Self-Reflection Worksheet – Session 1

Instructions: Think of 2–3 situations at school where you made a poor choice. For each situation, answer the questions below to help you understand what happened, what options you had, why you chose as you did, and how you felt afterward.

Situation 1

1. What happened? Describe the situation where you made a poor choice:

1. What options did you have? List at least 2–3 possible choices you could have made:

1. Why did you choose the option you did? Explain what led you to that decision:

1. How did you feel afterward? Describe your emotions or thoughts after making that choice:

Situation 2

1. What happened? Describe the situation where you made a poor choice:

1. What options did you have? List at least 2–3 possible choices you could have made:

1. Why did you choose the option you did? Explain what led you to that decision:

1. How did you feel afterward? Describe your emotions or thoughts after making that choice:

Situation 3 (Optional)

1. What happened? Describe the situation where you made a poor choice:

1. What options did you have? List at least 2–3 possible choices you could have made:

1. Why did you choose the option you did? Explain what led you to that decision:

1. How did you feel afterward? Describe your emotions or thoughts after making that choice:

Session 1 Discussion Guide

Discussion Objectives

• Help Shadi understand what decision making is and why it matters.
• Encourage reflection on recent school choices.
• Identify patterns and triggers in past decisions.
• Support the creation of 1–2 specific, achievable goals for better choices.

Materials

• Self-Reflection Worksheet
• Decision-Making Goal-Setting Template
• Whiteboard (or paper) and markers/pencils

Discussion Norms

1. Listen actively & respectfully.
2. Speak honestly—this is a safe space.
3. One person talks at a time.
4. Mistakes are part of learning.

1. Warm-Up Discussion (5 minutes)

Prompt: “Think back to a decision you made at school yesterday or today. What happened?”

• Follow-up: “How did you feel right after that choice?”
• Encourage Shadi to share details. Validate his feelings: “That makes sense you felt ___.”

2. Defining Decision Making (5 minutes)

Prompt: “What does ‘making a decision’ mean to you?”

• Possible student answer: choosing between options.
  Follow-up questions:
• “Can you give me an example of a simple decision you make every day?”
• “Why do you think it’s important to think before choosing?”

Scenario Discussion:

• Scenario: “You have homework due but your friends invite you to play. What could happen if you choose one over the other?”
  • If you do homework first: how might you feel later?
  • If you play first: what might be the consequence?

3. Reflecting on Past Choices (10 minutes)

1. Have Shadi complete the Self-Reflection Worksheet.
2. Once finished, ask:
   • “Which situation stood out most to you?”
   • “What options did you list, and why did you pick the choice you did?”
3. Probe deeper:
   • “What was going through your mind at that moment?”
   • “Were there any people or feelings pushing you toward your choice?”

4. Identifying Patterns (5 minutes)

Discuss his worksheet responses:

• “Do you notice any common triggers? (e.g., boredom, pressure, anger)”
• “How do these triggers influence the choices you make?”
• Summarize: “So, when you feel ___, you tend to ___.”

5. Goal-Setting Conversation (5 minutes)

Introduce the Decision-Making Goal-Setting Template:

• Prompt: “What is one thing you want to change in how you make decisions?”
• Help Shadi turn that into a SMART goal:
  • Specific: What exactly will you do?
  • Measurable: How will you know you did it?
  • Achievable: Is it realistic?
  • Relevant: Does it matter to you?
  • Time-bound: When will you try it?

Example: “I will pause and count to five before responding when I’m upset, starting tomorrow during class.”

Closing:

• Confirm understanding: “How will you remember to use your goal?”
• Encourage him: “You’ve got a great start—keep practicing!”

Decision-Making Steps Handout

Instructions: Use this handout to guide you through each step when making a decision. Write your notes under each step in the space provided.

1. Identify the Decision or Problem

What do I need to decide or solve?

2. Brainstorm Options

What are all the possible choices I could make?

3. Evaluate Pros and Cons

For each option, list the benefits (pros) and drawbacks (cons):

Option: __________________

Pros:

- ________

- ________

Cons:

- ________

- ________

4. Choose the Best Option

Based on your evaluation, which option will you select and why?

5. Review Decision and Outcome

After you act on your choice, reflect on how it went. What worked well? What would you change next time?

Pros-and-Cons Worksheet – Session 2

Instructions: Choose a decision you need to make at school. For each possible option, list at least two pros (benefits) and two cons (drawbacks) below to help you decide.

Reflection:
After you’ve filled in the chart and made your decision, write below how this exercise helped you and what you learned.

Session 2 Discussion Guide

Discussion Objectives

• Reinforce Shadi’s goals from Session 1 and celebrate successes.
• Introduce a structured 5-step decision-making process.
• Model how to weigh pros and cons of options.
• Guide Shadi through applying the steps to a real school decision.
• Set a clear assignment to practice the process.

Materials

• Decision-Making Steps Handout
• Pros-and-Cons Worksheet
• Whiteboard (or paper) and markers/pencils

Discussion Norms

1. Speak openly and honestly.
2. Listen without interrupting.
3. Respect each other’s ideas.
4. Keep the focus on learning, not judgment.

1. Review Last Session (5 minutes)

Prompt: “Last time you set a goal to pause and count to five before responding. How did that go?”

• Follow-up: “What felt easier or harder when you tried it?”
• Ask: “Did you notice any differences in how you felt afterward?”
• Acknowledge progress and normalize challenges: “It can take practice—what helped you remember?”

2. Introducing the 5-Step Process (7 minutes)

1. Distribute the Decision-Making Steps Handout.
2. Ask Shadi to read step 1 aloud: Identify the Decision or Problem.
   • Prompt: “Why is it helpful to name exactly what you’re deciding?”
3. Move through steps 2–5, inviting Shadi to paraphrase each in his own words:
   • Brainstorm Options
   • Evaluate Pros and Cons
   • Choose the Best Option
   • Review Decision and Outcome
4. Use a quick example: “Let’s say you’re choosing between a snack now or waiting until after homework. How would step 1 look?”

3. Modeling Pros-and-Cons (8 minutes)

1. Write a sample decision on the whiteboard: Participate in class discussion vs. stay quiet.
2. Hand out the Pros-and-Cons Worksheet.
3. Think aloud as you fill in:
   • Option 1 (Participate): list 2 pros (e.g., shows understanding, engages teacher) and 2 cons (e.g., fear of being wrong, nerves).
   • Option 2 (Stay Quiet): pros (e.g., stay safe, avoid mistake), cons (e.g., miss learning, teacher might call on you later).
4. Summarize: “Seeing these laid out, which feels stronger and why?”

4. Guided Practice (7 minutes)

1. Ask: “What decision are you facing at school right now?” (e.g., when to start a project, how to respond to a peer).
2. Together, follow each step on the handout:
   • Step 1: Define Shadi’s exact decision.
   • Step 2: Brainstorm at least 3 options.
   • Step 3: Fill in pros and cons for each on the worksheet.
   • Step 4: Choose the best option and explain why.
   • Step 5: Predict how you’ll review the outcome later.
3. Probe: “What surprised you when you saw the pros and cons side by side?”

5. Assignment and Wrap-Up (3 minutes)

Prompt: “Before our next session, choose one decision at school to work through these 5 steps on your own.”

• Confirm Shadi knows where to keep both handout and worksheet.
• Ask: “How will you remember to use the steps when you’re in the moment?”
• Encourage reflection: “Notice how the process helps you feel more in control.”
• Close on a positive note: “Great work today—you’re building a powerful tool for making choices!”

Impulse Control Techniques Handout

Instructions: Impulse control means pausing before reacting so you can choose a better response. Read through each strategy below and use the space provided to jot down notes or examples of times you might use it.

1. What Is Impulse Control?

Impulse control helps you stop and think before you act or speak. It gives you time to make a choice rather than just reacting.

Why it matters:

• Prevents quick decisions you might regret
  - Helps you feel more in control
  - Builds trust with teachers and classmates

Your thoughts: When have you reacted before thinking? How did it turn out?

2. Technique: HALT

Before you act, check if you’re:

• Hungry
• Angry
• Lonely
• Tired

If one of these applies, the strong feeling might drive an impulsive choice.

When have you felt one of these? Describe a recent time:

Next steps:

• If you’re Hungry: get a healthy snack or drink water.
• If you’re Angry: take a break, count to ten, or breathe deeply.
• If you’re Lonely: reach out to a friend or adult.
• If you’re Tired: give yourself a moment to rest or stretch.

3. Technique: Deep Breathing

Use slow, steady breaths to calm your body and mind.

Steps:

1. Inhale through your nose for 4 seconds.
   2. Hold for 2 seconds.
   3. Exhale through your mouth for 6 seconds.

Practice log: Try this now or next time you feel upset.

• Date & Time: ____________
• What triggered you? ______________________________________________________
• How many breaths did you take? ______________
• How did you feel afterward?

4. Technique: Pause & Count

When you notice a strong urge to react, pause and count slowly:

• Count to 5 or 10 in your head.
• Use the pause to decide: is this reaction helpful or could I choose differently?

Example scenario: A classmate teases you.

• My pause: count to 5 quietly.
• My choice: _______________________________________________________________

5. Using These Strategies at School

Plan: Choose one strategy you’ll try first. Write it here:

• I will use the _____________ technique when I feel ________________.

Reminder: Combine HALT, deep breathing, and counting to give yourself space to make a responsible decision. For more practice, see the HALT Reflection Worksheet and the Deep Breathing Practice Script.

HALT Reflection Worksheet – Session 3

Instructions: Think of a recent situation at school where you felt a strong urge to react quickly. Use the HALT steps below to check in with yourself and plan a calmer response next time. For more strategies, see the Impulse Control Techniques Handout and the Deep Breathing Practice Script.

1. Describe the Situation

What happened? Where were you? Who was involved? How did it make you feel?

2. HALT Check

For each prompt, circle Yes or No. If you circled Yes, describe how it showed up for you.

Hungry? Yes __ No __

If yes, how did hunger affect you?:

Angry? Yes __ No __

If yes, what made you angry?:

Lonely? Yes __ No __

If yes, what made you feel alone?:

Tired? Yes __ No __

If yes, how did tiredness influence you?:

3. Plan a Calm Response

Based on your HALT check, what will you do next time before reacting? (e.g., have a snack, take deep breaths, reach out to a friend, rest)

4. Reflection

After you use your plan, reflect on how it went.

• What worked well?
• What would you do differently next time?

Deep Breathing Practice Script

Teacher: “Shadi, now we’re going to practice a simple breathing exercise to help you calm down and think more clearly when you feel upset or stressed. Find a comfortable seated position. You can sit up tall with both feet on the floor and your hands resting gently in your lap.”

Teacher: “Let’s begin. First, place one hand on your belly and one hand on your chest. This will help you notice your breathing.”

Teacher (softly guiding): “Close your eyes if you feel comfortable, or keep them gently focused on one spot in front of you. Breathe in slowly through your nose for a count of four. Ready? Inhale... 1... 2... 3... 4.”

(Pause to let student inhale)

Teacher: “Hold your breath gently for a count of two. Hold... 1... 2.”

(Brief pause)

Teacher: “Now exhale through your mouth for a count of six. Exhale... 1... 2... 3... 4... 5... 6.”

(Pause to let student exhale)

Teacher: “Great job. Let’s do that two more times together.”

Teacher (second round): “Inhale through your nose for 1...2...3...4. Hold for 1...2. Exhale out your mouth for 1...2...3...4...5...6.”

(Pause)

Teacher (third round): “One more time: inhale 1...2...3...4. Hold 1...2. Exhale 1...2...3...4...5...6.”

(Pause)

Teacher: “Nice work, Shadi. You just took three deep, calming breaths. Let your breathing return to its normal rhythm.”

Teacher (reflective prompt): “How do you feel now compared to before we started?”

Teacher: “Remember, you can use this breathing practice anytime you feel upset or overwhelmed at school or at home. It gives your mind and body a moment to pause so you can make a thoughtful choice.”

Refusal Skills Role-Play Scenarios Sheet

Instructions: Practice assertive refusal for each scenario below. Read the scenario, then role-play your response with the teacher or a peer. Use clear “I” statements and a respectful tone. After practicing out loud, write down the key phrase that helped you feel confident.

Scenario 1

A friend asks you to help them cheat on a quiz by sharing answers.

Your Refusal/Response:

Scenario 2

A peer in the hallway encourages you to spread a mean rumor about another student to fit in.

Your Refusal/Response:

Scenario 3

A group of classmates wants you to skip your next class with them.

Your Refusal/Response:

Scenario 4

A friend nags you to exclude someone from your group project because they’re not in your close circle.

Your Refusal/Response:

Scenario 5 (Optional)

Describe your own peer-pressure situation and practice a response:

Scenario Description:

Your Refusal/Response:

Communication Plan Worksheet – Session 4

Instructions: Use this worksheet to prepare your responses to common peer-pressure situations. Fill in the sections below, then keep this plan to practice before you need it. For scenarios, see the Refusal Skills Role-Play Scenarios Sheet.

1. Common Peer Pressure Situations

Describe 2–3 situations at school where you might need to use refusal skills or assertive communication:

2. My Go-To Refusal & Assertion Phrases

For each situation above, write a clear “I” statement or refusal phrase you can use:

3. Reminder Strategies

How will you remember to use these phrases when you need them? (e.g., note on phone, index card, practice with a friend):

4. Practice Reflection

After using your communication plan, reflect:

• What went well?

• What will you improve next time?

Decision Outcome Reflection Worksheet – Session 5

Instructions: Think back to 2–3 decisions you made this week where you used one of our strategies (e.g., Pros-and-Cons, HALT check, deep breathing). For each decision, complete the sections below to reflect on what happened, what worked, and what you might do differently next time.

Decision 1

1. What was the decision you needed to make?

1. Which strategy did you use? (e.g., Pros-and-Cons Worksheet, HALT check, deep breathing)

1. What happened when you applied the strategy? Describe the outcome.

1. What went well? List at least two positive aspects.

1. What challenges or surprises did you encounter?

Decision 2

1. What was the decision you needed to make?

1. Which strategy did you use? (e.g., Pros-and-Cons Worksheet, HALT check, deep breathing)

1. What happened when you applied the strategy? Describe the outcome.

1. What went well? List at least two positive aspects.

1. What challenges or surprises did you encounter?

Decision 3 (Optional)

1. What was the decision you needed to make?

1. Which strategy did you use? (e.g., Pros-and-Cons Worksheet, HALT check, deep breathing)

1. What happened when you applied the strategy? Describe the outcome.

1. What went well? List at least two positive aspects.

1. What challenges or surprises did you encounter?

SMART Goal Refinement Guide

Purpose: This guide will help you review and strengthen your existing goals so they are clear, realistic, and trackable. Use the checklist below to refine each of your goals according to the SMART criteria.

1. Understanding SMART Goals

• Specific: The goal names exactly what you want to achieve, who’s involved, and where or how it will happen.
• Measurable: You can track progress with clear evidence or data (e.g., counts, yes/no, ratings).
• Achievable: The goal is realistic given your resources, skills, and time.
• Relevant: The goal matters to you and aligns with your overall objectives (e.g., better choices at school).
• Time-Bound: The goal has a clear deadline or timeframe for completion.

2. Refinement Checklist

For each goal you set, answer these questions. If you answer “No,” rewrite that part of the goal.

3. Refining Your Goals

1. Write your original goal:
   
   • Original Goal: ____________________________________________________________________________
   
   
2. Use the checklist: Review each SMART element and note any “No” answers below:
   
   • Specific concerns: ______________________________________________________________________
   
   
   • Measurable concerns: _____________________________________________________________________
   
   
   • Achievable concerns: ______________________________________________________________________
   
   
   • Relevant concerns: _______________________________________________________________________
   
   
   • Time-Bound concerns: _____________________________________________________________________
   
   
3. Rewrite your goal: Make it SMART by addressing the concerns.
   
   • Refined Goal: ____________________________________________________________________________
   
   
   
   
   

4. Example Refinement

• Original: “I will pause before I speak when I’m upset.”
• Issues: Not measurable (“pause” for how long?), not time-bound (when?).
• Refined: “Starting tomorrow, I will pause and count to five before responding whenever I feel upset during class, and I will track each time I do this for one week.”

5. Your Turn: Refine Two Goals

1. Goal 1
   
   Original: ____________________________________________________________________________________
   
   
   Refined: _____________________________________________________________________________________
   
   
   
2. Goal 2 (if applicable)
   
   Original: ____________________________________________________________________________________
   
   
   Refined: _____________________________________________________________________________________
   
   
   

After refining, be ready to discuss your new goals and start tracking them with the Self-Monitoring Chart Template in our next step.

Self-Monitoring Chart Template – Session 5

Instructions: Use this chart to track decisions you make each day. Record the date, describe the decision, note which strategy you used, summarize the outcome, give yourself a success rating (1 = not helpful, 5 = very helpful), and add any brief notes. Bring this chart to our next session to review your progress.

Decision-Making Goal-Setting Template

Instructions: Use this template to set 1–2 clear, achievable goals for making better decisions at school. Be as specific as possible and plan how you’ll track your progress.

Goal 1

1. What I want to achieve (my goal):

1. Specific: What exactly will I do? Who’s involved? Where and when will it happen?

1. Measurable: How will I know I’ve succeeded? What evidence or measure will I use?

1. Achievable: Why is this goal realistic for me right now? What supports or skills do I have?

1. Relevant: Why does this goal matter? How will it help me make better choices at school?

1. Time-Bound: When will I start? By what date or how often will I work on it?

1. Action Steps: List 2–3 steps you’ll take to reach this goal.

• Step 1: ____________


• Step 2: ____________


• Step 3: ____________

1. Reminder Strategies: How will I remember to use this goal? (e.g., phone alert, note on desk, practice with a friend)

Goal 2 (Optional)

1. What I want to achieve (my goal):

1. Specific:

1. Measurable:

1. Achievable:

1. Relevant:

1. Time-Bound:

1. Action Steps:

• Step 1: ____________


• Step 2: ____________


• Step 3: ____________

1. Reminder Strategies:

Next Steps: Keep this template in your binder or folder. Review your goals each week and mark off completed action steps. Celebrate your progress as you make more responsible decisions at school!