Permission Form: Anxiety Detectives

Dear Parent/Guardian,

Your daughter is invited to participate in "Anxiety Detectives," a 6-session small group program designed to help 6th-grade girls learn about anxiety and develop healthy coping skills. This program is a Tier 2 intervention, meaning it provides targeted support for students who may benefit from extra emotional resilience building.

Program Overview:

• Name: Anxiety Detectives
• Target Audience: 6th Grade Girls
• Duration: 6 sessions, 30 minutes each
• Frequency: Once a week (specific schedule to be provided separately)
• Location: [Your School Name] - [Room Number]
• Facilitator: [Your Name/Counselor Name]

What Your Daughter Will Learn:

Over the course of six interactive sessions, students will become "Anxiety Detectives" and will learn to:

• Recognize and identify personal anxiety signals (physical and emotional).
• Practice various coping strategies (e.g., breathing techniques, positive self-talk).
• Develop self-advocacy skills to communicate needs and seek support.
• Build a personal support network of trusted peers and adults.
• Understand that anxiety is a normal human emotion and that there are healthy ways to manage it.

Our goal is to foster self-awareness, build resilience, and equip your daughter with practical tools to navigate anxious moments effectively in a supportive, small-group environment.

Parental Consent:

I, __________________________________________________ (Parent/Guardian Name),

give permission for my daughter, __________________________________ (Student's Name),

to participate in the "Anxiety Detectives" small group program.

I understand the program details outlined above and give my consent for my daughter to attend all six sessions.

Parent/Guardian Signature: ______________________________________________

Date: _______________________________________________________

Phone Number: _____________________________________________________

Email: ______________________________________________________

Please return this completed form to [Your Name/Counselor Name] by [Date].

Session 1 Teacher Script – "Anxiety Detectives"

1. Warm-Up: Mood Matching (5 minutes)

Teacher (smiling and welcoming):
“Good morning, detectives! I’m so glad you’re here. To get started, please walk over to our table of Feeling Faces Cards. Choose the face that shows how you’re feeling right this very moment. Take your time and pick the card that “speaks” to you.”

Teacher (once all students have a card):
“Awesome job selecting your cards! Now we’ll go around the circle. When it’s your turn, hold up your card and tell us in one or two sentences why you picked it. I’ll start to model.”

Teacher models: “I chose this face because I feel excited—today we get to solve mysteries about our feelings!”

Teacher (inviting first student):
“Thank you! [Student Name], your turn.”

(Continue until each student shares, offering praise after each one: “Thank you for sharing!” or “What a great choice!”)

2. Introduction to Anxiety (5 minutes)

Teacher (holding up Anxiety Overview Script):
“Now I’m going to introduce our new detective case: anxiety. Anxiety is a feeling you get when you think something important might be happening, and you’re not sure how it will turn out. It’s like your brain’s alarm system going off—even if there’s no real danger, your body reacts just like you’re facing a bear!”

Teacher (writing on board):
“Let’s brainstorm together: What are some times you might feel anxious? I’ll write your ideas here.”

Teacher (directing):
“When I say your name, please share one time you’ve felt those butterflies or that ‘uh-oh’ feeling in your tummy.”

(As students respond, write examples on the board: “Before a big test,” “Meeting new people,” “Speaking in front of class,” etc.)

Teacher (emphasizing):
“Great thinking, detectives! Remember, anxiety is a normal feeling that everyone experiences sometimes. Also, please make sure you've turned in your Parent Permission Form if you haven't already. I'll collect any remaining forms at the end of our session.”

3. Main Activity: Signal Detection (10 minutes)

Teacher (handing out Detective Notebooks):
“Detective notebooks open! I want you to write two lists:

1. Physical signals of anxiety—what does your body do?
2. Emotional signals—what do you feel inside?”

Teacher (modeling on board):
“For example, physical signals might be a racing heart or sweaty palms. Emotional signals might be worry or feeling jumpy.”

Teacher (inviting action):
“Write down as many signals as you can think of in the next three minutes. If you get stuck, look at my examples on the board.”

Teacher (after writing time):
“Time’s up! Who would like to share one physical signal they wrote?”

(Invite 2–3 volunteers, celebrating each: “Great signal!” “Thank you for sharing!”)

Teacher:
“Now who can share one emotional signal?”

(After responses, affirm: “All of those are valid signals!”)

4. Worksheet: Personal Anxiety Signals (5 minutes)

Teacher (distributing Anxiety Signals Worksheet):
“Great detective work in your notebooks. Now let’s record at least two of your own personal anxiety signals on this worksheet. You’ll see spaces for one physical signal and one emotional signal—feel free to add more if you have time.”

Teacher (circulating):
“Let me know if you’d like help spelling or talking through your ideas.”

Teacher (once most are done):
“Wonderful job! Keep these worksheets in your notebooks so you can look back on them.”

5. Game: Signal Charades (3 minutes)

Teacher (holding Coping Charades Game Cards):
“Time for a quick game of Signal Charades! One at a time, pick a card showing an anxiety signal. Without speaking, act it out while we guess what you’re showing.”

Teacher (demonstrating):
“I’ll go first.” (Teacher picks a card that says ‘racing heart,’ places hand on chest, and moves quickly.)

Teacher (after group guesses):
“Exactly—racing heart! Now let’s try 2–3 of you.”

(Rotate 2–3 volunteers, celebrating each correct guess.)

6. Closure and Next Steps (2 minutes)

Teacher (gathering attention):
“Detectives, you did an amazing job today! You learned what anxiety is and how to spot your own signals. Keep your notebook and worksheet safe. Next session, we’ll discover coping strategies to help calm our alarms. Don’t forget to bring your Detective Notebooks next time. And don't forget to hand in any outstanding Parent Permission Form forms to me now.”

Teacher (smiling):
“See you next week—and great detective work today!”

Anxiety Signals Worksheet

Name: ____________________________ Date: _______________

1. Describe an Anxious Moment

Think of a time when you felt anxious. Describe what was happening and how you felt in that moment.

2. Physical Signals of Anxiety

List at least two things your body did when you felt anxious.

(Optional) More signals:

3. Emotional Signals of Anxiety

List at least two feelings or thoughts you noticed inside when you felt anxious.

(Optional) More signals:

4. Detective Reflection

When I notice these signals in the future, I will try to:

Keep this worksheet in your Detective Notebooks to help you spot your anxiety signals next time!

Feeling Faces Cards

Description: A set of 12 illustrated cards, each showing a different facial expression students can use to identify and share their current mood.

Emotions Included:

• Happy
• Sad
• Angry
• Worried/Anxious
• Excited
• Calm
• Surprised
• Embarrassed
• Shy
• Frustrated
• Proud
• Confused

Usage Instructions:

1. Shuffle the cards and spread them face-up on a table or the floor.
2. Invite students to choose the card that best matches how they feel right now.
3. During Warm-Up: Mood Matching, have each student hold up their card and share 1–2 sentences about why they chose it.
4. Use these cards in future sessions for quick mood check-ins or pairing with journal prompts in Detective Notebook Logging.

Coping Charades Game Cards

Description: A deck of 16 illustrated cards showing common physical and emotional signals of anxiety. During Session 1, students will draw a card and silently act out the signal while peers guess. In later sessions, you can swap or supplement these with cards illustrating coping strategies.

Cards Include (examples):

• Racing heart
• Sweaty palms
• Shallow/rapid breathing
• Stomach ache or “butterflies”
• Trembling hands or legs
• Tense shoulders or neck
• Nail biting or fidgeting
• Feeling “jumpy” or on edge
• Restlessness
• Clenched jaw or teeth grinding
• Wringing hands
• Avoiding eye contact
• Negative self-talk (e.g., covering mouth as if whispering “I can’t…”)
• Thinking “What if…?” (acting out worried thoughts)
• Tight throat or swallowing hard
• Flushed face or sweating on forehead

Usage Instructions:

1. Shuffle the cards and place them face-down in a stack or spread face-down on the table.
2. Invite one student at a time to pick a card and keep it hidden from the group.
3. That student silently acts out the signal—using body language, facial expressions, or gestures—without speaking or making sounds.
4. The rest of the group calls out guesses. The actor nods or shakes their head until someone names the correct signal.
5. Celebrate the correct guess and rotate to the next student. Aim for 2–3 turns in Session 1.
6. Store cards in a labeled envelope or box for reuse in later sessions (e.g., to contrast signals with coping-strategy charades).

Session 2 Teacher Script – "Anxiety Detectives"

1. Warm-Up: Bubble Breathing (5 minutes)

Teacher (welcoming):
“Good morning, detectives! Today we’ll learn some special tools to calm our anxiety alarms. Let’s start with Bubble Breathing.”

(Show Bubble Breathing Script)

Teacher (modeling):
“Imagine you’re holding a bubble wand. Place one hand on your belly and one on your chest. Breathe in slowly through your nose for four seconds… one, two, three, four. Now gently blow out, as if you’re making a big, slow bubble for six seconds… one, two, three, four, five, six.”

Teacher (guiding):
“Let’s do that two more times together. Inhale… 1-2-3-4… exhale… 1-2-3-4-5-6.”

Teacher (reflecting):
“How did your body feel? Did you notice your shoulders relax or your mind calm?”

2. Introduction to Coping Strategies (5 minutes)

Teacher (holding up Coping Strategies Overview Script):
“Coping strategies are the tools detectives use to quiet that alarm in their head or body. What can we do to calm our alarms before they ring too loudly?”

Teacher (prompting):
“Raise your hand if you have an idea.”
(Call on 3–4 students, writing each idea on the board.)

Teacher (summarizing):
“Great ideas! Some of these are physical, like stretching or breathing. Others are mental, like using positive self-talk or counting to ten. Both types help us feel in control.”

3. Main Activity: Strategy Brainstorm (10 minutes)

Teacher:
“Open your Detective Notebooks and write today’s title: ‘Coping Strategy Brainstorm.’ Then list at least three strategies you know or want to try when you feel anxious. You can use the board ideas or think of your own.”

Teacher (timing):
“You have five minutes. If you finish early, add a note about why each strategy might help you.”

Teacher (after writing):
“Time’s up! Who would like to share one strategy from their notebook?”
(Invite 2–3 volunteers.)

Teacher (praising):
“Thank you—that’s a fantastic strategy!”

4. Worksheet: Coping Strategies Planning (5 minutes)

Teacher (distributing Coping Strategies Worksheet):
“Now let’s plan how to use two strategies in real life. Choose one physical strategy and one mental strategy from your list.”

Teacher (instructing):
“For each strategy, write: How will you do it? When will you do it? Where will you do it?”

Teacher (timing):
“You have four minutes—get started!”

Teacher (circulating):
“Be specific. For example, ‘I will stretch my arms for thirty seconds after lunch when I feel tense.’”

5. Game: Strategy Sorting (3 minutes)

Teacher (showing Strategy Sorting Game Cards):
“Let’s play Strategy Sorting! Cards are face-down—pick one, read the strategy aloud, and decide: is it Physical or Mental? Place it in the correct column on the board.”

Teacher (rotating):
“[Student Name], you’re up!”
(Rotate through 3–4 students.)

Teacher (affirming):
“Excellent sorting! You’re becoming strategy experts.”

6. Closure and Next Steps (2 minutes)

Teacher (gathering attention):
“Detectives, you did amazing work finding and planning your own coping tools. Remember to practice them and jot down how they feel in your Detective Notebooks. Next week, we’ll role-play using these strategies in real-life scenarios—so bring your notebooks and be ready to act!”

Teacher (smiling):
“Great job today—see you next session!”

Bubble Breathing Script

Purpose: Guide students through a simple, calming breathing exercise using the imagery of blowing bubbles.

Materials: A pretend or real bubble wand (optional) and the script below.

Teacher (holding an imaginary bubble wand):
“Detectives, today we’re going to calm our anxiety alarms with Bubble Breathing. Imagine you’re holding a bubble wand—soft and light.”

Teacher (demonstrating hand placement):
“Place one hand on your belly and one on your chest. We’re going to breathe so gently that our bubble wand could make a big, slow bubble.”

Step 1: Inhale
Teacher: “Breathe in quietly through your nose for four seconds, filling your belly first, then your chest… one, two, three, four.”

Step 2: Exhale
Teacher: “Now gently blow out through your mouth for six seconds, as if you’re creating a perfect bubble… one, two, three, four, five, six.”

Repeat Together:
Teacher: “Let’s do that two more times together. Inhale… 1-2-3-4… exhale… 1-2-3-4-5-6.”

Reflection Prompt:
Teacher: “How did that feel? Did your shoulders relax, or did your mind feel a little quieter? Turn to your neighbor and share one word that describes how you feel now.”

Use Bubble Breathing at any time you need to calm your mind or body. It’s your go-to detective tool for quieting the alarm!

Coping Strategies Overview Script

Purpose: Introduce students to coping strategies—tools they can use to calm anxiety alarms in their body and mind.

Teacher (holding up the script):
“Detectives, today we’re going to gather our toolbox of coping strategies. A coping strategy is something you choose to do—either with your body or your thoughts—to help yourself feel calmer when anxiety alarms start to ring.”

Teacher (writing “Physical” and “Mental” on the board):
“Strategies come in two types:

• Physical: using your body (like breathing or stretching)
• Mental: using your thoughts (like positive self-talk or counting).

Let’s brainstorm together: What can detectives do right now to quiet their alarms?”

Teacher (prompting 3–4 students, writing each idea under the correct column):
“[Student Name], what’s one thing you could do with your body?”
“[Student Name], what’s one thing you could do with your thoughts?”

Teacher (summarizing):
“Great work! Using these strategies helps us feel in control instead of letting anxiety take over. In a moment, you’ll practice choosing and planning your own strategies.”

Use this overview to guide the next activity and remind students that both types of tools are powerful detective gear.

Coping Strategies Worksheet

Name: ____________________________ Date: _______________

1. Physical Strategy

Choose one physical strategy you want to try when you feel anxious (e.g., bubble breathing, stretching, walking).
My physical strategy: ____________________________________________

How will I do it?

When will I do it?

Where will I do it?

2. Mental Strategy

Choose one mental strategy you want to try when you feel anxious (e.g., positive self-talk, counting to ten, visualization).
My mental strategy: ______________________________________________

How will I do it?

When will I do it?

Where will I do it?

3. Reflection Plan

After you’ve tried these strategies, write one sentence about how each one felt:

• Physical strategy reflection:

• Mental strategy reflection:

Keep this worksheet in your Detective Notebooks and refer back to see which strategies work best for you!

Strategy Sorting Game Cards

Description: A set of 16 coping strategy cards. Each card names one strategy—physical or mental—that students will read aloud and sort into the correct category.

Cards Include (examples):

• Bubble Breathing
• Stretching or Yoga Pose
• Walking or Taking a Movement Break
• Counting to Ten
• Positive Self-Talk (e.g., “I can handle this”)
• Visualization (imagining a calm place)
• Grounding (5-4-3-2-1 senses exercise)
• Muscle Relaxation (tensing and releasing)
• Listening to Music
• Drawing or Doodling
• Writing in a Journal
• Talking to a Friend or Trusted Adult
• Mindful Listening (focus on one sound)
• Taking a Sip of Water
• Using a Fidget Tool
• Taking a Break to Read a Book

Usage Instructions:

1. Shuffle all cards and place them face-down in a stack or spread out.
2. Invite one student to pick a card, read the strategy aloud.
3. The group decides: Is this strategy Physical or Mental?
4. The student places the card in the corresponding column on the board or labeled pockets.
5. Rotate through 3–4 students, celebrating correct sorting and briefly discussing any borderline strategies.
6. Collect the cards for reuse in future sessions—challenge students later to explain why each strategy fits its category.

Scenario Role-Play Cards

Description: A deck of 12 illustrated cards, each depicting a realistic situation that might trigger anxiety. Students will draw a scenario card and act out how they would use a coping strategy to manage their feelings in that moment.

Cards Include (examples):

1. Presenting a book report in front of the class
2. Taking a big math or science test
3. Attending a new school club meeting where you don’t know anyone
4. Going to the lunchroom and finding a seat alone
5. Waiting for the school bus on a chilly morning
6. Hearing your name called to answer a question in class
7. Performing a dance or song for family at home or in an assembly
8. Speaking with a teacher about a missed assignment
9. Trying out for a sports team or practice squad
10. Entering a crowded school hallway between classes
11. Talking on the phone to a friend or family member when you’re upset
12. Participating in a group project where you have to share your ideas

Usage Instructions:

1. Shuffle the cards and place them face-down in a pile.
2. In your group of three, the Actor draws one card and reads the scenario silently.
3. The Actor chooses a coping strategy from their Detective Notebooks.
4. Act out the scenario for 1–2 minutes, demonstrating how you would notice your anxiety signals and use your chosen strategy to calm your alarm.
5. The Observer uses an Observer Checklist Card to note which signals appeared and how effectively the strategy was used.
6. The Director gives positive feedback (“I noticed you…”) and one suggestion for next time.
7. Rotate roles so each student plays Actor, Observer, and Director once.

Keep these cards in your detective kit for future practice and refreshers!

Observer Checklist Cards

Description: A set of 12 prompt cards to guide the Observer role in structured, supportive feedback during role-play. Each card reminds the Observer which details to notice and how to share feedback clearly and kindly.

Cards Include (examples):

• 1. Identify one physical anxiety signal the Actor showed (e.g., shaky hands, fast breathing).
• 1. Identify one emotional signal the Actor showed (e.g., worried face, tense voice).
• 1. Note which coping strategy the Actor chose from their Detective Notebooks.
• 1. Observe how the Actor introduced the strategy (when and why).
• 1. Rate the strategy’s effectiveness: 1 (not helpful) to 5 (very helpful).
• 1. Name one thing the Actor did especially well using their strategy.
• 1. Suggest one small improvement for next time (e.g., breathe a bit slower).
• 1. Notice body language: Did posture or facial expression change after using the strategy?
• 1. Listen to the Actor’s tone of voice: did it become calmer or steadier?
• 1. Check clarity: did the Actor clearly show when they felt anxious and when they felt calm?
• 1. Observe timing: did the Actor use the strategy quickly when signals appeared?
• 1. Encourage the Actor: write one positive statement to share.

Usage Instructions:

1. Shuffle the cards and place them face-down.
2. The Observer draws one card before each role-play turn.
3. During the scenario, use the prompt to notice and mentally record details.
4. After the role-play, share your observation based on the card:
   • State what you noticed (e.g., "I saw your shoulders relax when you did bubble breathing").
   • Offer a positive comment or suggestion as the card directs.
5. Return the card to the bottom of the deck and rotate roles.

Keep these cards with your detective kit for clear, focused feedback in every session!

Scenario Reflection Worksheet

Name: ________________________ Date: _______________________

1. Scenario Description

Describe the situation you role-played. What was happening?

2. Coping Strategy Used

Which strategy did you choose from your Detective Notebooks?

3. What Worked Well

What went well when you used your strategy? Describe specific signals you noticed and how the strategy helped.

4. What to Try Differently

What might you do differently next time you face a similar situation? Any new ideas or adjustments?

5. Feelings Check

How did you feel before using your strategy? ________ How did you feel after? ________

Keep this worksheet in your Detective Notebooks to track your growth as an Anxiety Detective!

I-Statement Script

Purpose: Introduce students to the concept and structure of

Self-Advocacy Scenario Cards

Description: A set of 10 cards, each with a brief, realistic scenario where a student might feel anxious and need to use self-advocacy skills. Students will use these to practice forming I-statements and communicating their needs.

Cards Include (examples):

1. You feel overwhelmed by the amount of homework you have tonight.
2. You are worried about an upcoming presentation in English class.
3. You feel left out when a group of friends makes plans without you.
4. You are struggling to understand a math concept in class and feel embarrassed to ask for help.
5. You feel anxious about eating lunch alone.
6. Someone in your group project isn't doing their share of the work.
7. You feel tired and stressed because you stayed up late studying for a test.
8. You are nervous about trying out for the school play.
9. You feel frustrated when a classmate keeps interrupting you.
10. You need a quiet space to calm down during a busy school day.

Usage Instructions:

1. In pairs, the Actor draws a card and reads the scenario silently.
2. The Actor then practices forming an I-statement based on the scenario, using the formula: “I feel __ when __ because __, and I need __.”
3. The Actor delivers the I-statement to their partner, who acts as the receiver (e.g., a teacher, parent, friend).
4. The Observer uses an Advocacy Observation Checklist Card to provide feedback on the clarity and effectiveness of the I-statement.
5. Rotate roles so each student gets to practice being the Actor at least once.

Keep these cards with your detective kit for future practice and reminders of effective communication!

Advocacy Observation Checklist Cards

Description: A set of 8 prompt cards designed to guide observers in providing specific, constructive feedback during self-advocacy role-play.

Cards Include (examples):

1. Did the Actor clearly state their feeling using

Self-Advocacy Worksheet

Name: ________________________ Date: ____________________

1. My I-Statement Formula

I feel ________________________________________________

when _______________________________________________

because _____________________________________________

and I need _____________________________________________

2. Practice Scenario 1: My I-Statement

Describe a situation where you felt anxious and needed to ask for help or express a feeling. Write your I-statement below.

Scenario: __________________________________________________

My I-Statement:

3. Practice Scenario 2: My I-Statement

Think of another situation where you might need to use an I-statement. Write it below.

Scenario: __________________________________________________

My I-Statement:

4. Role-Play Reflection

How did it feel to use an I-statement in the role-play?

What did you learn about clearly expressing your needs?

Keep this worksheet in your Detective Notebooks to help you practice self-advocacy skills!

Session 5 Teacher Script – "Anxiety Detectives"

1. Warm-Up: Mood & I-Statement Check (5 minutes)

Teacher (welcoming):
“Good morning, detectives! Let’s start with our usual mood check using the Feeling Faces Cards. Pick the face that matches how you feel right now.”

(Once everyone has a card)

“Now, as you share your card, tell us if you’ve ever tried to express a feeling or ask for help using an ‘I-statement’—like ‘I feel sad when…’ Don’t worry if you haven’t, we’ll learn about them today!”

(Go around the circle, offering praise after each share: “Thanks for sharing!” or “Great observation!”)

2. Introduction to I-Statements (5 minutes)

Teacher (holding up I-Statement Script):
“Detectives, today we’re adding a super important tool to our kit: I-statements. These are like secret codes to help us talk about our feelings and needs clearly, without blaming anyone. The formula is: ‘I feel _______ when _______ because _______, and I need _______.’”

Teacher (writing on board):
“Let’s break it down: Feeling, Situation, Reason, Request.”

“For example, instead of saying ‘You always make me nervous before tests,’ we could say, ‘I feel anxious when we talk about tests right before class because it makes my heart race, and I need a few quiet minutes to prepare my mind.’ See how that’s different?”

“Who would like to try turning a situation into an I-statement? Let’s try this one: ‘You never listen to me!’ How could we make that an I-statement?”

(Guide students to rephrase using the formula, e.g., “I feel unheard when I’m trying to share an idea and someone talks over me, and I need a chance to finish my thoughts.”)

3. Main Activity: I-Statement Brainstorm (8 minutes)

Teacher (distributing Self-Advocacy Worksheet and opening Detective Notebooks):
“Open your notebooks to a new page and title it ‘I-Statement Practice.’ Now, on your worksheet, think of two personal situations where you might feel anxious and need to ask for help or express yourself.”

“For each situation, write down a complete I-statement using our formula: ‘I feel… when… because… and I need…’”

(Circulate, offering support and feedback. Guide students to be specific with their feelings and needs.)

Teacher (after 5-6 minutes):
“Great work, detectives! Who feels brave enough to share one I-statement they wrote? Remember, we’re all practicing here.”

(Invite 1-2 volunteers to share, providing positive reinforcement.)

4. Game: Self-Advocacy Role-Play (8 minutes)

Teacher:
“Now it’s time to put our I-statements into action! I’m going to pair you up. One of you will be the Actor, and the other will be the Observer. The Actor will draw a card from our Self-Advocacy Scenario Cards and silently read it.”

“The Actor then chooses a strategy from their Detective Notebooks or an I-statement they just brainstormed. They will then deliver their I-statement to their partner, who will pretend to be the person in the scenario (e.g., a teacher, parent, or friend).”

“Observer, your job is to listen carefully and use one of these Advocacy Observation Checklist Cards to guide your feedback. Focus on how clearly and calmly the Actor expressed their needs. After 2 minutes, we’ll switch roles.”

(Monitor groups, provide gentle reminders and encouragement, and ensure respectful interaction.)

5. Worksheet: Self-Advocacy Reflection (2 minutes)

Teacher (distributing Self-Advocacy Worksheet):
“Excellent role-playing, detectives! Now, take a moment to reflect on your experience in your worksheet. Write about the scenario you role-played, the I-statement you used, and how it felt to express your needs. What did you learn?”

(Circulate, ensuring students are engaged in thoughtful reflection.)

6. Closure & Next Steps (2 minutes)

Teacher:
“Detectives, you’ve done incredible work today learning to use I-statements. This skill will help you not only manage anxiety but also build stronger relationships. Keep your worksheets safe in your Detective Notebooks.”

“Next session is our final one! We’ll review all the amazing skills you’ve learned and celebrate your journey as Anxiety Detectives. Be ready for a fun review game!”

Teacher (smiling):
“See you next time, and keep practicing those powerful I-statements!”

Anxiety Action Plan Worksheet

Name: ____________________________ Date: _______________

My Personal Anxiety Action Plan

This plan will help you remember and use all the amazing detective skills you've learned!

1. My Anxiety Signals (What my body and mind do when I feel anxious)

• Physical Signals:
  1. ______________________________________________
  2. ______________________________________________
• Emotional Signals:
  1. ______________________________________________
  2. ______________________________________________

2. My Go-To Coping Strategies (What I can do to calm my anxiety alarm)

• Physical Strategies:
  1. ______________________________________________
  2. ______________________________________________
• Mental Strategies:
  1. ______________________________________________
  2. ______________________________________________

3. My Support Network (Who I can talk to for help)

• Trusted Adults:
  1. ______________________________________________
  2. ______________________________________________
• Trusted Peers (Friends):
  1. ______________________________________________
  2. ______________________________________________

4. When I Need Extra Help (My self-advocacy plan)

If my anxiety alarm keeps ringing loudly, I will:

1. ______________________________________________
2. ______________________________________________

Keep this plan in your Detective Notebooks and refer to it whenever you need to activate your anxiety-detective skills!

Ongoing Support Resources Handout

Dear Anxiety Detectives,

Congratulations on completing your training! You've gained incredible skills to understand and manage anxiety. Remember, your journey as an Anxiety Detective continues, and there are many resources available to support you along the way.

School-Based Support

• School Counselor/Psychologist: Our school has caring adults who are here to listen and help. You can schedule a time to talk with them about anything that's on your mind.
  • How to reach out: Ask your teacher to connect you, stop by their office during lunch, or leave a note.
• Trusted Teachers/Staff: Many adults at school are ready to support you. Think about a teacher, librarian, or coach you feel comfortable talking to.
  • How to reach out: Talk to them before or after class, or during a quiet moment.
• Small Group Programs: Sometimes there are other small groups or clubs that focus on social-emotional learning or specific interests. Ask your counselor about what's available.

Home & Community Support

• Family Members: Your parents, guardians, or other trusted family members are often your first and most important support system. Practice using your I-statements with them!
  • How to reach out: Talk to them during a calm moment, like at dinner or before bed.
• Friends: Continue to build strong, supportive friendships. Your friends can be great listeners and understanding peers.
  • How to reach out: Plan time to talk, share your feelings respectfully, and be a good listener for them too.
• Community Resources: Your town or city might have youth programs, sports leagues, or art classes that can help you feel connected and reduce stress.
  • How to find them: Ask a trusted adult to help you look up local community centers or youth organizations.

Online & Book Resources

• Books: There are many wonderful books for young people about managing anxiety. Ask your librarian or a trusted adult for recommendations.
• Mindfulness Apps/Videos: Apps like Calm or Headspace (with parental permission) offer guided meditations and calming exercises. There are also many free, kid-friendly mindfulness videos on platforms like YouTube (with adult supervision).
• Reliable Websites: Websites from children's hospitals or mental health organizations often have helpful tips and information for kids about feelings and anxiety (always check with a trusted adult before exploring new websites).

Remember, asking for help is a sign of strength, not weakness! You are a capable Anxiety Detective, and you have a whole network of support around you.

Keep this handout in your Detective Notebooks for future reference.

Future Detective Pledge

I, ________________________________,

pledge to continue my journey as an Anxiety Detective.

I promise to:

• Recognize My Signals: Pay attention to what my body and mind tell me when I feel anxious.
• Use My Tools: Practice the coping strategies I've learned to calm my alarm.
• Seek My Support: Reach out to my trusted adults and peers when I need help.
• Advocate for Myself: Use my voice to clearly express my feelings and needs.
• Be Kind to Myself: Understand that it's okay to feel anxious sometimes, and I have the power to manage it.

I am a strong, resilient, and capable Anxiety Detective!

Date: ______________________________________________

Signature: ______________________________________________

Keep this pledge in your Detective Notebooks as a reminder of your commitment and strength.

Session 7 Teacher Script – "Anxiety Detectives"

1. Warm-Up: Future Feelings & Goals (5 minutes)

Teacher (welcoming):
“Good morning, amazing detectives! Today is our final session, and it’s all about looking forward. Let’s do our mood check with the Feeling Faces Cards, but this time, pick a card that shows how you feel about managing anxiety in the future.”

(Once everyone has a card)

“Now, as you share your card, tell us one goal you have for using your anxiety-detective skills outside this group. For example, ‘I feel confident about talking to my teacher’ or ‘I want to try bubble breathing when I feel nervous before a test.’”

(Go around the circle, offering enthusiastic praise for each goal: “That’s a fantastic goal!” or “I know you can do it!”)

2. Introduction: Your Anxiety Action Plan (5 minutes)

Teacher:
“Detectives, you’ve learned so much in our sessions! You can spot signals, use coping tools, talk to trusted people, and even speak up for yourselves. Today, we’re going to put all that wisdom into one powerful document: your very own Anxiety Action Plan.”

“Think of this as your personal guide, your secret agent manual for managing anxiety. It’s not set in stone—you can always update it—but it’s a great starting point to remind you of your strengths and strategies.”

“We’ll make sure your plan helps you remember: What are my signals? What are my go-to strategies? Who can I talk to? And what should I do if I need extra help?”

3. Main Activity: Building Your Action Plan (10 minutes)

Teacher (distributing Anxiety Action Plan Worksheet):
“Time to build your personal action plan! Take out your Detective Notebooks because you’ve already done most of the detective work in there. This worksheet will help you bring it all together.”

“Look at Section 1: My Anxiety Signals. Use your notes from Session 1, or just think about your most common physical and emotional signals, and write down 2-3 of each.”

(Pause for 2 minutes, circulate to assist.)

“Now, Section 2: My Go-To Coping Strategies. From Session 2, what are your favorite physical and mental strategies? Write down 2-3 that you really like and think you’ll use.”

(Pause for 2 minutes, circulate.)

“Next, Section 3: My Support Network. Look back at your map from Session 4. Who are 1-2 trusted adults and 1-2 trusted peers you can count on?”

(Pause for 2 minutes, circulate.)

“Finally, Section 4: When I Need Extra Help. This is your self-advocacy plan from Session 5. What are the steps you’ll take if your anxiety alarm keeps ringing loudly? Who will you talk to, and what will you say?”

(Pause for 2 minutes, offer individual guidance.)

“Excellent work, detectives! You’ve created a powerful tool.”

4. Discussion: Ongoing Support & Resources (5 minutes)

Teacher (handing out Ongoing Support Resources Handout):
“Your action plan is fantastic, and remember, you’re never alone on this journey. This handout lists some additional resources available to you, both at school and outside of school.”

“Take a moment to look through it. What’s one resource here you might consider using in the future, if you ever needed it? It could be talking to a school counselor, reading a book, or even trying a mindfulness app with a parent.”

(Facilitate a brief discussion, ensuring students understand that seeking help is a sign of strength.)

5. Closure: Future Detective Pledge (5 minutes)

Teacher (distributing Future Detective Pledge Card):
“Detectives, you’ve reached the end of our official training, but your skills will stay with you forever. Let’s make a pledge together to remember and use everything you’ve learned.”

“I’ll read the pledge aloud, and I invite you to read along silently, or out loud if you feel comfortable. After we read it, you can sign your name, making it your personal commitment.”

(Read the pledge with enthusiasm.)

“Now, take a moment to sign your pledge card. This isn’t just a piece of paper; it’s a reminder of your strength and your ability to be a resilient Anxiety Detective.”

(Allow time for signing.)

“Congratulations, amazing Anxiety Detectives! You have learned so much, grown so much, and you are ready to face challenges with confidence. Keep your action plans and pledges safe in your Detective Notebooks. I am so incredibly proud of each and every one of you!”

Teacher (clapping and smiling):
“Hooray for our Anxiety Detectives!”

Session 6 Teacher Script – "Anxiety Detectives"

1. Warm-Up: Mood & Skill Check (5 minutes)

Teacher (welcoming):
“Good morning, amazing detectives! Today is our final official session, and it’s all about celebrating how far you’ve come. Let’s do our mood check with the Feeling Faces Cards, but this time, pick a card that shows how you feel about finishing our course.”

(Once everyone has a card)

“Now, as you share your card, tell us one anxiety-detective skill you feel like you’ve really mastered. It could be identifying a signal, using a coping strategy, or even speaking up for yourself!”

(Go around the circle, offering enthusiastic praise for each skill: “That’s a fantastic skill to master!” or “You’ve really become an expert at that!”)

2. Game: Skills Review Bingo (15 minutes)

Teacher (distributing Skills Review Bingo Cards and markers/counters):
“Alright, detectives, time for a fun review game: Skills Review Bingo! I’ll call out different skills or activities we’ve done throughout our course. If you have that skill on your card and you practiced it, you can cover that square with a marker.”

“Our goal is to get five squares in a row—horizontally, vertically, or diagonally. When you get a bingo, shout it out! Then, you’ll share a real example of using each skill in your winning line.”

(Start calling out skills from the Call-Out List provided with the Bingo cards, giving students time to find and mark them. Encourage discussion and clarification if needed. Continue until 2–3 students have shared their bingo examples.)

3. Worksheet: Learning Journey Reflection (5 minutes)

Teacher (handing out Learning Journey Reflection Worksheet):
“Fantastic bingo playing, everyone! Now, let’s take a few quiet minutes to reflect on your entire journey as an Anxiety Detective. This worksheet will help you think about what you’ve learned and how you’ve grown.”

“Complete the prompts on the worksheet: What was your biggest ‘aha’ moment? Which strategy helped you the most? And what’s one goal you have for using these skills in the future?”

(Circulate, offering encouragement and prompting deeper thought. Reassure students that all reflections are valuable.)

4. Celebration & Certificate Ceremony (5 minutes)

Teacher (holding up Achievement Certificates):
“Detectives, it’s time for our official graduation ceremony! You have all worked so hard, shown incredible courage, and learned vital skills to manage your anxiety.”

“I am so proud to present each of you with this Achievement Certificate, recognizing your success in becoming a true Anxiety Detective!”

(Distribute certificates individually, offering a handshake or high-five to each student. You might play a short, celebratory song in the background or lead a group cheer like “Go, Detectives, Go!”)

“Keep your certificates as a reminder of your strength. And remember, this isn’t the end—it’s just the beginning of your empowered journey. You have all the tools you need!”

Teacher (smiling broadly):
“Congratulations, my wonderful Anxiety Detectives!”

Support Network Map Worksheet

Name: ____________________________ Date: ____________________

Instructions

1. In the center circle, write your name and draw a small picture of yourself.
2. Around the center, draw at least six bubbles. In each bubble, write the name of a person you can turn to when you feel anxious.
   • Use one color or shape for Peers (friends, classmates).
   • Use a different color or shape for Adults (family, teachers, counselors).
3. Under each bubble, write how that person helps you (e.g., listens, gives advice, offers a hug).
4. Leave this page in your Detective Notebooks to remind you who’s in your support network.

My Support Network

[ Draw your name/face here ]

⃝_____________________ How they help: _________________

⃝_____________________ How they help: _________________

⃝_____________________ How they help: _________________

⃝_____________________ How they help: _________________

⃝_____________________ How they help: _________________

⃝_____________________ How they help: _________________

(You may add more bubbles if you like!)

Keep this worksheet in your Detective Notebooks for easy reference.

Peer Interview Prompt Cards

Description: A set of 10 prompt cards to guide partners as they interview each other about anxiety support, strategies, and experiences.

Cards Include (examples):

1. When have I helped you feel less anxious?
2. What’s one thing you do when you feel butterflies in your stomach?
3. How do you notice your body tells you you’re worried?
4. Which coping strategy has helped you the most?
5. Who do you usually talk to when you feel anxious?
6. What’s one new strategy you’d like to try?
7. How does your breathing change when you’re nervous?
8. What’s a calming spot you go to at school or home?
9. How do you remind yourself it’s okay to feel anxious?
10. What advice would you give a friend who’s feeling anxious?

Usage Instructions:

1. Shuffle the cards face-down and place in a stack.
2. In pairs, Student A draws a card and asks Student B the prompt.
3. Student B answers, then Student B draws a card to ask Student A.
4. Listen actively, thank your partner, and note interesting insights in your Detective Notebooks.
5. Continue until each student has asked and answered at least three prompts.

Adult Support Contact List Template

Name: ____________________________ Date: _______________

Instructions

1. Think of at least two trusted adults you can reach out to when you feel anxious.
2. Write their names and their role (e.g., parent, teacher, counselor, aunt).
3. Note the best way to contact them when you need support (e.g., talk in person, call, send a note).
4. Keep this list in your Detective Notebooks so you know who to go to for help.

My Trusted Adults

Adult 1:

Name: __________________________________________________

Role: __________________________________________________

How I'll contact them: ___________________________________________

Adult 2:

Name: __________________________________________________

Role: __________________________________________________

How I'll contact them: ___________________________________________

Adult 3 (Optional):

Name: __________________________________________________

Role: __________________________________________________

How I'll contact them: ___________________________________________

Keep this list in your Detective Notebooks for easy reference when you need to reach out for support!

Skills Review Bingo Cards

Description: A Bingo-style review game that helps students recall and celebrate the key skills they’ve learned over Sessions 1–5. Each square names a detective skill or activity; when you call it out, students mark their cards. The first to get five in a row (horizontally, vertically, or diagonally) calls “Bingo!” and shares real examples of each square marked.

How to Play

1. Print one Skills Review Bingo card per student and distribute markers or counters.
2. Read aloud one skill or activity at a time (see the Call-Out List below).
3. Students look for that skill on their card and cover it if they practiced it.
4. When a student covers five squares in a row, they call “Bingo!”
5. The winner shares a real moment when they used each skill in their line to reinforce learning.

Call-Out List (Skills & Activities)

• Identified a physical anxiety signal
• Identified an emotional anxiety signal
• Completed the Anxiety Signals Worksheet
• Practiced Bubble Breathing
• Named at least one coping strategy
• Planned a physical strategy on the Coping Strategies Worksheet
• Planned a mental strategy on the Coping Strategies Worksheet
• Sorted a strategy as Physical or Mental
• Role-played a coping scenario
• Gave feedback as an Observer using Observer Checklist Cards
• Completed the Scenario Reflection Worksheet
• Created a map on the Support Network Map Worksheet
• Conducted a peer interview with Peer Interview Prompt Cards
• Listed trusted adults on the Adult Support Contact List Template
• Used an I-statement from the Self-Advocacy Worksheet
• Role-played a self-advocacy scenario
• Observed self-advocacy and gave feedback
• Shared a coping strategy in a warm-up check
• Logged signals in your Detective Notebooks
• Logged coping planning in your Detective Notebooks

Bingo Card Template

Note: For variety, you may rotate or swap squares between different copies of this card.

Use these bingo cards in Session 6 to celebrate how far your detectives have come!

Learning Journey Reflection Worksheet

Name: ______________________________ Date: ______________________________

1. My Biggest “Aha” Moment

What was one idea or skill you learned in this course that surprised you or made you think differently about anxiety?

2. My Most Helpful Strategy

Which coping tool or detective skill helped you the most? Describe a moment when you used it and how it made you feel.

3. One Goal for the Future

Think about using your anxiety-detective skills going forward. What is one specific goal you have for applying these tools in your daily life?

4. Message to My Future Self

Write a short note to yourself about how you’ll remember to use these skills when you need them most.

Keep this reflection in your Detective Notebooks to track your growth and stay motivated as an Anxiety Detective!

Achievement Certificate

This certifies that

_____________________________

has successfully completed

“Anxiety Detectives”

6-Session Resilience & Self-Awareness Course

Date: ____________________

Instructor: ____________________

Congratulations, Detective!

You identified your personal anxiety signals, practiced powerful coping strategies, honed your detective skills in role-plays, built a strong support network, and learned to advocate for yourself. Your hard work, courage, and teamwork have made you a true Anxiety Detective.

Keep using your detective tools whenever you need them—your journey is just beginning!

We’re proud of everything you’ve achieved. Celebrate your growth and remember, you have the skills to navigate anxious moments with confidence.