Emotional Dysregulation, Explained
A client handout explaining emotional dysregulation, vulnerability factors and emotion regulation skills, with a personal plan for a dominant emotion.
1-page fillable PDF · US Letter (prints on A4) · Psychoeducation
- Approach / concern
- DBT
- Technique
- Psychoeducation
- Format
- Fillable PDF, 1 page (US Letter / A4)
- Access
- Pro and Advanced plans (3-day free trial)
- For
- Licensed clinicians to use with clients
- Updated
- October 2026
Key facts
What is the Emotional Dysregulation, Explained?
Emotional dysregulation refers to difficulty modulating the intensity and duration of emotions. In DBT’s biosocial model it involves high sensitivity, high reactivity and slow return to baseline.
Why it works
DBT teaches emotion regulation skills grounded in the biosocial model (Linehan, 2015). Emotion regulation research shows strategies such as reappraisal and situation modification can be learned (Gross, 2015).
When to use it
- Intense or unstable emotions
- DBT skills groups
- Teens and adults
- Family psychoeducation
How to use it in session
- Explain fast, strong, slow-to-settle.
- Identify vulnerability factors.
- Choose skills to practise.
- Plan for a dominant emotion.
- Review practice.
Clinician tips
- Validate before teaching skills.
- Link to PLEASE skills.
- Avoid pathologizing emotional sensitivity.
Worked example
Sharing with clients
Members can download the PDF to print or email, or copy a private client link from the download box. Your client opens the link and downloads the worksheet on any device. No client account is needed, and nothing your client writes is stored on TherapyAid.
Frequently asked questions
Is emotional dysregulation a diagnosis?
No. It’s a pattern seen across many conditions and in people without a diagnosis.
Can you learn to regulate emotions?
Yes. Emotion regulation skills can be learned and strengthened with practice.
References
Linehan, M. M. (2015). DBT skills training manual (2nd ed.). Guilford Press.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1-26.
This worksheet is an educational tool for use by, or under the guidance of, a licensed or registered mental-health professional. It is not a diagnostic instrument or a substitute for clinical judgement. If a client is in crisis in Canada, call or text 9-8-8 or call 9-1-1.
