Find more DBT handouts and worksheets just like these in my new book for children (ages 6 – 12) DBT Therapeutic Activity Ideas for Kids and Caregivers, and in my book for teens, DBT Therapeutic Activity Ideas for Working with Teens.
Would you like to get the 7 DBT handouts (with instructions) I created after my book was published? Click below to get 7 handouts that help kids learn to make wise choices and stay out of trouble!
CLICK HERE to get the 7 interpersonal effectiveness DBT handouts for teens.
1. Thankful & Grateful– a DBT worksheet to be mindfully aware, in the moment, of things, people, places that bring gratitude and thankfulness into your life. On the blank spaces, write what comes to mind as you practice mindfulness.
2. “Mean Girls” Quotes– Use the following quotes from the movie, “Mean Girls” to practice the skill, non-judgmental, in the mindfulness module. Read each quote and ask the child or teen to rephrase the comment as a non-judgmental statement, or ask them to state their own judgmental thoughts (if they are having any) in a non-judgmental way. The kids and teens love this practice. In my groups some of them have the quotes memorized from watching this move so much!
3. Calligraphy Mindfulness– The teens in my group love this handout for practicing mindfulness. Most of them love pretty handwriting; they’ll trace the calligraphy on this sheet or there is a space to write their own. As you begin, remind them to take a few mindful breaths and then breathe naturally; their mind may wander–that’s okay, just take a breath and return to their mindfulness practice. **By the way, there is a mistake on this sheet, but I decided to leave it. In DBT, we -as clinicians- practice the Fallibility agreement where we acknowledge that we are fallible and make mistakes. I took this opportunity to show this to the kids and to use it as a teaching moment.
1. Gratitude– this DBT worksheet coordinates with the ABC skill, Accumulate Positive Emotions: Long Term. Practicing gratitude helps us to work on our self-development and build a life worth living.
2. Feeling Faces– Use this handout to help children identify and express their feelings. When children are able to understand and identify their feelings, it helps them to improve their emotion regulation.
3. Emotion Regulation Goals Sheet– As the child or teen begins this module, the goals setting sheet helps them to identify their personal goals for the module. They identify behaviors they want to increase as well as behaviors to decrease.
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Carol Lozier LCSW and Lynn Waldman Flax LCSW are teaching other therapists and life coaches to conquer their fears and know, step-by-step, how to write their own book. Learn more about their upcoming class, Tame Your Fears and Write! Masterclass, as well as other upcoming classes at their website, Therapists As Writers, or join their Facebook group, Therapists As Writers.
1. Quote Wall – this DBT worksheet and it’s example sheet coordinate with the skill, IMPROVE the Moment, and Self-Validation (see Interpersonal Effectiveness skills). The worksheet is used alongside the “E” in IMPROVE, and encourages self-encouragement. The DBT worksheet has several blank spaces for the individual to add uplifting quotes, song lyrics, comments or reality acceptance statements to encourage the individual. At difficult times, the individual can look at his or her completed worksheet.
1. Interpersonal Effectiveness Goals Sheet– As the child or teen begins this module, it’s helpful for them to spend time reflecting on their relationships. This isn’t a test. It’s a chance for them to practice being self-aware, and paying attention to the skills they need to work on as they progress through this module with their DBT skills group or individual therapist.
1. DBT Treatment Assumptions- The following are DBT’s treatment assumptions for children and teens in a DBT skills group. When the child or teen agree to the assumptions it is helpful for them, their caregivers, and the skills trainers.
2. DBT Treatment Assumptions for Caregivers- This is the treatment assumptions for caregivers. There can be many different types of caregivers and that may include parents, step parents, foster parents, residential treatment workers and many others who care for the child or teen. When caregivers understand and practice these assumptions, it helps them to be more accepting of their child or teen, and to practice thinking in a dialectical way.