CBT: Classroom Integration! Script

Warm-Up: Reflecting on Practice (10 minutes)

Teacher: "Welcome everyone! I'm so glad you're here today to dive deeper into making our classrooms truly CBT-informed spaces. To get us started, I'd love for you to share just one CBT concept we've discussed so far that you've found most interesting or potentially applicable in your classroom. Think about something that really resonated with you. Turn and talk with a partner for about two minutes, then we'll hear from a few."

Teacher: "Great conversations! Would anyone like to share what they discussed? What's one concept that's sticking with you?"

Facilitate a brief share-out, acknowledging different perspectives and connections. Transition by highlighting the goal of today's session.

Teacher: "Fantastic! Today, our goal is to take all these powerful CBT ideas and turn them into a practical, personalized action plan for your classroom. We'll be focusing on non-clinical strategies that empower our students to better understand and manage their thoughts, feelings, and behaviors."

Reviewing All Concepts (20 minutes)

Teacher: "Let's do a quick refresher on some of the core CBT concepts we've explored. Take a look at our Putting It All Together Slide Deck as we go along. Remember, we're focusing on the classroom application of these ideas, not clinical therapy. These are tools for growth, resilience, and learning."

Display 'CBT Refresher: Our Toolkit' slide.

Teacher: "Who can remind us about the CBT triangle: how do thoughts, feelings, and behaviors connect?"

Teacher: "Excellent! And what about those 'automatic thoughts' and 'cognitive distortions'? Why is it helpful for us, as teachers, to be aware of these in our students, and even in ourselves?"

Teacher: "Perfect. And finally, 'coping strategies' - we've discussed many. What's one example of a healthy coping strategy a student could use in class?"

Teacher: "Wonderful! These are the foundations upon which we'll build our strategies today. Any clarifying questions before we move into application?"

Skill Integration: Proactive vs. Reactive (Slide: Skill Integration: Proactive vs. Reactive) (30 minutes)

Teacher: "Now, let's think about how we actually integrate these skills. It's not just about reacting when a student is struggling, but also about proactively building their toolkit. We can offer both proactive and reactive support."

Display 'Skill Integration: Proactive vs. Reactive' slide.

Teacher: "When we talk about proactive support, what does that sound like in your classroom? Think about things you can do to teach and practice these skills before a challenging situation arises."

Teacher: "Great ideas! Things like daily check-ins, mood meters, or even explicit lessons on identifying 'thinking traps' fall under proactive support. Now, what about reactive support? This is when a student is already experiencing big emotions or challenging behaviors. What might that look like?"

Teacher: "Exactly. Guided breathing, using a 'what are you thinking/feeling/doing' prompt, or helping a student reframe a negative thought in the moment are all reactive strategies. The goal is to equip them with tools for both scenarios."

Case Study Analysis: Seeing CBT in Action (Slide: Case Study Analysis: Real Classroom Challenges) (30 minutes)

Teacher: "To really solidify these concepts, we're going to put ourselves in some real-world classroom situations. I'm going to divide you into small groups."

Divide teachers into small groups (e.g., 3-4 per group).

Teacher: "Each group will receive a Classroom Case Studies document. Your task is to:

1. Read through your assigned case study carefully.
2. Identify the challenging student behaviors or situations.
3. Discuss how non-clinical CBT strategies could be applied:
   • What proactive strategies could have helped prevent or minimize the situation?
   • What reactive strategies could you use in the moment?
4. Be ready to share your group's insights with the whole class in about 15-20 minutes."

Circulate among groups, offering guidance and prompting discussion. After 15-20 minutes, bring the class back together.

Teacher: "Alright everyone, let's hear what your groups discussed. Who would like to share their case study and your proposed CBT-informed strategies?"

Facilitate a whole-group discussion, encouraging diverse perspectives and reinforcing effective strategies.

Overcoming Implementation Barriers (Slide: Overcoming Implementation Barriers) (15 minutes)

Teacher: "These case studies really highlight how powerful these strategies can be. However, we also know that implementing anything new in a busy classroom can come with challenges. Let's talk openly about potential barriers."

Display 'Overcoming Implementation Barriers' slide.

Teacher: "What are some barriers you anticipate when trying to integrate these CBT strategies into your daily practice?"

Teacher: "Those are all very valid points. Now, let's brainstorm some solutions. How can we overcome these challenges? Think about small, consistent steps, leveraging existing routines, or even collaborating with colleagues."

Teacher: "Excellent ideas! Remember, you don't have to do it all at once. Start small, celebrate successes, and don't hesitate to reach out to colleagues or your support staff. Collaboration is key."

Developing a Personal Action Plan (Slide: Your CBT Integration Action Plan) (30 minutes)

Teacher: "Now it's time to make this truly personal. You've reviewed the concepts, analyzed cases, and discussed barriers. It's time to create your own roadmap."

Display 'Your CBT Integration Action Plan' slide.

Teacher: "I'm handing out the My CBT Integration Action Plan document. Your task is to create a personalized plan for integrating at least three non-clinical CBT strategies into your classroom practice. Think about your specific students, your classroom management style, and where you feel you can make the most impact."

Distribute the My CBT Integration Action Plan.

Teacher: "As you work on your action plan, I also want to draw your attention to something critically important: your own well-being. Integrating new strategies can be energizing but also demanding. We've talked about self-care for students; it's just as vital for us. I'm distributing a Teacher Self-Care Checklist to help you think about your own needs. Please consider adding a self-care goal to your action plan."

Distribute the Teacher Self-Care Checklist.

Teacher: "You'll have about 20 minutes to work on your action plan. I'll be circulating to answer any questions and offer support. Remember to be realistic and focus on what's sustainable for you."

Circulate and provide individual assistance.

Sharing and Peer Feedback (Slide: Sharing Our Plans: Learning Together) (10 minutes)

Teacher: "Alright, let's bring our attention back together. Who would be willing to share one of the strategies from their My CBT Integration Action Plan or a self-care goal they've set? This is a great opportunity to get new ideas and offer encouragement."

Facilitate a brief share-out, ensuring a supportive and positive environment. Encourage teachers to offer constructive feedback or simply affirm their colleagues' plans.

Cool-Down: Commitment to Practice (Slide: Moving Forward: Your CBT-Informed Classroom) (5 minutes)

Teacher: "Thank you all for sharing your thoughtful plans. Your dedication to your students is truly inspiring. To wrap up our session today, I'd like you to take a moment of quiet reflection."

Display 'Moving Forward: Your CBT-Informed Classroom' slide.

Teacher: "On a sticky note or a small piece of paper, please write down one single word that captures your commitment to integrating these CBT-informed strategies into your classroom. This word can be an emotion, an action, a reminder, anything that resonates with you right now."

Allow a minute for teachers to write their word.

Teacher: "Hold onto that word, or if you like, you can place it in our 'Commitment Jar' as you leave. Thank you again for your incredible work today and for your ongoing commitment to fostering supportive and effective learning environments. I'm excited to see the positive impact you'll continue to make!"

Classroom Case Studies

Read each case study below. In your groups, discuss the following:

• What challenging student behaviors or situations are present?
• How could non-clinical CBT strategies be applied in this scenario?
  • What proactive strategies could help prevent or minimize the situation?
  • What reactive strategies could be used in the moment?

Case Study 1: The Frustrated Perfectionist

Maria, a 4th-grade student, is a high achiever who becomes extremely frustrated and often shuts down when faced with a challenging task, especially in math. If she doesn't immediately understand a concept or makes a mistake, she might crumple her paper, put her head down, and refuse to continue working. When her teacher, Mr. Harrison, tries to help, Maria often whispers, "I'm just stupid. I'll never get this." This behavior is starting to impact her participation and self-esteem.

Case Study 2: The Anxious Presenter

Liam, a 7th-grade student, dreads any activity that involves speaking in front of the class. When a presentation is announced, he becomes withdrawn, has difficulty concentrating, and often complains of stomachaches on presentation days. During his turn, he stutters, avoids eye contact, and his voice is barely audible, even if he knows the material well. His teacher, Ms. Chen, notices he's missing out on opportunities to showcase his knowledge.

Case Study 3: The Argumentative Partner

Chloe, a 2nd-grade student, frequently gets into disagreements with her classmates during group work or partner activities. She often insists her way is the only right way, and if a peer suggests an alternative, Chloe might cross her arms, frown, and say things like, "That's a dumb idea!" or "You're doing it wrong!" This leads to frequent conflicts and other students being reluctant to work with her. Her teacher, Mrs. Davis, wants to foster more collaborative skills.

My CBT Integration Action Plan

Name: __________________________________

Goal: Develop a personalized plan to integrate non-clinical CBT strategies into my classroom to support student regulation and well-being.

Step 1: Reflect on Your Classroom Needs

Think about your students and your classroom environment. What are some common challenges or areas where students might benefit from enhanced self-regulation skills?

Step 2: Choose Your CBT Strategies

Select at least three non-clinical CBT strategies you commit to integrating into your classroom practice. For each, describe the strategy, how you will implement it, and what you hope to achieve.

Strategy 1:

• Name of Strategy:
  
  
  
• Description/How I will use it (be specific!):
  
  
  
  
  
  
• Intended Outcome (What do I hope to see?):
  
  
  

Strategy 2:

• Name of Strategy:
  
  
  
• Description/How I will use it (be specific!):
  
  
  
  
  
  
• Intended Outcome (What do I hope to see?):
  
  
  

Strategy 3:

• Name of Strategy:
  
  
  
• Description/How I will use it (be specific!):
  
  
  
  
  
  
• Intended Outcome (What do I hope to see?):
  
  
  

Feel free to add more strategies on the back if you wish!

Step 3: Plan for Implementation

Consider the practicalities of introducing these strategies.

• When will I introduce these strategies? (e.g., during morning meeting, specific subject, transition times)
  
  
  
  
• What materials or resources will I need?
  
  
  
  
• Who can I collaborate with for support? (e.g., colleagues, school counselor, administrator)
  
  
  
  

Step 4: Include a Self-Care Goal

Integrating new practices can be rewarding but also requires energy. What is one realistic self-care goal you will commit to in order to sustain your well-being and effectiveness?

• My Self-Care Goal:
  
  
  
  
  
  

Step 5: Reflection and Next Steps

• What is one small, immediate step you can take in the next week?
  
  
  
  
• How will I know if my strategies are making a difference?
  
  
  
  
• When will I revisit and adjust this plan?
  
  
  
  

Teacher Self-Care Checklist: Nurturing the Nurturer

Being an effective teacher means taking care of yourself first! Use this checklist to reflect on your current self-care practices and identify areas for growth. This isn't about perfection, but about mindful attention to your well-being.

Instructions: Check off the items you regularly practice. Then, identify one area to focus on for improvement and add it to your My CBT Integration Action Plan.

Physical Well-being

• Nutrition:

  • ( ) I eat balanced meals throughout the day.
  • ( ) I stay hydrated by drinking enough water.
  • ( ) I limit excessive caffeine or sugary drinks.

• Movement:

  • ( ) I engage in some form of physical activity most days of the week.
  • ( ) I take short breaks to stretch or move during the school day.
  • ( ) I prioritize getting enough sleep (7-9 hours).

Emotional Well-being

• Mindfulness & Reflection:

  • ( ) I take a few minutes each day for quiet reflection or mindfulness.
  • ( ) I acknowledge and process my emotions rather than suppressing them.
  • ( ) I practice gratitude regularly (e.g., journaling, mental check-ins).

• Stress Management:

  • ( ) I have healthy ways to cope with stress (e.g., hobbies, talking to friends).
  • ( ) I set boundaries between work and personal life.
  • ( ) I say "no" when I need to protect my time and energy.

Social & Professional Well-being

• Connection:

  • ( ) I connect with supportive colleagues or friends regularly.
  • ( ) I make time for social activities outside of work.
  • ( ) I seek constructive feedback and support when needed.

• Professional Growth:

  • ( ) I engage in professional development that energizes me.
  • ( ) I reflect on my successes and learn from challenges without harsh self-criticism.
  • ( ) I celebrate my accomplishments, big or small.

My Self-Care Focus Area

Based on the checklist, what is one area of self-care you want to prioritize or improve? Describe a specific, realistic action you can take. (Add this to your My CBT Integration Action Plan!)