CBT Basics: Connect, Cope, Conquer! Script

Introduction (5 minutes)

Presenter: "Good morning/afternoon, everyone! Thanks for being here. To kick us off, I’d like you to take a moment and think about a time in your classroom when a middle school student was really struggling with a strong emotion – maybe they were incredibly frustrated, very anxious, or deeply sad. Don’t share it yet, just hold that memory in your mind.


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Presenter: "How many of you can recall such a moment easily? [Pause for show of hands]. Great. We’ve all been there, haven’t we? Supporting our students through these big feelings is a crucial part of our role. Today, we're going to explore a really practical and empowering framework called Cognitive Behavioral Theory, or CBT, that can help us equip our students to navigate these very challenges."

Presenter: "Our objective for today is to understand the basics of CBT and learn strategies to help our 6th-8th graders connect their thoughts, feelings, and behaviors, ultimately developing coping skills. We'll start with an introduction, dive into the CBT Triangle, do a practical activity on challenging thoughts, and wrap up with key takeaways and next steps."

(Display CBT Basics Slide Deck - Slide 1: Title & Agenda)

Understanding the CBT Triangle (10 minutes)

Presenter: "So, what exactly is CBT? Simply put, it’s a way of understanding how our inner world works. It helps us see that our thoughts, feelings, and behaviors are all interconnected. If we can understand these connections, we can learn to identify unhelpful patterns and develop more positive ways of thinking and acting. Think of it like teaching our students to be 'thought detectives' about themselves!"

(Display CBT Basics Slide Deck - Slide 2: What is CBT?)

Presenter: "At the heart of CBT is what we call the CBT Triangle. It illustrates this powerful connection. Our thoughts – what we think – directly influence our feelings – what we feel emotionally. And our feelings, in turn, often drive our behaviors – what we do. It’s a continuous loop, and a change in one corner of the triangle can ripple out and affect the others."

(Display CBT Basics Slide Deck - Slide 3: The CBT Triangle)

Presenter: "Let's imagine a common middle school scenario. A student struggles with a presentation in front of the class. If their thought is, 'Everyone thinks I'm a failure. I'm going to embarrass myself,' how do you think they might feel? [Pause for responses - e.g., 'Embarrassed,' 'anxious,' 'defeated']. Exactly. And if they feel embarrassed or anxious, what might their behavior be? [Pause for responses - e.g., 'Mumble,' 'avoid eye contact,' 'rush through it,' 'try to skip it']. You got it. This unhelpful thought led to unhelpful feelings and behaviors."

(Display CBT Basics Slide Deck - Slide 4: CBT in Action: A Middle School Example)

Presenter: "Now, let’s take a couple of minutes. Can anyone share another quick, simple example of how a thought, feeling, and behavior might connect for a middle schooler in a classroom setting? We're looking for that chain reaction."

Practical Application: Thought Challenge (10 minutes)

Presenter: "The good news is that we can help students become aware of these unhelpful thought patterns and learn to challenge them. This isn't about ignoring feelings; it's about giving them tools to respond to those feelings more effectively. We call this 'Thought Challenge.'"

(Display CBT Basics Slide Deck - Slide 5: Challenging Unhelpful Thoughts)

Presenter: "The process involves a few steps: First, Identify the unhelpful thought. Second, Question it: Is it 100% true? Are there other ways to look at this situation? Third, Reframe it: What's a more helpful or realistic thought? And finally, Action: What can I do with this new, more helpful thought?"

Presenter: "To give you a hands-on experience, I've prepared a quick activity. I’m going to hand out this Teacher Handout: CBT Core Concepts for your reference, and then this Teacher Activity: Thought Challenge Scenario. Please get into small groups of 2-3 people. In your groups, read the scenario, identify the thought, feeling, and behavior, and then brainstorm a helpful reframe and a positive coping strategy. You’ll have 5 minutes for this, and then we'll share our ideas."

(Distribute Teacher Handout: CBT Core Concepts and Teacher Activity: Thought Challenge Scenario. Circulate and provide support as groups work.)

Presenter: "Alright, let's bring it back together. Who would like to share their group's scenario analysis and what helpful reframe and coping strategy you came up with?" [Facilitate brief sharing from a couple of groups. Encourage diverse perspectives.]

Conclusion & Next Steps (5 minutes)

Presenter: "Fantastic discussions, everyone. To summarize, today we introduced the basics of CBT, emphasizing how our thoughts, feelings, and behaviors are deeply connected. We explored how to guide students to identify unhelpful thoughts and reframe them into more positive and realistic ones, which then helps them choose more productive behaviors and coping strategies."

(Display CBT Basics Slide Deck - Slide 7: Key Takeaways & Next Steps)

Presenter: "Even small interventions using these principles can make a big difference in a middle schooler's ability to manage their emotions and navigate challenges. This is about building resilience and emotional intelligence."

Presenter: "Are there any questions about what we covered today?" [Answer questions]. "Also, I’d love to hear any quick feedback on the session or what you might find most useful to try in your classrooms."

Presenter: "I encourage you to try incorporating these basic CBT principles into your classroom interactions. You might find yourself naturally asking students, 'What thought is making you feel that way?' or 'What's another way to think about this?' Thank you so much for your engagement and for taking the time to invest in these vital life skills for your students!"

Teacher Handout: CBT Core Concepts

What is Cognitive Behavioral Theory (CBT)?

Cognitive Behavioral Theory (CBT) is a widely recognized and effective approach that helps individuals understand the connection between their thoughts, feelings, and behaviors. By becoming aware of these connections, people can learn to identify unhelpful patterns and develop healthier ways of thinking and responding to situations.

For 6th-8th grade students, CBT concepts can be simplified to help them:

• Recognize what they are thinking and feeling.
• Understand how their thoughts impact their feelings and actions.
• Develop strategies to challenge unhelpful thoughts and choose positive behaviors.

The CBT Triangle

The core idea of CBT is often visualized as a triangle, illustrating how thoughts, feelings, and behaviors are constantly interacting and influencing each other. Changing one corner of the triangle can positively impact the other two.

Thoughts (What we think)

These are the ideas, beliefs, and interpretations we have about ourselves, others, and the world around us. For example: "I'm not good at public speaking," or "My friends are ignoring me."

Feelings (What we feel)

These are our emotions, such as happiness, sadness, anger, fear, frustration, or excitement. Our feelings are often a direct response to our thoughts. For example: If you think "My friends are ignoring me," you might feel sad or left out.

Behaviors (What we do)

These are our actions and reactions. Our behaviors are often influenced by our feelings and thoughts. For example: If you feel sad or left out, you might withdraw from your friends or lash out.

Example:

• Thought: "I'm going to fail this test. There's no point in studying."
• Feeling: Anxious, hopeless, defeated.
• Behavior: Procrastinates studying, gives up easily on practice problems, avoids reviewing material.

Thought Challenge: A Simple Strategy

One practical application of CBT is to teach students how to challenge unhelpful thoughts. This doesn't mean ignoring negative feelings, but rather questioning the accuracy and helpfulness of the thoughts that lead to those feelings.

Steps for a Thought Challenge:

1. Identify the Unhelpful Thought: What is the specific thought making the student feel bad or want to act in a certain way?
2. Question the Thought: Is this thought 100% true? Is there another way to look at this situation? What evidence do I have for this thought? What evidence do I have against it?
3. Reframe the Thought: What is a more helpful, realistic, or balanced way to think about this? What would a positive self-talk statement be?
4. Choose a Positive Action/Coping Strategy: Based on the new thought, what is a helpful thing I can do? This could be a coping skill (e.g., deep breaths, taking a break) or a productive action (e.g., asking for help, trying a different approach).

Teacher Activity: Thought Challenge Scenario

Instructions: Read the scenario below. In your groups, identify the student's unhelpful thought, the feeling, and the behavior. Then, brainstorm a more helpful reframe for the thought and a positive coping strategy for the behavior.

Scenario for Middle School

During gym class, Alex is picked last for a team sport he's not very good at, like basketball. He sees some kids snickering and hears one whisper, "Looks like we're going to lose now." Alex feels a knot in his stomach and his cheeks flush. He thinks, "I'm terrible at sports. Everyone is judging me. I'm going to mess up the whole game, and my teammates will hate me. I should just pretend to be sick next time."

He starts to play very passively, avoids touching the ball, and tries to stay unnoticed at the edge of the court.

1. Identify the Unhelpful Thought(s):

2. Identify the Feeling(s):

3. Identify the Behavior(s):

4. Brainstorm a More Helpful Reframe for the Thought(s):

5. Suggest a Positive Coping Strategy/Action:

Thought Challenge Scenario Answer Key

Scenario: During gym class, Alex is picked last for a team sport he's not very good at, like basketball. He sees some kids snickering and hears one whisper, "Looks like we're going to lose now." Alex feels a knot in his stomach and his cheeks flush. He thinks, "I'm terrible at sports. Everyone is judging me. I'm going to mess up the whole game, and my teammates will hate me. I should just pretend to be sick next time."

He starts to play very passively, avoids touching the ball, and tries to stay unnoticed at the edge of the court.

1. Identify the Unhelpful Thought(s):

• "I'm terrible at sports." (Self-deprecating, generalization)
• "Everyone is judging me." (Mind-reading, generalization)
• "I'm going to mess up the whole game, and my teammates will hate me." (Catastrophizing, fortune-telling)
• "I should just pretend to be sick next time." (Avoidance, problem-solving based on unhelpful thoughts)

2. Identify the Feeling(s):

• Embarrassed
• Anxious/Nervous
• Ashamed
• Frustrated
• Sad/Defeated

3. Identify the Behavior(s):

• Plays passively.
• Avoids touching the ball.
• Tries to stay unnoticed at the edge of the court.
• (Possible future behavior: Avoids gym class, tries to skip sports, tells himself he's bad at everything.)

4. Brainstorm a More Helpful Reframe for the Thought(s):

• "It's okay not to be great at every sport. I can still try my best and have fun."
• "Some people might be focused on winning, but others just want to play. I can focus on my own effort."
• "Even if I make a mistake, it's just a game. My teammates won't hate me for trying."
• "I can try to learn something new or focus on a small goal, like passing the ball once."

5. Suggest a Positive Coping Strategy/Action:

• Self-Talk: Remind himself, "It's okay to make mistakes," or "I can still contribute in other ways."
• Focus on Effort: Concentrate on participating and moving, rather than performance.
• Set Small Goals: Aim to pass the ball to a teammate, or run to a certain spot.
• Communicate (if comfortable): Ask a teammate for advice or for a simple play to try.
• Breathing Exercise: Take a few deep breaths to calm the knot in his stomach.

CBT in Action: Building Coping Toolboxes Script

Warm-Up & Recap (5 minutes)

Presenter: "Welcome back everyone! It's great to see you all again. Last time, we dove into the basics of CBT, exploring how our thoughts, feelings, and behaviors are all connected. To kick us off, can anyone share one key takeaway they remember from our last session?" [Pause for 1-2 responses].

Presenter: "Excellent! We established that understanding the CBT Triangle and learning to challenge unhelpful thoughts are powerful first steps. Today, we're building on that foundation. Our objective is to explore and apply a wider range of coping strategies, moving beyond just changing thoughts to active emotional regulation and problem-solving for our 6th-8th graders. Think of it as creating a comprehensive 'coping toolbox' for our students."

(Display CBT in Action: Building Coping Toolboxes Slide Deck - Slide 1: Title & Agenda)

Presenter: "Just as a quick reminder of where we left off, the CBT Triangle shows us how thoughts, feelings, and behaviors are constantly interacting. Last session, we focused on identifying and reframing unhelpful thoughts. Today, we're going to put more emphasis on the 'Feelings' and 'Behaviors' corners, expanding our understanding of how students can actively manage their emotions and choose helpful actions."

(Display CBT in Action: Building Coping Toolboxes Slide Deck - Slide 2: Recap: The CBT Triangle & Thought Challenge)

Expanding the Coping Toolbox (10 minutes)

Presenter: "When students face stress, frustration, or big emotions, simply telling them to 'think positively' isn't always enough. They need a variety of tools in their toolbox. Let's look at some different categories of coping strategies they can use."

(Display CBT in Action: Building Coping Toolboxes Slide Deck - Slide 3: Expanding the Coping Toolbox)

Presenter: "We can categorize coping strategies into areas like Calming Strategies – things like deep breathing or progressive muscle relaxation. There are Distraction or Shift Focus strategies, like reading a book or listening to music. Physical Activity can be very effective, such as going for a walk or stretching. Sometimes, students need Problem-Solving skills, like breaking down a big task or asking for help. And crucial for middle schoolers, Seeking Support from a trusted adult or friend. Finally, Creative Expression, through writing or art, can be a great outlet."

Presenter: "I'm curious, what are some coping strategies that you personally use when you're feeling stressed or overwhelmed? Or perhaps strategies you've seen some of your students use effectively in the classroom?" [Facilitate a brief discussion, encouraging a few teachers to share.]

Strategy Application Activity (10 minutes)

Presenter: "Great examples! Now, let's put these strategies into practice. I'm going to hand out two things: first, this Teacher Handout: A Coping Strategy Toolbox, which lists many of the strategies we just discussed. Keep this as a reference. Second, you'll receive the Teacher Activity: Coping Strategy Scenarios."

(Distribute Teacher Handout: A Coping Strategy Toolbox and Teacher Activity: Coping Strategy Scenarios.)

Presenter: "Please get back into your small groups of 2-3 people. In your groups, read the scenario provided. Briefly identify the student's unhelpful thought, feeling, and behavior, just like we did last time. Then, using your handout, select two to three appropriate coping strategies that the student could use in that situation. Think about why those strategies would be effective. You'll have about 5 minutes for this, and then we'll share our ideas."

(Circulate and provide support as groups work.)

Presenter: "Alright, let's bring it back together. Who would like to share their group's scenario analysis and the coping strategies you chose? Why did you pick those specific strategies?" [Facilitate brief sharing from a couple of groups. Encourage discussion on the rationale behind choices.]

Conclusion & Integration (5 minutes)

Presenter: "Wonderful discussions, everyone. What we've seen today is the power of having a diverse coping toolbox. Different situations and different students will benefit from different strategies. As educators, we can proactively teach, model, and reinforce these skills, making them a natural part of our classroom culture."

(Display CBT in Action: Building Coping Toolboxes Slide Deck - Slide 5: Key Takeaways & Classroom Integration)

Presenter: "Are there any questions about the strategies or the activity?" [Answer questions]. "Finally, as you leave today, I encourage each of you to consider: what's one new coping strategy you will intentionally highlight, model, or reinforce in your classroom with your 6th-8th graders this week?"

Presenter: "Thank you all so much for your active participation and dedication to supporting our students' emotional well-being. Empowering them with these coping skills isn't just about managing challenges; it's about building resilient, capable young individuals!"

Teacher Handout: A Coping Strategy Toolbox

Building on the CBT Triangle and Thought Challenge, this handout provides a range of coping strategies that middle school students (6th-8th grade) can use to manage their feelings and behaviors effectively. Encourage students to explore different strategies to find what works best for them in various situations.

Broad Categories of Coping Strategies:

1. Calming & Self-Regulation Strategies

These strategies help to reduce physical and emotional arousal.

• Deep Breathing: Teach students techniques like "square breathing" or "belly breathing." Inhale slowly, hold, exhale slowly. Focus on the breath.
• Progressive Muscle Relaxation (PMR): Tense and then relax different muscle groups in the body. (e.g., "Squeeze your hands tight for 5 seconds, then release.")
• Mindfulness/Grounding: Focus on the present moment. Engage the five senses (e.g., "Name 5 things you can see, 4 things you can feel, 3 things you can hear, 2 things you can smell, 1 thing you can taste.")
• Safe Place Visualization: Guide students to imagine a calming, peaceful place in their mind.

2. Distraction & Shift Focus Strategies

These strategies help redirect attention away from overwhelming thoughts or feelings.

• Engage in a Hobby: Read a book, draw, listen to music, build something, play a game.
• Watch a Video/Movie: Choose something light and engaging.
• Do a Puzzle: Crosswords, Sudoku, jigsaw puzzles.
• Play a Game (digital or board game): A quick, engaging activity.

3. Physical Activity Strategies

Movement can release tension and change mood.

• Go for a Walk/Run: Even a short walk around the block or schoolyard.
• Stretch or Yoga: Simple stretches can release physical tension.
• Active Play: Shoot hoops, kick a ball, jump rope.
• Dance: Put on some music and move.

4. Problem-Solving Strategies

These strategies help students address the source of their stress or challenge.

• Break It Down: If a task feels too big, help students break it into smaller, manageable steps.
• Brainstorm Solutions: List possible ways to address a problem, no matter how silly, then evaluate them.
• Ask for Help: Encourage students to identify a trusted adult (teacher, counselor, parent) or peer they can ask for advice or support.
• Create a Plan: Develop a step-by-step plan for tackling a challenge.

5. Seeking Support Strategies

Connecting with others can provide perspective and reassurance.

• Talk to a Trusted Adult: Emphasize identifying someone they feel safe talking to (parent, teacher, counselor, coach).
• Talk to a Friend: Discussing feelings with a supportive peer.
• Write a Letter (not necessarily to send): Expressing feelings on paper to an imagined recipient.

6. Creative Expression Strategies

Art and writing can be powerful outlets for emotions.

• Journaling: Writing about thoughts and feelings without judgment.
• Drawing/Painting: Expressing emotions visually.
• Writing Poetry or Song Lyrics: A creative way to process feelings.
• Playing a Musical Instrument: Using music as an emotional release.

Teacher Activity: Coping Strategy Scenarios

Instructions: Read each scenario below. In your groups, briefly identify the student's main unhelpful thought, feeling, and behavior. Then, using your Teacher Handout: A Coping Strategy Toolbox, choose 2-3 appropriate coping strategies that the student could use. Explain why you chose those strategies.

Scenario 1: Social Media Stress

Sarah, a 7th grader, sees pictures of her friends hanging out at the mall on social media, but she wasn't invited. She immediately thinks, "They're purposely excluding me. No one really likes me." She feels a pang of loneliness and sadness, and then anger. She slams her phone down and starts sending angry, passive-aggressive texts to one of her friends.

1. Unhelpful Thought(s), Feeling(s), Behavior(s):

2. Chosen Coping Strategies (2-3) & Why:

Scenario 2: Academic Overwhelm

Marcus, an 8th grader, has a big science project due tomorrow, a math test on Friday, and a history essay to start. He looks at his planner and feels completely overwhelmed and anxious. He thinks, "There's too much to do. I'll never finish it all. I'm just going to fail everything anyway." He decides to play video games instead, telling himself he'll start later, but the anxiety just builds.

1. Unhelpful Thought(s), Feeling(s), Behavior(s):

2. Chosen Coping Strategies (2-3) & Why:

Coping Strategy Scenarios Answer Key

Instructions: Read each scenario below. In your groups, briefly identify the student's main unhelpful thought, feeling, and behavior. Then, using your Teacher Handout: A Coping Strategy Toolbox, choose 2-3 appropriate coping strategies that the student could use. Explain why you chose those strategies.

Scenario 1: Social Media Stress

Sarah, a 7th grader, sees pictures of her friends hanging out at the mall on social media, but she wasn't invited. She immediately thinks, "They're purposely excluding me. No one really likes me." She feels a pang of loneliness and sadness, and then anger. She slams her phone down and starts sending angry, passive-aggressive texts to one of her friends.

1. Unhelpful Thought(s), Feeling(s), Behavior(s):

• Unhelpful Thought(s): "They're purposely excluding me. No one really likes me." (Mind-reading, generalization, catastrophizing)
• Feeling(s): Loneliness, sadness, anger.
• Behavior(s): Slams phone, sends angry/passive-aggressive texts.

2. Chosen Coping Strategies (2-3) & Why:

• Deep Breathing/Mindfulness (Calming & Self-Regulation): Before reacting, Sarah could take a few deep breaths to calm her intense feelings of sadness and anger, allowing her to think more clearly before acting impulsively. Grounding techniques could help her detach from the immediate emotional intensity.
• Talk to a Trusted Adult/Friend (Seeking Support): Instead of assuming the worst or lashing out, Sarah could talk to a trusted adult (parent, teacher) or a close friend who wasn't at the mall. They might offer perspective, clarify the situation, or simply provide emotional support.
• Engage in a Hobby/Distraction (Distraction & Shift Focus): To shift her focus from the immediate distress, Sarah could engage in an activity she enjoys, like reading a book, drawing, or listening to music. This helps break the negative thought cycle and allows her emotions to settle.
• Journaling/Creative Expression (Creative Expression): Writing down her feelings of hurt and anger could be a healthy way to process them without engaging in unhelpful behaviors like sending angry texts. She could explore why she feels excluded and what she really wants.

Scenario 2: Academic Overwhelm

Marcus, an 8th grader, has a big science project due tomorrow, a math test on Friday, and a history essay to start. He looks at his planner and feels completely overwhelmed and anxious. He thinks, "There's too much to do. I'll never finish it all. I'm just going to fail everything anyway." He decides to play video games instead, telling himself he'll start later, but the anxiety just builds.

1. Unhelpful Thought(s), Feeling(s), Behavior(s):

• Unhelpful Thought(s): "There's too much to do. I'll never finish it all. I'm just going to fail everything anyway." (Catastrophizing, all-or-nothing thinking)
• Feeling(s): Overwhelmed, anxious.
• Behavior(s): Plays video games (procrastination, avoidance), anxiety builds.

2. Chosen Coping Strategies (2-3) & Why:

• Break It Down/Create a Plan (Problem-Solving): Marcus can break his large tasks (science project, essay, test prep) into smaller, more manageable steps. Creating a simple plan or checklist can make the workload seem less daunting and give him a sense of control. For example,