of the most important theoreticalstrands in DBT are the assumptions that flow from theemphasis on Dialectics. These are also some of the mostcompatible with the spirit of Hakomi. DBT is based on anotion of synthesis of what appear to be opposites. Thissynthesis provides the opportunity for change withoutconflict or over-reliance on confrontation. It allows DBTto be much less violent than many of the older behaviouralmodels. Assumptions flowing from the dialecticinclude: that the world is neither polar nor dichotomous,that learning is neither didactic nor one way, that possibilitiesfor change emerge from within, that all humans existin relationship and in a holistic and interconnected mannerwith complex oppositional and inter-relationships, andthat most importantly for the method that the world is fullof paradox which can be dealt with by expanding possibilitiesand allowing change. There is much emphasis placedon the notion that learning is willing and not wilful. Theseassumptions fit nicely with non-violence, mind/bodyholism and unity Hakomi Principles. DBT however alsostresses that change is and can be controlled. Many of theskills teach clients to control the change process.Finally DBT is compatible with the Zen path toEnlightenment. When I teach DBT, these assumptionsbecome a very important part of the DBT process. Someof these assumptions include a warning against reificationof concepts into reality. This is especially important whenusing maps such as diagnostic categories, or labellingindividuals with certain personality or other disorders. Itis important to remember that the map is not the territory.This leads to a notion that concepts are judgmental illusions,that rules are often arbitrary and yet necessary, andthat experience is the only way to know the world. DBTworks in the present moment and relies on a middle andnon-compromising way. Within a DBT framework it iseasy to see that there is suffering, there is an end to suffering,and that there is a path or way to obtain an end tosuffering in that moment.MindfulnessDBT incorporates mindfulness both as a principleof practice, and a technique for achieving a therapeuticrelationship, and an optimal level of arousal or windowfor change. In DBT however, there is a set curriculum forteaching mindfulness. And while this learning process isbased on willing or allowing mindfulness, it is neverthelessa taught rather than discovered quality of presence.View of the clientThe DBT model views clients as skill- or capabilitydeficientin terms of difficulties in self-regulation of emotions,interpersonal relationships, and distress tolerance.The model also views the clients developmental and currentenvironment, internal and external, as motivationallydysfunctional, in terms of invalidating the clients reality,punishing the clients current skills and reinforcing dysfunctionalbehaviours including avoidance.In other words, the clients process of selforganisationor organicity is conflicted by external invalidationof their process which then causes the client to turnto outside sources for self-understanding, while still beingdriven by internally directed processes. A simple examplemight be a child who gets upset when the environment ischanged and their emotion is invalidated by a parent whosays you should be happy about this change. Obviously,the more the invalidation a child has the greater the internalconflict. Childhood sexual abuse is one area in whichthere is on going invalidation of the childs inner reality,but there are many more which may be more subtle andnevertheless just