Mindful Foundations Plan Mindful Foundations Plan
Session 1: Mindfulness Basics
Why This Skill?
Mindfulness is the foundational DBT skill that builds self-awareness and emotion regulation, preparing the student for more advanced coping techniques.
Time & Audience
Duration: 30 Minutes
Audience: 10th Grade Student
Materials Needed
• DBT Mindfulness Skills Handout
• Mindfulness Basics Worksheet
• Timer / Smartphone
• Quiet, comfortable seating
Prep Checklist
Review the DBT Mindfulness Skills Handout to familiarize yourself with definitions.
Print copies of the Mindfulness Basics Worksheet.
Set up a timer or smartphone for timing exercises.
Arrange a quiet, comfortable seating area for the session.
Instruction Flow
00-05 MIN | Warm-up
• Greet the student and build rapport.
• Ask: "What comes to mind when you hear 'mindfulness'?"
• Lead a 2-minute deep-breathing exercise: inhale for 4 counts, exhale for 6 counts.
05-15 MIN | Direct Instruction
• Use the handout to explain "What" skills: Observe, Describe, Participate.
• Explain "How" skills: Non-judgmentally, One-mindfully, Effectively.
• Share real-life examples of applying each skill in high school settings.
15-20 MIN | Discussion
• Ask the student how they felt during the breathing exercise.
• Discuss any challenges or distractions they experienced.
• Explore how mindfulness could support their self-regulation goals.
20-27 MIN | Activity
• Guide a 5-minute body-scan mindfulness exercise.
• Use the timer to structure the activity.
• Encourage the student to notice thoughts and bodily sensations without judgment.
27-30 MIN | Reflection
• Have the student complete prompts on the Mindfulness Basics Worksheet.
• Review answers together and provide encouragement for home practice.
Mindfulness Basics Worksheet Mindfulness Basics Worksheet
Session 1: Mindful Foundations
Name:
Date:
1
Part 1: Definitions Practice
In your own words, define the skills from the handout. Use the handout as a reference if needed.
The "What" Skills
Observe
Describe
Participate
The "How" Skills
Non-judgmentally
One-mindfully
Effectively
2
Part 2: Breathing Reflection
How did you feel during the 2-minute deep-breathing exercise? Describe any physical or emotional sensations you noticed.
What thoughts or distractions came up during the exercise? How did you respond to them?
3
Part 3: Body-Scan Reflection
During the 5-minute body-scan, which area of your body did you notice most? Describe any sensations (e.g., tension, warmth, tingling).
How did focusing on different parts of your body affect your overall awareness? Explain.
4
Part 4: Applying Mindfulness
Think of one situation in your day (e.g., before a test, during a disagreement). How can these skills help?
The Situation:
What skill(s) would you use?
How skill(s) would you use?
How using these skills might help you in that moment:
Session 1 Discussion Guide Session 1 Discussion
Deepening Awareness & Connection
Purpose
This discussion helps reflect on today’s mindfulness exercises—deep breathing and body scanning—to deepen your understanding of DBT “What” and “How” skills and explore how they can support your self-regulation.
Guidelines
• Use "I" statements to share experience.
• Listen respectfully and allow time to share.
• Keep the conversation confidential.
Discussion Prompts
1
Reflecting on Your Experience
How did you feel immediately after the 2-minute breathing exercise and the 5-minute body scan?
Follow-up: Did any unexpected thoughts or physical sensations come up?
2
Noticing Challenges
Which part of the exercises was most difficult for you (e.g., staying focused, noticing judgments, letting go of distractions)?
Follow-up: What might help you stay with an exercise when your mind drifts?
3
Connecting Skills to Self-Regulation
Pick one “What” skill (Observe, Describe, Participate) and one “How” skill (Non-judgmentally, One-mindfully, Effectively). How could you apply these skills the next time you feel stressed or upset?
Follow-up: Can you think of a recent situation where you might have used them?
4
Planning for Practice
When and where this week could you practice a short mindfulness exercise (e.g., before a test, in the morning, during a break)?
Follow-up: How will you remind yourself to practice? (Write a note, set a timer, ask a friend, etc.)
Closing Reflection
What is one key insight you’ll carry forward from today’s session?
Mindfulness Body Scan Activity Mindfulness Body-Scan
Building awareness of physical sensations
Purpose
Structured attention to build presence and release distraction.
Duration
5 Minutes Total
Materials
Timer & a quiet space.
1 Get Comfortable
• Sit with feet flat or lie down.
• Rest hands loosely.
• Close eyes or soften gaze.
2 Begin with Breath
• Take two slow, deep breaths.
• Notice the rise and fall of your belly.
3 The 4-Minute Scan
Head & Face 30S
Notice scalp, forehead, eyes, jaw. Breathe into it.
Neck & Shoulders 30S
Feel any weight or tightness. Let them soften.
Arms & Hands 30S
Notice temperature, tingling, or relaxation.
Chest & Back 30S
Sense expansion and release with each breath.
Stomach & Hips 30S
Observe movement and connection to seat.
Thighs & Knees 30S
Notice pressure or ease around your legs.
Calves & Ankles 30S
Feel muscles soften or rest against the floor.
Feet & Toes 30S
Attend to soles of feet and each individual toe.
Tip: If using a timer with 30-second interval beeps, move to the next area at each sound.
4 Whole-Body Awareness
Bring attention to your entire body as a unified field. Notice the overall feeling.
5 Closing
Take two breaths. Wiggle fingers and toes. Open eyes slowly and sit quietly.
Complete the reflections on your Mindfulness Basics Worksheet after this activity.
DBT Mindfulness Skills Handout DBT Mindfulness Skills
The Core Foundation
Mindfulness in DBT is built around two core groups of skills: “What” Skills (what you do) and “How” Skills (how you do it). Practicing these skills helps you notice your thoughts, feelings, and surroundings without getting carried away by them.
“What” Skills
The Action
1. Observe
Notice what’s happening inside and outside of you without trying to change it.
Example: You feel tension in your chest and hear your thoughts racing about tomorrow’s test.
2. Describe
Put words to what you notice—state facts only, no judgments or interpretations.
Example: “My shoulders are tight. I see clouds moving fast outside.”
3. Participate
Fully throw yourself into the present moment, letting go of self-consciousness.
Example: While sketching, you focus entirely on each line and forget about checking your phone.
“How” Skills
The Mindset
Non-Judgmentally
Notice your experience without labeling it “good” or “bad.”
Example:
“I’m noticing anxiety in my stomach” instead of “I shouldn’t feel this.”
One-Mindfully
Do one thing at a time with full attention—focus on right now.
Example:
When eating, pay attention to flavor and texture rather than scrolling.
Effectively
Do what works to reach your goals, rather than reacting on impulse.
Example:
Calmly use “I” statements to express concerns instead of lashing out.
Daily Practice Tip
Try practicing these skills in everyday moments—brushing your teeth, walking to class, or waiting in line. Over time, small moments of mindfulness add up to stronger self-awareness and better self-regulation.
Crisis Calm Plan Crisis Calm Plan
Session 2: Distress Tolerance
Why Distress Tolerance?
Distress tolerance equips the student with tools to manage intense emotions and prevent impulsive reactions during moments of crisis, fostering emotional stability and safer coping.
Session Details
Duration: 30 Minutes
Audience: 10th Grade Student
Materials
• DBT Distress Tolerance Handout
• Distress Tolerance Worksheet
• Timer / Smartphone
• Cold pack or access to cold water
Facilitation Steps
00-05 MIN | Warm-Up Check-In
• Greet the student and invite them to rate their recent distress level (1–10).
• Ask: “Can you describe a recent situation when you felt overwhelmed?”
• Listen actively and validate their experience.
05-15 MIN | Direct Instruction
• Introduce TIP (Temperature, Intense exercise, Paced breathing, Paired relaxation).
• Explain how cold temperature shifts focus and calms the body's physiology.
• Present the ACCEPTS acronym for distraction strategies.
• Review self-soothing using the five senses.
15-23 MIN | Guided Practice
• Lead 2-minute paced breathing (inhale 4, exhale 6).
• Apply Temperature: have student hold a cold pack for 1 minute; notice sensations.
• Start the mapping exercise on the worksheet (preferred activities to ACCEPTS letters).
23-27 MIN | Discussion
• Ask: “How did each strategy feel? Which was easiest or most challenging?”
• Discuss which skill felt most helpful and why.
27-30 MIN | Reflection
• Complete remaining worksheet prompts (effectiveness ratings and action plan).
• Choose one strategy for home practice this week.
Distress Tolerance Practice Worksheet Distress Tolerance Worksheet
Session 2: Crisis Calm
Name:
1
Part 1: TIP Skill Practice
Temperature
Describe the cold strategy you tried:
Physical sensations noticed:
Intense Exercise
Brief exercise performed (e.g. jumping jacks):
How did it affect your distress?
Paced Breathing
Describe how you felt after 2 minutes (4-in, 6-out):
Muscle Relaxation
Which group did you tense/relax? Sensations?
2
Part 2: ACCEPTS Strategy Mapping
Activity / Distraction ACCEPTS Letter How It Helps Shift Focus
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Part 3: Strategy Action Plan
TIP Strategy Choice:
Effectiveness (1-10):
When & Where will you practice this?
ACCEPTS Strategy Choice:
Effectiveness (1-10):
When & Where will you practice this?
4
Part 4: Self-Soothing with the Five Senses
Reminder Plan:
Session 2 Discussion Guide Session 2 Discussion
Navigating High-Intensity Moments
Purpose
This discussion helps you reflect on the distress tolerance strategies (TIP and ACCEPTS) practiced in Session 2 and plan how to integrate them into real-life moments of intense emotion.
Focus: Immediate Coping & Emotional Stability
• TIP: Body-based physiological shifts
• ACCEPTS: Mental & behavioral distractions
• Self-Soothing: Sensory calming
Facilitation Prompts
1 Reflecting on TIP Strategies
Which TIP component (Temperature, Intense Exercise, Paced Breathing, Paired Muscle Relaxation) felt most helpful in shifting your state?
Follow-up: What specific sensations did you notice?
2 Exploring ACCEPTS Distractions
Of the distractions you mapped on your worksheet, which one was easiest to engage in and why?
Follow-up: Which felt less effective? How would you adjust it?
3 Overcoming Challenges
What obstacles or doubts came up? (e.g., feeling silly, forgetting in the moment, not enough time)
Follow-up: How could you prepare to overcome that obstacle next time?
4 Connecting to Personal Triggers
Think of a recent time you felt overwhelmed. Which TIP or ACCEPTS strategy could you have used in that moment?
Follow-up: How might the outcome have been different?
Commitment to Practice
What is one key insight or commitment you’ll carry forward from today’s session?
DBT Distress Tolerance Skills Handout DBT Distress Tolerance
Ride out the storm without making it worse
Distress tolerance skills help you survive moments of intense emotion or crisis. These strategies are meant to help you survive—not necessarily solve—the problem in the moment so you can return when you feel calmer.
Physiological Shift: TIP
The Body
T
Temperature
Splash cold water or hold an ice pack. Cold draws attention away from distressing thoughts immediately.
I
Intense Exercise
Sprint in place for 60 seconds or do 20 jumping jacks. Burn excess energy and release calming endorphins.
P
Paced Breathing
Inhale for 4 seconds, exhale for 6. Slowing your breath physically slows your racing heart rate.
P
Paired Relaxation
Tense a muscle group for 5 seconds, then drop it completely while exhaling.
Mental Distraction: ACCEPTS
The Mind
A Activities
C Contributing
C Comparisons
E Emotions
P Pushing Away
T Thoughts
S Sensations
Self-Soothing with the Five Senses
Sight: Look at a calming scene or photo.
Sound: Listen to rain, nature, or favorite music.
Smell: Essential oils, coffee, or fresh air.
Taste: Sip tea or chew a piece of gum.
Touch: Hold a soft object or pet a pet.
Pro Tip: Build a “distress kit” with items for each sense to have ready.
Balance Blueprint Plan Balance Blueprint Plan
Session 3: Emotion Regulation
Why Emotion Regulation?
Emotion regulation skills reduce vulnerability to overwhelming emotions by building physical self-care routines and teaching opposite action to shift unhelpful emotional responses.
Session Details
Duration: 30 Minutes
Audience: 10th Grade Student
Materials
• DBT Emotion Regulation Handout
• Emotion Regulation Worksheet
• Opposite Action Role-Play Cards
• Timer / Smartphone
Facilitation Steps
00-05 MIN | Warm-Up Check-In
• Greet the student and ask for their current emotional intensity (1–10).
• Briefly describe a recent situation where they felt overwhelmed.
• Validate and link to today’s self-care and action skills.
05-15 MIN | Direct Instruction
• Explain PLEASE skills: Physical illness, Eating, Substances, Sleep, Exercise, mastery.
• Define Opposite Action: Choose a behavior that opposes the emotion's urge.
• Share real-life examples for each skill set.
15-23 MIN | Guided Practice
• Map PLEASE skills to the described situation on the worksheet.
• Use Opposite Action Cards for 2-minute role-plays.
• Debrief each role-play briefly.
23-27 MIN | Discussion
• Ask: “Which PLEASE skill felt most doable?”
• Ask: “How did it feel to choose an opposite action during role-play?”
27-30 MIN | Reflection
• Complete reflection prompts on the worksheet.
• Identify one PLEASE skill and one Opposite Action to practice this week.
Emotion Regulation Practice Worksheet Emotion Regulation Practice
Session 3: Balance Blueprint
Name:
1
Part 1: Mapping PLEASE Skills
Describe a recent situation when you felt an intense emotion (anger, sadness, anxiety):
Which PLEASE skills could help? Explain how.
P (Treat Physical illness):
L (Balanced Eating):
E (Avoid Mood-Substances):
A (Balanced Sleep):
S (Exercise):
E (Build Mastery):
2
Part 2: Planning Opposite Action
Emotion:
Action Urge:
Opposite Action Choice:
Expected Impact (How will this help?):
3
Part 3: Practice Plan & confidence
Weekly PLEASE focus:
When and where will you practice it?
Confidence (1-10):
Opposite Action focus:
When and where will you practice it?
Confidence (1-10):
Reminder Plan:
At the end of the week, note any changes you observed in your reactions below:
Opposite Action Role-Play Cards Activity Opposite Action Role-Play Cards
Session 3: Emotion Regulation Practice
How to Use
Shuffle the cards and place them face down.
Draw a card and read the Scenario and Emotion aloud.
Identify the Action Urge —what you naturally want to do.
Act out the Opposite Action —the healthier behavior that contradicts the urge.
Emotion: Anger
Scenario: A friend cancels your weekend plans at the last minute.
Action Urge:
To yell or blame your friend.
Opposite Action:
Speak calmly and say, "I'm disappointed. Can we find another time to hang out?"
Emotion: Sadness
Scenario: You receive a grade lower than you expected on a big test.
Action Urge:
To isolate yourself and stop studying.
Opposite Action:
Reach out to a classmate or teacher to review mistakes and plan next steps.
Emotion: Anxiety
Scenario: You have to give a presentation in front of your class.
Action Urge:
To avoid the podium or freeze up.
Opposite Action:
Take three deep breaths, smile at the audience, and begin speaking slowly.
Emotion: Shame
Scenario: You accidentally insult someone and feel ashamed.
Action Urge:
To hide or pretend it didn't happen.
Opposite Action:
Apologize sincerely and ask, "How can I make this right?"
Emotion: Frustration
Scenario: You're waiting for a text back and the silence is annoying.
Action Urge:
To repeatedly check your phone or double-text.
Opposite Action:
Put your phone aside and take a walk or do a breathing exercise.
Emotion: Overwhelmed
Scenario: You've been working on a group project and feel stressed.
Action Urge:
To quit the project or procrastinate.
Opposite Action:
Break the task into one small step, set a 5-min timer, and start there.
Debrief: How did it feel to resist the natural urge? What was challenging?
DBT Emotion Regulation Skills Handout DBT Emotion Regulation
Physical care and action-shifts
Emotion regulation skills help you reduce your vulnerability to intense emotions by building healthy habits and choosing actions that shift your feelings.
PLEASE Skills: Physical Self-Care
The Body
P Treat Physical illness
Take medications as prescribed and rest when sick. It's hard to regulate emotions when you feel physically unwell.
L Balanced Eating
Eat regularly and nutritiously. Avoid "hanger" by not skipping meals or overindulging in sugar/junk.
E Avoid Mood-Substances
Limit or eliminate caffeine, nicotine, and alcohol. These can trigger anxiety or mood swings.
A Balanced Sleep
Aim for 7-9 hours per night. A consistent sleep schedule helps keep your brain chemistry stable.
S Exercise
Move your body daily. Even a 10-minute walk boosts endorphins and lowers stress hormones.
E Build Mastery
Do something you're good at every day. Feeling accomplished builds confidence and resilience.
Opposite Action
The Shift
When an emotion urges you toward an unhelpful behavior, **Opposite Action** changes the emotion by changing the action.
Emotion Natural Urge Opposite Action Anger To lash out or attack Speak calmly, use "I" statements Sadness To isolate or withdraw Reach out, stay active, connect Fear To avoid or escape Approach gradually, take one step Shame To hide or lie Own the mistake, apologize, fix it
Building Mastery
Spend 15 minutes today on a hobby or skill you enjoy. Feeling competent in one area makes it easier to tackle emotional challenges in another.
Connection Code Plan Connection Code Plan
Session 4: Interpersonal Effectiveness
Why Interpersonal Effectiveness?
These skills empower the student to assert needs, say no when necessary, and balance relationships with self-respect, leading to healthier social interactions and improved confidence.
Session Details
Duration: 30 Minutes
Audience: 10th Grade Student
Materials
• DBT Interpersonal Effectiveness Handout
• Interpersonal Effectiveness Worksheet
• DEAR MAN Role-Play Cards
• Timer / Smartphone
Facilitation Flow
00-05 MIN | Warm-Up Check-In
• Greet the student and ask for a rating of a recent interaction where they struggled to assert themselves (1–10).
• Validate their experience and explain how today's communication skills can help.
05-15 MIN | Direct Instruction
• Explain DEAR MAN: Describe, Express, Assert, Reinforce, Mindful, Appear Confident, Negotiate.
• Introduce GIVE (Gentle, Interested, Validate, Easy manner) for relationships.
• Introduce FAST (Fair, no Apologies, Stick to values, Truthful) for self-respect.
15-23 MIN | Guided Practice
• Use DEAR MAN Role-Play Cards.
• Student draws a card and plans their request using the worksheet template.
• Role-play for 1-2 minutes; debrief on tone and clarity.
23-27 MIN | Discussion
• Ask: “Which step of DEAR MAN felt most helpful?”
• Explore how GIVE affects tone and how FAST supports self-respect.
27-30 MIN | Reflection
• Complete reflection prompts on the worksheet.
• Choose one skill (a specific DEAR MAN step or FAST/GIVE element) for home practice.
Interpersonal Effectiveness Practice Worksheet Interpersonal Effectiveness
Session 4: Connection Code
Name:
1
Part 1: Applying DEAR MAN
Describe a situation where you need to request something important or say "no" to a request:
D (Describe the situation):
E (Express feelings/opinions):
A (Assert needs/boundaries):
R (Reinforce positive outcome):
M (Stay Mindful of goal):
A (Appear Confident):
N (Negotiate if needed):
2
Part 2: Relationship GIVE
Element of GIVE to focus on:
How I will implement it:
3
Part 3: Self-Respect FAST
Element of FAST to focus on:
How I will implement it:
4
Part 4: Practice & Reflection
Interpersonal skill to practice:
When and where will you practice it?
Confidence (1-10):
Reminder Plan:
Week's Reflection (After practicing):
DEAR MAN Role-Play Cards Activity DEAR MAN Role-Play Cards
Session 4: Interpersonal Effectiveness Practice
The DEAR MAN Steps
Describe facts
Express feelings
Assert needs
Reinforce outcome
Mindfully focused
Appear confident
Negotiate terms
Scenario 1
The Deadline Extension
You need extra time to finish a big assignment. Your teacher agreed but the due date is tomorrow. Ask for a two-day extension.
Role-Play Practice Area:
Scenario 2
The Loud Roommate
Your friend plays loud music whenever you’re trying to study at their house. Ask them to lower the volume or use headphones.
Role-Play Practice Area:
Scenario 3
The Borrowed Shirt
Your sibling borrows your clothes without asking and returns them damaged. Set a boundary about asking permission first.
Role-Play Practice Area:
Scenario 4
The Dietary Need
The school cafeteria meal doesn’t meet your dietary needs. Request alternative menu options from the cafeteria manager.
Role-Play Practice Area:
Scenario 5
The Weekend Plan
You want to attend a weekend event, but your parents worry about safety. Propose a plan with check-in times and a clear return time.
Role-Play Practice Area:
DBT Interpersonal Effectiveness Skills Handout DBT Interpersonal Skills
Communicate with confidence & respect
Interpersonal effectiveness skills empower you to ask for what you need, say "no" when necessary, and maintain healthy relationships while preserving your self-respect.
DEAR MAN: Getting Objectives Met
The Strategy
Describe
State the facts objectively without judgment. "When the meeting starts late..."
Express
Use "I" statements to share your feelings. "I feel frustrated when we fall behind."
Assert
Make a clear request or say "no" directly. "I need us to start on time."
Reinforce
Explain the benefit of meeting your request. "If we start on time, we'll finish early."
Mindfully Focused
Stay on topic; ignore distractions. Gently bring it back if the subject changes.
Appear Confident
Use a calm tone and steady eye contact. Speak clearly and firmly.
Negotiate
Be willing to "give to get." Offer alternatives or compromise to reach a solution.
GIVE
Maintain Relationships
Gentle: No attacks or threats.
Interested: Listen and show you care.
Validate: Acknowledge their feelings.
Easy Manner: Use a relaxed, light tone.
FAST
Preserve Self-Respect
Fair: Be fair to yourself & others.
(No) Apologies: Don't over-apologize for needs.
Stick to Values: Stay true to your principles.
Truthful: Be genuine and honest.
Practice makes progress
Before an important conversation, run through DEAR MAN + GIVE + FAST. Practice in front of a mirror or with a friend to build confidence for the real thing.
