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Coping Champions- K.A

Lesson Plan

Session 1 Plan

Introduce stop-and-think and deep breathing, guiding Knight through scenarios to practice self-regulation with 80% accuracy.

Building a foundation for self-regulation, these skills help Knight manage overwhelming feelings by pausing, thinking, and using breath control, reducing emotional escalation and improving communication.

Audience

7th Grade Male Student

Time

30 minutes

Approach

Model, practice, and reflect using scenarios.

Materials

Coping Skills Check-In, Positive Coping Skills Slides, Stop-and-Think Scenarios Handout, Calm Down Cards, and Reflection Journal

Prep

Prepare Materials

10 minutes

Step 1

Introduction to Coping Skills

5 minutes

  • Display Positive Coping Skills Slides
  • Define overwhelming feelings and why coping skills matter
  • Ask Knight to share a recent moment he felt overwhelmed
  • Explain today’s focus: stop-and-think and deep breathing

Step 2

Teacher Modeling

8 minutes

  • Model “stop-and-think”: pause, name feeling, choose a skill
  • Demonstrate deep breathing: belly breaths in for 4, out for 4
  • Invite Knight to mimic each step with guidance
  • Provide praise and corrective feedback as needed

Step 3

Guided Practice

10 minutes

  • Present scenarios from Stop-and-Think Scenarios Handout
  • Read each scenario aloud and ask Knight to:
    • Pause and name his feeling
    • Use deep breathing
    • Verbalize what he’s thinking (stop-and-think)
  • Chart accuracy; aim for 4 out of 5 correct uses

Step 4

Reflection & Role-Play Activity

7 minutes

  • Have Knight write in Reflection Journal:
    • Which skill felt easiest? Why?
    • When might he use it next?
  • Conduct a quick role-play:
    • Teacher reads a scenario from Stop-and-Think Scenarios Handout or creates a new one
    • Knight practices pausing, naming feeling, using deep breathing and stop-and-think
    • Teacher provides immediate feedback and praise
  • Summarize key takeaways and preview next session’s skills
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Slide Deck

Coping Champions: Your Inner Power!

Ready to master your feelings?

Welcome Knight. Explain that today we're starting a journey to learn powerful ways to handle tough feelings. Introduce the idea of a 'coping toolbox.'

Skill 1: Stop-and-Think

What it is: Pausing to name your feeling and choose a helpful response instead of reacting right away.

When to use: When your thoughts are racing, you feel like snapping back, or aren’t sure what to do next.

Steps:

  1. Pause and take a slow breath.
  2. Name your feeling (e.g., “I feel angry”).
  3. Ask: “What can I do to feel better?”
  4. Pick a coping skill and try it.

Introduce the first skill: Stop-and-Think. Explain its purpose and basic steps.

Skill 2: Deep Breathing

What it is: Using slow, controlled breaths to calm your body and mind.

When to use: When you feel tense, jittery, or notice your heart beating fast.

Steps (4-1-4 Breathing):

  1. Breathe in through your nose for a count of 4.
  2. Hold your breath for a count of 1.
  3. Breathe out through your mouth for a count of 4.
  4. Repeat 3-5 times.

Introduce Deep Breathing. Emphasize how it physically calms the body.

Skill 3: Positive Self-Talk

What it is: Telling yourself encouraging statements to redirect negative thoughts.

When to use: When you catch yourself thinking “I can’t” or “This is too hard.”

Steps:

  1. Notice a negative thought.
  2. Stop it and replace it with a positive one (e.g., “I can try my best”).
  3. Repeat the positive phrase.

Introduce Positive Self-Talk. Explain the concept of challenging negative thoughts.

Skill 4: Grounding (5-4-3-2-1)

What it is: Using your senses to bring attention back to the present moment.

When to use: When you feel panicked, distracted, or “stuck” in overwhelming thoughts.

Steps:

  1. Name 5 things you can see.
  2. Name 4 things you can touch.
  3. Name 3 things you can hear.
  4. Name 2 things you can smell.
  5. Name 1 thing you can taste.

Introduce Grounding. Explain how it brings you back to the present.

Skill 5: "I Am" Statements

What it is: Declaring strengths or qualities about yourself to boost confidence.

When to use: When you feel down, unworthy, or doubt your abilities.

Steps:

  1. Start with “I am…”
  2. Add a positive quality or accomplishment (e.g., “I am capable”).
  3. Say it slowly and believe it.

Introduce 'I Am' Statements. Explain how they build self-esteem.

Skill 6: Taking a Break

What it is: Stepping away from a stressful situation to reset your mind and body.

When to use: When you feel overwhelmed, frustrated, or stuck.

Steps:

  1. Politely tell others you need a moment.
  2. Move to a calm spot or change your activity.
  3. Use another coping skill during the break.
  4. Return when you feel more in control.

Introduce Taking a Break. Explain it's a healthy way to reset.

Your Coping Toolbox is Growing!

You now have 6 powerful coping skills!

Remember to practice:

  • Stop-and-Think
  • Deep Breathing
  • Positive Self-Talk
  • Grounding (5-4-3-2-1)
  • "I Am" Statements
  • Taking a Break

Keep practicing, Coping Champion!

Conclude by reminding Knight of his growing toolbox and the importance of practice.

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Worksheet

Stop And Think Scenarios Handout

Use Stop-and-Think and Deep Breathing to manage your feelings. For each scenario:

  1. Pause and name your feeling.
  2. Choose a coping skill (stop-and-think or deep breathing).
  3. Describe how you will use that skill.

Scenario 1

You realize you forgot your homework at home, and your teacher asks you to turn it in now.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 2

Your friend cancels lunch plans minutes before you’re supposed to meet.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 3

You get stuck on a hard level in a video game and can’t figure out how to move on.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 4

A loud noise startles you during a quiet classroom test.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 5

You learn there’s a surprise math quiz tomorrow that you haven’t studied for yet.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





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Worksheet

Calm Down Cards

These cards are your quick reminders for coping skills! You can cut them out and keep them handy.

Card 1: Stop-and-Think

REMEMBER: Pause, Name Feeling, Choose Skill!

Card 2: Deep Breathing

REMEMBER: In for 4, Hold for 1, Out for 4!

Card 3: Positive Self-Talk

REMEMBER: Turn negatives into positives!

Card 4: "I Am" Statements

REMEMBER: "I am capable," "I am strong!"

Card 5: Grounding (5-4-3-2-1)

REMEMBER: 5-see, 4-touch, 3-hear, 2-smell, 1-taste!

Card 6: Taking a Break

REMEMBER: Step away, calm down, then return!

Your Turn: Design your own calm down card below for a skill you like, or add a reminder about when you might use one of these cards!












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Worksheet

Positive Coping Skills Handout

Use these strategies to manage overwhelming feelings. Read each skill, learn when and how to use it, then practice below!

1. Stop-and-Think

What it is: Pausing to name your feeling and choose a helpful response instead of reacting right away.

When to use: When you feel your thoughts racing, feel like you might snap back, or aren’t sure what to do next.

Steps:

  1. Pause and take a slow breath.
  2. Name your feeling out loud (e.g., “I feel angry”).
  3. Ask yourself: “What can I do to feel better?”
  4. Pick one coping skill and try it.

Practice:

  1. Situation I might use Stop-and-Think:





  2. What feeling would I name?





  3. Which options could I consider?





2. Deep Breathing

What it is: Using slow, controlled breaths to calm your body and mind.

When to use: When you feel tense, jittery, or notice your heart beating fast.

Steps (4-1-4 Breathing):

  1. Breathe in through your nose for a count of 4.
  2. Hold your breath for a count of 1.
  3. Breathe out through your mouth for a count of 4.
  4. Repeat 3–5 times until you feel calmer.

Practice:

  1. Breathe in count: ______


  2. Hold count: ______


  3. Breathe out count: ______


  4. How calm do you feel now?





3. Positive Self-Talk

What it is: Telling yourself encouraging statements to redirect negative thoughts.

When to use: When you catch yourself thinking “I can’t” or “This is too hard.”

Steps:

  1. Notice a negative thought.
  2. Stop it and replace it with a positive one (e.g., “I can try my best”).
  3. Repeat the positive phrase whenever you need it.

Practice:

  1. Write a negative thought you’ve had recently:





  2. Turn it into a positive statement:





  3. When could you use this self-talk next?





4. “I Am” Statements

What it is: Declaring strengths or qualities about yourself to boost confidence.

When to use: When you feel down, unworthy, or doubt your abilities.

Steps:

  1. Start with “I am…”
  2. Add a positive quality or accomplishment (e.g., “I am capable of learning new things”).
  3. Say it slowly and believe it.

Practice:

  1. Write an “I am” statement about yourself:





  2. Describe when you’ll repeat it:





5. Grounding Techniques (5-4-3-2-1)

What it is: Using your senses to bring attention back to the present moment.

When to use: When you feel panicked, distracted, or “stuck” in overwhelming thoughts.

Steps:

  1. Name 5 things you can see.
  2. Name 4 things you can touch.
  3. Name 3 things you can hear.
  4. Name 2 things you can smell.
  5. Name 1 thing you can taste.

Practice:

  1. Five things I see:





  2. Four things I feel:





  3. Three things I hear:





  4. Two things I smell:





  5. One thing I taste:





6. Taking a Break

What it is: Stepping away from a stressful situation to reset your mind and body.

When to use: When you feel overwhelmed, frustrated, or stuck and need space.

Steps:

  1. Politely tell others you need a moment.
  2. Move to a calm spot or change your activity.
  3. Use another coping skill (e.g., deep breathing) during the break.
  4. Return when you feel more in control.

Practice:

  1. A place I could go for a quick break:





  2. What I’ll do during my break:





  3. How will I know I’m ready to return?





Keep this handout handy and try out each skill the next time you feel overwhelmed. You’ve got this, Coping Champion!

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Lesson Plan

Session 2 Plan

Introduce positive self-talk and grounding techniques, guiding Knight through scenarios to practice these self-regulation skills with 80% accuracy.

These skills empower Knight to challenge negative thoughts and re-focus when overwhelmed, building resilience and improving emotional regulation by actively managing internal and external stressors.

Audience

7th Grade Male Student

Time

30 minutes

Approach

Model, practice, and reflect using scenarios.

Materials

Positive Coping Skills Slides, Positive Coping Skills Handout, Self-Talk & Grounding Scenarios Handout, Reflection Journal Session 2, and Coping Skills Check-In

Prep

Prepare Materials

10 minutes

Step 1

Recap & Introduction to New Skills

5 minutes

  • Briefly review 'stop-and-think' and 'deep breathing' from Session 1
  • Display Coping Champions Session 2 Slides
  • Introduce today’s focus: positive self-talk and grounding techniques
  • Ask Knight if he has used any coping skills since last session

Step 2

Teacher Modeling

8 minutes

  • Model positive self-talk: identifying a negative thought and replacing it with an encouraging one (e.g., “This is too hard” to “I can try my best”)
  • Demonstrate a grounding technique (5-4-3-2-1): naming 5 things seen, 4 touched, 3 heard, 2 smelled, 1 tasted
  • Invite Knight to mimic each step with guidance
  • Provide praise and corrective feedback as needed

Step 3

Guided Practice

10 minutes

  • Present scenarios from Self-Talk & Grounding Scenarios Handout
  • Read each scenario aloud and ask Knight to:
    • Identify potential overwhelming feelings
    • Choose either positive self-talk or a grounding technique
    • Verbalize how he would apply the chosen skill
  • Chart accuracy; aim for 4 out of 5 correct uses

Step 4

Reflection & Challenge

7 minutes

  • Have Knight write in Reflection Journal Session 2:
    • Which of today’s skills (self-talk or grounding) felt most helpful? Why?
    • How can he practice this skill before our next session?
  • Complete the Coping Skills Check-In together to monitor progress.
  • Conduct a quick role-play:
    • Teacher reads a scenario from Self-Talk & Grounding Scenarios Handout or creates a new one
    • Knight practices pausing, identifying feelings, and applying a new coping skill
    • Teacher provides immediate feedback and praise
  • Summarize key takeaways and set a challenge to use one new skill at least once this week.
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Slide Deck

Coping Champions: Session 2

Last time: Stop-and-Think & Deep Breathing

Today: Positive Self-Talk & Grounding!

Welcome Knight. Briefly recap the Stop-and-Think and Deep Breathing skills we covered last session. Ask if he had a chance to practice them.

Positive Self-Talk: Your Inner Coach

What it is: Telling yourself encouraging statements to redirect negative thoughts.

When to use: When you catch yourself thinking "I can't" or "This is too hard."

Steps:

  1. Notice a negative thought.
  2. Stop it and replace it with a positive one (e.g., "I can try my best").
  3. Repeat the positive phrase whenever you need it.

Introduce positive self-talk. Explain what it means to challenge negative thoughts and replace them with helpful ones.

Practice: Positive Self-Talk

Negative Thought Example: "I'm going to fail this test."

Positive Self-Talk Example: "I'll do my best and focus on what I know."

Your Turn: What's a negative thought you sometimes have? How can you turn it into positive self-talk?

Provide an example and let Knight practice creating his own positive self-talk statements. Encourage him to think about situations where he might need this.

Grounding: Back to the Present

What it is: Using your senses to bring attention back to the present moment.

When to use: When you feel panicked, distracted, or "stuck" in overwhelming thoughts.

Steps (5-4-3-2-1):

  1. Name 5 things you can see.
  2. Name 4 things you can touch.
  3. Name 3 things you can hear.
  4. Name 2 things you can smell.
  5. Name 1 thing you can taste.

Introduce grounding techniques. Explain how they help bring attention back to the present moment when feelings become overwhelming.

Practice: Grounding (5-4-3-2-1)

Let's try it together, right here, right now!

5 things you can SEE:

4 things you can TOUCH:

3 things you can HEAR:

2 things you can SMELL:

1 thing you can TASTE:

Guide Knight through a brief grounding exercise, asking him to name items for each sense in the room. Provide supportive feedback.

Coping Champions: Keep Practicing!

You're building a strong toolbox of coping skills!

Remember to practice:

  • Stop-and-Think
  • Deep Breathing
  • Positive Self-Talk
  • Grounding (5-4-3-2-1)

Conclude the session, reinforcing the importance of practice and encouraging Knight to use these skills in his daily life.

lenny

Worksheet

Self-Talk & Grounding Scenarios Handout

Use Positive Self-Talk or a Grounding Technique to manage your feelings. For each scenario:

  1. Name your feeling.
  2. Choose a coping skill (positive self-talk or grounding).
  3. Describe how you will use that skill.

Scenario 1

You are about to give a presentation in class and feel your heart racing, thinking, "I'm going to mess up."

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 2

You receive a low grade on a test, and you start thinking, "I'm not smart enough."

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 3

You're in a crowded, noisy cafeteria, and you feel overwhelmed and anxious, struggling to focus.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 4

You made a mistake during a game with friends, and you keep replaying it in your head, thinking, "I always mess everything up."

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 5

You are waiting for important news, and you feel jittery and your thoughts are spiraling with worry about what might happen.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





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Lesson Plan

Session 4 Plan

Review and apply all six coping skills (Stop-and-Think, Deep Breathing, Positive Self-Talk, Grounding, "I Am" Statements, Taking a Break) with 80% accuracy across varied scenarios, and create a personal coping plan.

Consolidates learned skills and empowers Knight to independently utilize them in real-life situations, fostering long-term emotional resilience.

Audience

7th Grade Male Student

Time

30 minutes

Approach

Review, practice, assess, and plan for generalization.

Materials

Coping Skills Check-In, Coping Champions Session 4 Slides, Coping Skills Application Scenarios, My Personal Coping Plan, Reflection Journal Session 4, and Coping Champions Game

Prep

Prepare Materials

10 minutes

Step 1

Introduction & Review

5 minutes

  • Display Coping Champions Session 4 Slides.
  • Briefly recap all coping skills learned (Stop-and-Think, Deep Breathing, Positive Self-Talk, Grounding, "I Am" Statements, Taking a Break).
  • Ask Knight to share which skill he found most helpful and why.

Step 2

Coping Skills Application Practice

10 minutes

  • Present scenarios from Coping Skills Application Scenarios.
  • Read each scenario aloud and ask Knight to:
    • Identify the feeling
    • Choose the most appropriate coping skill(s)
    • Explain his choice and how he would apply the skill(s)
  • Chart accuracy; aim for 4 out of 5 correct uses.

Step 3

Coping Champions Game

8 minutes

  • Play the Coping Champions Game to reinforce skills in a fun, interactive way.
  • Follow game instructions for drawing feeling and coping skill cards.

Step 4

Personal Coping Plan & Reflection

7 minutes

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Slide Deck

Coping Champions: Mastering Your Feelings!

You've learned so much! Let's put it all together and become true Coping Champions!

Welcome Knight. Explain that this session is about consolidating all the amazing coping skills he's learned.

Your Coping Toolbox: All 6 Skills!

Remember our skills?

  • Stop-and-Think
  • Deep Breathing
  • Positive Self-Talk
  • Grounding (5-4-3-2-1)
  • "I Am" Statements
  • Taking a Break

Review each skill briefly. Ask Knight to name one thing he remembers about each skill. Encourage him to think about when he might use them.

Scenario Challenge: Which Skill Now?

Let's practice! For each situation, decide which coping skill (or skills!) would be most helpful.

Explain that we'll practice using these skills in different situations. Emphasize that there might be more than one 'right' answer, and the goal is to choose the most helpful skill for the moment.

Time to Play: Coping Champions Game!

Get ready for a fun challenge to test your coping skills knowledge!

Introduce the Coping Champions Game. Explain the rules: draw a feeling card, draw a coping skill card, and explain how to use that skill for the feeling. Emphasize fun and quick thinking.

Your Future Self: My Coping Plan

How will you keep using your awesome coping skills?

  • What skills will you use most?
  • When and where will you practice?

Introduce the idea of a personal coping plan. Guide Knight through thinking about how he can continue using these skills in his daily life. Explain the Reflection Journal and Coping Skills Check-In.

You're a Coping Champion!

You've built an amazing coping toolbox! Keep practicing, keep growing, and keep shining!

Congratulate Knight on his progress and emphasize his strength in learning and applying these skills. Encourage him to be proud of his growth.

lenny

Worksheet

Coping Skills Application Scenarios

For each scenario, identify the feeling and choose the most appropriate coping skill(s) you've learned. Describe how you would use the skill(s) step-by-step.

Scenario 1

You are playing a video game online, and another player is being really mean and calling you names. You feel a surge of anger and want to yell back.

  1. What am I feeling?





  2. Which coping skill(s) will I use?





  3. How will I apply it step-by-step?





Scenario 2

You have a big test tomorrow that you are worried about, and your mind keeps racing with negative thoughts like, "I'm going to fail." You also notice your stomach feels a bit uneasy.

  1. What am I feeling?





  2. Which coping skill(s) will I use?





  3. How will I apply it step-by-step?





Scenario 3

You accidentally spill your drink at the lunch table, and some classmates stare. You feel embarrassed and want to disappear.

  1. What am I feeling?





  2. Which coping skill(s) will I use?





  3. How will I apply it step-by-step?





Scenario 4

You are having a really tough day at school, and everything feels overwhelming. You just need a moment to collect yourself before your next class.

  1. What am I feeling?





  2. Which coping skill(s) will I use?





  3. How will I apply it step-by-step?





Scenario 5

You're trying to learn a new trick on your skateboard, but you keep falling. You start to think, "I'm never going to get this; I'm just not athletic enough."

  1. What am I feeling?





  2. Which coping skill(s) will I use?





  3. How will I apply it step-by-step?





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Worksheet

My Personal Coping Plan

You are a Coping Champion! Use this plan to help you remember and use your amazing coping skills outside of our sessions.

My Top 3 Coping Skills

Which three coping skills do you think you will use most often? Why?










  1. Skill:



    When I will use it:





  2. Skill:



    When I will use it:





  3. Skill:



    When I will use it:





My Coping Triggers

What are some situations or feelings that usually make you feel overwhelmed? Listing them can help you be ready to use your coping skills.













My Support System

Who can you talk to or go to for help when you're feeling overwhelmed? (e.g., family, friends, teacher, counselor)













My Coping Champion Pledge

I, __________________________, pledge to use my coping skills to manage my feelings and become a stronger, more resilient person. I know it takes practice, and I am committed to being a Coping Champion!

Signed: _________________________

Date: _________________________

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Journal

Reflection Journal: Session 4

Take a moment to reflect on your journey as a Coping Champion!

Prompt 1

Looking back at all the coping skills we've learned, which one do you feel most confident using now? Describe a time you used it or plan to use it this week.












Prompt 2

What is the biggest challenge you foresee in continuing to use these coping skills on your own? How can you prepare for that challenge?












Prompt 3

Imagine you are talking to another student who is struggling with overwhelming feelings. What is the most important piece of advice about coping skills you would give them?












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Game

Coping Champions Game: Master Your Skills!

Objective: To practice recognizing overwhelming feelings and applying appropriate coping skills.

Materials:

How to Play:

  1. Setup: Place "Feeling Cards" face down in one pile and "Coping Skill Cards" face down in another pile.

  2. Teacher Starts: The teacher draws a "Feeling Card" and reads the feeling aloud (e.g., "You feel Frustrated because you can't figure out a math problem.").

  3. Knight Responds: Knight then draws a "Coping Skill Card." He must then explain how he would use that specific coping skill to manage the feeling described in the scenario. For example, if he draws "Deep Breathing," he would say, "If I feel frustrated, I would use deep breathing by taking a deep breath in for 4, holding for 1, and breathing out for 4, a few times, to calm my body down before trying the problem again."

  4. Discussion: The teacher provides positive feedback and, if appropriate, discusses other coping skills that might also work in that situation.

  5. Continue Playing: Repeat steps 2-4 for the duration of the game time (approximately 8 minutes) or until cards run out. The goal is practice and understanding, not winning or losing.

Challenge Option:

For an extra challenge, Knight can draw both a Feeling Card and a Coping Skill Card, then create his own scenario where that feeling and skill would be relevant!

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Worksheet

Coping Skills Application Scenarios

For each scenario, identify the feeling and choose the most appropriate coping skill(s) you've learned. Describe how you would use the skill(s) step-by-step.

Scenario 1

You are playing a video game online, and another player is being really mean and calling you names. You feel a surge of anger and want to yell back.

  1. What am I feeling?





  2. Which coping skill(s) will I use?





  3. How will I apply it step-by-step?





Scenario 2

You have a big test tomorrow that you are worried about, and your mind keeps racing with

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Journal

Reflection Journal: Session 2

Take a moment to reflect on the positive coping skills we discussed today: Positive Self-Talk and Grounding Techniques (5-4-3-2-1).

Prompt 1

Out of Positive Self-Talk and Grounding, which skill felt most helpful or interesting to you today? Why did it stand out?












Prompt 2

Think about a situation coming up this week where you might be able to try out either positive self-talk or a grounding technique. Describe the situation and how you plan to use the skill.












Prompt 3

What is one positive statement you can tell yourself when you feel overwhelmed or discouraged? Write it down and keep it in mind.












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Worksheet

Coping Skills Check-In: Knight Alcantar

This check-in will help us track your progress in using coping skills. For each skill, rate how confident you feel using it and note a time you used it or could have used it.

Week of:



1. Stop-and-Think

  • How confident do you feel using Stop-and-Think?

    • Not confident at all
    • A little confident
    • Pretty confident
    • Very confident

  • When did you use Stop-and-Think this week, or when could you have used it?






2. Deep Breathing

  • How confident do you feel using Deep Breathing?

    • Not confident at all
    • A little confident
    • Pretty confident
    • Very confident

  • When did you use Deep Breathing this week, or when could you have used it?






3. Positive Self-Talk

  • How confident do you feel using Positive Self-Talk?

    • Not confident at all
    • A little confident
    • Pretty confident
    • Very confident

  • When did you use Positive Self-Talk this week, or when could you have used it?






4. Grounding Techniques (5-4-3-2-1)

  • How confident do you feel using Grounding?

    • Not confident at all
    • A little confident
    • Pretty confident
    • Very confident

  • When did you use a Grounding Technique this week, or when could you have used it?






Teacher Observations (To be filled out by the teacher)

  • Observed use of coping skills (strengths/areas for growth):











  • Notes/Next Steps:











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Lesson Plan

Session 3 Plan

Introduce "I Am Statements" and "Taking a Break," guiding Knight through scenarios to practice these self-regulation skills with 80% accuracy.

These skills empower Knight to build self-esteem, challenge negative self-perceptions, and effectively disengage from stressful situations, fostering a greater sense of control and well-being.

Audience

7th Grade Male Student

Time

30 minutes

Approach

Model, practice, and reflect using scenarios.

Materials

Coping Skills Check-In, Coping Champions Session 3 Slides, I Am Statements & Taking a Break Scenarios Handout, Reflection Journal Session 3, and Positive Coping Skills Handout

Prep

Prepare Materials

10 minutes

Step 1

Recap & Introduction to New Skills

5 minutes

  • Briefly review previous coping skills (stop-and-think, deep breathing, positive self-talk, grounding)
  • Display Coping Champions Session 3 Slides
  • Introduce today’s focus: "I Am Statements" and "Taking a Break"
  • Ask Knight if he used any coping skills since last session, specifically self-talk or grounding.

Step 2

Teacher Modeling

8 minutes

  • Model an "I Am Statement": identifying a positive quality about yourself (e.g., “I am capable”)
  • Demonstrate "Taking a Break": explain when and how to politely remove yourself from a situation
  • Invite Knight to mimic each step with guidance
  • Provide praise and corrective feedback as needed.

Step 3

Guided Practice

10 minutes

  • Present scenarios from I Am Statements & Taking a Break Scenarios Handout
  • Read each scenario aloud and ask Knight to:
    • Identify potential overwhelming feelings
    • Choose either an "I Am Statement" or "Taking a Break"
    • Verbalize how he would apply the chosen skill
  • Chart accuracy; aim for 4 out of 5 correct uses.

Step 4

Reflection & Challenge

7 minutes

  • Have Knight write in Reflection Journal Session 3:
    • Which of today’s skills ("I Am Statements" or "Taking a Break") felt most helpful? Why?
    • How can he practice this skill before our next session?
  • Complete the Coping Skills Check-In together to monitor progress.
  • Conduct a quick role-play:
  • Summarize key takeaways and set a challenge to use one new skill at least once this week.
lenny

Slide Deck

Coping Champions: Session 3

Last time: Positive Self-Talk & Grounding

Today: "I Am" Statements & Taking a Break!

Welcome Knight. Briefly recap the coping skills covered in previous sessions (Stop-and-Think, Deep Breathing, Positive Self-Talk, Grounding). Ask if he had a chance to practice them.

"I Am" Statements: Building Your Inner Strength

What it is: Declaring strengths or qualities about yourself to boost confidence.

When to use: When you feel down, unworthy, or doubt your abilities.

Steps:

  1. Start with “I am…”
  2. Add a positive quality or accomplishment (e.g., “I am capable of learning new things”).
  3. Say it slowly and believe it.

Introduce "I Am" statements. Explain how they help build self-confidence and counteract negative self-talk.

Practice: "I Am" Statements

Example: "I am a good friend."

Your Turn: What is one "I Am" statement you can say about yourself? When might you use it?

Provide an example and let Knight practice creating his own "I Am" statements. Encourage him to think about situations where he might need this boost.

Taking a Break: Your Recharge Button

What it is: Stepping away from a stressful situation to reset your mind and body.

When to use: When you feel overwhelmed, frustrated, or stuck and need space.

Steps:

  1. Politely tell others you need a moment.
  2. Move to a calm spot or change your activity.
  3. Use another coping skill (e.g., deep breathing) during the break.
  4. Return when you feel more in control.

Introduce "Taking a Break" as a coping skill. Emphasize that it's okay to step away to regain control.

Practice: Taking a Break

Where could you go for a quick break if you feel overwhelmed at school or home? What could you do during that break to feel calmer?

Discuss practical ways Knight can take a break in different environments (classroom, home, with friends).

Coping Champions: Growing Stronger!

You now have even more tools in your coping toolbox!

Remember to practice:

  • Stop-and-Think
  • Deep Breathing
  • Positive Self-Talk
  • Grounding (5-4-3-2-1)
  • "I Am" Statements
  • Taking a Break

Conclude the session, reinforcing the importance of practice and integrating all learned skills.

lenny

Worksheet

"I Am" Statements & Taking a Break Scenarios Handout

Use "I Am" Statements or Taking a Break to manage your feelings. For each scenario:

  1. Name your feeling.
  2. Choose a coping skill ("I Am" Statement or Taking a Break).
  3. Describe how you will use that skill.

Scenario 1

You are working on a difficult school project and feel frustrated, thinking, "I'm not good enough to do this."

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 2

You have an argument with a family member and feel overwhelmed and angry, needing space.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 3

You are trying out for a sports team and feel nervous, doubting your abilities, thinking, "I'll never make the team."

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 4

Your friends are laughing at a joke you don't understand, and you feel left out and a bit embarrassed.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





Scenario 5

You are in a noisy public place, and the sounds and crowds are making you feel agitated and overstimulated, wanting to escape.

  1. What am I feeling?





  2. Which coping skill will I use?





  3. How will I apply it step-by-step?





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lenny

Journal

Reflection Journal: Session 3

Take a moment to reflect on the positive coping skills we discussed today: "I Am" Statements and Taking a Break.

Prompt 1

Out of "I Am" Statements and Taking a Break, which skill felt most helpful or interesting to you today? Why did it stand out?












Prompt 2

Think about a situation coming up this week where you might be able to try out either an "I Am" statement or taking a break. Describe the situation and how you plan to use the skill.












Prompt 3

Write down three positive "I Am" statements about yourself. These are statements of your strengths and qualities.












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lenny
Coping Champions- K.A • Lenny Learning