Conflict Relay Race Game Overview

Objective:

• Practice quick thinking in conflict scenarios by identifying a calm coping strategy under time pressure.

Audience:

• 6th and 7th grade boys with IEPs

Time:

• 8 minutes total

Materials:

• Conflict Scenario Cards
• Stopwatch or timer
• Cones or markers to designate relay start and turn-around points

Prep (5 minutes):

• Print and cut apart the Conflict Scenario Cards.
• Set up two parallel relay lanes with a clear start line and relay point about 10–15 feet away.
• Place the shuffled Conflict Scenario Cards face-down at each relay point.
• Position a timer where all students can see it.

Instructions:

1. Divide the group into two teams of equal size and have each team line up behind its start line.
2. Explain the rules:
   • On “Go,” the first player from each team races to the relay point, flips over the top Conflict Scenario Card, and reads the scenario aloud.
   • The player must state one calm response or coping strategy (e.g., deep breathing, counting to five) to handle the scenario before running back.
   • If the response is valid (as judged by the facilitator), the player returns to tag the next teammate; if not, they must think of another strategy before tagging.
3. Continue the relay until each student has had a turn or all cards are used.
4. Use the stopwatch to time each team; the team that finishes with the fastest time and the highest number of valid strategies wins.

Debrief Questions (2–3 minutes):

• Which scenario felt hardest to respond to under time pressure? Why?
• How did it feel to name a calming strategy in front of your peers?
• How might you use these quick-thinking skills in a real conflict situation at school?

Extensions:

• Swap roles so that teammates help each other brainstorm a strategy before the runner returns.
• Add Breathing Exercise Cue Cards at the relay point and require the runner to perform the cue before tagging the next teammate.

Session 1 Reflection Worksheet

Instructions

Think about today’s activities and answer the following prompts. Use complete sentences and take your time.

1. Identify one situation or trigger that makes you feel frustrated or angry:

1. Describe one breathing technique or coping strategy you want to practice next time you feel frustrated:

1. Explain why you think this strategy will help you stay calm and make better decisions:

Take a moment to review your answers. Be ready to share one idea in our group discussion.

Session 1 Discussion Prompts

Use these questions to guide our group conversation after today’s activities. Encourage everyone to share and listen respectfully.

1. What is one situation or trigger that you wrote down on your worksheet?
   • Follow-up: How often do you notice this trigger happening?
   • Follow-up: Can you think of a recent time this happened at school or home?
2. Which breathing technique or coping strategy did you choose?
   • Follow-up: Why did you pick that particular strategy?
   • Follow-up: How do you think it will feel the first time you try it?
3. Imagine you’re in the middle of a frustrating situation and you forget to pause and use your strategy.
   • What could you do in the moment to remind yourself?
   • How might a friend or teacher support you?
4. Think about someone else’s trigger or strategy that was shared.
   • What did you learn from their example?
   • Is there a strategy you heard today that you want to try?
5. Looking ahead, how will you practice your strategy this week?
   • Will you set a reminder on your phone, practice with a friend, or try it when you get home?
   • How will you know it’s working for you?

Leader Notes:
• Encourage brief sharing—limit each response to 1–2 minutes.
• Acknowledge all answers and validate students’ experiences.
• Use a talking piece or timer if needed to ensure everyone has a turn.
• Emphasize that it’s okay if a strategy needs adjusting; we can try again next session.

Session 2 Warm-Up

Time: 5 minutes
Objective: Review last week’s coping strategy use and get ready to build on conflict resolution skills today.
Materials:

• Whiteboard or chart paper and markers
• (Optional) Session 1 Reflection Worksheet for reference

1. Quick Check-In (2 minutes)

On your own paper or whiteboard, answer the following prompts. Use complete sentences or bullet points.

1. On a scale of 1 (rarely) to 5 (almost every time), how often did you practice your chosen breathing/coping strategy this week?

   ---

1. Describe one moment when you remembered to pause and use your strategy. What happened and how did you feel afterward?

2. Pair Share (2 minutes)

• Turn to a partner and take turns sharing your scale rating and brief description.
• Listen for one new idea or challenge you want to keep in mind.

3. Group Debrief & Transition (1 minute)

• Invite 2–3 volunteers to share one insight or challenge they heard from a partner.
• Acknowledge all efforts: practicing takes time and courage.
• Preview today’s focus: learning to identify and name emotions during a conflict before choosing a coping strategy.

Ready? Let’s begin our exploration of naming emotions to help us stay calm!

Emotion Charades Game Overview

Objective:

• Practice identifying and naming emotions by acting them out non-verbally and building empathy.

Audience:

• 6th and 7th grade boys with IEPs

Time:

• 8 minutes total

Materials:

• Emotion Charades Cards
• Optional: Timer
• Open space for acting

Prep (5 minutes):

• Print and cut apart the Emotion Charades Cards.
• (Optional) Post a list of target emotion words on the board for reference.
• Arrange desks/chairs to clear a central acting area.

Instructions:

1. Divide students into small groups of 3–4.
2. Within each group, one student silently selects an Emotion Charades Card and acts out the emotion—no words or sounds allowed.
3. Teammates guess the emotion. Once correctly guessed, ask: “When might someone feel this way? Can you share a quick example?”
4. Rotate the actor role clockwise until each student has had a turn or time is up.
5. Optionally, use a timer to give each actor 30–45 seconds per turn.

Whole-Group Debrief (2–3 minutes):

• Which emotion was hardest to act or guess? Why?
• How did acting or watching these emotions help you understand them better?
• How could recognizing these emotions in yourself help you pick a good coping strategy?

Extensions:

• Introduce more nuanced emotion cards (e.g., “exasperated,” “overwhelmed”).
• Pair the charades with quick drawing: after guessing, teammates sketch a situation that might cause that emotion.

Session 2 Emotion Journal Worksheet

Instructions

Think about a recent conflict you experienced, either at school or at home. Answer the prompts below using complete sentences. Take your time and be honest with your responses.

1. Describe the conflict situation. What happened?

1. Name the emotion(s) you felt in the moment.

1. Explain how noticing and naming that emotion could help you pause before reacting.

1. Identify one coping strategy you might choose next time you feel that emotion.

1. How will you remind yourself to stop and name your emotion when you’re in a new conflict?
   (e.g., a visual cue, word prompt, or asking a friend for help)

Be ready to share one insight from your journal in our group discussion.

Session 2 Discussion Prompts

Use these questions to guide our group conversation after the journaling activity. Encourage each student to share briefly and listen respectfully.

1. What conflict did you write about and what emotion did you name?
   • Follow-up: Why did you choose that particular emotion word?
   • Follow-up: How did naming it feel in that moment?
2. How could noticing and naming your emotion help you pause before reacting?
   • Follow-up: Can you imagine a cue or reminder that would help you stop and label your feeling next time?
   • Follow-up: What visual or verbal prompt might work best for you?
3. Which coping strategy from your journal do you plan to try the next time you feel that emotion?
   • Follow-up: What makes that strategy a good fit?
   • Follow-up: How will you practice using it this week?
4. Think about someone else’s emotion or strategy that was shared.
   • Follow-up: What did you learn from their example?
   • Follow-up: Is there a new strategy or emotion word you want to use?
5. Looking ahead, how will you remind yourself to notice your feelings before they take over?
   • Follow-up: Who could support you in remembering—like a friend, family member, or teacher?
   • Follow-up: Where might you place a visual cue (locker, desk, phone) to prompt you?

Leader Notes:
• Use a talking token or timer to give everyone a turn.
• Encourage concise sharing (1–2 minutes per student).
• Acknowledge each contribution and normalize adjusting strategies as needed.
• Emphasize that naming emotions is a skill that grows with practice.

Cue Card Matching Game Overview

Objective:

• Practice linking visual cues (icons) with specific calming strategies to reinforce recognition and recall under stress.

Audience:

• 6th and 7th grade boys with IEPs

Time:

• 8 minutes total

Materials:

• Sets of Strategy Name Cards (each card names one coping strategy, e.g., “Deep Breathing,” “Counting to Ten,” “Positive Self-Talk”).
• Sets of Icon Cards (each card shows a simple image or symbol representing a strategy, e.g., lungs for breathing, fingers counting, speech bubble for self-talk).
• Timer (optional)

Prep (5 minutes):

• Print and cut apart the Strategy Name Cards and Icon Cards.
• Create one shuffled deck per small group (3–4 students), mixing names and icons face-down.
• Clear tables or desks for card layout.

Instructions:

1. Divide students into groups of 3–4.
2. Give each group a shuffled pile of Strategy Name and Icon Cards.
3. On “Go,” students work together to match each strategy name with its corresponding icon by laying cards side by side.
4. When a pair is matched, group members discuss briefly: “How would this icon remind you to use that strategy in a real moment of frustration?”
5. Continue until all pairs are matched or time expires.
6. (Optional) Use a timer and challenge groups to complete matching more quickly in a second round.

Debrief (2–3 minutes):

• Which strategy-icon pair was easiest to match? Hardest? Why?
• How might seeing these icons around you (on a notebook or locker) help you remember to pause and use your strategy?
• Which icon stood out as most memorable, and how will you use that in your personal cue?

Extensions:

• Add more advanced icons for nuanced strategies (e.g., “Visualization,” “Grounding Exercise”).
• Turn matching into a memory-style game: lay cards face-down and take turns flipping to find pairs.

Session 3 Personal Cue Creation Worksheet

Instructions

Today you’ll design a personal visual cue to remind you to use a coping strategy when you feel frustrated. Follow the steps below and leave space for your drawings and notes.

1. Choose one coping strategy you’ve practiced (e.g., deep breathing, counting to ten, positive self-talk). Write its name here:

1. Draw or describe a visual icon that represents this strategy. Be creative! Use the space below:

1. Explain why you chose this symbol or design. How does it remind you of the strategy?

1. Decide where you will place or use this cue (e.g., inside your locker, on your notebook, as a phone wallpaper). Describe your plan:

1. Write a short prompt or phrase to go with your cue (for example: “Pause & Breathe,” “Count & Calm”):

1. (Optional) List one person (friend, teacher, family member) who can help remind you to use your cue and how they can support you:

Be ready to share your personal cue, explain your design choices, and discuss how you’ll use it in our group discussion.

Session 3 Discussion Prompts

Use these questions to guide our group conversation after creating personal visual cues. Encourage each student to share briefly and listen respectfully.

1. Show your personal cue and explain its design:
   • What strategy does it represent?
   • Why did you choose these colors, symbols, or words?
   • Follow-up: How does this icon help you remember to pause and use your strategy?
2. Placement and use:
   • Where will you place or display your cue (locker, notebook, phone, etc.)?
   • How will you incorporate checking it into your daily routine?
3. Testing effectiveness:
   • How will you know if your cue is working to remind you in a frustrating moment?
   • What will you look for (e.g., noticing the cue, using the strategy, feeling calmer)?
4. Support network:
   • Who can help remind you to use your cue (friend, teacher, family member)?
   • How will they know when to check in with you?
5. Planning next steps:
   • What’s one small goal you can set this week to practice using your visual cue?
   • How will you track or celebrate your progress?

Leader Notes:
• Use a talking token or timer to give everyone an opportunity to speak.
• Encourage concise sharing—aim for 1–2 minutes per student.
• Validate each cue and plan, noting that adjustments are okay as you test what works.
• Emphasize growth: using visual reminders is a habit that strengthens with practice.

Session 4 Role-Play Scenario Cards

Print and cut apart each scenario below. In your small group, draw one card and role-play the situation, using your personal visual cue to pause, name the emotion, and apply a coping strategy.

Card 1: The Forgotten Homework
You realize at the start of class that you left your completed homework at home. Your teacher notices and asks why you didn’t bring it. You feel embarrassed and worried about getting in trouble.

Card 2: The Group Project Argument
You and two classmates are working on a group poster. One partner won’t share ideas or help cut out pictures, and you feel it’s not fair that you’re doing all the work.

Card 3: The Lunch Table Exclusion
You walk into the cafeteria and see a group of friends who used to invite you sit together. They don’t offer you a seat, and you feel hurt and left out.

Card 4: The Teasing on the Playground
A classmate starts teasing you about your sneakers during recess. Their comments make you angry, and you want to snap back but know that could make things worse.

Card 5: The Sibling Argument at Home
At home, your younger sibling grabs a video game controller while you’re playing. You feel frustrated because you asked them not to touch your stuff.

Card 6: The Unexpected Change
During your favorite class, the teacher announces a substitute teacher today. You feel anxious and upset because you don’t know what to expect.

Card 7: The Teammate Who Cheats
You’re in P.E. and playing a team game. One teammate keeps breaking the rules so your team can win. You feel conflicted—happy to win but uncomfortable about cheating.

Card 8: The Loud Disruption
A classmate is talking loudly and interrupting the lesson. You feel distracted and irritated, but you’re not sure how to ask them to be quiet without causing a bigger problem.

Role-Play Tips:
• Identify and name the trigger (What caused your frustration?)
• Pause and use your visual cue to remind yourself of your coping strategy
• State the emotion you’re feeling (“I feel ___ because…”)
• Suggest or model a calm solution (e.g., “Can we…?”, “Next time let’s try…”)
• Observers note each step and give supportive feedback after the role-play

Session 4 Reflection Worksheet

Instructions

Reflect on your role-play practice by answering the questions below. Use complete sentences and take your time.

1. Which scenario did you role-play?

1. What trigger did you notice in this situation?

1. What emotion did you name for yourself?

1. Which coping strategy did you choose to use?

1. Which visual cue helped you pause and remember your strategy?

1. Describe one thing that went well during your role-play (a success):

1. Describe one challenge you faced and how you might address it next time:

Take a moment to review your answers. Be ready to share one insight from your reflection in our group discussion.

Session 4 Discussion Prompts

Use these questions to guide our group conversation after today’s role-play and reflection activities. Encourage each student to share briefly and listen respectfully.

1. Which scenario did you role-play and what was the main trigger you noticed?
   • Follow-up: How did naming that trigger help you understand your reaction?
2. What emotion did you identify when you paused?
   • Follow-up: How did it feel to say the emotion out loud?
   • Follow-up: Did naming the emotion change how you wanted to respond?
3. Which coping strategy and visual cue did you choose to use?
   • Follow-up: Why did this combination feel like a good fit for that situation?
   • Follow-up: How easy or hard was it to remember the cue under pressure?
4. Describe one thing that went well in your role-play (a success).
   • Follow-up: What skill or step made that part successful?
5. Describe one challenge you faced and how you might address it next time.
   • Follow-up: What could you practice or change to handle that challenge better?
6. Looking ahead, how will you use these skills in real life?
   • Follow-up: What’s one specific goal you can set for this week (e.g., notice a trigger, name an emotion, use your cue)?
   • Follow-up: Who can help support or remind you to practice this skill?

Leader Notes:
• Use a talking token or timer to ensure each student has a chance to speak.
• Encourage concise sharing (1–2 minutes per student).
• Validate both successes and challenges—emphasize that growth comes from practice.
• Reinforce that combining all steps (trigger → emotion → cue → strategy) builds strong conflict-resolution habits.