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CBT Bootcamp

Lesson Plan

Master Your Mind Lesson Plan

Introduce 9th graders to the CBT model by exploring the link between thoughts, feelings, and behaviors, and practicing cognitive restructuring to reframe negative thoughts.

Building awareness of thought–feeling–behavior patterns helps students manage stress, improve emotional regulation, and lays the groundwork for the 10-week CBT series.

Audience

9th Grade Students

Time

30 minutes

Approach

Interactive infographic, paired worksheet work, and guided reframing practice.

Materials

CBT Overview Infographic, Thought-Feeling-Behavior Worksheet, Emotion Cards, Whiteboard and Markers, and Pens or Pencils

Prep

Material Preparation

10 minutes

Step 1

Introduction to CBT

5 minutes

  • Welcome students and outline today’s goals: understand how thoughts influence feelings and behaviors.
  • Display CBT Overview Infographic on the board.
  • Walk through each section of the infographic, pausing to clarify key terms.

Step 2

Worksheet Activity

15 minutes

  • Distribute Thought-Feeling-Behavior Worksheet and Emotion Cards.
  • In pairs, students identify one negative thought they’ve experienced, note the associated feeling, and the resulting behavior.
  • Circulate to support and prompt deeper connections as needed.

Step 3

CBT Technique Practice

7 minutes

  • Introduce cognitive restructuring: question the evidence for negative thoughts and generate more balanced alternatives.
  • Have each pair choose one worksheet example and practice reframing the thought.
  • Invite a few pairs to share their original versus reframed thoughts and discuss changes in emotional impact.

Step 4

Reflection and Closing

3 minutes

  • Lead a brief discussion: How did reframing your thought change how you felt?
  • Emphasize that this technique can be used whenever negative thoughts arise.
  • Encourage students to apply cognitive restructuring throughout the week.
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Slide Deck

Master Your Mind

An Introduction to Cognitive Behavioral Therapy (CBT)
30-Minute Session for 9th Grade Students

Welcome students. Introduce yourself and session goals. Emphasize that today we’ll explore how thoughts affect feelings and behaviors and learn a simple CBT technique.

What Is CBT?

• CBT = Cognitive Behavioral Therapy
• Focuses on the link between Thoughts → Feelings → Behaviors
• Goal: Identify and reframe unhelpful thoughts to improve mood and actions

Define CBT in your own words and then share: it’s a method for understanding and changing how we think, feel, and act.

CBT Model Infographic

View the CBT Overview Infographic

• Notice how a single thought can influence emotions and actions.
• Examples: “I’m going to fail” → Anxiety → Avoid class

Display the infographic on the screen or hand out printed copies. Walk through each section: Thoughts, Feelings, Behaviors, and the arrows between them.

Worksheet Activity

Use the Thought-Feeling-Behavior Worksheet

  1. In pairs, write down:
    – One negative thought you’ve had
    – The feeling it triggered
    – The behavior that followed
  2. Discuss with your partner and record answers

Explain the worksheet components. Emphasize pairing: one student reads, the other listens and prompts deeper detail.

Cognitive Restructuring Steps

  1. Identify the negative thought.
  2. Examine the evidence for and against it.
  3. Generate a balanced, more realistic thought.
  4. Note how this new thought changes your feeling.

Introduce each step clearly. Provide examples on the board as you go. Encourage students to question their own thoughts.

5 Key CBT Techniques

  1. Thought Records – Track situations, automatic thoughts, feelings, and behaviors.
  2. Cognitive Restructuring – Challenge distorted thoughts and reframe them.
  3. Behavioral Activation – Schedule and engage in uplifting activities.
  4. Exposure Tasks – Face fears gradually through stepped challenges.
  5. Relaxation & Mindfulness – Use breathing, grounding, or guided imagery to calm stress.

Summarize five practical CBT techniques. Encourage students to think about which they’d like to try this week and how to apply them.

Practice Reframing

• Choose one example from your worksheet.
• Apply the restructuring steps:

  1. Thought: “…”
  2. Evidence for/against
  3. New balanced thought
    • Discuss: How do you feel now?

Guide pairs to choose one worksheet entry and walk through these steps together. Circulate to offer support and model reframing if needed.

Reflection & Closing

• How did reframing impact your feeling?
• When can you use this skill in your day-to-day life?
• Remember: Practice makes progress!

Facilitate a 2-minute group share. Reinforce that practicing this technique daily builds resilience.

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Worksheet

Thought–Feeling–Behavior Worksheet

Use this worksheet along with the CBT Overview Infographic as part of the Master Your Mind Lesson Plan.

Name: ______________________ Date: ______________________




Instructions

Reflect on a situation where you experienced a negative thought. Fill in the sections below to identify the thought, the feeling it triggered, and the behavior that followed. Use the Emotional Vocabulary List on the back to help you describe your feelings.

Part A: Your First Example

1. Negative Thought:










2. Feeling (use vocabulary if helpful):





3. Behavior (what you did next):





Part B: A Second Situation

1. Negative Thought:










2. Feeling (use vocabulary if helpful):





3. Behavior (what you did next):





Part C: Reflection

How did your negative thought influence your feeling and behavior? Write a brief summary below:











Emotional Vocabulary List

Use these words (and their synonyms) to help describe your emotions:

  • Happy: joyful, content, pleased
  • Sad: down, sorrowful, disappointed
  • Angry: irritated, frustrated, resentful
  • Anxious: nervous, worried, uneasy
  • Calm: relaxed, peaceful, serene
  • Confident: assured, positive, self-assured
  • Embarrassed: awkward, self-conscious, ashamed
  • Excited: enthusiastic, eager, thrilled
  • Bored: uninterested, dull, apathetic
  • Overwhelmed: stressed, swamped, overloaded

(This list can be used on the back of your worksheet for quick reference.)

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Reading

Cognitive Behavioral Therapy (CBT) Infographic

What Is CBT?
Cognitive Behavioral Therapy (CBT) is a simple, structured approach to understand how your thoughts, feelings, and behaviors are connected. By learning this cycle, you can identify unhelpful thoughts and replace them with more balanced ones.

The CBT Cycle

🧠 Thought
→ Feeling
→ Behavior
↺ back to Thought

• Thought (🧠): The ideas or beliefs in your mind.
• Feeling (❤️): The emotion you experience as a result of that thought.
• Behavior (🏃): The action you take, influenced by that feeling.

How It Works

  1. Identify the Thought
    Notice what you say to yourself in a situation (e.g., “I’ll embarrass myself”).
  2. Notice the Feeling
    Check your emotional reaction (e.g., anxiety, shame, frustration).
  3. Observe the Behavior
    See what you do next (e.g., avoid speaking in class, fidget).
  4. Question the Thought
    Ask: “What evidence do I have that this thought is true? What might be another way to look at it?”
  5. Reframe the Thought
    Create a balanced thought (e.g., “I can prepare what I want to say and do my best”).
  6. Notice Changes
    Observe how your feeling and behavior shift (e.g., feeling calmer → participating more).

Example Scenario

Situation: You have to give a presentation in front of your classmates.

  1. Thought: “I’m going to mess up and everyone will laugh.”
  2. Feeling: Nervous, embarrassed.
  3. Behavior: You rush through your slides and avoid eye contact.

Reframing:
• Evidence for: “Sometimes I feel shaky when I speak.”
• Evidence against: “I practiced twice and know my material. Classmates usually support each other.”
• Balanced Thought: “I am prepared, and if I make a small mistake, I can recover. My classmates want me to do well.”

New Feeling: Calm, confident.
New Behavior: Speak at a steady pace, make eye contact, pause to breathe.

Quick Tips for Practice

• Pause & Breathe: Take a slow breath before reacting.
• Write It Down: Jot your thought, feeling, and behavior in the Thought–Feeling–Behavior Worksheet.
• Use Evidence: Imagine you’re a detective—collect facts for and against your thought.
• Be Kind to Yourself: Choose balanced thoughts that feel realistic and supportive.

Remember: Every time you practice noticing and reframing thoughts, you build stronger mental habits. Keep using this cycle whenever negative thoughts pop up!

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Lesson Plan

CBT Bootcamp Curriculum

Embed slide deck references into each weekly lesson so teachers can easily launch their slides during class.

Linking each week’s lesson plan to its corresponding slide deck streamlines lesson delivery, ensures consistency, and helps teachers follow the intended flow.

Audience

High School Students

Time

10 sessions × 30 minutes

Approach

Reference slide decks at the top of each lesson’s instructions.

Materials

CBT Overview Infographic, Thought–Feeling–Behavior Worksheet, Thought Record Sheet, Behavioral Activation Tracker, Exposure Hierarchy Worksheet, Relaxation & Mindfulness Scripts, Core Beliefs Exploration Worksheet, Problem-Solving Worksheet, Coping Skills Planner, Relapse Prevention Plan Outline, Mental Health is Brain Health, Rethinking Thinking, How to Deal with Negative Emotions: Daily Proven Techniques, Exercise and the Brain, What Causes Panic Attacks, and How Can You Prevent Them?, Deep Breathing, Intrusive Thoughts and Mindfulness, Tools for Managing Your Emotions, Grounding Techniques, Change Your Life – One Tiny Step at a Time, Whiteboard and Markers, Pens or Pencils, and Sticky Notes

Prep

Series Preparation

30 minutes

  • Print and assemble all weekly handouts, trackers, and slide decks.
  • Prepare any guided-script printouts for relaxation/mindfulness.
  • Review each week’s flow and matching slides to anticipate student questions.
  • Arrange seating for pair and small-group work.

Step 1

Week 1: CBT Foundations

30 minutes

  • Use the Week 1 Slides to guide today’s session.
  • Show the video Mental Health is Brain Health.
  • Introduce the Thought–Feeling–Behavior cycle with the CBT Overview Infographic.
  • Interactive Activities:
    • Quick quiz: 3 True/False items on the cycle.
    • Journal prompt: Describe a recent thought–feeling–behavior you experienced.
    • Role-play: In pairs, one student states a thought; partner guesses feeling and behavior.
  • Pair up: complete Part A of the Thought–Feeling–Behavior Worksheet.
  • Debrief: group discussion of quiz answers and worksheet insights.

Step 2

Week 2: Tracking Automatic Thoughts

30 minutes

  • Use the Week 2 Slides for visual prompts and instructions.
  • Show the video Rethinking Thinking.
  • Review last week’s key takeaway.
  • Introduce the Thought Record Sheet: situation, automatic thought, emotion, behavior.
  • Interactive Activities:
    • Quick quiz: Identify distortion in sample thoughts.
    • Journal prompt: Write one automatic thought you had today.
    • Role-play: Act out a scenario; partner labels the automatic thought.
  • In pairs, complete one new entry and discuss ‘for’ and ‘against’ evidence.

Step 3

Week 3: Cognitive Restructuring

30 minutes

  • Follow along with the Week 3 Slides.
  • Show the video How to Deal with Negative Emotions: Daily Proven Techniques.
  • Recap thought record process.
  • Teach distortion types (all-or-nothing, catastrophizing, etc.).
  • Interactive Activities:
    • Quick poll: Which distortion do you use most often?
    • Journal prompt: Reflect on a time you used that distortion.
    • Small-group role-play: Present a distorted thought; teammates help reframe.
    • Mini-quiz: Match definitions to distortion names.
  • Guide pairs to reframe one belief from their thought record.

Step 4

Week 4: Behavioral Activation

30 minutes

  • Refer to the Week 4 Slides for visuals.
  • Show the video Exercise and the Brain.
  • Explain how activity level influences mood.
  • Introduce the Behavioral Activation Tracker.
  • Interactive Activities:
    • Brainstorm: List uplifting activities and categorize (social, creative, physical) on the whiteboard.
    • Quick quiz: Identify which activities are most likely to boost mood.
    • Journal prompt: Reflect on last week’s ‘feel-good’ activity—how did you feel?
    • Pair share: Commit to two 10-minute activities and schedule on tracker.

Step 5

Week 5: Graded Exposure

30 minutes

  • Use the Week 5 Slides to follow along.
  • Show the video What Causes Panic Attacks, and How Can You Prevent Them?.
  • Define avoidance and purpose of exposure.
  • Introduce the Exposure Hierarchy Worksheet.
  • Interactive Activities:
    • Role-play: One student acts anxious; partner guides step-by-step use of hierarchy.
    • Quick quiz: True/False on exposure principles.
    • Journal prompt: Rate your anxiety before and after a small exposure you tried this week.
    • Triad share: Students present their 5-step hierarchy and get feedback.

Step 6

Week 6: Relaxation & Mindfulness

30 minutes

  • Follow the Week 6 Slides.
  • Show the video Deep Breathing.
  • Discuss how tension amplifies stress.
  • Distribute Relaxation & Mindfulness Scripts.
  • Interactive Activities:
    • Guided body-scan: Follow script aloud as a group.
    • Practice ‘box breathing’ in pairs, then rate calmness on scale of 1–5.
    • Quick quiz: Match relaxation technique to benefit.
    • Journal prompt: Describe how your body felt before vs. after.

Step 7

Week 7: Exploring Core Beliefs

30 minutes

  • Use the Week 7 Slides.
  • Show the video Intrusive Thoughts and Mindfulness.
  • Explain core beliefs and schemas.
  • Hand out Core Beliefs Exploration Worksheet.
  • Interactive Activities:
    • Small-group mapping: Chart one core belief’s origins and effects.
    • Quick quiz: Distinguish core belief vs. automatic thought.
    • Journal prompt: Write one core belief and where you think it began.
    • Role-play: Practice challenging a core belief in a real-life scenario.

Step 8

Week 8: Problem-Solving Skills

30 minutes

  • Refer to the Week 8 Slides.
  • Show the video Tools for Managing Your Emotions.
  • Introduce structured problem-solving model.
  • Distribute the Problem-Solving Worksheet.
  • Interactive Activities:
    • Team challenge: In small groups, solve a hypothetical school issue using the worksheet.
    • Quick quiz: Order the steps of the problem-solving model.
    • Journal prompt: Describe a problem you solved recently and which step was hardest.
    • Pair share: Discuss how CBT techniques supported your solution.

Step 9

Week 9: Building a Personal Toolkit

30 minutes

  • Use the Week 9 Slides.
  • Show the video Grounding Techniques.
  • Review all techniques covered so far.
  • Give each student a Coping Skills Planner.
  • Interactive Activities:
    • Create poster: In groups, design a visual ‘class toolkit’ on sticky notes.
    • Quick quiz: Match each CBT technique to a stress scenario.
    • Journal prompt: List your top three go-to strategies and why.
    • Pair role-play: Use a chosen tool in a mock stress scenario.

Step 10

Week 10: Review & Relapse Prevention

30 minutes

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Slide Deck

CBT Bootcamp: Week 1

Foundations of Cognitive Behavioral Therapy

• Learn the Thought–Feeling–Behavior cycle
• Experience a foundational video on brain health
• Complete your first interactive activities

Welcome students to Week 1 of CBT Bootcamp. Introduce yourself and outline today’s goals: understand the CBT model and how thoughts, feelings, and behaviors connect. Explain that by the end of this session, they’ll be able to identify each part of the cycle in their own lives.

Today’s Objectives

  1. Watch “Mental Health is Brain Health”
  2. Explore the CBT cycle via infographic
  3. Practice identifying thought–feeling–behavior patterns

Review the three objectives briefly, then transition to the video. Emphasize that this video will ground their understanding of how mental health and brain function relate.

Play the video Mental Health is Brain Health. Pause at key points if students have questions. After the video, ask a quick thumbs-up/thumbs-down: Did anything surprise you?

The CBT Cycle

View the CBT Overview Infographic

• Thought → Feeling → Behavior → (back to Thought)
• Notice how each part influences the next

Display the CBT Overview Infographic. Walk through each element—thought, feeling, behavior—and the arrows connecting them. Ask students for real-world examples as you go.

Quick Quiz

  1. A thought has no impact on how we behave. (True/False)
  2. Feelings always come before thoughts. (True/False)
  3. Changing a thought can change our mood. (True/False)

Introduce a quick True/False quiz to reinforce the cycle. Read each statement aloud and have students hold up T or F. After each, explain the correct answer.

Journal Prompt

Describe a recent situation where you noticed a thought, a feeling, and a behavior.
• What was the thought?
• How did you feel?
• What did you do next?

Give students one minute to write. Encourage honesty and detail. Then, invite a few volunteers to share their entries aloud.

Role-Play Activity

• Pair up.
• Student A shares a negative thought.
• Student B identifies the feeling & behavior that follow.
• Switch roles and repeat with a new thought.

Explain the role-play instructions: in pairs, one student states a thought aloud; the partner guesses the likely feeling and behavior. Rotate roles after one example.

Worksheet: Part A

Complete Part A of the Thought–Feeling–Behavior Worksheet:

  1. Negative Thought
  2. Associated Feeling
  3. Resulting Behavior

Distribute the Thought–Feeling–Behavior Worksheet. Ensure each student knows how to complete Part A. Circulate to support and prompt deeper reflections.

Debrief & Reflection

• What did you notice about your thought–feeling–behavior pattern?
• How might awareness help you next time?
• Reminder: Practice noticing this cycle all week.

Lead a brief debrief: invite 2–3 students to share insights from their worksheets. Emphasize how recognizing this pattern is the first step to change.

Looking Ahead: Week 2

Next session: Tracking Automatic Thoughts
• Watch “Rethinking Thinking” video
• Learn to log and examine your own thoughts

Preview next week’s focus on tracking automatic thoughts. Encourage students to keep their worksheets and bring examples.

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Slide Deck

CBT Bootcamp: Week 2

Tracking Automatic Thoughts

• Watch “Rethinking Thinking” video
• Review Thought–Feeling–Behavior cycle
• Introduce Thought Record Sheet
• Practice logging automatic thoughts

Welcome back! Today we’ll build on last week by learning to track your own automatic thoughts using a Thought Record sheet.

Today’s Objectives

  1. Watch “Rethinking Thinking” video
  2. Review key takeaways from Week 1
  3. Learn how to use the Thought Record Sheet
  4. Practice distinguishing automatic thoughts

Outline what we’ll accomplish today and connect it to last week’s work so students see the progression.

Play the video Rethinking Thinking. Pause for questions at key moments. Ask: What surprised you about noticing automatic thoughts?

Review: CBT Cycle

Recall the CBT Overview Infographic

• Thoughts influence Feelings → Behaviors
• Tracking thoughts is the first step to change

Briefly revisit the CBT Overview Infographic to remind students how Thoughts, Feelings, and Behaviors connect.

Introducing the Thought Record Sheet

Use the Thought Record Sheet to log:
• Situation
• Automatic Thought
• Emotion & Intensity
• Resulting Behavior

Walk through each column of the Thought Record Sheet so students understand how to log their experiences.

Quick Quiz: Spot the Distortion

Identify the distortion in each thought:

  1. “If I don’t get an A, I’m a total failure.”
  2. “Everyone thinks I’m boring.”
  3. “I can never do anything right.”

Read each example aloud and invite students to call out the type of cognitive distortion they spot.

Journal Prompt

Write down one automatic thought you noticed today:
• What was the thought?
• How did you feel?
• What did you do next?

Give students 2–3 minutes to write silently. Then ask for a couple volunteers to share what they noticed.

Role-Play Activity

• In pairs, take turns acting out a scenario.
• Partner listens and labels the automatic thought.
• Rotate roles and repeat with a new scenario.

Explain the role-play: one student acts out a brief scenario, the partner listens for and labels the automatic thought. Switch roles after.

Worksheet Activity

In pairs, complete a new entry on the Thought Record Sheet:

  1. Situation
  2. Automatic Thought
  3. Emotion & Intensity
  4. Behavior
  5. Evidence For/Against

Circulate and prompt students to consider evidence for and against their thought as they complete the sheet.

Debrief & Reflection

• What did you learn about your automatic thoughts?
• How might tracking these help you change reactions?
• Keep logging thoughts this week.

Lead a group debrief: ask what they learned about noticing thoughts and how tracking helps bring awareness.

Looking Ahead: Week 3

Next session: Cognitive Restructuring
• Watch “How to Deal with Negative Emotions” video
• Learn to challenge and reframe distorted thoughts

Preview next week’s focus on challenging and reframing distorted thoughts.

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Slide Deck

CBT Bootcamp: Week 3

Cognitive Restructuring

• Watch “How to Deal with Negative Emotions: Daily Proven Techniques” video
• Review Thought Record logging
• Identify common cognitive distortions
• Practice reframing thoughts

Welcome back to Week 3! Today we’ll learn how to challenge and reframe unhelpful thoughts using cognitive restructuring. By the end, you’ll recognize common thinking traps and practice generating balanced alternatives.

Today’s Objectives

  1. Watch “How to Deal with Negative Emotions…” video
  2. Review the Thought Record Sheet
  3. Learn 5–6 common distortions
  4. Practice challenging and reframing thoughts

Outline today’s flow: video, recap of thought tracking, introduction to distortion types, interactive polls and role-plays, then a paired reframing exercise.

Play the video How to Deal with Negative Emotions: Daily Proven Techniques. Invite questions after viewing.

Review: Thought Record Sheet

Recall the Thought Record Sheet:
• Situation
• Automatic Thought
• Emotion & Intensity
• Behavior
• Evidence For/Against

Briefly revisit how you log thoughts, feelings, and behaviors in the Thought Record Sheet. Emphasize that tracking is the first step before restructuring.

Common Cognitive Distortions

  1. All-or-Nothing Thinking
  2. Catastrophizing
  3. Overgeneralization
  4. Mind Reading
  5. “Should” Statements
  6. Personalization

Introduce major cognitive distortions. Read through each one and invite students to jot down any they recognize in their own thinking.

Quick Poll

Which distortion do you use most often?
• All-or-Nothing
• Catastrophizing
• Overgeneralization
• Mind Reading
• Should Statements
• Personalization

Ask students to use a show of hands or digital poll: Which distortion do you notice most in your own thinking? Tally results and discuss briefly.

Journal Prompt

Reflect on a time you used that distortion:
• What was the situation?
• What did you think?
• How did it make you feel?

Have students write for two minutes reflecting on a recent thought that fit their top distortion. Encourage specifics.

Small-Group Role-Play

  1. Share a distorted thought.
  2. Teammate names the distortion.
  3. Teammate asks a reframing question.
  4. Rotate roles.

In small groups of three, one student shares a distorted thought, another labels the distortion, and the third suggests an initial reframing question (e.g., “What’s the evidence?”). Rotate roles.

Mini-Quiz: Match the Definition

Match these distortions to their descriptions:
A. All-or-Nothing
B. Mind Reading
C. Catastrophizing
…

Test understanding with a brief matching quiz: students pair distortion names to definitions on the board or handout.

Paired Reframing Exercise

In pairs:

  1. Select one automatic thought entry.
  2. Identify its distortion.
  3. List evidence for & against.
  4. Write a balanced replacement thought.
  5. Note your new feeling.

Guide pairs to choose one entry from their Thought Record. Walk through: name the distortion, list evidence for/against, create a balanced thought, then note the shifted feeling.

Debrief & Reflection

• How did your balanced thought shift your emotion?
• When can you use this reframing in real life?
• Keep practicing this week!

Lead a 3-minute debrief: invite volunteers to share how reframing changed their feeling or perspective. Reinforce that cognitive restructuring takes practice.

Looking Ahead: Week 4

Next session: Behavioral Activation
• Watch “Exercise and the Brain” video
• Learn to boost mood with planned activities

Preview Week 4’s focus on Behavioral Activation. Ask students to track one uplifting activity before next session.

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Slide Deck

CBT Bootcamp: Week 4

Behavioral Activation

• Understand how activity influences mood
• Watch a key video on exercise and brain health
• Brainstorm and schedule feel-good activities
• Complete your tracker

Welcome back to Week 4! Today we’ll explore Behavioral Activation—how planned activities can boost mood and energy. By the end, you’ll have a personalized tracker to schedule uplifting tasks.

Today’s Objectives

  1. Watch “Exercise and the Brain” video
  2. Learn what Behavioral Activation is
  3. Brainstorm uplifting activities
  4. Complete your Behavioral Activation Tracker
  5. Reflect and plan

Outline our flow: video inspiration, explain the concept, brainstorm in categories, quiz on mood-boosters, complete the tracker, then debrief.

Play the video Exercise and the Brain. Encourage students to note one surprising fact about how movement affects mood.

What Is Behavioral Activation?

• Activity → Improved mood
• Breaks avoidance patterns
• Builds routine and momentum
• Tracks progress over time

Explain Behavioral Activation: engaging in enjoyable or meaningful activities can interrupt low-mood cycles and increase positive feelings.

Brainstorm: Uplifting Activities

List and categorize feel-good activities:

• Physical (e.g., walk, sports)
• Social (e.g., call a friend)
• Creative (e.g., drawing, music)
• Relaxing (e.g., reading, bath)

Lead a whiteboard brainstorm. Ask students to call out activities, then categorize them: Physical, Social, Creative, Relaxing.

Quick Quiz

  1. Feeling restless at home—Physical or Relaxing?
  2. Feeling lonely—Social or Creative?
  3. Feeling stressed—Relaxing or Physical?

Check understanding with a quick quiz. Read each scenario and ask: Which activity category would boost mood most here?

Journal Prompt

Think of a week ago when you felt low:
• What did you do?
• How did it help—or not help—your mood?
• What might you try next time?

Prompt students to reflect on their own recent experience. Encourage sharing before they complete the tracker.

Worksheet Activity

Use the Behavioral Activation Tracker:

  1. Pick 2–3 uplifting activities
  2. Schedule days/times
  3. Predict how you’ll feel
  4. Reflect after completion

Distribute the Behavioral Activation Tracker. In pairs, choose two activities and schedule them for the coming week. Note expected mood changes.

Debrief & Reflection

• Which activity will you try first?
• When and where will you do it?
• How will you know it’s helped?
• Plan to review next week.

Lead a debrief: invite pairs to share one activity they scheduled and why. Emphasize accountability and follow-through.

Looking Ahead: Week 5

Next session: Graded Exposure
• Watch “What Causes Panic Attacks…” video
• Learn to face fears step-by-step

Preview Week 5’s focus on graded exposure to overcome avoidance and build confidence.

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Slide Deck

CBT Bootcamp: Week 5

Graded Exposure

• Understand avoidance vs. exposure
• Watch a video on panic prevention
• Build a 5-step hierarchy
• Practice planning exposures

Welcome back to Week 5! Today we’ll focus on graded exposure—learning to face fears step-by-step to reduce avoidance and build confidence. By the end, you’ll have an Exposure Hierarchy to work from.

Today’s Objectives

  1. Watch “What Causes Panic Attacks…” video
  2. Learn exposure principles
  3. Create your Exposure Hierarchy Worksheet
  4. Plan & discuss graded steps

Outline the flow: video overview, define graded exposure, introduce the hierarchy worksheet, brainstorm fear steps, quick quiz, in-pair planning, and reflection.

Play the video What Causes Panic Attacks, and How Can You Prevent Them?. Pause to highlight key points on why avoidance maintains anxiety.

What Is Graded Exposure?

• Avoidance → Anxiety cycle
• Exposure → Habituation & confidence
• Start low, go slow, repeat
• Track progress over time

Explain graded exposure: start with small, manageable steps toward a feared situation, then gradually increase intensity to build tolerance.

Introducing the Exposure Hierarchy

Use the Exposure Hierarchy Worksheet:

  1. List a feared situation
  2. Rate anxiety (0–100)
  3. Break into 5 steps (low → high)
  4. Plan notes for each step

Introduce the Exposure Hierarchy Worksheet. Walk through each column: feared situation, SUDS rating, step order, and notes.

Brainstorm: Common Fears

What fears or situations make you anxious?
• Public speaking
• Test-taking
• Talking to strangers
• Heights, crowds, etc.

Lead a quick brainstorm: ask students to call out common school-related fears (e.g., public speaking, test anxiety, social interactions). List these on the board.

Quick Quiz

  1. Facing your fear all at once is best. (True/False)
  2. Starting small builds confidence. (True/False)
  3. Skipping steps can increase anxiety. (True/False)

Check understanding with a True/False quiz: cover basic exposure principles.

Journal Prompt

Identify one fear:
• What is the situation?
• Rate your anxiety right now (0–100).

Prompt students to reflect individually: think of one fear they want to tackle. Have them write it down and their current anxiety level.

Worksheet Activity

In pairs:

  1. Pick a fear (from brainstorm).
  2. List 5 graded steps.
  3. Rate each step’s anxiety.
  4. Add any planning notes.

Distribute the Exposure Hierarchy Worksheet. In pairs, students choose one fear, list 5 graded steps, rate SUDS, and note how they’ll approach each.

Pair Share

• Share Steps 1–2 & SUDS
• Discuss: Are they challenging yet doable?
• Suggest adjustments if needed.

Have pairs briefly share their first two steps and SUDS ratings. Encourage peer feedback on making steps manageable.

Debrief & Reflection

• How did breaking fear into steps feel?
• When will you try Step 1?
• Remember: consistency is key.

Lead a debrief: ask how planning these steps felt. Emphasize that practicing small exposures regularly builds resilience over time.

Looking Ahead: Week 6

Next session: Relaxation & Mindfulness
• Watch “Deep Breathing” video
• Learn techniques to calm anxiety

Preview Week 6’s focus on relaxation and mindfulness. Encourage students to try a brief breathing exercise before next class.

lenny

Slide Deck

CBT Bootcamp: Week 6

Relaxation & Mindfulness

• Watch “Deep Breathing” video
• Learn why tension amplifies stress
• Practice guided body-scan
• Try box breathing in pairs
• Reflect on how you feel

Welcome back to Week 6 of CBT Bootcamp! Today we’ll explore relaxation and mindfulness techniques to reduce stress and build calm. By the end, you’ll know how to use guided scripts and breathing exercises whenever tension arises.

Today’s Objectives

  1. Watch the Deep Breathing video
  2. Understand how muscle tension affects stress
  3. Practice a guided body-scan using Relaxation & Mindfulness Scripts
  4. Learn and practice box breathing
  5. Reflect and journal on your experience

Outline the session flow so students know what to expect and see the progression from last week’s exposure work to today’s calming focus.

Play the video Deep Breathing. Encourage students to notice their breathing patterns before and after watching.

Why Relaxation Matters

• Tension amplifies the body’s stress response
• Holding tight muscles sends ‘alert’ signals to your brain
• Releasing tension can lower heart rate and calm nerves

Explain why relaxation matters: chronic muscle tension can maintain stress and anxiety. Learning to notice and release tension helps the mind calm.

Guided Body-Scan

Follow the Relaxation & Mindfulness Scripts:

  1. Close your eyes and take a slow breath.
  2. Notice your toes—release any tension.
  3. Move up through your legs, hips, torso, shoulders, jaw.
  4. At each spot: inhale tension, exhale release.

Guide the group through a body-scan. Read the script aloud slowly, encouraging students to notice and release tension in each area.

Box Breathing Practice

In pairs:
• Inhale for 4 seconds
• Hold for 4 seconds
• Exhale for 4 seconds
• Hold for 4 seconds
Repeat 3 cycles.
Rate your calmness on a scale of 1–5.

Introduce box breathing. Demonstrate one cycle, then have students practice in pairs, timing their inhale, hold, exhale, and hold phases. Circulate and listen.

Quick Quiz

Match each relaxation technique to its primary benefit:

  1. Body-Scan  A. Interrupts muscle tension
  2. Box Breathing B. Focuses the mind on the present
  3. Guided Imagery C. Creates a predictable breathing rhythm

Test understanding by matching techniques to benefits. Have students shout out or hold up numbers.

Journal Prompt

Describe how your body felt:

• Before the body-scan and breathing
• After the exercises
What changed? How did your mind feel?

Encourage honest reflection. Give students 2–3 minutes to write, then invite 1–2 volunteers to share.

Debrief & Reflection

• What was the biggest difference you noticed?
• Which technique felt most helpful?
• When will you practice these again?

Lead a brief debrief: ask students what surprised them and how they might use these techniques in daily life.

Looking Ahead: Week 7

Next session: Exploring Core Beliefs
• Watch “Intrusive Thoughts and Mindfulness” video
• Uncover how deep-seated beliefs influence thoughts and behaviors

Preview next week’s exploration of core beliefs and how they shape our thinking patterns.

lenny

Slide Deck

CBT Bootcamp: Week 7

Exploring Core Beliefs

• Understand what core beliefs are
• Watch “Intrusive Thoughts and Mindfulness” video
• Map origins and effects of a belief
• Challenge and reframe in role‐play

Welcome back to Week 7 of CBT Bootcamp! Today we’ll explore core beliefs—those deep‐seated rules and assumptions that shape how we interpret situations. By the end, you’ll have identified at least one core belief of your own and practiced challenging it.

Today’s Objectives

  1. Watch “Intrusive Thoughts and Mindfulness” video
  2. Define core beliefs and schemas
  3. Complete the Core Beliefs Exploration Worksheet
  4. Map one belief’s origins and effects
  5. Practice challenging a core belief

Outline today’s flow so students know what to expect: video, definition, mapping worksheet, quiz, journal, role‐play, debrief, and preview of next week.

Play the video Intrusive Thoughts and Mindfulness. Pause to ask: How do intrusive thoughts reflect deeper beliefs?

What Are Core Beliefs?

• Fundamental assumptions (“I am unlovable,” “The world is dangerous”)
• Formed early from experiences
• Drive automatic thoughts and emotional reactions
• Can be supportive or limiting

Explain core beliefs: deep, often unconscious rules about ourselves, others, or the world that guide automatic thoughts and behaviors.

Introducing the Core Beliefs Worksheet

Use the Core Beliefs Exploration Worksheet to:

  1. Identify a core belief
  2. Trace its origins
  3. List supporting & opposing evidence
  4. Note its effects on your life

Introduce the worksheet. Walk through each section: identifying belief, origins, evidence, and impact on thoughts and actions.

Small-Group Mapping Activity

  1. Share your core belief
  2. Map its origin (who/what influenced it?)
  3. List 2–3 ways it affects your thoughts & behaviors today

In small groups of 3–4, students share their chosen belief, chart its origin (e.g., family message, early event), and list how it shows up today.

Quick Quiz

  1. Core beliefs change daily. (True/False)
  2. Automatic thoughts reflect underlying beliefs. (True/False)
  3. Challenging a core belief can shift many thoughts. (True/False)

Check comprehension with a quick True/False quiz distinguishing core beliefs from automatic thoughts.

Journal Prompt

Reflect on a recent situation:
• What core belief influenced your reaction?
• How did it shape your thoughts and feelings?

Give students 2–3 minutes to write in their journals reflecting on how their core belief has influenced a recent situation.

Role-Play: Challenging Core Beliefs

  1. Student A describes a belief-driven scenario
  2. Student B asks for evidence for/against the belief
  3. Student B helps reframe a balanced alternative
  4. Switch roles and repeat

Explain role‐play: in pairs, one student describes a scenario driven by their core belief; partner practices challenging it using evidence and balanced alternatives.

Debrief & Reflection

• How did challenging the belief feel?
• What new perspective emerged?
• How can you continue questioning this belief?

Lead a debrief: invite volunteers to share insights on how questioning their core belief felt and potential next steps for applying this skill.

Looking Ahead: Week 8

Next session: Problem-Solving Skills
• Watch “Tools for Managing Your Emotions” video
• Learn a step-by-step problem-solving model

Preview Week 8’s focus on structured problem-solving. Encourage students to observe any lingering impact of today’s work and bring examples.

lenny

Slide Deck

CBT Bootcamp: Week 8

Problem–Solving Skills

• Learn a step-by-step problem-solving model
• Watch a guiding video on emotion tools
• Apply the model in teams
• Reflect on personal problem-solving experiences

Welcome to Week 8 of CBT Bootcamp! Today we’ll learn a structured problem–solving model to tackle challenges systematically. By the end, you’ll have practiced each step and applied it to a real or hypothetical issue.

Today’s Objectives

  1. Watch “Tools for Managing Your Emotions” video
  2. Learn the structured problem-solving model
  3. Use the Problem-Solving Worksheet
  4. Complete a team challenge
  5. Reflect and share insights

Outline today’s agenda and tie it back to building on core CBT skills: identifying thoughts, challenging beliefs, and now solving problems.

Play the video Tools for Managing Your Emotions. Pause at key moments to highlight how problem-solving can reduce stress.

The Problem-Solving Model

  1. Define the Problem Clearly
  2. Brainstorm Possible Solutions
  3. Evaluate Pros & Cons of Each
  4. Choose & Plan Your Solution
  5. Implement & Review Outcome

Introduce each step clearly; you can provide examples on the board as you go. Emphasize that following a process reduces overwhelm.

Using the Problem-Solving Worksheet

Grab your Problem-Solving Worksheet:
• Section 1: Problem Description
• Section 2: Solution Ideas
• Section 3: Pros & Cons Table
• Section 4: Action Plan
• Section 5: Outcome Review

Show the worksheet format and walk through how to fill each section matching the five model steps.

Team Challenge

In small groups:

  1. Select a hypothetical school problem.
  2. Complete all worksheet sections collaboratively.
  3. Prepare to share your chosen solution and plan.

Divide into small teams of 3–4. Give them 5 minutes to solve a sample school issue (e.g., improving group project collaboration) using the worksheet.

Quick Quiz: Order the Steps

Number these problem-solving steps in the correct order:
A. Evaluate Pros & Cons
B. Implement & Review
C. Brainstorm Solutions
D. Define the Problem
E. Choose & Plan

Test students’ grasp of the model by having them order the steps. This can be a quick oral or written activity.

Journal Prompt

Write about a problem you solved recently:
• What was the problem?
• Which step in the model was hardest?
• How did CBT skills support your solution?

Give students 2–3 minutes to write about a real problem they solved and reflect on which step was most challenging.

Pair Share

• Take turns describing your toughest step.
• Discuss which CBT tools you used (thought records, reframing, activation).
• Offer suggestions to each other for next time.

In pairs, students share their journal reflections and discuss how using CBT techniques (e.g., cognitive restructuring) helped at different steps.

Debrief & Reflection

• What was most helpful about the model?
• How will you use this approach in daily life?
• Remember: Practice makes problem-solving easier.

Lead a group debrief: ask volunteers to share key takeaways and how they might apply this model to upcoming challenges.

Looking Ahead: Week 9

Next session: Building Your Personal Toolkit
• Watch “Grounding Techniques” video
• Compile your top CBT and coping strategies

Preview Week 9’s session on building a personal toolkit of go-to CBT strategies and coping plans.

lenny

Slide Deck

CBT Bootcamp: Week 9

Building Your Personal Toolkit

• Watch a grounding techniques video
• Review all CBT skills so far
• Use your Coping Skills Planner
• Create a class ‘toolkit’ poster

Welcome back to Week 9 of CBT Bootcamp! Today we’ll build a personal toolkit of go-to CBT strategies that you can use anytime stress arises. By the end, you’ll have a planned set of coping skills tailored to your needs.

Today’s Objectives

  1. Watch “Grounding Techniques” video
  2. Recap key CBT strategies
  3. Complete the Coping Skills Planner
  4. Design a class toolkit poster
  5. Quick quiz & journal
  6. Role-play and debrief

Outline today’s session: video, review, planner walkthrough, poster creation, quiz, journal, role-play, debrief and Week 10 preview.

Play the video Grounding Techniques. Ask students to note one grounding method they want to try this week.

Review: Key CBT Techniques

• Thought–Feeling–Behavior Cycle
• Automatic Thought Tracking
• Cognitive Restructuring
• Behavioral Activation
• Graded Exposure
• Relaxation & Mindfulness
• Core Beliefs Work
• Problem-Solving Model

Review the major CBT techniques we've covered: thought records, cognitive restructuring, behavioral activation, exposure, relaxation, core beliefs, problem solving. Ask for student examples of each.

Using the Coping Skills Planner

Grab your Coping Skills Planner:

  1. Identify common stressors
  2. Choose 3–5 CBT strategies to use
  3. Plan when/how you’ll practice them
  4. Rate how well each worked

Introduce the Coping Skills Planner. Walk through each section: listing triggers, selecting strategies, scheduling practice, and rating effectiveness.

Group Activity: Toolkit Poster

• Form groups of 3–4
• On sticky notes, write your top 2 strategies
• Place them on a poster under: Think, Feel, Act, Relax
• Discuss why each tool fits its category

In small groups, students use sticky notes to list their top strategies and organize them on a shared poster under categories: Think, Feel, Act, Relax.

Quick Quiz

For each scenario, choose the best tool:

  1. Feeling restless in class → Relaxation or Exposure?
  2. Overthinking a test → Thought Record or Activation?
  3. Avoiding eye contact → Behavioral Activation or Cognitive Restructuring?

Check understanding with a quick scenario quiz: read a stress scenario and ask which CBT tool fits best.

Journal Prompt

List your personal top 3 CBT strategies:
• What are they?
• Why do they work for you?
• When will you use each one?

Give students 2 minutes to write: list your top three go-to strategies and explain why each is helpful.

Role-Play Activity

• In pairs, describe a recent stress situation
• Partner selects one strategy from your planner
• Walk through how you’d use it to cope

In pairs, present a mock stress scenario and have your partner choose and walk through one of your planned coping strategies step by step.

Debrief & Reflection

• Which strategy will you try first?
• How will you remember to practice it?
• How will you track its effectiveness this week?

Lead a debrief: invite volunteers to share which tools they’ll prioritize and how they’ll remind themselves to practice. Reinforce that consistency builds habit.

Looking Ahead: Week 10

Next session: Review & Relapse Prevention
• Watch “Change Your Life – One Tiny Step at a Time” video
• Create your personal relapse prevention plan

Preview Week 10: we’ll review all skills and develop a relapse prevention plan to maintain your progress beyond the bootcamp.

lenny

Slide Deck

CBT Bootcamp: Week 10

Review & Relapse Prevention

• Consolidate key CBT skills
• Watch a growth-mindset video
• Build your personal relapse prevention plan
• Share commitments and close the series

Welcome to Week 10 of CBT Bootcamp! Today we’ll consolidate everything you’ve learned and build a plan to maintain your progress beyond this series.

Today’s Objectives

  1. Watch “Change Your Life – One Tiny Step at a Time” video
  2. Recap essential CBT techniques
  3. Introduce the Relapse Prevention Plan Outline
  4. Complete your personal relapse prevention plan
  5. Share insights and commit to next steps

Outline today’s objectives so students see how this final session ties together all prior work.

Play the video Change Your Life – One Tiny Step at a Time. Invite students to note one idea they’ll apply going forward.

Review: Key CBT Techniques

• Thought–Feeling–Behavior Cycle
• Automatic Thought Tracking
• Cognitive Restructuring
• Behavioral Activation
• Graded Exposure
• Relaxation & Mindfulness
• Core Beliefs Exploration
• Problem-Solving
• Building Your Personal Toolkit

Quickly walk through each technique to celebrate progress and jog memories.

Introducing Your Relapse Prevention Plan

Use the Relapse Prevention Plan Outline to:

  1. Identify early warning signs
  2. List go-to coping strategies
  3. Map your support network
  4. Plan steps to sustain CBT practices

Introduce the worksheet and explain each section: warning signs, coping strategies, support network, and maintenance actions.

Worksheet Activity

Complete your personal relapse prevention plan:
• Fill in each section of the worksheet
• Be concrete with signs, strategies, resources, and actions
• Set clear, actionable commitments

Give students time to work individually on their relapse prevention plans. Circulate to answer questions and prompt specificity.

Pair Share

• Exchange your relapse prevention plan with a partner
• Discuss what works well and suggest improvements
• Offer one new idea each to strengthen the plan

Pair students up to share plans, highlight strengths, and offer supportive feedback or additional ideas.

Debrief & Reflection

• What is your top commitment?
• How will you spot early warning signs?
• Which strategy will you practice first?

Lead a group debrief: invite volunteers to share their strongest commitment or most important insight.

Closing & Next Steps

• Well done on finishing CBT Bootcamp!
• Keep your relapse plan accessible
• Practice at least one tool daily
• Lean on your support network
• Remember: small steps create lasting change

Congratulate students for completing the series. Encourage ongoing practice, use of the plan, and reaching out for support.

lenny

Worksheet

Thought Record Sheet

Use this worksheet during Week 2 and Week 3 to log your automatic thoughts and practice cognitive restructuring.

Name: ____________  Date: ____________

Entry 1

1. Situation:






2. Automatic Thought:






3. Emotion & Intensity (0–100):






4. Behavior:






5. Evidence For Thought:




6. Evidence Against Thought:



Entry 2

1. Situation:






2. Automatic Thought:






3. Emotion & Intensity (0–100):






4. Behavior:






5. Evidence For Thought:




6. Evidence Against Thought:



Feel free to add more entries as needed. Use your responses in Week 3’s reframing exercises.

lenny
lenny

Worksheet

Behavioral Activation Tracker

Use this tracker to plan and record uplifting activities throughout the week. Fill in each entry with details, predicted and actual mood ratings, and reflections to reinforce your practice of Behavioral Activation.

Name: ________________________  Week of: ________________________

Entry 1

Date & Time:



Activity (Physical, Social, Creative, Relaxing):



Predicted Mood (1–10): _____  Actual Mood (1–10): _____


What Happened (brief description):





Reflection: How did this activity affect your mood and energy?










Entry 2

Date & Time:



Activity (Physical, Social, Creative, Relaxing):



Predicted Mood (1–10): _____  Actual Mood (1–10): _____


What Happened (brief description):





Reflection: What did you notice about your thoughts and feelings before and after?










Entry 3

Date & Time:



Activity (Physical, Social, Creative, Relaxing):



Predicted Mood (1–10): _____  Actual Mood (1–10): _____


What Happened (brief description):





Reflection: What patterns do you notice across these activities? Which type was most helpful?










Summary Reflection

  1. Which activity uplifts you the most and why?



  2. How can you schedule similar activities into your routine next week?



  3. What barriers might come up, and how will you address them?





Tip: Review your entries daily to reinforce positive habits and adjust as needed.

lenny
lenny

Worksheet

Exposure Hierarchy Worksheet

Use this worksheet to create a step-by-step plan for facing a fear or anxiety-provoking situation. Break the experience into manageable steps, rate your anxiety for each, and note how you’ll approach them.

Name: ____________________________  Date: ____________________________

Part A: Your Feared Situation

1. Describe the situation that makes you anxious:










2. Current Anxiety Level (0–100): ______

Part B: Graded Exposure Steps

For each step below, start with the least scary version of your fear and move toward the most challenging. Use the planning notes to list what you’ll do or say, and how you’ll cope if anxiety rises.

Step 1 (Lowest Anxiety)

Description of Exposure:






Anticipated Anxiety (0–100): ______


Planning Notes:









Step 2

Description of Exposure:






Anticipated Anxiety (0–100): ______


Planning Notes:









Step 3

Description of Exposure:






Anticipated Anxiety (0–100): ______


Planning Notes:









Step 4

Description of Exposure:






Anticipated Anxiety (0–100): ______


Planning Notes:









Step 5 (Highest Anxiety)

Description of Exposure:






Anticipated Anxiety (0–100): ______


Planning Notes:









Part C: Reflection & Next Steps

1. Which step will you try first, and when?










2. What challenges might come up, and how will you handle them?










3. After you complete a step, how will you track your progress and adjust your plan?










Tip: Regularly revisit this hierarchy—celebrate small wins and tweak steps as you build confidence.

lenny
lenny

Script

Relaxation & Mindfulness Scripts

These scripts guide students through two calming practices: a full-body scan to release tension and box breathing to steady the breath. Read slowly, pausing for students to feel each step.

Guided Body-Scan

  1. “Sit or lie down comfortably. Close your eyes if you feel safe doing so. Take one deep breath in through your nose… and let it out through your mouth.”

  2. “Bring attention to your toes. Wiggle them once or twice. Notice any tension. As you inhale, imagine gathering tension in your toes. As you exhale, let that tension melt away.”

  3. “Shift focus to your feet and ankles. Inhale… feel the breath gathering any tightness. Exhale… release and soften.”

  4. “Move up to your calves and shins. Inhale… sense any holding or tightness. Exhale… let it go.”

  5. “Notice your knees and thighs. Breathe in… collect tension. Breathe out… allow muscles to relax.”

  6. “Now focus on your hips and pelvis. Inhale… feel your belly fill. Exhale… loosen and release.”

  7. “Bring awareness to your lower back and abdomen. Inhale… gather tension. Exhale… release.”

  8. “Shift to your chest and upper back. Inhale… expand gently. Exhale… soften and drop any stress.”

  9. “Scan your shoulders and neck. Inhale… draw in calming energy. Exhale… drop your shoulders and let go.”

  10. “Move to your jaw and face. Inhale… notice any clenching. Exhale… unclench, relax your jaw, soften your eyes.”

  11. “Finally, rest your attention on your whole body, feeling it heavy, calm, and supported. Take two more deep, slow breaths.”

  12. “When you’re ready, gently open your eyes or return awareness to the room.”

Box Breathing

  1. “Sit tall with feet flat. Place one hand on your belly.”

  2. “Inhale slowly through your nose for a count of 4… (1…2…3…4)… feel your belly rise.”

  3. “Hold your breath at the top for a count of 4… (1…2…3…4).”

  4. “Exhale gently through your mouth for a count of 4… (1…2…3…4)… feel your belly fall.”

  5. “Hold at the bottom for a count of 4… (1…2…3…4).”

  6. “Repeat this cycle 3–5 times, noticing how your body and mind settle.”

  7. “To finish, return to your normal breathing and notice the calm in your body.”

Tip for Teachers: Encourage students to use these scripts anytime they feel tension or stress—whether before a test, after a busy day, or whenever they need a moment of calm.

lenny
lenny

Worksheet

Coping Skills Planner

Use this planner during Week 9 to identify your personal stressors, select go-to CBT strategies, schedule practice, and evaluate their effectiveness.

Name: ____________________________  Date: ____________________________

Part A: Identify Common Stressors

List three situations or events that often cause you stress.

1. Stressor 1:


2. Stressor 2:


3. Stressor 3:


Part B: Select CBT Strategies

Choose three strategies from our CBT toolkit. For each, name it and explain why it’s helpful for you.

Strategy 1:



Why this helps me:





Strategy 2:



Why this helps me:





Strategy 3:



Why this helps me:





Part C: Practice Schedule

Plan when and how you will practice each selected strategy over the next week.

Strategy 1: ________________________
Day & Time: ________________________
Specific Steps for Practice:





Strategy 2: ________________________
Day & Time: ________________________
Specific Steps for Practice:





Strategy 3: ________________________
Day & Time: ________________________
Specific Steps for Practice:





Part D: Evaluate & Refine

After you practice these strategies, reflect on their impact and plan adjustments.

1. What went well?










2. What challenges did you encounter?










3. How will you refine your practice plan next week?










Tip: Keep this planner visible—review daily, celebrate small wins, and tweak as needed to build lasting coping habits.

lenny
lenny