Lesson Plan
Cool Down, Not Blow Up!
Students will identify personal anger triggers and practice a self-regulation technique to manage anger effectively.
Unmanaged anger can negatively impact academic success, relationships, and overall well-being. This lesson equips students with a practical, immediate strategy to cool down and respond constructively to challenging situations.
Audience
Undergraduate Students
Time
30 minutes
Approach
Teach, Practice, Apply
Materials
Smartboard or Projector, Anger Management Slide Deck, Cool Down Script, My Anger Action Plan Worksheet, and My Anger Action Plan Worksheet Answer Key
Prep
Review Materials
5 minutes
Review the Anger Management Slide Deck, Cool Down Script, My Anger Action Plan Worksheet, and My Anger Action Plan Worksheet Answer Key to familiarize yourself with the content and flow. Ensure all materials are accessible.
Step 1
Understanding Anger
5 minutes
- Engage: Begin by asking the student about their experiences with anger – what it feels like, when it tends to show up. Explain that anger is a normal emotion, but how we manage it is key.
2. Define: Briefly define anger and common physical/emotional signs using Anger Management Slide Deck (Slide 2).
3. Validate: Acknowledge that anger can be intense and that the goal is to provide tools for healthy expression and management.
Step 2
Introduce the 'STOP' Technique
10 minutes
- Explain: Introduce the 'STOP' technique as a simple, four-step strategy for managing anger in the moment. Use Anger Management Slide Deck (Slides 3-4) to illustrate each step.
2. Steps: Outline the key steps:
* Stop: Pause and don't react immediately.
* Take a Breath: Engage in deep breathing to calm the body.
* Observe: Notice your thoughts, feelings, and the situation.
* Proceed: Choose a thoughtful, constructive response.
3. Model: Briefly model an example with a common anger trigger (e.g., 'Someone cuts me off in traffic'). Show how to apply each STOP step. Refer to the Cool Down Script for detailed talking points.
Step 3
Guided Practice with Worksheet
10 minutes
- Distribute: Provide the student with the My Anger Action Plan Worksheet.
2. Practice: Guide the student through filling out the worksheet using one of their own recent anger triggers (or a hypothetical one). Encourage them to identify the trigger, describe their typical reaction, and then apply the 'STOP' technique to plan a more constructive response. Use prompts from the Cool Down Script to facilitate this.
3. Feedback: Offer supportive feedback and guidance as they work through the steps.
Step 4
Review and Homework
5 minutes
- Review: Briefly review the completed section of the My Anger Action Plan Worksheet and discuss any insights gained.
2. Encourage: Emphasize that consistent practice is vital. Encourage the student to use the 'STOP' technique at home whenever they experience anger. Suggest they complete additional sections of the My Anger Action Plan Worksheet or keep an anger journal.
3. Future Support: Remind the student that this is a valuable life skill that improves with practice and that they can continue to discuss their progress in future sessions.
Slide Deck
Cool Down, Not Blow Up! Managing Your Anger
A practical guide to understanding and managing anger.
Welcome the student and introduce the topic of anger management. Emphasize that it's about gaining control and responding healthily.
What is Anger, Anyway?
- A natural, powerful human emotion.
- Can range from mild irritation to intense rage.
- Physical signs: increased heart rate, tense muscles, clenched jaw.
- Emotional signs: frustration, annoyance, resentment, irritability.
- It's how we react that matters most!
Define anger and help the student identify common physical and emotional signs. Ask them what anger feels like for them.
The 'STOP' Technique: Your Instant Cool-Down Button
- Stop: Pause your reaction.
- Take a Breath: Calm your body.
- Observe: Notice what's happening.
- Proceed: Choose your best response.
Introduce the 'STOP' technique as a four-step process for immediate anger management. Briefly list the steps.
STOP: Step-by-Step Breakdown
S - Stop!
- Physically pause. Don't speak or react immediately.
- Create a small mental space between the trigger and your response.
T - Take a Breath
- Take a slow, deep breath in through your nose, hold, and slowly exhale through your mouth.
- Repeat a few times. This activates your body's calming system.
O - Observe
- What am I feeling right now (physically, emotionally)?
- What exactly is the situation? What are my thoughts?
- Am I jumping to conclusions? What are the facts?
P - Proceed
- Now, choose how you want to respond.
- Is there a constructive way to address the situation?
- What's the most helpful action for me and for this situation?
Elaborate on each step of the STOP technique. Provide simple explanations and discuss why each step is important.
Your Personal Action Plan: The Worksheet
- This worksheet is your guide to applying the 'STOP' technique.
- Use it to identify your triggers and plan healthy responses.
- Regular practice helps you manage anger more effectively in real-time.
Explain the purpose of the worksheet and encourage the student to use it as a practice tool. Reinforce that consistent practice leads to better anger management.
Script
Cool Down Script
Introduction (5 minutes)
Teacher: "Hi [Student's Name], thanks for meeting with me today. We're going to talk about something everyone experiences: anger. Sometimes it can feel overwhelming, right? Have you ever noticed yourself getting really frustrated or upset about something, and then regretting how you reacted?"
(Pause for student response. Validate their experience.)
Teacher: "Anger is a totally normal emotion, just like happiness or sadness. It's often a signal that something isn't right, or that a boundary has been crossed. The challenge isn't to never feel angry, but to learn how to manage it so it doesn't control us or lead to actions we later regret. Today, we're going to learn a simple, powerful technique to help you respond to anger in a healthier way. Let's start by looking at the Anger Management Slide Deck (Slide 2)."
Introduce the 'STOP' Technique (10 minutes)
Teacher: "When we feel anger rising, our first instinct might be to react quickly. But there's a better way to respond, and it's called the 'STOP' technique. It helps us create a pause so we can choose our actions instead of just reacting impulsively. Take a look at Anger Management Slide Deck (Slide 3)."
(Go to Anger Management Slide Deck (Slide 4) and explain each step in detail.)
Teacher: "Let's break down each letter. First, S - Stop! This means literally pausing. If you're talking, stop talking. If you're moving, stop moving. Just for a moment, create a mental and physical space.
"Next, T - Take a Breath. This is crucial. When we're angry, our bodies tense up. Taking a slow, deep breath, like a sigh of relief, can help calm your nervous system. Breathe in slowly through your nose for a count of four, hold for one, and then exhale slowly through your mouth for a count of six. Let's try it together a couple of times."
(Guide the student through two deep breaths.)
Teacher: "Good. After you've calmed your body a bit, the next step is O - Observe. This means noticing what's happening. What am I feeling right now, both physically and emotionally? What are my thoughts? What exactly is the situation? Am I making assumptions, or am I looking at the facts? This step helps you get perspective.
"Finally, P - Proceed. Once you've stopped, breathed, and observed, you can now choose how you want to respond. Instead of reacting out of anger, you can think, 'What's the most helpful way to deal with this situation? What's the best action for me right now?' This might mean calmly expressing yourself, walking away, or problem-solving."
Teacher: "Let me give you an example. Imagine I'm trying to study, and my roommate is playing loud music. My immediate thought might be, 'They're so inconsiderate! I'm furious!'
- S - Stop: I'd pause, take my hands off my books, and close my eyes for a second.
- T - Take a Breath: I'd take a few slow, deep breaths to calm my racing heart.
- O - Observe: I'd notice my tension, my frustrated thoughts, and then realize the music isn't meant to annoy me, my roommate just might not realize how loud it is.
- P - Proceed: Instead of yelling or slamming my door, I might calmly walk over and say, 'Hey, would you mind turning the music down a bit? I'm trying to focus on studying.' See how that's different?"
Guided Practice with Worksheet (10 minutes)
Teacher: "Now it's your turn to practice! I have this My Anger Action Plan Worksheet for you. It's designed to help you think through a situation where you felt angry and apply the 'STOP' technique. You can use a recent situation that made you angry, or if you prefer, we can use a hypothetical one."
(Hand the student the My Anger Action Plan Worksheet. Allow them to choose a situation or help them brainstorm one.)
Teacher: "Okay, let's start with the first box. Describe the situation or trigger that made you angry."
Teacher: "Now, in the next section, describe your typical reaction to this type of situation. How do you usually respond when this trigger happens?"
Teacher: "Great. Now let's use the 'STOP' technique. How would you apply each step to that situation? What would you Stop, how would you Take a Breath, what would you Observe, and how would you then Proceed differently?"
Review and Homework (5 minutes)
Teacher: "How did that feel? Did thinking through the 'STOP' steps help you imagine a different way to handle that anger-provoking situation?"
(Discuss the student's experience and insights.)
Teacher: "This is a skill, and like any skill, it gets stronger with practice. I encourage you to use this My Anger Action Plan Worksheet whenever you notice anger building up at home. You can fill out more sections, or just practice the steps in your mind."
"Remember, you can't always control what makes you angry, but you can control how you respond. The 'STOP' technique gives you that control. We can check in on how this is going for you in our next session."
Teacher: "Do you have any questions about the 'STOP' technique or how to use the worksheet?"
(Address any questions and provide encouragement.)
Worksheet
My Anger Action Plan Worksheet
Instructions: Use this worksheet to practice the 'STOP' technique for managing anger. Fill out one section for each anger-provoking situation you want to work on.
Anger Scenario #1
1. The Trigger (Describe the situation or specific event that made you feel angry):
2. My Typical Reaction (How do you usually respond when this trigger happens? What do you say, do, or feel intensely?):
3. Applying the 'STOP' Technique:
-
S - Stop! (What would you physically and mentally pause before reacting?):
-
T - Take a Breath (Describe how you would use deep breathing to calm yourself in that moment):
-
O - Observe (What would you notice about your feelings, thoughts, and the situation itself? What facts would you focus on?):
-
P - Proceed (Based on your observation, what is a more thoughtful, constructive way you could respond or act in this situation?):
Anger Scenario #2
1. The Trigger (Describe the situation or specific event that made you feel angry):
2. My Typical Reaction (How do you usually respond when this trigger happens? What do you say, do, or feel intensely?):
3. Applying the 'STOP' Technique:
-
S - Stop! (What would you physically and mentally pause before reacting?):
-
T - Take a Breath (Describe how you would use deep breathing to calm yourself in that moment):
-
O - Observe (What would you notice about your feelings, thoughts, and the situation itself? What facts would you focus on?):
-
P - Proceed (Based on your observation, what is a more thoughtful, constructive way you could respond or act in this situation?):
Lesson Plan
Defeat Intrusive Thoughts
Students will learn and practice a cognitive restructuring technique to manage intrusive thoughts effectively at home.
Intrusive thoughts can be distressing and interfere with daily life. This lesson provides a concrete strategy to gain control over these thoughts, improving mental well-being and academic focus.
Audience
Undergraduate Students
Time
30 minutes
Approach
Teach, Practice, Apply
Materials
Smartboard or Projector, Intervention Slide Deck, Intrusive Thought Buster Script, Thought Challenge Worksheet, and Thought Challenge Worksheet Answer Key
Prep
Review Materials
5 minutes
Review the Intervention Slide Deck, Intrusive Thought Buster Script, Thought Challenge Worksheet, and Thought Challenge Worksheet Answer Key to familiarize yourself with the content and flow. Ensure all materials are accessible.
Step 1
Introduction to Intrusive Thoughts
5 minutes
- Engage: Begin by asking the student if they ever have thoughts that just 'pop' into their head, even when they don't want them to. Explain that these are called intrusive thoughts and are very common.
2. Define: Briefly define intrusive thoughts using Intervention Slide Deck (Slide 2). Emphasize that having them doesn't mean something is wrong with them.
3. Validate: Acknowledge that these thoughts can be distressing and that the goal of this session is to provide a tool to manage them.
Step 2
Introduce the 'Thought Challenge' Technique
10 minutes
- Explain: Introduce the 'Thought Challenge' technique as a way to examine and reframe intrusive thoughts, rather than trying to suppress them. Use Intervention Slide Deck (Slides 3-4) to illustrate the steps.
2. Steps: Outline the key steps:
* Identify: Recognize the intrusive thought.
* Question: Challenge the thought's validity and helpfulness.
* Reframe: Create a more balanced and realistic thought.
3. Model: Briefly model an example with a common intrusive thought (e.g., 'I'm going to fail this test'). Show how to identify, question, and reframe it. Refer to the Intrusive Thought Buster Script for detailed talking points.
Step 3
Guided Practice with Worksheet
10 minutes
- Distribute: Provide the student with the Thought Challenge Worksheet.
2. Practice: Guide the student through filling out the worksheet using one of their own recent intrusive thoughts (or a hypothetical one if they prefer not to share). Encourage them to articulate their thought, challenge its evidence, consider alternative perspectives, and reframe it. Use prompts from the Intrusive Thought Buster Script to facilitate this.
3. Feedback: Offer supportive feedback and guidance as they work through the steps.
Step 4
Review and Homework
5 minutes
- Review: Briefly review the completed section of the Thought Challenge Worksheet and discuss any insights gained.
2. Encourage: Emphasize that practice is key. Encourage the student to use the 'Thought Challenge' technique at home whenever they experience intrusive thoughts. Suggest they complete additional sections of the Thought Challenge Worksheet or even use a journal.
3. Future Support: Remind the student that this is a skill that gets easier with practice and that they can continue to discuss their progress in future sessions.
Answer Key
My Anger Action Plan Worksheet Answer Key
Instructions: This key provides an example of how to complete the 'My Anger Action Plan Worksheet'. Remember, each individual's experience will be unique.
Anger Scenario Example
1. The Trigger (Describe the situation or specific event that made you feel angry):
My friend cancelled our plans at the last minute for the third time this month, and I was really looking forward to it.
2. My Typical Reaction (How do you usually respond when this trigger happens? What do you say, do, or feel intensely?):
I usually get really frustrated, might send a slightly passive-aggressive text back, or just ignore them for a while. I feel hurt and disrespected.
3. Applying the 'STOP' Technique:
-
S - Stop! (What would you physically and mentally pause before reacting?):
I would stop myself from immediately typing a response. I'd close my phone, maybe stand up from where I'm sitting. -
T - Take a Breath (Describe how you would use deep breathing to calm yourself in that moment):
I would take 3-5 slow, deep breaths. In through my nose, hold for a second, and slowly exhale through my mouth, really focusing on letting the tension go. -
O - Observe (What would you notice about your feelings, thoughts, and the situation itself? What facts would you focus on?):
I'd notice the tightness in my chest and my racing thoughts about being let down. I'd remind myself that my friend might have a legitimate reason, and cancelling doesn't automatically mean they don't care. I'd also consider that my previous reactions haven't been helpful. -
P - Proceed (Based on your observation, what is a more thoughtful, constructive way you could respond or act in this situation?):
After calming down, I would send a calm message like, 'Oh, that's a bummer, I was really looking forward to it. Is everything okay? Let me know when you're free next week.' This allows for understanding instead of immediate judgment.
Slide Deck
Defeat Intrusive Thoughts: Your Mind, Your Rules!
A quick guide to taking control of your thoughts.
Welcome the student and introduce the topic in an engaging way. Emphasize that this is about gaining control over their own mind.
What Are Intrusive Thoughts?
- Thoughts that pop into your mind unexpectedly.
- Often unwanted, repetitive, and distressing.
- Can be about anything – worries, doubts, images, impulses.
- They are common! Almost everyone experiences them sometimes.
Define intrusive thoughts clearly. Reassure the student that these are common and not a sign of weakness or illness. Ask if they have experienced thoughts like this.
The Thought Challenge: 3 Steps to Freedom
- Identify: Catch the intrusive thought.
- Question: Challenge its truth and helpfulness.
- Reframe: Create a more balanced thought.
Introduce the core technique. Explain that instead of fighting the thoughts, we're going to examine them. Briefly outline the three steps.
How To Challenge Your Thoughts
Step 1: Identify
- Notice the intrusive thought. What exactly is it?
- Don't judge it, just observe it.
Step 2: Question
- Is this thought 100% true?
- What evidence supports this thought? What evidence contradicts it?
- Is this thought helpful or unhelpful?
- What's another way to look at this situation?
Step 3: Reframe
- Based on your questioning, what's a more balanced, realistic, or helpful thought you can replace it with?
- This isn't about positive thinking, but realistic thinking.
Go into detail for each step. Explain what 'identify' means (just notice it). For 'question,' explain looking for evidence. For 'reframe,' explain finding a more realistic or helpful perspective.
Your Practice Pad: The Thought Challenge Worksheet
- This worksheet is your tool for practicing the Thought Challenge.
- Use it whenever an intrusive thought bothers you.
- The more you practice, the easier it gets to challenge thoughts on the fly.
Explain that practice is crucial and that the worksheet is a tool to help them. Encourage them to use it regularly.
Script
Intrusive Thought Buster Script
Introduction (5 minutes)
Teacher: "Hi [Student's Name], thanks for coming in today. We're going to talk about something that many people experience, but don't always talk about: intrusive thoughts. Have you ever had a thought just pop into your head, even when you didn't want it to? Maybe it's a worry, a doubt, or even a strange image, and it just keeps coming back?"
(Pause for student response. Validate their experience if they share.)
Teacher: "Exactly. Those are what we call intrusive thoughts. They can feel really upsetting or unsettling, and it's easy to think that there's something wrong with us for having them. But the truth is, they're actually very common. Many, many people experience them. Today, we're going to learn a simple technique to help you manage these thoughts and take back control of your mind. We'll be using some slides to guide us. Let's look at the Intervention Slide Deck (Slide 2)."
Introduce the 'Thought Challenge' Technique (10 minutes)
Teacher: "So, instead of trying to push these thoughts away, which can sometimes make them even stronger, we're going to learn how to challenge them. It's like being a detective for your own thoughts. We'll use a technique called 'Thought Challenge.' Take a look at Intervention Slide Deck (Slide 3). It has three main steps: Identify, Question, and Reframe."
(Go to Intervention Slide Deck (Slide 4) and explain each step in detail.)
Teacher: "Let's break down each step. First, Identify. This just means noticing the thought. What exactly is it? Don't judge it, just observe it. For example, if you're thinking, 'I'm going to fail this test,' you simply acknowledge that thought.
"Next, Question. This is where you become the detective. You ask: Is this thought 100% true? What evidence do I have that supports this thought? What evidence do I have that goes against it? Is this thought actually helpful, or is it making things worse? What's another way I could look at this situation?"
"Finally, Reframe. After you've questioned the thought, what's a more balanced, realistic, or helpful thought you can replace it with? This isn't about forcing yourself to be super positive if it doesn't feel genuine, but about finding a more accurate and constructive way of thinking."
Teacher: "Let me give you a quick example. Imagine I have an intrusive thought: 'I'm never going to get this assignment done on time.'
- Identify: The thought is 'I'm never going to get this assignment done on time.'
- Question: Is it 100% true? No, I've finished assignments before. Evidence for: It's a big assignment, I feel stressed. Evidence against: I've started early, I have resources, I've managed complex tasks before. Is it helpful? No, it's making me feel overwhelmed and want to procrastinate.
- Reframe: 'This assignment is challenging, but I have a plan and the ability to work through it. I will break it down into smaller steps and focus on making progress.' See how that feels different?"
Guided Practice with Worksheet (10 minutes)
Teacher: "Now it's your turn to try! I have this Thought Challenge Worksheet for you. It's designed to help you go through these steps. You can use a recent intrusive thought that you've experienced, or if you prefer, we can use a hypothetical one."
(Hand the student the Thought Challenge Worksheet. Allow them to choose a thought or help them brainstorm one.)
Teacher: "Okay, let's start with the first box. What is the intrusive thought? Try to write it down exactly as it appears in your mind."
Teacher: "Great. Now, let's move to the 'Question' section. What evidence do you have that this thought is true? And what evidence goes against it? Think about past experiences, facts, or other perspectives."
Teacher: "And how about if this thought is helpful or unhelpful? Is it pushing you towards your goals, or is it holding you back?"
Teacher: "Considering everything we've discussed, how can you reframe this thought into something more balanced or realistic? What's a new thought you can practice telling yourself?"
Review and Homework (5 minutes)
Teacher: "How did that feel? Did going through those steps change the way you see that thought?"
(Discuss the student's experience and insights.)
Teacher: "This is a skill, and like any skill, it gets stronger with practice. I encourage you to use this Thought Challenge Worksheet whenever you notice intrusive thoughts bothering you at home. You can fill out more sections, or even just practice the steps in your head."
"Remember, having intrusive thoughts is normal, but you can learn to manage their impact. This technique helps you do just that. We can check in on how this is going for you in our next session."
Teacher: "Do you have any questions about the 'Thought Challenge' or how to use the worksheet?"
(Address any questions and provide encouragement.)
Worksheet
Thought Challenge Worksheet
Instructions: Use this worksheet to challenge intrusive thoughts. Fill out one section for each intrusive thought you want to work on.
Thought Challenge #1
1. Intrusive Thought (What is the exact thought that pops into your mind?):
2. Question the Thought:
-
What evidence do you have that this thought is 100% true?
-
What evidence goes against this thought? (Consider past experiences, facts, other perspectives)
-
Is this thought helpful or unhelpful for you right now? Why?
3. Reframe the Thought (Based on your questioning, what's a more balanced, realistic, or helpful thought you can replace it with?):
Thought Challenge #2
1. Intrusive Thought (What is the exact thought that pops into your mind?):
2. Question the Thought:
-
What evidence do you have that this thought is 100% true?
-
What evidence goes against this thought? (Consider past experiences, facts, other perspectives)
-
Is this thought helpful or unhelpful for you right now? Why?
3. Reframe the Thought (Based on your questioning, what's a more balanced, realistic, or helpful thought you can replace it with?):
Thought Challenge #3
1. Intrusive Thought (What is the exact thought that pops into your mind?):
2. Question the Thought:
-
What evidence do you have that this thought is 100% true?
-
What evidence goes against this thought? (Consider past experiences, facts, other perspectives)
-
Is this thought helpful or unhelpful for you right now? Why?
3. Reframe the Thought (Based on your questioning, what's a more balanced, realistic, or helpful thought you can replace it with?):
Answer Key
Thought Challenge Worksheet Answer Key
Instructions: This key provides an example of how to complete the Thought Challenge Worksheet. Remember, each individual's experience will be unique.
Thought Challenge Example
1. Intrusive Thought (What is the exact thought that pops into your mind?):
"I'm going to fail my upcoming presentation, and everyone will think I'm incompetent."
2. Question the Thought:
-
What evidence do you have that this thought is 100% true?
- I sometimes get nervous during presentations.
- I stumbled over a few words during my last practice run.
- There's a lot riding on this presentation.
-
What evidence goes against this thought? (Consider past experiences, facts, other perspectives)
- I've prepared extensively for this presentation.
- I've successfully delivered presentations before.
- My professor gave me good feedback on my outline.
- My friends said my practice run was actually pretty good overall.
- One or two stumbles don't mean total failure.
- Even if I make a mistake, people are usually understanding, not immediately judgmental.
-
Is this thought helpful or unhelpful for you right now? Why?
- Unhelpful. It's causing me extreme anxiety, making it hard to focus on practicing, and making me doubt my abilities. It's increasing my stress and not helping me prepare better.
3. Reframe the Thought (Based on your questioning, what's a more balanced, realistic, or helpful thought you can replace it with?):
"While it's natural to be nervous about an important presentation, I have prepared thoroughly and have a track record of successfully delivering presentations. I will focus on doing my best and remember that small mistakes are normal and don't define my competence. I can handle this."