# PWR-162 — Emotional downregulation: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 15 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Basic stationery or digital tools — a clinician- or therapist-selected regulation strategy for one safe context.; A 0–10 private rating sheet for feeling, body activation, thought pull, urge and ability to do the chosen action.; A written safety plan, pause signal, grounding options and clinician contact route. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; 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 clinician-supervised downregulation sequence: check safety first, name the response, choose acceptance or reappraisal, make one small bodily or attention adjustment, reassess several channels and act on any real problem. Downregulation is not always the goal; fear, anger and sadness can carry important information. Target outcome: In a clinician-approved low-intensity exercise, the learner applies one chosen strategy and records response change, safe action and later function without a stop event. ### Authority and setup conditions - Prepare a clinician- or therapist-selected mild scenario and one approved acceptance or reappraisal strategy - Before the first emotional downregulation attempt, write the exact result you will score: Chosen response change plus safe action and later function in a declared context. - The clinician checks diagnosis, trauma history, current risk, medication/health factors and whether downregulation is an appropriate goal. - Use a mild fictional or recent everyday cue; no unsupervised trauma recall or exposure. ### Required or supplied materials - a clinician- or therapist-selected regulation strategy for one safe context. - A 0–10 private rating sheet for feeling, body activation, thought pull, urge and ability to do the chosen action. - A written safety plan, pause signal, grounding options and clinician contact route. ## 1. Check whether action comes first Ask: Is there immediate danger, harm, coercion or an urgent practical problem? If yes, use the safety plan instead of trying to feel calmer. Why: Regulation must not mute information needed for protection. Success check: The learner can state why the scenario is safe enough for the approved exercise. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner can state why the scenario is safe enough for the approved exercise.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Take a five-channel baseline Rate feeling, body activation, thought pull, action urge and ability to do the chosen task from 0–10. Why: Emotional response has several channels that may move differently. Success check: All five ratings are recorded before the strategy. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “All five ratings are recorded before the strategy.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Name the concrete goal Choose a goal such as “reduce activation enough to finish the call,” not “erase sadness” or “never feel anxious.” Why: A functional threshold is safer and more measurable than total elimination. Success check: The goal names a safe action and an adequate—not perfect—state. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The goal names a safe action and an adequate—not perfect—state.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Choose one approved strategy Use the clinician’s acceptance script or reappraisal question for this cue. Do not combine several methods in the first trial. Why: One strategy makes its effect and burden easier to observe. Success check: The learner can state the exact strategy and why it fits the cue. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner can state the exact strategy and why it fits the cue.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Apply for the set interval For the clinician-set time, follow the script: notice and allow the response, or examine one alternative meaning. Keep eyes open and orientation to the room if planned. Why: A bounded interval prevents an exercise from becoming uncontrolled rumination or avoidance. Success check: The interval ends on time and the learner remains oriented and able to pause. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The interval ends on time and the learner remains oriented and able to pause.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Add one gentle body support Use the approved option—unclench hands, place feet on support or lengthen an ordinary exhale without breath holding. Why: A small physical adjustment may lower unnecessary effort without promising physiological control. Success check: The support causes no dizziness, numbness, breathlessness or strain. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The support causes no dizziness, numbness, breathlessness or strain.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Rate all channels again Repeat the five ratings and write any channel that worsened or stayed unchanged. Do not average them into one calm score. Why: A strategy can help one channel while leaving another unchanged. Success check: Before/after values remain separate and adverse change is visible. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Before/after values remain separate and adverse change is visible.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Do the needed action and review Complete the safe chosen action or stop. Later, record function, rebound, avoidance and support with the clinician. Why: The purpose is safe functioning, not a performance of calm. Success check: The action is completed or responsibly declined and later effect is reviewed. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The action is completed or responsibly declined and later effect is reviewed.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check 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.