My DBT Skill Plan: Responding to Bullying

Name: _____________________________

Scenario 1: Online Rumors

Imagine a classmate is spreading untrue rumors about you on social media, making you feel embarrassed and angry.

Mindfulness & Emotion Regulation Skills

1. What feelings might you experience when this happens? How can you practice Mindfulness by noticing these feelings without judgment?
   
   
   
   

2. What emotions are you experiencing, and what might be the facts of the situation that are contributing to these feelings? (Emotion Regulation - Check the Facts)
   
   
   
   

Distress Tolerance & Interpersonal Effectiveness Skills

3. What Distress Tolerance skill could you use to cope with the intense feelings of embarrassment or anger without making the situation worse? (e.g., distracting yourself, self-soothing, improving the moment).
   
   
   
   
   
   
   

4. How could you use Interpersonal Effectiveness skills to communicate with a trusted adult or set boundaries with the person spreading rumors (if safe)? What would you say or do?
   
   
   
   
   
   
   
   
   
   
   
   

Scenario 2: Exclusion at Lunch

During lunch, a group of classmates you usually sit with suddenly turns their backs on you, whispering and laughing, making you feel left out and hurt.

Mindfulness & Emotion Regulation Skills

1. What feelings might you experience in this situation? How can you Mindfully Observe these feelings?
   
   
   
   

2. What emotions are you experiencing, and what are the facts here? Is there another way to interpret the situation? (Emotion Regulation - Check the Facts)
   
   
   
   

Distress Tolerance & Interpersonal Effectiveness Skills

3. What Distress Tolerance skill could you use to handle the discomfort and hurt of being excluded? (e.g., radical acceptance, pros and cons).
   
   
   
   
   
   
   

4. How could you use Interpersonal Effectiveness skills to either join in, find another group, or gracefully remove yourself? What would be an effective action?
   
   
   
   
   
   
   
   
   
   
   
   

Discussion Guide: Navigating Bullying with DBT

Group Members: _____________________________, _____________________________, _____________________________, _____________________________

Instructions:

Read each scenario below. As a group, discuss how individuals might use DBT skills (Mindfulness, Distress Tolerance, Emotion Regulation, Interpersonal Effectiveness) to respond effectively. Be ready to share your group's ideas with the class.

Scenario 1: Verbal Taunts

Every day during science class, a student quietly makes fun of another student's clothes or backpack, calling them names under their breath so only a few people can hear. The student being targeted feels a knot in their stomach each time they walk into class.

• Mindfulness & Emotion Regulation: What emotions might the targeted student be feeling? How can they practice Mindfulness to observe these feelings without judgment? What Emotion Regulation strategy (like checking the facts) could help them understand and manage these emotions?
  
  
  
• Distress Tolerance: What Distress Tolerance skill could the student use to cope with the unpleasant feelings in the moment, without reacting impulsively or making the situation worse? (e.g., distracting, self-soothing, improving the moment).
  
  
  
• Interpersonal Effectiveness: What Interpersonal Effectiveness skills could the student use to either assertively ask the bully to stop (if safe) or effectively communicate with a trusted adult for support?
  
  
  
  
  
  

Scenario 2: Exclusion from Group Project (Observer's Perspective)

Your teacher assigns a group project, and you notice a classmate being deliberately excluded by others in the class. They look sad and keep trying to join in, but the others ignore them and whisper when they get close. You observe this happening and feel uncomfortable.

• Mindfulness & Emotion Regulation: What feelings might you (the observer) experience seeing this? How can you practice Mindfulness to notice these feelings? What Emotion Regulation strategies can help you understand and process your emotions about the situation?
  
  
  
• Distress Tolerance: What Distress Tolerance skills can you use to manage any discomfort or anger you feel as an observer, so you can respond thoughtfully rather than impulsively?
  
  
  
• Interpersonal Effectiveness: What Interpersonal Effectiveness skills could you use to effectively advocate for the excluded student, invite them to your group, or communicate your observations to the teacher?
  
  
  
  
  
  

Scenario 3: Physical Intimidation

In the hallway between classes, a larger student repeatedly bumps into a smaller student, making them drop their books. They smirk and say, "Watch where you're going!" The smaller student feels physically threatened and anxious about walking through the hall.

• Mindfulness & Emotion Regulation: What emotions might the smaller student be feeling? How can they use Mindfulness to acknowledge their fear and anxiety? What Emotion Regulation skill (like checking the facts or understanding the function of their emotions) might be helpful?
  
  
  
• Distress Tolerance: What Distress Tolerance skills could the smaller student use to cope with the immediate feelings of threat and anxiety, especially when they feel unsafe? (e.g., TIPP skills if applicable, radical acceptance, self-soothing).
  
  
  
• Interpersonal Effectiveness: What are the most Interpersonal Effective and safe actions the smaller student could take to protect themselves or seek help from an adult? (Emphasize safety as the priority).
  
  
  
  
  
  

The Art of DBT Skills

Instructions:

Art can help us express things words sometimes can't. In this activity, you will create a drawing or visual representation to show your understanding of using DBT skills in a bullying situation.

Think about a time someone might feel bullied, or imagine one of the scenarios we discussed. Then, use your art to show:

1. Mindfulness & Emotion Regulation Skills: On one part of your paper, draw or symbolize the feelings someone might experience when being bullied (e.g., sadness, anger, fear, confusion). Then, show how they could Mindfully Observe these feelings without judgment, or how they might use Emotion Regulation to understand and manage them. Use colors, shapes, or figures to represent these emotions and skills.
   
   
   
   
   
   
   
   
   
   
   
   
   

2. Distress Tolerance & Interpersonal Effectiveness Skills: On another part of your paper, or around your feeling drawing, draw or symbolize a Distress Tolerance skill someone could use to cope with intense emotions without making things worse, or an Interpersonal Effectiveness skill they could use to communicate effectively or set boundaries.

   • Examples: Drawing a calm wave for Distress Tolerance, a magnifying glass for Mindfulness, a thermostat for Emotion Regulation, two people talking respectfully for Interpersonal Effectiveness, a hand reaching out for help.
     
     
     
     
     
     
     
     
     
     
     
     
     

Be creative! There's no right or wrong way to draw this. Focus on expressing how DBT skills can help us respond effectively and cope with difficult situations.