading Becoming the Boss of Your Feelings Last week we talked about surviving huge emotional waves. This week, we're learning about Emotion Regulation. Think of your emotions like a team of messengers. Sometimes they give helpful info, but sometimes they can be dramatic or misleading. Emotion regulation helps you become the boss of your emotions instead of letting them boss you around. Skill 1: Check the Facts Our minds often fill in the blanks with worries. "Check the Facts" helps you separate what actually happened from what you think happened. What are the Facts? (What a camera would see) What are my Interpretations? (The "story" I added) Does the emotion fit ONLY the facts? Skill 2: PLEASE Skill It's hard to stay calm if your body is exhausted or hungry. Take care of your foundation: P Physical illness: Treat injuries and sickness. L Limits: Eat balanced meals regularly. E Exercise: Move your body every day. A Avoid: Limit caffeine and sugary junk food. S Sleep: Aim for 8-10 hours a night.
Week 3 Emotion Regulation Discussion PromptsEmotion Regulation Discussion How can we become the "boss of our feelings"? 1 What does it mean to you to "become the boss of your feelings" instead of them bossing you around? 2 Can you think of a time when your emotions made you interpret a situation incorrectly? What happened? 3 Why is it helpful to "Check the Facts" before reacting? 4 Which part of PLEASE (Sleep, Food, Exercise, etc.) is most important for you to focus on this week? 5 How does physical self-care make it easier to handle strong emotions?
Week 3 Emotion Regulation Activity - Check the FactsCheck the Facts Week 3 Guided Activity Scenario: The Sidewalk Bump "You're walking down the hallway. Another student bumps into you, causing your books to fall. They don't apologize and just keep walking. You feel intense anger." Observable Facts 1. Student bumped you. 2. Books fell. 3. No apology spoken. Interpretations (The Stories) "They did it on purpose." "They hate me." "They think I'm weak." Conclusion: Does the anger fit ONLY the facts? While annoyance fits, intense anger usually comes from the interpretations (like "They did it on purpose"). Checking the facts helps lower the intensity. Group Practice Scenario "One of your group project teammates hasn't responded to your messages for 2 days." Write the Facts: Write the Interpretations:
Week 3 Emotion Regulation QuizEmotion Regulation Check Week 3 Review Name: What is the main goal of Emotion Regulation skills? To ignore all your feelings To understand and sometimes change emotions that aren't helpful To make sure you are always happy When you "Check the Facts," what are you trying to separate? Good emotions from bad emotions Facts from interpretations or assumptions Friends from enemies Give one reason why it is important to "Check the Facts." Which is NOT part of the PLEASE skill? Balanced Meals Sleep Listening to Music Name two things you could do to take better care of your body using PLEASE.
Week 3 Emotion Regulation Answer KeyWeek 3 Answer Key Emotion Regulation Quiz Facilitator Guide 1 Main goal of Emotion Regulation? Answer: To understand and sometimes change emotions that aren't helpful. 2 What do you separate in "Check the Facts"? Answer: Observable facts from interpretations or assumptions. 3 Why Check the Facts? Possible Answers: To see if emotion fits, to prevent overreacting, to make better choices. 4 Which is NOT part of PLEASE? Answer: Listening to Music. 5 Name two PLEASE skills. Answers: Physical illness care, Balanced meals, Daily exercise, Avoid substances, Get sleep.
Week 4 Interpersonal Effectiveness ScriptWeek 4 Facilitator Script Topic: Interpersonal Effectiveness - Connect with Confidence Time Frame 30 Minutes Welcome & Check-in (5 mins) "Welcome back! I hope you practiced checking facts and using your PLEASE skills. What did you notice?" "Today is about Interpersonal Effectiveness. This is how we interact with others—asking for what we need and saying 'no' while keeping our relationships healthy and our self-respect intact." Introducing DEAR MAN (10 mins) Use Slide Deck (Slides 8-9). Explain the acronym as a "map" for hard talks: D-E-A-R (The Message) Describe the facts. Express feelings ("I feel"). Assert request or "no." Reinforce positive results. M-A-N (The Style) Mindful: Stay on track. Appear confident. Negotiate: Be flexible. DEAR MAN Practice (7 mins) Form pairs. Lead the Week 4 Activity: DEAR MAN Practice. Use the "Asking for Help with Homework" scenario first. Wrap-up & Quiz (8 mins) Hand out the Reading and Worksheet. Discuss the importance of self-respect in communication. End with the Week 4 Quiz.
Week 4 Interpersonal Effectiveness WorksheetDEAR MAN Practice Name: Date: Your Voice Matters: DEAR MAN is a step-by-step way to ask for something or say no while keeping your relationships strong. 1 Asking for Help Situation: You are struggling with homework and need a parent to help you for 20 minutes tonight, but they are busy with chores. D - Describe (Facts) E - Express (Feelings) A - Assert (The Ask) R - Reinforce (Positive) The style (MAN) Mindful Appear Confident Negotiate 2 Saying "No" to a Peer Situation: A friend is pressuring you to ditch class, but you don't want to get in trouble or miss the lesson. Describe & Express: Assert (The Clear "No"): Reinforce & Negotiate (Compromise):
Week 4 Interpersonal Effectiveness ReadingWeek 4 Reading Your Voice Matters How do you communicate with friends, family, and teachers? Have you ever felt misunderstood, or like you couldn't say "no" even when you wanted to? Interpersonal Effectiveness skills are about finding the middle ground where your needs are met and your relationships stay strong. The DEAR MAN Map D Describe Stick to the facts. Anyone who was there would agree on what happened. E Express Use "I" statements. "I feel frustrated..." instead of "You make me mad." A Assert Clearly ask for what you need or say "no." People aren't mind readers! R Reinforce Show the benefits of them helping you. "If we finish early, we can relax." The Style: "MAN" How you say it matters just as much as what you say. Mindful Stay focused on your goal. Don't get distracted by side-arguments. Appear Confident Use a clear voice and steady eye contact. Show you respect yourself. Negotiate Be flexible. If you can't get everything, what's a compromise?
Week 4 Interpersonal Effectiveness Discussion PromptsInterpersonal effectiveness Discussion How can we communicate with confidence and respect? 1 Can you think of a time when you wanted to ask for something or say 'no' but found it difficult? What made it hard? 2 What does "maintaining self-respect" look like to you in a hard conversation? 3 Why is the "Describe" step (sticking to facts) so important before you share how you feel? 4 Which part of DEAR MAN is most challenging for you (e.g., Asserting, Negotiating, Appearing Confident)? Why? 5 How might practicing assertive communication improve your relationships at home or school?
Week 4 Interpersonal Effectiveness Activity - DEAR MAN PracticeDEAR MAN Practice Week 4 Guided Role-Play Scenario A: The Room Invasion You need 30 mins of quiet to finish a project, but your sibling keeps coming in. Goal: Get 30 mins of uninterrupted time. Scenario B: The Party "No" A friend pressures you to go to a party tonight, but you're exhausted and want to relax. Goal: Say no without damaging the friendship. Observer Checklist Did they Describe facts only (no blame)? Did they use Express with "I" statements? Was the Assertion (Ask/No) clear and direct? Did they Appear confident (voice/eye contact)? Were they willing to Negotiate a compromise? Practice Notes
Week 4 Interpersonal Effectiveness QuizInterpersonal Check Week 4 Review Name: What is the main goal of Interpersonal Effectiveness? To get everything you want without considering others To communicate effectively, maintain relationships, and keep self-respect To avoid all conflict and always agree In DEAR MAN, what does the "D" stand for? Demand Describe Decide Why is it important to use "I" statements when you Express feelings? Which part of DEAR MAN focuses on using a clear voice and eye contact? Negotiate Appear Confident Mindful You want to ask a friend to borrow a book. Using "Assert," what would you say?
Week 4 Interpersonal Effectiveness Answer KeyWeek 4 Answer Key Interpersonal Quiz Facilitator Guide 1 Main goal of Interpersonal Effectiveness? Answer: To communicate effectively, maintain relationships, and keep self-respect. 2 In DEAR MAN, what does the "D" stand for? Answer: Describe (facts only). 3 Why use "I" statements? Possible Answers: Helps you own feelings, prevents other person from getting defensive, focuses on you rather than blame. 4 Which part is about eye contact/voice? Answer: Appear Confident. 5 Example of "Assert": Possible Answer: "I would like to borrow your book this weekend, please." Note: It must be clear and direct, not a hint.
Week 5 Integrating Skills ScriptWeek 5 Facilitator Script Topic: Integrating Skills & Self-Compassion Time Frame 30 Minutes Welcome & Check-in (5 mins) "Welcome back! How was your week? Did anyone use their DEAR MAN skills? What happened, and what did you learn?" "Today, we're talking about how all these skills work together. We're also introducing the Self-Compassion Project. Self-compassion is treating yourself with the same kindness you'd offer a best friend." Introducing Self-Compassion (10 mins) Use Slide Deck (Slide 10). Discuss the three parts: 1. Self-Kindness: Being warm and understanding toward ourselves, not self-critical. 2. Common Humanity: Recognizing that everyone makes mistakes; you aren't alone. 3. Mindfulness: Observing painful thoughts without judging them or ourselves. Project Brainstorm (10 mins) Hand out the Self-Compassion Project Guide and Rubric. Students can choose to create a journal, a poster, a story, or a song. Circulate and help students choose a skill to highlight and a format they enjoy. Wrap-up & Homework (5 mins) Encourage students to work on their projects at home. Remind them: "How can you be kinder to yourself this week?" Projects are due next session!
Week 5 Self-Compassion Project GuideSelf-Compassion Project Show how you use your DBT superpowers! What is Self-Compassion? Self-compassion means treating yourself with the same kindness you'd offer a good friend. It has three parts: Self-kindness (being warm), Common Humanity (realizing everyone struggles), and Mindfulness (observing without judgment). Your Task Create a project that shows how you use at least two (2) DBT skills to be kinder to yourself. Pick ONE option below: Reflection Book Write 2-3 journal entries about a tough time and which skills you used to help yourself get through it. Visual Toolkit Design a poster or digital aid showing your personal self-compassion tools (e.g., PLEASE, Paced Breathing). Comic Strip Draw a character facing a challenge and using DBT skills to practice self-kindness instead of self-blame. Creative Expression Write a poem or song lyrics about finding peace with yourself using your new skills. Requirements Demonstrate Self-Compassion (be kind to yourself!). Include at least two (2) distinct DBT skills. Be thoughtful and reflective. Due Date: ____________________________
Week 5 Self-Compassion RubricProject Rubric Self-Compassion Project Student Name: CriteriaMeets Expectations (3)Developing (2)ScoreUnderstanding of Self-CompassionDemonstrates clear understanding with relevant examples.Shows some understanding, but examples are limited.Integration of DBT SkillsClearly integrates 2+ distinct DBT skills with specific applications.Integrates 1-2 skills, but connection is weak or unclear.Creativity & EffortProject is creative and demonstrates good effort.Project shows some effort but could be more polished.Clarity & OrganizationProject is clear, organized, and easy to understand.Some elements are confusing or out of place.Total Score: Teacher Comments
Week 6 DBT Skills Review ScriptWeek 6 Facilitator Script Topic: Skills Mastery & Celebration Time Frame 30 Minutes Welcome & Project Sharing (10 mins) "Welcome to our final session! Before we review, I'd love to invite anyone who is comfortable to share their Self-Compassion Project. What did you learn about being kind to yourself?" Allow 2-3 students to share. Validate their creativity and insights. Comprehensive Review (10 mins) Recap the 4 modules using the Slide Deck (Slide 11): Mindfulness (Wk 1) Being present without judgment. Distress Tolerance (Wk 2) Survival skills (TIPP). Emotion Regulation (Wk 3) Checking facts & PLEASE self-care. Interpersonal (Wk 4) DEAR MAN communication. Skill Scramble Game (8 mins) Play the Week 6 Game: Skill Scramble. Divide into teams. Reward participation with praise or small prizes. Conclusion (2 mins) "Fantastic job! Remember, learning DBT is a journey. Continue to practice. You have the tools now to navigate life's challenges with more wisdom. Celebrate your growth!"
Week 6 DBT Skills Game - Skill ScrambleSkill Scramble! Week 6 Interactive Review Game Objective To reinforce recall of all DBT skills in a fast-paced, team-based setting. Setup Divide the class into 2 teams. Give each team a set of "Skill Cards" (printed below). Teacher reads a definition or scenario. How to Win The first team to hold up the correct Skill Card gets a point. Bonus points for explaining why that skill fits. Print & Cut Cards TIPP Distress Tolerance Mindfulness The Foundation Check the Facts Emotion Regulation PLEASE Self-Care DEAR MAN Communication Self-Compassion Integration Scenarios for Facilitator 1. "You are so angry you want to scream, so you hold an ice cube." (TIPP) 2. "You ask your teacher for an extension using 'I feel' statements." (DEAR MAN) 3. "You stop to notice your breath without calling it 'good' or 'bad'." (Mindfulness) 4. "You make sure to get 8 hours of sleep to handle your stress better." (PLEASE)
