Lesson Plan
Blueprint of Beliefs
Students will be able to identify common cognitive distortions and practice reframing negative thoughts into more balanced and helpful perspectives.
Understanding and challenging cognitive distortions helps students develop mental agility, improve emotional regulation, and foster greater self-awareness, which are crucial life skills for navigating challenges and promoting overall well-being.
Audience
High School Students
Time
50 minutes
Approach
Through interactive discussion, relatable examples, and practical reframing exercises.
Prep
Teacher Preparation
15 minutes
- Review the Blueprint of Beliefs Lesson Plan and all associated materials: Blueprint of Beliefs Slide Deck, Cognitive Distortions Worksheet, and Reframing Thoughts Discussion Guide.
- Prepare personal or relatable examples of cognitive distortions and thought reframing to share with students.
- Ensure technology for presenting the Blueprint of Beliefs Slide Deck is ready.
Step 1
Warm-Up: Thought Cloud (5 minutes)
5 minutes
- Ask students to quickly jot down one or two thoughts they've had recently that made them feel a certain way (e.g., worried, happy, stressed).
- Have a few students share anonymously or volunteer to share.
- Briefly connect these thoughts to the idea that our thoughts influence our feelings.
Step 2
Introduction: What Are Beliefs? (5 minutes)
5 minutes
- Use the Blueprint of Beliefs Slide Deck to introduce the concept of core beliefs and how they act as a "blueprint" for our reality.
- Discuss how these beliefs shape our perceptions and reactions.
Step 3
Exploring Cognitive Distortions (15 minutes)
15 minutes
- Present various common cognitive distortions using the Blueprint of Beliefs Slide Deck (e.g., all-or-nothing thinking, overgeneralization, catastrophizing).
- Provide clear examples for each distortion.
- Distribute the Cognitive Distortions Worksheet and have students work individually or in pairs to identify distortions in given scenarios.
Step 4
Reframing Negative Thoughts (15 minutes)
15 minutes
- Introduce the concept of thought reframing as a tool to challenge and change distorted thoughts.
- Model how to reframe a negative or distorted thought into a more balanced and helpful one using examples from the Blueprint of Beliefs Slide Deck.
- Guide students through reframing the scenarios from their Cognitive Distortions Worksheet.
Step 5
Group Discussion: Applying Reframing (8 minutes)
8 minutes
- Facilitate a class discussion using the Reframing Thoughts Discussion Guide.
- Encourage students to share their reframed thoughts and discuss the impact of this practice on their feelings and potential actions.
Step 6
Cool-Down: One Takeaway (2 minutes)
2 minutes
- Ask students to write down one key takeaway from the lesson on a small slip of paper or digitally.
- Collect these or have students share out briefly to conclude the lesson.
Slide Deck
Welcome! How Do Your Thoughts Shape Your Day?
Think about it:
What's one thought you've had recently that influenced how you felt?
Welcome students. Explain that today we'll be exploring how our thoughts shape our reality. Ask them to think about a thought they had recently that made them feel a particular way, good or bad.
Your Inner Blueprint: What Are Beliefs?
Core Beliefs:
- Like a blueprint for a house, they guide our lives.
- They shape how we see the world, ourselves, and others.
- They influence our emotions and actions.
Where do they come from?
- Experiences
- Family & Culture
- Messages we receive
Introduce the idea of a 'blueprint' for a building, and compare it to how our core beliefs act as a blueprint for our experiences. Emphasize that these beliefs are often unconscious but powerfully impact us.
Blueprint Malfunctions: Cognitive Distortions
Cognitive Distortions:
- Errors or biases in our thinking patterns.
- They make us see reality in a twisted or inaccurate way.
- Can lead to negative emotions and unhelpful behaviors.
Explain that sometimes our 'thought blueprints' can have errors, leading to unhelpful thinking patterns. Introduce the term 'cognitive distortions'.
Distortion #1: All-or-Nothing Thinking
What it is:
- Seeing things in extremes (perfect or terrible, success or failure).
- No middle ground.
Example:
- "If I don't get an A on this test, I'm a complete failure."
- "If they don't invite me, no one likes me."
Introduce 'All-or-Nothing Thinking' (also called Black-and-White Thinking). Provide examples like getting one bad grade and feeling like a total failure.
Distortion #2: Overgeneralization
What it is:
- Taking one negative event and concluding it will always happen.
- Using words like "always," "never," "everyone," "no one."
Example:
- "I failed that one presentation, so I'll never be good at public speaking."
- "Everyone else gets it, I never will."
Introduce 'Overgeneralization'. Explain how one negative event can be seen as a never-ending pattern of defeat.
Distortion #3: Catastrophizing
What it is:
- Anticipating or blowing things out of proportion.
- Imagining the worst possible outcome, no matter how unlikely.
Example:
- "I got a scratch on my car. Now my car will break down, I'll lose my job, and end up homeless!"
- "I forgot to turn in one assignment. My teacher hates me, I'm going to fail the class, and I'll never get into college."
Introduce 'Catastrophizing'. Explain how this distortion involves exaggerating the negative consequences of an event.
Distortion #4: Mind Reading
What it is:
- Assuming you know what others are thinking or feeling without evidence.
- Making negative interpretations of others' intentions.
Example:
- "My friend didn't text me back right away. They must be mad at me."
- "My teacher looked at me funny. They think I'm stupid."
Introduce 'Mind Reading'. Emphasize that we can't truly know what others are thinking without asking.
Distortion #5: Personalization
What it is:
- Taking responsibility for events or situations that are not your fault or beyond your control.
- Believing that others' negative reactions are always about you.
Example:
- "It rained on the field trip. It's my fault for choosing this date."
- "My parents are stressed. It must be because of something I did."
Introduce 'Personalization'. Clarify that not everything is about us, and we don't always cause negative events.
Rewriting the Blueprint: Reframing Your Thoughts
Reframing:
- Challenging unhelpful thoughts.
- Finding more balanced, realistic, and helpful perspectives.
- It's not about ignoring problems, but seeing them clearly.
Transition to how we can fix these blueprint errors. Introduce 'Reframing' as a tool.
Reframing Example: All-or-Nothing
Original Thought:
"I made one mistake in my presentation. It was a complete disaster!"
Reframed Thought:
"I made a mistake, but overall the presentation went well, and I learned something for next time. It wasn't perfect, but it wasn't a total disaster either."
Provide a clear example of how to reframe an 'All-or-Nothing' thought.
Reframing Example: Overgeneralization
Original Thought:
"I didn't get picked for the team. I'll never be good at sports."
Reframed Thought:
"I didn't get picked this time, which is disappointing. It doesn't mean I'll never be good, it just means I need more practice or this team wasn't the right fit. I can still improve."
Provide a clear example of how to reframe an 'Overgeneralization'.
Reframing Example: Catastrophizing
Original Thought:
"I have a big test tomorrow. I'm going to fail, and then I won't get into college!"
Reframed Thought:
"I have a big test, and I'm feeling nervous. I've studied, and I'll do my best. Even if I don't get the score I want, there are always other options and opportunities. One test won't determine my entire future."
Provide a clear example of how to reframe 'Catastrophizing'.
Your Turn: Practice Reframing!
Activity:
- Receive the Cognitive Distortions Worksheet.
- Work individually or in pairs.
- Identify the distortion in each scenario.
- Practice reframing the negative thoughts.
Explain that students will now practice identifying and reframing these distortions using the provided worksheet. Guide them through the instructions.
Share & Reflect: Group Discussion
Let's Discuss:
- What was challenging about identifying distortions?
- What was challenging or surprising about reframing?
- How might practicing reframing change your daily life?
- When do you think it would be most helpful to use this skill?
(See Reframing Thoughts Discussion Guide for prompts)
After the worksheet, facilitate a class discussion. Encourage students to share their experiences and insights. Refer to the discussion guide.
Cool Down: One Takeaway
Quick Reflection:
What is one key idea or strategy you're taking away from today's lesson?
Write it down or share with a partner.
Conclude the lesson by asking students to summarize their key takeaway. Reinforce the importance of mental agility.
Worksheet
Cognitive Distortions Worksheet
Name: _________________________ Date: _________________________
Instructions: Read each scenario below. First, identify the cognitive distortion(s) present in the character's thoughts. Then, reframe the negative thought into a more balanced and helpful perspective. Use the definitions discussed in class and on the Blueprint of Beliefs Slide Deck to help you.
Scenario 1
Situation: You receive a B on a major project that you worked very hard on. You think, "I'm such a failure. I'll never be good enough at anything."
Distortion(s) Identified:
Reframed Thought:
Scenario 2
Situation: You try out for the school play and don't get a part. You think, "This always happens to me. I'm never going to succeed at anything creative. Everyone who tried out got a part except me."
Distortion(s) Identified:
Reframed Thought:
Scenario 3
Situation: Your best friend doesn't respond to your text message for several hours. You start to worry, "They must be mad at me. I probably did something wrong, and now they hate me. Our friendship is over!"
Distortion(s) Identified:
Reframed Thought:
Scenario 4
Situation: You have a small disagreement with a classmate during a group project. You immediately think, "This project is going to be a total disaster. We're never going to finish it, and we're all going to fail because of this argument."
Distortion(s) Identified:
Reframed Thought:
Scenario 5
Situation: You overhear two teachers talking quietly in the hallway and they glance in your direction. You immediately assume, "They are definitely talking about me, and it must be something bad. I must have done something wrong."
Distortion(s) Identified:
Reframed Thought:
Discussion
Reframing Thoughts Discussion Guide
Instructions: Use the following prompts to guide a class discussion after students have completed the Cognitive Distortions Worksheet. Encourage active listening and respectful sharing among students.
Opening the Discussion
- What was your initial reaction to learning about cognitive distortions? Did any particular distortion resonate with you or feel familiar?
- Was it easy or difficult to identify the distortions in the worksheet scenarios? Why or why not?
Reflecting on Reframing
- When you tried to reframe the thoughts on the worksheet, what was that process like? Was it challenging? Surprising? Liberating?
- Can you share one of your original distorted thoughts from the worksheet and how you reframed it? What was the difference in how the reframed thought made you feel?
- What are some of the benefits you see in practicing thought reframing in your daily life?
Connecting to Real Life
- Can you think of a time (without sharing personal details if you're uncomfortable) when identifying a cognitive distortion might have helped you understand a situation better?
- How might learning to reframe your thoughts impact your relationships with others, or your approach to challenges?
- Why do you think it's important to be aware of our