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Dialectical Behavior Therapy (DBT), developed by Dr. Marsha Linehan in the late 1980s, is a comprehensive cognitive-behavioral treatment designed to address chronic emotion dysregulation, high-risk behaviors, and complex interpersonal difficulties, particularly in individuals diagnosed with Borderline Personality Disorder (BPD) and chronic suicidal ideation (Linehan, 1993; Linehan et al., 1991).
DBT integrates behavioral science, dialectical philosophy, and mindfulness-based practices derived from contemplative traditions, with a strong emphasis on the psychosocial context in which emotions and behaviors occur (Linehan, 1993, 2015).
Within DBT, mindfulness is the core skills module that supports all other components—emotion regulation, distress tolerance, and interpersonal effectiveness. Linehan (2015) organizes mindfulness into two sets of skills: the “What” skills (Observe, Describe, Participate), which specify what one does to be mindful, and the “How” skills (Nonjudgmentally, One-mindfully, Effectively), which specify how those actions are carried out.
This article focuses on the “What” skills of mindfulness in DBT, exploring their theoretical foundations, clinical relevance, and practical application in everyday life and therapy.
Introduction to the "What" Skills in DBT
Mindfulness, as used in DBT, has deep roots in Buddhist meditation practices but is taught in a secular way that is compatible with diverse belief systems. Jon Kabat-Zinn (1990, 2003) famously described mindfulness as a particular kind of awareness: paying attention on purpose, in the present moment, and without judgment.SAGE Journals DBT adopts a similar stance, emphasizing present-centered, nonjudgmental awareness of inner and outer experience as a foundation for behavior change (Linehan, 2015; Schuman-Olivier, 2020).ResearchGate
In DBT, the “What” skills define what you do when you practice mindfulness. According to Linehan’s skills training manual, these include three specific behavioral actions (Linehan, 2015):UCLA SCN
Observe – Notice internal and external experience without trying to change it.
Describe – Put words to what you observe in a clear, factual way.
Participate – Enter fully into the present activity with your whole self.
These skills translate broad mindfulness concepts into concrete steps that clients can learn, rehearse, and apply. They also map closely onto dimensions of mindfulness that have been operationalized in research measures such as the Five Facet Mindfulness Questionnaire (FFMQ), which includes facets like observing and describing experience (Baer et al., 2006, 2008).
The Three "What" Skills Explained
Observe
Observe is the foundational “What” skill. It involves simply noticing what is happening in the present moment—both internally and externally—without immediately analyzing, judging, or acting on it. In DBT terms, observing means “just noticing” (Linehan, 2015).
This includes:
External experience – sights, sounds, smells, textures, and movements in the environment.
Internal experience – bodily sensations, emotions, thoughts, impulses, and mental images.
Relational context – shifts in tone, posture, or distance in interactions with others.
For example, someone practicing observe might notice:
“There is tightness in my chest, my heart is beating faster, and my mind is replaying the conversation from earlier.”
The aim is awareness without immediate intervention. The person is not yet labeling feelings (“I’m anxious”) or deciding what to do; they are simply noticing what is there.
Research on mindfulness conceptualizes “observing” as a distinct facet of trait mindfulness—one that involves noticing both internal and external stimuli (Baer et al., 2006; Baer et al., 2008).
In DBT, this skill is particularly important for individuals with BPD, who often experience intense emotional states that can rapidly spiral into impulsive behavior before they are fully aware of what they feel (Schmidt et al., 2024).
By strengthening the capacity to observe, clients begin to:
Notice early signs of emotional escalation.
Detect urges before they automatically convert into action.
Access “wise mind,” DBT’s term for the synthesis of emotion mind and reasonable mind (Linehan, 2015).
Describe
Describe builds on observe by adding language. Once something has been observed, the next step is to put it into words, as accurately and factually as possible. In DBT, describing involves:
Using neutral, factual language rather than evaluative or judgmental terms.
Labeling emotions (“I notice sadness”) and thoughts (“I’m having the thought that they don’t care”).
Differentiating sensory observations from interpretations (e.g., “They looked away” vs. “They don’t like me”).
For example:
Instead of: “I’m a mess,” descriptive language might be: “I notice tears in my eyes and a thought that I can’t handle this.”
Instead of: “He’s being cruel,” descriptive language might be: “He raised his voice and said, ‘You never listen.’”
From a neuroscience perspective, research on affect labeling—putting feelings into words—suggests that labeling emotions can reduce activity in the amygdala (a region associated with emotional reactivity) and increase activity in prefrontal regions involved in regulation (Lieberman et al., 2007).
This supports DBT’s emphasis on descriptive language as an emotion regulation tool.
In mindfulness research, “describing” is also a recognized facet associated with better psychological outcomes, particularly when individuals can clearly label internal states (Baer et al., 2006, 2008). For clients with BPD, who often struggle with identity confusion and intense, poorly differentiated emotions, learning to describe experience precisely can be a powerful stabilizing skill (Bogos et al., 2025; Linehan, 1993).
Participate
Participate is the “What” skill of fully entering the stream of experience. It means throwing yourself into the present activity with your whole mind and body, instead of staying on the sidelines as an observer or critic (Linehan, 2015).
Participating involves:
Becoming absorbed in what you are doing (e.g., cooking, dancing, studying, playing, talking).
Letting go of excessive self-consciousness (“How do I look?” “Am I doing this right?”).
Aligning actions with wise-mind intentions in the moment.
Examples include:
During a conversation: truly listening and responding, rather than rehearsing your next line in your head.
During a creative activity: painting or playing music without constant internal commentary about quality.
During skill practice: fully engaging in a grounding exercise or TIPP skill instead of half-doing it while scrolling your phone.
Participate is not about losing control or acting impulsively. Instead, it is about whole-hearted engagement—being fully present in what you choose to do, with awareness shaped by observe and describe. This type of engaged presence is associated with greater life satisfaction and fewer dissociative or avoidant responses in individuals with emotion dysregulation (Schmidt et al., 2024; Schuman-Olivier, 2020).
"Mindfulness is the first skill taught in DBT, and every skill thereafter builds upon it"
"There's never a good time for mindfulness, and there's never a bad time. Mindfulness is one of those things you simply do, because if you practice being aware—completely open to the universe, just exactly as it is—you will transform your life in time"
The Importance of "What" Skills in DBT
The “What” skills are central in DBT because they form the behavioral foundation of mindfulness. Without them, mindfulness remains an abstract idea. With them, it becomes a set of repeatable actions that can be practiced in real time, especially in moments of emotional intensity.
For people with BPD and related difficulties, emotion dysregulation is a core problem—emotions are intense, fast-shifting, and often out of proportion to the situation (American Psychiatric Association, 2013; Schmidt et al., 2024).
A growing body of research indicates a negative association between mindfulness and BPD symptoms, suggesting that higher mindfulness skills are linked with fewer symptoms and greater psychological stability (Bogos et al., 2025).
The “What” skills contribute to this in several ways:
Be Present
Observe, describe, and participate all orient attention to what is happening now, instead of being dominated by past trauma or future catastrophe scenarios. This present-centered awareness can:
Reduce rumination about past events.
Limit anticipatory anxiety about what might happen.
Provide a stable reference point (“What is actually happening in this moment?”).
Reduce Reactivity
By learning to observe and describe internal events before reacting, individuals create a pause between stimulus and response. That pause allows:
Urges to be noticed without automatically acted on.
Other DBT skills (e.g., distress tolerance, opposite action) to be applied.
More deliberate choices that align with long-term goals.
Mindfulness skills training has been shown to improve emotion regulation and reduce BPD symptoms, in part by increasing the capacity to observe and decenter from emotional experiences (Schmidt et al., 2024; Soler et al., 2016).
Increase Self-awareness
The repeated cycle of observing, describing, and participating builds a more nuanced awareness of one’s own mind and body. Over time, individuals begin to recognize patterns such as:
Triggers that reliably precede emotional spikes.
Early bodily cues that signal rising anger, shame, or fear.
Contexts in which dissociation, numbing, or impulsive behavior tends to occur.
This deeper self-knowledge supports more targeted use of DBT skills and increases the sense of agency over one’s inner life (Linehan, 2015; Schuman-Olivier, 2020).
Applying the "What" Skills in Everyday Life
The power of the “What” skills lies in their everyday usability. They are not limited to formal meditation; they can be embedded into routine activities across the day.
Practice Mindful Observation
Choose moments to pause and simply notice:
Your breathing as you wait in line.
The sensation of water on your hands while washing dishes.
Sounds, colors, and body sensations during a walk.
When thoughts arise (“This is boring,” “I’m wasting time”), notice them as events in the mind rather than absolute truths.
This repeated practice strengthens the observing muscle and helps shift from automatic pilot to deliberate awareness (Baer et al., 2006).
Mindfully Describe Your Experience
When you notice an emotion, practice labeling it:
“I notice sadness in my chest.”
“I’m having a thought that I might fail this exam.”
Keep language specific and neutral. Avoid global self-judgments such as “I’m hopeless” or “I’m broken.”
If you are unsure what you feel, describe sensations and thoughts first, then tentatively name the emotion (“Maybe this is disappointment”).
This descriptive process draws on the same mechanisms as affect labeling, which has been linked to reduced emotional reactivity at the brain level (Lieberman et al., 2007).
Engage Fully in Activities
When eating, just eat—notice taste, smell, texture, and the movements of chewing and swallowing.
When talking, just talk—listen to the other person’s words, tone, and facial expressions, rather than composing your rebuttal in your head.
When practicing a DBT skill, fully participate—commit for the full time you planned rather than doing it half-heartedly while multitasking.
Whole-hearted participation increases the likelihood that skills will actually work and can also restore a sense of aliveness and meaning in daily life (Linehan, 2015).
Practical Activity: 10-Minute Daily "What" Skills Practice
Use this structured exercise to practice Observe, Describe, and Participate in a way that is simple and repeatable.
Choose a Daily Routine Activity (1–2 minutes)
Pick one everyday activity you already do each day, such as:
Making tea or coffee
Brushing your teeth
Walking from one room to another
Taking a shower
This becomes your mindfulness practice zone.
Set a Clear Intention (30 seconds)
Before the activity begins, say to yourself (silently or out loud):
“During this activity, I will practice Observe, Describe, and Participate.”
Step 3 – Observe (2–3 minutes)
As you start the activity:
Shift attention to sensory experience:
Temperature, pressure, and movement in your body.
Sounds, smells, and visual details around you.
Each time your mind wanders (it will), gently bring it back to what you can see, hear, touch, taste, or smell.
Observe (2–3 minutes)
As you start the activity:
Shift attention to sensory experience:
Temperature, pressure, and movement in your body.
Sounds, smells, and visual details around you.
Each time your mind wanders (it will), gently bring it back to what you can see, hear, touch, taste, or smell.
Describe (2–3 minutes)
While continuing the activity:
Put simple, factual words to your experience:
“Warm water on my hands.”
“A tight feeling in my stomach.”
“A thought that I should hurry.”
If judgments arise (“This is stupid,” “I’m doing it wrong”), label them:
“Judging thought: ‘This is pointless.’”
Return to neutral description of what is happening right now.
Participate (2–3 minutes)
For the remainder of the activity:
Let go of self-evaluation (“Am I mindful enough?”).
Immerse yourself in what you’re doing as if it were your only task in the world for that moment.
Allow yourself to move with the activity—pouring, scrubbing, walking, turning—without holding back or rehearsing.
Brief Reflection (1 minute)
After you finish:
Ask yourself:
“What did I notice that I usually ignore?”
“Did observing and describing change how I felt, even slightly?”
There is no “right” answer. The point is to notice the effects of the practice over time.
Consistently practicing a brief “What” skills routine like this can, over weeks and months, contribute to measurable improvements in emotion regulation and self-awareness, particularly when combined with broader DBT skills training (Schmidt et al., 2024; Linehan, 2015).
The Role of "What" Skills in Emotional Regulation
Emotion regulation difficulties are central in BPD and related disorders, and mindfulness skills are increasingly recognized as key mechanisms of change in DBT (Schmidt et al., 2024).SAGE Journals The “What” skills play a pivotal role in improving emotional regulation by restructuring how individuals relate to their internal experiences.
Observe allows emotions to be noticed early, creating an opportunity to apply skills like TIPP, opposite action, or self-soothing before crisis intensifies.
Describe helps individuals name emotions and thoughts clearly, which is associated with better regulation and reduced emotional intensity.
Participate facilitates engaged, values-consistent action even when distress is present, supporting behavioral activation and resilience.
Studies show that increases in mindfulness skills over the course of DBT correlate with reductions in BPD symptoms and self-harm, suggesting that learning to observe and describe internal states without immediately acting on them is a core pathway of improvement (Schmidt et al., 2024; Soler et al., 2016).
The "What" Skills and Therapy Progress
In DBT, the “What” skills are often among the first skills taught in skills training groups and reinforced in individual therapy sessions (Linehan, 2015). Therapists use these skills to:
Ground sessions at the beginning with brief observing/participating exercises.
Invite clients to describe their week’s events in concrete, factual terms rather than global judgments.
Highlight moments in session where clients spontaneously observe or describe their internal experience.
Research on DBT indicates that interventions including skills training (which heavily emphasize mindfulness) are more effective in reducing self-harm and improving mood and anxiety than treatments that do not include a skills component (Linehan et al., 1991; DeCou & Carmel, 2020, as summarized in later reviews). Mindfulness “What” skills are a major part of that skills package.
Moreover, a recent meta-analysis suggests that greater mindfulness—particularly facets related to observing and describing experiences—is significantly associated with fewer BPD symptoms (Bogos et al., 2025).
This supports the clinical practice of continually returning to the “What” skills as therapy progresses.
Challenges and Overcoming Them
Learning and practicing the “What” skills can be challenging, especially for individuals who:
Are used to reacting immediately when emotions arise.
Have learned to avoid or suppress painful feelings.
Experience dissociation, numbing, or intense shame when they turn attention inward.
Common challenges include:
Feeling overwhelmed when observing emotions in the body.
Struggling to find words that accurately describe complex internal states.
Feeling “fake” or “forced” when trying to participate fully in activities.
DBT addresses these challenges by:
Encouraging gradual exposure to internal experience—starting with brief observations and slowly expanding.
Using structured handouts, worksheets, and therapist prompts to guide describing and participating (Linehan, 2015).
Emphasizing that there is no perfect mindfulness; every attempt to observe, describe, or participate is practice, even when it feels clumsy or incomplete.
Over time, consistent practice of the “What” skills has been shown to reduce emotion dysregulation and support more adaptive coping across various clinical populations (Schmidt et al., 2024; Schuman-Olivier, 2020).
Expert Opinions on the "What" Skills
DBT experts and researchers consistently highlight mindfulness as the first and foundational module in DBT. Linehan (2015) emphasizes that mindfulness is the first skill set taught and that all other skills build upon the ability to pay attention to the present moment with awareness and acceptance. In particular, the “What” skills are presented as the essential behavioral building blocks of mindfulness.
Other clinicians and researchers working with DBT-based skills groups underscore that clients who regularly practice observing, describing, and participating tend to make more rapid gains in emotion regulation and interpersonal functioning (McKay et al., 2019; Schmidt et al., 2024).
These expert perspectives align with broader literature showing that mindfulness processes are robustly associated with improved mental health, behavioral regulation, and quality of life (Baer et al., 2006; Schuman-Olivier, 2020).
Conclusion
The “What” skills in DBT—Observe, Describe, and Participate—are far more than simple techniques. They are pathways to a different way of relating to experience, especially for individuals whose emotional life has often felt chaotic, overwhelming, or out of control.
By learning to:
Observe internal and external events as they unfold,
Describe them in clear, factual language, and
Participate fully in the present moment,
individuals can develop greater self-awareness, reduce automatic reactivity, and open up space for wise-mind choices and adaptive skill use.
For people struggling with emotional dysregulation, chronic suicidality, or BPD, these skills are not merely “nice-to-have”—they are core tools for building a life that feels more coherent, manageable, and meaningful (Linehan, 1993, 2015; Bogos et al., 2025). Through consistent practice of the “What” skills, mindfulness shifts from an abstract concept to a concrete, lived experience—one breath, one moment, and one action at a time.
FAQ
Most frequent questions and answers about the "WHAT" Skills in DBT
In DBT, the “What” skills are the three core actions you practice when you are being mindful:
Observe – Noticing what is happening inside you (thoughts, feelings, body sensations) and around you (sights, sounds, smells) without immediately trying to change it.
Describe – Putting words to what you observe in a clear, factual way (e.g., “I notice my heart racing” rather than “I’m falling apart”).
Participate – Fully engaging in the present activity with your whole self, rather than standing on the sidelines or overthinking.
These three skills turn mindfulness from an abstract idea into something you can actually do.
Both sets of skills are part of DBT mindfulness, but they focus on different aspects:
The “What” skills (Observe, Describe, Participate) tell you what you do to be mindful.
The “How” skills (Nonjudgmentally, One-mindfully, Effectively) tell you how you should do it.
For example, you might observe your breathing (What) in a nonjudgmental, one-mindful, and effective way (How). They work together: “What” gives you the actions; “How” gives you the attitude and style of those actions.
No. Formal meditation is just one way to practice them, but it’s not required. The “What” skills are meant to be woven into everyday life, such as:
Noticing (Observe) the feeling of water on your hands while washing dishes.
Putting words (Describe) to your emotion before a meeting: “I notice anxiety in my stomach.”
Throwing yourself fully into (Participate) a conversation, a hobby, or a work task.
Any moment can become a mindfulness practice if you consciously observe, describe, and participate.
When emotions are intense, people often react quickly and impulsively, sometimes in ways they later regret. The “What” skills create a pause and a clearer picture of what’s happening:
Observe helps you notice early signs of emotional escalation (tight chest, racing thoughts, urge to lash out).
Describe helps you name and organize your experience, which naturally brings a bit more distance and clarity.
Participate helps you stay engaged in life and act in line with your values, instead of shutting down or acting on every impulse.
Together, these skills reduce “acting on autopilot” and make it easier to choose more effective, wise-mind responses.
That’s very common, especially if you’re used to avoiding feelings or reacting quickly when upset. You might:
Feel overwhelmed when you start observing your inner world.
Struggle to find accurate words to describe what you feel.
Feel self-conscious or “fake” when trying to fully participate in activities.
You don’t have to do it perfectly. Start small and short:
Observe your breath for 30 seconds.
Describe just one feeling or body sensation a few times a day.
Choose one simple daily activity (like making tea) and practice participating fully.
With repetition, these small practices become easier and more natural—and they lay the groundwork for stronger emotional regulation over time.
"What" Skills Book Recommendations
Here is a collection of the best books on the market related to “what” skills:
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References
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- Baer, R. A., et al. (2008). Construct validity of the Five Facet Mindfulness Questionnaire in meditating and nonmeditating samples. Assessment, 15(3), 329–342.
- Bogos, G., Măirean, C., Tiperciuc, A., Muntele-Hendreș, D., & Mariș, A.-M. (2025). The relationship between borderline personality disorder symptoms and mindfulness: A meta-analysis. Mindfulness. Advance online publication.
- Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delacorte.
- Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156.
- Lieberman, M. D., Eisenberger, N. I., Crockett, M. J., Tom, S. M., Pfeifer, J. H., & Way, B. M. (2007). Putting feelings into words: Affect labeling disrupts amygdala activity in response to affective stimuli. Psychological Science, 18(5), 421–428.
- Linehan, M. M. (1993). Cognitive-behavioral treatment of borderline personality disorder. Guilford Press.
- Linehan, M. M. (2015). DBT® skills training manual (2nd ed.). Guilford Press.
- Linehan, M. M., Armstrong, H. E., Suarez, A., Allmon, D., & Heard, H. (1991). Cognitive-behavioral treatment of chronically parasuicidal borderline patients. Archives of General Psychiatry, 48(12), 1060–1064.
- McKay, M., Wood, J. C., & Brantley, J. (2019). The dialectical behavior therapy skills workbook: Practical DBT exercises for learning mindfulness, interpersonal effectiveness, emotion regulation, and distress tolerance (2nd ed.). New Harbinger Publications.
- Schmidt, C., Soler, J., Vega, D., & colleagues. (2024). How does mindfulness skills training work to improve emotion dysregulation in borderline personality disorder? Borderline Personality Disorder and Emotion Dysregulation, 11, Article 18.
- Schuman-Olivier, Z., Trombka, M., Lovas, D. A., Brewer, J. A., Vago, D. R., Gawande, R., Dunne, J. P., et al. (2020). Mindfulness and behavior change. Harvard Review of Psychiatry, 28(6), 371–394.
- Soler, J., Elices, M., Pascual, J. C., Martín-Blanco, A., Feliu-Soler, A., Carmona, C., & Portella, M. J. (2016). Effects of mindfulness training on different components of impulsivity in borderline personality disorder: Results from a pilot randomized study. Borderline Personality Disorder and Emotion Dysregulation, 3(1), 1.
