Confidence Connections: Goal Setting Worksheet

Use this worksheet to create 2–3 SMART goals for the next six weeks. A SMART goal is:

• Specific: Clear and focused
• Measurable: You can track progress
• Achievable: Realistic for you
• Relevant: Meaningful to your growth
• Time-Bound: Has a deadline

Goal 1

Goal Statement: What exactly do you want to accomplish?

S – Specific: What are the details of this goal?

M – Measurable: How will you know you’re making progress?

A – Achievable: What steps will you take to reach this goal?

R – Relevant: Why is this goal important for your confidence or anxiety management?

T – Time-Bound: When will you achieve this goal? (e.g., by Date or Week)

After completing this worksheet, review your goals with your support partner to ensure each one is clear and set up for success.

Baseline Anxiety Self-Assessment

Use these three prompts to help your support partner understand your main anxiety triggers, how you experience them, and what you hope to achieve.

1. Anxiety Triggers & Intensity

List up to 2 times in the past week when you felt anxious at school. For each, describe the situation and rate your anxiety on a scale of 1 (low) to 5 (high)

1. Rating (1–5): 10
2. Situation: boyfriend broke up with her, couldn't stop crying
   
   
   
   
   
   
   Rating (1–5): 8
3. Situation: ex boyfriend got with someone else and she lost her backpack
   
   
   
   

2. Physical & Mental Signs

When you notice anxiety building, what physical sensations (e.g., racing heart, sweaty palms) and thoughts (e.g., “What if I mess up?”) tend to occur?

go to bathroom to try to calm herself dow, listen to favorite song
 
 

3. Current Coping & Goals

a. What do you currently do to help calm yourself when anxiety rises?

listening to music, being with friends

Thank you for sharing your responses. This will help tailor our sessions to best support you!

Social Comfort Survey

Use this survey to help your support partner understand which peer-related situations feel challenging and which feel easier. Rate each situation on a scale of 1 (Not Comfortable) to 5 (Very Comfortable).

1. Comfort Ratings

1. Talking with classmates in small groups: __10___ (1–5)

1. Joining an existing group conversation: __yes___ (1–5)

1. Asking a peer for help with schoolwork: __pretty comfortable___ (1–5)

1. Talking to someone you don’t know well: _____ (1–5)

1. Responding when someone teases or jokes with you: _____ (1–5)

1. Starting a conversation with a classmate: _____ (1–5)

1. Sharing your opinion during class discussion: _____ (1–5)

1. Handling disagreements or conflict with peers: _____ (1–5)
2. comfort with peers resally depends on who around

Student wants to have good days at school. Stay away from drama by self-advocating to teacher and to avoid conflict by going to adults

2. Helpful Supports

What helps you feel more at ease or supported when interacting with peers? (For example: a friendly face nearby, having a topic ready to discuss, a teacher’s presence, etc.)

3. Goals for Peer Interaction

What would you most like to improve about your interactions with peers over the next six weeks?

Thank you for sharing. Your honest responses will guide our Confidence Connections sessions to best support you.

Session 1 Reflection Journal

Journal Prompt: What is one key takeaway from today’s session, and how does it make you feel about moving forward in this series?

Deep Breathing Exercise Guide

Use this guide to practice the 4-4-6 breathing technique, a simple way to calm your nervous system when anxiety strikes.

Steps to Follow

1. Get Comfortable
   • Sit or stand with your back straight and shoulders relaxed.
   • Place one hand on your belly and one hand on your chest.
2. Inhale (4 seconds)
   • Breathe in slowly through your nose for a count of four.
   • Focus on filling your belly first—your hand on your stomach should rise more than the one on your chest.
3. Hold (4 seconds)
   • Gently hold your breath for a count of four.
   • Keep your body relaxed; avoid tensing your shoulders or jaw.
4. Exhale (6 seconds)
   • Slowly release your breath through your mouth for a count of six.
   • Let your belly fall as you push the air out fully.
5. Repeat (4–5 cycles)
   • After each complete cycle, pause for a moment and notice how you feel before starting again.

Practice Reflection

1. What physical changes did you notice? (e.g., heart rate, muscle tension)

Sample Response: My heart felt slower and my shoulders relaxed.

1. What mental or emotional changes did you experience? (e.g., calmer thoughts, clearer mind)

Sample Response: I felt less worried and more present in the moment.

1. When could you use this technique during your day? (e.g., before class, during a break)

Sample Response: I will practice before tests or whenever I start to feel nervous in class.

Tip: You can practice this anywhere—at your desk, in the bathroom, or even in a quiet hallway.

Confidence Connections: Thought Reframing Worksheet

Use this worksheet to practice identifying and challenging negative or anxious thoughts. Turning them into balanced perspectives can help you feel more in control.

1. Describe the Situation

What happened? Write the event or trigger in detail.

Example:
“Today, I was asked to answer a question in class and felt my voice shaking.”

2. Identify the Automatic Thought

What was your first negative or anxious thought in that moment?

Example:
“I thought, ‘Everyone will laugh at me if I answer wrong.’”

3. Evidence Supporting This Thought

What facts or observations seem to confirm this thought?

• I stumbled over a word when I spoke last week.
• A few classmates giggled afterward.

4. Evidence Against This Thought

What facts or reasons show this thought may not be entirely true?

• My teacher gave me an encouraging nod.
• Most classmates listened quietly without reacting.

5. Create a Balanced Alternative Thought

Based on the evidence, write a more realistic or positive thought.

Example:
“I might stumble, but most people want me to do well and are paying attention, not judging me.”

6. Plan to Use This New Thought

How and when will you remind yourself to use this balanced thought? (e.g., note on your phone, mantra before class)

Example:
“I’ll set a reminder on my phone titled ‘Balanced Thought’ five minutes before each class.”

Practice this process each time you notice anxious thoughts. Over time, it will become a helpful habit!

Session 2 Reflection Journal

1. Which strategy (deep breathing or thought reframing) felt most helpful today, and why?

2. When and where will you use these tools this week? Describe a specific moment.

3. What challenges might come up when you try these strategies, and how will you overcome them?

I-Statement Practice Sheet

Use I-Statements to communicate your feelings clearly and respectfully. The formula is:

I feel when , and I’d like ___.

Examples

1. I feel frustrated when I’m interrupted, and I’d like to finish my thought before listening to others.

2. I feel nervous when homework instructions change suddenly, and I’d like the steps explained one at a time.

Practice Scenarios

Scenario A: Group Seating Change

Your group was moved without warning, and you didn’t get a say.

Your I-Statement:







Coping Cue (deep breath, positive thought, etc.):

Scenario B: Lost Turn to Speak

You raised your hand in class but the teacher called on someone else.

Your I-Statement:







Coping Cue:

Scenario C: Needing Homework Help

You’re unsure how to start an assignment and want assistance from a classmate.

Your I-Statement:







Coping Cue:

Scenario D: Your Own Situation

Think of a real moment when you want to speak up. Describe it below.

Situation Description:







Your I-Statement:







Coping Cue:

Use this sheet to practice until you feel more comfortable using I-Statements and coping strategies in real time.

Session 3 Reflection Journal

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