# PWR-179 — Boundary setting: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 13 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Basic stationery or digital tools — a therapist-, coach- or safeguarding-informed boundary script.; Boundary worksheet for behaviour, preference/refusal, self-controlled action, channel, support, retaliation risk and exit.; Role cards with respectful acceptance, question and pushback responses plus a stop signal. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Focused 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 therapist-, coach- or safeguarding-informed boundary method: identify what is yours to choose, check safety, state the request or refusal plainly, name an action under your control, choose a safe channel, rehearse responses and review what happens. A boundary does not guarantee another person’s compliance. Target outcome: In a supervised simulation, the learner delivers one clear boundary, repeats it once without debate and follows the planned self-controlled action after a scripted pushback. ### Authority and setup conditions - Prepare a therapist-, coach- or safeguarding-informed role-play of one low-stakes boundary with an agreed safety and retaliation screen - Before the first boundary setting attempt, write the exact result you will score: Chosen preference or refusal communicated, understood and respected without retaliation. - The qualified person screens for coercive control, abuse, retaliation, dependency, workplace power and legal/safeguarding concerns. - Practise only a low-stakes fictional or approved case; the learner may choose no direct communication. ### Required or supplied materials - a therapist-, coach- or safeguarding-informed boundary script. - Boundary worksheet for behaviour, preference/refusal, self-controlled action, channel, support, retaliation risk and exit. - Role cards with respectful acceptance, question and pushback responses plus a stop signal. ## 1. Name what is yours to choose Write the specific contact, time, property, information or action you control. Separate it from what you wish the other person would feel or do. Why: A usable boundary is anchored in the learner’s choices and authority. Success check: The statement contains an action or limit the learner controls. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The statement contains an action or limit the learner controls.” 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. Screen safety and retaliation With the qualified person, list likely responses, power differences, escape/support options and signs that direct delivery is unsafe. Why: Clear words do not remove coercion or retaliation risk. Success check: The plan includes a go, supported-go or no-contact decision. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The plan includes a go, supported-go or no-contact decision.” 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. Write one plain sentence Use “I am not available for X” or “Please do Y.” Remove apologies, diagnoses, history and hidden tests. Why: A concise statement is easier to understand and repeat. Success check: A listener can identify the refusal or request after one reading. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “A listener can identify the refusal or request after one reading.” 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. Add a self-controlled action State what you will do if the situation continues, such as end the call or use the formal channel. Keep it lawful, feasible and safe. Why: A boundary is not a promise that another person will comply. Success check: The action is under learner control and has a prepared support route. 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 under learner control and has a prepared support route.” 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. Choose the safest channel Decide with the qualified person whether to speak, write, use a third party, use a formal process or make no direct contact. Why: Channel choice can matter more than assertive style. Success check: The selected channel matches the safety screen and preserves a record if needed. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The selected channel matches the safety screen and preserves a record if needed.” 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. Rehearse one pushback The actor gives a question or mild pressure. Repeat the core boundary once without adding new reasons or arguing. Why: Repeated justification can turn the boundary into a debate invitation. Success check: The second statement keeps the same limit and calm, accessible wording. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The second statement keeps the same limit and calm, accessible wording.” 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. Carry out the action When the scripted trigger occurs, end the call, leave the role-play or activate the formal support exactly as planned. Why: Follow-through makes the learner’s own action predictable. Success check: The learner acts on the trigger without waiting for permission from the actor. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner acts on the trigger without waiting for permission from the actor.” 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. Review response and safety Record whether the boundary was heard, respected, ignored or retaliated against and whether the plan remains safe. The qualified person revises next steps. Why: Outcome and safety—not delivery confidence—determine what happens next. Success check: The review keeps the other person’s behaviour separate from learner skill. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The review keeps the other person’s behaviour separate from learner skill.” 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.