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ACT_therapy_scripts

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The therapist alters the context by slowing down and adds to the context the hurt linked to the client’s talking with her father.

I feel rejected and uncared for by my demanding father and it hurts not to be seen!

So if you pick one of those conversations and if you slow it down, is there something hurtful in there?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction:The therapist alters the context by slowing down and adds to the context the hurt linked to the client’s talking with her father.### Input: I feel rejected and uncared for by my demanding father and it hurts not to be seen!### Response: So if you pick one of those conversations and if you slow it down, is there something hurtful in there?

The therapist adds to the context the hurt the client inflicts on her- self when she pushes pain away.

A little bit. Okay. I’m on the phone, I’m talking to him and I’m thinking it’s gonna be all be about him. So I can feel a little bit of that. When he calls I know that it’s not gonna be “girl, what’s really going on? How are you feeling?” I don’t even think my father knows me, who I am. So maybe there’s some hurt there.

Okay. Now here’s a thing that’s kind of odd though in there. . . . Would it be fair to say that if you push that hurt part of you away then you’re sort of doing to yourself the same thing? If it hurts not to be seen, not to really be looked at for the person that you are, when you get in there and these emotions that come up when you’re interacting with your dad can’t be seen, can’t be made room for, aren’t you sort of doing the same thing to yourself?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist adds to the context the hurt the client inflicts on her- self when she pushes pain away.### Input: A little bit. Okay. I’m on the phone, I’m talking to him and I’m thinking it’s gonna be all be about him. So I can feel a little bit of that. When he calls I know that it’s not gonna be “girl, what’s really going on? How are you feeling?” I don’t even think my father knows me, who I am. So maybe there’s some hurt there. ### Response: Okay. Now here’s a thing that’s kind of odd though in there Would it be fair to say that if you push that hurt part of you away then you’re sort of doing to yourself the same thing? If it hurts not to be seen, not to really be looked at for the person that you are, when you get in there and these emotions that come up when you’re interacting with your dad can’t be seen, can’t be made room for, aren’t you sort of doing the same thing to yourself?

The therapist adds to the context the possibility of the client’s being in contact with her thoughts with openness.

Say that again. I didn’t quite get it.

Okay. What I’m asking you is, is it okay to be you, with your feelings and with your thoughts as they are?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist adds to the context the possibility of the client’s being in contact with her thoughts with openness.### Input: Say that again. I didn’t quite get it.### Response:Okay. What I’m asking you is, is it okay to be you, with your feelings and with your thoughts as they are?

a therapy session in which one a therapist works with a woman who feels rejected and uncared for by her demand- ing father

Aaah. Can I be okay with who I am and what I’m feeling? Is that what you’re saying?

Yeah.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: a therapy session in which one a therapist works with a woman who feels rejected and uncared for by her demand- ing father### Input: Aaah. (pause) Can I be okay with who I am and what I’m feeling? Is that what you’re saying?### Response: Yeah.

The therapist adds to the context the possibility that pain is linked to a value.

That is hard for me. (pause) I’m realizing it as I’m saying it. I’m always judging myself that I should be this or that which is kinda the same thing I said he did. (laughing) I hate that about life!

But you know if you go into pain sometimes it teaches you things. And there’s something in here that it has to teach you. What if this pain is a value to you in that it teaches you something about what you want? What you want from your father but also what you want

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist adds to the context the possibility that pain is linked to a value.### Input:That is hard for me. (pause) I’m realizing it as I’m saying it. I’m always judging myself that I should be this or that which is kinda the same thing I said he did. (laughing) I hate that about life! ### Response: But you know if you go into pain sometimes it teaches you things. And there’s something in here that it has to teach you. What if this pain is a value to you in that it teaches you something about what you want? What you want from your father but also what you want

help clients understand more about what is present by knowing what is not present

It hurts to have these feelings

Pain teaches you something about what you value—about how you want to be with yourself and with others. When people are interacting with you in a way that you’re invisible, that hurts. You feel angry about it. What if we were to flip that over and say, okay, what does that tell you about what you would like to have in your life? You’re hurt because you want something.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: help clients understand more about what is present by knowing what is not present### Input: It hurts to have these feelings### Response: Pain teaches you something about what you value—about how you want to be with yourself and with others. When people are interacting with you in a way that you’re invisible, that hurts. You feel angry about it. What if we were to flip that over and say, okay, what does that tell you about what you would like to have in your life? You’re hurt because you want something.

help clients understand more about what is present by knowing what is not present

It hurts and I don't know what I want?

So what do you want? Let me state it this weird way. What would you have to not care about for you to not be hurt when you’re invisible? You care about your father and the relationship, but you also want this relationship to be something, is that fair? You want it to be genuine; you want it to be real; you want to be known.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: help clients understand more about what is present by knowing what is not present### Input: It hurts and I don't know what I want?### Response: So what do you want? Let me state it this weird way. What would you have to not care about for you to not be hurt when you’re invisible? You care about your father and the relationship, but you also want this relationship to be something, is that fair? You want it to be genuine; you want it to be real; you want to be known.

a client is considering a new job offer and seeks your help deciding whether to accept it.

I've found a good job, but I'm afraid to take on the challenge

Just as another form of input, it might be worth noticing how you respond when you think of the two alternative options. Take a moment to imagine walking into your existing job. Take the time to picture yourself walking down the hall, opening the door to your office area, saying “hi” to your secretary, and sitting behind your desk. Slow this down—sort of savor how it feels. Watch your body. Notice the thoughts that flit through your mind. Now let’s do the same thing with your new job. Picture yourself walking down that different hall, opening the door to your office area, saying “hi” to your secretary, and sitting behind your desk. And again, open yourself up to what you feel. Watch your body. Notice the thoughts that flit through your mind. Slow it down. .What do you notice?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: a client is considering a new job offer and seeks your help deciding whether to accept it.### Input: I've found a good job, but I'm afraid to take on the challenge### Response: Just as another form of input, it might be worth noticing how you respond when you think of the two alternative options. Take a moment to imagine walking into your existing job. Take the time to picture yourself walking down the hall, opening the door to your office area, saying “hi” to your secretary, and sitting behind your desk. Slow this down—sort of savor how it feels. Watch your body. Notice the thoughts that flit through your mind. Now let’s do the same thing with your new job. Picture yourself walking down that different hall, opening the door to your office area, saying “hi” to your secretary, and sitting behind your desk. And again, open yourself up to what you feel. Watch your body. Notice the thoughts that flit through your mind. Slow it down. .What do you notice?

Notice what's going on.

What I notice: My whole body feels heavy when I imagine walking into my current work setting. My thoughts are anxious in a defensive way. That actually happens—­it’s not just in my imagination. As I picture the new job, it is very different. I’m anxious there too, maybe even more so, but it is over my ability to step up to the opportunities. I feel challenged. I wonder if I’m up to it, but it is not heavy and old and predictable. It’s new .

What happened after you noticed this

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: Notice what's going on.### Input: What I notice: My whole body feels heavy when I imagine walking into my current work setting. My thoughts are anxious in a defensive way. That actually happens—­it’s not just in my imagination. As I picture the new job, it is very different. I’m anxious there too, maybe even more so, but it is over my ability to step up to the opportunities. I feel challenged. I wonder if I’m up to it, but it is not heavy and old and predictable. It’s new .### Response: What happened after you noticed this

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

People reject me because I am fat and ugly. Look at you, you’re thin and pretty. You can’t understand what it is like for me.

If I were in your position, coming to see a therapist for a first session, and I thought that I couldn’t be understood, that would be really hard for me. Is that hard for you right now?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: People reject me because I am fat and ugly. Look at you, you’re thin and pretty. You can’t understand what it is like for me.### Response: If I were in your position, coming to see a therapist for a first session, and I thought that I couldn’t be understood, that would be really hard for me. Is that hard for you right now?

there seems to be from the client’s view an opposition between communicating about her needs and being understood and helped.

What do you think? Of course it’s hard. I am ashamed to be here in front of you, talking about how much I hate the way I look .

Thank you for telling me that. I know your experience is obvious to you, but because I am not in your position, I need to ask you. When you look at me and tell me how you feel, I feel like I see more of what it is like for you. Can I ask you more about what it is like for you right now. What you are going through?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: there seems to be from the client’s view an opposition between communicating about her needs and being understood and helped.### Input: What do you think? Of course it’s hard. I am ashamed to be here in front of you, talking about how much I hate the way I look .### Response: Thank you for telling me that. I know your experience is obvious to you, but because I am not in your position, I need to ask you. When you look at me and tell me how you feel, I feel like I see more of what it is like for you. Can I ask you more about what it is like for you right now. What you are going through?

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

You can ask, but nobody can understand what I’m going through. Nobody is interested in me. I can’t find anybody interested in me. I don’t even know what I’m doing here.

On your way to come here, did you have that thought already? That you didn’t see the point of coming here and that nobody can understand you, including me?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: You can ask, but nobody can understand what I’m going through. Nobody is interested in me. I can’t find anybody interested in me. I don’t even know what I’m doing here.### Response: On your way to come here, did you have that thought already? That you didn’t see the point of coming here and that nobody can understand you, including me?

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

I don’t even have to think it. It’s just true.

I don’t know what it is like for you, but I imagine that if I were to go see a therapist for the first time and I was pretty sure that there was no point and nobody is interested anyway, it would be really hard to go at all. Can you tell me more about what led you to come anyway? I imagine that it must not have been easy.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: I don’t even have to think it. It’s just true.### Response: I don’t know what it is like for you, but I imagine that if I were to go see a therapist for the first time and I was pretty sure that there was no point and nobody is interested anyway, it would be really hard to go at all. Can you tell me more about what led you to come anyway? I imagine that it must not have been easy.

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

I was hoping that maybe you could help me. But I was pretty sure that it was not worth trying. And now that I see you, I know you won’t understand.

Yeah, it seems impossible to you right now. I appreciate that you still make the effort to explain. I feel like you are giving me a chance to try to understand. You said you were hoping that I could help you, and at the same time you had the thought that it was not worth trying. How did it feel as you were just about to come in anyway?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: I was hoping that maybe you could help me. But I was pretty sure that it was not worth trying. And now that I see you, I know you won’t understand.### Response: Yeah, it seems impossible to you right now. I appreciate that you still make the effort to explain. I feel like you are giving me a chance to try to understand. You said you were hoping that I could help you, and at the same time you had the thought that it was not worth trying. How did it feel as you were just about to come in anyway?

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

I was desperate.

That’s not something I could know if you didn’t tell me. Feeling desperate can be a different experience for differ- ent people, but I know what it is like for me: I look away from others, I feel alone, and I feel like nothing is worth it; I want to cry. And it is very hard to even talk about it. Is it the same for you or is it different?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: I was desperate.### Response: That’s not something I could know if you didn’t tell me. Feeling desperate can be a different experience for differ- ent people, but I know what it is like for me: I look away from others, I feel alone, and I feel like nothing is worth it; I want to cry. And it is very hard to even talk about it. Is it the same for you or is it different?

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

Yeah, I look down. I don’t want to cross people’s eyes. I know they find me ugly.

I can see why you would feel that way, then. Can you tell me more about that feeling of desperation?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: ### Response:

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

I don’t want to talk when I’m like that. People laugh at me if I say that it’s because I’m ugly and fat.

It must be a hard thing to do, talking while you think people may laugh at you. Did you think this would happen if youtold me how you feel?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction:the therapist uses language processes to motivate the client to share her experience despite her strong reticence. ### Input:I don’t want to talk when I’m like that. People laugh at me if I say that it’s because I’m ugly and fat.### Response: I can see why you would feel that way, then. Can you tell me more about that feeling of desperation?

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

Yeah . . .I don’t want to talk when I’m like that.

There is something I really admire in what you are doing right now. You said you came while thinking that it was not worth it, and now you are also talking to me even while you think there is a risk that I may laugh at you. That has to be hard to do .

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: Yeah . . .I don’t want to talk when I’m like that.### Response: There is something I really admire in what you are doing right now. You said you came while thinking that it was not worth it, and now you are also talking to me even while you think there is a risk that I may laugh at you. That has to be hard to do .

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

Yeah . . . I feel embarrassed.

Embarrassed too. . . . That is another feeling that must make it hard for you to talk to me right now.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: Yeah . . . I feel embarrassed.### Response: Embarrassed too. . . . That is another feeling that must make it hard for you to talk to me right now.

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

Yeah, it’s hard to talk about my flaws.

Sometimes when feelings are strong, even our bodies react. Can you tell me about the sensations in your body, when you feel embarrassed like right now?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: Yeah, it’s hard to talk about my flaws.### Response: Sometimes when feelings are strong, even our bodies react. Can you tell me about the sensations in your body, when you feel embarrassed like right now?

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

It’s almost like it beats in my head.

Is that why you are squinting right now? Almost like it would hurt to come out and interact?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: ### Response:

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

Yeah . . . I do that all the time.

So talking to me brings on difficult sensations for you?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: Yeah . . . I do that all the time. ### Response: So talking to me brings on difficult sensations for you?

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

Yeah . . . That’s very hard right now.

When I do something that is hard, in general it is because there is something that is important to me. It is hard and I still do it. Like right now, it is hard to know that asking you these questions makes you feel embarrassed and I still do it because it helps me understand you and I think it can be useful. Is there something that motivates you to talk to me right now, even if you are not sure I can understand?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: Yeah . . . That’s very hard right now.### Response: When I do something that is hard, in general it is because there is something that is important to me. It is hard and I still do it. Like right now, it is hard to know that asking you these questions makes you feel embarrassed and I still do it because it helps me understand you and I think it can be useful. Is there something that motivates you to talk to me right now, even if you are not sure I can understand?

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

I don’t know what else to do. I want to feel better. Right now there is nothing worthwhile in my life.

This is why you came here?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input:I don’t know what else to do. I want to feel better. Right now there is nothing worthwhile in my life. ### Response: This is why you came here?

the therapist uses language processes to motivate the client to share her experience despite her strong reticence.

Yeah, This is why i came here?

And talking to me even though it brings those hard thoughts and sensations, it is for finding a way to make your life better?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist uses language processes to motivate the client to share her experience despite her strong reticence.### Input: Yeah, This is why i came here?### Response: And talking to me even though it brings those hard thoughts and sensations, it is for finding a way to make your life better?

The therapist uses a metaphor based on the “now–then” deictic frame to explore history.

I was waiting for the counterattack. I felt like I was going to have to defend myself.

Can I ask an odd question? How old did you feel yourself to be when you said it?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist uses a metaphor based on the “now–then” deictic frame to explore history.### Input: I was waiting for the counterattack. I felt like I was going to have to defend myself.### Response: Can I ask an odd question? How old did you feel yourself to be when you said it?

The therapist points to possible historical functions of the client’s action in a conditional way. He then uses an “I–You” deictic frame to explore current social consequences of the client’s action.

Maybe 9.

Well, when you were 9 you had very little control over your life. Maybe you needed to push back a bit. But now you are 39 and it is worth thinking about who is being defended now and for what reason. If you put yourself in your wife’s shoes, what you do think she heard?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist points to possible historical functions of the client’s action in a conditional way. He then uses an “I–You” deictic frame to explore current social consequences of the client’s action.### Input: Maybe 9.### Response: Well, when you were 9 you had very little control over your life. Maybe you needed to push back a bit. But now you are 39 and it is worth thinking about who is being defended now and for what reason. If you put yourself in your wife’s shoes, what you do think she heard?

The therapist explores changed functions from ‘I–You” framing.

That I was mad and she needed to back off.

What do you think that pulled from her?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist explores changed functions from ‘I–You” framing.### Input: That I was mad and she needed to back off.### Response: What do you think that pulled from her?

The therapist probes possible changes in functions.

Probably wanting to run away. Or attack back I guess, but knowing her she’d want to run away.

Is that scary?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist probes possible changes in functions.### Input: Probably wanting to run away. Or attack back I guess, but knowing her she’d want to run away.### Response: Is that scary?

The therapist underlines the conditional relationship (“if . . . then”) included in the rule and implicitly attracts the client’s attention to the incoherence between the purpose of action and the likely experi- enced consequence of this action.

That’s why I get mad I think. I’m afraid she will. I was feeling afraid.

So if she understands the rightness of your position, she will want to stay and what you fear won’t happen.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction:The therapist underlines the conditional relationship (“if . . . then”) included in the rule and implicitly attracts the client’s attention to the incoherence between the purpose of action and the likely experi- enced consequence of this action.### Input: That’s why I get mad I think. I’m afraid she will. I was feeling afraid.### Response: So if she understands the rightness of your position, she will want to stay and what you fear won’t happen.

The therapist uses deictic frames of time, place, and person to fur- ther explore the incoherence between purpose of action/experienced consequence of action.

I guess so.

How do you feel when you are around someone who has a purpose of getting you to see the rightness of their position?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction:The therapist uses deictic frames of time, place, and person to fur- ther explore the incoherence between purpose of action/experienced consequence of action.### Input: I guess so.### Response: How do you feel when you are around someone who has a purpose of getting you to see the rightness of their position?

The therapist evokes a new shift of perspective taking with deictic framing in a new context.

Usually I want to find an excuse to leave. I want to get the hell out of there.

And when you see someone who is afraid?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction:The therapist evokes a new shift of perspective taking with deictic framing in a new context.### Input:Usually I want to find an excuse to leave. I want to get the hell out of there. ### Response: And when you see someone who is afraid?

The therapist uses conditional framing to explore alternative actions that may actually lead to the desired consequences.

Usually I want to reach out to them.

So what if you took this down another level—all the way down to the deeper motives that were underneath “fairness” and “back off.” What would have happened if you could have gone there maybe even sharing your fear?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction:The therapist uses conditional framing to explore alternative actions that may actually lead to the desired consequences.### Input: Usually I want to reach out to them.### Response: So what if you took this down another level—all the way down to the deeper motives that were underneath “fairness” and “back off.” What would have happened if you could have gone there maybe even sharing your fear?

The therapist validates why it is hard based on history, using the cli- ent’s deictic skills.

I don’t know, but I don’t think the fight would have ever happened. But that is hard for me. It feels out of control. Maybe I am out of control.

Yeah. The 9-year-old shows up. And some of that is hard to feel.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist validates why it is hard based on history, using the cli- ent’s deictic skills.### Input: I don’t know, but I don’t think the fight would have ever happened. But that is hard for me. It feels out of control. Maybe I am out of control.### Response: Yeah. The 9-year-old shows up. And some of that is hard to feel.

this will help identify where the client’s struggles are matters of context sensitivity and coherence.

I had to see a therapist because I can’t live like this anymore. I am exhausted.

What’s going on?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: this will help identify where the client’s struggles are matters of context sensitivity and coherence.### Input: I had to see a therapist because I can’t live like this anymore. I am exhausted.### Response: What’s going on?

the client’s desire to escape and avoid thoughts indicates that excessive influence exerted by some antecedents might be a central issue.

I am scared that I might do something terrible. I think about it all the time. I can’t stop thinking of all the ways I’ll do some- thing really bad.

Are you bothered by your thoughts? Would you like to tell me more about what kind of thoughts?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the client’s desire to escape and avoid thoughts indicates that excessive influence exerted by some antecedents might be a central issue.### Input: I am scared that I might do something terrible. I think about it all the time. I can’t stop thinking of all the ways I’ll do some- thing really bad.### Response: Are you bothered by your thoughts? Would you like to tell me more about what kind of thoughts?

the therapist explores antecedents of escape/ avoidance: the client is scared of knives, sharp objects, driving, and being around people.

I think that I am going to hurt somebody. It’s almost all the time. At first, I was just nervous when I was around knives and sharp objects. I was scared that I could hurt somebody by acci- dent when I drive. Now it’s almost everything. I can’t be around people, or I am afraid I will hurt them.

Is it difficult for you to be here? Are you having these kinds of thoughts right now?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist explores antecedents of escape/ avoidance: the client is scared of knives, sharp objects, driving, and being around people.### Input: I think that I am going to hurt somebody. It’s almost all the time. At first, I was just nervous when I was around knives and sharp objects. I was scared that I could hurt somebody by acci- dent when I drive. Now it’s almost everything. I can’t be around people, or I am afraid I will hurt them.### Response: Is it difficult for you to be here? Are you having these kinds of thoughts right now?

The therapist acknowledges the client’s difficult experience (coordination framing to name experiences).

Yes. It’s hard.

I can imagine that it must be difficult to share that with me. Can I ask you to tell me more about these thoughts that are present in the room?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist acknowledges the client’s difficult experience (coordination framing to name experiences).### Input: Yes. It’s hard.### Response: I can imagine that it must be difficult to share that with me. Can I ask you to tell me more about these thoughts that are present in the room?

the therapist explores connections between the room and the life outside, looking in particular at antecedents of escape/avoidance.

Right now? I am afraid that I might hit you. Or take a book on this shelf and throw it to your face.

When you have these kinds of thoughts, what do you usually do?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist explores connections between the room and the life outside, looking in particular at antecedents of escape/avoidance.### Input: Right now? I am afraid that I might hit you. Or take a book on this shelf and throw it to your face.### Response: When you have these kinds of thoughts, what do you usually do?

the therapist explores connections between the room and the life outside, looking in particular at antecedents of escape/avoidance.

I leave, or I try to stay as far away as possible from people.

Are you having urges to leave right now?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist explores connections between the room and the life outside, looking in particular at antecedents of escape/avoidance.### Input: I leave, or I try to stay as far away as possible from people.### Response: Are you having urges to leave right now?

the therapist explores connections between the room and the life outside, looking in particular at antecedents of escape/avoidance.

Yes, i have urges to leave right now?

If I had similar thoughts right now, I would not feel comfortable either. I really appreciate your efforts to stay with me, even though it is very difficult for you, because it helps me understand your situation better

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist explores connections between the room and the life outside, looking in particular at antecedents of escape/avoidance.### Input: Yes, i have urges to leave right now?### Response: If I had similar thoughts right now, I would not feel comfortable either. I really appreciate your efforts to stay with me, even though it is very difficult for you, because it helps me understand your situation better

The therapist explores other antecedents in the life outside using spa- tial cues in order to assess the breadth of the client’s difficulties.

it worries me to be close to people.

Can you give me some examples of situations where you have thoughts that you might hurt somebody?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist explores other antecedents in the life outside using spa- tial cues in order to assess the breadth of the client’s difficulties.### Input: it worries me to be close to people.### Response: Can you give me some examples of situations where you have thoughts that you might hurt somebody?

The therapist explores other antecedents in the life outside using spa- tial cues in order to assess the breadth of the client’s difficulties.

Public transportation is the worst. I used to drive my car, but driving is very dangerous. It’s easy to get into an accident. I never had one, but I know it can happen anytime. So I stopped using my car and started using the bus, but it’s too difficult to besurrounded by people I may hurt. I always go by foot now.

How does that impact your life?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist explores other antecedents in the life outside using spa- tial cues in order to assess the breadth of the client’s difficulties.### Input:Public transportation is the worst. I used to drive my car, but driving is very dangerous. It’s easy to get into an accident. I never had one, but I know it can happen anytime. So I stopped using my car and started using the bus, but it’s too difficult to besurrounded by people I may hurt. I always go by foot now.### Response: How does that impact your life?

The therapist explores other antecedents in the life outside using spa- tial cues in order to assess the breadth of the client’s difficulties.

It takes me hours to go somewhere, and I can’t go everywhere I would like to.

What are the places where you can’t go anymore?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist explores other antecedents in the life outside using spa- tial cues in order to assess the breadth of the client’s difficulties.### Input:It takes me hours to go somewhere, and I can’t go everywhere I would like to.### Response: What are the places where you can’t go anymore?

The therapist explores other antecedents in the life outside using spa- tial cues in order to assess the breadth of the client’s difficulties.

I can’t see my brother as often as I would like. He lives 50 miles away from here. I used to visit him pretty often. Now it’s only when he has the time to come, but that’s not very often.

That must be hard for you (improved collaboration by acknowledging the client’s difficult experience with coordination framing). Are you close to your brother?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist explores other antecedents in the life outside using spa- tial cues in order to assess the breadth of the client’s difficulties.### Input: I can’t see my brother as often as I would like. He lives 50 miles away from here. I used to visit him pretty often. Now it’s only when he has the time to come, but that’s not very often.### Response: That must be hard for you (improved collaboration by acknowledging the client’s difficult experience with coordination framing). Are you close to your brother?

the therapist evaluates the impact of avoiding thoughts on the client’s life using conditional framing (“How does that impact your life?”).

Yes, very close. It makes me very sad that I can’t see him more often because of my stupid thoughts.

Do you try to take your car to visit him sometimes, even if you have the fear that you might hurt somebody?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist evaluates the impact of avoiding thoughts on the client’s life using conditional framing (“How does that impact your life?”).### Input: Yes, very close. It makes me very sad that I can’t see him more often because of my stupid thoughts.### Response: Do you try to take your car to visit him sometimes, even if you have the fear that you might hurt somebody?

the therapist evaluates the impact of avoiding thoughts on the client’s life using conditional framing (“How does that impact your life?”).

Yes, I tried a couple of times, but after a few miles, I didn’t feel like it anymore.

You didn’t feel like it, or it was too hard to have these thoughts?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction:the therapist evaluates the impact of avoiding thoughts on the client’s life using conditional framing (“How does that impact your life?”). ### Input: Yes, I tried a couple of times, but after a few miles, I didn’t feel like it anymore.### Response: You didn’t feel like it, or it was too hard to have these thoughts?

The therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

I am so stressed out in a car that I have terrible stomach pain and headaches. Driving is so dangerous for me that I don’t see the point of putting myself in such a stressful situation anyway.

It seems like you are suffering a lot from this situation

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction:The therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: I am so stressed out in a car that I have terrible stomach pain and headaches. Driving is so dangerous for me that I don’t see the point of putting myself in such a stressful situation anyway.### Response: It seems like you are suffering a lot from this situation

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

Yes. If I could stop thinking of hurting people, I wouldn’t be scared all the time.

What have you tried to do?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction:tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: Yes. If I could stop thinking of hurting people, I wouldn’t be scared all the time.### Response: What have you tried to do?

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

When I started to have these thoughts, I just tried to think of something else. If I saw a knife, I looked away.

Did it work?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: When I started to have these thoughts, I just tried to think of something else. If I saw a knife, I looked away.### Response: Did it work?

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

At first yes, but now I have to leave the room anyway because I keep thinking that the knife is there and that I could do something dangerous.

Does leaving the room work?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: room anyway because I keep thinking that the knife is there and that I could do something dangerous.### Response: Does leaving the room work?

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

Generally, it calms me down.

Is it for the same reason that you were thinking of leaving this room earlier? To make the thoughts of hurting me go away?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: Generally, it calms me down.### Response: Is it for the same reason that you were thinking of leaving this room earlier? To make the thoughts of hurting me go away?

The therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

Yes. It’s the only thing I can do to feel better.

Do you always feel better when you move away from situations where you could hurt somebody?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: Yes. It’s the only thing I can do to feel better.### Response: Do you always feel better when you move away from situations where you could hurt somebody?

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

It’s hard to say. There are moments when I can think of something else for a while. It gives me some rest. But often, I just don’t know what to do anymore to clear my mind.

Did you have the same experience when you took your car to visit your brother but then decided to go back home?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: It’s hard to say. There are moments when I can think of something else for a while. It gives me some rest. But often, I just don’t know what to do anymore to clear my mind.### Response: Did you have the same experience when you took your car to visit your brother but then decided to go back home?

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

I felt relieved when I got home.

Would you say that you felt better in the end?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: I felt relieved when I got home.### Response: Would you say that you felt better in the end?

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

Yes. I mean. Not really. I felt less scared, but I was sad that I didn’t get to see my brother.

And what about the thoughts of hurting someone on the road? Did they go away when you got home?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: Yes. I mean. Not really. I felt less scared, but I was sad that I didn’t get to see my brother.### Response: And what about the thoughts of hurting someone on the road? Did they go away when you got home?

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

I was relieved at first when I left the car, but then I got scared that maybe I had hit someone and didn’t notice it.

That must have been really hard for you not to see your brother and be scared that you may have hurt someone at the same time.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input: I was relieved at first when I left the car, but then I got scared that maybe I had hit someone and didn’t notice it.### Response: That must have been really hard for you not to see your brother and be scared that you may have hurt someone at the same time.

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

I was feeling horrible.

How was that in comparison to when you were in the car

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input:I was feeling horrible. ### Response: How was that in comparison to when you were in the car

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

Probably worse, but I just couldn’t stay in the car anyway.

In these conditions, I imagine that it is difficult for you to find satisfaction in your life. What do you do when you are at home?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input:Probably worse, but I just couldn’t stay in the car anyway.### Response: In these conditions, I imagine that it is difficult for you to find satisfaction in your life. What do you do when you are at home?

tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

I spend my days playing video games. It helps me not get- ting totally depressed, and it is the only thing I can do without risking hurting somebody. I have started to play more and more since things have gotten worse.

You seem sad as you say that.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: tThe therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input:I spend my days playing video games. It helps me not get- ting totally depressed, and it is the only thing I can do without risking hurting somebody. I have started to play more and more since things have gotten worse.### Response:You seem sad as you say that.

The therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences).

Yes. I really like video games, but I know it is taking me away from people even more. It is a lonely activity.

I see that it is difficult for you

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: The therapist improves collaboration by acknowledging the client’s difficult experience (coordination framing to name experiences). ### Input:Yes. I really like video games, but I know it is taking me away from people even more. It is a lonely activity.### Response:I see that it is difficult for you

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

My relationship?

You just stopped talking when I mentioned your relationship.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: My relationship?### Response: You just stopped talking when I mentioned your relationship.

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

Yeah. I don’t like thinking about it.

What don’t you like?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: Yeah. I don’t like thinking about it.### Response: What don’t you like?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

I don’t know. I guess I just don’t like thinking about it right now.

Is it okay if I ask you how you felt when I mentioned your relationship?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: I don’t know. I guess I just don’t like thinking about it right now.### Response: Is it okay if I ask you how you felt when I mentioned your relationship?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

It’s okay, but I don’t know what to tell you. It’s kind of blank right now.

Where is it “blank”?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: ### It’s okay, but I don’t know what to tell you. It’s kind of blank right now.Response: Where is it “blank”?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

Right there in front of my eyes. Just blank.

Do you notice anything in yourself as you say that?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: (moving his hand in front of his eyes) Right there. Just blank.###Response: Do you notice anything in yourself as you say that?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

Anger.

Is it right there too or somewhere else?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: Anger.###Response: Is it right there too or somewhere else?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

Hmm . . . No, I think it’s more in my jaw right now.

How does it feel in your jaw?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: Hmm . . . No, I think it’s more in my jaw right now.###Response: How does it feel in your jaw?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

I don’t know how to describe it.

If you were sitting over there, looking at yourself right here, right now, what do you think you would see?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: I don’t know how to describe it.###Response: If you were sitting over there, looking at yourself right here, right now, what do you think you would see?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

I guess I would see a tense guy. I’m sorry. It’s not about you. I hope you know that.

Yeah, I know that. Thanks for saying that. So, tense, huh? In your jaw?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: I guess I would see a tense guy. I’m sorry. It’s not about you. I hope you know that.###Response: Yeah, I know that. Thanks for saying that. So, tense, huh? In your jaw?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

I had not really noticed that before you asked. I guess I’m a bit edgy now.

Edgy? Like on the edge of something?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: I had not really noticed that before you asked. I guess I’m a bit edgy now.###Response: Edgy? Like on the edge of something?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

Yeah, exactly.

The edge of what, do you think?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: Yeah, exactly.###Response: The edge of what, do you think?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

I don’t know.

If it was something concrete you can see, would this be more like the edge of a cliff, of a mountain, of a knife, of a diving board maybe?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: I don’t know.###Response: If it was something concrete you can see, would this be more like the edge of a cliff, of a mountain, of a knife, of a diving board maybe?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

No, not a diving board. Although . . . it does feel like I want to jump. Not at you. Just . . . I want to leave or something.

Do you feel like leaving something or going somewhere?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: No, not a diving board. Although . . . it does feel like I want to jump. Not at you. Just . . . I want to leave or something.I###Response: Do you feel like leaving something or going somewhere?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

Leaving something

Any idea what?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: Leaving something###Response: Any idea what?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

This feeling.

The blank or the anger?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: This feeling.###Response: The blank or the anger?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

The blank.

Can you tell me more about these difficult thoughts? In what situations do they appear?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: The blank ###Response: Can you tell me more about these difficult thoughts? In what situations do they appear?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

In particular when I am in confined places, with a lot of people. Like when I teach. It reminds me of when I was assaulted, even though I know I am not in danger in my classroom. It’s oppressing to see everybody looking at me. I feel trapped.

This must be a really difficult feeling. What do you do when you have these thoughts and feelings in your classroom?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: In particular when I am in confined places, with a lot of people. Like when I teach. It reminds me of when I was assaulted, even though I know I am not in danger in my classroom. It’s oppressing to see everybody looking at me. I feel trapped.###Response: This must be a really difficult feeling. What do you do when you have these thoughts and feelings in your classroom?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

Last time I went to work, which was weeks ago now, I left after 10 minutes, pretending that I was sick.

How did you feel just after you left? Were you still thinking of your traumatic experience?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: Last time I went to work, which was weeks ago now, I left after 10 minutes, pretending that I was sick.###Response: How did you feel just after you left? Were you still thinking of your traumatic experience?

In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills.

Yes. I couldn’t think of anything else, actually.

And how about feeling oppressed?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: In the following, the therapist illustrate a variety of techniques aimed at improving the client’s observation and description skills. ### Input: Yes. I couldn’t think of anything else, actually.###Response: And how about feeling oppressed?

the therapist encourages the client to describe her experience

I felt better when I left the classroom. I was relieved not to see all of their eyes on me anymore.

If it’s okay, I would like to review step by step with you what you just said to make sure we are not missing something important.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: I felt better when I left the classroom. I was relieved not to see all of their eyes on me anymore.###Response: If it’s okay, I would like to review step by step with you what you just said to make sure we are not missing something important.

the therapist encourages the client to describe her experience

Okay.

So, first you went to your classroom . . .

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: Okay.###Response: So, first you went to your classroom . . .

the therapist encourages the client to describe her experience

Then I started to feel very anxious. I saw everybody looking at me. It reminded me of what happened to me. I felt oppressed. I couldn’t stand this anymore so I left.

And what happened next?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: Then I started to feel very anxious. I saw everybody looking at me. It reminded me of what happened to me. I felt oppressed. I couldn’t stand this anymore so I left.###Response: And what happened next?

the therapist encourages the client to describe her experience

I felt relieved.

Okay. And you said that you were still thinking of what happened to you, right?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: I felt relieved.###Response: Okay. And you said that you were still thinking of what happened to you, right?

the therapist encourages the client to describe her experience

Yes. That’s the only thing I could think of.

How did that make you feel?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: Yes. That’s the only thing I could think of.###Response: How did that make you feel?

the therapist encourages the client to describe her experience

Horrible. I couldn’t get that out of my mind. I can’t ever get that out of my mind.

It’s always in your mind. . . . That must really be hard for you. But were you still trying to get it out of your mind?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: Horrible. I couldn’t get that out of my mind. I can’t ever get that out of my mind.###Response: It’s always in your mind. . . . That must really be hard for you. But were you still trying to get it out of your mind?

the therapist encourages the client to describe her experience

Yeah, I wanted to stop feeling oppressed.

Is that what happened?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: Yeah, I wanted to stop feeling oppressed.###Response: Is that what happened?

the therapist encourages the client to describe her experience

I didn’t feel as oppressed.

Have you felt oppressed again since then?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: I didn’t feel as oppressed.###Response: Have you felt oppressed again since then?

the therapist encourages the client to describe her experience

Pretty much all the time . . .

Do you mean that you felt oppressed again even on that day?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: Pretty much all the time . . .###Response: Do you mean that you felt oppressed again even on that day?

the therapist encourages the client to describe her experience

I’m sure I did. I feel oppressed all the time.

I see. Although, you said that you didn’t feel as oppressed when you left the classroom, right?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: I’m sure I did. I feel oppressed all the time.###Response: I see. Although, you said that you didn’t feel as oppressed when you left the classroom, right?

the therapist encourages the client to describe her experience

A little less oppressed . . . for a while.

In the short term?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: A little less oppressed . . . for a while.###Response: In the short term?

the therapist encourages the client to describe her experience

Yeah, in the short term.

But not in the long term?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: Yeah, in the short term.###Response: But not in the long term?

the therapist encourages the client to describe her experience

No. Obviously not.

So you feel less oppressed only in the short term. And does it always make you feel less oppressed or only sometimes?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: No. Obviously not.###Response: So you feel less oppressed only in the short term. And does it always make you feel less oppressed or only sometimes?

the therapist encourages the client to describe her experience

I don’t know. I’m not sure.

I know, it’s probably hard to remember. Have you for example ever left a place because you felt oppressed but didn’t feel any better, even for a little while?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input: I don’t know. I’m not sure.###Response: I know, it’s probably hard to remember. Have you for example ever left a place because you felt oppressed but didn’t feel any better, even for a little while?

the therapist encourages the client to describe her experience

I went to a concert once. I left before it even began.

Okay. And what happened next?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input:I went to a concert once. I left before it even began.###Response: Okay. And what happened next?

the therapist encourages the client to describe her experience

I thought I would go out for a few minutes, just to calm down. But I was still feeling very anxious after half an hour, so I didn’t go back inside and went home instead.

So that time, leaving didn’t remove the feeling of oppression . . .

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input:I thought I would go out for a few minutes, just to calm down. But I was still feeling very anxious after half an hour, so I didn’t go back inside and went home instead.###Response: So that time, leaving didn’t remove the feeling of oppression . . .

the therapist encourages the client to describe her experience

No, not at all.

Does that mean that leaving when you feel oppressedremoves that feeling for a little while but even that is not always true?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input:No, not at all.###Response: Does that mean that leaving when you feel oppressedremoves that feeling for a little while but even that is not always true?

the therapist encourages the client to describe her experience

Probably. But I don’t always notice that because I just leave every time I feel oppressed. I am very upset in these moments. I don’t really pay close attention to what happens next. I just feel like I can’t stay there anymore.

That seems understandable to me. It’s hard to notice everything that is happening when we are very upset. In the end, would you say that leaving the places that make you feel oppressed removes that feeling?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input:Probably. But I don’t always notice that because I just leave every time I feel oppressed. I am very upset in these moments. I don’t really pay close attention to what happens next. I just feel like I can’t stay there anymore.###Response: That seems understandable to me. It’s hard to notice everything that is happening when we are very upset. In the end, would you say that leaving the places that make you feel oppressed removes that feeling?

the therapist encourages the client to describe her experience

I think it does a little, but not always. And not for long.

Okay.

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: the therapist encourages the client to describe her experience### Input:I think it does a little, but not always. And not for long.###Response: Okay.

Activating and Shaping Behavior Change

I went to the movies last Monday.

How was that?

Below is an instruction that describes a task, paired with an input that provides further context. Write a response that appropriately completes the request. ### Instruction: Activating and Shaping Behavior Change### Input:I went to the movies last Monday.###Response: How was that?