# PWR-161 — Emotional granularity: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 30 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — a low-intensity event labelled with increasingly precise emotion words.; A small emotion-word wheel or list in the learner’s preferred language, plus blank space for a self-chosen word.; A four-box sheet for body sensation, situation, appraisal and action urge. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches a brief emotion-description method for ordinary, low-intensity events. You will separate body sensation, situation, appraisal and action urge; compare nearby words; allow mixed states; and test the label later. A word is a working description, not a diagnosis or command. Target outcome: The learner produces a context-rich description using one or two fitting emotion words for three low-intensity events and can explain why each fits better than a broad label. ### Authority and setup conditions - Prepare three ordinary events rated no higher than 4 out of 10 in intensity, described privately on a one-page sheet - Before the first emotional granularity attempt, write the exact result you will score: Repeated context-rich differentiation using a chosen language or communication mode. - Choose recent but non-traumatic, non-crisis events and set a two-minute limit per event. - The learner may skip any event, use metaphor or use no emotion word if the language does not fit. ### Required or supplied materials - a low-intensity event labelled with increasingly precise emotion words. - A small emotion-word wheel or list in the learner’s preferred language, plus blank space for a self-chosen word. - A four-box sheet for body sensation, situation, appraisal and action urge. ## 1. Choose a mild event Write one sentence describing only what happened in an event rated 0–4 out of 10. Leave out interpretations for now. Why: A low-intensity factual starting point keeps the exercise bounded. Success check: The sentence names an event and the intensity stays within the agreed range. Accessible alternative: Complete the same research action — “Write one sentence describing only what happened in an event rated 0–4 out of 10. Leave out interpretations for now.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The sentence names an event and the intensity stays within the agreed range.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Notice body information List up to three sensations such as warm face, tight jaw or light chest. Add “none noticed” if that is accurate. Why: Body information can inform a label but does not determine it alone. Success check: Sensations are described without a medical conclusion. Accessible alternative: Complete “List up to three sensations such as warm face, tight jaw or light chest. Add “none noticed” if that is accurate.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Sensations are described without a medical conclusion.” Use pictures, colours, metaphors, body maps, sign, AAC or a personal vocabulary; precision means fit for the learner, not more words or speech. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Name the appraisal Complete “In that moment, it seemed…” with the meaning or evaluation you gave the event. Why: Emotions often differ because situations are appraised differently. Success check: The sentence states the learner’s interpretation rather than an objective fact. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Keep usual aids for Emotional granularity; record each support inside the emotional granularity setup. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Name the action urge Write what you felt pulled to do—approach, avoid, argue, hide, repair, rest or something else—without acting on it. Why: An urge adds discriminating information and is not an instruction. Success check: The record separates urge from chosen action. Accessible alternative: Complete the same research action — “Write what you felt pulled to do—approach, avoid, argue, hide, repair, rest or something else—without acting on it.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The record separates urge from chosen action.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Compare nearby words Choose a broad family, then compare two or three nearby words. Write one reason for and one reason against each. Why: Contrast produces a more precise, justified label than grabbing the first word. Success check: The chosen word fits body, appraisal and urge better than the rejected alternatives. Accessible alternative: Complete the same research action — “Choose a broad family, then compare two or three nearby words. Write one reason for and one reason against each.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The chosen word fits body, appraisal and urge better than the rejected alternatives.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Allow a mixture or uncertainty Add a second word if a different part of the event fits it, or write “uncertain between…” when evidence is mixed. Why: Real emotional experience need not collapse into one clean category. Success check: The final description preserves mixture or uncertainty instead of forcing certainty. Accessible alternative: Complete the same research action — “Add a second word if a different part of the event fits it, or write “uncertain between…” when evidence is mixed.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The final description preserves mixture or uncertainty instead of forcing certainty.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Choose a safe response Select one small action based on needs and values, not on the label alone—for example ask a question, take a break or do nothing. Why: A precise label can inform choice but cannot decide it automatically. Success check: The chosen action is low-risk, reversible and distinct from the urge. Accessible alternative: Complete “Select one small action based on needs and values, not on the label alone—for example ask a question, take a break or do nothing.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The chosen action is low-risk, reversible and distinct from the urge.” Accessible opening check for Emotional granularity: The sentence names an event and the intensity stays within the agreed range. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Recheck later After at least two hours, reread the event without the original label, relabel it and compare what stayed or changed. Why: Delayed comparison shows whether the description is stable or state-dependent. Success check: The record keeps both labels and explains any change without calling one fake. Accessible alternative: Complete the same research action — “After at least two hours, reread the event without the original label, relabel it and compare what stayed or changed.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The record keeps both labels and explains any change without calling one fake.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.