Using IMPROVE the Moment DBT Skill to Manage Extreme Emotions

Emotionally trying situations are an unavoidable part of life. Children are not exempt from the everyday stresses of school and friendships to bigger trials like losing a loved one or parents separating. To cope with a situation that seems impossible to change, kids can practice a technique called IMPROVE the Moment DBT.

IMPROVE combines the power of visualization, prayer, and being one’s own coach for better emotional regulation [*]. Like other skills in Dialectical Behavior Therapy (DBT), IMPROVE can be adapted for children and teens.

This article explains IMPROVE the Moment, its benefits, and how young people can implement it effectively.

What is IMPROVE the Moment DBT Skill?

IMPROVE the Moment, also called IMPROVE, is a skillset people can use to manage a distressing situation. It’s one of DBT’s distress tolerance skills. Instead of changing the situation itself, IMPROVE the Moment helps us tolerate it better and make it more bearable by tapping into our inner resources.

Each technique within IMPROVE is designed to leverage our inherent coping mechanisms so that we won’t feel overwhelmed. IMPROVE stands for Imagery, Meaning, Prayer, Relaxation, One thing in the moment, Vacation, and Encouragement.

The key is for a child or teen to actively engage in each technique, instead of passively waiting for their circumstances to change.

How Does IMPROVE the Moment DBT Skill Work?

A child or teen can use the skill anytime they’re experiencing distress or emotional overwhelm. IMPROVE is particularly helpful in situations where they’re likely to react impulsively or need to calm down before taking any further action. No tools or equipment is required to implement the skill successfully — they only need their minds and bodies.

Below is a breakdown of what each letter in the acronym stands for:

Imagery

Imagery involves harnessing your creative imagination to mentally transport yourself to a more preferable and calming situation than your current one. This allows children to create a mental escape from stress.

For instance, they can picture themselves in a tree house (their “secret hideaway”) full of cozy pillows and their favorite toys. As they focus on this scene, they may feel more relaxed and at ease.

Meaning

This step involves identifying what is most important to them in life, such as their core values and priorities. This means considering what principles guide their decisions and actions. Reflecting on these values can help children find purpose or significance in a challenging situation, such as failing an exam or a disappointing sports performance.

Prayer

It’s important to note that prayer does not have to be religious. Kids simply need to focus on mindfulness and connect with something greater than themselves. This can be achieved through a mantra or reflecting on a favorite song lyric.

A study found that positive mental practices, including non-religious forms of reflection and mindfulness, can have beneficial effects on mental health. For individuals facing an illness, these practices enable them to adapt more quickly [*].

Relaxation

Relaxation techniques can help ease the physical and emotional tension that often accompanies distress in children. As a parent, you can guide your child in practicing deep breathing, gentle stretching, or progressive muscle relaxation to help them feel calmer.

One Thing in the Moment

Encouraging your child to focus on one thing at a time can help them slow down their thoughts and manage stress. They need to redirect their energy to the task at hand and let go of worries about the past or future.

For example, if they’re feeling overwhelmed with homework, you can encourage them to focus on completing one assignment at a time.

Vacation

A "vacation" doesn’t necessarily require travel — it can simply be a temporary break from your child’s usual routine. They may take a few minutes or hours away to engage in an activity they enjoy or haven't done in a while, such as going for a walk outdoors, playing a favorite game, or reading a book they love.

This mini-vacation allows them to recharge and return to their routine with a renewed sense of focus. Research shows that even brief periods of rest and relaxation can improve well-being [*].

Encouragement

When facing a tough time, kids can learn to give themselves a little encouragement, such as reminding themselves that they are strong and capable of handling challenges. They might say things like, “I’ve faced tough situations before and got through them,” or “These feelings will pass, and I’ll feel better soon.”

Dwelling on positive outcomes or their own strengths can make a difficult situation feel more manageable. Here are some powerful DBT positive affirmation cards they can bring with them anywhere.

What is IMPROVE the Moment DBT Skill Used for?

This skill can be beneficial for situations that are likely to trigger strong emotions like anger, anxiety, or sadness — which may lead some individuals to react impulsively. Examples of these situations might include exams, public speaking, disagreements with peers or family, an emergency, or a chronic physical condition.

What are the Benefits of Using IMPROVE the Moment DBT Skill?

Learning IMPROVE the Moment (and other distress tolerance skills) can encourage personal growth in a child or teen. Each time they practice the skill, they create opportunities for:

• Mindfulness (appreciating the present moment)
• Seeing the positive aspects of a challenging situation
• Resilience
• Greater self-awareness
• Self-compassion

How to Use IMPROVE the Moment DBT Skill

Here’s a sample scenario of a teen (we’ll call her Grace) using each component of the "IMPROVE the Moment" DBT skill to manage a challenging situation, such as dealing with stress before a big exam:

Imagery

Grace closes her eyes and imagines herself in a peaceful garden with colorful flowers. In this garden, she is feeling free and confident. Its beauty allows her to let go of her worries.

Meaning

Grace reflects on her long-term goals, like going to college and pursuing her dream career. She reminds herself that doing well on this exam is a step towards achieving those goals.

Prayer

Next, she takes a moment to quietly reflect and say a calming phrase to herself, such as “I am doing my best, and that’s enough.” To get the most out of this practice, Grace creates a routine where she sets aside a few minutes each morning for reflection.

Relaxation

Grace practices deep breathing by inhaling slowly through her nose and exhaling through her mouth. She also tries some gentle stretching exercises to release physical tension.

One Thing in the Moment

She sets a timer for 30 minutes and dedicates that time solely to studying one subject. She avoids distractions such as checking her phone, browsing social media, or watching TV. Moreover, she makes sure that her study space is tidy and free of clutter.

Vacation

Grace takes a short break from studying to do something she enjoys, like listening to her favorite music or going for a quick walk outside.

Encouragement

To reduce feelings of self-doubt, Grace gives herself positive affirmations like “I am capable” and “I am stronger than I think.” She also reminds herself of previous exams where she performed well.

The Bottom Line

If you think your child or teen can benefit from practicing IMPROVE the Moment, start teaching them this today. It’s a systematic approach and is supported by research. Encourage them to use it regularly to build mastery over their responses to stress.

To further support them, consider checking out our DBT worksheets with exercises and activities that will help them thrive.

References:

1. Vijayapriya, C., & Tamarana, R. (2023). Effectiveness of dialectical behavior therapy as a transdiagnostic treatment for improving cognitive functions: A systematic review. Research in Psychotherapy: Psychopathology, Process, and Outcome, 26(2). https://doi.org/10.4081/ripppo.2023.662
2. Koenig, H. G. (2012). Religion, Spirituality, and Health: The Research and Clinical Implications. ISRN Psychiatry, 2012. https://doi.org/10.5402/2012/278730
3. Weir, K. (n.d.-b). Give me a break. https://www.apa.org. https://www.apa.org/monitor/2019/01/break