Session 1 Discussion Script

Opening and Rapport (3 minutes)

Teacher: "Hi [Student Name], thank you for taking the time to meet with me today. I’m really glad we have this quiet space just for us. Before we begin, I want you to know that what you share here stays between us, unless I’m worried someone might get hurt. You’re in control of what you share and at your own pace. Today, we’ll talk about self-harm and how you’ve been feeling lately. Does that sound good to you?"

Pause and allow student to respond.

Defining Self-Harm (4 minutes)

Teacher: "Can you tell me in your own words what you think self-harm means?"

Pause for student’s definition.

Teacher: "That’s a great start. Self-harm is when someone intentionally hurts their own body—like cutting, burning, or hitting—to cope with emotional pain. It’s not a way to get attention, but rather a signal that someone is in a lot of distress and needs help. Do you have any questions about that definition or anything you’d like me to explain further?"

If student asks a question, respond with clarity and empathy. Follow-up prompt: “What makes you curious about that?”

Exploring Emotions (5 minutes)

Teacher: "I have a Feelings Chart here. It lists different emotions people often experience. Could you pick two emotions from the chart that you’ve felt recently?"

Pause while student looks and chooses.

Teacher: "You chose [Emotion 1] and [Emotion 2]. Can you tell me about a time when you felt [Emotion 1]? What was happening, and what thoughts were going through your mind?"

Allow student to share. Follow-up prompts:

• "What did your body feel like in that moment?"
• "How intense did that emotion feel, from 1 to 10?"

Teacher: "Thank you for sharing. That sounds really challenging. Now, what about [Emotion 2]? When have you felt that?"

Listen, validate, and reflect: “It makes sense that you’d feel that way given what was happening.”

Introducing Healthy Coping Strategies (3 minutes)

Teacher: "When those emotions come up, it can help to try something else instead of self-harm. Let’s brainstorm a couple of healthy ways to cope. Here are some ideas:

• Deep, slow breathing (inhale for 4 seconds, exhale for 4 seconds)
• Drawing or doodling how you feel
• Texting or calling someone you trust
• Listening to a favorite song

Which of these feels doable to you right now?"

Pause for student choice.

Teacher: "Great—so you’re going to try [Chosen Strategy] when you notice [Emotion they identified] before our next session. How confident do you feel using that, on a scale of 1 to 10?"

If confidence is low, ask “What might help you feel more ready to try it?”

Closing and Next Steps (≤1 minute)

Teacher: "I appreciate you being open today. Our goal is that if you feel [Identified Emotion] again, you’ll pause and try [Chosen Strategy] instead. We’ll check in next time about how it went and learn more ways to cope. Does that plan feel okay to you?"

Allow student to confirm.

Teacher: "Thank you again for sharing. I look forward to talking more in our next session."

Session 1 complete.

Session 2 Discussion Script

1. Recap and Check-In (3 minutes)

Teacher: "Hi [Student Name], welcome back. Last time, we talked about how you felt [Identified Emotion] and you decided to try [Chosen Strategy] when that came up. How did that go for you since we last met?"

Pause for student response.



Teacher: "On a scale of 1 to 10, how confident did you feel using [Chosen Strategy] when you noticed [Identified Emotion]?"

Listen and validate. Follow-up prompt if needed:

• "What helped you feel more confident?"
• "What made it harder to try the strategy?"

2. Introducing Triggers (2 minutes)

Teacher: "Today, we’ll talk about triggers—the situations, thoughts, or feelings that can increase the urge to hurt yourself. Knowing your triggers helps you plan ahead and stay safe. Does that make sense?"

Pause for agreement.

3. Identifying Personal Triggers (5 minutes)

Teacher: "I have the Triggers Identification Worksheet. Let’s list at least three recent triggers you’ve noticed. For example, a certain place, a stressful thought, or a difficult situation."

Hand over worksheet.






Teacher: "Thanks for writing those down. You listed: [Trigger 1], [Trigger 2], and [Trigger 3]. Let’s talk about [Trigger 1]. Can you tell me what happens in that moment and what you feel?"

Pause for sharing.
Follow-up prompts:

• "What thoughts go through your mind then?"
• "How strong is the urge, from 1 to 10?"

Teacher: "That sounds really tough. It makes sense that when [Trigger 1] happens, you’d feel overwhelmed."
Repeat probing and validation for [Trigger 2] and [Trigger 3].

4. Developing Your Safety Plan (4 minutes)

Teacher: "Now let’s fill in your Safety Plan Template. We’ll include your top three triggers, two coping strategies to try first, two trusted contacts, and safe places or distractions.

1. Top Triggers
   
   
   
   
   
   
   
   
   
   
   
   
2. Two Coping Strategies to Try First
   (e.g., deep breathing, drawing, calling a friend)
   
   
   
   
   
   
   
   
   
   
   
   
3. Two People to Contact
   (Name and how you’ll reach out)
   
   
   
   
   
   
   
   
   
   
   
   
4. Safe Places or Distractions
   (e.g., go for a walk, listen to music)
   
   
   
   
   
   
   
   
   
   
   
   

Teacher: "On a scale of 1 to 10, how confident do you feel using this plan when you notice a trigger?"

If confidence is below 7, ask:

• "What could we adjust to make this plan feel more doable?"

5. Closing and Next Steps (1 minute)

Teacher: "Great work today. Keep your safety plan where you can see it—maybe in your notebook or on your phone. Next session, we’ll explore more healthy coping strategies to add to your toolbox. Remember, you’re not alone, and it’s okay to reach out for help. Thank you for your openness today. I’ll see you next time."

Session 2 complete.

Session 3 Discussion Script

1. Recap and Check-In (3 minutes)

Teacher: "Hi [Student Name], welcome back. Last time, you used your safety plan when you noticed [Top Trigger]. Which coping strategies did you try since our last meeting?"

Pause for student response.

Teacher: "On a scale from 1 to 10, how helpful did each strategy feel when you used it?"

Follow-up prompts:

• "What made it feel helpful or not so helpful?"
• "What challenges did you notice when trying them?"

2. Introduce Additional Coping Strategies (4 minutes)

Teacher: "Today, we’ll explore more ways to cope when things feel overwhelming. I have a Distraction Strategies Worksheet with several options—like splash of cold water, quick movement breaks, or texting a friend. Let’s look it over together and pick two that sound useful to you. Which two strategies stand out?"

Pause while student reviews and chooses.

Teacher: "You chose [New Strategy 1] and [New Strategy 2]. Why do those feel like they could work for you?"

Listen and validate.
Follow-up prompts:

• "When do you think you might try [New Strategy 1]?"
• "What might get in the way of using [New Strategy 2], and how could you handle that?"

3. Guided Mindfulness Practice (5 minutes)

Teacher: "One powerful tool is mindfulness—bringing your attention to right now. We’ll try a brief practice from the Mindfulness Exercise Script. Let’s sit comfortably and follow along. Ready?"

Lead the mindfulness exercise as written in the Mindfulness Exercise Script.

After practice:
Teacher: "What did you notice during that exercise? How did your body or thoughts feel?"

Pause for student reflection.

Teacher: "Noticing those changes is part of being mindful. You can use this whenever you feel tension rising."

4. Strategy Selection & Planning (2 minutes)

Teacher: "Of all the strategies we’ve covered—deep breathing, the distractions you chose, and mindfulness—which one new strategy do you feel ready to add to your safety plan?"

Pause for student selection.

Teacher: "Great choice. On a scale from 1 to 10, how confident are you in using [Chosen New Strategy] when you notice distress?"

If confidence is below 7, ask:

• "What could make it feel more doable?"

5. Closing & Next Steps (1 minute)

Teacher: "You did excellent work today. Remember, you can combine strategies—maybe start with mindfulness, then try [New Strategy]. Next session, we’ll practice how to reframe difficult thoughts. Keep practicing these tools, and feel free to reach out if you need support before then. Thank you for your openness. I’ll see you next time!"

Session 4 Discussion Script

1. Recap & Check-In (3 minutes)

Teacher: "Hi [Student Name], welcome back. Last time, you tried [Chosen New Strategy] and practiced mindfulness. Which of these felt most helpful, and how confident did you feel using it (on a scale of 1–10)?"

Pause for student response.

Teacher: "Thank you for sharing. It’s great to see what’s working and where you might still have questions."

2. Introduce Cognitive Reframing (2 minutes)

Teacher: "Today, we’ll focus on cognitive reframing—noticing automatic negative thoughts and finding a balanced perspective. This skill can help reduce the intensity of distressing feelings. Does that make sense?"

Pause for agreement.

3. Thought Record Exercise (4 minutes)

Teacher: "I have the Thought Record Worksheet. Let’s think of a recent upsetting moment. Please fill in each column:

1. Situation
2. Emotions and intensity (1–10)
3. Automatic Thoughts you noticed
4. Evidence that supports and challenges those thoughts
5. An Alternative, more balanced thought

Go ahead and start with the situation you chose."

Pause for student to write.

Teacher: "What automatic thought did you list?"

Pause for student to share.

Teacher: "Great. What evidence did you find that supports that thought, and what evidence challenges it?"

Pause for discussion.

4. Cognitive Reframing Practice (4 minutes)

Teacher: "Now, let’s use the Cognitive Reframing Worksheet. Choose one automatic thought from your record. Then:

• Write the Negative Thought
• Pick a Reframe Strategy (for example, look for facts that disprove the thought or imagine a friend in the same situation)
• Create a Balanced Thought that feels more realistic

You can start by copying your negative thought at the top."

Pause for student to work.

Teacher: "On a scale of 1–10, how believable does your new balanced thought feel?"

If below 7, follow up:

• "What could make this new thought feel more believable to you?"

5. Consolidation & Next Steps (2 minutes)

Teacher: "You did excellent work reframing your thoughts today. Remember, when distressing thoughts come up, you can:

1. Pause and notice the thought
2. Use your thought record to gather evidence
3. Reframe with a balanced perspective
4. Follow your safety plan and coping strategies

Continue practicing these steps whenever you notice negative thoughts. Combining cognitive reframing with your other tools will help you manage difficult emotions more effectively. Thank you for your honesty and effort today. I’m proud of your progress."