Session 1 Script: Introduction to Anxiety

1. Introduction and Objectives (5 minutes)

Teacher: "Hi there! It’s great to see you today. Over the next 30 minutes, we have three goals:

1. Learn what anxiety is and why we feel it.
2. Identify common triggers that make us feel anxious.
3. Practice naming those anxious feelings so we can use coping skills later.

Let’s start by looking at our first slide."

2. Slides 1–3: What Is Anxiety? (5 minutes)

Slide 1: What Is Anxiety?
Teacher: "Here on Slide 1 it says, ‘Anxiety is your brain’s natural alarm system.’ Think of it like a smoke detector in your brain—it’s meant to keep you safe. When you sense danger, your alarm goes off.

• Why do you think our brain needs an alarm system?"
  Wait for response.
  Teacher: "Exactly. But when it’s too loud or goes off too often, it can overwhelm us. Have you ever felt your brain’s alarm getting too loud?"
  
  
  

Slide 2: Why We Feel Anxiety
Teacher: "This slide shows what happens in our body: our fight-or-flight response. You might feel your heart racing, sweaty palms, or tense muscles when you’re anxious.

• Can you remember a time your heart raced because you felt nervous? What was happening?"
  Listen and validate.
  
  
  

Slide 3: Signs of Anxiety
Teacher: "Here are some common signs. Physically: rapid heartbeat, shortness of breath, stomachache. Emotionally: feeling nervous, irritable, or finding it hard to concentrate.

• Which of these signs have you noticed in yourself?"
  Discuss briefly.

3. Understanding Triggers (10 minutes)

Slide 4: Common School Triggers
Teacher: "Now let’s look at some school-related triggers: big tests, homework deadlines, speaking in class, or being called on unexpectedly.

• Which of these have you experienced? Tell me more about one of them."
  Prompt detail: How did you feel?
  
  
  

Slide 5: Common Social Triggers
Teacher: "Next are social triggers: meeting new people, group projects, trying to fit in, or peer teasing.

• Are there any here you’ve faced? Anything else you’d add?"
  
  
  

Slide 6: Performance Triggers
Teacher: "Performance triggers can include sports tryouts, music recitals, or feeling watched.

• Have you felt pressure before a game or performance? What went through your mind?"
  
  
  

Slide 7: Other Common Triggers
Teacher: "Finally, other triggers: big life changes, family expectations, health worries, rumors.

• Can you think of any others from your life?"
  Note student’s additions.

4. Naming Feelings Discussion (5 minutes)

Slide 8: Word Bank: Naming Feelings
Teacher: "Great job identifying triggers! Let’s switch to naming feelings. Here’s a word bank: anxious, worried, nervous, scared, restless, tense.

• Think of a recent time you felt anxious. What word from this list fits best?"
  Pause for student to choose.
  Teacher: "Why did you pick that word?"
  Encourage explanation and write their word down.

5. Emotion Charades Activity (5 minutes)

Teacher: "Now we’ll play Emotion Charades using our prompt cards. I’ll go first: I’ll act out a feeling, and you guess which one it is. Then it’s your turn.

• Ready? Let’s begin!"
  After each guess:
  Teacher: "Exactly—that was ‘_____.’ What physical signs did you notice in my acting? How might that feeling connect to one of your triggers?"

6. Trigger Matching Game (5 minutes)

Teacher: "Last, let’s play Trigger Matching. Here are cards with triggers on one side and coping icons on the other. Match each trigger to a coping skill you think could help.

• Show me your first match and tell me why you chose that coping skill."
  Give feedback and celebrate correct matches.
  Teacher: "Nice work! You matched [Trigger] with [Coping Skill] because _____. That shows great understanding."

Teacher: "That wraps up Session 1! You did an awesome job noticing triggers and naming feelings. Next time, we’ll learn specific coping strategies to use when you start to feel anxious. See you then!"

Session 1 Worksheet: Anxiety Triggers and Feelings

Today we’re going to identify situations that make you feel anxious and practice naming those feelings.

1. Describe a Recent Trigger

Think of a time in the past week when you felt anxious. Describe what happened, where you were, and who was there.

2. Name the Feeling

Using the word bank on Slide 8 of Session 1 Slide Deck: What Is Anxiety? (anxious, worried, nervous, scared, restless, tense), choose the word that best describes how you felt in the situation above.
Feeling word: _____________________

Why did you pick that word?

3. Notice Your Body’s Signals

What physical or emotional signs did you notice when you felt that way? (For example: racing heart, sweaty palms, stomachache, difficulty concentrating.)

4. Identify a Second Trigger

Now think of another situation—at school, with friends, during a performance, or elsewhere—that makes you feel anxious. Describe it below.

5. Name the Feeling Again

Choose a word from the same word bank that matches how you felt during this second situation.
Feeling word: _____________________

6. Preview of Coping Skills

We’ll learn skills next session, but for now, draw or describe one idea you have for coping with these feelings in the future.

Great job completing this worksheet! We’ll use your examples to practice coping strategies next time.

Session 1 Discussion Guide: Naming Feelings

Objective: Help the student reflect on a recent anxious experience and practice choosing the best emotion word from the Slide 8 word bank.

Duration: 5 minutes

Materials Needed:

• Session 1 Slide Deck: What Is Anxiety? (Slide 8 Word Bank)

1. Warm-Up Prompt (1 minute)

• Teacher: “Think back to a recent time when you felt anxious. Can you tell me briefly what happened?”
  • Follow-up: “Where were you? Who was with you?”
  • Note details: situation, people, setting.

2. Physical and Emotional Cues (1 minute)

• Teacher: “When you felt that way, what did your body do? (racing heart, sweaty palms, tense muscles, etc.)”
  • Follow-up: “Which cue did you notice first?”
  • Encourage student to connect physical sensations to the emotional experience.

3. Choosing a Feeling Word (2 minutes)

• Display Slide 8: Word Bank: anxious, worried, nervous, scared, restless, tense.
• Teacher: “Which word from this list fits how you felt in that moment?”
  • Student names one word.
  • Follow-up: “Why did you pick that word instead of another?”
  • Probe: “How is ‘worried’ different from ‘nervous’? What makes one a better fit?”

4. Generalizing the Feeling (1 minute)

• Teacher: “Have you felt that same feeling word in other situations? Can you share another example?”
  • Follow-up: “Was it stronger or milder that time? How did your body feel?”

Wrap-Up

• Teacher: “Great job naming your feeling. Remember, choosing a word helps us understand what’s happening inside so we can pick a coping skill next time. I’ll write down your word and we’ll use it when we learn coping strategies.”

Use this guide after Slide 8 to record the student’s responses and prepare for the upcoming Emotion Charades and Trigger Matching Game.

Session 1 Activity: Emotion Charades

Objective: Help the student identify and express feelings by acting them out and guessing, reinforcing emotion recognition and linking emotions to anxiety triggers.

Duration: 5 minutes

Materials Needed:

• Emotion prompt cards with words: anxious, worried, nervous, scared, restless, tense.

Instructions:

1. Shuffle the emotion prompt cards and place them face down on the table.
2. Teacher begins by drawing the top card and acting out the feeling silently—use facial expressions, body posture, and gestures (no words or sounds).
3. Student watches and guesses the emotion word. After the guess, discuss:
   • “What physical signals helped you figure out that emotion?”
   • “Can you think of a time when you felt this emotion? What triggered it for you?”
4. Switch roles. Student draws a card, acts it out, and teacher guesses.
5. Repeat until each emotion has been acted out at least once (or until time is up).

Debrief Questions:

• “Which physical cues were easiest to recognize?”
• “How might noticing these bodily signals help you catch your anxiety early?”
• “Which triggers do you think might lead to this feeling for you?”

Use the Session 1 Rubric: Anxiety Awareness Assessment to note the student’s engagement, accuracy of guesses, and ability to connect emotions to triggers.

Session 1 Game: Trigger Matching Game

Objective: Strengthen the connection between identified anxiety triggers and appropriate coping skills by matching trigger statements with coping-icon cards.

Duration: 5 minutes

Materials Needed:

• A set of trigger cards (e.g., “Big test coming up,” “Speaking in front of class,” “Family conflict”).
• A set of coping-icon cards (e.g., deep breathing, positive self-talk, taking a break, talking to a friend).
• Session 1 Rubric: Anxiety Awareness Assessment.

Instructions:

1. Shuffle both sets of cards separately and place them face down in two piles: Triggers and Coping Skills.
2. Student draws one trigger card and reads it aloud.
3. Student then selects a coping-icon card they think best helps with that trigger.
4. Student explains: “I matched this trigger with this coping skill because ______.”
5. Teacher provides feedback, highlights why the pairing works (or suggests alternatives), and celebrates correct or thoughtful matches.
6. Repeat until time is up or each trigger card has been matched at least once.

Debrief Questions:

• “Which trigger was easiest to match? Why?”
• “Was there any trigger you found challenging to pair with a coping skill?”
• “How might you use these coping skills next time you face these triggers?”

Use the rubric to note the student’s ability to:

• Identify the key trigger in each scenario.
• Choose a coping skill that logically addresses the trigger.
• Articulate their reasoning clearly.
• Engage actively and reflect on areas for growth.

Session 1 Rubric: Anxiety Awareness Assessment

Use this rubric to evaluate the student’s ability to notice triggers, name feelings, recognize bodily signals, participate in activities, and match triggers to coping skills.

Scoring:

• 1 point for each criterion at the Beginning level
• 2 points for Developing
• 3 points for Proficient
• 4 points for Exemplary

Total possible: 20 points.

Use this assessment to guide feedback and plan for targeted support in Session 2 and beyond. You can find this rubric linked in Session 1 Game: Trigger Matching Game and Session 1 Activity: Emotion Charades.