Week 1: Welcome & Understanding Emotions Script

Warm-Up: Feelings Check-In (5 minutes)

Teacher: "Welcome, everyone! I'm so glad you're here. In this group, we're going to learn a lot about our feelings and how to be great friends to ourselves and others. To start, let's establish some ground rules to make sure everyone feels safe and comfortable. We'll agree to: be respectful, listen to each other, share if you feel comfortable, and remember that what we talk about here stays here, unless someone is unsafe. Does that sound good to everyone? Any additions?"

Pause for agreement and discussion.

"Excellent! To kick us off, let's do a quick 'Feelings Check-In.' When I say 'go,' I want each of you to share one word that describes how you are feeling right now. There's no right or wrong answer, and you don't have to explain it if you don't want to. Just one word. Ready? Go!"

Listen to each student and acknowledge their feeling. Validate all responses.

Teacher: "Thank you for sharing, everyone. It's totally normal to have all sorts of feelings, and we'll talk more about that today."

Introduction to Emotions (8 minutes)

Teacher: "Today, we're going to start by talking about something we all have: emotions! (Show Slide 2: What Are Emotions?). Our emotions are like important messages from our bodies and brains. They tell us how we're reacting to the world around us. Sometimes we feel them in our minds, and sometimes we feel them as physical sensations in our bodies. Can anyone think of a time their body told them how they were feeling without them even using words? Maybe a 'butterflies in your stomach' feeling or a 'hot head'?"

Allow students to share examples.

Teacher: "Exactly! Our bodies are pretty smart. Now, let's look at some of the different feelings we can experience. (Show Slide 3: Different Feelings, Different Vibes). We have happy, sad, angry, anxious, excited, calm... and so many more! What are some other feelings you can think of?"

Encourage students to brainstorm. Write down their ideas if a whiteboard is available.

Teacher: "Great ideas! Now, here's a really important thing to remember (Show Slide 4: Feelings Are Normal!). Everyone has feelings! It's completely normal to feel happy, sad, angry, or anxious. Our feelings can even change throughout the day, like the weather! The goal of our group isn't to get rid of feelings, because they're part of being human. Instead, we want to understand them better and learn how to respond to them in healthy ways. Why do you think it's important to know that all feelings are normal? (See Week 1 Discussion Prompts)"

Facilitate a brief discussion.

## Activity: Emotions Body Map (12 minutes)

Teacher: "Since our bodies are so good at telling us how we feel, we're going to do an activity called 'Emotions Body Map.' (Show Slide 5: Where Do You Feel It?). I'm going to give each of you a piece of paper with an outline of a person. Your task is to think about different emotions we just discussed, and use colors or words to show where you feel that emotion in your body. For example, if you feel 'nervous' in your tummy, you might draw butterflies there. If 'anger' makes your hands clench, you could show that. You can draw different emotions on the same body map. Take your time, there's no right or wrong way to do this. I'll be walking around if you have any questions. (Distribute Emotions Body Map Activity sheets and colored pencils/markers.)"

Circulate and offer support. After about 8-10 minutes, bring the group back together.

Teacher: "Okay, everyone, let's bring it back together. Would anyone like to share something they noticed on their body map? Maybe where they often feel happiness, or where anxiety shows up for them? No pressure to share, but it can be helpful to hear from others."

Allow for voluntary sharing. Point out common themes if they emerge (e.g., many people feel anger in their hands or face).

Teacher: "This activity shows us that our feelings aren't just in our heads, they really live in our bodies too! Being aware of these body signals is a really powerful step in understanding ourselves."

Cool Down: One Word Reflection (5 minutes)

Teacher: "To wrap up our first session, let's do a quick 'Cool Down.' I'd like everyone to share one new thing they learned today, or one word that describes how you feel after our session. For example, 'I learned that all feelings are normal,' or 'I feel thoughtful.'"

Go around the circle, allowing each student to share.

Teacher: "Thank you all for a wonderful first session! You did a great job today. I'm excited to continue our journey next week where we'll learn about some tools to help us when our feelings get a bit big. Have a great week!"

Week 1: Feelings Check-In

Instructions: When prompted by the teacher, share one word that describes how you are feeling right now. There's no right or wrong answer!

Week 1: Emotions Body Map

Instructions: In the outline of the person below, use colors or words to show where you feel different emotions in your body. For example, if you feel 'nervous' in your tummy, you might draw butterflies there. If 'anger' makes your hands clench, you could show that. You can draw different emotions on the same body map.

Week 1: Discussion Prompts

Introduction to Emotions Discussion

• Why do you think it's important to know that all feelings are normal?
  
  
  * What happens if we try to pretend we don't feel a certain way?
  
  
  

Emotions Body Map Sharing

• Would anyone like to share something they noticed on their body map?
  
  
  * Did anyone else feel an emotion in a similar spot?
  
  
  * How might being aware of these body sensations help us?

Week 1: One Word Reflection

Instructions: Share one new thing you learned today, or one word that describes how you feel after our session.

Week 2: Breathing for Calm Script

Warm-Up: Breathe In, Breathe Out (5 minutes)

Teacher: "Welcome back, everyone! Last week, we talked about all the different emotions we feel and how they show up in our bodies. Today, we're going to learn a powerful tool to help us when those feelings, especially anxious feelings, start to get big!"

"To start, let's do a quick 'Breathe In, Breathe Out' warm-up (See Week 2 Warm Up: Breathe In, Breathe Out). I want you to close your eyes for a moment if you feel comfortable, or just gaze softly at the floor. Think about a time you felt really calm and relaxed. What did your body feel like? Now, think about a time you felt stressed, worried, or nervous. How did your body feel then? What was different?"

Pause for reflection, then invite brief shares.

Teacher: "Thank you for sharing. Many of us notice our breath might be fast or shallow when we're stressed, and slow and deep when we're calm. Our breath is a secret superpower!"

Introducing Calming Breaths (8 minutes)

Teacher: "(Show Slide 2: Calm vs. Stressed: Body Talk). You just noticed how your breath changes with your feelings. When we're feeling stressed, our body often goes into 'fight, flight, or freeze' mode, and our breathing can get very quick and shallow. But we can actually trick our brain into calming down!"

"(Show Slide 3: Your Superpower Breath: Belly Breathing). Today, we're going to learn about Belly Breathing, also called diaphragmatic breathing. This is a special way of breathing deeply that tells our brain, 'Hey, everything's okay, you can relax.' Instead of just breathing into our chest, we want to breathe all the way down into our bellies. When you breathe in, your belly will gently rise, and when you breathe out, your belly will fall. It's like your belly is a balloon inflating and deflating! Why do you think breathing deeply into our bellies might help us feel calmer than breathing shallowly into our chest? (See Week 2 Discussion Prompts)"

Facilitate a short discussion.

Activity: Belly Breathing Practice (12 minutes)

Teacher: "Okay, let's give it a try! (Show Slide 4: Let's Practice! Belly Breathing Steps). Everyone, find a comfortable position. You can sit up straight or even lean back. Now, I want you to place one hand gently on your chest and the other hand on your belly, right below your rib cage. You'll want to feel your belly move more than your chest."

"We're going to take three slow, deep breaths together. I'll guide you. Ready?"

• "Breathe in slowly through your nose, letting your belly rise like a balloon... One, two, three..."
  * "Now, slowly breathe out through your mouth, letting all the air out as your belly falls... One, two, three, four..."
  * "Again, breathe in slowly through your nose, belly rising... One, two, three..."
  * "And slowly breathe out through your mouth, belly falling... One, two, three, four..."
  * "One more time. Breathe in, filling your belly... One, two, three..."
  * "And breathe out slowly, emptying your belly... One, two, three, four..."

"How did that feel? Did you notice your belly moving more than your chest? It takes practice, but the more you do it, the easier it gets. Sometimes our minds might wander, and that's totally okay! Just gently bring your attention back to your breath and the movement of your belly."

"(Show Slide 5: Breathe It Out, Track It!). To help you practice at home, I have a 'My Breathing Practice Log' for you (Distribute Week 2 Worksheet: My Breathing Practice Log). This isn't homework, it's a tool to help you remember to practice. Even just a few deep belly breaths a day can make a big difference in how you feel!"

Cool Down: Breathing Benefits Reflection (5 minutes)

Teacher: "For our cool down today, I'd like each of you to share one benefit you noticed from practicing belly breathing, or just one word to describe how you feel right now after practicing." (See Week 2 Cool Down: Breathing Benefits Reflection)"

Go around the circle, allowing each student to share.

Teacher: "Fantastic! Remember this tool. It's always with you. Next week, we'll learn another cool trick to help us calm down called 'grounding techniques.' Great work today, everyone!"

Week 2: Breathe In, Breathe Out

Instructions: Close your eyes (if comfortable) and think about these questions. We will discuss them as a group.

1. Think about a time you felt really calm and relaxed. What did your body feel like?
   
   
   
   
2. Now, think about a time you felt stressed, worried, or nervous. How did your body feel then? What was different?
   
   
   
   
   

Week 2: Belly Breathing Practice

Instructions: Follow your teacher's instructions to practice belly breathing. Remember to place one hand on your chest and one on your belly, focusing on your belly rising and falling.

• Step 1: Find a comfortable position (sitting or lying down).
• Step 2: Place one hand gently on your chest and the other on your belly, just below your ribs.
• Step 3: Close your eyes or soften your gaze.
• Step 4: Take a slow, deep breath in through your nose, letting your belly rise like a balloon. Feel the hand on your belly move out.
• Step 5: Slowly exhale through your mouth, letting your belly fall back in. Feel the hand on your belly move back.
• Step 6: Repeat for several breaths, focusing on the gentle rise and fall of your belly.

Week 2: Discussion Prompts

Introducing Calming Breaths Discussion

• Why do you think breathing deeply into our bellies might help us feel calmer than breathing shallowly into our chest?

• When do you think would be a good time to use belly breathing?
  
  
  

Breathing Practice Reflection

• What did you notice about your body when you were practicing belly breathing?
  
  
  * Was it easy or challenging to keep your focus on your breath? What helped or what made it hard?

Week 2: My Breathing Practice Log

Instructions: Practice your belly breathing at least once a day for 2-3 minutes. Each time you practice, put a checkmark or color in a star below. Notice how you feel after practicing!

Reflection: What was one time this week that you used your belly breathing, or wished you had?

Week 2: Breathing Benefits Reflection

Instructions: Share one benefit you noticed from practicing belly breathing, or one word to describe how you feel right now after practicing.

Week 3: Grounding Techniques Script

Warm-Up: Spot the Difference (5 minutes)

Teacher: "Welcome back, amazing thinkers! Last week, we learned about the power of our breath to help us feel calm. Today, we're going to learn another super helpful strategy, and it starts with paying close attention to the world around us!"

"For our warm-up, let's play a quick game called 'Spot the Difference' (See Week 3 Warm Up: Spot the Difference). I want you to look around this room very carefully. Take a mental snapshot of everything you see. Now, I'm going to quickly change three things in the room. When I say 'go,' I want you to tell me what changed!"

Make three small, quick changes in the room (e.g., move a pen, turn a book, adjust a chair slightly).

"Okay, eyes up! What three things did I change?"

Allow students to identify the changes. Acknowledge good observations.

Teacher: "Great job! That game shows us how powerful our senses can be when we really focus. And that's exactly what we're going to do with a strategy called grounding."

Introduction to Grounding (7 minutes)

Teacher: "(Show Slide 2: When Your Mind Races...). Have you ever felt like your thoughts are going a million miles an hour, or you're worrying about something that hasn't even happened yet? Sometimes, when we feel anxious or overwhelmed, our minds can feel like they're floating far away, thinking about the past or worrying about the future. It can feel like we're not fully 'here' in the present moment."

"(Show Slide 3: Why Grounding Helps). That's where grounding comes in! Grounding is like giving your mind an anchor. It's a way to bring yourself back to the 'here and now' by using your five senses. It helps us calm down quickly, feel safe and connected to where we are, and slow down those racing thoughts. Why do you think using our senses to notice things around us can help us feel calmer when our minds are racing? (See Week 3 Discussion Prompts)"

Facilitate a brief discussion.

Activity: 5-4-3-2-1 Sensory Hunt (13 minutes)

Teacher: "One of the most popular grounding techniques is called the 5-4-3-2-1 Technique. (Show Slide 4: The 5-4-3-2-1 Technique). We're going to try it together now. I'll guide you through each step. You can say your observations out loud, or just keep them in your mind."

"First, let's find 5 things you can SEE. Look around the room. What are five different things you can see? Notice their colors, shapes, textures, how they are placed. Take your time. Pause for students to observe."

"Next, let's identify 4 things you can TOUCH. Reach out and touch something near you – your chair, your clothes, your arm, the table. How does it feel? Is it smooth, rough, soft, hard, warm, cool? Pause."

"Now, listen closely for 3 things you can HEAR. What sounds do you notice? Maybe the hum of the lights, someone writing, sounds from outside. Try to pick out distinct sounds. Pause for silence and listening."

"Take a gentle sniff for 2 things you can SMELL. What do you notice? Maybe something sweet, something clean, or just the air itself. Pause."

"And finally, think of 1 thing you can TASTE (or one positive thing about yourself!). Maybe you can notice the taste in your mouth, or recall a favorite taste. If not, think of one positive thing about yourself – something you're good at, or something you like about yourself. Pause."

Teacher: "How did that feel? Did you notice your mind become a little more focused on the present? This technique is awesome because you can do it anywhere, anytime, without anyone even knowing. (Distribute Week 3 Worksheet: My Grounding Toolkit). This worksheet will help you remember the 5-4-3-2-1 technique and think about other ways you can ground yourself. We'll fill out more of it later in the program."

Cool Down: Grounding Reflection (5 minutes)

Teacher: "For our cool-down, please share one thing you learned about grounding today, or one word that describes how you feel after practicing the 5-4-3-2-1 technique." (See Week 3 Cool Down: Grounding Reflection)"

Go around the circle, allowing each student to share.

Teacher: "Excellent job using your senses today, everyone! Remember, grounding is a powerful tool you have to bring yourself back to the present. Keep practicing! Next week, we'll explore how our thoughts influence our feelings and learn about positive self-talk. See you then!"

Week 3: Spot the Difference

Instructions: Look around the room very carefully for 30 seconds. Try to remember everything you see. Then, close your eyes (or look away) while your teacher makes some changes. When your teacher says "go," open your eyes and try to spot what changed!

What did you spot?

Week 3: 5-4-3-2-1 Sensory Hunt

Instructions: Follow your teacher's lead and use your senses to bring yourself to the present moment. Try to notice something new for each step!

• 5 things you can SEE:
  
  
  
• 4 things you can TOUCH:
  
  
  
• 3 things you can HEAR:
  
  
  
• 2 things you can SMELL:
  
  
  
• 1 thing you can TASTE (or one positive thing about yourself!):
  
  
  
  

Week 3: Discussion Prompts

Introduction to Grounding Discussion

• Why do you think using our senses to notice things around us can help us feel calmer when our minds are racing?
  
  
  
  
• Can you think of other situations where grounding might be helpful?
  
  
  
  

5-4-3-2-1 Practice Reflection

• What was the easiest sense to focus on during the 5-4-3-2-1 technique? What was the hardest?
  
  
  
• How did you feel after doing the 5-4-3-2-1 activity compared to before?

Week 3: My Grounding Toolkit

Instructions: This toolkit is for you! Use it to remember and personalize your grounding techniques. Write down your observations during the 5-4-3-2-1 activity, and brainstorm other ways you can ground yourself.

The 5-4-3-2-1 Technique

• 5 things I can SEE:
  (e.g., the blue clock, my shoes, a tree outside the window, my pencil, the whiteboard)
  
  
  
  
• 4 things I can TOUCH:
  (e.g., my soft sweater, the smooth desk, my rough backpack, my warm hands)
  
  
  
  
• 3 things I can HEAR:
  (e.g., the clock ticking, cars outside, the hum of the computer)
  
  
  
  
• 2 things I can SMELL:
  (e.g., my hand sanitizer, a faint smell of lunch)
  
  
  
  
• 1 thing I can TASTE (or one positive thing about myself!):
  (e.g., minty toothpaste taste, I am kind)
  
  
  
  

Other Grounding Ideas (Brainstorm!)

• What other things could you do to bring yourself to the present?
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Week 3: Grounding Reflection

Instructions: Share one thing you learned about grounding today, or one word that describes how you feel after practicing the 5-4-3-2-1 technique.

Week 4: Positive Self-Talk Script

Warm-Up: Thought Bubbles (5 minutes)

Teacher: "Welcome back, everyone! We've been building our calm-down toolkits with breathing and grounding. Today, we're going to explore another very important part of managing our feelings: our thoughts!"

"For our warm-up, let's do 'Thought Bubbles' (See Week 4 Warm Up: Thought Bubbles). I want you to silently think about a time you felt worried or frustrated about something, maybe a test, or a social situation. What kinds of thoughts were floating around in your head at that moment? Just imagine them in thought bubbles above your head. Don't share them out loud yet, just notice them."

Pause for students to reflect for about 1 minute.

"Okay, now, thinking about those thoughts, how did they make you feel? Did they make the worry bigger or smaller? Allow for a few brief shares, linking thoughts to feelings.

Teacher: "That's right, our thoughts can really impact how we feel! Today we're going to learn how to change those thoughts to help ourselves."

Introduction to Self-Talk (7 minutes)

Teacher: "(Show Slide 2: The Voice in Your Head). Everyone has an inner voice, like a little narrator inside your head that comments on everything. We call this self-talk. It's the silent conversation you have with yourself. Sometimes this voice is super helpful, telling you, 'You got this!' or 'You're doing great!' But sometimes, it can be a bit of a bully, saying things like, 'You're not smart enough,' or 'This is too hard.'"

"(Show Slide 3: Inner Critic vs. Inner Coach). Let's think of it like this: you have two characters in your head. One is the Inner Critic. This is the voice that points out your mistakes, doubts you, and makes you feel bad. The other is your Inner Coach. This voice is kind, encouraging, and helps you believe in yourself. When do you think your inner critic shows up most often? What kinds of things does it say? (See Week 4 Discussion Prompts)"

Facilitate a short discussion, writing down common 'inner critic' phrases if appropriate.

Teacher: "Exactly! Our inner critic can be pretty loud sometimes. But guess what? We have the power to turn up the volume on our inner coach instead!"

Activity: Flipping the Script (13 minutes)

Teacher: "(Show Slide 4: Flipping the Script!). The good news is, we can 'flip the script' on our inner critic! We can take those negative thoughts and turn them into positive, encouraging statements. Let's try some examples together. I'll say what the inner critic might say, and then we'll think about what the inner coach would say instead."

• Teacher: "Inner Critic says: 'I'm going to mess up this presentation.' What would your inner coach say?" Guide students to offer suggestions like, 'I'm prepared, and I can do my best. It's okay to be nervous.'
• Teacher: "Inner Critic says: 'No one wants to play with me.' What would your inner coach say?" Guide students to offer suggestions like, 'I can ask someone to play, or find something fun to do by myself.'
• Teacher: "Inner Critic says: 'This math problem is too hard. I'll never get it.' What would your inner coach say?" Guide students to offer suggestions like, 'I can take a deep breath and try one step at a time. It's okay to ask for help.'

Teacher: "Great job! See how much better those positive thoughts make you feel? Now it's your turn to create your own! (Distribute Week 4 Worksheet: My Positive Self-Talk Statements). On this worksheet, I want you to write down some common negative thoughts your inner critic might say, and then 'flip the script' by writing a positive, encouraging statement from your inner coach. These are your personal cheerleaders!"

Circulate and assist students in generating statements.

Cool Down: My Inner Coach (5 minutes)

Teacher: "To wrap up today, I'd like each of you to share one positive self-talk statement you created today, or one that you're going to try to use this week." (See Week 4 Cool Down: My Inner Coach)"

Go around the circle, allowing each student to share.

Teacher: "Wonderful! Remember, you have an incredible inner coach inside you. The more you listen to it, the stronger it gets! Next week, we'll shift our focus to social skills and how to have great conversations and interactions. Keep practicing your positive self-talk!"

Week 4: Thought Bubbles

Instructions: Silently think about a time you felt worried or frustrated. What kinds of thoughts were floating in your head at that moment? Imagine them in thought bubbles above your head.

Reflection: How did those thoughts make you feel? Did they make the worry bigger or smaller?

Week 4: Flipping the Script

Instructions: For each statement from the "Inner Critic," work with your group to brainstorm a positive, encouraging statement from your "Inner Coach."

Inner Critic vs. Inner Coach

Inner Critic: "I'm going to mess up this presentation."

Inner Coach: ""




Inner Critic: "No one wants to play with me."

Inner Coach: ""




Inner Critic: "This math problem is too hard. I'll never get it."

Inner Coach: ""




Inner Critic: "I'm not good at making friends."

Inner Coach: ""




Inner Critic: "Everyone is judging me."

Inner Coach: "____________________________________________________________________"

Week 4: Discussion Prompts

Introduction to Self-Talk Discussion

• When do you think your inner critic shows up most often? What kinds of things does it say?
  
  
  
  
• How does listening to your inner critic make you feel?
  
  
  
  
• What kind of things would you want your inner coach to say?
  
  
  
  

Flipping the Script Reflection

• Was it easy or challenging to turn negative thoughts into positive ones?
  
  
  
  
• How do you think positive self-talk can help you manage feelings like anxiety or frustration?

Week 4: My Positive Self-Talk Statements

Instructions: Think about some common negative thoughts your "Inner Critic" might say. Then, write a powerful, encouraging statement from your "Inner Coach" to challenge that negative thought. These are your personal pep talks!

My Top 3 Go-To Positive Self-Talk Statements:

Week 4: My Inner Coach

Instructions: Share one positive self-talk statement you created today, or one that you will try to use this week when your inner critic gets loud.

Week 5: Social Superpowers Script

Warm-Up: Conversation Starters (5 minutes)

Teacher: "Welcome, awesome communicators! We've spent time learning to calm our bodies and make our thoughts more positive. Today, we're going to put those calm feelings and positive thoughts to work as we focus on our social superpowers – the skills that help us connect with others!"

"For our warm-up, let's practice some quick conversation starters (See Week 5 Warm Up: Conversation Starters). I'll give you a simple prompt, and I want you to turn to a partner and share your answer. Remember to really listen to your partner!"

• "If you could have any superpower, what would it be and why?"
  
• "What's one thing you're looking forward to this week?"
  

Allow 1-2 minutes for each prompt, then bring the group back.

Teacher: "Great job practicing starting a conversation and listening! What did you notice about how a good conversation flows?"

Allow a few students to share.

Introduction to Social Superpowers (7 minutes)

Teacher: "(Show Slide 2: What Makes a Good Conversation?). Just like superheroes have special powers, we have social superpowers that help us make friends, work with others, and feel good in groups. When we feel anxious, sometimes it's harder to use these skills, but we've already learned tools to help with that!"

"(Show Slide 3: Superpower 1: Active Listening). Our first superpower is Active Listening. This isn't just hearing words; it's really understanding what someone is saying with your ears, your eyes, and your brain. It shows the other person you care about what they're saying. Why do you think active listening is so important in friendships?"

Allow responses.

"(Show Slide 4: Superpower 2: Empathy). Our second superpower is Empathy. This is the ability to understand and share the feelings of another person. It's like putting yourself in their shoes. If your friend is sad about something, empathy means you try to understand why they're sad and how that feels. How can showing empathy help solve problems or make someone feel better?"

Allow responses.

"(Show Slide 5: Superpower 3: Clear Communication). Our third superpower is Clear Communication. This means saying what you mean in a way that others can easily understand, especially when you need to express your feelings or ask for something. Using 'I' statements can be super helpful, like 'I feel frustrated when...' or 'I need help with...'."

"These three superpowers – Active Listening, Empathy, and Clear Communication – are key to feeling confident and connecting well with others. (See Week 5 Discussion Prompts)"

Facilitate a short discussion.

Activity: Social Scenario Role-Play (13 minutes)

Teacher: "(Show Slide 6: Let's Practice! Social Scenarios). The best way to get good at using our social superpowers is to practice! We're going to do some role-playing. This means we'll act out different social situations. Remember, this is a safe space to try things out and make mistakes. We'll give each other positive feedback."

"I'll present a scenario. Volunteers will act it out, focusing on using active listening, empathy, and clear communication. After each one, we'll talk about what went well and what could be tried differently."

Present a few scenarios (e.g., from Week 5 Activity: Social Scenario Role-Play) and guide role-plays. Offer specific, positive feedback.

Teacher: "Fantastic job, everyone! Role-playing can feel a little silly at first, but it's such a great way to build confidence. (Distribute Week 5 Worksheet: My Social Skills Checklist). This checklist can help you think about these social superpowers during your week and decide which ones you want to practice more."

Cool Down: Social Strength Share (5 minutes)

Teacher: "For our cool-down, please share one social skill you feel confident using now, or one social superpower you want to practice more this week. " (See Week 5 Cool Down: Social Strength Share)"

Go around the circle, allowing each student to share.

Teacher: "Excellent! Remember, every interaction is a chance to use and strengthen your social superpowers. Next week, we'll bring everything we've learned together and celebrate our growth!"

Week 5: Conversation Starters

Instructions: Turn to a partner and take turns answering these questions. Remember to practice active listening!

1. If you could have any superpower, what would it be and why?
   
   
   
   
2. What's one thing you're looking forward to this week?
   
   
   
   

Week 5: Social Scenario Role-Play

Instructions: With your group, choose a scenario and act it out. Focus on practicing active listening, empathy, and clear communication. Your teacher will provide feedback.

Scenarios:

1. Joining a Game: You see a group of kids playing soccer at recess. You want to join, but you feel nervous.
   
   
   
2. Resolving a Small Disagreement: You and a friend both want to use the same book for a project. You both feel strongly about it.
   
   
   
3. Asking for Help: You're working on a group project, and you don't understand your part. You feel embarrassed to ask for help.
   
   
   
4. Responding to a Upset Friend: Your friend comes to school looking really sad because their pet is sick. How do you talk to them and show you care?
   
   
   

Week 5: Discussion Prompts

Introduction to Social Superpowers Discussion

• Why do you think active listening is so important in friendships?
  
  
  
  
• How can showing empathy help solve problems or make someone feel better?
  
  
  
  
• When might it be important to use clear communication?
  
  
  
  

Role-Play Reflection

• What was challenging about the role-play scenarios? What felt easy?
  
  
  
  
• What's one thing you learned or want to try in a real social situation this week?
  
  
  
  

Week 5: My Social Skills Checklist

Instructions: Think about your social interactions this week. Put a checkmark next to the skills you used or observed yourself using. Circle the skills you want to practice more!

Week 5: Social Strength Share

Instructions: Share one social skill you feel confident using now, or one social superpower you want to practice more this week.

Week 6: Putting It All Together Script

Warm-Up: Skill Super-Shuffle (5 minutes)

Teacher: "Welcome to our final session, amazing team! I am so incredibly proud of all the hard work and growth I've seen from each of you over the past five weeks. Today is about celebrating everything you've learned and putting it all together!"

"For our warm-up, let's do a quick 'Skill Super-Shuffle' (See Week 6 Warm Up: Skill Super-Shuffle). I'm going to quickly name a feeling or a situation, and I want you to tell me which skill we learned could help! Ready?"

• "You're feeling really nervous before a big test." Expected answer: Belly breathing, Positive self-talk.
• "Your thoughts are racing and you can't focus." Expected answer: Grounding (5-4-3-2-1).
• "Your friend seems upset, but you don't know why." Expected answer: Empathy, Active listening.
• "You made a mistake and your inner voice is saying mean things." Expected answer: Positive self-talk (Inner Coach).
• "You want to join a game but feel shy." Expected answer: Clear communication, Positive self-talk.

Acknowledge all correct answers and encourage participation.

Teacher: "Fantastic job, everyone! You've learned so many powerful tools!"

Review & Connect (7 minutes)

Teacher: "(Show Slide 2: Our Journey So Far...). Let's take a quick look back at our journey. We started by understanding our emotions. Then we built a fantastic toolkit of skills!"

"(Show Slide 3: Breathing for Calm). Remember our Belly Breathing from Week 2? What's one key thing you remember about it? And when would you use this skill?"

Allow for responses.

"(Show Slide 4: Grounding: Here and Now). Then we learned about Grounding Techniques like the 5-4-3-2-1. How does grounding help us, and when is a good time to use it?"

Allow for responses.

"(Show Slide 5: Positive Self-Talk: Your Inner Coach). We also talked about our Inner Coach and Positive Self-Talk. Why is it so important to 'flip the script' on negative thoughts?"

Allow for responses.

"(Show Slide 6: Social Superpowers: Connect with Confidence). And last week, we practiced our Social Superpowers: Active Listening, Empathy, and Clear Communication. How do these help us connect with others?"

Allow for responses.

Teacher: "These aren't separate tricks; they all work together! When you use your breathing, you get calm. When you're calm, it's easier to listen to your inner coach. When your inner coach is strong, you feel more confident to use your social superpowers! (See Week 6 Discussion Prompts)"

Facilitate a brief discussion.

Activity: My Confidence Toolkit (13 minutes)

Teacher: "(Show Slide 7: Your Personal Confidence Toolkit). Today, you're going to create your very own Confidence Toolkit! This is a special, personalized reminder of all the strengths and skills you've developed. I'm going to give you some index cards and art supplies. I want you to think about all the skills we've learned over the past six weeks: identifying emotions, belly breathing, grounding, positive self-talk, active listening, empathy, and clear communication."

"On each card, write down or draw a picture of one skill that you find most helpful or that you want to remember. You can choose your top 3, top 5, or all of them! Decorate your cards, make them colorful! Then, we'll put them in a small envelope or a decorated box to keep your toolkit safe. This is your personal power-up kit!"

Distribute materials and facilitate the activity. Circulate and offer encouragement and ideas. Prompt students to consider when they might use each skill.

Teacher: "This toolkit is a physical reminder that you have the power within you to handle tough feelings and connect with others. Keep it somewhere special, and remember to use it!"

Cool Down: My Growth Moment (5 minutes)

Teacher: "For our final cool-down, I'd love for each of you to share one way you have grown since we started this group, or one skill you are most proud of learning. " (See Week 6 Cool Down: My Growth Moment)"

Go around the circle, allowing each student to share. Offer genuine praise and encouragement after each share.

Teacher: "You are all amazing, capable, and resilient young people. Remember these tools are always with you. Keep practicing, keep growing, and keep believing in your incredible strength. I'm so proud of all of you! Thank you for being such a wonderful group!"

Week 6: Skill Super-Shuffle

Instructions: Listen to your teacher name a feeling or situation. Then, quickly name a skill we learned that could help!

Some skills to remember:

• Belly Breathing
• 5-4-3-2-1 Grounding
• Positive Self-Talk
• Active Listening
• Empathy
• Clear Communication

Week 6: My Confidence Toolkit

Instructions: You will create your own personal "Confidence Toolkit" today! Use the index cards and art supplies to write down or draw pictures of the coping and social skills you found most helpful.

My Toolkit Ideas:

• Card 1: What emotions did you learn to identify?
  
  
  
  
• Card 2: My favorite Belly Breathing tip:
  
  
  
  
• Card 3: My best Grounding technique (like 5-4-3-2-1):
  
  
  
  
• Card 4: My favorite Positive Self-Talk statement:
  
  
  
  
• Card 5: A Social Superpower I want to use (Active Listening, Empathy, or Clear Communication):
  
  
  
  
• Card 6: One way I can show myself kindness:
  
  
  
  

Decorate your cards and your toolkit (envelope or small box)! This is a reminder of how strong and capable you are!

Week 6: Discussion Prompts

Review & Connect Discussion

• How do all the skills we learned (breathing, grounding, self-talk, social skills) work together to help you?
  
  
  
  
• Which skill do you think is the most important for you personally, and why?
  
  
  
  
• What challenges do you think might come up when trying to use these skills outside of our group?
  
  
  
  

Confidence Toolkit Reflection

• What was your favorite part of creating your Confidence Toolkit?
  
  
  
  
• How will you use your toolkit to remind yourself of your strengths?
  
  
  
  

Week 6: My Growth Moment

Instructions: Share one way you have grown since we started this group, or one skill you are most proud of mastering.