Coping Champions Intro Worksheet

Name: ____________________________ Date: ____________

1. In your own words, what do you think “coping skills” are?

2. Describe a time you felt stressed, worried, or anxious. What happened?

3. How did you feel? List or circle words that describe your emotions (for example: nervous, angry, sad, worried).

4. What did you do to try to feel better? List the steps or actions you took.

5. Did your strategy help you feel better? Explain why or why not.

6. Think of three healthy coping skills you would like to try in the future. For each, write the skill and how you would use it:

1. Skill: ______________________
   How I would use it:
   
   
   
   
   
   
2. Skill: ______________________
   How I would use it:
   
   
   
   
   
   
3. Skill: ______________________
   How I would use it:
   
   
   
   
   
   

Discussion: What Are Coping Skills?

Objective

Help students explore the meaning of coping skills, connect them to personal experiences, and begin noticing which strategies feel helpful or unhelpful.

Group Guidelines

• Respectful Listening: One person speaks at a time. Use “I” statements (e.g., “I felt…”).
• Everyone Participates: Share as much as you’re comfortable. You can pass and come back when you’re ready.
• Be Kind: No teasing or judging—every idea is valuable.

Discussion Prompts

1. What does the term “coping skills” make you think of?
   
   
   
   
   
   
   • Follow-up: Can you name one word or picture that comes to mind?
2. Think of a time when you felt stressed, worried, or upset. What happened?
   
   
   
   
   
   
   
   
   
   
   
   
   • Follow-up: How did your body feel in that moment? (heart racing, tight muscles, etc.)
3. What did you do to try to feel better in that situation?
   
   
   
   
   
   
   
   
   
   
   
   
   • Follow-up: Did that strategy help right away, later, or not much at all? Why do you think that happened?
4. Let’s look at our Coping Skill Cards Handout. Which card shows a strategy you’ve tried? Which one seems new or interesting?
   
   
   
   
   
   
   
   
   
   
   
   
   • Follow-up: What might be a good time or place to try that new skill?
5. What makes a coping skill “healthy” or helpful?
   
   
   
   
   
   
   
   
   
   
   
   
   • Follow-up: How could you tell if a strategy is working for you?
6. Why do you think it’s important to have more than one coping skill?
   
   
   
   
   
   
   
   
   
   
   
   
   • Follow-up: What if one skill doesn’t work—what could you do next?

Teacher’s Notes & Follow-Ups

• Rephrase student ideas to build on their language (e.g., “So when you’re nervous, you draw to calm down—great example!”).
• Encourage connections: “Jamie said she takes deep breaths—how might you try that during class?”
• Validate all responses and gently guide towards healthy strategies.
• Keep an eye on participation: invite quieter students (“Jamie, would you like to add anything?”) and manage over-talkers.

In our next activity, we’ll practice sorting these strategies into “Helps Me Feel Better” and “Doesn’t Help Me” to see how they work in different situations.

Activity: Coping Skills Sort Activity

Objective

Students will practice identifying and categorizing healthy versus less-helpful coping strategies by sorting cards and discussing their choices.

Materials

• Coping Skill Cards Handout
• Whiteboard or chart paper
• Two column headings: Helps Me Feel Better and Doesn’t Help Me
• Sticky notes or colored index cards for each student
• Markers or pens
• Timer or stopwatch (optional)

Setup (2 minutes)

1. On the whiteboard or chart paper, draw two large columns and label one Helps Me Feel Better and the other Doesn’t Help Me.
2. Spread the Coping Skill Cards Handout face down or in a shuffled stack on a table.

Instructions (20 minutes)

1. Explain the Task (2 minutes)
   • Tell students they will take turns picking one coping skill card, reading it aloud, and deciding which column it belongs in based on whether it’s a strategy that generally helps them feel better when stressed.
   • Emphasize there are no “wrong” choices—some strategies work for some people but not others.
2. Student Sorting (12 minutes)
   • Invite one student at a time to select a card, read it aloud, and place it under Helps Me Feel Better or Doesn’t Help Me.
   • After each placement, ask:
     • “Why did you choose this column?”
     • “Can you think of a moment when this skill really helped you or didn’t?”
   • Encourage brief responses and affirm each student’s perspective.
   • Continue until all cards are sorted or time is up.
3. Group Discussion (6 minutes)
   • Look at each column and notice patterns. Prompt:
     • “What do you see in our Helps Me Feel Better column? Are there similarities among those strategies?”
     • “Why might some of these skills not help everyone?”
     • “If a strategy didn’t help you before, could it ever work in a different situation?”
4. Personal Reflection (Optional extension, 4 minutes)
   • Give each student a sticky note or index card.
   • Ask them to write: “One skill from Helps Me Feel Better I will try next time I feel stressed is ___, and I will use it when I ______.”
   • Invite students to stick their notes under the Helps Me Feel Better column as a reminder.

Teacher Tips & Extensions

• If a student struggles to choose, offer to think aloud: “I notice this says ‘taking a walk.’ I find walking helps me calm down, so I’d put it under Helps Me Feel Better.”
• For students who need extra support, pre-select 3–4 cards and discuss them in a smaller group first.
• To reinforce learning, take photos of the final sort and add them to a learning portfolio or wall display.

In our next session, we will practice one of these strategies step-by-step with the whole group.

Game: Coping Skills Bingo

Objective

Reinforce recognition of healthy coping strategies by playing Bingo—students listen for coping skills called out, mark their cards, and celebrate when they complete a row.

Materials

• Coping Skills Bingo cards (one per student) – each card is a 5×5 grid filled with coping skills; center square is a Free Space: Ask for Help
• Coping Skills Bingo Call List (see below)
• Counters, chips, or markers for covering squares
• Teacher copy of Bingo Call List or call sheet
• Prizes or positive reinforcers (optional)

Setup (5 minutes)

1. Distribute one Bingo card and a set of markers to each student.
2. Explain that each square names a coping skill. When they hear that skill called, they cover it on their card.
3. Demonstrate using your own sample card: cover the Free Space and listen for “Deep Breathing.”

How to Play (15–20 minutes)

1. Start the game. Teacher draws or reads one coping skill at a time from the call list below.
2. Students listen and cover. If they have the named skill on their card, they place a marker over it.
3. Shout “BINGO!” When a student covers five in a row (horizontal, vertical, or diagonal), they call out “Bingo!”
   • Pause the game and check their card.
   • If correct, celebrate the winner and invite them to name one way they might use one of the covered coping skills when stressed.
4. Continue for additional winners or until time runs out.

Debrief (5 minutes)

• Ask the group: Which coping skills came up most often?
• Invite volunteers to share a skill they hadn’t tried before and when they’d like to use it.
• Encourage students to keep their Bingo cards posted somewhere as a reminder of healthy ways to handle stress.

Bingo Call List; Coping Skills to Call Out

1. Deep Breathing
2. Counting Backward from 10
3. Taking a Walk
4. Drawing or Coloring
5. Listening to Music
6. Journaling or Writing Feelings
7. Talking to a Friend or Adult
8. Stretching or Yoga Pose
9. Drinking a Glass of Water
10. Squeezing a Stress Ball or Fidget Toy
11. Positive Self-Talk (“I can handle this.”)
12. Guided Imagery (Picture a calm place)
13. Naming Your Emotion Aloud
14. Muscle Relaxation (Tense & Release)
15. Taking a Break from Work
16. Reading a Book or Comic
17. Visualization (Imagine a bubble of calm)
18. Writing a Gratitude List
19. Listening to Nature Sounds
20. Asking for Help or Support
21. Using a Calming App or Video
22. Practicing a Mantra (“I am safe.”)
23. Clapping or Jumping Five Times
24. Focusing on a Favorite Memory

(Center Square is the Free Space—Ask for Help.)

Teacher Tips & Accommodations

• Provide visual icons alongside text for students who benefit from visuals.
• Pre-cover the Free Space for students needing support.
• For ELL learners, pair the skill name with a simple picture or act it out.
• Offer a smaller grid (4×4) or allow students to play in pairs if needed.
• Encourage multiple winners to reinforce learning and confidence.

Deep Breathing Script Worksheet

Name: ____________________________ Date: ____________

How to Use This Script

Follow each step slowly. You can use this worksheet to guide your practice.

1. Get Comfortable. Sit tall or lie down. Relax your shoulders and unclench your jaw.
   
   
2. Hands on Chest & Belly. Place one hand on your chest and one on your belly. Notice how each moves when you breathe.
   
   
3. Inhale Through Your Nose. Breathe in slowly for a count of 4. Feel your belly push out first, then your chest.
   
   
4. Hold Your Breath. Gently hold the breath for a count of 2. Stay relaxed.
   
   
5. Exhale Through Your Mouth. Breathe out slowly for a count of 6. Feel your belly and chest fall.
   
   
6. Repeat. Do steps 3–5 for 3 rounds (or more if you like).

Quick Notes (Optional)

Use these lines to jot anything you notice during practice:

• How did my belly and chest move?
  
  
  
  
  
  
• What sounds or feelings did I notice?
  
  
  
  
  
  
• My breathing felt (calm, shaky, slow, fast):
  
  
  
  
  
  

 
 
Keep this sheet nearby when you practice deep breathing!

Breathing Reflection Journal

Name: ____________________________ Date: ____________

1. How did I feel before practicing deep breathing?

2. How did I feel during the breathing practice?

3. How did I feel after completing the breathing rounds?

4. Compare your feelings before and after. What changes did you notice in your body or mind?

5. Describe one situation when you could use deep breathing to help manage stress or anxiety.

6. What might make it hard for you to remember or use this strategy? How could you remind yourself to practice deep breathing?

Activity: Guided Breathing Practice Guide

Objective

Lead students through a structured, timed deep-breathing routine, helping them feel the rhythm of inhale-hold-exhale and notice its calming effect.

Materials

• Deep Breathing Script Worksheet
• Timer or stopwatch (set for 12 seconds per cycle)
• Calm, quiet space with mats or chairs arranged in a circle
• Optional: soft chime or bell to signal start/end of rounds

Setup (2 minutes)

1. Have students sit comfortably with hands on chest and belly (per the script worksheet).
2. Explain that you’ll guide them through a series of breathing rounds, timing each inhale-hold-exhale cycle for consistency.
3. Show the counts: inhale for 4 seconds, hold for 2 seconds, exhale for 6 seconds.

Practice Instructions (20 minutes)

1. Demonstration Round
   • Start by modeling one full cycle out loud:
     • “Breathe in… 1-2-3-4 (inhale)”
     • “Hold… 1-2”
     • “Breathe out… 1-2-3-4-5-6 (exhale)”
   • Show hands rising and falling on chest and belly.
   • Invite students to follow your pace.
2. Guided Rounds
   • Rounds 1–2 (Practice):
     • Use the timer or chime to mark each 12-second cycle.
     • Count aloud or play a calm audio track set to the inhale-hold-exhale pattern.
     • After each round, pause briefly and ask: “How do you feel so far?”
   • Rounds 3–5 (Deepening):
     • Encourage slower, fuller inhales and complete releases on the exhale.
     • Remind students to keep shoulders relaxed and hands on belly/chest.
   • Optional Extensions:
     • Increase to 6–8 rounds if time and attention allow.
     • Experiment with counts (e.g., inhale 3, hold 3, exhale 6) for variety.
3. Group Check-In (3 minutes)
   • Ask: “What did you notice in your body during the breathing?”
   • Prompt reflections such as:
     • “Did your heart feel slower or faster?”
     • “Where did you feel the breath moving?”
     • “Was it easy or challenging to hold for two seconds?”
4. Student Turn-Taking (Optional, 5 minutes)
   • Invite one or two volunteers to guide the group through a full round using the script.
   • Provide supportive feedback on pacing and tone (“Nice calm voice, Maya!”).

Teacher Tips & Variations

• Visual Cue: Draw a wave on the board—up (inhale), flat (hold), down (exhale)—to guide pacing.
• Quiet Cue: Use a chime at inhale, two soft taps at hold, and a longer tone at exhale.
• Movement Add-On: For kinesthetic learners, combine each inhale with raising arms and exhale with lowering them.
• Adaptation: For students who need shorter holds, adjust to inhale 4, hold 1, exhale 5.

In Session 3, we’ll build on this skill with a muscle-relaxation exercise that helps release tension from head to toe.

Progressive Muscle Relaxation Script Worksheet

Name: ____________________________ Date: ____________

How to Use This Script

Follow each step slowly. Tense each muscle group for 5 seconds, then release and notice how it feels. Use the lines below to jot your observations.

1. Toes & Feet
   Tighten by curling your toes and squeezing your feet; hold for a count of 5 (1-2-3-4-5).
   Relax and let your feet feel heavy.
   What did you notice?

1. Calves
   Flex your calves by pulling your toes toward you; hold for 5 seconds.
   Relax and feel the tension melt away.
   What did you notice?

1. Thighs & Hips
   Tighten your thighs by squeezing them together; hold for 5 seconds.
   Relax and notice any warmth or looseness.
   What did you notice?

1. Buttocks
   Tense your buttocks by squeezing; hold for 5 seconds.
   Relax and sense the release of pressure.
   What did you notice?

1. Stomach & Lower Back
   Pull in your belly toward your spine to tighten; hold for 5 seconds.
   Relax and feel your core soften.
   What did you notice?

1. Hands & Fingers
   Make fists and squeeze tight; hold for 5 seconds.
   Relax and let your fingers uncurl gently.
   What did you notice?

1. Forearms & Arms
   Tighten by bending elbows and flexing; hold for 5 seconds.
   Relax and let your arms feel heavy.
   What did you notice?

1. Shoulders & Neck
   Shrug shoulders up toward your ears; hold for 5 seconds.
   Relax and let them drop down.
   What did you notice?

1. Neck
   Gently press your head back (or forward) without straining; hold for 5 seconds.
   Relax and feel any lightness.
   What did you notice?

1. Face & Jaw
   Scrunch your face (squeeze eyes shut, clench jaw); hold for 5 seconds.
   Relax and smooth out your features.
   What did you notice?

Final Reflection

1. How did my body feel at the beginning of this exercise?

2. How did my body feel after completing all muscle groups?

3. When might I use this exercise next time I feel stressed or tense?

Keep this guide handy to practice Progressive Muscle Relaxation whenever you need to feel calm!

Activity: Guided Progressive Muscle Relaxation Practice Guide

Objective

Lead students step-by-step through the Progressive Muscle Relaxation sequence—timing each tension and release phase—to help them notice and let go of physical stress.

Materials

• Progressive Muscle Relaxation Script Worksheet
• Timer or stopwatch (set for 5-second tension and 10-second release per muscle group)
• Mats or comfortable chairs arranged in a circle
• Optional: soft chime or bell to mark transitions

Setup (2 minutes)

1. Arrange seating or mats so each student can stretch out fully.
2. Place the script worksheets within reach.
3. Explain the counts: tense each muscle group for a 5-second count, then relax for a 10-second count before moving on.

Practice Instructions (20 minutes)

1. Demonstration
   • Model one group (e.g., Toes & Feet): “Curl your toes and squeeze—1,2,3,4,5… now release and let them go heavy—1,2,3,4,5,6,7,8,9,10.”
   • Show the physical action: tight then completely relaxed.
2. Guided Sequence
   • Follow the order on the script worksheet. For each muscle group:
     • Tense for a 5-second count.
     • Release and rest for a 10-second count.
   • Use the timer or chime to keep consistent pacing.
   • After each group, pause briefly and ask: “What did you notice when you released that muscle?”
   • Continue through all 10 groups: toes, calves, thighs, buttocks, stomach/lower back, hands/fingers, forearms/arms, shoulders/neck, neck, face/jaw.
3. Group Check-Ins
   • After every 3–4 muscle groups, invite quick observations:
     • “Where do you feel most of the relaxation?”
     • “Was any part harder to relax?”
4. Student Leadership (Optional)
   • Invite 1–2 volunteers to lead a single group (e.g., “Hands & Fingers”) through the tension-release counts.
   • Offer gentle feedback on pacing and voice (“Good clear count!”).

Teacher Tips & Variations

• Visual Timer: Draw a simple 5-segment bar (tension) and 10-segment bar (release) on the board and shade as you count.
• Chime Cues: Ring once at the start of tension, twice at release, then once when the 10 seconds are up.
• Shortened Version: For students who need faster pacing, use a 3-second tension and 5-second release.
• Movement Add-On: After releasing a group, have students wiggle that body part to enhance the sense of relaxation.
• Quiet Reflection: After the full sequence, allow 1 minute of silent stillness for students to sit with how they feel.

In Session 3, we’ll explore guided imagery to calm the mind through visualization and sensory details.

Muscle Relaxation Reflection Journal

Name: ____________________________ Date: ____________

1. How did my body feel before practicing Progressive Muscle Relaxation?

2. Which parts of my body felt most tense before we started?

3. How did I feel during the exercise? (Notice any changes in warmth, heaviness, or ease of movement.)

4. How did my body feel after completing all the muscle groups?

5. What differences did I notice between before and after? Describe physical or mental changes.

6. Think of one situation when I could use Progressive Muscle Relaxation next time I feel stressed or tense.

7. What might help me remember to use this strategy when I need it?