- Topic
- Psychoeducation on why anxiety seeks certainty and what uncertainty tolerance actually means—naming the mechanism, normalizing the loop, and reframing the work as skill-building rather than feeling-elimination
- Arc
- Psychoeducation: hook → name it (what uncertainty intolerance is) → why it happens (brain treats uncertainty as threat) → what it looks like (relatable checking/seeking patterns) → what helps (building tolerance through action) → reframe (you don't wait for comfort, you act without it) → CTA
- Hook
- Validation-driven, curiosity-gap shape—'why does this keep happening' rather than shame. Matches her reframe: 'Anxiety asks for certainty, and certainty is the one thing no amount of thinking can buy'
- Voice
- Warm, direct, clinical but accessible. Plain language first, then define the term. Short declarative sentences. Her register: 'not broken, just human' and 'the work is building tolerance for not knowing'
- CTA
- Assigned CTA 'Save this for later' worded naturally as an instruction on the closing slide—matches her approved list and the educational arc
- Constraints
- No ERP instructions (rule 3). No cure promises or timelines (rule 3). No 'just' in front of instructions (rule 6). No reassurance-seeking CTA (rule 7). Educational disclaimer on final content slide (rule 10). Stayed within 6-7 slide range (rule 13)