General Instructions for Therapists
As you guide clients through these STOP skill activities, the goal is to help them pause in the midst of emotional distress or conflict. The STOP skill helps clients prevent impulsive reactions, allowing them to step back, observe the situation, and respond in a more thoughtful and mindful way. By practicing this skill regularly, clients can develop greater emotional regulation and make more intentional choices during challenging moments.
Encourage participants to practice STOP in various situations, helping them strengthen their ability to remain calm, assess the situation, and move forward with more control.
General Instructions for Clients
Today’s activities focus on practicing the STOP skill. This skill is a powerful way to avoid acting impulsively when you’re feeling emotional or stressed. STOP stands for Stop, Take a step back, Observe what’s happening, and Proceed mindfully. By practicing these steps, you can handle challenging situations with more calm and control.
These exercises will help you practice the STOP skill in different situations, allowing you to build a stronger ability to manage emotional crises. After each activity, we’ll reflect on how it felt to pause and respond with intention.
Table of Contents
What is the STOP Skill in DBT?
The STOP skill in Dialectical Behavior Therapy (DBT) is a crisis survival skill that helps you avoid impulsive reactions during emotional distress. STOP stands for:
- Stop: Stop what you’re doing and freeze. This interrupts impulsive actions.
- Take a step back: Remove yourself from the situation mentally or physically to gain some space.
- Observe: Notice what’s happening both around you and within you (thoughts, feelings, body sensations).
- Proceed mindfully: Decide how to move forward with awareness, making a thoughtful choice instead of reacting on impulse.
Practicing the STOP skill helps you regain control in difficult moments and respond with more clarity and calm.
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15 STOP Skill Activities
Activity 1: STOP During an Argument
Intro to activity:
This activity encourages clients to practice using the STOP skill during an argument or conflict, helping them pause and avoid saying or doing something impulsive that they may later regret.
How to practice this activity:
Prompt:
“Today we’re going to focus on using the STOP skill during an argument. The goal is to pause, step back, and observe before responding, allowing yourself to react calmly and thoughtfully.”
Preparation:
The therapist asks clients to reflect on a recent argument or conflict where they acted impulsively. Clients are encouraged to think about how the STOP skill could have helped them respond differently.
Guidance:
Therapist says: “As you reflect on the argument, imagine that moment when you started to feel upset. Now, practice mentally using the STOP skill—pause, take a deep breath, and step back from the situation. Notice your thoughts and emotions without judgment. Then, think about how you could have proceeded mindfully.”
Experience:
Clients spend 5-10 minutes visualizing how they could have used the STOP skill during the argument, focusing on how it would have changed their reaction. The therapist encourages them to reflect on how they could apply STOP in future conflicts.
Observation:
Clients reflect on how they felt while imagining using the STOP skill. Were they able to see how pausing and observing their emotions could lead to a calmer and more thoughtful response?
Discussion:
After the activity, the therapist asks: “What did it feel like to imagine using the STOP skill during an argument? Did it help you see how pausing could lead to a better outcome?”
Reflection:
Reflect on how using the STOP skill can help you stay in control during conflicts. In a group, the therapist might ask: “How could practicing STOP in future arguments help you communicate more effectively?”
Activity 2: STOP When Overwhelmed
Intro to activity:
This activity helps clients practice using the STOP skill when they’re feeling emotionally overwhelmed, allowing them to pause and regain control before reacting impulsively.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill when you feel overwhelmed. The goal is to pause and give yourself space to process your emotions before taking action.”
Preparation:
The therapist asks clients to think about a time when they felt overwhelmed—whether by stress, sadness, or anxiety—and acted impulsively. Clients are encouraged to reflect on how they could have used the STOP skill to regain control.
Guidance:
Therapist says: “As you reflect on the moment of feeling overwhelmed, practice mentally using the STOP skill. Pause and stop what you’re doing. Take a deep breath and mentally step back from the situation. Notice how you’re feeling without reacting to those feelings right away. Then, consider how you could proceed calmly.”
Experience:
Clients spend 5-10 minutes visualizing how they could have used the STOP skill when overwhelmed. The therapist encourages them to focus on how stopping and observing their feelings could help them move forward with more clarity.
Observation:
Clients reflect on how they felt while imagining using the STOP skill during overwhelming moments. Were they able to see how pausing could help them handle emotional distress more effectively?
Discussion:
After the activity, the therapist asks: “What did it feel like to visualize using the STOP skill when you felt overwhelmed? Did it help you see how you could regain control in those moments?”
Reflection:
Reflect on how using the STOP skill when overwhelmed can help you manage emotional overload. In a group, the therapist might ask: “How could practicing STOP during overwhelming situations help you feel more grounded and in control?”
Activity 3: STOP Before Making a Big Decision
Intro to activity:
This activity encourages clients to practice using the STOP skill before making a big decision, helping them pause and avoid rushing into something they might later regret.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill before making a big decision. The goal is to pause and consider all options carefully before proceeding, ensuring that your choice is well thought out.”
Preparation:
The therapist asks clients to think about a big decision they recently made or are currently facing. Clients are encouraged to reflect on whether they’ve taken the time to stop and assess all factors before making their choice.
Guidance:
Therapist says: “As you think about the decision, practice using the STOP skill. Pause before making any decisions, and take a step back to gain a broader perspective. Observe your thoughts, emotions, and any external factors. Then, proceed mindfully, considering all the options carefully.”
Experience:
Clients spend 5-10 minutes reflecting on how the STOP skill could help them make a more informed decision. The therapist encourages them to use this process to ensure they aren’t rushing or acting impulsively.
Observation:
Clients reflect on how they felt while applying the STOP skill to their decision-making. Were they able to see how pausing could lead to a more thoughtful and effective choice?
Discussion:
After the activity, the therapist asks: “What did it feel like to apply the STOP skill before making a decision? Did it help you feel more confident and clear in your choice?”
Reflection:
Reflect on how using the STOP skill before making big decisions can help you feel more in control of your choices. In a group, the therapist might ask: “How could practicing STOP in decision-making lead to better outcomes for you?”
Activity 4: STOP in Social Situations
Intro to activity:
This activity encourages clients to use the STOP skill in social situations where they may feel anxious or uncomfortable, helping them pause and gain control before reacting out of anxiety or stress.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill in social situations. The goal is to pause and manage any anxiety or discomfort you feel before reacting or withdrawing.”
Preparation:
The therapist asks clients to think about a social situation that made them feel anxious or uneasy—whether it’s a group setting, public speaking, or meeting new people. Clients are encouraged to reflect on how the STOP skill could help them feel more in control.
Guidance:
Therapist says: “As you reflect on the social situation, practice using the STOP skill. Pause and take a moment before reacting to your anxiety. Step back mentally, observe how you’re feeling, and notice your physical reactions. Then, proceed mindfully by engaging in the situation calmly and confidently.”
Experience:
Clients spend 5-10 minutes visualizing how they could use the STOP skill in social situations, focusing on pausing and managing their anxiety before reacting. The therapist encourages them to apply this skill in real-life scenarios to feel more in control.
Observation:
Clients reflect on how they felt while practicing STOP in social situations. Were they able to see how pausing could help them manage anxiety and engage more calmly?
Discussion:
After the activity, the therapist asks: “What did it feel like to practice the STOP skill in social situations? Did it help you feel more confident and less anxious about engaging with others?”
Reflection:
Reflect on how using the STOP skill in social settings can help you feel more comfortable and confident. In a group, the therapist might ask: “How could practicing STOP in social situations help you overcome anxiety or stress?”
Activity 5: STOP Before Responding to Criticism
Intro to activity:
This activity helps clients practice using the STOP skill when receiving criticism, allowing them to pause and consider their response thoughtfully instead of reacting defensively or emotionally.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill when you receive criticism. The goal is to pause and give yourself time to consider the feedback before reacting defensively.”
Preparation:
The therapist asks clients to think about a time when they received criticism and reacted impulsively, whether in anger, defensiveness, or hurt. Clients are encouraged to reflect on how the STOP skill could help them respond more calmly.
Guidance:
Therapist says: “As you reflect on the criticism, practice using the STOP skill. Pause for a moment before reacting. Take a deep breath and mentally step back from the feedback. Observe how it makes you feel and what thoughts arise. Then, proceed mindfully, choosing a calm and thoughtful response.”
Experience:
Clients spend 5-10 minutes reflecting on how they could use the STOP skill when receiving criticism. The therapist encourages them to apply this skill in future situations where feedback might trigger an emotional response.
Observation:
Clients reflect on how they felt while imagining using the STOP skill during criticism. Were they able to see how pausing could help them respond with more clarity and less defensiveness?
Discussion:
After the activity, the therapist asks: “What did it feel like to imagine using the STOP skill when receiving criticism? Did it help you see how pausing could lead to a more thoughtful response?”
Reflection:
Reflect on how using the STOP skill when receiving criticism can help you manage emotional reactions. In a group, the therapist might ask: “How could practicing STOP during feedback help you respond more effectively and calmly?”
Activity 6: STOP in Financial Decisions
Intro to activity:
This activity encourages clients to use the STOP skill before making impulsive financial decisions, helping them pause, assess, and make thoughtful choices about spending, saving, or investing.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill in financial decisions. The goal is to pause before making impulsive financial choices, allowing yourself time to consider the long-term impact.”
Preparation:
The therapist asks clients to think about a time when they made a financial decision impulsively, whether it was an unplanned purchase or an emotional reaction to spending. Clients are encouraged to reflect on how the STOP skill could have helped them make a more informed choice.
Guidance:
Therapist says: “As you reflect on that financial decision, practice using the STOP skill. Pause before taking any action, take a deep breath, and mentally step back. Observe your thoughts and emotions—whether it’s excitement, anxiety, or pressure. Then, proceed mindfully, making a decision that aligns with your long-term goals.”
Experience:
Clients spend 5-10 minutes reflecting on how they could apply the STOP skill in financial decision-making. The therapist encourages them to use this process the next time they face a spending decision, ensuring they pause and assess before acting.
Observation:
Clients reflect on how they felt while visualizing using the STOP skill for financial decisions. Were they able to see how pausing could help them avoid impulsive purchases or financial regrets?
Discussion:
After the activity, the therapist asks: “What did it feel like to apply the STOP skill to financial decisions? Did it help you see how pausing could lead to more thoughtful spending?”
Reflection:
Reflect on how using the STOP skill in financial decisions can help you feel more in control of your finances. In a group, the therapist might ask: “How could practicing STOP help you make more mindful financial choices?”
Activity 7: STOP When Feeling Hurt
Intro to activity:
This activity encourages clients to practice using the STOP skill when they feel emotionally hurt, helping them pause before reacting out of pain or anger.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill when you feel emotionally hurt. The goal is to pause and process your feelings before reacting, helping you avoid impulsive actions based on pain.”
Preparation:
The therapist asks clients to think about a time when they felt hurt emotionally, whether it was due to a misunderstanding, betrayal, or criticism. Clients are encouraged to reflect on how they reacted in the moment and how the STOP skill could have changed their response.
Guidance:
Therapist says: “As you think about that moment of emotional pain, practice using the STOP skill. Pause before reacting, take a breath, and mentally step back from the situation. Observe your feelings—acknowledge the hurt without letting it drive your actions. Then, proceed mindfully, responding in a way that reflects your values.”
Experience:
Clients spend 5-10 minutes visualizing how they could have used the STOP skill when feeling hurt. The therapist encourages them to focus on how pausing and observing their feelings could help them process emotions without reacting impulsively.
Observation:
Clients reflect on how they felt while imagining using the STOP skill when emotionally hurt. Were they able to see how pausing could prevent actions they might later regret?
Discussion:
After the activity, the therapist asks: “What did it feel like to visualize using the STOP skill when you felt hurt? Did it help you see how pausing could lead to a more thoughtful response?”
Reflection:
Reflect on how using the STOP skill when feeling hurt can help you process emotions more calmly. In a group, the therapist might ask: “How could practicing STOP when hurt help you respond with more compassion and clarity?”
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Activity 8: STOP Before Acting on Urges
Intro to activity:
This activity helps clients practice using the STOP skill when they experience urges to engage in harmful or impulsive behaviors, giving them the chance to pause and choose a healthier response.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill when you feel an urge to act impulsively. The goal is to pause and give yourself the space to choose a healthier action.”
Preparation:
The therapist asks clients to think about a time when they felt a strong urge to engage in a harmful or impulsive behavior—whether it’s overeating, substance use, or lashing out. Clients are encouraged to reflect on how they could have used the STOP skill to pause and redirect their behavior.
Guidance:
Therapist says: “As you think about the moment when you felt that urge, practice using the STOP skill. Pause before taking action, take a step back from the urge, and observe your feelings and physical sensations. Notice the intensity of the urge and remind yourself that you don’t have to act on it. Then, proceed mindfully by choosing a healthier alternative.”
Experience:
Clients spend 5-10 minutes reflecting on how they could use the STOP skill to manage urges and avoid harmful behaviors. The therapist encourages them to apply this process the next time they feel an urge, giving themselves the opportunity to make a different choice.
Observation:
Clients reflect on how they felt while practicing STOP to manage urges. Were they able to see how pausing could help them regain control and choose healthier actions?
Discussion:
After the activity, the therapist asks: “What did it feel like to practice using the STOP skill when you experienced urges? Did it help you see how pausing could help you avoid harmful behaviors?”
Reflection:
Reflect on how using the STOP skill to manage urges can help you make healthier choices. In a group, the therapist might ask: “How could practicing STOP during urges help you break harmful patterns and develop more control?”
Activity 9: STOP in High-Stress Situations
Intro to activity:
This activity encourages clients to use the STOP skill in high-stress situations, allowing them to pause, assess the situation, and respond calmly instead of reacting impulsively.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill in high-stress situations. The goal is to pause, assess, and respond thoughtfully, helping you manage stress more effectively.”
Preparation:
The therapist asks clients to think about a recent high-stress situation, such as work pressure, family conflict, or financial stress. Clients are encouraged to reflect on how they reacted in the moment and how the STOP skill could have helped them manage the situation more calmly.
Guidance:
Therapist says: “As you think about the high-stress situation, practice using the STOP skill. Pause for a moment to prevent an impulsive reaction. Take a step back mentally or physically, and observe your surroundings, emotions, and thoughts. Then, proceed mindfully by responding in a way that helps manage the situation effectively.”
Experience:
Clients spend 5-10 minutes visualizing how they could have used the STOP skill during a high-stress situation, focusing on how pausing could have prevented escalation. The therapist encourages them to use this skill in future stress-filled moments.
Observation:
Clients reflect on how they felt while imagining using the STOP skill in stressful situations. Were they able to see how pausing and assessing could help them respond with more clarity and control?
Discussion:
After the activity, the therapist asks: “What did it feel like to practice using the STOP skill in high-stress situations? Did it help you see how pausing could prevent impulsive reactions and escalation?”
Reflection:
Reflect on how using the STOP skill during stressful situations can help you stay calm and focused. In a group, the therapist might ask: “How could practicing STOP during high-stress moments help you manage your emotions more effectively?”
Activity 10: STOP in Everyday Frustrations
Intro to activity:
This activity helps clients practice using the STOP skill in everyday frustrations—like traffic, long lines, or minor conflicts—helping them manage small stresses before they build up into bigger issues.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill in everyday frustrations. The goal is to pause and give yourself time to breathe and respond calmly, even in the midst of minor stress.”
Preparation:
The therapist asks clients to think about a recent moment of everyday frustration—whether it’s waiting in line, dealing with slow traffic, or managing minor work annoyances. Clients are encouraged to reflect on how these small stresses impacted their mood or behavior.
Guidance:
Therapist says: “As you think about the frustrating situation, practice using the STOP skill. Pause before reacting—don’t let frustration drive your actions. Step back mentally and observe the situation without judgment. Then, proceed mindfully, responding in a way that helps you stay calm and focused.”
Experience:
Clients spend 5-10 minutes visualizing how they could have used the STOP skill during everyday frustrations. The therapist encourages them to use this process the next time they encounter minor stress, preventing it from escalating into bigger issues.
Observation:
Clients reflect on how they felt while practicing STOP in everyday frustrations. Were they able to see how pausing could help them manage minor stresses before they grow into bigger problems?
Discussion:
After the activity, the therapist asks: “What did it feel like to practice the STOP skill in everyday frustrations? Did it help you see how pausing could prevent small stresses from affecting your mood?”
Reflection:
Reflect on how using the STOP skill in everyday frustrations can help you manage small stresses with more ease. In a group, the therapist might ask: “How could practicing STOP in your daily life help you stay more calm and balanced?”
Activity 11: STOP When Feeling Rushed
Intro to activity:
This activity encourages clients to use the STOP skill when they feel rushed or pressured by time, helping them pause and manage their pace instead of reacting out of urgency.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill when you feel rushed. The goal is to pause and regain control of your actions and choices, rather than reacting to time pressure.”
Preparation:
The therapist asks clients to think about a time when they felt rushed—whether it was due to a deadline, a busy schedule, or external pressure. Clients are encouraged to reflect on how the feeling of being rushed impacted their decisions or mood.
Guidance:
Therapist says: “As you think about that moment of feeling rushed, practice using the STOP skill. Pause for a moment and step back from the urgency. Take a deep breath and observe the situation—is the pressure real or self-imposed? Then, proceed mindfully, choosing to manage your time and energy calmly.”
Experience:
Clients spend 5-10 minutes visualizing how they could use the STOP skill when they feel rushed or pressured. The therapist encourages them to focus on how pausing could help them regain control of their time and make decisions more thoughtfully.
Observation:
Clients reflect on how they felt while practicing STOP when rushed. Were they able to see how pausing could help them manage time pressure more effectively?
Discussion:
After the activity, the therapist asks: “What did it feel like to practice using the STOP skill when feeling rushed? Did it help you see how slowing down could lead to more thoughtful choices?”
Reflection:
Reflect on how using the STOP skill when feeling rushed can help you manage stress and stay focused. In a group, the therapist might ask: “How could practicing STOP when under pressure help you stay calm and avoid impulsive decisions?”
Activity 12: STOP Before Reacting to Social Media
Intro to activity:
This activity encourages clients to practice using the STOP skill when reacting to social media posts or online interactions, helping them pause before responding emotionally or impulsively.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill when reacting to social media. The goal is to pause before reacting emotionally to online content, giving yourself time to consider your response.”
Preparation:
The therapist asks clients to think about a time when they reacted emotionally to social media—whether it was a comment, a post, or news that triggered frustration or sadness. Clients are encouraged to reflect on how the STOP skill could have helped them pause before responding.
Guidance:
Therapist says: “As you reflect on your emotional reaction to social media, practice using the STOP skill. Pause before commenting or reacting. Step back and observe your feelings—are they based on the content or something deeper? Then, proceed mindfully by responding calmly or choosing not to engage.”
Experience:
Clients spend 5-10 minutes visualizing how they could use the STOP skill when reacting to social media. The therapist encourages them to apply this process when encountering triggering content, allowing them to pause and choose a more thoughtful response.
Observation:
Clients reflect on how they felt while practicing STOP in response to social media. Were they able to see how pausing could help them avoid reacting impulsively or emotionally online?
Discussion:
After the activity, the therapist asks: “What did it feel like to practice using the STOP skill with social media? Did it help you see how pausing could prevent emotional reactions?”
Reflection:
Reflect on how using the STOP skill in online interactions can help you stay calm and respond thoughtfully. In a group, the therapist might ask: “How could practicing STOP when engaging with social media help you manage your emotional responses?”
Activity 13: STOP in Parenting Situations
Intro to activity:
This activity encourages clients to use the STOP skill in parenting situations, helping them pause and respond calmly when children’s behavior triggers frustration or stress.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill in parenting situations. The goal is to pause before reacting when you feel triggered by your child’s behavior, allowing you to respond with calm and clarity.”
Preparation:
The therapist asks clients to reflect on a recent parenting situation that caused them frustration or stress—whether it was a tantrum, disobedience, or a challenging conversation. Clients are encouraged to reflect on how they reacted and how the STOP skill could have helped them respond differently.
Guidance:
Therapist says: “As you think about that parenting moment, practice using the STOP skill. Pause before reacting to your child’s behavior, take a deep breath, and step back. Observe your emotions without judgment. Then, proceed mindfully by responding with patience and understanding.”
Experience:
Clients spend 5-10 minutes reflecting on how they could use the STOP skill in parenting situations, focusing on how pausing could help them manage stress and respond more effectively. The therapist encourages them to apply this skill when facing parenting challenges.
Observation:
Clients reflect on how they felt while imagining using the STOP skill in parenting moments. Were they able to see how pausing could help them respond with more patience and calm?
Discussion:
After the activity, the therapist asks: “What did it feel like to practice using the STOP skill in parenting situations? Did it help you see how pausing could improve your relationship with your child?”
Reflection:
Reflect on how using the STOP skill in parenting can help you manage stress and respond with more clarity. In a group, the therapist might ask: “How could practicing STOP in parenting moments help you build a stronger and more patient connection with your child?”
Activity 14: STOP in Difficult Conversations
Intro to activity:
This activity encourages clients to use the STOP skill during difficult conversations, helping them pause and listen before reacting, allowing for more constructive dialogue.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill in difficult conversations. The goal is to pause before reacting during a heated discussion, giving yourself time to listen and respond thoughtfully.”
Preparation:
The therapist asks clients to think about a recent difficult conversation—whether it was with a partner, colleague, or friend—that escalated into an argument or frustration. Clients are encouraged to reflect on how the STOP skill could have helped them navigate the conversation more calmly.
Guidance:
Therapist says: “As you reflect on that conversation, practice using the STOP skill. Pause before responding to what the other person says. Step back mentally and observe your emotions, noticing any defensiveness or frustration. Then, proceed mindfully by responding with clarity and empathy.”
Experience:
Clients spend 5-10 minutes reflecting on how they could use the STOP skill in future difficult conversations, focusing on how pausing could help them engage more constructively. The therapist encourages them to apply this process when navigating challenging discussions.
Observation:
Clients reflect on how they felt while practicing STOP in difficult conversations. Were they able to see how pausing and listening could lead to more effective communication?
Discussion:
After the activity, the therapist asks: “What did it feel like to practice using the STOP skill in a difficult conversation? Did it help you see how pausing could improve your ability to communicate?”
Reflection:
Reflect on how using the STOP skill in difficult conversations can help you stay calm and focused on resolution. In a group, the therapist might ask: “How could practicing STOP during tense discussions help you improve your communication and relationships?”
Activity 15: STOP When You Feel Like Giving Up
Intro to activity:
This activity encourages clients to use the STOP skill when they feel like giving up, helping them pause, reflect, and regain focus on their goals before deciding how to proceed.
How to practice this activity:
Prompt:
“We’re going to focus on using the STOP skill when you feel like giving up. The goal is to pause, reflect, and reconnect with your reasons for pursuing your goals before making any decisions.”
Preparation:
The therapist asks clients to think about a time when they felt like giving up—whether it was on a project, a relationship, or a personal goal. Clients are encouraged to reflect on why they felt that way and how they responded.
Guidance:
Therapist says: “As you think about that moment of wanting to give up, practice using the STOP skill. Pause before making any decisions, take a deep breath, and step back from the feelings of frustration or defeat. Observe what’s driving those feelings, and then proceed mindfully by reconnecting with your goals and considering your next steps.”
Experience:
Clients spend 5-10 minutes reflecting on how they could use the STOP skill when they feel like giving up, focusing on how pausing could help them regain perspective and decide their next steps thoughtfully. The therapist encourages them to use this skill when they face similar challenges in the future.
Observation:
Clients reflect on how they felt while practicing STOP when they felt like giving up. Were they able to see how pausing could help them reconnect with their goals and move forward more purposefully?
Discussion:
After the activity, the therapist asks: “What did it feel like to practice using the STOP skill when you felt like giving up? Did it help you see how pausing could give you the clarity to continue or make a thoughtful decision?”
Reflection:
Reflect on how using the STOP skill when feeling discouraged can help you stay focused on your goals. In a group, the therapist might ask: “How could practicing STOP when you feel like giving up help you regain your focus and motivation?”
