The PLEASE skills, taught in the multi-family group sessions, wer

The PLEASE skills, taught in the multi-family group sessions, were reinforced in individual sessions to reduce personal vulnerability, appropriately manage physical illness, and achieve balanced eating, sleeping, and exercise. For Ricky, this meant taking his medications consistently and stabilizing his sleep cycle (in bed by 11p.m. and up by 6:45a.m. on weekdays). These tasks were added to his contingency plan so that he could earn rewards for achievement. Opposite action, an emotion regulation skill that encourages actions opposite

to those dictated by an emotional urge, was used to help Ricky find alternatives to isolating and de-activating when feeling pain and sadness. Instead, he was encouraged to throw himself into being active and social with others. To help enact opposite action, Ricky practiced multiple distress Venetoclax mw tolerance this website techniques to help him accept his pain without making the situation worse (e.g., by refusing to

get out of bed). Distracting activities (e.g., going for a walk, playing “Dance Dance Revolution,” doing chores, and playing with his dog) were some of the most successful. Ricky was also encouraged to use the distract skill of “pushing away,” in which an individual pushes the painful situation (e.g., gastro-intestinal pain) out of one’s mind temporarily to make it through the distressing moment. Radical acceptance, a strategy aimed at accepting the current moment with your mind and body, was emphasized throughout. In session and during WBC, the therapist helped Ricky practice being mindful of his physical Cobimetinib chemical structure pain, acknowledge and self-validate his feelings, and accept the moment as it was. These interventions helped give Ricky control over the moment even though he often struggled with embracing the concept of acceptance. Challenges included treatment engagement and parent discouragement. During individual sessions and in group, Ricky was almost always agreeable, talkative, and cooperative.

Outside of therapy, Ricky rarely followed through with homework and occasionally refused web or phone coaching. He also attended a minority of group sessions. On these occasions, the therapist used phone coaching and implemented DBT techniques such as irreverence, radical genuineness, and the “freedom to choose, absence of alternatives” and “foot in the door” commitment strategies. The therapist moved Ricky towards making a personal choice to engage in DBT-SR as the most appealing of the options. A second challenge was inconsistent father participation and mother self-efficacy. Ricky’s father often worked night hours and so would be less available in early morning hours. When the father would engage in morning routines, he would often be critical and abrupt.

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