In this article you will read about:
Dialectical Behavior Therapy (DBT), developed by Marsha M. Linehan, is an evidence-based cognitive-behavioral treatment designed initially for chronically suicidal individuals with Borderline Personality Disorder (BPD) and later adapted for a wide range of disorders involving emotion dysregulation (Linehan, 1993; Chapman, 2006). While DBT is famous for its mindfulness and distress tolerance tools, it is equally grounded in problem solving and behavior change strategies. In fact, problem solving is one of the core methods DBT uses to change target behaviors and build “a life worth living” (Ivanoff & Linehan, 2018).
Within the DBT skills curriculum, Problem Solving is taught as part of the Emotion Regulation module, alongside skills like Check the Facts and Opposite Action (Linehan, 2015). When your emotion fits the facts and is understandable given the situation, problem solving helps you change the situation itself—rather than just surviving it or changing how you feel about it.
What Is the Problem Solving Skill in DBT?
In DBT, problem solving is a structured method for changing situations that generate painful, justified emotions (Linehan, 2015). If your anger, fear, sadness, or shame makes sense based on the facts, one option is to work on changing those facts—either by altering the situation, your own behavior, or the environment around you.
Emotion Regulation handouts describe problem solving as one of the main ways to reduce unwanted emotions over time:
Opposite Action = act opposite to an emotion’s urge.
Problem Solving = avoid or change the problem event that triggers the emotion.
The DBT Problem Solving skill is not about “overthinking” or ruminating. It is about moving from emotional overwhelm to concrete action by:
Clarifying what the actual problem is.
Checking that your emotion fits the facts.
Identifying your goal.
Brainstorming possible solutions.
Evaluating options.
Choosing a plan and breaking it into steps.
Taking action and reviewing how it went (Linehan, 2015; Bay Area DBT & Couples Counseling Center, 2024; DBT Tools, n.d.).
This skill is especially useful for ongoing or repeated triggers—work conflicts, family patterns, school stress—where distress keeps coming back because the underlying situation hasn’t changed.
Problem Solving vs. Opposite Action: When Do You Use Which?
DBT offers a decision tree for choosing between Problem Solving and Opposite Action (Emotion Regulation Handout 9):
Step 1: Check the Facts.
Does your emotion fit the facts of the situation? Is the intensity proportional?If yes, and the situation is changeable → Problem Solving is often appropriate.
If no, or the intensity is out of proportion → you may need Opposite Action (acting opposite to your emotion’s urge) to bring the emotion back in line with reality.
For example:
If you feel intense fear before a minor presentation, and the facts don’t support that level of danger, Opposite Action (approaching instead of avoiding) might be the main tool.
If you feel anger because your boundaries are repeatedly violated at work and the facts show real problems, Problem Solving might focus on talking to HR, setting limits, or changing jobs.
In practice, DBT therapists often combine these skills. You might use Opposite Action to calm your emotional intensity enough that you can then do effective Problem Solving without being overwhelmed.
The Four DBT Options for Any Problem
DBT teaches that when facing a problem, you always have four basic choices (Linehan, 2015; FindMyTherapist, 2023):
Solve the problem.
Change the situation, leave it alone, or change your own behavior to reduce or eliminate the problem.
Feel better about the problem.
Use emotion regulation or acceptance skills to change how you feel without changing the facts.
Accept the problem.
Practice radical acceptance and distress tolerance when the situation truly cannot be changed right now.
Stay miserable.
Do nothing differently—keep the problem and the emotional suffering as they are.
The Problem Solving skill explicitly targets option 1: solve the problem. It ensures that when your emotion fits the facts and change is possible, you have a concrete way to move forward instead of remaining stuck or collapsing into helplessness.
"A problem well stated is a problem half solved."
"We cannot solve our problems with the same level of thinking that created them."
Step-by-Step: How to Use DBT Problem Solving
Different DBT resources lay out slightly different versions of the steps, but they all follow the same logic: clarify → analyze → generate options → choose → act → evaluate (Linehan, 2015; DBT Tools, n.d.; DialecticalBehaviorTherapy.com, n.d.).
Identify and Describe the Problem
First, you name the problem as clearly and factually as you can.
Questions to ask yourself:
What exactly is happening?
Who is involved?
When and where does it happen?
How often does it occur?
How does this situation affect my goals and values?
If the situation doesn’t actually interfere with your goals or values, it may not be your problem to solve—or it may be more about acceptance work than problem solving (DBT Tools, n.d.).
Check the Facts and Name the Emotion
Next, you connect the problem to your emotional experience:
What emotion am I feeling (anger, fear, sadness, shame, guilt, etc.)?
Does this emotion fit the facts of the situation?
Is the intensity of my emotion proportional to the facts?
DBT’s “Check the Facts” handout guides this process and helps reduce the chance that you problem-solve based on distorted assumptions rather than what is actually happening (Linehan, 2015).
If the emotion does not fit the facts, Problem Solving might not be the first-line tool; instead, you may lean on Opposite Action or cognitive restructuring.
Clarify Your Goal
Now ask:
“What needs to happen for me to feel that I’ve made progress with this problem?”
Goals in DBT should be:
Specific: “I want to reduce the number of times this conflict happens each week,” not just “I want things to be better.”
Realistic: Within your control; you can’t force others to change.
Aligned with your values: Does the goal move you toward the life you say you want?
Practical Application of the TIP Skill
The TIP skill is typically taught in the context of DBT skills training, which is often conducted in a group format. Clients learn the TIP skill as part of the distress tolerance module, which is designed to help them manage emotional crises without resorting to harmful behaviors. The TIP skill is particularly useful in situations where emotions feel overwhelming, and immediate action is needed to prevent escalation.
Practical Activity: Using TIPP in a Crisis
Use this as a step-by-step practice you can follow during a wave of intense emotion (panic, rage, shame, etc.) or rehearse before a crisis so it’s easier to access when you need it.
Note: TIPP is drawn from Dialectical Behavior Therapy skills (Linehan, 2015). This is a self-help tool and not a replacement for professional care.
Case Example: Applying TIPP in Practice
Consider the case of “Jake,” a 28-year-old man with a history of BPD and chronic impulsivity. Jake often experiences intense emotions, particularly in response to interpersonal conflicts. In the past, these emotions have led him to engage in self-harming behaviors as a way to cope with his distress.
During DBT skills training, Jake learned about the TIP skill and began practicing it in non-crisis situations. He discovered that intense exercise, such as going for a fast run, was particularly effective in helping him manage feelings of anger and frustration. He also found that paced breathing helped him calm down when he felt overwhelmed by anxiety.
One day, Jake received an upsetting phone call from a friend, which triggered intense feelings of anger and betrayal. In the past, he might have responded by cutting himself or getting into a physical altercation. However, this time, Jake remembered the TIP skill. He started by splashing cold water on his face, which helped to reduce his heart rate and cool his anger. Next, he did a series of push-ups to burn off the adrenaline coursing through his body. Afterward, he used paced breathing to slow his breathing and calm his mind. Finally, he practiced progressive muscle relaxation to release the tension in his body.
By the time Jake finished using the TIP skill, his emotions had subsided enough that he was able to think more clearly and avoid acting impulsively. Instead of resorting to self-destructive behaviors, Jake used the TIP skill to manage his emotions and handle the situation in a healthier way.
This case example demonstrates how the TIP skill can be applied in real-life situations to prevent impulsive behaviors and manage emotional crises more effectively. With practice, clients like Jake can learn to use the TIP skill as a reliable tool for managing their emotions and improving their overall quality of life.
Integrating TIPP with Other DBT Skills
The TIP skill is most effective when used in conjunction with other DBT skills. For example, clients may combine TIP with mindfulness practices to stay grounded in the present moment, or with emotion regulation skills to reduce the intensity of their emotions over time. By integrating TIP with other skills, clients can create a comprehensive toolkit for managing distress and navigating life’s challenges more effectively (Linehan, 2015).
For instance, mindfulness can enhance the effectiveness of the TIP skill by helping clients become more aware of their physiological and emotional states. By practicing mindfulness, clients can learn to observe their thoughts and emotions without becoming overwhelmed by them, making it easier to use the TIP skill when needed. Similarly, emotion regulation skills can complement TIP by helping clients identify and address the underlying causes of their emotional distress, leading to more sustainable change over time (Koerner, 2012).
Limitations and Considerations
While the TIP skill is a valuable tool within the DBT framework, it is not without limitations. One potential limitation is that it may not be sufficient on its own for managing more severe emotional crises or long-standing patterns of emotional dysregulation. In such cases, TIP should be used in conjunction with other therapeutic interventions, such as ongoing DBT therapy, medication, or additional support services (Linehan, 2015).
Another consideration is that the effectiveness of the TIP skill may vary depending on the individual’s level of emotional intensity and their ability to access the skill in the moment. For individuals who experience extreme emotional dysregulation, such as those with severe BPD or trauma-related disorders, additional support may be needed to help them effectively use the skill (Koerner, 2012).
Furthermore, cultural and individual differences may impact how the TIP skill is perceived and utilized. For example, some individuals may have cultural or personal values that prioritize certain components of the skill over others. Therapists should be mindful of these differences and work with clients to adapt the skill in a way that aligns with their values and preferences (Neacsiu et al., 2010).
Finally, it is important to recognize that while the TIP skill can be effective in managing short-term distress, it is not intended to address the underlying causes of emotional dysregulation. Long-term change requires a comprehensive approach that includes addressing the root causes of distress, such as unresolved trauma, dysfunctional relationships, or maladaptive thought patterns (Linehan, 2015).
Conclusion
The TIPP skill is a powerful tool within the distress tolerance module of Dialectical Behavioral Therapy. By providing a structured approach to managing emotional crises, the TIPP skill helps individuals tolerate distress without resorting to impulsive or harmful behaviors. Each component of the TIP skill—Temperature, Intense Exercise, Paced Breathing, and Progressive Muscle Relaxation—targets a different aspect of the body’s physiological response to stress, offering a comprehensive approach to emotional regulation.
While the TIP skill is not a standalone solution, it is an essential part of the broader DBT framework that helps individuals develop the skills needed to navigate life’s challenges with greater resilience and effectiveness. Empirical research supports the use of distress tolerance skills like TIP in improving treatment outcomes for individuals with emotional dysregulation, and practical application of the skill demonstrates its potential to make a meaningful difference in clients’ lives.
Therapists and clients alike should approach the TIP skill with an understanding of its theoretical foundations, practical applications, and limitations. By doing so, they can maximize the skill’s potential benefits, helping individuals lead more balanced, fulfilling lives even in the face of emotional distress.
FAQ
Most frequent questions and answers about the DBT Problem Solving Skills
Use Problem Solving when:
Your emotion fits the facts (e.g., you’re angry about a real boundary violation, anxious about a realistic danger, sad about an actual loss), and
There is something about the situation you can change, even partially.
If the emotion is based on misunderstandings or exaggerated thoughts, you might check the facts or use Opposite Action first. If the situation truly can’t be changed right now (like a past event), then acceptance and distress tolerance are usually more appropriate than problem solving.
They work together, but they’re not the same:
Opposite Action is used when your emotion doesn’t fit the facts or is more intense than the situation warrants. You change your behavior (e.g., approach instead of avoid) to bring the emotion in line with reality.
Problem Solving is used when your emotion does fit the facts, and the situation itself is a genuine problem. You work on changing the situation (or your role in it) so the triggering event happens less or with less impact.
In practice, you might use Opposite Action to bring your emotional intensity down, then Problem Solving to actually address what’s going on.
That’s very common. When you’re at a 9–10/10 in distress, your brain is often in survival mode. In those moments, it usually helps to:
Use distress tolerance skills first (e.g., TIPP, Self-Soothe, IMPROVE, ACCEPTS) to bring the intensity down a bit.
Once you’re closer to a 5–6/10, sit down and walk through the Problem Solving steps: define the problem, clarify your goal, brainstorm options, choose a plan.
You don’t have to do everything in one go. Sometimes even clarifying the problem and goal is a big step.
DBT Problem Solving focuses on what you can actually control:
Your behavior, boundaries, and choices.
How, when, and whether you communicate (using interpersonal effectiveness skills like DEAR MAN, GIVE, FAST).
Whether you stay in or leave certain situations or relationships.
You can’t force someone else to change, apologize, or behave fairly. In cases where other people won’t or can’t change, Problem Solving might involve:
Setting or enforcing new boundaries.
Reducing contact or leaving a situation.
Pairing practical steps with radical acceptance for what’s outside your control.
Not necessarily. Some problems are complex, chronic, or tied to systems you can’t quickly change (e.g., health issues, financial stress, family patterns). Problem Solving is less about “fixing everything instantly” and more about:
Making the best available moves given your reality.
Reducing the intensity or frequency of the problem, even if you can’t erase it.
Learning from each attempt: what helped, what didn’t, what you might try next time.
If your first plan doesn’t work, that’s information, not failure. In DBT, you and/or your therapist can revise the plan, pick another option from your brainstorm list, or decide that part of the work now is acceptance plus ongoing small changes, rather than a single big solution.
DBT Skills Book Recommendations
Here is a collection of the best books on the market related to DBT Skills:
Our commitment to you
Our team takes pride in crafting informative and well-researched articles and resources for our readers.
We believe in making academic writing accessible and engaging for everyone, which is why we take great care in curating only the most reliable and verifiable sources of knowledge. By presenting complex concepts in a simplified and concise manner, we hope to make learning an enjoyable experience that can leave a lasting impact on our readers.
Additionally, we strive to make our articles visually appealing and aesthetically pleasing, using different design elements and techniques to enhance the reader’s experience. We firmly believe that the way in which information is presented can have a significant impact on how well it is understood and retained, and we take this responsibility seriously.
Click on the icon to see all your thoughts in the Dashboard.
Your Thoughts about the TIPP skill in DBT
It’s highly recommended that you jot down any ideas or reflections that come to mind regarding the TIPP skill in DBT, including related behaviours, emotions, situations, or other associations you may make. This way, you can refer back to them on your Dashboard or Reflect pop-ups, compare them with your current behaviours, and make any necessary adjustments to keep evolving. Learn more about this feature and how it can benefit you.
References
- Babyak, M., Blumenthal, J. A., Herman, S., Khatri, P., Doraiswamy, M., Moore, K., … & Krishnan, K. R. (2000). Exercise treatment for major depression: maintenance of therapeutic benefit at 10 months. Psychosomatic medicine, 62(5), 633-638. https://doi.org/10.1097/00006842-200009000-00006
- Bernstein, D. A., & Borkovec, T. D. (1973). Progressive relaxation training: A manual for the helping professions. Research Press.
- Brown, R. P., & Gerbarg, P. L. (2005). Sudarshan Kriya yogic breathing in the treatment of stress, anxiety, and depression: Part II—clinical applications and guidelines. The Journal of Alternative and Complementary Medicine, 11(4), 711-717. https://doi.org/10.1089/acm.2005.11.711
- Conrad, A., & Roth, W. T. (2007). Muscle relaxation therapy for anxiety disorders: It works but how?. Journal of Anxiety Disorders, 21(3), 243-264. https://doi.org/10.1016/j.janxdis.2006.08.001
- Jerath, R., Edry, J. W., Barnes, V. A., & Jerath, V. (2015). Physiology of long pranayamic breathing: Neural respiratory elements may provide a mechanism that explains how slow deep breathing shifts the autonomic nervous system. Medical hypotheses, 85(5), 570-581. https://doi.org/10.1016/j.mehy.2015.07.004
- Kao, H. W., & Wang, C. K. (2012). Effect of cold face stimulation on subjective and physiological responses to acute mental stress. Perceptual and motor skills, 114(2), 436-450. https://doi.org/10.2466/22.06.24.PMS.114.2.436-450
- Koerner, K. (2012). Doing dialectical behavior therapy: A practical guide. Guilford Press.
- Linehan, M. M. (2015). DBT skills training manual (2nd ed.). Guilford Press.
- McEwen, B. S. (2007). Physiology and neurobiology of stress and adaptation: central role of the brain. Physiological reviews, 87(3), 873-904. https://doi.org/10.1152/physrev.00041.2006
- Neacsiu, A. D., Rizvi, S. L., & Linehan, M. M. (2010). Dialectical behavior therapy skills use as a mediator and outcome of treatment for borderline personality disorder. Behaviour research and therapy, 48(9), 832-839. https://doi.org/10.1016/j.brat.2010.05.017
- Rosenthal, M. Z., Gratz, K. L., Kosson, D. S., Cheavens, J. S., Lejuez, C. W., & Lynch, T. R. (2008). Borderline personality disorder and emotional responding: A review of the research literature. Clinical Psychology Review, 28(1), 75-91. https://doi.org/10.1016/j.cpr.2007.04.001
- Stathopoulou, G., Powers, M. B., Berry, A. C., Smits, J. A., & Otto, M. W. (2006). Exercise interventions for mental health: a quantitative and qualitative review. Clinical psychology: Science and practice, 13(2), 179-193. https://doi.org/10.1111/j.1468-2850.2006.00021.x
