Act Strategies Guide

ACCEPTANCE AND COMMITMENT
THERAPY STRATEGIES GUIDE

for
ANXIETY AND TRAUMA-RELATED
PROBLEMS IN LIVING
Jeffry S. Bethay, Ph.D., B.C.B.A.
Jonathan H. Weinstein, Ph.D.
Whitney Stubbs, Ph.D.

TABLE OF CONTENTS
Introduction 01
Purpose of the Guide 01
Anxiety and Act 03
Act and Exposure Therapy 05
Conceptualization and Rationale For Exposure 06
Selecting Exposure Tasks 07
Tracking and Reinforcing Flexibility Processes 08
Ending and Debriefing Exposures 08
Case Examples for Clinicians 13
Example 1 14
Example 2 15
Acceptance: Overview for Clinicians 17
Acceptance Handout for Veterans 19
Noticing and Accepting Physical Sensations, Thoughts, Feelings,
Urges for Veterans 20
Emotion Watching Worksheet for Veterans 22
Leaning into Anxiety Exercise for Veterans 24
Acceptance Exercises for Veterans 26
Defusion: Overview for Clinicians 28
Defusion Handout for Veterans 29
Defusion Mindfulness Exercise for Veterans 30
Fill in the Blanks Exercise for Veterans 31
Ways of Speaking Exercise for Veterans 32
Defusion Strategies for Veterans 33
Present Moment: Overview for Clinicians 35
Present Moment Handout for Veterans 37
Being in the Now Exercise for Veterans 38
Mindful Grounding Exercise for Veterans 39
Sitting Meditation for Veterans 40
TABLE OF CONTENTS
Self-as-Context: Overview for Clinicians 42
Observer Self Handout for Veterans 43
Perspective Shifting Exercises for Veterans 45
Self-Compassion Mindfulness Exercise for Veterans 47
Child Exercise for Veterans 48
Values: Overview for Clinicians 49
Introduction to Values Handout for Veterans 50
Sweet-Spot Exercise for Veterans 51
Emotions and Values Audit for Veterans 52
Values Checklist for Veterans 53
Valued Domains and Actions Worksheet for Veterans 54
Committed Action: Overview for Clinicians 55
Smart Goals for Veterans 56
Committed Action Worksheet for Veterans 57
Tables
Table 1. Examples of Additional Metaphors and Exercises 06
Contextually Based Approaches to Exposure
Table 2. Panic Disorder 09
Table 3. Obsessive-Compulsive Disorder, Contamination-Related Subtype 10
Table 4. Posttraumatic Stress Disorder 10
Table 5. Generalized Anxiety Disorder & Excessive Rumination 11
Table 6. Agoraphobia 11
Table 7. Social Anxiety 12
Table 8. Process and Debriefing Questions 13
References 59
The contents of this manual do not represent the views of the Department of Veterans Affairs (VA) or the
U.S. government. This manual was supported by a clinical educator grant from the VA South Central Mental
Illness Research, Education and Clinical Center (MIRECC).
For a hardcopy of the manual, please contact VISN16SCMIRECCEducation@va.gov.

Questions for the authors about the content in this manual may be directed to Jeffry.Bethay@va.gov.
INTRODUCTION
Anxiety, depression, and trauma-related disorders are highly comorbid in Veteran

populations (Knowles et al., 2019; Lippa et al., 2015), and Veterans with depression and
anxiety may be at increased risk of suicide in relation to Veterans with depression alone
(Pfieffer et al., 2009). Transdiagnostic treatment approaches have shown emerging
evidence to effectively treat depression and anxiety in Veterans with anxiety and trauma-
related disorders (Gros, 2019), and such approaches have the potential to increase
treatment efficiency by providing a set of methods that can be applied to individuals
with different diagnoses, as well as comorbid diagnoses within the same individual
(Craske, 2012). Emerging data suggest that transdiagnostic treatment produces similar
improvement in anxiety outcomes when compared to diagnosis-specific protocols,
and that transdiagnostic treatment may produce better outcomes in the treatment of
depression comorbid with anxiety or trauma-related disorders (Newby et al., 2015).
Acceptance and Commitment Therapy (ACT; Hayes, et al., 2012) is a transdiagnostic form
of behavior therapy that incorporates mindfulness, acceptance, and behavior-change
strategies to help individuals achieve behavioral goals in accordance with their personal
values. The research to date suggests that ACT is an effective treatment for Veterans with
depression (Walser et al., 2015) and for anxiety disorders in non-Veteran populations (Arch
et al., 2012; Bluett et al., 2013). Additionally, research suggests that ACT may outperform
standard Cognitive Behavioral Therapy (CBT) among individuals with comorbid anxiety
and mood disorder (Wolitzky-Taylor et al., 2012). ACT also has relevance to patients who
are struggling with suicidal ideation and anxiety. Not only is there preliminary evidence
that ACT is associated with reduced suicidal ideation and symptoms related to suicidal
behavior (Walser et al., 2015), this approach also focuses on identification of personally
held values – sources of vitality and meaning – that may engender reasons for living and
future-oriented thinking (Weinstein et. al, 2021).
PURPOSE OF THE GUIDE

The aim of this clinician’s strategies guide is to provide a toolkit to supplement the current
Veterans Affairs’ (VA’s) Evidence-Based Practice (EBP; ACT for Depression (ACT-D))
protocol by including additional information and treatment materials relevant to anxiety
and trauma-related disorders. As such, it is a general guide and not a treatment protocol.
It is meant for clinicians with some prior training and experience in the ACT model, such as
those who have completed (or are completing) the ACT-D EBP or comparable training.
The guide begins with a general discussion of clinical anxiety and exposure therapy from
an ACT perspective, including case examples. The remainder of the guide is organized into
sections according to the core ACT processes, each with a clinician-facing introduction
followed by Veteran-facing handouts and exercises for each process. The aim of the
clinician-facing introductory sections is to provide a brief overview of each process as it
relates to anxiety and trauma, as well as to discuss suggested uses for the Veteran-facing
1
handouts and exercises in that section. The introductory sections also list exercises and
activities from the VA’s ACT Coach and Mindfulness Coach mobile/tablet applications that
may be used to support work relevant to that process area. These mobile applications are
available for free download at https://mobile.va.gov/appstore/mental-health.
The Veteran-facing handouts and exercises have either been developed by the authors
or adapted from various empirically supported ACT protocols for anxiety, trauma, and
depression. In those instances when exercises have been adapted, we have included a
citation of the source, and readers are encouraged to consult those resources as well.
We have made each Veteran-facing item freestanding so that clinicians may select and
implement the different handouts and exercises as they see fit, according to individual
case conceptualization. We have also structured each exercise so that it can be
distributed to Veterans, as needed, through print or electronic media. They are meant
to be sample exercises and not an exhaustive compendium of techniques; and as such,
we encourage clinicians to supplement, alter, or replace them with other ACT-consistent
methods as they see fit.
2
ANXIETY AND ACT
Anxiety may be generally conceived as a response to perceived threat (Abramowitz, et al.,

2019), the psychological experience of which may be variously labeled fear, worry, panic,
apprehension, or stress. It is the body’s way of preparing a person to respond to perceived
dangers by fighting , fleeing, or freezing, and thus has tremendous survival value. However,
difficulties may arise when anxiety is experienced as a problem that needs to be solved
or actively resisted. For example, an intrusive memory of a traumatic event or a sensation
of physiological arousal may be interpreted as “bad” or “intolerable” and elicit anxiety.
To make matters worse, a individuals might believe that others may see them as foolish,
weak, or incompetent if they display anxiety. This leads to a vicious cycle of anxious
thoughts precipitating and perpetuating further physiological arousal, which may impair
the ability to respond effectively to whatever situation was perceived as threatening in the
first place. Essentially, anxiety becomes something else to be anxious about (Abramowitz
et al., 2019; Hayes et al., 2012).
Research suggests that this misperception may occur for a number of reasons
(Abramowitz et al., 2019). Individuals may come to overestimate the likelihood and
severity of a feared outcome; and underestimate their ability to cope with it. Or, they
may believe they are unable to tolerate uncertainty, or that anxiety may lead to physical
or mental harm (Abramowitz et al., 2019). From an ACT perspective, these thoughts are
not necessarily problematic; rather, difficulties arise when people interpret thoughts and
feelings literally and engage in excessive attempts to control their internal experiences
(Hayes et al., 2012). For example, an individual may have the thought, “I’m going to have a
panic attack” on the way to a job interview. An ACT therapist would not see this thought
as necessarily impairing and might ask a question like, “How can you respond to this
thought in a way that is consistent with your values?” (Hughes, 2018).
As individuals habitually perceive more and more objectively safe situations or stimuli
as threatening or aversive, they begin to avoid or escape these fear cues (Abramowitz
et al., 2019). When feared situations can be averted with relative ease, an individual
may simply avoid those situations or behaviors that may put them at perceived risk. For
example, an individual with social anxiety might refrain from initiating conversations or
asking questions in class for fear of being seen as inept or incompetent. Other feared
experiences, such as traumatic memories or catastrophic predictions about the future,
may not be so easily avoided. In these instances, individuals may engage in behaviors
to attenuate, escape, or reduce the perceived likelihood of these experiences, such as
repeatedly seeking reassurance, staying close to a “safe” person in situations that are
reminiscent of traumatic events, or engaging in worry, rumination, or distraction. Since
avoidance often results in rapid reduction of physiological sensations of anxiety, avoidant
behavior supports the idea that feared stimuli are actually dangerous and increases the
probability of future avoidance.
3
The end result of these avoidant and escape behaviors is that they narrow behavioral
repertoires and prevent individuals from learning new ways of responding to these
feared situations. This is because behavior under strong aversive stimulus control tends
to be relatively inflexible and insensitive to any consequences other than removal or
attenuation of the perceived threat (Hayes et al., 2012). In a sense, anxiety does not cause
“anxiety disorders” (Harris, 2019), and some avoidant behaviors may be functional in
certain contexts, such as those where real danger is present. Rather, relative inflexibility in
thoughts, emotions, and behavior contributes to and maintains problematic relationships
with anxiety. Interventions that increase psychological flexibility can thus broaden
response options to feared stimuli and enable individuals to respond to anxiety in a
values-consistent manner (Eifert & Forsyth, 2005).
4
ACT AND EXPOSURE THERAPY
ACT employs a number of methods and processes to increase psychological flexibility,

which may be defined as the ability to openly encounter whatever thoughts, emotions,
physical sensations, or urges are present in a given situation while persisting with or
changing behavior according to personal values (Hayes et al., 2012). Some of these
processes, such as defusion, are typically associated with the ACT model; whereas other
processes, such as valuing, commitment, and mindfulness skills intersect with other
therapeutic models. Any process or method that produces psychological flexibility may
be incorporated within an ACT framework, regardless of whether that approach is also
a component of other models, such as “traditional” Cognitive Behavior Therapy (CBT;
Hofmann & Hayes, 2019).
Exposure is one such method that can be used to facilitate psychological flexibility within
the ACT model. This method consists of assisting an individual to approach and engage
with anxiety-producing stimuli in objectively safe situations, without engaging in escape
or avoidance behaviors (i.e., “coping” or “safety” behaviors, Abramowitz et al., 2019).
The reduction of anxiety during exposure does not appear to be necessary for functional
clinical improvement (Craske et al., 2008) and may not be the principal mechanism of
change. Acceptance and cognitive defusion appear to facilitate exposure outcomes
(Luciano et al., 2014), especially for individuals who have multiple problems (Wolitzky-
Taylor et al., 2012), or high levels of avoidance behavior (Davies et al., 2015).
From an ACT perspective, exposure may be conceptualized as the “organized presentation
of previously repertoire-narrowing stimuli in a context designed to ensure repertoire
expansion” (Hayes et al., 2012, pp. 284). Repertoire expansion may be accomplished by
decreasing the impact of internal experiences (i.e., thoughts, urges, physical sensations,
emotions; Luciano et al., 2014), shifting the context away from aversive control with values
interventions (Hebert et al., 2021), and reinforcing more adaptive values-based responses
(Twohig et al., 2020). For example, an individual might learn to relate to memories of
combat as a life experience that is part of her history but does not define her and allow
herself to experience any related emotions without defense. She might choose to talk
with a Veteran group or Sunday school class about her experiences, because she values
connection with others and her story conveys principles of courage and resilience that she
finds meaningful. In this context of acceptance and values, thoughts such as, “I won’t be
able to stop thinking about it,” or “I’ll lose control,” become less important and have less of
an effect on her behavior.
The purpose of exposure within the ACT model is not to reduce distress but to foster
acceptance of emotional experience and to broaden a person’s response options in
contexts where behavior has been constricted by aversive control. The focus is on
fostering new learning and behavior in accordance with personal values. Given this
purpose, the entire psychological flexibility model could be seen as a form of “exposure
therapy”( Hayes et al., 2012), and many ACT techniques could be employed within
5
this framework. Much of this work occurs organically within the therapy session and
across the arc of treatment, applied according to the individual context and case
conceptualization. As a general guide, earlier sessions in the course of therapy may
focus on psychoeducation via experiential learning and setting the context for change
with creative hopelessness. Next, it is important to clarify personal values and to explore
acceptance, mindfulness and defusion skills. The remainder of therapy continues to hone
psychological flexibility skills through various types of exposure tasks. These may be
framed as chances to engage in valued activities while experiencing anxiety, with the
end goal of pursuing a more workable, meaningful life (see Eifert & Forsyth, 2005). We
will next briefly discuss ACT-consistent procedures for implementation of exposure as
planned, repeated opportunities to practice valued action in the presence of feared stimuli
(Abramowitz et al., 2019).
CONCEPTUALIZATION AND RATIONALE FOR EXPOSURE

Therapists should work with Veterans to help them understand that the work is about
learning to respond differently to anxiety, and that this does not necessarily mean
changing the experience of anxiety. Veterans should be helped to understand their
challenges as consisting of three parts: (1) internal experiences such as physical sensations,
emotions, thoughts, urges, and memories; (2) efforts to control or attenuate these
experiences (avoidance and safety behaviors); and (3) the costs of control efforts in terms
of valued action and quality of life (Abramowitz et al., 2019). Metaphors and exercises
(see Table 1, pp. 6) are used to help Veterans realize that avoidance and safety behaviors
are easier to control than their internal experiences and that a decreased adaptability and
engagement in meaningful activity generally results from the avoidant behavior rather
than the internal experiences themselves.
Table 1. Examples of Additional Metaphors and Exercises
Process Metaphors and Exercises
Tug of War with a Monster (Hayes et al., 2012, pp. 276)

Feeding the Tiger (Eifert & Forsyth, 2005, pp. 138-139)
Polygraph (Hayes et al., 2012, pp. 182)
Acceptance
Looking for Mr. Discomfort (Hayes et al., 2012, pp. 285)
Tin Can Monster (Hayes et al., 2012, pp. 287)
Physicalizing (Hayes et al., 2012, pp. 286)
Take Your Mind for a Walk (Walser & Westrup, 2007, pp. 94-102)
Computer Screen (Harris, 2019, pp. 151)
Hands as Thoughts/Feelings (Harris, 2019, pp. 128-129)
Defusion
Phishing (Hayes et al., 2012, pp. 253-254)
Anxiety News Radio (Eifert & Forsyth, 2005, pp. 184-185)
Bad Cup Metaphor (Hayes et al., 2012, pp. 264-265)
6
Dropping Anchor (Harris, 2019, pp. 113-115)
Present
Going Along with the Process (Stoddard & Afari, 2014,pp. 94-96)
Moment Music Mindfulness and Defusion (Stoddard & Afari, 2014, pp.103-105)
Chessboard (Hayes et al., 2012, pp. 231-232)

Whole, Complete, Perfect (Hayes et al., 2012, pp. 226-227)
Self as
Anxiety Volleyball (Eifert & Forsyth, 2005,180-182)
Context Stage Show Metaphor (Harris, 2019, pp. 292-293)
Sky and the Weather (Harris, 2019, pp. 293)
What Do You Want Your Life to Stand For? (Hayes et al., 2012, pp. 304)
Valuing as Choice (Hayes et al., 2012, pp. 301-302)
Values Bullseye (Hayes et al., 2012, pp. 307-308)
Two Kids in the Car (Harris, 2019, pp. 216)
Magic Wand (Harris, 2019, pp. 220)
Passengers on the Bus (Hayes et al., 2012, pp. 250)

Skiing (Hayes et al., 2012, pp.332)
Committed
Bubble in the Road (Hayes et al.,2012, pp. 338)
Action Gardening (Hayes et al., 2012, pp. 330-331)
Path up the Mountain (Hayes et al., pp. 333)
SELECTING EXPOSURE TASKS

The full range of stimuli that are relevant to anxiety and trauma-related disorders can
be chosen for exposures. Stimuli that evoke uncertainty and obsessive thoughts for
obsessive-compulsive disorder, interoceptive exercises and public spaces for panic
disorder, situations that may lead to embarrassment or rejection for social anxiety, trauma
cues and memories for posttraumatic stress disorder, and conversations about worries
or descriptions of worst-case scenarios for generalized anxiety disorder are all potential
options (Abramowitz et al., 2019). Therapists should work with Veterans to identify a
range of situations and internal experiences that Veterans are responding to in ways
that interfere with valued action. The main criteria for selection are the extent to which
the stimuli are linked to Veterans’ values and their relative willingness to experience
them. Tables 2-7 (pp., 9-12) lists common antecedents, behaviors, and potential forms of
exposure organized by anxiety diagnosis (Abramowitz et al., 2019).
Instead of anxiety determining what Veterans are willing to do, a range of tasks are
collaboratively selected according to Veterans’ willingness to do things they typically avoid.
Willingness can be rated from 0 (completely unwilling, fighting with thoughts, feelings,
bodily sensations, and urges, or trying to avoid or control them) to 100 (completely willing,
which means not fighting inner experiences or trying to push them out of the mind at all;
welcoming them in). The items can be ranked according to willingness level, but the Veteran
does not have to proceed through the list in a particular order. Rather, the list can be used
to identify a reasonable starting point; and to gauge progress as the Veteran is able to
successfully navigate more challenging items through the course of therapy. Additionally,
moving through the exposure list in a nonspecific or varied order (vs. the traditional
hierarchical approach) may produce greater long-term benefit in terms of generalization of
extinction learning and positive functional outcomes (Craske et al., 2014).
7
TRACKING AND REINFORCING FLEXIBILITY PROCESSES
The methods and behavioral indicators used to track ACT processes within and between
exercises should be individualized. You may wish to use willingness ratings to track levels
at various points throughout an exposure exercise, or between exposure sessions. In
addition to this, you may wish to periodically check in to assess and coach relevant ACT
processes. Questions that could be asked to facilitate this are included in Table 8 (pp. 13).
For example, a statement like, “My thoughts really can’t keep up with what I’m choosing to
do here. They keep telling me I can’t do what I am already doing” might reflect emerging
defusion and perspective-taking skills. “It’s funny how fast my heart beats when I think
about this” might reflect present moment awareness and defusion. “This reminds me how
close I was to some of the people in my unit,” and “I’m thinking about reaching out to
some of them” are statements that may reflect valuing and committed action. Note also
when Veterans may spontaneously decide to engage in behaviors that are likely to induce
more distress or begin to apply their skills to novel situations outside therapy (Abramowitz
et al., 2019; Twohig et al., 2020).
You should also endeavor to foster learning using experiential exercises and metaphors,
while remaining alert to Veterans’ behavior becoming too rule-governed (see Table 1 for
examples). An example of this may occur when a Veteran seems to be looking for guidelines
to apply “whenever I get anxious” or “at all times,” even when these maxims appear to be
ACT-consistent. When this occurs, you may respond by saying something like, “That’s one
way of looking at it. How will that help you live your values and reach your goals? How does
that idea fit with your experience?” (Abramowitz et al., 2019; Twohig et al., 2020).
ENDING AND DEBRIEFING EXPOSURES

Exposure practices may be concluded when an individual has had sufficient opportunity
to encounter anxiety and related internal experiences, while fully contacting a previously
avoided situation or stimulus without engaging in safety behaviors (Abramowitz et
al., 2019). For instance, an exposure might end when an individual finishes a meal in a
crowded restaurant while being willing to experience anxiety without sitting with her back
to the wall or constantly scanning the perimeter for potential threats. Or an individual
with panic disorder might mow his yard without moving too slowly or stopping to take
his pulse or calm his body down. For exercises that involve internal experiences alone,
repeated practice may be conducted until the individual reports increased willingness
to be with these experiences and improved functioning when the experiences occur
incidentally outside deliberate practice (Twohig et al., 2020).
It is also important to debrief these tasks. Examples of questions that could be asked
are listed in Table 8 (Villatte et al., 2016) (pp. 13). You might ask if Veterans encountered
more difficulty being willing at certain points during the exercise, as well as what they
were struggling with at those points. Veterans might also be asked to reflect on whether
and how being willing was different from their typical response of struggling. It is also
important to reflect on how the exercises are related to their values, as well as their sense
of the workability of the skills they are learning (Abramowitz et al., 2019, Twohig et al.,
2020).
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CONTEXTUALLY BASED APPROACHES TO EXPOSURE
Table 2. Panic Disorder
Elements of Context Forms of Exposure to

for Panic Disorder Disrupt Avoidant Patterns
Antecedent: Imaginal: Construct narrative in which Veteran

• Situations, settings, or other stimuli experiences feared physiological experiences and
that elicit feared physical sensations worst case scenario fear occurs. Use narrative to
and/or emotions conduct imaginal exposure.
• Sensations of arousal (increased
heart rate, respiration) Interoceptive: Simulate encountering
of antecedent (i.e., increased heart rate,
• Fears about a negative physical or shortness of breath) by engaging in physical
mental health outcome (i.e., dying, exercise in session (i.e., running in place,
losing control) push-ups, etc.).
Behavior: In-vivo: Ask Veteran to encounter external

Hypervigilant physiological monitoring, situations, places, and objects that trigger
frequent trips to the emergency room, fear/panic.
limiting bodily movements and/or
exercise, use of substances to manage
hyperarousal, avoidance of situations
or stimuli associated with feared body
sensations or health concerns
Consequences:
Amplified fear/anxiety, greater
frequency of panic attacks, increased
avoidance
9
Table 3. Obsessive-Compulsive Disorder, Contamination-Related Subtype
Elements of Context for

Forms of Exposure To
Obsessive-Compulsive Disorder,
Disrupt Avoidant Patterns
Contamination-related Subtype
Antecedent: Imaginal: Construct a brief narrative in which

Contacting a contaminated source, Veteran contacts one, or several, of the feared or
surface, or physical object (i.e., toilet disgust-inducing stimuli (e.g., specific contaminant)
seat, trash can, door knob). in a worst-case scenario situation, without being
able to use rituals.
Behavior: In-vivo: Use exposure list to facilitate contact
Physical avoidance, overt or mental with feared contaminant. Veteran approaches
rituals, attempts to clean or purify. feared contaminant from exposure list (i.e.,
doorknob, toilet seat, trash can); practices
Consequences: willingness to violate rules for interaction with
Disgust, anger, fear; organized, the contaminant and does not engage in rituals.
repetitive, and difficult to explain rituals
and practices.
Table 4. Posttraumatic Stress Disorder

Forms of Exposure To
Elements of Context for PTSD
disrupt Avoidant Patterns
Antecedent: Imaginal:
• Experiencing a traumatic event, such as exposure to Retelling index trauma
death, threatened death, serious injury, or sexual violence narrative, Retelling “hot spots,”
• Memories, thoughts, images, flashbacks, and nightmares writing trauma narrative.
associated with a previous traumatic event
In-vivo: Veteran practices
repeated encountering of
anxiety triggers (i.e., visiting a
Behavior:
crowded place, driving, etc.).
• Avoidance of triggers, such as memories, people, and
places believed by the Veteran to be related to the
traumatic event
• Hypervigilance when in the presence of perceived
triggers
Consequences: Difficulty relaxing/feeling keyed up,

fatigue, increased worry, decreased tolerance/
acceptance of anxiety, anger, depression, isolation
10
Table 5. Generalized Anxiety Disorder & Excessive Rumination
Elements of Context for Generalized Forms of Exposure To
Anxiety Disorder, Excessive Rumination Disrupt Avoidant Patterns
Antecedent: Imaginal: Construct a script to

Making a mistake at work, awaiting medical test guide Veteran in imagining feared
results, receiving an unexpected bill worst outcome (i.e., making a
mistake a work and then being fired
Behavior: from a job); repeat iterations in
Worry and rumination about worst-case scenario session and for homework.
outcomes, perfectionistic behavior, excessive
implementation of control strategies, reassurance In-vivo: Assign Veteran homework
seeking, avoidance, repeatedly analyzing/ of repeated practice of
ruminating/attempting to problem-solve encountering anxiety triggers in
real-life (i.e., purposefully making a
Consequences: Difficulty relaxing/feeling keyed small mistake/ finishing a task quickly
up, fatigue, increased worry, decreased tolerance/ or imperfectly at work).
acceptance of anxiety, sleep disruption
Table 6. Agoraphobia
Elements of Context
Forms of Exposure To Disrupt Avoidant Patterns
for Agoraphobia
Antecedent: Imaginal: Construct imaginal narrative in which Veteran

Examples: Being in open or encounters feared situation/stimuli (i.e., visiting a store,
enclosed spaces, standing in navigating crowds, and standing in line, etc. without
line, being in crowded spaces, remaining near exits; imagining experiencing a panic
using public transportation attack or medical problem in a crowded place).
Behavior: Avoiding using Interoceptive: Simulate panic-like symptoms by

public transportation, ordering breathing through a straw as quickly as possible for one
delivery of items to home to to two minutes or, engage in physical exercise, or other
avoid going to restaurants/ activity to generate body sensations experienced in
stores, examining for and panic attack. Practice observing sensations, thoughts
remaining close to escape and emotions about the discomfort and willingness to
routes/exits when in public remain in the exercise with discomfort.
places
In-vivo: Assign Veteran homework of repeated practice
Consequences: Confinement of approaching feared antecedents outside of therapy.
to the home, increased
isolation, increased anxiety in
the presence of antecedents,
panic attacks
11
Table 7. Social Anxiety
Elements of Context Forms of Exposure To

for Social Anxiety Disrupt Avoidant Patterns
Antecedent: Imaginal: Construct imaginal narrative in

Examples: Public speaking, teaching, which Veteran’s worst interpersonal-
eating in public, crowded settings related fears are experienced (i.e., Veteran
attends a party alone; receives
Behavior: Avoiding meeting new people performance feedback from superior).
or entering unfamiliar situations; remaining Veteran imagines approaching the situation
silent around, avoiding interactions with, without reliance on safety behaviors (i.e.,
or excessively critiquing self in interactions initiate a conversation with an unfamiliar
with unfamiliar others or authority figures. person for five minutes; remain present and
attentive to superior’s words)
Consequences: Limited social network; In-vivo: Conduct role play of feared social
isolation and loneliness; greater anxiety situation with therapist in session. Outside
when speaking to strangers or performing of session, Veteran approaches feared social
in front of others; missing out on
situation without leaving the situation early
opportunities for educational or career (i.e., Veteran attends a social event alone
advancement and talks to an unfamiliar person for five
minutes; asks for feedback from a superior
and practices mindful listening).
12
Table 8. Process and Debriefing Questions
Process Questions Debriefing Questions
Before you start, what are your thoughts Where would you say your willingness is?
about doing the exercise?
What are your thoughts now that you
Where would you say your willingness is? have done the exercise ? Are they any
different from your thoughts before the
exercise? If so, how are they different?
Give me a values-based reason to be
Do you notice any new ways of thinking
doing this work right now.
about the experience?
Are you watching your thoughts, or

Was the exercise easier or harder than
getting caught up in them?
fighting or pushing away your inner
experiences?
Are you allowing your fear/anxiety to be
there or trying to push it away?
If you can’t do everything that’s important
to you right now, is there some smaller
If I were you just as you were beginning step that would move you in the right
to get upset, what sensations, memories, direction?
emotions, or thoughts would I be having?
Were there parts where it was harder to
If this feeling didn’t have to go away for be willing? What got in the way?
you to do something really important,
what would that be?
Does this seem like something that will
work in your life outside of therapy?
When was another time you had this
feeling? How long has this feeling been
How do you feel about yourself after
with you?
making the choice to do this exercise?
What does this feeling “say” to you

about the future or past? Is something
important missing?
Was something important taken from

you? Is something about to be taken from
you?
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CASE EXAMPLES
FOR CLINICIANS
EXAMPLE 1
The Veteran is a man in his 40’s who had completed alcohol and drug treatment and
had been successful in maintaining sobriety over the past year. He realized that much
of his drinking was focused on attenuating or avoiding memories and other internal
experiences associated with his combat experiences during a prior deployment to Iraq.
He was particularly bothered by the memory of a firefight that occurred when his Humvee
was ambushed. He reported intrusive memories and nightmares, as well as feelings of
guilt. He also endorsed significant hypervigilance and irritability that interfered with his
relationships and work performance.
Values assessment revealed that the Veteran valued physical fitness and connection
with others. Tolerance for others and ethnic diversity were also strong values, as well
as spiritual growth and service to others. Assessment of feared situations and contexts
resulted in the following list of items for potential exposure tasks:
• Go to the gym in mornings when it is crowded to work on accepting feelings of
anxiety and focusing on the task at hand, because fitness is important to him.
Willingness level: 65
• Take his partner out for a date to a crowded restaurant, because he values
connection. Willingness level: 60
• Go to softball games where there is a small crowd to practice connecting with
others, without “checking out” or spending an inordinate amount of time playing on
his cell phone. Willingness level: 55
• Strike up a conversation with an individual at his gym who physically and ethnically
resembles a military service age Iraqi, to practice connection and tolerance.
Willingness level: 50.
• Reach out to former comrades on social media to be of service and connected with
others. Willingness level: 40
• Recount the Humvee ambush incident, because he would like to be able to talk to
others about this if he chooses. Willingness level: 30
Exposures began with going to the gym, which the Veteran tolerated well. There was a
young male individual of apparent Middle Eastern ethnicity at the gym who repeatedly
approached the Veteran for workout advice. The Veteran began informally coaching this
person and eventually formed a friendship with him. The Veteran was also successful
at going out for dates and attending sporting events. Exposure to the memory of the
ambush was conducted concurrently, using mindfulness and defusion techniques during
these exercises. The Veteran was able to identify and process feelings of guilt that
emerged as he realized this was when he started to “profile” people who resembled his
attackers at this time, which was dissonant with his values of tolerance and diversity.
The Veteran spontaneously began looking through pictures of his time in Iraq and
14
reconnecting with former comrades. He started attending church services again and
joined a Veteran support group, where he shared about his experiences in combat. He was
eventually promoted in his job, enjoyed a good relationship with his partner, and reported
clinically significant improvement in symptoms over the course of treatment and at the
time of his discharge from therapy.
EXAMPLE 2
A male Veteran in his 60’s reported that he had panic attacks weekly, which were reliably
tied to fears that he would display physical symptoms (i.e., tremor, gastrointestinal
distress, fainting) in public and be negatively evaluated by others. He had significant worry
about having these panic attacks and severely restricted his activity to avoid situations
such as crowds and social gatherings. Although these symptoms had varied in severity
over time, he reported that he had had these difficulties since he served in the Navy
some 40 years prior. He stated that, while in the Navy, he became ill with gastrointestinal
problems aboard ship and began to have significant fears of being ridiculed or judged by
others if he appeared sick. He also witnessed an incident in which two of his shipmates
were lost overboard. He sometimes had nightmares and disturbing memories of this
incident but did not display other symptoms of posttraumatic stress disorder (PTSD). He
had an additional medical diagnosis of severe gastroesophageal reflux disease.
Values assessment revealed that the Veteran valued spirituality, independence, connection
with family and friends, expressing himself by playing music, parenting, and recreation.
Assessment of feared stimuli and situations yielded the following list of items for potential
exposure tasks:
• Interoceptive exposure to feelings of dizziness to work on acceptance and self-
compassion. Willingness level: 70
• Interoceptive exposure to feelings of nausea and distress elicited by imagining being
at sea. This was done to work on staying in situations such as church services or
family gatherings without needing to go home when he felt ill. Willingness level: 65
• Imagining being in public to work on accepting anxiety so he can visit family and
friends. Willingness level: 60
• Attending church services, to work on accepting anxiety and to practice fellowship
and enact his value of spirituality. Willingness level: 55
• Travelling out of town with his gospel music group to work on accepting anxiety and
to play music and enjoy connection with others. Willingness level: 50
• Attending a parade or sporting event to work on accepting anxiety while remaining
open to other experiences such as interest and excitement. Willingness level: 45.
The Veteran began to explore changing his relationship with anxiety by practicing
mindfulness exercises. These initially consisted of simple awareness and nonjudgmental
noticing of internal events, then progressed to mindfully noticing more challenging
internal experiences. The Veteran then began practicing the interoceptive and imaginal
exercises noted above. He reported benefit from this and began applying these skills to
progressively more challenging situations in vivo, such as attending church services and
15
sporting events. He would sometimes take additional steps to challenge himself such as
sitting in the front row at church or performing solos with his gospel music group. He
reported that he started using his mindfulness skills to practice contacting the memory
in which his shipmates were lost. He stated that he had fewer nightmares as a result
and started talking with other Veterans about his experiences in the Navy, to include
positive experiences he had as well. He also met a number of valued living goals such as
attending his son’s college graduation, travelling a considerable distance out of town to
visit relatives, and hosting family gatherings at his home. He exhibited and maintained
significant decreases in measures of anxiety and depression over the course of treatment.
16
ACCEPTANCE
ACCEPTANCE: OVERVIEW FOR CLINICIANS

Acceptance is technically defined as “the voluntary adoption of an intentionally open,
receptive, flexible, and nonjudgmental posture with respect to moment-to-moment
experience” (Hayes, et al., 2012, p. 272). This posture facilitates approach to aversive
private events—thoughts, memories, imagined catastrophes, physical sensations—that
Veterans may avoid in ways that interfere with valued action. Acceptance allows Veterans
with histories of anxiety and trauma to remain present to these aversive events so that
newer ways of responding are possible. Indeed, these approach behaviors themselves are
likely new ways of responding to the Veteran’s internal life. Acceptance forestalls rigid,
experientially avoidant behavior to support greater variability in responding, which in
turn supports valued action in the presence of aversive stimuli. Listed below is a general
description of the Veteran-facing clinical tools in this section of the guide, as well as
suggestions for their application.
• Acceptance Handout
» This handout provides basic information to support experiential learning about
acceptance.
• Noticing and Accepting Physical Sensations, Thoughts, Feelings, Urges (Eifert &
Forsyth, 2005)
» This is a mindfulness exercise* designed to promote a more open stance to
internal events in general and is a way for Veterans to begin to practice noticing
physical sensations, thoughts, emotions, and urges in a more accepting,
nonjudgmental way.
• Emotion Watching Worksheet (McKay & West, 2016)
» This self-monitoring worksheet allows Veterans to observe and record
emotionally triggering events and associated responses that may occur between
sessions. This allows Veterans to practice mindful observation, and the recorded
events may serve as the basis for values-based exposure exercises.
• Leaning into Anxiety Exercise (Eifert & Forsyth, 2005)
» This mindfulness exercise is designed to practice intentionally experiencing
challenging private events and noticing associated behaviors, sensations, and
urges.
• Acceptance Exercises
» This tool offers a framework for organizing and monitoring interoceptive and
imaginal exposure exercises in an ACT-consistent way. The specific exercises
should be determined collaboratively with the Veteran.
17
• VA App Activities/Exercises
» ACT Coach App
Observe Emotions Mindfulness Exercise
Coping Strategies Log
Willingness Log
Mindfulness Coach App: Mindfulness of Emotional Discomfort
*Note: When delivering the mindfulness exercises in this guide, you may find it helpful
to adopt a slow, deliberate pace. This may be accomplished by pausing briefly after
each instruction.
18
ACCEPTANCE HANDOUT FOR VETERANS
Acceptance is the act of taking or receiving what is offered. By accepting our life
experiences (even the difficult ones), we can let go of the struggle with our thoughts and
feelings so we have more energy for the things we really care about. This does not mean
“giving in” or not changing situations that can be changed for the better. Rather, we are
talking about being open to the thoughts, feelings, physical sensations, and urges that
may come up when we act on the things that matter to us. Not because we want to have
challenging thoughts or feelings, but because we are willing to have those feelings.
For example, people who want to make friends might also remember times when they
were rejected or let down by others. The same people might also remember times when
they let others down or did not act like a good friend. They might have lost friends in
combat or experienced other traumatic events. So, when these people has the opportunity
to reach out and connect with others, they are likely to have some anxiety, or perhaps
even sadness, anger, or grief.
We can avoid those tough feelings by not reaching out to others. Then we would be safe
but also lonely. However, if we can say yes to experiencing the feelings that life offers us,
then connection is possible; and we may also find friendship, joy, and belonging. There
are many ways to practice acceptance, and your therapist will work with you to find the
acceptance skills and practices that suit you best.
19
NOTICING AND ACCEPTING PHYSICAL SENSATIONS, THOUGHTS,
FEELINGS, URGES FOR VETERANS1
Let’s start by sitting in a position where we’re relaxed but still alert. Go ahead and close
your eyes, or if that makes you uncomfortable, just let your gaze rest softly on the floor or
the wall. Take just a moment and notice the weight of your body in the chair. Notice the
places where it contacts the chair: your back, hips, and arms. See if you can notice the
weight of your arms. You may have to let your shoulders relax a bit to do that. Perhaps
press your feet gently into the floor if you’d like. Notice the firmness of the floor beneath
them. Maybe wiggle your toes around a bit, and notice any sensations there.
And now, if you’d like, just notice your breath. Notice where it comes in, and flows down
your windpipe and into your lungs, filling your chest. Notice if you’re breathing from your
chest or your belly. Just let the breath breathe itself. If you really pay attention, you may
notice that it’s kind of cool when it comes in, and then it’s warmed by your body so it’s
warmer as it flows back out. Cool air flowing in, warmer air flowing out. Just breathe in
knowing that you’re breathing in; and breathe out knowing that you’re breathing out.
Notice how your breath goes on, without your even trying. Sustaining you. As best you
can, bring a gentle attitude of allowing your breath to be just as it is….
And now, if you’re willing, just notice any physical sensations that arise in your body. Just
check in with your body and notice anything that shows up, just noticing each sensation
in turn. We don’t have to do anything about them, just notice each. Notice the location
and shape of each, as you breathe in and out. Notice if they change in any way. Or, if they
stay the same, just notice that as well. As best you can, bring an attitude of kindly allowing
each. Softening to the sensations, breathing into them. Noticing each in turn….
And now, you may notice that you have thoughts about the sensations. Perhaps
judgments or evaluations that some are good or bad, pleasant or unpleasant. Maybe
wondering how long they will last, or if you’re doing the exercise correctly. Or your mind
may give you something completely different. It may wander into the future or the past.
Or maybe a memory or a mental picture comes up. Whatever you notice, just gently
acknowledge the thoughts and mental pictures. Your mind is working just fine. It’s the
mind’s job to wander. As you notice each thought or mental picture or memory, just
acknowledge it with kindness. And gently bring your attention back to your breath, then
just notice the next thought or image that comes up, and again, gently come back to your
breath, and so on.
And now, if you’re willing, notice any emotions that you have in this moment. As best
you can, see if you can label them, give words to what you feel. Perhaps contentment, or
perhaps fear, or anger, or joy. Maybe sadness shows up. Again, bring an attitude of gentle
allowing to your emotions. If you notice your mind giving you thoughts about whether the
feelings are good or bad, or whether you should be having them in the first place, just thank
your mind for doing its job of thinking. Let your mind know we can get back to it later.
And just notice your emotions. Is there one or are there many? Does any one of them
stand out? Maybe pick the one that seems to capture your attention the most. If this
20
emotion had a shape, what would it be? What color is it? What would it feel like if you
could touch it? Is it hot or cold? Heavy or light? As best you can, see if you can open up
and make a space for it. If you can put it to the side for a moment, do other emotions
show up?
And now, notice any urges that may come up. What do you feel like doing in this
moment? Is there a tendency to turn away? Or to get caught up in your thoughts? Or
perhaps you feel curious? Perhaps you feel like reaching out to someone, or, just the
opposite, perhaps you feel like withdrawing. Is there an urge to fight or struggle? Get up
and move around? Just check in to see if any urges show up for you in this moment, and
see if it’s the case that there is a space between urge and action. See if there is a moment
of choice in there, a space where choice is possible.
And just breathe, gently allowing your breath to breathe itself. And notice your body here
in this moment, the weight of it. Notice your feet on the floor, and the weight of your
arms. Notice any sounds around you. Open your eyes and look up, expanding your
attention to take in this moment, and bring this awareness and openness to the rest of
your day.
1Adapted from Acceptance and commitment therapy for anxiety disorders: A practitioner’s guide to using mindfulness, acceptance, and
values-based behavior change strategies (pp. 139-143), by G.H. Eifert and J.P. Forsyth, 2005, New Harbinger. Copyright 2013 by
Georg H. Eifert and John P. Forsyth.
21
EMOTION WATCHING WORKSHEET FOR VETERANS2
Use this worksheet to record triggering events (if known) and the four parts of your
emotional response to the event.
Physical
Trigger Thoughts Urges Feelings
Sensation
Example: Paying Feel tense, heart I don’t know Feel like crying. Anxious, scared,
bills and making racing, can’t how I’m going I just want to frustrated, sad
monthly budget catch my breath to make ends get away from
meet. I can’t everybody and
provide for my everything. I
family like I used can’t let anyone
to. What if I see me like this.
have a nervous
breakdown, and
I’m not able to
work?
22
EMOTION WATCHING WORKSHEET INSTRUCTIONS
• Trigger Event: Anything that causes you to have a noticeable emotional reaction.
If you are not sure what caused it, just put the setting you were in when you
experienced the strong emotion.
• Physical Sensation: This is a sensation you feel in your body. Examples include
racing heart, shortness of breath, funny feelings in your chest or pit of your stomach,
muscle tension, etc.
• Thoughts: This is the content of your thinking, such as “I can’t stand feeling this
way,” or “I’ve got to get out of here right now!”
• Urges: These are impulses to do or not do something. Examples include running
away, yelling, withdrawing, seeking reassurance, checking, using substances, etc.
• Feelings: These are the labels that you give to your emotional experiences. Examples
include joy, interest, fear, anger, sadness, boredom, disgust, etc. It is OK to have
more than one feeling at the same time.
2 Adapted from Emotion efficacy therapy: A brief, exposure-based treatment for emotion regulation integrating ACT and DBT (pp.
20-23), by M. McKay and A. West, 2016, Context Press. Copyright 2016 by Matthew McKay and Aprilia West.
23
LEANING INTO ANXIETY EXERCISE FOR VETERANS3
In this exercise, we are going to practice acceptance by actively noticing any unwanted
thoughts, feelings, memories, or mental images that you may have. We will practice
leaning into rather than away from struggle, so that we can learn to take a more
compassionate and open stance to our experience. This means making a space to
experience your thoughts, emotions, memories, and physical sensations as what they are,
rather than what your mind tells you they are. In this space you may notice there is more
room to consciously choose how you respond, to move in the direction of having more
freedom and vitality in your life. Are you willing to do this exercise to help us do that?
Start by getting into a comfortable position where you are relaxed but alert. Allow your
eyes to close gently, or let your gaze softly focus on a neutral spot. Take just a moment
and notice the weight of your body in the chair. Notice the places where it contacts the
chair: your back, hips, and arms… And now, if you’re willing, just notice your breath…. Cool
air flowing in, warmer air flowing out…. Just breathe in knowing that you’re breathing in,
and breathe out knowing that you’re breathing out…
As best you can, bring a gentle attitude of allowing your breath to be just as it is, and
bring this acceptance to the rest of your experience now. Your experience doesn’t need to
be anything other than what it is…it’s not a problem to be solved or fixed. See if you can
make room to have whatever shows up for you in this moment.
Notice your mind doing its job of wandering and thinking. It may wander to worries, or
memories, physical sensations, or emotions. Take this opportunity to just notice your
thoughts and feelings. Acknowledge them and stay with them. There is no need to make
them go away or to resolve or process anything. As best you can, give yourself space to
have whatever shows up for you in this moment…bringing kindness and compassion to
your experience.
Let yourself be present to your fears, worries, and struggles. Just acknowledge them
without trying to fix them. See if you can find a moment of choice here to notice your
values and commitments. Ask yourself: What matters most to me in this moment? What
do I want to be about? Who am I becoming in this moment?
Now focus on a thought, memory, or situation that has been challenging for you. Kindly
but firmly lean into the discomfort. Notice where you feel it in your body, allowing those
physical sensations to be just as they are, softening, making room for them. Breathe into
the discomfort, kindly holding it in your awareness.
You may notice urges to resist what you’re experiencing, to turn away from it or push it
away. Notice these urges as they show up, making space for them, too. Finding in that
space a moment of choice, and choosing to be with your experience in this moment.
Must this discomfort be your enemy? See if you can make a space for it, with openness,
kindness, and curiosity.
You may notice thoughts about what you’re feeling. Your mind might label it as bad or
dangerous, or tell you it’s something you can’t stand. You may notice judgments about
what you are feeling or what it means about you. Just notice these thoughts as well. Allow
24
them in without getting hooked by them, as best you can. Your mind is just doing its
job. It’s working just fine. As best you can, treat your thoughts with kindness. Just notice
thoughts as thoughts, physical sensations as physical sensations, emotions as emotions,
urges as urges.
Notice your anxiety or discomfort for as long as it captures your attention. When it starts
to slip away, just let it go. Take as long as you need for this.
When you are ready, expand your attention to the sounds in the room, the weight of
your body in the chair, your breath. When you are ready, open your eyes or look up, and
bring this awareness to the rest of your day.
3 Adapted from Acceptance and commitment therapy for anxiety disorders: A practitioner’s guide to using mindfulness, acceptance,
and values-based behavior change strategies (pp. 163-166), by G.H. Eifert and J.P. Forsyth, 2005, New Harbinger. Copyright 2013 by
Georg H. Eifert and John P. Forsyth.
25
ACCEPTANCE EXERCISES FOR VETERANS
Before the Exercise After the Exercise
Exercise: Thoughts/feelings Willingness Thoughts/feelings Willingness

about doing (0-100): after doing exercise: (0-100):
Example: do exercise:
“Leaning into 50-I’m not sure There were a few times 75-I can see how
Anxiety” exercise I feel anxious and what to expect. when I noticed I was this might be
I’m not sure I will stuck in my thoughts, but useful and I’m
get it right. I have I was able to take a step willing to keep
been struggling with back. It helped me to practicing.
worry for a while. notice how much tension
Maybe it’s time to try I carry in my body.
something new.
exercise:

exercise:

exercise:

exercise:
26
INSTRUCTIONS FOR ACCEPTANCE EXERCISES
1. Take a few minutes to get present. Take a few mindful breaths.
2. Notice and record your thoughts and feelings about doing the exercise before you
begin. Here are some questions you might ask yourself:
a. What are my thoughts about doing this exercise? What do I think it will be like? Am I
just watching my thoughts or am I getting caught up in them?
b. Am I allowing my fear/anxiety to be there or trying to push it away?
c. How is this exercise connected to my values?
3. What is my willingness level right now? Rate your willingness from 0 (completely
unwilling, which means I am fighting with my thoughts, feelings, bodily sensations, and
urges, or trying to avoid or control them) to 100 (completely willing, which means that I
am not fighting my inner experiences or trying to push them out of my mind at all; I am
welcoming them in).
4. Engage in the exercise that you decided to practice in your work with your therapist.
During the exercise, pay attention to anything that you do (or may want to do) to
lower your anxiety, and practice just letting any unwanted thoughts, feelings, bodily
sensations, or urges be there without fighting them.
5. Record any thoughts you have about the exercise you just completed. How do these
compare to your thoughts before the exercise? You might ask yourself the following
questions:
a. Was the exercise easier or harder than fighting or pushing away your inner
experiences?
b. What are your thoughts about doing the exercise? Are they any different from your
thoughts before the exercise? If so, how are they different? Do you notice any new
ways of thinking about the experience?
c. Were there parts where it was harder to be willing? What got in the way?
d. Does this seem like something that will work in your life outside therapy?
e. How do you feel about yourself after making the choice to do this exercise?
6. Rate your willingness to experience the thought, image, memory, or physical sensation
after completing the exercise (0 = completely unwilling, 100 = completely willing and
open). Remember that willingness is not the same as wanting.
7. Work with your therapist to decide which exercises to do each week, for how long, and
how often. Stick with the plan that you come up with. Be sure to record your thoughts
and ratings, and share them with your therapist at your next meeting. Remember,
willingness is like a muscle: it gets stronger the more you use it.
27
DEFUSION:
OVERVIEW FOR CLINICIANS
Fusion refers to the excessive dominance of verbal stimuli and processes (e.g., words,
thoughts, rules, expectations, mental images) over other forms of behavior regulation. The
dominance is excessive in the sense that it is pervasive and insensitive to context.
As you read the words on this page, your behavior is likely being regulated by verbal
stimuli. You can glean information and concepts from these words. The text that you are
reading even implies a contingency that, if you try these techniques you are reading about,
it may help you empower Veterans to make meaningful changes in their lives. You might
even think about particular Veterans as you read this information, and imagine how they
might respond to the techniques. Fusion is useful in this context.
However, these same verbal processes can regulate behavior in unhelpful ways. The
evaluative labels we apply to our experience can change the quality of that experience
and our response to it. Thoughts and feelings that are “bad” or “dangerous” need to be
avoided and may then function as barriers to valued action. We can imagine feared futures
and worry about them to the point of diminishing returns. Conversely, we can rehash the
past, assign blame, and harbor guilt and resentment.
Defusion is the process of bringing these verbal processes under appropriate contextual
control. This may be accomplished through skills that facilitate awareness of the ongoing
process of thinking. Thoughts, mental images, sensations, and urges can then be seen for
what they are, and the regulation of behavior by these processes is weakened. Defusion
then creates a space where behavior is more susceptible to direct experience and personal
values. Listed below is a general description of the Veteran-facing clinical tools in this
section of the guide, as well as suggestions for their application:
• Defusion Handout
» This handout provides basic information to support experiential learning about
defusion.
• Defusion Mindfulness Exercise
» This is an example of a mindfulness exercise to facilitate defusion.
• Fill in the Blanks Exercise (Follette & Pistorello, 2007)
» This is an exercise designed to assist Veterans in identifying fused content.
• Ways of Speaking Exercise (Follette & Pistorello, 2007)
» This is an exercise for practicing the use of language conventions as a defusion skill.
• Defusion Strategies Guide (Follette & Pistorello, 2007)
» This is a list of defusion techniques that Veterans may find helpful.
» ACT Coach App
Observe Thoughts Mindfulness Exercise
» Mindfulness Coach App
Leaves on a Stream Exercise
28
DEFUSION HANDOUT FOR VETERANS
Fusion refers to looking at the world from your thoughts. It involves taking what your
mind says as the literal, capital “T” truth. This can be very useful for solving problems like
deciding what car to buy, planning a vacation, learning from others’ experience, avoiding
unnecessary dangers, and a host of other things.
But fusion can have a downside. When we get too fused with our thoughts, we interact
with the world based on what we think is happening and forget to check in with our own
experience of what is really going on in the present and what works for us. We can compare
ourselves to others and judge ourselves in ways that aren’t helpful or imagine and come to
fear the ways that others may be judging us. We can imagine terrible future catastrophes
and re-experience past traumas. We can label our own thoughts, feelings, urges, and
physical sensations as bad or dangerous, so that we constantly struggle with our own
experience. We can plan and dream… which are fine abilities. But when things don’t work
out as we had planned, we can lose things that we never really had in the first place.
One fundamental challenge that we all face is learning when to listen to what our minds
say, and when to just notice our thoughts while redirecting our attention to the here and
now (Hayes et al., 2012). Defusion is looking at your thoughts so that you are aware of the
ongoing process of thinking. It involves taking a step back from your thoughts so that you
can put them in perspective. These skills let you create some space so you can see your
thoughts for what they are, so your thinking doesn’t push you around in ways that are
unhelpful and inconsistent with the sort of person you want to be.
Some thoughts are easier to get caught up in—or stickier—than others. Some particular
types of thinking that can be challenging are:
Judgment: Judgments seem to help us attend to our flaws or inadequacies and provide a
sort of standard for conduct. However, we may come to see ourselves as weak or flawed
for having worries, regrets, fears, and sadness. We may wonder, “Why can’t I just get over
my anxieties or memories of terrible things from the past?” This is partly because we
compare what we have going on inside us with what other people show on the outside,
such that others often seem to be handling things better than we are. We can get caught
up in questions of fairness, of what we or others deserve, which can lead to resentments
and impair our relationships and sense of connection to others.
Prediction: Predicting catastrophic events in the future gives us a sense that we can plan for
and avoid bad outcomes and may motivate us to take action. While this is true to an extent,
we can also get so caught up in predictions about the future and default assumptions about
how the world works that we lose contact with the present and with effective problem
solving. We act as if worrying itself prevents bad outcomes. We can treat our predictions as
certainties or real things or worry and plan to the point of diminishing returns. Or worse, we
can allow our worry to rob us of opportunities and experiences in the present.
Explanation: We seek to explain things because we may believe that if we can understand
why bad things have happened, we can prevent similar things from happening in the future.
The problem occurs when there is no clear or easy explanation for why, as is often the case
for past injustices or traumas. When this is the case, we may feel helpless or blame ourselves
for what happened, which can lead to deeper anxiety and depression (McKay & West, 2016).
29
DEFUSION MINDFULNESS EXERCISE FOR VETERANS
Take a few moments now to get centered. Close your eyes or let them gently rest on
some neutral space. Notice the sounds around you… Notice the temperature of the air in
the room, how it’s different in the spaces where your skin is exposed versus covered up…
Notice the weight of your body and how the soles of your feet rest on the floor.
And now, if you’re willing, just follow your breath…Notice the cool air flowing in and the
warmer air flowing back out. As best you can, kindly allow the breath to breathe itself…
Notice how you don’t have to do anything, that your breath goes on, sustaining you…as
best you can, let go of trying and just notice.
Eventually thoughts will come up. This is your mind doing its job. When this happens just
gently acknowledge each thought. Thank your mind for doing its job. When you notice
your awareness drifting from your breath, see if you can name or describe the thought
that has shown up… is it in words, pictures, or both?...Where does it live in your head?...
How old is it?...See if you can give it a label: Is it Judgment?...Explaining?...Predicting?...
Just welcome each thought that comes, and gently return to your breath…then when the
next thought shows up, welcome and label it as best you can…And return to your breath
with kindness. Just keep going like this: notice and label each thought, then come back to
your breath. Do this as many times as you need to. (continue about five minutes)
Now, notice again the weight of your body and the soles of your feet…Notice the sounds
in the room. Notice the temperature of the air. Open your eyes and/or look up. Notice how
the light plays off different objects in the room. Perhaps have a stretch if you’d like and
bring this new awareness to the rest of your day.
30
FILL IN THE BLANKS EXERCISE FOR VETERANS4
I feel the best about myself when people say that I am .
I really hope that other people see me as .
I secretly fear that other people will find out that I am .
I get really mad when people say that I am .
For my mom/dad/parent figure, the best attribute for a person to have is

.
For my mom/dad/parent figure, the worst attribute for a person to have is
.
The thing that I am most afraid will happen is
.
The event from my past that I try the hardest to forget or most wish never happened is
.
The feelings that I try the hardest not to feel are
.
The thoughts I try the hardest not to think are
.
The situations where I get the most upset have to do with
.
While filling out the blanks above, I noticed the following thoughts, emotions, physical
sensations, and/or urges:
4Adapted from Finding life beyond trauma: Using acceptance and commitment therapy to heal from post-traumatic stress and trauma-
related problems (pp. 124-125), by V.M. Follette and J. Pistorello, 2007, New Harbinger. Copyright 2007 by Victoria M. Follette and
Jacqueline Pistorello.
31
WAYS OF SPEAKING EXERCISE FOR VETERANS5
Situation What I usually say New way of speaking
I want to go to my daughter’s “I should go to my daughter’s “I will go to my daughter’s

graduation, where there will graduation, but there will be a big graduation, and I will probably
probably be a big crowd. crowd, and I will be too nervous. “ notice some anxiety because
there will be a crowd. “
My supervisor compliments me “That’s ridiculous! I’m such a “Thanks, mind! I know you
on my work and offers me a loser! I’ve got to stop thinking this understand how much my work
promotion. I think that she must way and have more confidence means to me and you’re just
be trying to flatter me and that in myself or I’m never going to trying to protect me from failure.
I am not really capable of doing succeed!” I can still take on this challenge
the work. if I want, because it is something
that could really be meaningful
for me.”
I need to have a difficult “I better not say anything. There’s “I’m willing to have this
conversation with my no use. They probably don’t care conversation even though it
spouse/partner. anyway. I really don’t want to do might not go the way I want. I can
this.” choose to be kind and civil even if
I get angry. It’s important to talk
about hard things sometimes if I
really want to bring my whole self
into this relationship.”
I am at the supermarket when I “This anxiety is terrible! I have to “I’m having the thought that this
suddenly notice that my heart get out of here right now!” anxiety is terrible and that I have
is racing. I think I am having a to get out of here right now.”
panic attack.
Situation What I usually say New way of speaking
Situation to use and instead

of but:
Situation to thank your

mind:
Situation to say willing

instead of want:
Situation to say “I’m having

the thought…”
5Adapted from Finding life beyond trauma: Using acceptance and commitment therapy to heal from post-traumatic stress and trauma-related
problems (pp. 133-134), by V.M. Follette and J. Pistorello, 2007, New Harbinger. Copyright 2007 by Victoria M. Follette and Jacqueline Pistorello.
32
DEFUSION STRATEGIES FOR VETERANS6
The strategies here are just some ways of learning to relate to your thoughts when you
notice that you might be entangled, stuck, or hooked by them in ways that aren’t helpful.
It’s ok if some of them seem to fit you better than others, just use the ones that work for
you. You can even work with your therapist to come up with your own strategies and write
those in the blank spaces.
Name the “stories” or habitual patterns of thinking that you may

struggle with, such as the “I’m not good enough” or “Don’t trust
Naming The Story anyone” stories. When you notice them, pause and ask yourself
if you want more than what those stories can offer you—orient
toward your values.
Say the thought really slowly, noticing the emotions, physical

Saying it Slowly
sensations, and urges that may show up when you do so.
Do your thoughts seem really familiar?

Age of This
Have they been around a long time?
Thought
Do they reflect what really matters to you, or are they just habits?
Imagine that you could picture the part of your mind that tends to
think in ways that hook you, for example, your inner critic. What
would this person or character look like? What do they sound like
Personification
when they speak? Try drawing a picture or find an image that looks
like them. Practice extending compassion toward them and taking
them along with you as you live your values.
When you notice anxious thoughts, realize that this is just your
ThankingYour Mind mind doing its job. Thank your mind for offering its input and
trying to protect you; then orient toward your values.
Write your stickiest thoughts on index cards. Practice carrying

the cards with you throughout your day. When you are planning a
Thoughts on Cards
valued activity, ask yourself which thoughts are most likely to show
up, and take those cards with you as you act on your values.
Imagine your thoughts in motion. For example, you might see them
Thoughts in as leaves on a stream or clouds in the sky. Practice noticing as they
Motion flow into your awareness, then let them move on out of sight. Take
5-10 minutes each day to practice.
33
Describe your failures as dirty laundry. What would they look
like if they were clothes? Draw the articles of clothing on your
clothesline, and label them. Now imagine how cold, wet and soggy
Clothesline they all are. How do they feel to put on? And now, think about the
Metaphor sun coming out and a gentle breeze picking up. The clothes get
nice and soft in the breeze, and warm and dry in the sun. What
would it mean for your failures to dry in the sun and soften in the
breeze? (Porosoff & Weinstein, 2018, pp. 117-120).
I’d like you to imagine two or three struggles you’ve been having
as if they were food placed on your plate, like a buffet line. If your
struggle was a food, what food would it be? Some struggles might
take up a giant portion of your plate; some might not but are really
intense. Write what food each struggle is. You could even draw
the food, so you can see the size and shape of it on your plate.
On Your Plate
So this is the meal that life has served you this week. What are
you planning on eating? If I had to eat burnt toast, I would add
strawberry jam. If my burnt toast represents having to take my car
in for repairs, what in life is the jam I can put on that toast? Maybe
while I wait for my car, I can read an article I’ve been meaning to
check out (Porosoff & Weinstein, 2018, pp. 90-93).
problems (pp.134-136), by V.M. Follette and J. Pistorello, 2007, New Harbinger. Copyright 2007 by Victoria M. Follette and Jacqueline Pistorello.
34
PRESENT MOMENT:
Present moment processes are relevant throughout treatment and interact with all
the other core processes. This process is essentially the flexible, intentional allocation
of attention to the here and now, so that behavior can be brought under appropriate
contextual control and new learning can occur.
Veterans struggling with anxiety or trauma-related difficulties are often said to be living
in the past or inordinately preoccupied with the future. For example, the “flashbacks” and
intrusive recollections characteristic of PTSD can overwhelm and captivate the experience
of the present and lead to unhelpful avoidance behaviors. Individuals experiencing chronic
anxiety may ruminate about past mistakes or faux pas far past the point any lesson has
been well and truly learned. Conversely, individuals may worry excessively about possible
catastrophes or potential negative consequences of future events, or even worry about
having more anxiety or trauma-related symptoms in the future. Present moment skills
allow Veterans to return to the now when their focus drifts to the past or the future. Listed
below is a general description of the Veteran-facing clinical tools in this section of the
guide, as well as suggestions for their application:
• Present Moment Handout (Roemer & Orsillo, 2020)

» A handout providing information about present moment processes, as well as
common types of worry and rumination
• Being in the Now
» This exercise promotes present moment awareness and engagement in
everyday activities. It can also be used to facilitate behavioral activation when
worries or rumination interfere with enjoyment and a sense of accomplishment.
• Mindful Grounding Exercise (Harris, 2019)
» Adapted from Harris’s “dropping anchor” exercise, this exercise provides a way
for Veterans to reorient to the present and chose an effective way to respond to
emotionally challenging situations.
• Sitting Meditation
» This is exercise is a mindfulness practice that focuses on nonjudgmentally
noticing various aspects of experience and returning attentional focus to the
breath.
35
• VA App Activities/Exercises:
» ACT Coach App:
Mindful Breathing
Mindful Walking
Mindful Eating
Observation of Sensations
» Mindfulness Coach App:
Awareness of Breath
Body Scan
Mindful Listening, Looking, Movement
36
PRESENT MOMENT HANDOUT FOR VETERANS7
One of the main problems with getting caught up in our thoughts is that it can keep us from
paying attention to what is actually happening here and now, in the “present moment.” It
can be like going through life on “auto pilot,” without really engaging in the world around us.
Take a moment to think about a time when this may have happened to you.
If you struggle with anxiety or trauma, it can be really hard to tell when you are not paying
attention to the moment, because your memories of the past or worries about the future
can seem very real and powerful. The feelings and physical sensations that come up at
these times can also seem overwhelming. But, with practice, you can learn to notice when
you are stuck or overwhelmed. Then you can make room for your thoughts, emotions,
physical sensations, and urges; and refocus on what matters to you and what can be done
here and now. The table below lists some reasons people can get stuck in thoughts about
the past, or ruminating, and/or the future, or worrying.
Intended Purpose Worry (future) Rumination (past)
It seems like anticipating all the It seems like focusing on past

things that my go wrong, or mistakes and self-criticism will
Getting Motivated what it will feel like if things do motivate me to do better in the
go wrong, will motivate me to present
prepare.
It seems like worrying will help It seems like going over past
me to avoid feared outcomes, mistakes will help me avoid
or it feels like worrying makes making them again, or it feels
Avoidance it less likely that bad things will like remembering how badly
happen in the future. something went wrong will
make it less likely to happen
again.
It seems like focusing on a It seems like identifying what

potential future problem is a went wrong in the past is a
good first step to solving it, but first step in avoiding future
Problem Solving
the problem is unlikely and/or problems, but the problem has
out of my control. passed and I am not able to let
it go.
Worrying about less important Focusing on figuring out

matters distracts me from what happened in the past
more distressing and serious to contribute to my suffering
Distraction
problems. is a way to avoid taking risks
and acting on my values in the
present.
7Adapted from: Acceptance-based behavioral therapy: Treating anxiety and related challenges (p. 133), by L. Roemer and S.M. Orsillo,
2020, Guilford. Copyright 2020 by The Guilford Press.
37
BEING IN THE NOW EXERCISE FOR VETERANS
1. Choose a task that you do all the time. It should be something you do automatically,
almost without thinking. Give yourself bonus points if this task involves interacting with
another person.
2. Before you begin the task, decide that today you will notice exactly what you are doing.
For example, if you are showing your daughter how to use a washing machine, you
might keep up an internal dialogue on each step you take. To help you focus, you may
use the word now to describe each step. For example, you might start this way: “I am
now showing Emily how to wash her clothes. I am now helping her separate the dark-
from the light- colored clothes. Now I am getting the detergent and measuring cup
from the shelf. I am now measuring out half a cup…” and so forth, until the task is done.
3. The next time you have a free moment, find a quiet spot and think about the effect
that providing yourself with a commentary had on you. Did you see and experience
things that you had not noticed before? Did you notice little changes in Emily’s facial
expressions or posture when you showed her the different steps of the task. Did she
ask questions, or say anything when you were teaching her? How was this experience
different from other times you have done this task automatically, almost without
noticing what you were doing?
4. Each day pick a different activity and do this exercise. Keep practicing, and if you find
yourself getting distracted, just notice that and come back to the task at hand.
38
MINDFUL GROUNDING EXERCISE FOR VETERANS8
This is a good exercise to use when you want to center yourself and get fully present in
the moment. You can do it at any time, but you might find it especially helpful when you
are caught up in your thoughts or emotions and need to get some clarity and stability
before you decide how to respond in a way that’s consistent with your values.
1. Take a moment to notice your experience. Notice any struggle you may be
experiencing. Take note of where you feel it in your body, also noticing any thoughts,
emotions, or urges that go with it. If it helps, you can imagine it has a color or a shape,
like an object. You don’t have to do anything with it or make it go away. For now, just
acknowledge that it’s here.
2. Do something with your body. Like stand up and walk around, or have a stretch, or
press your feet into the floor and notice how it’s firm beneath you. Just check back in
with the struggle briefly, just notice it’s there and where you feel it, but also notice that
you have a body that surrounds it that you can control. Again, do something with your
body--- like take a few deep breaths, or have another stretch.
3. Look around and notice the sights around you. See if you can name five things that you
can see around you. Notice what you can hear. Name three to four sounds that you can
hear around you. Do you notice any tastes or smells? Touch something near you and
notice its texture.
4. Check back in with the struggle. Just notice if it is still there, or if it has changed in any
way. As best you can, see if you can just let it be. And,, again notice that you have a
body around it that you can control. Notice the sights and sounds around you.
5. Notice what you are doing. See if you can fully engage in the task at hand. If it’s not
clear what to do, check in with your values. Notice who you want to be and how you
want to respond in this moment and take action. If you are still overwhelmed or still feel
stuck, repeat the steps above two to three times, or until you are able to make some
room for the struggle and identify a values-based action.
8
Adapted from ACT made simple , 2nd Edition (pp. 113-115), by R. Harris, 2019, New Harbinger. Copyright 2019 by Russ Harris.
39
SITTING MEDITATION FOR VETERANS
Find some time to sit in a comfortable place, where you won’t be disturbed. Sit in a
position where you are relaxed but still alert: sitting up in a dignified posture with your
back straight, head balanced on your shoulders, arms and shoulders relaxed and resting in
a comfortable position.
Consider your intentions in this moment. See if you can give yourself a gift of stillness.
This is an opportunity to switch from your normal mode of doing, planning, moving, and
reacting to one of simply being. Just notice whatever happens in your awareness, right
here and right now.
Just notice the sensations of your breath. Just notice your abdomen on the inbreath and
the outbreath. Notice the subtle movement of your chest and shoulders. Notice the air as
it flows through your nostrils: cool on the inbreath, warmer on the outbreath.
Pay attention to the entire cycle of the breath. It’s all one motion, but it has its phases.
Notice the inbreath and the outbreath. Notice the space between them, the pause
between breathing in and breathing out.
You’ll notice that your attention will stray from your breath from time to time. This is OK.
It’s your mind’s job to wander. When you notice this, as best you can and without giving
yourself a hard time, gently bring your attention back to your breath.
See if you can let go of any need to control your breathing. Imagine floating on the surface
of the ocean…riding the waves up and down. You don’t control how high or low the wave
goes, or how long it lasts. Simply ride the waves of your breath.
You may notice there are sounds other than those of your breathing. Sounds near and far.
Just notice when your attention moves to the perception of sound. Notice the qualities
of the sound: its volume, tone, and intensity. Notice your mind’s tendency to label the
sounds: there’s traffic, someone walking down the hall, the wind in the trees (use your own
examples). As best you can, see if you can separate the labels from the experience of the
sound, listening with curiosity as if you were hearing these things for the first time. And
when you’ve done that, gently come back to your breath.
Notice any judgments that may come up. Opinions about whether you like or dislike
this experience, or wondering if you’re doing it right. Notice your judging mind and your
critical mind if they show up now. And as best you can, realize that there is nothing that
needs to be fixed here… you don’t have to process anything or work it out. Just notice
your experience in this moment. And gently come back to your breath….
You may notice that your attention shifts to bodily sensations. They may be pleasant, like
a sense of warmth, relaxation, or comfort. Or they may be more like a sense of tension, or
an ache or an itch. When you notice these sensations, there are a couple of options; and
neither is better than the other. The first is to notice where the sensation is, how intense
or large it is. And, if it’s something you need to fix, first form the intention to act, then do
whatever it is you need to be more comfortable. For example, you might notice tension
at some place in your body, as well as an urge to stretch or change position to alleviate
the discomfort. First form intention to move, then do what you need to do to be more
40
comfortable. The second way would be to just observe the sensation with curiosity and
see if you can stay with it just for a moment longer. Imagine you can breathe into the
sensation. Notice where it is, and what shape it would take if you could trace its outline in
your body. Notice if it changes in any way…or if it doesn’t change, just notice that as well.
Just notice you can stay with it without reacting to it.
So, you have two ways of responding to physical sensations that come up. Whichever
option you choose, just notice that you do so as a conscious choice.
Just gently notice whatever comes into your awareness; thoughts, memories, emotions,
physical sensations, urges. See if you can welcome each in turn. As you notice each, realize
that this is a moment of awareness. And then gently come back to your breath. Just notice
the process of coming back, again and again, as many times as you need to, with kindness.
As this meditation draws to a close, bring your awareness back to the weight of your
body here in the chair. Open your eyes or look up and notice all the sights and sounds.
Congratulate yourself for taking this time for yourself, giving yourself a moment of stillness.
41
SELF-AS-CONTEXT:
SELF-AS-CONTEXT: OVERVIEW FOR CLINICIANS

Self-as-context refers to a stable point of reference from which one can notice ongoing
experiences and shift perspective as needed. Practically, this comprises three key tasks:
disentanglement from the conceptualized self, awareness of ongoing experience, and
perspective-taking (Hayes et al, 2012). Disentanglement from narratives and labels that
may be rooted in past trauma or that prescribe how one interacts with the world (e.g.,
“I’m an anxious person,” “I am broken,” “I’m not someone who talks about feelings,”) can
free up energy to be directed more adaptively to responding in the present moment.
Defused awareness of ongoing experience supports acceptance and exposure processes
by providing a safe, stable context in which to contact challenging thoughts, emotions,
and physical sensations. Finally, perspective-taking skills support defusion and acceptance
by changing the context in which one relates to troubling memories of the past and
anxious predictions about the future. Self-as-context exercises promote a stable sense
of self across time, a self that is not a sum of his/her internal experiences nor defined by
those experiences but rather holds those experiences. Perspective taking across persons
supports a more compassionate, accepting stance toward others and the self.
• Observer Self Handout and Exercise (Hayes et al., 2012): A handout briefly
describing the concept and benefits of taking an observer perspective, as well as an
experiential exercise to contact the observing self
• Perspective-Shifting Exercises (Strosahl & Robinson, 2015): Exercises designed to
facilitate shifting perspectives across person, place, and time
• Self-Compassion Mindfulness Exercise: A mindfulness exercise designed to promote
compassion for self and others
• Child Exercise (Walser & Westrup, 2007): A perspective-taking experiential

exercise designed to promote self-compassion
» Mindfulness Coach App
Building Compassion
Loving-Kindness Meditation
Mountain Meditation
42
OBSERVER SELF HANDOUT FOR VETERANS9
Taking an “observer perspective” means developing a stable sense of yourself that is not
limited by your thoughts, emotions, urges or bodily sensations. This bigger sense of self
allows you to notice your thoughts and feelings without judgment. Also, developing this
larger sense of self allows you to realize that you don’t have to be controlled by your
thoughts and feelings, so that you can make better choices that are guided by what really
matters to you. When you learn to accept even your most painful thoughts and feelings,
you can be kinder to yourself and others. Finally, developing this observer self allows you
to realize that, even if you have been through very difficult experiences in your life, there is
a part of you that has remained stable and strong throughout these experiences.
Observer Exercise
Relax, close your eyes if you’re willing, and picture yourself here in this room. Just notice
your body and any sensations you may be having. Notice any emotions that you are
having. Notice any thoughts. Take some time to get in touch with the part of you that
noticed these thoughts, emotions, and sensations. This is the you-yourself, the observer
you. From this observer perspective notice the following aspects of your experience:
Your body is constantly changing. Once you were a little baby, and then you grew into
a child, and then that child grew into the person you are now. Your body may become
heavy or light, strong or weak. Sometimes your body may be sick or hurt. You may have
had illnesses or been injured. Over time, these hurts have either healed or perhaps they
are with you even now. Notice these things, but also notice that there is a “you” that has
been there all along. Even though your body has changed, the person that is you—the
observer—was there all along.
Now, notice your roles. You have many of them. You are constantly playing a role. Perhaps
you play a role at work, or as someone who is retired or disabled. You may play the role
of a spouse or a parent. You play the role of a son or a daughter. You play the role of a
service member or a Veteran. You play the role of someone of a certain race, age, ethnicity,
or belief system. Your roles are constantly changing, and you change in and out of them
like suits of clothes. Even now you might be playing the role of someone in therapy. If you
were to try to not play a role, then you would be in the role of someone who does not play
a role. Allow yourself to notice this as a fact that you have experienced: I have many roles,
but the roles are not me. You are there all along, observing your many roles.
Now, notice your emotions. They are constantly changing. There may be things that you
liked at one time that you do not like now. Or there may be things that you did not like at
one time, that you now like. Sometimes you may have more than one emotion at the same
time. Sometimes these emotions contradict themselves. Even now you are experiencing
emotions, but they are not you. You have been there all along, observing these many
emotions. The emotions are like waves, but you are like the ocean. Allow yourself to
experience this as a fact: you have many emotions, but these emotions are not you.
43
Now, notice that you have many thoughts. Your thoughts are constantly changing. You
have learned new things and have had different experiences from which you have gotten
new knowledge and new ideas. Perhaps there are some things that you once believed
were true, that you now know to be false. Or the opposite may also be true, that there
are things you once thought were false that you now know to be true. Sometimes your
thoughts may make little sense to you. They may seem to pop into your head for no
apparent reason. Some may have been around for a long time. You have many thoughts,
but they are not you. You have been there, observing your thoughts all along.
Notice that you are not your body, emotions, roles, or thoughts. When you notice this, see
if you can create a sense of distance between you and the things you may be struggling
with…not to make them go away, but to make space for them. Note that you may have
been trying to change some of these thoughts, emotions, or sensations. Perhaps you have
been trying to get rid of the “bad” thoughts or feelings; but as you do, you may get caught
up in them and you do not notice the you that is separate from them. There is a you-
yourself, an observer you, that has been there all along. You encompass all these things
and are bigger than these things. And you can choose a direction for your life and follow
it, independent of what all these other things may tell you.
Take some time to write your thoughts about the experience of doing this exercise:
9
Adapted from Acceptance and commitment therapy: The process and practice of mindful change (pp. 233-237), by S.C. Hayes, K.D.
Strosahl, and K.G. Wilson, 2012, Guilford. Copyright 2012 by The Guilford Press.
44
PERSPECTIVE SHIFTING EXERCISES FOR VETERANS10
Inside/Outside Shifting
This is an exercise to practice deliberately shifting your focus from something in your
environment to something internal. For example, you might spend five minutes observing
the wind blowing through the trees, the number and pattern of tiles in the floor, or a piece
of art or music. Next, you would shift attention to your breath, or perhaps any sensations
you might notice in your body, or a sense of pressure or warmth, or the soles of your feet
on the floor. Set a timer on your phone, or watch to signal when to shift back and forth
between internal and external focus.
Social Inside/Outside Shifting

Similar to above, but practice shifting from noticing your internal experience to the activity
of others around you. This might work best at a place where you can “people-watch,” like
a park or mall, store, or class. Take some time to notice the behavior of others around
you, their posture, tone of voice, facial expressions, etc. Then shift your attention to your
internal experience of your thoughts, emotions, and urges, and vice-versa. Alternate
between inside and outside yourself by using a timer for a signal.
*** If you want to “level-up” this experience, try shifting back and forth from observer
to participant. For example, at a work meeting you might intentionally take some time
to observe your coworkers, then intentionally engage in the meeting, then shift back to
observation.
Now/Then Shifting
Find a photo album, electronic or physical. Pick three pictures from different parts of your
life. Ideally, the pictures should be at least a year apart. Answer the following questions for
each of the pictures:
• How old were you? What is happening in the picture? What was going on in that
time of your life?
• What physical sensations were you experiencing at that time?
45
• What thoughts might you have been having?
• What emotions were you feeling?
• What thoughts, feelings, and emotions are you experiencing now as you reflect back
on this scene?
10Adapted from In this moment: Five steps to transcending stress using mindfulness and neuroscience (pp. 75-76), by K.D. Strosahl
and P.J. Robinson, 2015, New Harbinger. Copyright 2015 by Kirk D. Strosahl and Patricia J. Robinson.
46
SELF-COMPASSION MINDFULNESS EXERCISE FOR VETERANS
Start by sitting in a position where you’re relaxed but still alert. Go ahead and close your
eyes, or if that makes you uncomfortable, just let your gaze rest softly on the floor or the
wall. Take just a moment and notice the weight of your body in the chair. Notice the places
where it contacts the chair: your back, hips, and arms. See if you can notice the weight
of your arms. You may have to let your shoulders relax a bit to do that. Perhaps press
your feet gently into the floor if you’d like. Notice the firmness of the floor beneath them.
Maybe wiggle your toes around a bit and notice any sensations there. And now, if you’d
like, just notice your breath.
Now, if you’re willing, bring to mind someone who is dear to you. Imagine that this person
is experiencing some sort of struggle, in a dark night of the soul. Perhaps the person is
sad, or angry, or afraid. Take a moment and notice the person’s facial expression, posture
in this moment of pain. Notice how your heart goes out to the person.
Now imagine you can approach this dear person in this moment of suffering. Do whatever
you need to get their attention. Say:
“I see you. I see you in this moment of pain; and I have known pain, too. May you be free
from suffering. May you know peace.” Imagine you can physically comfort the person at
this time, perhaps through a hand on the shoulder, or an embrace.
Now, let that image fade.
Next, imagine yourself experiencing some sort of struggle, a dark night of the soul.
Perhaps you are sad, or angry, or afraid. Take a moment and see yourself in that moment
of pain. Notice your facial expression and posture in this moment of pain. Notice how your
heart goes out to yourself in that moment.
Now imagine you can approach yourself in this moment of suffering. Do whatever you
need to get your attention. Say:
“I see you. I see you in this moment of pain, I remember this moment. May you be free
from suffering. May you know peace.” Imagine you can physically comfort that person who
was you, perhaps through a hand on your shoulder, or an embrace. Notice as this person
dissolves into the you that is here, now.
And just breathe, gently allowing your breath to breathe itself. And notice your body here
in this moment, the weight of it. Notice your feet on the floor and the weight of your arms.
Notice any sounds around you. Open your eyes and look up, expanding your attention to
take in this moment, and bring this sense of compassion to the rest of your day.
47
CHILD EXERCISE FOR VETERANS11
Take a few moments to get centered, taking a few mindful breaths.
Now, imagine that you have a photo album before you. It could be an actual book, or an
electronic album in a phone or computer. The key is that this album has pictures from
throughout your life until now. Just take a moment, and in your mind’s eye look through
the album. Now, see if you can go to the part of the album that covers last summer. Just
scan through the pictures from last summer until you find yourself lingering at a certain
picture. Pause and see yourself there. Really put yourself into that scene, as the person
behind your eyes in that moment. Notice what you were doing. Who was there with you?
Picture all the sights and sounds. What are you thinking and feeling in that moment?
Really take in the scene.
Now, when you are ready, leave that scene (knowing you can come back later if you want)
and start looking though the part of the album that is your childhood. See if you can find
a moment where you experienced some early hurt…a time when you were alone and sad,
or afraid. Maybe six or seven years old, but whatever age seems right to you. Really see
yourself in that moment. Look down and notice how small your hands are. Notice all the
sights and sounds around you. Notice what you are feeling and thinking as the child who
was there in that moment.
Now, imagine that the adult you, the present day you, enters that scene. Just picture what
it’s like to open the door now and walk into that moment. Look on that child who was you in
that moment of pain. Notice the child’s facial expressions and posture. Take a moment and
notice what you feel now, looking upon this child. See if it’s the case that your heart naturally
inclines to the child that was you. What does the child need in this moment? Imagine that
you can give that child whatever it needs in this time of suffering. If it’s words, imagine
yourself saying what that child needs to hear. Say it out loud in this very moment.
Now, imagine you come up to this child you, and embrace it. Notice what it’s like to have
the child in your arms. And now, as you hold the child, imagine that it dissolves and
absorbs into the adult you. Take a moment now to embrace yourself, transmitting kindness
and compassion.
And again, notice your breath. Notice the sounds in the room and open your eyes. Take a
few moments to reflect on your experience.
11 Adapted from Acceptance and commitment therapy for the treatment of post-traumatic stress disorder and trauma-related problems
(pp. 186-190), by R.D. Walser and Darrah Westrup, 2007, New Harbinger. Copyright 2007 by Robyn D. Walser and Darrah Westrup.
48
VALUES:
Values are verbally constructed, continuous patterns of activity that are personally,
intrinsically rewarding (Wilson & Sandoz, 2008). The act of engaging in valued behavior is
what produces motivation for further behavior in line with that value. As such, values are
directions that guide behavior, as opposed to discrete behavioral goals. They are qualities
of actions, such as being kind, or brave, or acting with a sense of integrity. For example,
people who valued parenting might set themselves a goal of spending 30 minutes, four
times per week, engaging in a preferred activity with their child.
Individuals who struggle with anxiety and trauma may encounter many barriers to valued
living. Worry and rumination may make it difficult to engage in valued action in the
present moment. For example, a man who values connection in relationships may spend
so much time ruminating about his behavior in a past relationship or worrying about
making the same mistakes that he fails to pursue a relationship in the here and now. Or
the same individual might be so fused with the ideal of having a “perfect” relationship
or “getting it right” that he is not psychologically flexible enough to function well in his
current relationships. Feelings of guilt or shame related to past trauma might lead to an
avoidance of commitment and intimacy.
In short, valued action often entails contact with avoided thoughts, emotions, urges, and
physical sensations. Values can provide a context of meaning and purpose to motivate the
difficult work of finding new ways to relate to these challenging experiences. Listed below
is a general description of the Veteran-facing clinical tools in this section of the guide, as
well as suggestions for their application:
• Introduction to Values (Follette & Pistorello, 2007)
» A handout that provides information about values as well as an experiential
exercise to encourage acceptance in the service of valued action.
• Sweet Spot Exercise (Wilson & DuFrene, 2009)
» An experiential exercise designed to encourage contact with the lived experience
of values. This is a good exercise to use early in therapy and helps to build rapport.
• Emotions and Values Audit (Porosoff & Weinstein, 2018)
» A self-monitoring tool to assist Veterans in noticing the connection between
emotions and values.
• Values Checklist (Harris, 2019)
» A checklist of common values, with ratings of importance.
• Valued Domains and Actions Worksheet
» A worksheet to facilitate identification of values and values-based actions in
several life domains.
» ACT Coach App
Live Your Values Exercise
49
INTRODUCTION TO VALUES HANDOUT FOR VETERANS12
Values are words or statements that describe who you want to be and how you want to
behave in the world. They are life directions that guide your actions. Think of them like the
directions on a compass. Let’s say you are in Chicago and want to go to Las Vegas. You
would head west until you got there. Las Vegas would be the goal. But you could always
go further west from there. West doesn’t really have an end point.
Values are like that. They are ongoing. Let’s say that some people value physical fitness.
They may set a goal of losing 20 pounds. But once that goal is achieved, they still can
enact that value for as long as they choose. What that behavior looks like over time may
change. Those people will get older or have injuries and might have to change their diet or
the exercises that they do. They may set new goals for themselves based on this but can
still choose to live their value of fitness.
Coping with anxiety or trauma can be a challenge to enacting values. For example, people
who struggle with anxiety or trauma may avoid public places but also value friendship,
connection with others, and fitness. Those individuals might avoid going to a gym or
attending a party because those are situations that make them anxious. Over time they
might continue to pull away from these activities connected to their values and may
feel depressed as a result. This is because acting on our values is often connected to
challenging thoughts, feelings, urges, or physical sensations.
So, to live our values, we often need to be open to having those types of experiences. Are you
willing to try an exercise to illustrate this point? You will need a pen and some notecards.
STEP ONE: Choose some activity, relationship, or area of your life that’s important to
you, but you’ve noticed yourself avoiding or pulling away from. Think of some words that
describe how you want to be in this area of your life. What are the values that you want
to live in this area? Go ahead and write those words at the top of one of the cards. For
example, someone might want to be patient and loving with their family.
STEP TWO: Think of one or two actions that you could take that would show the values that
you wrote at the top of the card. An example might be to eat dinner with my family and spend
30 minutes talking. Write the actions that you come up with on the card under your values.
STEP FOUR: Turn the card over so the blank side is facing you. Take a few moments to
close your eyes, and imagine engaging in one of the actions that you just wrote. Notice
any thoughts, emotions, physical sensations, or urges that come up. Now, open your
eyes and write down any difficult thoughts or feelings that might show up if you take the
action. For instance, in the example above, the individual might write: “Felt jittery and
nervous. Anxious that one of them will make me angry or hurt my feelings. I don’t deserve
to have a family anyway because of the things that happened in my past.”
STEP FIVE: Take a moment now and look at both sides of the card. Do you have to make
the difficult things go away? Imagine you threw the card in the trash. If you could throw
away the hard stuff, would the values go with it too? Imagine that you could make room
for the difficult thoughts and feelings, so that you could do the things that you care about.
Try keeping the card with you over the next week, and look at it periodically to remind you
of the value you chose. Notice what it’s like if you do the actions you wrote down. Or if
you don’t do them, notice what that is like as well.
problems (pp. 181-183), by V.M. Follette and J. Pistorello, 2007, New Harbinger. Copyright 2007 by Victoria M. Follette and Jacqueline
Pistorello.
50
SWEET-SPOT EXERCISE FOR VETERANS13
This is an exercise to help you contact a moment in your life where you felt really alive,
engaged, and content, or a “sweet spot.”
First, just take a moment to get present and centered. Close your eyes if you’d like or find
a neutral spot to rest your gaze. Notice the weight of your body in the chair. Relax your
shoulders a bit so you can notice the weight of your arms. Notice the soles of your feet
on the floor. Take a moment to notice any sounds around you. And now, just gently notice
the inflow and outflow of your breath. Just spend a couple of minutes being aware of each
inbreath, each outbreath, and the spaces in between.
Next, see if you can bring to mind a moment when you felt really alive. A time when
whatever struggles that brought you here had less of a grip on you or had dropped away
for a time. A moment where you felt you knew who you were and that you belonged
where you were. It could be recent or from a long time ago. See if you can bring to mind
just one moment like this. It doesn’t have to be the most important or even the happiest
moment. Perhaps there might be a bit of sadness that goes along with it. See if you can
just allow it to be there. Just allow yourself to drift back into that moment of sweetness.
Linger in that moment for just a little while.
Now take some time to write down what that moment was like in such a way that
someone else could really get what it was like for you. They don’t have to understand
why that moment was important or how it came about, or even what it might say about
you. Just describe it in such a way that someone else can really get why this was a sweet
moment in your life. You can write your description of the moment in the space below:
13 Adapted from Mindfulness for two: An acceptance and commitment therapy approach to mindfulness in psychotherapy (pp. 203-209),
by K.G. Wilson and T. DuFrene, 2009, New Harbinger. Copyright 2009 by Kelly G. Wilson and Troy Dufrene.
51
EMOTIONS AND VALUES AUDIT FOR VETERANS14
What can your emotions reveal about what matters to you?
I Felt… when… Because I care about…
Angry/annoyed
Excited/interested
Happy/content
Safe/OK
Afraid/worried
Surprised/confused
Sad/pensive
Disgusted/bored
14 From Two for one teaching: Connecting instruction to student values (pp. 106-111), by L. Porosoff and J. H. Weinstein, 2020,
Solution Tree Press. Copyright 2020 by Solution Tree Press. Adapted with permission.
52
VALUES CHECKLIST FOR VETERANS15
Listed here are some values. These are just some examples. None is more important that
the other, and it is OK if some apply to you more than others. Look through the list and
write a letter next to each value to indicate how important it is to you: V = very important;
I = somewhat important; and N= not important. The list is not exhaustive, so please feel
free to write in any values not listed in the blanks marked “Other.”
Acceptance: to be open and nonjudgmental of myself, others, life, etc.
Adventure: to seek out new and interesting experiences
Authenticity: to be genuine and true to myself
Compassion: to act with empathy and kindness to myself and others who are suffering
Connection: to be fully present and engaged in my relationships with others
Courage: to be bold and brave in the face of fear, danger, or adversity
Creativity: to make things of art or beauty; to find new ways of thinking or
solving problems
Encouragement: to support behavior that I value in myself and others
Engagement: to be fully present and engaged in what I am doing
Fairness: to be just to myself and others
Forgiveness: to extend forgiveness to myself and others
Friendliness: to be friendly to myself and others
Fun: to seek out and engage in activities that are exciting and/or enjoyable
Gratitude: to be thankful and appreciative of myself, others, and life
Intimacy: to be emotionally and/or physically open and genuine with others
Kindness: to be considerate and/or caring to myself and others
Love: to act with love and/or affection to myself and others
Physical Fitness: to attend to and/or improve my physical and mental health
Respect: to be considerate of myself and others
Responsibility: to be reliable and accountable for my actions
Safety: to protect or ensure my own safety or that of others
Trust: to be trustworthy and sincere
Other:
Other:
15 Adapted from ACT made simple, 2nd Edition (pp. 228-229). by R. Harris, 2019, New Harbinger. Copyright 2019 by Russ Harris.
53
VALUED DOMAINS AND ACTIONS WORKSHEET FOR VETERANS
Look at the valued domains listed below, and for each one that is important to you, list your
values relevant to that domain. Next, please rate the Importance ( “I”: 0 = not important, 1
= somewhat important , 2= very important) of each domain and how often you have taken
actions consistent with your values in that domain over the past week( “A” : 0 = no actions; 1
= 1 action; 2 = 2 or more actions). Also please list at least one example of an activity or action
that you could do that would be consistent with your values in that domain. For example:
1. Family/Intimate Relationships Value(s): intimacy, connection I = 2 A = 1
Values-Based Action(s):
(1) have dinner with my family and spend at least 30 minutes talking
(2) go to school play
1. Family/Intimate Relationships Value(s): I= A=

2. Friendship/Social Relations Value(s): I= A=

3. Employment/Education Value(s): I= A=
4. Recreation/Citizenship Value(s): I= A=
5. Spirituality Value(s): I= A=
6. Physical Well-Being Value(s): I= A=

54
COMMITTED ACTION:
Committed action is an essential component of the ACT model and a major index of
therapeutic outcome. Psychological flexibility skills are shaped in the service of values-
based action. The precurrent behavior of making a commitment may help to set the
stage, but the actual committed action happens in the choices an individual makes in
the moment, guided by personal values. Exposure-based exercises may be opportunities
to practice acceptance and defusion skills, and present moment and self-as-context
processes orient to the now and produce a distinction between the self and challenging
internal events. These skills create the moments of choice when committed action is
possible. Listed below is a general description of the Veteran-facing clinical tools in this
section of the guide, as well as suggestions for their application:
• SMART Goal Handout (Harris, 2019)

» A handout with information on parameters for developing effective values-based
action goals.
• Committed Action Worksheet

» A worksheet and monitoring form for recording values-based actions and their
outcomes.
» ACT Coach App:
Willingness Log
Live Your Values Exercise
55
SMART GOALS FOR VETERANS16
Identify a specific action that you will do. Use enough detail
Specific so that you will know when you have completed the action
and can track your progress.
Your goal should be consistent with one or more

Motivated of your values.
Your goal should be something that has the potential

Adaptive to really make a difference in your life.
Your goal should be attainable given your current

Realistic strengths, skills, and resources.
Specify the time period during which the action

Timely is completed.
16 Adapted from ACT made simple, 2nd Edition (pp. 241-242), by R. Harris, 2019, New Harbinger. Copyright 2019 by Russ Harris.
56
COMMITTED ACTION WORKSHEET FOR VETERANS
What do Did you do

Values-Based you need to it? What was it
Value (s)
Action Goal make room Yes/No like?
for?
Example: Eat dinner with my Feeling jittery and Yes I felt nervous, and
family, and spend anxious, one of I was able to use
Connection, 30 minutes talking them might make my skills to stay
Engagement, to them. me mad or hurt my present. My kids
Family, Intimacy, feelings said they have
Fun missed talking to
me like this, which
made me feel good
and also a little
sad because I have
missed them, too.
57
INSTRUCTIONS FOR COMMITTED ACTION WORKSHEET
• Values: List the values that are the basis for your Values-Based Action Goal.
• Values-Based Action Goal: List the specific action(s) that you will take that are
consistent with your values.
• What do you need to make room for?: List any potential physical sensations,
emotions, thoughts, or urges that might come up during your values-based action.
• Did you do it?: Record whether you engaged in the values-based action.
• What was it like?: Record your experiences of engaging in your values-based action.
Or, if you did not engage in the action, record what it was like to make the choice
not to engage in the action.
58
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Bluett, E. J., Homan, K. J., Morrison, K. L., Levin, M. E., Twohig, M. P. (2013). Acceptance
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61

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ACCEPTANCE AND COMMITMENT

THERAPY STRATEGIES GUIDE

Jeffry S. Bethay, Ph.D., B.C.B.A.

Jonathan H. Weinstein, Ph.D.

Whitney Stubbs, Ph.D.

For a hardcopy of the manual, please contact VISN16SCMIRECCEducation@va.gov.

Anxiety, depression, and trauma-related disorders are highly comorbid in Veteran

PURPOSE OF THE GUIDE

Anxiety may be generally conceived as a response to perceived threat (Abramowitz, et al.,

ACT employs a number of methods and processes to increase psychological flexibility,

CONCEPTUALIZATION AND RATIONALE FOR EXPOSURE

Process Metaphors and Exercises

Tug of War with a Monster (Hayes et al., 2012, pp. 276)

Chessboard (Hayes et al., 2012, pp. 231-232)

Passengers on the Bus (Hayes et al., 2012, pp. 250)

SELECTING EXPOSURE TASKS

ENDING AND DEBRIEFING EXPOSURES

Table 2. Panic Disorder

Elements of Context Forms of Exposure to

Antecedent: Imaginal: Construct narrative in which Veteran

Behavior: In-vivo: Ask Veteran to encounter external

Elements of Context for

Antecedent: Imaginal: Construct a brief narrative in which

Table 4. Posttraumatic Stress Disorder

Consequences: Difficulty relaxing/feeling keyed up,

Antecedent: Imaginal: Construct a script to

Antecedent: Imaginal: Construct imaginal narrative in which Veteran

Behavior: Avoiding using Interoceptive: Simulate panic-like symptoms by

Elements of Context Forms of Exposure To

Antecedent: Imaginal: Construct imaginal narrative in

Process Questions Debriefing Questions

Are you watching your thoughts, or

What does this feeling “say” to you

Was something important taken from

ACCEPTANCE: OVERVIEW FOR CLINICIANS

Before the Exercise After the Exercise

Exercise: Thoughts/feelings Willingness Thoughts/feelings Willingness

Exercise: Thoughts/feelings Willingness Thoughts/feelings Willingness

Exercise: Thoughts/feelings Willingness Thoughts/feelings Willingness

Exercise: Thoughts/feelings Willingness Thoughts/feelings Willingness

I really hope that other people see me as .

I secretly fear that other people will find out that I am .

I get really mad when people say that I am .

For my mom/dad/parent figure, the best attribute for a person to have is

Situation What I usually say New way of speaking

I want to go to my daughter’s “I should go to my daughter’s “I will go to my daughter’s

Situation What I usually say New way of speaking

Situation to use and instead

Situation to thank your

Situation to say willing

Situation to say “I’m having

Name the “stories” or habitual patterns of thinking that you may

Say the thought really slowly, noticing the emotions, physical

Do your thoughts seem really familiar?

Write your stickiest thoughts on index cards. Practice carrying

• Present Moment Handout (Roemer & Orsillo, 2020)

Intended Purpose Worry (future) Rumination (past)

It seems like anticipating all the It seems like focusing on past

It seems like focusing on a It seems like identifying what

Worrying about less important Focusing on figuring out