Emotion Wheel Exercise

Use this worksheet to practice identifying and labeling emotions precisely. Have a printed Emotion Wheel from DBT Emotion Regulation Overview in front of you as you work.

Part 1: Identify Your Emotion Right Now

1. Pause, take three deep breaths, and notice what you’re feeling in this moment.

Primary Emotion (choose one of the six at the center of the wheel):

More Specific Feeling (find it on the outer ring):

Part 2: Applying the Emotion Wheel in Scenarios

For each scenario below:
a) Identify the primary emotion.
b) Choose the more specific feeling from the outer ring.

Scenario 1: You studied hard for a test but received a lower grade than you expected.

a) Primary Emotion:

b) Specific Feeling:

Scenario 2: A close friend canceled plans at the last minute.

a) Primary Emotion:

b) Specific Feeling:

Scenario 3: You helped someone with a project and they thanked you sincerely.

a) Primary Emotion:

b) Specific Feeling:

Part 3: Reflection and Next Steps

1. What physical sensations (e.g., tight chest, racing thoughts) or thoughts did you notice when identifying your emotion in Part 1?

1. Which DBT emotion regulation skill (Mindfulness, Opposite Action, or Check the Facts) could you apply in a similar situation, and how would you use it?

Use your responses to guide discussion during your one-on-one coaching session. Track your progress over time with the Emotion Identification Rubric.

One-on-One Coaching Script

Session Length: 30 minutes
Materials: DBT Emotion Regulation Overview slide-deck, Emotion Wheel Exercise worksheet

Teacher (0–2 min):
“Hi there! It’s great to see you. Today we’re going to dive into your responses on the Emotion Wheel Exercise and practice some DBT emotion regulation skills together. Sound good?”

(Wait for student acknowledgment.)

Teacher: “Here’s our plan for the next 30 minutes:

1. Review what you noticed about your current emotion (Part 1).
2. Talk through one scenario from Part 2 and practice a skill.
3. Reflect on how you can use these skills in real life.

Feel free to stop me at any time with questions or thoughts.”

1. Reviewing Your Current Emotion (Part 1 of Worksheet) (5–8 min)

Teacher: “Let’s start with Part 1 on your worksheet. You paused, took three deep breaths, and noticed something. What primary emotion did you choose?”

(Give student space to answer.)

Teacher: “Great. And which more specific feeling did you find on the outer ring?”

(Allow response.)

Teacher: “Thank you. When you were noticing that feeling, what physical sensations or thoughts popped up for you? For example, did you feel a tight chest or racing thoughts?”

(Encourage detail.)

Teacher (follow-up prompts):

• “Tell me more about how your body felt.”
• “What thoughts went through your mind in that moment?”

2. Practicing a DBT Skill with a Scenario (Part 2 of Worksheet) (12–15 min)

Teacher: “Now let’s pick one of the scenarios you completed in Part 2. Which scenario felt the most impactful to you?”

(Student chooses Scenario 1, 2, or 3.)

Teacher: “You chose Scenario [X]. You labeled the primary emotion as [student’s answer] and the specific feeling as [student’s answer]. Let’s practice one of our DBT strategies on that situation.”

Teacher: “Remember the three key skills from our overview: Mindfulness, Opposite Action, and Check the Facts. You can revisit them in the DBT Emotion Regulation Overview slide deck.”

Teacher: “Which skill feels most helpful right now?”

(Student selects a skill.)

a) If the student picks Mindfulness:

Teacher: “Great choice. Let’s do a quick mindfulness check-in. Sit comfortably and focus on your breath for three slow counts in and out. Notice any emotions or sensations without judging them. Ready?”

(Guide student through three breaths.)

Teacher: “What did you notice as you focused on your breathing?”

(Discuss insights.)

b) If the student picks Opposite Action:

Teacher: “Opposite Action means doing the action your emotion is telling you not to do. Imagine in Scenario [X] you felt [specific feeling] and wanted to withdraw. What would Opposite Action look like instead?”

(Student responds.)

Teacher (follow-up): “How might doing that help you feel more in control?”

c) If the student picks Check the Facts:

Teacher: “Check the Facts means looking at evidence for and against the thoughts fueling your emotion. Let’s list the thought you had in Scenario [X] and then two facts that support it and two that don’t. What thought came up for you?”

(Student shares.)

Teacher: “Okay, now what evidence supports that thought? And what evidence contradicts it?”

(Chart pros and cons together.)

3. Planning and Reflection (5–8 min)

Teacher: “You did excellent work today. Let’s think about how you’ll use this going forward.”

Teacher: “On your worksheet, in Part 3, you reflected on which skill you’d apply and how. How will you use this skill the next time you notice [student’s specific feeling]?”

(Student answers.)

Teacher (prompt):

• “When and where will you practice this?”
• “What might get in the way, and how will you handle that?”

Teacher: “You can track your progress over time with the Emotion Identification Rubric next time we meet.”

Closing (1–2 min)

Teacher: “Thank you for sharing and practicing these skills with me today. Remember, naming your emotions precisely gives you power over them. Keep using the Emotion Wheel and your chosen DBT skill in real life. I’m proud of your hard work, and I’ll see you at our next session!”

(End on a positive note.)

Emotion Identification Rubric

Use this rubric to track progress in accurately labeling emotions, reflecting on emotional experiences, and applying DBT emotion regulation strategies. Each criterion is scored on a 4-point scale.

Scoring Guide:

• 4: Exceeds expectations and demonstrates mastery
• 3: Meets expectations with minor improvement needed
• 2: Approaching expectations but requires additional support
• 1: Below expectations; significant guidance needed

Use this rubric at each session to monitor growth and set targets for improvement.