supplement with “Progressive Muscle Relaxation” in the Adolescent Psychotherapy Homework Planner by Jongsma, Peterson, McInnis, & Bruce); teach the client how to apply these skills to his/her/their daily life (see New Directions in Progressive Muscle Relaxation by Bernstein, Borkovec, & Hazlett-Stevens; or supplement with The Relaxation and Stress Reduction Workbook by Davis, et al.).
Assign the client homework in which he/she/they practice calming/ relaxation/mindfulness skills daily, gradually applying them progressively from non-anxiety-provoking to anxiety-provoking situations; review and reinforce success; problem-solve obstacles toward sustained implementation (or supplement with “Deep Breathing Exercise” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce).
Learn and implement a strategy to limit the association between various environmental settings and worry, delaying the worry until a designated “worry time.” (20, 21)
Explain the rationale and teach a worry time intervention in which the client postpones interacting with worries until a designated time and place (or supplement with “Worry Time” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce); use worry time for exposure (repeating worry toward extinction) and/or the application of problem-solving skills to address worries; agree upon and implement a worry time with the client.
Teach the client how to recognize, stop, and postpone worry to the agreed upon worry time using skills such as thought stopping, relaxation, and redirecting attention (or supplement with “Making Use of the Thought-Stopping Technique” to assist in skill development); encourage use in daily life; review and reinforce success; problem-solve obstacles toward sustained implementation.
Verbalize an understanding of the role that thinking plays in worry, anxiety, and avoidance. (22, 23, 24)
Discuss examples that demonstrate how unproductive worry typically overestimates the probability of threats and underestimates or overlooks the client's ability to manage realistic demands (or supplement with “Past Successful Anxiety Coping” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce).
Assist the client in analyzing his/her/their worries by examining potential biases such as the probability of the negative expectation occurring, the real consequences of it occurring, his/her/their ability to control the outcome, the worst possible outcome, and his/her/their ability to accept it (or supplement with “Analyze the Probability of a Feared Event” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce; Cognitive Therapy of Anxiety Disorders by Clark & Beck).
Convey how worry creates acute and/or chronic anxious apprehension, leading to avoidance that precludes finding solutions to problems, thus maintaining them and the worry-avoidance cycle.
Identify, challenge, and replace biased, fearful self-talk with positive, realistic, and empowering self-talk. (25, 26)
Using techniques from cognitive behavioral therapies including Intolerance of Uncertainty and Metacognitive therapies, explore the client's self-talk, underlying assumptions, schema, or metacognition that mediate his/her/their anxiety; assist him/her/them in challenging and changing biases; conduct behavioral experiments to test biased versus unbiased predictions toward dispelling unproductive worry and increasing self-confidence in addressing the subject of worry (see Cognitive Therapy of Anxiety Disorders by Clark & Beck; Metacognitive Therapy for Anxiety and Depression by Wells).
Assign the client a homework exercise in which he/she/they identify fearful self-talk, identify biases in the self-talk, generate alternatives, and test through behavioral experiments (or supplement with “Negative Thoughts Trigger Negative Feelings” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce); review and reinforce success, providing corrective feedback toward improvement.
Participate in gradual imaginal and/or live exposure to the feared negative consequences predicted by worries and develop alternative reality-based predictions. (27, 28, 29, 30, 31)
Direct and assist the client in constructing a hierarchy of feared and avoided activities such as travel, medical procedures or conditions, or social events (or supplement with “Gradually Reducing Your Phobic Fear” in the Adult Psychotherapy Homework Planner by Jongsma & Bruce).
Select initial exposures that have a high likelihood of being a successful experience for the client; develop a plan for managing the emotion(s) engendered by exposure; mentally rehearse the procedure.
Conduct worry exposure by asking the client to vividly imagine worst-case consequences of worries, holding them in mind until anxiety associated with them decreases (up to 30 minutes); generate reality-based alternatives to that worst case and process them (see Mastery of Your Anxiety and Worry: Therapist Guide by Zinbarg, Craske, & Barlow).
Conduct exposure in vivo to activities that the client avoids due to unrealistic worry, gradually targeting the removal of any unnecessary, anxiety-driven
supplement with “Progressive Muscle Relaxation” in the Adolescent Psychotherapy Homework Planner by Jongsma, Peterson, McInnis, & Bruce); teach the client how to apply these skills to his/her/their daily life (see New Directions in Progressive Muscle Relaxation by Bernstein, Borkovec, & Hazlett-Stevens; or supplement with The Relaxation and Stress Reduction Workbook by Davis, et al.). 
