Scribd Logo
Unggah

Selamat datang di Scribd!

  • Week 8 DBT Mindfulness Skills

    Diunggah oleh

    api-254209971
    906 tayangan10 halaman

    Judul Asli

    week 8 dbt mindfulness skills

    Hak Cipta

    © © All Rights Reserved

    Format Tersedia

    PDF atau baca online dari Scribd

    Apakah menurut Anda dokumen ini bermanfaat?

    Apakah konten ini tidak pantas?

    Laporkan Dokumen Ini

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    906 tayangan10 halaman

    Week 8 DBT Mindfulness Skills

    Diunggah oleh

    api-254209971

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 10
    7. Mindfulness Skils: Mindfulness Handout3 + 167 |. WISE MIND (MINDFULNESS HANDOUTS 3-3A) Main Point: Each person has inner wisdom. "Wise mind” is the mindfulness practice of accessing this Ines | inner wisdom. Entering the state of wise mind, we integrate opposites (including our reasonable and ‘emotional states of mind), and we are open to experiencing reality as its. earn- | Mindfulness Handout 3: Wise Mind: States of Mind. Because wise mind is a critical skill in DBT, this overt is not a handout that can be skipped. As you go through the concepts of “emotion mind,” “reasonable actice mind," and “wise mind,” itcan be useful to draw the overlapping circles from the handout on the board reaks the ground (Gee Figure 7.1, p. 170) and use the drawing to explain the concept of “going within.” You cannot ordinarily cover all the points about wise mind in one session; however, over several sessions you | can cover most if not all points | Mindfulness Handout 3: leas for Practicing Wise Mind (Optona)tsusfultohavethishandout available, ast gives instructions forthe various wise mind practice exercises. xits || | sne- | Mindfulness Worksheet 3: Wise Mind Practice. This worksheet lists several ways to practice wise mind, all described in more detail in Handout 3a. If you do not teach each type of wise mind practice, briefly describe them or tell participants that you will cover other ways of getting to wise mind in future classes. f youteach a different practice exercise, ask participants to write that exercise on thelr worksheet so that they will remember what itis. Next to each exercise on Worksheet 3, there are four boxes. Instruct participants to check off one box for every day they practice that exercise. If they practice more than four times in a week, put extra check marks outside the boxes. Review also how to rate wise mind practice. | Note that the ratings are for how effective their practice was for getting into their own wise mind. These are not ratings of whether or not the practice calmed them or made them feel better. Also note at the | bottom that the worksheet asks participants to lst any and all wise things they did during the week. With | some individuals, this may be an important worksheet or portion of a worksheet to give every week, even ‘when you are not specifically teaching skills in the Mindfulness module. Mindfulness Worksheets 2, 2a, 2b, 2c: Mindfulness Core Skills Practice. These worksheets cover 10W" skills. See the Section Il over- practice of all the core mindfulness skill, including the “what” and |_ view for how to use these worksheets. | and then fill them in. When trying to describe wise mind, it can be useful to draw a picture of a well in YA. Wise Mind Wise mind is the inner wisdom that each person has. When we access our inner wisdom, we can say that we are in wise mind. Inner wisdom includes the ability to identify and use skillful means for attaining valued ends. It can, also be defined as the ability to access and then apply knowledge, ex- Perience, and common sense to the situation at hand, For some people, accessing and applying their srson has own inner wisdom are easy. For others, it is very hard. But everyone has the capacity for wisdom. Everyone has wise mind, even if they cannot access it at a particular point. Y 8. Reasonable Mind and Emotion Mind Reasonable mind and emotion mind are states of mind that get in the way of wise mind. Often what interferes with accessing our own wisdom is our state of mind at the time. We can be in different States of mind at different times. In one state of mind, we can feel, think, and act very differently minal than we do in another state ofynind, are Example: A person might say, “I was out of my mind when I said that,” meaning “I was not thinking clearly when I said that.” SSS 168 « Ie TEACHING NOTES FOR DBT SKILLS MODULES: Mindfulness Handout 3 v 1. Emotion Mind Say to clients: “Emotion ind is your state of mind when your emotions are in control and are not balanced by reason, Emotions ontrol your thinking and Your behavior. When completely in emotion mind, you are culed by your moods, feelings, wind urges to do oF say chings- Facts, reason, and Logic are not important " v @ Discussion Point: Elicit from clients which emotions usually get in the way of their acting wisely. a. Vulnerability Factors tors that make us al vulnerable fo emov) sind include (1) illness (2) sleep dPr ation! Tcdaess; (3) drugs or alcohol; (4) hungesy i ng, overeating, ot Poor mutetions (5) envi Tce real tress (to many demands); and (6) ‘environmental threats. Example: “You can wake up in emotion mind and be immediately worrying about work.” eq iscussion Point: Et other vlnerabity Factors from participants bb, Benefits of Emotions "Emotions, even when intense, can Be Very tpenefical, Intense love fills history books 24 the aan for relationships Incense love (or LN inate) has fueled wars that in turn have aot ned culeures (©. fighting t© STOP OPPrE wand murders as in the bartle against the Nazis) Intense devotion or desire maser saying with very hard tasks Or sacrificing oneself for others (e.g mothers running, vet fires for ther children) Acertain oot of onesse emotion is desirable. Many people» particularly those with emotion problems, have amore intense emotions than most. Some ‘people are the “dramatic” folks of the world and rae always be so. People with intense emotions Ot ‘ofeen passionate about people, causes, Taticfs and the like, There are times when or mind is the cause of great feats of OEE aeconpassion—when if reason were there at ors person would not overcome grea ange or act on great love | ‘c. Problems with Emotions Problems occur when emotions are ineffective and control us. Emotions are ineffecti whe Probleme are posiive in the short tert Put highly negative in che long fer OF when t te onal experience itself does not fit che facts of our lives and is very painful, when i ai other painful stares and events (Cs ANSE a depression can be painful in ce selves). d. Different Effects of Emotions Sometimes people become so emotional that they shut down and ace lke automar™ Somefiawocrate and appear very. very cal ‘Or they may isolate themselves, seaying ™ quiet They appear cool, deliberate, 1 ad reasonable, but their behavior is really unde aves of overwhelming emotions that choy aan experience ifthey le goand F087 js emotion mind; emotions are 1p ‘control. At other times, of courses ‘emotion mind 1° i ks, talks, and acts in very extreme Was . The v e. The Difference between Strong Emotion ‘and Emotion Mind ‘Tell clients: “Don’t confuse being highly emotional with emotion mind.” Emotio® a vee coceafs when emotions aren control 3 he expense of reason. People off©0 4 Vmnotions without losing control. For example, holding one’s newborn baby, a receive an award, or finding out a Towed one has died can each elicit invent emotion fil (for the baby], pride (at getting ithe award), or grief (over the Joved one’s dyin) - | (or id be emotion mind only ifthe emotions i ed out reason and effective acl n/ the we st ing tof ave and age ager then the nit vem They very rhe ‘This sokss ndis fen up © flo hese v v v 7. Mindfulness Skills: Mindfulness Handout 3 + 169, 2. Reasonable Mind ay to clients: “Reasonable mind is the extreme of reason. It is reason that is not balanced by ‘emotions and values. Itis the part of you that plans and evaluates things logically. When com. pletely in reasonable mind, you are ruled by facts, reason, logic, and pragmatics, Emotions, such as love, guilt, or grief, are irrelevant.” a. Benefits of Reason Reason can be very beneficial. Without it, people could not build homes, roads, or cities; they could not follow instructions; they could not solve logical problems, do science, or run meet. ings. Explain to clients: “Reason is the part of you that plans and evaluates things logically, Ie is your cool part. But, again, when you are completely in reasonable mind, you are ruled by facts, reason, logic, and pragmatics. Values and feelings are not important.” b. Problems with Reason Reasonable mind is cold and dismissive of emotions, needs, desires, and passion. This can often create problems. Example: A hired assassin coolly and methodically planning the next murder is in reason- able mind. Example: A task-focused person attending only to what must be done next, and ignoring even loved ones who want at least a nod hello, is in reasonable mind. Say to clients: “It is hard to make and keep friends if you are only in reasonable mind. Rela- tionships require emotional responses and sensitivity to others’ emotions. When you ignore your own emotions and treat other people’s emotions as unimportant, itis hard to maintain relationships. This is true about relationships in multiple settings—in families, with friends, and in work environments.” & Discussion Point: When other people say that “if you could just think straight, you would be all right,” they mean “If you could be reasonable, you would do OK." Elicit from participants times other people have said or implied that if they would just not distort, exaggerate, or misperceive things, they would have far fewer problems, How many times have participants said the same thing to themselves? ‘@ Discussion Point: Discuss pros and cons of emotion and reason. Draw from participants their ex- eriences of being in reasonable mind and in emotion mind. C. Wise Mind as the Synthesis of Opposites Explain to clients: “Wise mind is the integration of opposites: emotion mind and reasonable mind. ‘You cannot overcome emotionfmind with reascnable mind. Nor can you create emotions with rea. sonableness. You must go within and bring the two together.” Note to Leaders: You do not need to cover each of the following points on wise mind every time ‘through, Give just enough to get your point across. After making a few points, do one of the exercises described below before continuing with more information. You will be covering this section many times. Expand on your points abit more each time through, (See Chapter 7 of the main DBT text for fuller | elscussion of wise mind.) 1. Everyone Has Wise Mind _ Everyone has wise mind; some people simply have never experienced it. Also, no one is in wise ‘mind all the time. (cna SS 70 « -TEACHING NOTES FOR DBT SKILLS MODULES: Mindfulness Handout 3 [Note to Leaders: Participants will sometimes 20) chat they don’t have wise mind. You must cheerlead | sere Believe in participants’ abilities to find wise nd, use the metaphor that wise mind is ke havo heart everyone has one, whether they expericr ee ve nat. Use the "wel" or “radio channel surfing” arogies below. Remind them that it takes prachce ‘access and use wise mind. — - ) 2. Wise Mind Is Sometimes Experienced 25 2 Particular Place in the Body People sometimes experience wise mind 25 2 particular point in che body. This can be the center People ay (he belly), or in the center ofthe heal OF pacween the eyes. Sometimes @ Person can find ir by following the breath in and out. Discussion Point: lt rom partiipants where hey stink (or suspect) wise mind is within them- selves. | 3, Ils Not Always Easy to Find or Even Be Sure about Wise Mind VY & Story Point: "Wise mindis ike a deep walt in the ground.” (See Figure 7. show clients 9 co) of fhis figure, or draw it on the whiteboard or olnckboard) “The water at the bottom of the wel aoe a rre underground ocean, is wise mind. Buton We down, there are often trap doors that impede progress. sometimes the trap doors 00 Cleverly built that you actually believe there i inPater atthe bottom of the well The trap doct oY Took like the bottom of the well Perhapsit re edd and you need a key. Perhaps itisnalied hit and you need a hammer, or itis glued shut snd you need a chisel. When i rains emotion or its easy to mistake the water on top of the ‘rap door for wise mind.” Emotion mind and wise mind both have a quality of “feeling” Shea lia Stuih. something to be the case. The in sof emotions can generate m Tap doo tery oc of certainty that mimic te corer cple, cool certainty of wis wet, tom. Continue the “well within” analogy above: “After aheavy rain, water can collect on a trap door within the well. You may then con ‘use the still water on the trap door with the deep ocean at the bottom of the wel.” FRGURE 72. The well within: An illustration of wise rind: @& Discussion Point: Ask participants for other Ideas how to tell the difference between Wi ais and emotion mind, There sno simple solution Pere Suggest “ifintense emotion s bvion, Tuspect emotion mind, Give it time; if certainty io fs, expedally when you are feeling al secure, suspect wise mind.” v Example: Extreme anger often masquerades as wise mind. When really angry, we often chink Exar solute right in everything we tink! 44. Wise Mind Is the Part of Each Person That Can Know and Experience Truth : Iti where a person knows something co be true oF valid. Iris where the person knows somettib ina centered way. 2 5, Wise Mind Is Simifar to Intuition wil Wise mind is like intuition—or, perhaps, intuition 's PAE cof wise mind, Itis a kind oF kort Wise mind an reasoning and more thao what is observed directly, Ie has qualities 7. Mindfulness Skills: Mindfulness Handout 3 * 171 rl experience; immediate knowing; understanding the meaning, significance, or truth of an event | without having to analyze it intellectually; and “feelings of deepening coherence.” 6. Wise Mind Is Free of Conflict v Tell clients: “In wise mind, you are free from conflict, making wise action when it is difficult beyond words). Wise mind has a certain peace.” most effortless (even Example: “You are determined to pass a difficult college course or get a good evaluation at on work. You have an assignment that will take up a lot of your time, and you would really like to just sit home and relax. But you think about the consequences of failing and know you will work om it.” em. v Example: “You are with your daughter in a boat on the river. You know how to swim, but your child does not, and she falls into the water. You immediately jump into the river to save her, even though the water is freezing.” Example: “You are deciding on a major for a program you're taking. One choice involves ot taking only classes you're likely to do well in without a lot of effort, but you don’t like the well, job options afterward; the other choice involves taking more challenging classes, but getting that specialized training for jobs you really like. In wise mind, you make the decision to go with eis what you like, even if it's harder.” apsit shut —— -—---~—--~— aetnenmeene ifthe portant here to point out that a goal of mindfulness and wise mind is not to | make life all effort and work, work, work. Most people do not have to workaall the time at keeping them- selves regulated, doing things to keep thelr life on track, and moving toward their goals. The idea is to practice skills enough so that life gets easier and better. Wise mind is the road to that: In wise mind, itis easier to act in our own best interests instead of being controlled by our moods and emotions. 7. Wise Mind Depends on integrating Ways of Knowing Wisdom, wise mind, or wise knowing depends upon integration of all ways of knowing: know: ing by observing, knowing by analyzing logically, knowing by what we experience in our bodies {kinetic and sensory experience), knowing by what we do, and knowing by ituition.>* + mind 8. Finding Wise Mind Consistently Can Take a Lot of Practice 88 Story Point: “Learning to find wise mind is like searching for a new channel on the radio. First in wie you hear alot of static, and you can’t make out the lyrics of the music—but over time, if you keep ‘tuning in, the signal gets louder. You will learn to know right where the station is, and the lyrics vious iimand become a part of you, sohat you can access them autornatically—just ike you can finish the lyrics immediately if someone starts singing a song you know really, really well.” think @& Discussion Poi feedback from participants on their own experiences of wise mind. ‘@ Discussion Point: Wise mind is getting to the heart of a matter. It is seeing or knowing something directly and clearly I is grasping the whole picture when before only parts were understood. it sth is “feeling” the right choice in a dilemma, when the feeling comes from deep within rather than from a current emotional state. Elicit similar experiences and other examples from participants. @ Discussion Point: Wise mind may be the calm that follows the storm—an experience immediately os following a crisis or enormdus chaos. Sometimes a person may reach wisdom only when suddenly coowitt confronted by another person. Or someone else may say something insightful that unlocks an of dite inner door. Elicit similar experiences and other examples from participants. EEE 72 « He TEACHING NOTES FOR DBT SKILLS MODULES: Mindfulness Handout 32 YD. Ideas for Practicing Wise Mind 1. About the Exercises Conduct at least one oF two practice snc. for going into wise mind, and Be sve describe coneay elferent methods of petting int YO mind. rises described below, I have sere hese to be most importants 12 °s for 5), 6, and 8. Participants ‘ordinarily have n0 idea thar you are ealking about until You “ha some practice exercises with them, ‘Start with either what Yon toeone lake on the lake) oF % walking down the spical stairs) 061° participants a rae of going, within, or 3 (breathing 2 esrin, mind” out) Then seeet one OF ‘more that you have tried yourself, oF that Y0% Bink your participants would like oF find useful. You can five out Mindfulness Handout Me eas for Practicing Wise Mind. “Although each exercise is Bie ated on Mindfulness Worksheet 5: Wise Mind Practice, having a handout be useful, aise partiepants often write all overs U0 aaane pe away their worksheets. Beely describe since Pircises you do not do with thems 52 see OrF hey wish, they can practice these others by themselves. emacMemnend that participants Keep thett oF ‘open when practicing mindfulness “The idea ig to learn to be mindful and in wise aed in everyday life, Most of each day lived with eyes i jen, Learning to be raindful wih oe i anay nor generalize co everyday He swith eyes wide ‘open. That said, however, some th efers recommend closing eves during MAT mindfulness and op rremplative practices. Although ito ommatter oF preference; it ean also be 6 POO of congress (distess rolecance) and mindfulness itself to keep eyes Ope. ‘and simply notice the ee fort (usually not #00 Lone Latins) ar the beginning of mindfulness practic, this is def- seepage a point worth argue aD sr coorage participants who are used © ‘nindfulness wr contemplative prayer with their YS “ved eo ery it for 2 while with eyes open The first two or ereises below (I and 2) call for eyes closed. 2, General Steps for Leading Mindfulness Practice Exercises ie practice an exercise yourself before YOU 1) Xt teach it. writes ory, present a problem, oF descrive @ vepwation that hits on a universal themes [0 ec che arention a interest of DAF TSPHONT we Relate the story, problem, or sitwation 10 ourself co highlight the importance of the stil reteteccxe being taught. This modeling 9° ricularly useful if participants 9 or ely aached to you as the leader, ine" 1 areevarly asking them to try something tors importanein your own Life and You € aptyc may be important in thei ives als ample: *L was faced wih a really bi dort about where co send my child Kinder ten, Two schools were Very good but had different serengths and weaknesses. T needed t0 be te Mut wnat was really most imporeant 9 Te eg my decision, ie was impor for me to access wise mind.” orient participants to the reason for the exercise or practice. People are less likely 0 orice if they have no idea bow it react or oriyes and their own persons! wi ake ic clear that “tis isan exercise hat lps you ge nto wise mind.” and u Remind participants to get int ‘Sypide-awake” posture (ie-) 00 ‘where they will Be ie to stay awake). Ordinarily, participants in @ skills training group will be sitting. ina chair wits best for them to keep both feet on dhe floor and sit ina posture that is likely © thom both alert and comfortable. di ace ener and concise instructions (3 participants exactly what v0 40. Se below oe Cee. Demongrate exercise if need Bs, ne a petruce participants (0 d0 MO eh thing at the same time (€B cOunEYOOE Tireath and pay attention to sensations $ they ne Tf the instructions are brief “and easily remembered, give jnstructions at the start of the tice. Ifthe instructions are resraplicated and what participants do ‘changes over fim ae erview before starting and then ve ‘instructions in sequence dUriNg the exerci ribe idea ther tsa that sei eful, sribe ts by idea eyes. wide sand ice of ve the + defi- alness it two ‘me, to xe skill e emo: vething dergar drobe portant 7. Mindfulness Skills: Mindfulness Handout 3 23 for brief instructions, it can be helpful to make occasional guiding comments during the exercise to help individuals keep their focus. So that you don’t distract participants during exercise, speak in a soft but steady voice, with brief instructions and pauses. = Instruct participants on what to do if they get distracted. Tell pacticipants that if they get distracted, notice that they have stopped the exercise, or get lost, they should simply notice this and gently bring themselves back to the practice, starting over at the beginning Remind participants to avoid judging themselves. The practice of noticing distractions and then coming back to the practice is the practice. ™ Signal the start and end of the practice. You can do this by using a mindfulness bell (e.g, “To start, Iwill ring the bell three times, and to stop, I will ring the bell once”), or you can signal verbally (e.g., “Start now,” and at the end, “When you are ready, open your eyes,” or “Bring yourself back to the room.”). 8 Invite participants to share and comment on their experiences. This sharing is a critical part of the practice and should not be skipped. Going around the circle will usually be the quickest way, as it eliminates long waits between sharing. Allow individuals to say they don’t wane to share if they wish. In most groups, it is best to discourage cross-talk (ie. responding to others’ comments, discussing others’ experiences). However, it can be useful to allow questions of fact or interpretation (e.g., “Did you say X?” or “I don't understand what you mean by XYZ; can you say more?”) © Give corrective feedback and troubleshoot. This is a critical part of mindfulness teaching. It is particularly important to remind participants consistently that the goal of mindfulness practice is mindfulness practice 3. Scripts for Exercises | Note to Leaders: When reciting your script, your tone of voice and pace are of crucial importance. Try to use a low, gentle, semihypnotic tone; speak slowly; and leave pauses as you go. Bring people out of imagery gently. a. Exercise 1: Imagining Being a Stone Flake on the Lake Start instructions with a soft voice, with pauses (. ..) as you go, using the following script (or something similaz): “Sit in a comfortable but attentive position. Close your eyes. .. . As you sit there, focus your mind on your breath. ... Attend to your breath coming in ...and your breath going out ... as you breathe naturally in and out. . .. ” Then say something like this: “Imagine you are by a lake on a warm sunny day. ... It is a large, clear, very blue lake. ... The sun is shining warmly on the lake. ... Imagine that you are a small .. . stone flake from a piece of stone near the lake, and imagine being gently tossed out onto the lake... out to the middle of the lake ... skimming onto the cool, ... clear, ... blue waters of the lake... Imagine that you are slowly . .. very slowly floating down in the ake. .. noticing all that is in the lake as you gently float down ... floating down in the cool, clear blue waters... gazing at what is around you ... and now settling on the clear bottom of the lake; ... at the center of the lake ... gazing at the clear waters and what is nearby. ... And when you are ready, open your eyes, come back to the room, trying t0 ‘maintain your awareness of that clear center that is within you.” b. Exercise 2: Imagining Walking Down the Inner Spiral Stairs ‘As with Exercise 1 above, start instructions with: “Sit in a comfortable but attentive position, Close your eyes... . AB you sit there, focus your mind on your breath. ... Attend to your breath coming in... and your breath going out ...as you breathe naturally in and out...” Then say something like th TN 474 © {-TEACHING NOTES FORDBT SKILLS MODULES: Mindfulness Handout 38 within yous» Imagine eat 7 ate MATTE yg te staircase as light or as dark mrvalking slowly dow «« cand as rhe steps if YOu Wis» » Tight or dark . otic. | mind er spiral staircase ‘at your own pace windows as you wish « ad ov afraid... sitting down on w as you wish «+ roward your ow wis “Imagine there is an inns down the staircase .. S07"8. ‘as you wish «with as mary sou walk, noticing if you are 1 voting down the stairs. S22 01 6 shallow ing as you ral down moving 0m rard your very center ae ered wisdom... simply walking town at your own pace .-» StODPINE and sitting ‘when you arrive at ee en you are ready, open YOU" ONT, comeback —_| ‘still point.» 10 the room, ering 10 maintain YOT mavens of war clear center that is 3 ithin you.” Breathing “Wise” In, “Mind” Out ‘is ike riding a bikes you can only learn it by experi v c. Exercise 3: fod place 0 Fest your eyes =" 48 ‘described above for Start insteuctions “Finding wise mit orate Keeping your eyes open. find 2B Exercises 1 and 2. Then say: Aas-you breathe in say silently 19 yourself the word “Wise? cand as you breathe out be serine saying Wise’ as you breathe in 70 silently to yourself the word ‘Mind.’ *09 Mind’ as you breathe out.” and "wise mind out.” You or participants mY have | ote to Leaders: Youcan substitute "Wise mind in ca ear for various individuals, and that isfine. | other words that wor Wise Mind a Question (Breathing In) ‘and Listening for the Answer d., Exercise &: As (Breathing Out) ‘instructions as described above fOr Exercise 3. Then say+ Start As-you inhale, ask yourself a quer” (eg, What can I feel good about myself? Should 1 ee tis job?) As you exhale, listen (8 alk, don't ansiver) for the ans Keep acting with each breath in and Hsien orth each breath out,» See ifan answer comes fo yout «= Hf not, perhaps there is m0 ‘answer now son and listening for the answer sin ne with mane (questions) on future Behavior Me | Note to Leaders: The practice of ‘asking wise mind 2 questi | Note showang thatthe impact of FOTO ‘nterrogativ ter ent from the impact of delaras $2 irre) sel posed questions may [ee thoughts be terete motivation to pursue #2 Cae ne for intentions about tha 998 and “ors linked to the goal | increasing the likelihood of he person's performing behav ce. Exercise 5: Asking, “ts This Wise Mind?” cons as described above for E door something you don't want to dor opi erie, orcomething you are daine rif ne er onind on yOu DEA yomice your breath coming in and YO Sreath going out as you breathe maturally ie land out. As yor inhale,» cask yourself, ‘Is this wise mind? ... (Is eating & secon oa z seat wise mind?” ‘Ts not goin 10 7) therapy session fe, lis ; ae mind®’). As you EPA aoe {don't talk, don’t answer) forte arr Y Keep asking with each breath 1 0 part ing with each bregth out. «- ‘See if ant answer comes 10 YOH- “If not, pears wh no answer NOW. Start instruct sxercise 3. Then say: not" Bring to mind something you wan © ir perhaps you are t00 ‘ambivalent to know the “answer.” a ———is io ridges acosna eee J | have to be proud" : eS you should definitly practice with ynscan be anything: “What do! Exercise 5 is one tant DBT skills. The questlor [ note to Leade | fone of the most impo Bessie — g rk as nd ng ick out ein | You might add to the instruc 7. Mindfulness Skills: Mindfulness Handout 3a * 175, ‘to help me feel good about myself?" "Should | continue to smoke pot?" “Do | really love him?" (While storming out of skills training early) "Is this wise mind?" (When adamantly disagreeing with someone) “Is this wise mind?” f. Exercise 6: Attending to the Breath/Letting Attention Settle into the Center into teaching about wise mind without a lot of orientation beforehand. It can be done with just a few breaths, while dlients are sitting down, standing, or walking. Its very important to help participants let 0 of expectations about breathing. Expecting breaths to become slow or deep, expecting any other spe- cific type of breath, or expecting to relax or feel differently while practicing can induce panic responses and actually interfere with experiencing wise mind. For some individuals, simple focusing on breathing for any extended length of time is not possible. As one participant once said, “I don’t do breathing.” For many, a focus on breath alone allows their mind to generate trauma memories, ruminating ‘thoughts, and traumatic and/or painful images. Extreme emotion and/or dissociation may be the re- sult, Others get agitated immediately when they focus on their breathing, For these individuals, a shap- ing process is needed, and it may take a long time and/or exposure-based treatment before meditative breath focus becomes possible. For others, difficulties with attention or with sitting or standing still can make prolonged attention to breathing very difficult. The difficulties those with severe disorders often have with meditation practices are the principal reason why DBT does not require meditation (i.e, focus Con breath) for individuals who cannot tolerate it. Note to Leaders: Attending to one's breath isthe most universal mindfulness practice can be woven | Start instructions as described above for Exercise 3. Then say: "As you sit there, focus your mind on your breath .. . attend to your breath coming in and your breath going out ....as you breathe naturally in and owt... . Attending to your breath coming in and out, .. . letting your attention settle into your center .. . at the bottom of your breath when you inhale . . . just near your gut or in the center of your forehead. That very centered point is wise mind ... as you breathe in and out ... keeping ‘your attention there at your very center ... in your gut.” 9. Exercise 7: Expanding Awareness Note to Leaders: Begin this exercise by having participants attend to the breath for a few minutes and then expand their awareness. itis important that participants keep their eyes open during this exercise. s, "Keeping your eyes focused where they are now, expand your aware- ness to the walls or to the floor or table.” Most people will definitely notice the difference when taking this extra step. Start instructions as Hescribed above for Exercise 3. Then say: “As you inhale and exhale normally, not changing your breathing . . . let your attention settle into your center... just near your gut... As you breathe in and out... keeping your attention there at your very center... in your gut, gently expand your awareness to the greater space around you... not changing the focus or your eyes, but expanding the focus of your awareness ... with widened awareness, keeping your primary awareness at your center.” @ Discussion Point: Ask participants to share their experience with expanding awareness, and to discuss how this is different from activities where they are so focused on a task, 2 game, or an interaction that they become oblivious to everything around them. The ability to be focused but aware of our surroundings is like that of a mother who, while working at home, is constantly eee" 76 « He-TEACHING NOTES FOR DBT SKILLS MODULES: Mindfulness Handout 38 aware of where her young childs. Contras this with becoming lost in computer gamer watching are engaging in any other behavior pattems ith peso tpecome adctve. Discuss the MPa Tpene of this contrast with participants hh. Exercise 8: Dropping into the Pauses petween inhaling and Exhaling start instructions as described above for Exercises 3. Then say: As you inhale, bring your attention 1 swith your breath ... notice the very (OF, of your Heh atthe top of your chest. NOE oy alight pause before your exhale ‘As you reach this pause, drop yourself and your attention into the pause. - -. Notice as som exhale, letting your attention et down with your breath. At the uy bottom of. eur exhalation, before you inhale, Trop yourself and your atzention i700 that pause. yoainwe breathing, in and out, dropping onrself into the pauses, ito ise mind. Note to Leaders: Some participants simply cannot do Exercise 8. Itsounds incomprehensible and weird Nother. Other participants, pethaps nose swith a poetic bent, Jove the exercse, BE ‘prepared with an- ws ner exercise when you plan to use ths One | v E. Review of Between-Session Practice Exercises for Wise Mind Mindfulness Handout 32 ists all of the ‘ideas described above for practicing Wise ‘mind, It is impor: warn go over some of these they are NOE practiced in the session. IV, MINDFULNESS “WHAT” SKILLS: OBSERVE (MINDFULNESS HANDOUTS 4-4A) {ae Poin there —pase mindless “what san three minder sow" skis, "What" sls Main eve do wen practicing minsfulnes ils anes ae how we do t-Tethee “what” Se | are observing nang, and participating. observing s Paving mention on purpose to the present | moment | | snindfuiness Handout 4: Taking Hold of Oar mind: “What” Stalls, First give 2 brief veer of ai nevnat” sk. The Key points are on Tis our ur Point out that a person can onl do Ott thing ace cbserve, or describe, oF Partin et i Pee at once you ae tryin (0th ail | at 2 re nul kil into sessions, ver A ra a tne “what” sii the ene the cston, Observing, the fist “what” ski ra ata to all mindfulness teaching and "ne must te ed until participants understand whet dame is. Be sure to conduct practice 1 for oe eng before moving to the next sil. YO tae ea chance to do further teaching OF Nee skis os review of homework,practce In We TeX ve 2 hore kl are est lar BY rari feedback, and coaching. tindfulness Hanelout 4a: Ideas for Practicng observing (Optional) This muitipage hangonr gives Mind neor tree types of observing ences AE 1 (Or your senses,” “focusing the MH ia pening the min.” Ws useful to have Wie a cet inthe session. H you cstibute the handout be sure to describe (at least briefly) the differences between these three {YPC ‘of observing. For som

    Anda mungkin juga menyukai