Session 1 Script: Introduction to CBT Triangle

Warm-Up and Connection (5 minutes)

Teacher: “Hi Bella! I’m so happy to see you. How was your week?”
(Pause for Bella’s response.)
Teacher: “That sounds interesting—thank you for sharing! Before we start, can you name one feeling you felt this morning?”
(Pause; listen.)
Teacher: “Great job telling me that. Today we’re going to learn how our thoughts, feelings, and behaviors fit together like a triangle. This will help us notice what’s going on inside you and find ways to help when you’re upset.”

Introducing the CBT Triangle (8 minutes)

Teacher: “Bella, look at this big triangle I drew on the whiteboard.”
(Point to the triangle.)
Teacher: “A triangle has three sides, right? We’re going to use this triangle to connect three parts of what happens in our minds and bodies.”

Teacher: “The first side is called Thoughts. Thoughts are what we think in our head, like ideas or pictures. For example, if I forgot my homework, I might think, ‘Oh no, I’m in trouble.’ That’s a thought.”
Teacher: “Point to the top of the triangle. That’s where Thoughts go.”
(Wait for Bella to point.)

Teacher: “The second side is called Feelings. Feelings are the emotions we have, like happy, sad, or angry. If I think, ‘Oh no, I’m in trouble,’ I might feel worried or scared.”
Teacher: “Point to the bottom left of the triangle. That’s where Feelings go.”
(Wait for Bella to point.)

Teacher: “The third side is called Behaviors. Behaviors are what we do or how we act. If I feel worried or scared, I might ask the teacher for help or hide under my desk. That’s a behavior.”
Teacher: “Point to the bottom right of the triangle. That’s where Behaviors go.”
(Wait for Bella to point.)

Teacher: “Let’s check. What do we call this top part?”
(If Bella answers correctly, praise:)
Teacher: “Yes! That’s Thoughts. Great job!”
(If not correct, prompt:)
Teacher: “Not quite. It’s the part about what we think. What could that be?”

Teacher: “Now, what do we call this side?”
(Wait; guide as needed.)

Teacher: “And this side?”
(Wait; guide as needed.)

Teacher: “Amazing work, Bella! You’ve learned the three parts of the CBT triangle: Thoughts, Feelings, and Behaviors. Next, we’ll practice sorting some examples into these three sides.”

(Transition to the Sorting Activity.)

Session 1 CBT Triangle Worksheet

Part 1: Guided Example

Scenario: “I forgot my lunch at home.”

A thought is already filled in for you. Fill in the feeling and behavior.

Thoughts: “Oh no, I’m hungry.”


Feelings:




Behaviors:

Part 2: Independent Practice

Scenario: “My friend didn’t play with me at recess.”

Fill in each part of the triangle with your own idea.

Thoughts:




Feelings:




Behaviors:

Great work! Remember: thoughts are what we think, feelings are how we feel, and behaviors are what we do when we think and feel certain ways.

What Is a CBT Triangle?

The CBT triangle shows how our thoughts, feelings, and actions connect.

Thoughts are what we think in our head. For example, “I can do this!”

Feelings are how we feel inside, like happy or sad.

Actions are what we do, such as smiling or asking for help.

When you have a thought, you feel something and then you act.

Example:

• Thought: “I forgot my homework.”
• Feeling: worried.
• Action: ask a friend to help.

Using the CBT triangle helps you notice what is happening inside you. Then you can choose a new thought, feel better, and act in a calm way.

Thoughts-Feelings-Behaviors Sorting Activity

Objective

Help Bella practice identifying and sorting examples of thoughts, feelings, and behaviors using tactile cards.

Materials

• Printed and cut-apart sorting cards (see list below)
• Three large headers or mats labeled Thoughts, Feelings, Behaviors
• Velcro dots or tape (optional; to secure cards)

Preparation

1. Print and cut the cards from the list below.
2. Arrange the three mats on the table in front of Bella, spaced apart.
3. Shuffle the cards face down.

Instructions

1. Have Bella pick one card and read the statement aloud (or you read it if she prefers).
2. Ask: “Is this a Thought, a Feeling, or a Behavior?”
3. Invite her to place the card under the correct header.
4. After she sorts each card, prompt her to explain: “Why did you put this under Thoughts (or Feelings/ Behaviors)?"
   • If correct, praise specifically: “Great! You noticed that was something we think in our head.”
   • If incorrect, gently guide: “Let’s think—does ‘I feel sad’ come from inside our head as a thought, or is it an emotion we have?”
5. Continue until all cards are sorted.
6. (Optional) Use blank cards for Bella to write and sort her own examples.

Sorting Cards to Print and Cut

• I can’t do this.
• I feel sad.
• I stomped out of the room.
• This is unfair.
• I’m nervous.
• I asked the teacher for help.
• Why did that happen to me?
• I am angry.
• I took a deep breath.

Blank cards for your own examples:

Check for Understanding:
After sorting, ask Bella to pick one card from each category and describe how that thought, feeling, or behavior might connect in the CBT triangle. For example, “I’m nervous” (Feeling) might come from the thought “I’m not prepared” and lead to the behavior “I refuse to start.”

CBT Triangle Matching Game

Objective

Reinforce Bella’s ability to connect thoughts, feelings, and behaviors by matching scenario cards to the correct triangle sides.

Materials

• Deck of Scenario Cards (each card shows a short situation)
• Three large Triangle Side Cards labeled Thoughts, Feelings, Behaviors
• Timer or stopwatch (optional)

Preparation

1. Print and cut the Scenario Cards (examples below).
2. Place the three Triangle Side Cards on a table or floor, spaced apart.
3. Shuffle the Scenario Cards face down.

Instructions

1. Invite Bella to draw one Scenario Card and read it aloud (or read it for her).
2. Ask: “Where does the main idea of this scenario fit on our CBT triangle—under Thoughts, Feelings, or Behaviors?”
3. Have Bella place the Scenario Card beneath the corresponding Triangle Side Card.
4. After she sorts each card, prompt her to explain her choice:
   • “Why did you put this scenario under ___?”
   • Encourage her to name the thought, feeling, or behavior in the scenario.
5. Provide corrective feedback as needed—but let her self-correct when possible.
6. Continue until all Scenario Cards are matched.

Scenario Card Examples

• “I think I won’t do well on the test.”
• “I feel butterflies in my stomach.”
• “I slammed my pencil down.”
• “I decide to take three deep breaths.”
• “I’m going to fail no matter what.”
• “I asked my friend for help.”

(Feel free to add blank cards for Bella to write and sort her own examples.)

Check for Understanding

Once the cards are matched, pick one from each category and ask Bella to build a very simple triangle:

• Thought: e.g., “I’m not good at reading.”
  
• Feeling: e.g., “I feel nervous.”
  
• Behavior: e.g., “I skip the page.”
  

Have Bella explain how the three parts connect, reinforcing the CBT triangle concept.

Session 2 Script: CBT Triangle Review and Deep Breathing Introduction

Warm-Up & CBT Triangle Review (5 minutes)

Teacher: “Hi Bella! It’s great to see you again. Last time we learned our CBT triangle: Thoughts, Feelings, and Behaviors. Do you remember what each side means?”
(Pause for Bella’s response.)

Teacher: “That’s right! Let’s look at our triangle poster. Can you point to the Thoughts side?”
(Wait for Bella to point.)
Teacher: “Yes—thoughts are what we think in our head. Now point to Feelings.”
(Wait.)
Teacher: “Good—feelings are what we feel inside. Lastly, where are Behaviors?”
(Wait.)
Teacher: “Perfect! Behaviors are what we do. You remembered all three parts!”

Teacher: “Now I have two scenario cards from our CBT Triangle Review Game. Let’s sort them together. I’ll read the first: ‘I think I won’t do well on the spelling test.’ Which side is that—Thoughts, Feelings, or Behaviors?”
(Guide Bella to place it under Thoughts, praise correct placement.)

Teacher: “Great job! Here’s the second card: ‘I take three deep breaths.’ Which side does that go?”
(Prompt: “Is that something we think, feel, or do?”)
Teacher: “Yes, that’s a behavior! You’re doing awesome at sorting.”

(Transition)

Introduce Deep Breathing (7 minutes)

Teacher: “Today we’re adding a new calm-down behavior: deep breathing. When we breathe slowly, our body and mind feel calmer.”

Teacher: “Watch me first. I’ll put one hand on my belly and one on my chest. Ready? Breathe in slowly for 1–2–3... (inhale). Now breathe out for 1–2–3... (exhale).”
(Demonstrate with exaggerated slow counts.)

Teacher: “Did you feel your belly move? That’s good! Now your turn. Let’s try together.”
Teacher & Bella: “Inhale 1...2...3... Exhale 1...2...3...”

Teacher: “Awesome! How did that feel? Did your body feel a little softer or calm?”
(Pause; listen.)
Teacher: “It can feel nice, right? We can use deep breaths whenever we feel upset or worried.”

Guided Worksheet Practice (7 minutes)

Teacher: “Here’s our Deep Breathing Worksheet. Let’s read the first scenario: ‘I hear a loud noise in class.’ What thought might someone have?”
(Prompt Bella: “What could you think?”)
Teacher: “Good—‘That noise scared me.’ That’s our Thought. How might you feel?”
(Prompt: “Happy? Sad? Scared?”)
Teacher: “Yes, scared. That’s our Feeling. What behavior could help? Remember deep breathing.”
Teacher: “Write ‘deep breathing’ under Behaviors and take one slow breath now.”
(Guide her to breathe and mark worksheet.)

Teacher: “Let’s try another scenario: ‘The teacher calls on me to read.’ What’s a thought?”
(Support Bella to answer, then identify feeling and record deep breathing.)

Breathing Practice Activity (7 minutes)

Teacher: “Now we’ll use our Bubble Breath Activity. Blow bubbles with me using one deep breath per bubble.”
Teacher: “Take a deep breath in... then blow a gentle bubble out. Count ‘One.’”
(Help Bella count and blow.)
Teacher: “Again—breathe in 1–2–3... and blow out. That’s two!”
(Continue until five bubbles or breaths.)

Teacher: “You did five perfect deep breaths and bubbles! How do you feel now compared to before?”
(Listen; praise her.)

Game & Check for Understanding (4 minutes)

Teacher: “Let’s finish with a quick round of our CBT Triangle Review Game. I’ll draw a card: ‘I feel butterflies in my stomach.’ Which side is that?”
(Guide as needed; praise correct.)
Teacher: “And deep breathing—what side does that go under?”
(Pause for Bella: “Behaviors!”)
Teacher: “Exactly. You’re doing so well learning the triangle and using deep breaths.”

Teacher: “For home, practice five deep breaths whenever you feel upset. We’ll talk about how it went next time. Great job today, Bella!”

Deep Breathing Worksheet

Use this worksheet to practice noticing your thoughts and feelings, then using deep breathing to help calm down.

Scenario 1: “I hear a loud noise in class.”

Thought:

Feeling:

Behavior – Deep Breathing

Take one slow, deep breath now.
How did that breath feel?

Scenario 2: “The teacher calls on me to read.”

Thought:

Feeling:

Behavior – Deep Breathing

Take one slow, deep breath now.
How did that breath feel?

Great work!
Remember:

• Notice your Thought (what you say to yourself).
• Notice your Feeling (emotion in your body).
• Use Deep Breathing to help calm down when you feel upset.

Try this at home or school and see how you feel after taking your breaths!

How to Use Deep Breathing to Calm Down

Deep breathing is an easy way to help your body and mind feel calm.

Why Breathe Deeply?

• It slows down your heart.
• It helps your muscles relax.
• It gives you time to think before you act.

Steps for Deep Breathing

1. Sit or stand comfortably.
2. Put one hand on your belly and one on your chest.
3. Breathe in slowly through your nose for 1–2–3 seconds.
4. Feel your belly push out under your hand.
5. Breathe out slowly through your mouth for 1–2–3 seconds.
6. Notice how your body feels more relaxed.

When to Use Deep Breathing

• Before answering a hard question.
• When you feel upset or worried.
• If your thoughts feel too big or scary.

Try It Now!

1. Breathe in... 1...2...3...
2. Breathe out... 1...2...3...
3. Repeat five times.

Afterward, ask yourself: “How do I feel now?”
Use deep breathing any time you need a moment to calm down.

Bubble Breath Activity

Objective

Help Bella practice slow, controlled deep breathing by turning each exhale into a fun bubble blow.

Materials

• Bubble wand and bubble solution
• Small bowl or tray for bubbles (optional)
• Counting chart or fingers to track breaths

Preparation

1. Pour bubble solution into a shallow bowl or keep in the wand’s built-in container.
2. Have a towel or mat ready in case of spills.
3. Place the wand and solution within easy reach.

Instructions

1. Introduce the activity: “Today we’ll blow bubbles using one slow breath each. We’ll count each bubble together!”
2. Model first bubble:
   • Dip the wand into the solution.
   • Hold it up.
   • Inhale slowly for a count of 1–2–3.
   • Exhale gently through the wand to blow one bubble.
   • Count “One” as the bubble forms.
3. Invite Bella to try:
   • “Now you dip, breathe in 1–2–3, and blow one bubble.”
   • Celebrate her success: “Great job! You made bubble one.”
4. Continue until Bella blows five bubbles, counting each one (“Two… Three… Four… Five”).
5. Offer gentle reminders to keep breaths slow:
   • “Big belly breath in… now blow softly.”
   • Praise each successful breath-blow sequence.

Check for Understanding

• Ask Bella: “How did your body feel after you blew five bubbles?”
  
  
• Reinforce: “You used slow breaths to make bubbles—and that same breath can help you feel calm anytime.”

CBT Triangle Review Game

Objective

Reinforce Bella’s skills in identifying Thoughts, Feelings, and Behaviors—and connect deep breathing as a coping strategy.

Materials

• Deck of Scenario Cards (see examples below)
• Three large Triangle Side Cards labeled Thoughts, Feelings, Behaviors
• Timer or stopwatch (optional)

Preparation

1. Print and cut the Scenario Cards listed below.
2. Place the three Triangle Side Cards on a table or floor, spaced apart.
3. Shuffle the Scenario Cards face down.

Instructions

1. Invite Bella to draw one Scenario Card and read it aloud (or read it for her).
2. Ask: “Does this card show a Thought, a Feeling, or a Behavior?”
3. Have Bella place the Scenario Card under the matching Triangle Side Card.
4. After each placement, prompt her to explain her choice:
   • “Why is this a Thought (or Feeling, Behavior)?”
   • Encourage her to name the idea, emotion, or action in the scenario.
5. Provide gentle corrections or praise as needed.
6. Continue until all cards are sorted.

Scenario Card Examples to Print

• “I think I won’t do well on the math quiz.”
• “I feel butterflies in my stomach.”
• “I slammed my pencil on the desk.”
• “I decide to take five deep breaths.”
• “I’m going to fail no matter what.”
• “I asked a friend to help me.”
• “My hands are shaking.”
• “I tell myself, ‘You’ve got this!’”

(Add blank cards for Bella to write and sort her own examples.)

Check for Understanding

After sorting, pick one card from each category and ask Bella to build a simple CBT triangle:

• Thought: e.g., “I’m not good at spelling.”
• Feeling: e.g., “I feel nervous.”
• Behavior: e.g., “I take a deep breath.”

Have Bella explain how the thought led to the feeling, and how the behavior (like deep breathing) can help her feel calmer and act in a positive way.

Session 3 Script: Introduction to Positive Self-Talk

Warm-Up & CBT Triangle Review (5 minutes)

Teacher: “Hi Bella! It’s so nice to see you today. Last session we practiced deep breathing and reviewed our CBT triangle: Thoughts, Feelings, and Behaviors. Can you point to each side and tell me what it means?”
(Pause and let Bella point and name each side. Offer praise: “Yes—thoughts are what we think, feelings are what we feel, behaviors are what we do. Great job!”)

Teacher: “Now I have two cards from our last game. Let’s read the first one: ‘I feel butterflies in my stomach.’ Which side is that?”
(Guide Bella to place it under Feelings, praise.)
Teacher: “And the second: ‘I take three deep breaths.’ Which side?”
(Guide to Behaviors, praise.)

Introduce Positive Self-Talk (8 minutes)

Teacher: “Today we’re adding a new coping Behavior called positive self-talk. Self-talk is the voice in your head. It can be helpful or not.”

Teacher: “First, let’s look at negative self-talk. That’s when we say things like ‘I can’t do it’ or ‘This is impossible.’ Negative self-talk can make us feel worse.”

Teacher: “Next, positive self-talk is when we say helpful, kind things to ourselves like ‘I can try my best’ or ‘I’ve done hard things before and I can do this, too.’”

Teacher: “I’ll model two examples. Example one: If I think, ‘I’ll never get this right,’ I can change it to, ‘I can learn with practice.’”
(Pause; say both sentences aloud.)
Teacher: “Example two: If I think, ‘Nobody likes me,’ I can change it to, ‘I have friends who care about me.’”
(Pause; say both aloud.)

Teacher: “Now it’s your turn. Let’s practice out loud together.”
Teacher & Bella: “I can learn with practice!”
Teacher & Bella: “I have friends who care about me!”
(Provide support and fade prompts as Bella repeats.)

Guided Worksheet Practice (7 minutes)

Teacher: “Here’s our Positive Self-Talk Worksheet. Let’s do Scenario 1.”

Teacher: “Scenario 1 says, ‘I’ll never finish my work.’ What is the Thought here?”
(Pause; Bella responds.)
Teacher: “Good—that’s negative self-talk. How might that thought make you feel?”
(Pause; Bella responds.)
Teacher: “Now, what is a positive self-talk statement you could say instead?”
(Pause; Bella writes and says her statement aloud.)
Teacher: “Excellent—that sounds very supportive.”

Teacher: “Let’s do Scenario 2: ‘Everyone laughs at me.’ What’s the Thought?”
(Pause; Bella answers.)
Teacher: “How might you feel?”
(Pause; Bella answers.)
Teacher: “What positive self-talk will help you feel better?”
(Pause; Bella writes and practices.)

Mirror Talk Activity (6 minutes)

Teacher: “Now let’s use the Mirror Talk Activity. Look in the mirror, stand tall, and say your first statement three times.”
(Guide Bella as she looks in the mirror.)
Teacher: “Great posture—shoulders back, chin up. Now your second statement, three times.”
(Support and praise confident tone.)

Game & Check for Understanding (4 minutes)

Teacher: “Finally, let’s play our CBT Triangle Self-Talk Matching Game. We have negative thought cards and positive self-talk cards.”
Teacher: “Draw one negative thought card. Place it under Thoughts, then pick a matching positive self-talk card and place it under Positive Self-Talk. Then explain why they go together.”
(Let Bella sort one or two matches.)
Teacher: “Why does this self-talk help?”
(Pause; Bella explains.)

Teacher: “Wonderful work today, Bella! For home, when you notice a negative thought, pick your new positive self-talk statement and say it out loud twice. We’ll talk about how it went next time. You did amazing!”

Positive Self-Talk Worksheet

Scenario 1: “I’ll never finish my work.”

Thought (negative self-talk):




Feeling:




Positive Self-Talk:

Scenario 2: “Everyone laughs at me.”

Thought (negative self-talk):




Feeling:




Positive Self-Talk:

Great work!
Remember:

• Notice your negative Thought (what you say to yourself).
• Notice your Feeling (emotion).
• Choose a kind, realistic Positive Self-Talk statement to help you feel better and act with confidence.

What Is Positive Self-Talk?

Positive self-talk is the kind, helpful voice in your head.

• What it is: Words or phrases you say to yourself that make you feel supported.
– Example: “I can try my best.”
– Contrast: “I can’t do this” (negative self-talk).

• Why it helps:

• It changes how you feel (helps you feel calmer or more confident).
• It guides how you act (helps you try again instead of giving up).

• Benefits of positive self-talk:

• Reduces worry and fear.
• Builds confidence.
• Gives you strength to face hard tasks.

• How to make positive self-talk:

1. Notice a negative thought (“I’ll never finish this”).
2. Turn it into something kind and realistic (“I’ve done hard things before; I can finish this one step at a time”).
3. Say it out loud or in your head to remind yourself.

• Try it now!
– Think of one thing you’re worried about.
– Write a kind, realistic statement to help you.
– Say it three times with a smile or confident posture.

Using positive self-talk every day helps you feel stronger and more in control of your thoughts and feelings.

Mirror Talk Activity

Objective

Help Bella practice her new positive self-talk statements with confident body language and clear vocal tone.

Materials

• A small hand-held or tabletop mirror
• Bella’s two positive self-talk statements from the worksheet

Instructions

1. Setup: Place the mirror so Bella can see her face and upper body.
2. Posture Check: Ask Bella to stand or sit tall, with shoulders back and head up.
3. Statement 1: Have Bella look in the mirror and say her first positive self-talk statement aloud three times.
   • Encourage her to speak clearly and confidently.
   • Remind her to watch her facial expression and aim for a slight smile.
4. Pause and Reflect: After three repetitions, ask: “How did saying that statement make you feel?”
5. Statement 2: Repeat step 3 with her second statement.
6. Final Reflection: Ask Bella to share which statement felt stronger or more helpful, and why.

Check for Understanding

• Did you feel more confident when you said the statements?
• Which posture (shoulders, head position) helped you feel powerful?
• Remind Bella: “Anytime you need a boost, you can use your mirror talk and stand tall!”

CBT Triangle Self-Talk Matching Game

Objective

Help Bella practice pairing negative thoughts with helpful, positive self-talk to reinforce coping strategies.

Materials

• Negative Thought Cards (print and cut)
• Positive Self-Talk Cards (print and cut)
• Two header mats or large sheets labeled Negative Thought and Positive Self-Talk
• Optional: blank cards for Bella’s own examples

Preparation

1. Print and cut the cards listed below.
2. Shuffle the negative thought cards face down.
3. Arrange the two header mats on the table: one for Negative Thoughts, one for Positive Self-Talk.

Instructions

1. Invite Bella to draw one Negative Thought Card, read it aloud (or you read it).
2. Ask: “Where does this go?” and have her place it under Negative Thought.
3. Have Bella look through the Positive Self-Talk Cards and choose one that helps replace that negative thought.
4. She places the chosen self-talk card under Positive Self-Talk.
5. Prompt: “Why does this self-talk help?” and let Bella explain in her own words.
6. Repeat until all negative thought cards are matched.
7. (Optional) Invite Bella to write her own negative thought and positive self-talk on blank cards and match them.

Cards to Print and Cut

Negative Thought Cards

• I’ll never finish my work.
• No one likes me.
• I can’t do this.
• I always mess up.
• I’m not good enough.
• Everyone is better than me.

Positive Self-Talk Cards

• I can take one step at a time and finish.
• Some people do like me; I have friends.
• I can try my best and learn.
• Mistakes help me grow.
• I have strengths and can improve.
• I can practice to get better.

Blank Cards for Your Own Examples:

Check for Understanding

After matching cards, ask Bella to pick one pair and build a simple CBT triangle:

• Thought: the negative thought she chose
• Feeling: how that thought might make her feel (e.g., sad, worried)
• Behavior: the positive self-talk she matched

Have Bella explain how the self-talk (behavior) can help change her feeling and guide her actions.

Session 4 Script: CBT Triangle & Progressive Muscle Relaxation Introduction

Warm-Up & Review (5 minutes)

Teacher: “Hi Bella! It’s so nice to see you again. Last session we practiced positive self-talk. How did saying your kind statements feel?”
(Pause; listen and praise.)

Teacher: “Wonderful! Now let’s review our CBT triangle. Show me where Thoughts go.”
(Wait for Bella to point.)
Teacher: “Great—thoughts are what we think. Where are Feelings?”
(Wait.)
Teacher: “Yes—feelings are what we feel. And Behaviors?”
(Wait.)
Teacher: “Perfect! Behaviors are what we do. You remembered all three parts!”

Teacher: “I have two cards from our CBT Triangle Relaxation Review Game. Let’s sort them together.”
(Read first card—e.g., “I take five deep breaths”—and guide Bella to place it under Behaviors.)
(Read second card—e.g., “I have friends who care about me”—and place under Behaviors or Thoughts as appropriate.)

Introduce Progressive Muscle Relaxation (8 minutes)

Teacher: “Today we’re adding a new calming Behavior called progressive muscle relaxation, or PMR. With PMR, we tense and then relax different muscles to help our body let go of tension.”

Teacher: “I’ll show you how. First, make a tight fist. Hold it for five seconds… 1…2…3…4…5… now let go and feel your hand relax.”
(Model squeezing and releasing.)

Teacher: “Next, tighten your forearms and arms. Hold… 1…2…3…4…5… and release. Good job.”

Teacher: “Now your shoulders—shrug them up to your ears. Hold… 1…2…3…4…5… and drop them.”

Teacher: “Let’s do your face. Scrunch your forehead, eyes, and mouth. Hold… 1…2…3…4…5… and relax your face.”

Teacher: “Last, tighten your belly—pull it in like you’re doing a sit-up. Hold… 1…2…3…4…5… and let your belly go soft.”

Teacher: “You did an amazing job feeling the difference between tight and relaxed.”

Guided Worksheet Practice (7 minutes)

Teacher: “Here’s our Progressive Muscle Relaxation Worksheet. Let’s fill in Scenario 1: ‘I feel nervous before the spelling test.’”

Teacher: “What Thought might you have?”
(Pause; Bella answers and you write it.)
Teacher: “How might that make you feel?”
(Pause; Bella answers.)
Teacher: “Under Behavior, let’s write ‘progressive muscle relaxation.’ Now let’s practice tensing and releasing one muscle group—your fists—just like we did.”
(Guide Bella through one tensing/releasing cycle; ask how she felt.)

Teacher: “Great! Now Scenario 2: ‘My stomach feels tight when the bell rings.’ What’s the Thought?”
(Pause; record.)
Teacher: “And the Feeling?”
(Pause; record.)
Teacher: “Again, write ‘progressive muscle relaxation’ as the Behavior, then let’s practice your shoulders this time.”
(Guide tensing/release; note her feedback.)

Muscle Relaxation Activity (7 minutes)

Teacher: “Now we’ll do our full five-step Muscle Relaxation Activity from Muscle Relaxation Activity. You can sit or lie down comfortably.”

Teacher: “Step 1: Make tight fists—hold for 5 seconds… release.”
Teacher: “Step 2: Tense your forearms and arms—hold… release.”
Teacher: “Step 3: Shrug shoulders up—hold… drop.”
Teacher: “Step 4: Scrunch your face—hold… relax.”
Teacher: “Step 5: Tighten your belly—hold… let go.”

Teacher: “Between each step, take a slow deep breath in 1-2-3… and out 1-2-3. Nice work paying attention to how your body felt before and after each.”

Game & Check for Understanding (3 minutes)

Teacher: “To finish, let’s play one round of our CBT Triangle Relaxation Review Game. Draw a card—‘I tense my shoulders and then release.’ Which side is that?”
(Pause; Bella answers: Behaviors.)
Teacher: “Exactly! Progressive muscle relaxation is a Behavior—something we do to help ourselves calm down.”

Teacher: “For home, practice your five-step muscle relaxation once each day and notice how your body feels afterward. We’ll talk about it next time. Fantastic job today, Bella!”

Progressive Muscle Relaxation Worksheet

Use this worksheet to notice your thoughts and feelings, then practice a muscle relaxation step.

Scenario 1: “I feel nervous before the spelling test.”

Thought:




Feeling:

Behavior – Progressive Muscle Relaxation

Tense your fists for a slow count of 1…2…3…4…5, then release.
How did your hands feel after relaxing?

Scenario 2: “My stomach feels tight when the bell rings.”

Thought:




Feeling:

Behavior – Progressive Muscle Relaxation

Shrug your shoulders up to your ears for 1…2…3…4…5, then drop.
How did your shoulders feel after relaxing?

Great work!
Remember:

• Notice your Thought (what you say to yourself).
• Notice your Feeling (emotion in your body).
• Use Progressive Muscle Relaxation to help your body let go of tension.

What Is Progressive Muscle Relaxation?

Progressive Muscle Relaxation (PMR) is a simple way to help your body and mind feel calm by tensing and then relaxing different muscles.

Why Use PMR?

• It helps you notice when your body is tight or tense.
• It teaches you how to let go of tension and feel more relaxed.
• It can lower feelings of worry, stress, or nervousness.

How to Do PMR

1. Find a quiet, comfortable place to sit or lie down.
2. Start with one muscle group (for example, your fists).
3. Tense the muscles tightly for a count of 1…2…3…4…5.
4. Release and notice how your muscles feel when they relax.
5. Move to the next group: forearms, shoulders, face, belly, etc.
6. Take slow, deep breaths between each step.

When to Use PMR

• Before a big test or presentation.
• When you feel nervous or upset.
• Anytime you notice your body is tense.

Practice PMR once a day or whenever you need to help your body and mind feel calmer.

Muscle Relaxation Activity

Objective

Help Bella practice a full five-step Progressive Muscle Relaxation (PMR) sequence to notice and release tension.

Materials

• Comfortable chair or mat
• Optional: small stress ball or soft toy

Instructions

1. Get Ready:

   • Have Bella sit or lie down comfortably with arms at her sides.
   • Explain that each step will include tensing a muscle, holding, then releasing.

2. Step 1 – Fists:

   • Ask Bella to make tight fists.
   • Tense for a slow count of 1…2…3…4…5.
   • Release and notice how her hands feel soft.

3. Step 2 – Forearms & Arms:

   • Ask Bella to straighten her arms and tighten her forearms.
   • Tense for 1…2…3…4…5.
   • Release and notice the difference.

4. Step 3 – Shoulders:

   • Have Bella shrug her shoulders up toward her ears.
   • Hold for 1…2…3…4…5.
   • Drop her shoulders and feel them relax.

5. Step 4 – Face:

   • Ask Bella to scrunch her forehead, squeeze her eyes shut, and clench her jaw.
   • Hold for 1…2…3…4…5.
   • Relax her face and notice her muscles soften.

6. Step 5 – Belly:

   • Have Bella pull her belly in as if doing a sit-up.
   • Tense for 1…2…3…4…5.
   • Release and feel her stomach go soft.

7. Deep Breaths Between Steps:

   • After each release, pause and take one slow breath in (1…2…3) and out (1…2…3) before moving to the next step.

8. Debrief:

   • Ask Bella: “Which step felt the most tense? Which felt the most relaxed?”
   • Reinforce: “You can use these five steps anytime you notice tension in your body.”

Check for Understanding

• Observe that Bella tenses and releases each group in order.
• Ask: “How did your body feel after doing all five steps?”
• Encourage her to practice once daily or whenever she feels nervous.

CBT Triangle Relaxation Review Game

Objective

Review and reinforce Bella’s ability to identify Thoughts, Feelings, and Behaviors—including all coping behaviors learned so far (deep breathing, positive self-talk, and progressive muscle relaxation).

Materials

• Scenario Cards (print and cut; see list below)
• Three large Triangle Side Cards labeled Thoughts, Feelings, Behaviors

Preparation

1. Print and cut the Scenario Cards below.
2. Place the three Triangle Side Cards on a table or floor, spaced apart.
3. Shuffle the Scenario Cards face down.

Instructions

1. Invite Bella to draw one Scenario Card and read it aloud (or you read it for her).
2. Ask: “Is this a Thought, a Feeling, or a Behavior?”
3. Have Bella place the card under the matching Triangle Side Card.
4. Prompt her to explain her choice:
   • “Why is this a Thought/Feeling/Behavior?”
   • If it’s a Behavior, ask: “Which coping skill is this?” (deep breathing, self-talk, or muscle relaxation).
5. Provide gentle corrections or praise as needed.
6. Continue until all cards are sorted.

Scenario Cards to Print and Cut

Thoughts

• “I think I won’t understand the question.”
• “I can’t finish this task.”
• “No one will like my idea.”

Feelings

• “I feel butterflies in my stomach.”
• “I feel angry.”
• “I feel sad.”

Behaviors

• “I take five deep breaths.”
• “I say to myself, ‘I can do this.’”
• “I tense and then relax my shoulders.”
• “I stomp out of the room.”
• “I decide to ask a friend for help.”

(Add blank cards for Bella’s own examples if desired.)

Check for Understanding

After sorting, pick one card from each category and ask Bella to build a simple CBT triangle:

• Thought: choose a thought card
• Feeling: choose a feeling card
• Behavior: choose a behavior card (identify which coping skill it is)

Have Bella explain how the three parts connect and how the coping skill can help her feel and act in a positive way.