Coping Pro Skills: Your Toolbox in Action! Script

Warm-Up & Review (5 minutes)

Teacher: "Welcome back, everyone! It's great to see you. Let's quickly remember our group norms for creating a safe and supportive space: [mention 2-3 norms like active listening, respectful sharing, confidentiality]."

"Last time, we built our 'Calm Toolkit,' exploring various coping strategies. Your homework was to use your Coping in Action Log to track any challenging emotions or ANTs you managed, and the coping strategies you started to identify. Did anyone have any initial insights or observations from that practice? What was it like to intentionally use a coping strategy?"

(Facilitate a brief discussion. Affirm student efforts and observations. Reinforce that these are skills that take practice.)

Deep Dive into Coping Strategies & Energy Regulation (10 minutes)

Teacher: "Excellent! Today, we're going to become 'Coping Pro Skills' experts by really practicing when and how to use the tools in our Calm Toolkit. It's one thing to know about the tools, and another to actually use them effectively. We're also going to add another layer of understanding: our energy levels."

(Display Coping Pro Skills Slide Deck - Slide 2: Your Energy Meter: Where Are You?)

Teacher: "Before we jump into reviewing our tools, let's think about our energy. Sometimes, how much energy we have, or need, really impacts how we feel and which coping strategy might be best. This isn't about feeling 'good' or 'bad,' but just where your internal dial is, from very low energy (1) to very high energy (5). For example, sitting quietly needs low energy, but playing a sport needs high energy."

"Think about how you feel right now. On a scale of 1 to 5, where would you rate your energy? And what kind of energy does this activity (being in class, listening) require?"

(Allow a brief pause for students to reflect. You might ask for a few non-verbal cues like a thumbs up/down for general energy level.)

(Display Coping Pro Skills Slide Deck - Slide 3: Match Your Energy to the Moment)

Teacher: "This brings us to the idea of matching our energy to the moment. We call it regulation when your current energy matches what an activity needs. If you have low energy and need low energy, that's a match! But if there's a mismatch, that's called dysregulation. For instance, if you have lots of energy but need to sit still, you might feel restless. If you have very little energy but need to do something active, you might feel overwhelmed."

"Knowing this helps us choose the right coping strategy. Sometimes a strategy is needed to shift our energy to better match the situation, or sometimes we need to adjust the situation. We'll explore this as we review our coping tools."

(Display Coping Pro Skills Slide Deck - Slide 4: Tool Review 1: Deep Breathing)

Teacher: "First, a quick review. Remember Deep Breathing? We practiced techniques like the 4-4-6 breath. What kind of situations do you think deep breathing is most helpful for? When might you reach for this tool, especially if you have too much energy for a calm activity, or need to lower your energy?"

(Allow brief responses: anxiety before a test, feeling overwhelmed, sudden anger, bringing high energy down.)

(Display Coping Pro Skills Slide Deck - Slide 5: Tool Review 2: Progressive Muscle Relaxation (PMR))

Teacher: "How about Progressive Muscle Relaxation (PMR)? We talked about tensing and releasing muscle groups. When is PMR a good choice from your toolkit? How might it help regulate your energy?"

(Allow brief responses: physical tension, stress, trouble sleeping, releasing pent-up restless energy.)

(Display Coping Pro Skills Slide Deck - Slide 6: Tool Review 3: Engaging Your Senses (Grounding))

Teacher: "And Engaging Your Senses, or grounding? When are you feeling so overwhelmed or caught in your thoughts that you might use the 5-4-3-2-1 technique? How might it help if your energy is scattered or too high for focused attention?"

(Allow brief responses: panic attacks, intense anxiety, feeling overwhelmed by thoughts, to bring focus and center scattered energy.)

(Display Coping Pro Skills Slide Deck - Slide 7: Tool Review 4: Movement / Physical Activity)

Teacher: "What about Movement or Physical Activity? When do you feel that restless energy or frustration that a quick burst of physical activity could help with? This is great for when you have too much energy for a calm task, or feel a bit 'stuck' and need to shift your energy."

(Allow brief responses: anger, excess energy, needing a break, feeling stuck, to increase low energy or release high energy.)

(Display Coping Pro Skills Slide Deck - Slide 8: Tool Review 5: Creative Expression)

Teacher: "How about Creative Expression? When might journaling, drawing, or listening to music be the right tool for what you're feeling? How could this help regulate your energy, whether it's too high or too low?"

(Allow brief responses: processing complex emotions, sadness, needing a distraction, to calm high energy or gently uplift low energy.)

(Display Coping Pro Skills Slide Deck - Slide 9: Tool Review 6: Seeking Support)

Teacher: "And finally, Seeking Support – one of the most powerful tools. When should you reach out to a trusted adult or friend? How might talking to someone help regulate your energy when you're feeling overwhelmed or drained?"

(Allow brief responses: feeling isolated, overwhelmed, needing advice, persistent sadness, to share a burden and potentially gain energy/perspective.)

Applied Practice Activity (15-20 minutes)

Teacher: "Great job reviewing our toolkit and thinking about energy regulation! Now, let's truly become 'Coping Pro Skills' masters by applying these to different situations. I'm going to hand out the Coping Strategies Practice Activity. We'll work through the first example together to make sure everyone understands the process of identifying the challenging feelings/thoughts and assessing the energy mismatch, then selecting 1-2 appropriate coping strategies, explaining why they chose them and how it would help."

(Distribute the Coping Strategies Practice Activity. Guide students through the first example, modeling how to identify the situation, the challenging emotions/thoughts, assess current vs. needed energy, and then selecting 1-2 appropriate coping strategies, explaining why they chose them and how it would help.)

Teacher: "Okay, now you can work individually or in pairs on the remaining scenarios. Circulate to provide support and answer questions, encouraging them to think deeply about the practical application of each strategy and how it helps regulate energy."

(Allow 10-12 minutes for independent/paired work. Circulate to provide support and answer questions, encouraging deeper thinking about strategy application.)

Teacher: "Alright, let's bring the group back together. Who would like to share one of the scenarios, the feelings/thoughts, their energy assessment, and which coping strategy they chose, and why they thought it would be particularly helpful in that moment?"

(Facilitate sharing, highlighting that different strategies can be valid and effective, and emphasizing the importance of matching the tool to the challenge and regulating energy.)

Wrap-Up & Homework (5 minutes)

Teacher: "Fantastic work today, everyone! You've really started to strengthen your 'Coping Pro Skills' by actively practicing which tools to use and why, and now also considering your energy levels. Remember, the more you practice, the more these strategies become second nature, helping you manage challenges throughout your life."

(Display Coping Pro Skills Slide Deck - Slide 10: Practice Time: Your Toolkit in Action!)

Teacher: "For homework this week, we're going to continue using your Coping in Action Log. I want you to track at least two challenging situations you encounter. For each, you should identify any ANTs or difficult emotions, and now also reflect on your current energy vs. the energy needed for the situation. Then, consciously choose and practice one or more coping strategies, reflecting on the impact of your choice and how it helped regulate your energy. You should also consider if you could have used an additional strategy."

"Thank you all for your engagement and commitment to building your emotional resilience today. Keep practicing, and I'll see you next time!"

Your Voice, Your Power: Healthy Communication Script

Warm-Up & Review (5 minutes)

Teacher: "Welcome back, everyone! It's great to see you. Let's quickly remember our group norms for creating a safe and supportive space: [mention 2-3 norms like active listening, respectful sharing, confidentiality]."

"Last time, we built our 'Calm Toolkit,' exploring various coping strategies like deep breathing, PMR, grounding, movement, creative expression, and seeking support. Your homework was to use your ANT Spotter Journal to track an ANT or challenging emotion and then consciously choose and practice one or more of those coping strategies. You also reflected on the impact of using the strategy."

"Did anyone have any insights from that practice this past week? What was it like to intentionally use a coping strategy? Did it make a difference in how you felt or thought about the situation?"

(Facilitate a brief discussion. Affirm student efforts and observations. Reinforce that these are skills that take practice.)

Introducing Communication Styles (10 minutes)

Teacher: "That's a perfect transition into today's session. We've talked a lot about managing our internal world – our thoughts and feelings. But often, those thoughts and feelings come up when we're interacting with others, especially when we're facing challenges or disagreements. Today, we're going to focus on how we use our 'voice' – how we communicate – to navigate those situations more effectively and calmly. We're talking about healthy communication."

(Display Your Voice, Your Power Slide Deck - Slide 2: What's Your Communication Style?)

Teacher: "Everyone communicates differently, and we often fall into patterns. Understanding these patterns, or communication styles, helps us choose how we want to express ourselves. We're going to look at three main styles: Passive, Aggressive, and Assertive."

(Display Your Voice, Your Power Slide Deck - Slide 3: Style 1: Passive Communication)

Teacher: "First up is Passive Communication. This is when someone tends to hide their own needs or feelings to avoid conflict, often at the expense of their own well-being. Think about what that looks like: saying 'yes' when you really mean 'no,' avoiding eye contact, mumbling, or letting others make all the decisions, even if you disagree."

"What do you think the impact of this style is, both on the person being passive and on the people they're communicating with?"

(Allow brief responses: feeling unheard, resentment, others not knowing what they want.)

(Display Your Voice, Your Power Slide Deck - Slide 4: Style 2: Aggressive Communication)

Teacher: "On the other end of the spectrum is Aggressive Communication. This is when someone expresses their needs forcefully, often dominating the conversation and potentially hurting or disrespecting others. This can involve yelling, interrupting, blaming, criticizing, demanding, or ignoring others' feelings."

"What do you think happens in conversations when someone is communicating aggressively? How do others feel, and what's the long-term impact on relationships?"

(Allow brief responses: others feel hurt, defensive, angry; relationships are damaged.)

(Display Your Voice, Your Power Slide Deck - Slide 5: Style 3: Assertive Communication)

Teacher: "Now, for the goal: Assertive Communication. This is the healthy middle ground. It's about clearly and respectfully expressing your own needs, thoughts, and feelings while also respecting others' rights and feelings. Assertive communication looks like speaking calmly and clearly, making eye contact, using 'I statements,' and actively listening."

"How do you think it feels to be assertive, and how might conversations go when people use this style?"

(Allow brief responses: feeling respected, heard; conflicts are resolved, misunderstandings reduced.)

Teacher: "Assertive communication is a skill, and it's what we'll focus on developing today."

Assertive Communication Techniques (10 minutes)

Teacher: "Let's break down two key techniques that help us be more assertive."

(Display Your Voice, Your Power Slide Deck - Slide 6: Assertive Tool 1: 'I Statements')

Teacher: "First, 'I Statements.' These are super important because they help you own your feelings and needs without blaming the other person. Instead of saying 'You always make me angry,' which can make someone defensive, you focus on your own experience."

"The formula is: 'I feel [emotion] when [situation] because [impact/need]. I would like [what you want/need].' Let's try one. Instead of 'You always interrupt me!' you could say, 'I feel unheard when I'm interrupted because I lose my train of thought. I would like to finish my point before you speak.' See how it focuses on your experience?"

(Guide a brief practice with a simple scenario if time allows, or ask for one more example from students.)

(Display Your Voice, Your Power Slide Deck - Slide 7: Assertive Tool 2: Active Listening)

Teacher: "Second, Active Listening. This isn't just waiting for your turn to talk! It's fully focusing on what another person is saying, both with their words and their body language. It shows respect and helps you truly understand. You can show you're actively listening by making eye contact, nodding, asking clarifying questions, and especially by paraphrasing what they said back to them. For example, 'So, what I hear you saying is that you're frustrated because the project deadline changed, and you're worried about finishing on time.'"

"How do you think someone feels when you actively listen to them like that?"

(Allow brief responses: heard, understood, respected.)

Communication Practice Activity (10-15 minutes)

Teacher: "Now, let's put these skills into action! I'm going to hand out the Communication Practice Activity. We'll work through the first example together to make sure everyone understands, and then you'll tackle some more scenarios."

(Distribute the Communication Practice Activity. Guide students through the first example, modeling how to identify the situation, choose an appropriate style, and craft an assertive response. Emphasize thinking about using coping strategies if emotions like frustration or anxiety arise during the conversation.)

Teacher: "Okay, now you can work individually or in pairs on the remaining scenarios. Think about how you would genuinely respond in an assertive way. Don't forget to consider how you might use a coping strategy if the conversation feels difficult or triggers strong emotions."

(Allow 8-10 minutes for independent/paired work. Circulate to provide support and answer questions.)

Teacher: "Alright, let's bring the group back together. Who would like to share one of the scenarios and how they crafted an assertive response, and perhaps which coping strategy they might have used to stay calm?"

(Facilitate sharing, highlighting different approaches and affirming all attempts.)

Wrap-Up & Homework (5 minutes)

Teacher: "Excellent work today, everyone! You've learned about different communication styles, and practiced using 'I Statements' and active listening to be more assertive and communicate effectively. Remember that this is a skill, and it takes courage and practice to develop."

(Display Your Voice, Your Power Slide Deck - Slide 8: Practice Makes Progress!)

Teacher: "For homework this week, continue using your ANT Spotter Journal. I want you to reflect on a challenging communication situation you encounter. Identify the communication style used (by yourself or others), any ANTs or difficult emotions that came up, and then think about how you could have used assertive communication and your coping strategies. If you feel comfortable, try practicing an assertive statement in a low-stakes situation this week, and reflect on that experience in your journal. We'll check in next time."

"Thank you all for your engagement and bravery in exploring these important ideas today. Keep practicing, and I'll see you next time!"

Communication Practice Activity: Finding Your Assertive Voice

Name: ____________________________
Date: ____________________________

In this activity, you'll practice applying healthy communication skills to common situations. For each scenario, read the situation, identify the typical communication styles you or others might use, and then craft an assertive response using "I Statements" and active listening. Also, consider which coping strategy you might use to stay calm if emotions run high.

Your Assertive Communication Tools:

• Passive: Avoiding conflict, hiding needs.
• Aggressive: Forceful, blaming, ignoring others.
• Assertive: Clear, respectful, owning your feelings (using "I Statements"), active listening.

Your Coping Toolkit (from last session) includes:

• Deep Breathing, Progressive Muscle Relaxation (PMR), Engaging Your Senses (Grounding), Movement / Physical Activity, Creative Expression, Seeking Support.

Scenario 1: The Group Project Responsibility

Your group has a project due, and one member (let's call them Chris) hasn't done their part, which is impacting everyone's grade. You feel frustrated and worried. Your initial thought is: "Chris is so irresponsible. We're going to fail because of them."

1. What challenging feelings or thoughts are you experiencing?

2. What communication style(s) might you typically use, and what would be the impact? (e.g., Passive:

Communication Practice Activity Answer Key

This answer key provides sample responses for the Communication Practice Activity. Students may have different valid answers based on their interpretation and application of communication and coping strategies. Focus on the process of identifying styles and crafting assertive, self-compassionate responses, rather than a single 'correct' answer.

Scenario 1: The Group Project Responsibility

Your group has a project due, and one member (let's call them Chris) hasn't done their part, which is impacting everyone's grade. You feel frustrated and worried. Your initial thought is: "Chris is so irresponsible. We're going to fail because of them."

1. What challenging feelings or thoughts are you experiencing?

Sample Answer: Frustration, worry, anxiety. The thought is Blaming and Catastrophizing ("Chris is so irresponsible," "We're going to fail").

2. What communication style(s) might you typically use, and what would be the impact?

Sample Answer:

• Passive: I might say nothing, hoping someone else addresses it, and then just silently do Chris's work, feeling resentful. Impact: I feel unheard and overworked; Chris doesn't learn from their actions; the group might still struggle.
• Aggressive: I might confront Chris angrily, saying, "Why haven't you done your part?! You're ruining this for all of us!" Impact: Chris might get defensive, the conflict escalates, and it doesn't solve the problem, potentially making the group dynamic worse.

3. Which coping strategy(ies) would you choose to manage your emotions before or during the conversation and why?

Sample Answer:

• Deep Breathing: Before talking to Chris, I would take a few deep breaths to calm my racing heart and reduce my initial frustration. This would help me approach the conversation more calmly and thoughtfully.
• Engaging Your Senses (Grounding): If I feel my anger rising during the conversation, I might subtly focus on 5 things I see in the room or the feeling of my feet on the floor to stay present and not get carried away by my emotions.

4. Craft an assertive response using an "I Statement" and considering active listening (what you'd say to Chris):

Sample Answer: "Chris, I feel worried and frustrated when your part of the project isn't completed by the deadline because it impacts our group's grade and adds stress to the team. I would like to understand what's going on and if there's anything we can do to help you get it done, or how we can re-distribute tasks so we can still submit a strong project. Can we talk about it?"

Scenario 2: Setting a Boundary with a Friend

A friend consistently asks to copy your homework right before class, putting you in an awkward position. You feel uncomfortable and used, but you don't want to upset them. Your thought is: "I can't say no, they'll get mad and stop being my friend."

1. What challenging feelings or thoughts are you experiencing?

Sample Answer: Uncomfortable, used, anxious about upsetting the friend. The thought is Mind Reading ("they'll get mad") and Fortune Telling ("stop being my friend").

2. What communication style(s) might you typically use, and what would be the impact?

Sample Answer:

• Passive: I might reluctantly let them copy, feeling angry and resentful inside, or make up a flimsy excuse that doesn't solve the long-term issue. Impact: I continue to feel used and disrespected; the friend continues the behavior; my integrity might be compromised.
• Aggressive: I might snap, "No! Stop asking me! Get your own work done!" Impact: The friend would likely be hurt or angry, and the friendship could suffer, even if the homework copying stops.

3. Which coping strategy(ies) would you choose to manage your emotions before or during the conversation and why?

Sample Answer:

• Seeking Support: I might talk to a trusted adult or another friend before the conversation to get advice on how to approach it and feel more confident in setting my boundary.
• Creative Expression (Journaling): Writing down my feelings and what I want to say beforehand can help me organize my thoughts and reduce anxiety about the confrontation.

4. Craft an assertive response using an "I Statement" and considering active listening (what you'd say to your friend):

Sample Answer: "I feel uncomfortable when you ask to copy my homework because it puts me in a difficult position and it's not fair to either of us. I care about our friendship, and I would like to help you understand the material if you're struggling, but I can't let you copy my work. Can we study together sometime?"

Scenario 3: Receiving Unfair Criticism

During a club meeting, another member makes a dismissive comment about your idea, saying, "That's a dumb idea, it won't work." You feel hurt and want to withdraw. Your thought is: "They're right. My ideas are always bad."

1. What challenging feelings or thoughts are you experiencing?

Sample Answer: Hurt, embarrassed, wanting to withdraw. The thought is Labeling ("My ideas are always bad") and All-or-Nothing Thinking.

2. What communication style(s) might you typically use, and what would be the impact?

Sample Answer:

• Passive: I might shrink back, say nothing, and not contribute any more ideas to the club. Impact: I feel silenced and defeated; the club misses out on my contributions; the other member's aggressive behavior goes unchallenged.
• Aggressive: I might retort, "Well, your ideas are worse!" or lash out. Impact: The conflict escalates, other club members might feel uncomfortable, and no constructive discussion takes place.

3. Which coping strategy(ies) would you choose to manage your emotions before or during the conversation and why?

Sample Answer:

• Deep Breathing/Grounding: In the moment, taking a few deep breaths or subtly focusing on my senses can help me manage the immediate hurt and prevent an impulsive, emotional reaction.
• Perspective Taking (mental check): Remind myself that this person's opinion is just one opinion, and it doesn't mean my idea is dumb, or that I am dumb. What would I tell a friend who received this criticism?

4. Craft an assertive response using an "I Statement" and considering active listening (what you'd say to the other member):

Sample Answer: "I feel dismissed when you say my idea is 'dumb,' because it makes me hesitant to share. I would like to understand your specific concerns with the idea so we can discuss it constructively and find the best solution for the club. Can you explain what you think won't work?"

Scenario 4: Managing a Disappointment with a Peer

You and a friend had plans, but your friend canceled last minute for the third time this month without a good explanation. You feel disappointed and annoyed. Your thought is: "They don't care about me at all. I'm not important to them."

1. What challenging feelings or thoughts are you experiencing?

Sample Answer: Disappointment, annoyance, feeling unimportant. The thought is Mind Reading ("They don't care about me") and potentially Emotional Reasoning ("I feel unimportant, so I must not be important").

2. What communication style(s) might you typically use, and what would be the impact?

Sample Answer:

• Passive: I might just say, "Okay, no problem," but then avoid making plans with them in the future or subtly act cold towards them. Impact: The friend remains unaware of the impact of their actions, and the friendship suffers from unaddressed resentment.
• Aggressive: I might text back something like, "Seriously?! You always do this! I'm done trying to make plans with you." Impact: The friend might feel attacked and defensive, leading to a breakdown in communication or the end of the friendship.

3. Which coping strategy(ies) would you choose to manage your emotions before or during the conversation and why?

Sample Answer:

• Creative Expression (Journaling): Writing down my disappointment and annoyance can help me process the feelings before talking to my friend, so I can approach the conversation more calmly.
• Movement / Physical Activity: Taking a short walk or doing some stretches can help release the pent-up frustration before I respond to my friend, helping me think more clearly.

4. Craft an assertive response using an "I Statement" and considering active listening (what you'd say to your friend):

Sample Answer: "I feel disappointed when our plans get canceled last minute, especially when it's happened a few times recently, because I really value our time together. I would like to understand what's going on, and if it's hard to commit, maybe we can figure out a better way to make plans that works for both of us."

Coping in Action Log: My Strategy Tracker

Name: ____________________________
Date: ____________________________

Now that you've explored various coping strategies, your task this week is to actively put them into practice! Become a 'Coping Pro' by intentionally using your toolkit to manage challenging emotions or thoughts you encounter.

Your task is to track at least two (2) different times this week when you face a challenging situation and consciously choose to use a coping strategy.

Instructions:

1. Situation: Briefly describe what was happening that led to challenging emotions or thoughts.
2. Feelings/Thoughts: What specific emotions (e.g., stress, anger, anxiety) or Automatic Negative Thoughts (ANTs) did you notice?
3. Coping Strategy Chosen: Which coping strategy (e.g., Deep Breathing, PMR, Grounding, Movement, Creative Expression, Seeking Support) did you decide to use?
4. Why this Strategy? Briefly explain why you chose this particular strategy for this situation.
5. Impact & Reflection: What happened when you used the strategy? Did it help? How? What did you learn? Could you have used another strategy in addition?

Coping in Action Entry 1

Date: ______________________

1. Situation:

2. Feelings/Thoughts:

3. Coping Strategy Chosen:

4. Why this Strategy?

5. Impact & Reflection:

Coping in Action Entry 2

Date: ______________________

1. Situation:

2. Feelings/Thoughts:

3. Coping Strategy Chosen:

4. Why this Strategy?

5. Impact & Reflection:

Mind Mazes: Navigating Tricky Thoughts Script

Warm-Up & Review (5 minutes)

Teacher: "Welcome back, everyone! It's great to see you. Let's quickly remember our group norms for creating a safe and supportive space: [mention 2-3 norms like active listening, respectful sharing, confidentiality]."

"Last time, we deepened our work with ANTs by introducing self-compassion, learning to talk to ourselves with kindness and understanding. Your homework was to continue using your ANT Spotter Journal to catch, challenge, and reframe ANTs using self-compassion."

"Did anyone have any insights from that practice this past week? Was there an ANT you successfully reframed with kindness, or something you noticed about your inner critic? Did any of the specific types of ANTs we discussed previously, like Mind Reading or Labeling, show up for you?"

(Facilitate a brief discussion. Affirm student efforts and observations. Reinforce that challenging thoughts is a skill that takes practice.)

Introducing Cognitive Distortions (15 minutes)

Teacher: "That's a fantastic lead-in to today's session, because we're going to dive even deeper into those 'tricky thoughts.' We've talked about ANTs in general, and today we're going to give names to some additional specific patterns of unhelpful thinking, what we call cognitive distortions."

(Display Mind Mazes Slide Deck - Slide 2: What are Cognitive Distortions?)

Teacher: "Cognitive distortions are basically common ways our brains can sometimes mislead us. They're like mental shortcuts that are often biased or inaccurate. Think of them as 'thought traps' that everyone falls into sometimes. The good news is, once we learn to spot them, we can choose a clearer path!"

(Display Mind Mazes Slide Deck - Slide 3: Distortion 1: Emotional Reasoning)

Teacher: "Our first new thought trap is Emotional Reasoning. This is when we believe something is true just because we feel it strongly. For example, if you feel anxious about a test, you might think, 'I feel so anxious, I must be going to fail it.'"

"But here's the thing: feelings are valid, and it's okay to feel anxious, but our feelings aren't always facts that predict the future. That feeling of anxiety doesn't mean you will fail. It just means you feel anxious. Does anyone recognize this thought pattern in themselves or others?"

(Allow brief responses and discussion.)

(Display Mind Mazes Slide Deck - Slide 4: Distortion 2: Should Statements)

Teacher: "Next up are Should Statements. These are those rigid rules or expectations we have for ourselves or others, often using words like 'should,' 'must,' or 'ought to.' For example, 'I should always know the answer in class,' or 'My friends should always agree with me.'"

"These 'shoulds' can put a lot of pressure on us and make us feel guilty or frustrated when we or others don't meet them. We might think, 'If I don't know the answer, I'm a failure.' But are these rigid rules helpful? What happens when we try to live by them? What if we tried replacing 'should' with 'could' or 'prefer to'?"

(Allow brief responses and discussion.)

(Display Mind Mazes Slide Deck - Slide 5: Distortion 3: Mental Filter)

Teacher: "Our third new thought trap today is the Mental Filter. This is when we focus only on the negative details of a situation and filter out all the positive ones, like wearing glasses that only show you the bad stuff. For instance, imagine you got a compliment on a big project, but your teacher mentioned one tiny correction. If you only focus on that correction and think, 'My whole project was terrible because of that one thing,' you're using a mental filter."

"Are you seeing the whole picture? What positive things might you be ignoring when you do this? How does focusing only on the negative make you feel?"

(Allow brief responses and discussion.)

(Display Mind Mazes Slide Deck - Slide 6: Distortion 4: Blaming)

Teacher: "Our fourth new cognitive distortion is Blaming. This is when we hold others, or sometimes even ourselves, entirely responsible for a situation, even when there are many factors at play. For example, 'I failed the test because the teacher made it too hard and didn't teach us properly.'"

"While external factors can certainly play a role, blaming often prevents us from looking at our own part in a situation or finding solutions. What does it feel like when you blame someone else entirely? Does it help you move forward?"

(Allow brief responses and discussion.)

Teacher: "These distortions are powerful, but just being able to name them and recognize them is the first step to weakening their hold."

Distortion Detective Activity (15-20 minutes)

Teacher: "Now it's time to put on your 'Distortion Detective' hats! I'm going to hand out the Distortion Detective Activity. We'll work through the first example together to make sure everyone understands, and then you'll tackle some more, including a few from our earlier discussions on ANTs."

(Distribute the Distortion Detective Activity. Guide students through the first example, modeling the process of identifying the distortion, applying challenging strategies, and reframing.)

Teacher: "Okay, now you can work individually or in pairs on the remaining scenarios. Try to identify which distortion is at play (it could be one of the new ones or one we discussed earlier like Mind Reading or Labeling or even a past one like Fortune Telling or Catastrophizing) and then use our challenging strategies (Fact-Checking, Alternative Thoughts, Perspective Taking, Self-Compassion) to reframe the thought."

(Allow 10-12 minutes for independent/paired work. Circulate to provide support and answer questions.)

Teacher: "Alright, let's bring the group back together. Who would like to share one of the scenarios and how they acted as a 'Distortion Detective' to identify and challenge the thought?"

(Facilitate sharing, highlighting different approaches and affirming all attempts.)

Wrap-Up & Homework (5 minutes)

Teacher: "Excellent work today, everyone. You've now added even more tools to your thought-management toolkit. We learned about Emotional Reasoning, Should Statements, Mental Filter, and Blaming, and we revisited Mind Reading and Labeling in our activity."

(Display Mind Mazes Slide Deck - Slide 7: Becoming a Distortion Detective!)

Teacher: "For homework this week, continue using your ANT Spotter Journal. When you catch an ANT, I want you to try to see if it fits into one of these categories of cognitive distortions (any of the ones we've learned so far!). Can you label it? Then, apply your challenging strategies and reframe it with self-compassionate language. Try to identify and work with at least two new instances of these specific distortions throughout the week."

"Thank you all for your engagement and bravery in exploring these important ideas today. Keep practicing, and I'll see you next time!"

Distortion Detective Activity: Spotting Thought Traps

Name: ____________________________
Date: ____________________________

In this activity, you'll practice identifying specific cognitive distortions and challenging them. Remember the distortions we've discussed so far: Emotional Reasoning, Should Statements, Mental Filter, Blaming, Mind Reading, and Labeling. For each scenario, read the thought, identify the distortion, and then apply your challenging and self-compassion strategies to reframe it into a more balanced thought.

Scenario 1: The Group Presentation

You have to give a presentation with your group, and you feel incredibly nervous. You think: "I feel so terrified, I'm definitely going to mess up and everyone will laugh at me."

1. What is the cognitive distortion at play?

2. How does this distortion impact your feelings and potential behavior?

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

4. What is a more balanced and self-compassionate thought you could have?

Scenario 2: The School Event

You decided not to go to the school dance because you were really tired. Afterward, you see pictures of your friends having fun and think: "I should have gone. I must always say yes to social events, or I'll miss out and my friends will think I'm boring."

1. What is the cognitive distortion at play?

2. How does this distortion impact your feelings and potential behavior?

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

4. What is a more balanced and self-compassionate thought you could have?

Scenario 3: The Feedback

You worked hard on an essay, and your teacher gave you a good grade but also wrote one comment about needing to elaborate more on a specific point. You can't stop thinking about that one comment and feel like your entire essay was a failure.

1. What is the cognitive distortion at play?

2. How does this distortion impact your feelings and potential behavior?

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

4. What is a more balanced and self-compassionate thought you could have?

Scenario 4: The Quiet Friend

You send a text to a friend, and they don't reply for several hours. You immediately think: "They're ignoring me on purpose. They must be mad at me or think I'm annoying."

1. What is the cognitive distortion at play?

2. How does this distortion impact your feelings and potential behavior?

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

4. What is a more balanced and self-compassionate thought you could have?

Scenario 5: The Minor Mistake

You made a small error on a homework assignment – you accidentally wrote a '7' instead of a '1' in one problem. You think: "I'm such a scatterbrain. I can't do anything right and I'm totally incompetent."

1. What is the cognitive distortion at play?

2. How does this distortion impact your feelings and potential behavior?

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

4. What is a more balanced and self-compassionate thought you could have?

Scenario 6: The Group Project Delay

Your group project is behind schedule. You think: "It's all Mark's fault. He didn't do his part on time, and now we're going to get a bad grade because of him."

1. What is the cognitive distortion at play?

2. How does this distortion impact your feelings and potential behavior?

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

4. What is a more balanced and self-compassionate thought you could have?

Distortion Detective Activity Answer Key

This answer key provides sample responses for the Distortion Detective Activity. Students may have different valid answers based on their interpretation and application of challenging and self-compassion strategies. Focus on the process of identifying and challenging the distortion, rather than a single 'correct' answer.

Scenario 1: The Group Presentation

You have to give a presentation with your group, and you feel incredibly nervous. You think: "I feel so terrified, I'm definitely going to mess up and everyone will laugh at me."

1. What is the cognitive distortion at play?

Sample Answer: Emotional Reasoning ("I feel terrified, so I will mess up") and Fortune Telling (predicting a negative outcome).

2. How does this distortion impact your feelings and potential behavior?

Sample Answer: This thought would likely make me feel even more anxious, stressed, and perhaps hopeless. It might lead me to avoid practicing, want to pull out of the presentation, or speak very quickly and quietly, which could then make me more likely to mess up, creating a self-fulfilling prophecy.

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

Sample Answer:

• Fact-Checking: Is feeling terrified a guarantee of messing up? No. Many people feel nervous before presentations but still do well. Is there evidence that people will laugh at me? No, my classmates are generally supportive. I've prepared with my group, so I have a foundation.
• Alternative Thoughts: It's normal to feel nervous before a presentation. I can channel this energy into focusing on my points. Even if I stumble, it's not the end of the world; everyone makes mistakes. I can take deep breaths to manage the physical feelings of nervousness.
• Perspective Taking: If a friend told me they felt terrified about a presentation, I'd remind them that nervousness is natural, they've prepared, and it's okay to make mistakes. I'd tell them to focus on delivering their message, not on being perfect.

4. What is a more balanced and self-compassionate thought you could have?

Sample Answer: "It's okay to feel nervous about this presentation; that's a normal human reaction. I've prepared, and I'll do my best. Even if it's not perfect, I can be kind to myself and learn from the experience."

Scenario 2: The School Event

You decided not to go to the school dance because you were really tired. Afterward, you see pictures of your friends having fun and think: "I should have gone. I must always say yes to social events, or I'll miss out and my friends will think I'm boring."

1. What is the cognitive distortion at play?

Sample Answer: Should Statements ("I should have gone," "I must always say yes") and Mind Reading (assuming friends will think I'm boring).

2. How does this distortion impact your feelings and potential behavior?

Sample Answer: This thought would make me feel guilty, regretful, and perhaps isolated. It might push me to overcommit to social events in the future even when I'm tired, leading to burnout and not truly enjoying myself. It also makes me second-guess my own needs.

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

Sample Answer:

• Fact-Checking: Is it true that I must always say yes to social events? No, I have a right to rest. Did my friends actually say they think I'm boring? No. Would I have genuinely enjoyed myself if I was exhausted? Probably not as much. One missed event doesn't define my social life.
• Alternative Thoughts: It was a healthy choice to prioritize rest. My friends likely understand, or they were just focused on their own fun. I can always spend time with them another day. It's okay to have boundaries and listen to my body.
• Perspective Taking: If a friend told me this, I'd say, "It's totally fine to miss an event if you're tired! Taking care of yourself is important. Your real friends won't think you're boring for that. You can always catch up with them later."

4. What is a more balanced and self-compassionate thought you could have?

Sample Answer: "I made the best decision for myself by resting. It's okay to miss out sometimes, and it doesn't mean my friends will judge me or that I'm boring. I can connect with them another time."

Scenario 3: The Feedback

You worked hard on an essay, and your teacher gave you a good grade but also wrote one comment about needing to elaborate more on a specific point. You can't stop thinking about that one comment and feel like your entire essay was a failure.

1. What is the cognitive distortion at play?

Sample Answer: Mental Filter (focusing only on the one negative comment and ignoring the good grade) and All-or-Nothing Thinking (if it's not perfect, it's a failure).

2. How does this distortion impact your feelings and potential behavior?

Sample Answer: This thought would make me feel discouraged, unappreciated, and perhaps angry at myself. It might make me less motivated to work hard on future essays, or cause me to obsess over every tiny detail, leading to increased stress and perfectionism.

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

Sample Answer:

• Fact-Checking: Did I get a good grade? Yes. Did the teacher say the entire essay was a failure? No, they gave constructive feedback on one point. Is it realistic to expect perfection, especially when learning? No, feedback is for growth.
• Alternative Thoughts: The teacher gave me valuable feedback to help me improve, which is a good thing. The good grade shows I did many things well. I can learn from this one comment to make my next essay even stronger.
• Perspective Taking: If a friend got a good grade but focused on one piece of feedback, I'd remind them of their success. I'd say, "That feedback is there to help you grow, not to take away from your good work. Look at the whole picture; you did really well!"

4. What is a more balanced and self-compassionate thought you could have?

Sample Answer: "I got a good grade on my essay, which shows I did a great job overall. The feedback on that one point is a chance for me to learn and improve, and it doesn't mean the whole essay was a failure."

Scenario 4: The Quiet Friend

You send a text to a friend, and they don't reply for several hours. You immediately think: "They're ignoring me on purpose. They must be mad at me or think I'm annoying."

1. What is the cognitive distortion at play?

Sample Answer: Mind Reading (assuming others' thoughts) and potentially Fortune Telling (predicting they're mad/annoyed).

2. How does this distortion impact your feelings and potential behavior?

Sample Answer: This thought would likely make me feel anxious, hurt, and perhaps angry or resentful towards my friend. It might lead me to send follow-up texts impatiently, withdraw from the friendship, or avoid talking to them when I next see them, based on an assumption rather than fact.

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

Sample Answer:

• Fact-Checking: Do I have any actual evidence that they are ignoring me on purpose or are mad? No. Is it possible they're busy, in class, at work, or just haven't seen their phone? Yes, there are many reasons someone might not reply immediately.
• Alternative Thoughts: Maybe they're busy, their phone battery died, they're with family, or they just haven't had a chance to respond yet. I'll give them the benefit of the doubt and wait for their reply.
• Perspective Taking: If a friend told me this, I'd tell them not to jump to conclusions. I'd remind them that it's easy to misinterpret silences in texts and that their friend probably has a good reason for the delay that has nothing to do with being mad.

4. What is a more balanced and self-compassionate thought you could have?

Sample Answer: "My friend hasn't replied yet, and that's okay. They might be busy, and I'll wait for their response without assuming the worst. It doesn't mean they're mad at me or that I'm annoying."

Scenario 5: The Minor Mistake

You made a small error on a homework assignment – you accidentally wrote a '7' instead of a '1' in one problem. You think: "I'm such a scatterbrain. I can't do anything right and I'm totally incompetent."

1. What is the cognitive distortion at play?

Sample Answer: Labeling ("I'm such a scatterbrain," "totally incompetent") and All-or-Nothing Thinking ("I can't do anything right").

2. How does this distortion impact your feelings and potential behavior?

Sample Answer: This thought would make me feel deeply frustrated, self-critical, and perhaps helpless. It might discourage me from putting effort into future assignments, or lead me to believe I'm incapable of academic success, even though it was a minor error.

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

Sample Answer:

• Fact-Checking: Was it all of my homework that had mistakes, or just one small error? Just one. Does one small error make me totally incompetent or a "scatterbrain" for all time? No, everyone makes small mistakes. It's a normal part of learning.
• Alternative Thoughts: I made a small, human error on one problem, which is common. I can correct it. My overall performance isn't defined by one tiny mistake. I am capable and I learn from my errors.
• Perspective Taking: If a friend made this same mistake, I'd tell them it's not a big deal, and that they're being too hard on themselves. I'd remind them that one small slip doesn't make them a bad student or an incompetent person.

4. What is a more balanced and self-compassionate thought you could have?

Sample Answer: "I made a small mistake on my homework, which is a normal human error. It doesn't mean I'm a 'scatterbrain' or incompetent. I can correct it and learn to be more careful next time, and still be kind to myself."

Scenario 6: The Group Project Delay

Your group project is behind schedule. You think: "It's all Mark's fault. He didn't do his part on time, and now we're going to get a bad grade because of him."

1. What is the cognitive distortion at play?

Sample Answer: Blaming (holding Mark entirely responsible) and Catastrophizing (predicting a bad grade as the worst outcome).

2. How does this distortion impact your feelings and potential behavior?

Sample Answer: This thought would likely make me feel angry, frustrated, and helpless. It might lead me to confront Mark aggressively, withdraw from contributing further, or complain to the teacher without trying to find a solution with the group. It also prevents me from considering what I or the group could do to mitigate the situation.

3. How can you challenge this thought using fact-checking, alternative thoughts, or perspective-taking?

Sample Answer:

• Fact-Checking: Is it all Mark's fault, or are there other factors at play, such as group communication, shared responsibilities, or unforeseen circumstances? Are we guaranteed to get a bad grade, or can we still work to improve it?
• Alternative Thoughts: While Mark's contribution is a factor, maybe the whole group needs to strategize on how to catch up. What steps can we take now to try and improve our grade? Could there be reasons beyond simple negligence for Mark's delay?
• Perspective Taking: If a friend was in this situation, I'd suggest talking to Mark calmly, seeing if there's anything the group can do to help, or collectively approaching the teacher for guidance or an extension. I'd remind them that a group project means shared responsibility in finding solutions.

4. What is a more balanced and self-compassionate thought you could have?

Sample Answer: "Our project is behind, and Mark's part is delayed. This is frustrating. Instead of just blaming, I can focus on what steps the group and I can take to address the delay and improve our chances of success, and calmly discuss with Mark."

Talk to Your Inner Critic: Cultivating Self-Compassion Script

Centering Warm-Up (5 minutes)

Teacher: "Welcome back, everyone. It's great to have you here again. Let's quickly remember our group norms for creating a safe and supportive space: [mention 2-3 norms like active listening, respectful sharing, confidentiality]."

"To start our session today, I want to introduce a very brief way to help us focus and connect with the present moment, especially when our thoughts start to feel a bit overwhelming. It's called 'Grounding with Your Senses.'"

"I invite you to get comfortable in your seats. You can keep your eyes open or gently close them, whatever feels right. Now, let's take a moment to engage our senses with what's around us.

"First, I want you to silently notice five things you can see in the room around you. Just observe them without judgment."

(Pause for 15-20 seconds.)

Teacher: "Next, silently notice four things you can feel. This might be your feet on the floor, your clothes on your skin, the texture of your chair, or the temperature of the air."

(Pause for 15-20 seconds.)

Teacher: "Now, silently notice three things you can hear. Maybe it's my voice, sounds from outside, or even the quiet hum of the room."

(Pause for 15-20 seconds.)

Teacher: "Then, silently notice two things you can smell, or two pleasant smells you can imagine right now."

(Pause for 15-20 seconds.)

Teacher: "And finally, silently notice one thing you can taste, or one pleasant taste you can imagine."

(Pause for 15-20 seconds.)

Teacher: "Take a deep breath in, and let it out. Gently open your eyes if they were closed. How do you feel after that exercise? Even a brief moment of connecting with our senses can help us feel more present and less overwhelmed by our thoughts. This is a simple tool you can use anytime, anywhere, when you need to bring your focus back to the here and now."

Review ANTs & Challenging (5 minutes)

Teacher: "In our last session, we talked about ANTs – Automatic Negative Thoughts – and we learned some powerful strategies to challenge them: Fact-Checking, Alternative Thoughts, and Perspective Taking."

"Did anyone try using their ANT Spotter Journal to notice or challenge any ANTs this past week? What did you observe about your thoughts or how it felt to try and challenge them?"

(Facilitate a brief discussion. Affirm student efforts and observations. Reinforce that challenging thoughts is a skill that takes practice.)

Introducing Self-Compassion (10 minutes)

Teacher: "That's a great lead-in to our next step. Today, we're going to build on challenging ANTs by learning how to talk to ourselves with more kindness and understanding. We're going to talk about self-compassion."

(Display Talk to Your Inner Critic Slide Deck - Slide 3: ANTs Revisited: Your Inner Critic)

Teacher: "Our inner critic, which often fuels those ANTs, can be pretty harsh. Self-compassion is about turning down the volume on that harsh critic and turning up the volume on a supportive, understanding voice instead."

(Display Talk to Your Inner Critic Slide Deck - Slide 4: What is Self-Compassion?)

Teacher: "So, what is self-compassion? It's simply treating yourself with the same kindness, care, and understanding you would offer a good friend who is struggling. It has three main parts:

1. Self-Kindness: Instead of beating ourselves up, we're gentle and understanding when things go wrong.
2. Common Humanity: Remembering that everyone struggles, everyone makes mistakes. You're not alone in your challenges.
3. Mindfulness: Noticing your difficult feelings or thoughts without getting swept away by them or judging them."

"Can anyone think of a time they've been really kind and understanding to a friend who was upset or made a mistake? How did you talk to them?"

(Allow responses.)

Teacher: "Now, how often do you talk to yourself that way when you're upset or make a mistake? Often, our inner voice is much harsher than we would ever be to a friend. Self-compassion helps us bridge that gap."

(Display Talk to Your Inner Critic Slide Deck - Slide 5: Self-Compassion is NOT...)

Teacher: "It's important to understand what self-compassion isn't. It's not self-pity, where you wallow in your problems. It's not self-indulgence, where you just give up or make excuses. And it's definitely not weakness. In fact, self-compassion is a huge source of strength and resilience, helping you learn and grow from challenges rather than being crushed by them."

Practice Self-Compassion & Reframe (15 minutes)

Teacher: "Now, let's put this into practice. We're going to use the Self-Compassion Reframe Activity. I'll hand it out, and we'll work through the first example together."

(Distribute the Self-Compassion Reframe Activity. Guide students through the first example, modeling the process of identifying an ANT and then applying self-compassionate self-talk using the strategies from Slide 6.)

Teacher: "Okay, now you can work individually or in pairs on the remaining scenarios. Remember to think about what you would say to a friend, or how you can acknowledge your feelings with kindness, and remind yourself that struggling is part of being human."

(Allow 8-10 minutes for independent/paired work. Circulate and provide support.)

Teacher: "Alright, let's bring it back together. Who would like to share one of their ANTs and how they used self-compassion to reframe it? What did you learn from this process?"

(Facilitate sharing, highlighting different approaches and affirming all attempts at self-compassion.)

Wrap-Up & Homework (5 minutes)

Teacher: "Excellent work today, everyone. We've added some powerful tools to our toolkit. Remember the 'Grounding with Your Senses' technique for when you need to focus, and the idea of self-compassion – being kind, understanding, and mindful towards yourself."

(Display Talk to Your Inner Critic Slide Deck - Slide 7: Practice Makes a Compassionate Heart)

Teacher: "For homework this week, continue using your ANT Spotter Journal. When you catch an ANT, I want you to try not just challenging it, but also responding to it with self-compassion. Use the new sections in your journal to write down the ANT, how it made you feel, then challenge it using the strategies from our last session, and finally, reframe it with self-compassionate language – what you would say to yourself with kindness, understanding, and mindfulness. Try to do this for at least three new ANTs."

"Thank you all for your engagement and bravery in exploring these important ideas today. Keep practicing, and I'll see you next time!"

Self-Compassion Reframe Activity: Your Inner Kind Voice

Name: ____________________________
Date: ____________________________

In this activity, you'll practice using self-compassion to reframe Automatic Negative Thoughts (ANTs). Remember the three parts of self-compassion: Self-Kindness, Common Humanity, and Mindfulness. For each scenario, identify the ANT, then practice a brief centering moment, and finally, reframe the thought using a self-compassionate approach.

Scenario 1: The Missed Opportunity

You see a flyer for a club you were really interested in joining, but you realize the sign-up deadline passed yesterday. You think: "I always miss out on everything good. I'm so disorganized and I'll never get involved in anything cool."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

2. Take a Centering Moment: Briefly pause and connect with your senses. Notice 5 things you can see, 4 things you can feel, 3 things you can hear, 2 things you can smell (or imagine), and 1 thing you can taste (or imagine). How do you feel after this brief moment?

3. How can you apply Self-Compassion to this ANT? (Explain your thinking for Self-Kindness, Common Humanity, or Mindfulness. What would you tell a friend?)

4. What is a more balanced and self-compassionate thought you could have?

Scenario 2: The Social Blunder

During a conversation with classmates, you accidentally say something awkward or misinformed. Afterward, you replay it in your head and think: "Everyone probably thinks I'm an idiot. I should just keep my mouth shut next time."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

2. Take a Centering Moment: Briefly pause and connect with your senses. Notice 5 things you can see, 4 things you can feel, 3 things you can hear, 2 things you can smell (or imagine), and 1 thing you can taste (or imagine). How do you feel after this brief moment?

3. How can you apply Self-Compassion to this ANT? (Explain your thinking for Self-Kindness, Common Humanity, or Mindfulness. What would you tell a friend?)

4. What is a more balanced and self-compassionate thought you could have?

Scenario 3: The Bad Day

You're having a particularly rough day – things aren't going your way, you feel overwhelmed with schoolwork, and you're just generally feeling down. Your inner voice says: "I can't handle anything right now. I'm just a mess and I'm never going to get through this."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

2. Take a Centering Moment: Briefly pause and connect with your senses. Notice 5 things you can see, 4 things you can feel, 3 things you can hear, 2 things you can smell (or imagine), and 1 thing you can taste (or imagine). How do you feel after this brief moment?

3. How can you apply Self-Compassion to this ANT? (Explain your thinking for Self-Kindness, Common Humanity, or Mindfulness. What would you tell a friend?)

4. What is a more balanced and self-compassionate thought you could have?

Coping Strategies Practice Activity Answer Key

This answer key provides sample responses for the Coping Strategies Practice Activity. Students may have different valid answers based on their interpretation and application of coping and energy regulation strategies. Focus on the process of identifying feelings, assessing energy, and choosing appropriate strategies, rather than a single 'correct' answer.

Scenario 1: Pre-Test Jitters

You have a big exam in your next class, and you feel your heart racing, your palms sweating, and thoughts like "I'm going to totally mess this up!" are swirling in your head.

1. What challenging feelings or thoughts are you experiencing?

Sample Answer: Anxiety, fear, overwhelm. Thoughts: Fortune Telling, Catastrophizing.

2. On your Energy Meter (1-5):
* Current Energy: (Likely 4-5 - high, restless, anxious energy)
* Energy Needed (for taking a test calmly): (Likely 1-2 - calm, focused energy)
* Is there a match or mismatch? How? There is a clear mismatch. My current energy is very high and anxious, but I need calm, low-to-medium energy to focus on the test. The high energy is causing physical symptoms and racing thoughts.

3. Which coping strategy(ies) would you choose and why?

Sample Answer:

• Deep Breathing: This would be my primary choice to quickly calm my nervous system and reduce the physical symptoms of anxiety (racing heart, sweating). It helps bring down my high, anxious energy.
• Engaging Your Senses (Grounding): If my thoughts are still racing after breathing, I would discreetly focus on 5 things I see, 4 things I feel, etc., to pull my focus from my thoughts to the present moment, helping to redirect the excess mental energy.

4. How do you think this strategy would help in this moment and with your energy regulation?

Sample Answer: Deep breathing would physically lower my high, restless energy, helping me feel calmer. Grounding would take my focus away from the overwhelming thoughts (which are high energy) and bring me back to a more manageable, focused energy level needed for the test. Both help shift from dysregulation to regulation for the task at hand.

Scenario 2: Post-Argument Frustration

You just had a frustrating disagreement with a friend, and now you feel angry and your body feels tense. You keep replaying the argument in your mind, thinking "They always misunderstand me, there's no point in even trying." You are supposed to start your homework after this.

1. What challenging feelings or thoughts are you experiencing?

Sample Answer: Anger, frustration, tension, resentment. Thoughts: All-or-Nothing Thinking, Blaming.

2. On your Energy Meter (1-5):
* Current Energy: (Likely 4-5 - high, agitated, tense energy)
* Energy Needed (for focused homework): (Likely 2-3 - calm, moderate focus energy)
* Is there a match or mismatch? How? A mismatch. My current energy is high, agitated, and tense due to the argument, but I need a calmer, more focused energy level to concentrate on my homework. The emotional energy is preventing me from shifting to a productive state.

3. Which coping strategy(ies) would you choose and why?

Sample Answer:

• Movement / Physical Activity: I would take a quick walk or do some jumping jacks to physically release the pent-up anger and tension. This helps use up the excess agitated energy.
• Progressive Muscle Relaxation (PMR): After movement, I would do some PMR to specifically address the physical tension in my body from the argument, helping my body and mind relax.

4. How do you think this strategy would help in this moment and with your energy regulation?

Sample Answer: Movement would help lower the intense, agitated energy and shift my mood, making it easier to transition to a task requiring lower, more focused energy. PMR would physically release the tension, bringing my body to a calmer state, better aligning my energy with what's needed for homework.

Scenario 3: Overwhelmed by Homework

You have three big assignments due tomorrow, and you're staring at your desk feeling completely overwhelmed and frozen. You think, "This is too much, I can't do any of it. I should just give up." You want to get started but feel stuck.

1. What challenging feelings or thoughts are you experiencing?

Sample Answer: Overwhelm, paralysis, hopelessness, anxiety. Thoughts: Catastrophizing, All-or-Nothing Thinking.

2. On your Energy Meter (1-5):
* Current Energy: (Likely 1-2 - very low, frozen, overwhelmed energy)
* Energy Needed (to start and focus on homework): (Likely 3-4 - moderate, activated, persistent energy)
* Is there a match or mismatch? How? A mismatch. My current energy is very low and frozen, which is preventing me from starting. I need to increase my energy and motivation to a moderate level to tackle the assignments.

3. Which coping strategy(ies) would you choose and why?

Sample Answer:

• Seeking Support: I would reach out to a parent or teacher to help break down the assignments or offer a quick bit of encouragement. This can provide a boost of external energy and direction.
• Movement / Physical Activity: I might stand up, stretch, or do a quick energizing movement (like dancing to one song) to try and shift from feeling frozen to having a little more active energy.

4. How do you think this strategy would help in this moment and with your energy regulation?

Sample Answer: Seeking support can help me overcome the mental paralysis and increase my functional energy by getting guidance. Movement would physically activate my body and mind, helping to lift my very low, stuck energy to a more functional level, making it easier to begin the tasks.

Scenario 4: Loneliness & Isolation

You're at home on a Saturday night, and you see all your friends posting pictures of them hanging out without you. You feel a pang of loneliness and think, "No one ever invites me anywhere. I'm always left out." You want to feel more connected and less isolated.

1. What challenging feelings or thoughts are you experiencing?

Sample Answer: Loneliness, sadness, feeling left out, self-pity. Thoughts: All-or-Nothing Thinking, Mind Reading.

2. On your Energy Meter (1-5):
* Current Energy: (Likely 1-2 - low, drained, unmotivated energy)
* Energy Needed (to feel connected/less isolated): (Likely 3-4 - moderate, social, engaged energy)
* Is there a match or mismatch? How? A mismatch. My current energy is low and sad, which makes me want to withdraw. To feel connected, I need to raise my energy to a more social and engaged level, or find a way to connect that matches my current lower energy.

3. Which coping strategy(ies) would you choose and why?

Sample Answer:

• Creative Expression (Listening to Music/Journaling): First, I might listen to uplifting music or journal about my feelings to gently process the sadness and shift my mood without needing high social energy immediately. This can help move from very low, passive energy to a slightly more active, self-soothing state.
• Seeking Support: After some initial self-soothing, I would text a different friend, or a family member, to make plans for another time, or just to chat. This is a way to proactively get the social energy I need without feeling overwhelmed by a big group outing, or to share my feelings.

4. How do you think this strategy would help in this moment and with your energy regulation?

Sample Answer: Creative expression can help acknowledge and gently shift the low, sad energy without requiring immediate external interaction. Seeking support, even a text, can provide a boost of connection and gently raise my energy towards feeling more engaged, addressing the loneliness and the energy deficit for connection.

Self-Compassion Reframe Activity Answer Key

This answer key provides sample responses for the Self-Compassion Reframe Activity. Students may have different valid answers based on their interpretation and application of self-compassion strategies. Focus on the process of being kind and understanding towards themselves, rather than a single 'correct' answer.

Scenario 1: The Missed Opportunity

You see a flyer for a club you were really interested in joining, but you realize the sign-up deadline passed yesterday. You think: "I always miss out on everything good. I'm so disorganized and I'll never get involved in anything cool."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

Sample Answer: "I always miss out on everything good. I'm so disorganized and I'll never get involved in anything cool." This includes All-or-Nothing Thinking ("always miss out," "never get involved") and Labeling ("I'm so disorganized").

2. Take a Centering Moment: Briefly pause and connect with your senses. Notice 5 things you can see, 4 things you can feel, 3 things you can hear, 2 things you can smell (or imagine), and 1 thing you can taste (or imagine). How do you feel after this brief moment?

Sample Answer: Students might report feeling more present, slightly less anxious, or a sense of calm from connecting with their surroundings.

3. How can you apply Self-Compassion to this ANT?

Sample Answer:

• Self-Kindness: Instead of criticizing myself for being disorganized, I can acknowledge the disappointment of missing out. "It's okay to feel sad or frustrated that I missed the deadline. It happens to everyone sometimes."
• Common Humanity: "Many people miss deadlines or opportunities. It's a common human experience to feel this kind of regret or frustration."
• Mindfulness: Notice the feeling of disappointment without letting it consume me. "I'm feeling a strong sense of regret right now, and that's okay."
• What would I tell a friend? I'd tell a friend, "Don't beat yourself up! One missed deadline doesn't mean you'll never get involved in anything. Look for other clubs or activities, or see if there's a way to join later."

4. What is a more balanced and self-compassionate thought you could have?

Sample Answer: "I'm disappointed I missed the deadline for this club. It's frustrating, but one missed opportunity doesn't define me. I can be kind to myself and look for other ways to get involved, or check if there's a next sign-up period."

Scenario 2: The Social Blunder

During a conversation with classmates, you accidentally say something awkward or misinformed. Afterward, you replay it in your head and think: "Everyone probably thinks I'm an idiot. I should just keep my mouth shut next time."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

Sample Answer: "Everyone probably thinks I'm an idiot. I should just keep my mouth shut next time." This is primarily Mind Reading (assuming others' thoughts) and Catastrophizing (predicting extreme negative outcomes and future behavior).

2. Take a Centering Moment: Briefly pause and connect with your senses. Notice 5 things you can see, 4 things you can feel, 3 things you can hear, 2 things you can smell (or imagine), and 1 thing you can taste (or imagine). How do you feel after this brief moment?

Sample Answer: Students might report feeling a slight decrease in anxiety, a moment of distance from the embarrassing thought, or more aware of their physical surroundings.

3. How can you apply Self-Compassion to this ANT?

Sample Answer:

• Self-Kindness: "It's uncomfortable to feel like I said something awkward. It's okay to feel embarrassed, but I don't need to punish myself for it."
• Common Humanity: "Everyone says awkward things sometimes. It's a part of communicating and learning, and most people don't dwell on other people's minor blunders."
• Mindfulness: Observe the feeling of embarrassment without judgment. "I'm noticing a lot of heat in my face and a strong urge to hide. These are feelings of embarrassment, and they will pass."
• What would I tell a friend? I'd tell a friend, "Don't worry about it so much! We all say dumb stuff sometimes. Your friends probably didn't even notice, or they've already forgotten about it. It doesn't mean you're an idiot."

4. What is a more balanced and self-compassionate thought you could have?

Sample Answer: "I said something awkward, and that feels embarrassing. It's a normal human experience. I'll learn from it, and it doesn't mean I should stop talking or that everyone thinks I'm an idiot."

Scenario 3: The Bad Day

You're having a particularly rough day – things aren't going your way, you feel overwhelmed with schoolwork, and you're just generally feeling down. Your inner voice says: "I can't handle anything right now. I'm just a mess and I'm never going to get through this."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

Sample Answer: "I can't handle anything right now. I'm just a mess and I'm never going to get through this." This is Catastrophizing (magnifying the current difficulty) and Fortune Telling (predicting a continuously negative future).

2. Take a Centering Moment: Briefly pause and connect with your senses. Notice 5 things you can see, 4 things you can feel, 3 things you can hear, 2 things you can smell (or imagine), and 1 thing you can taste (or imagine). How do you feel after this brief moment?

Sample Answer: Students might report a moment of calm, a slight reduction in the feeling of being overwhelmed, or a chance to re-ground themselves by focusing on their physical environment.

3. How can you apply Self-Compassion to this ANT?

Sample Answer:

• Self-Kindness: "This is a really tough day, and it's understandable to feel overwhelmed and like a 'mess.' I can offer myself some comfort right now, like a warm drink or a short break."
• Common Humanity: "Everyone has days like this where nothing goes right and they feel completely swamped. I'm not the only one who feels this way."
• Mindfulness: Acknowledge the feelings of being overwhelmed and down without adding to them with self-criticism. "I'm feeling completely swamped and sad. This is a difficult moment."
• What would I tell a friend? I'd tell a friend, "Hey, it sounds like you're having a really rough time. It's okay to feel overwhelmed. Can we break down what's making you feel this way? One step at a time, you'll get through this. Take a break if you need it."

4. What is a more balanced and self-compassionate thought you could have?

Sample Answer: "This day feels incredibly hard, and I'm feeling overwhelmed. It's okay to feel this way. I can take a moment to be kind to myself, take a small break, and then tackle one small thing at a time. I don't have to handle everything perfectly or all at once."

ANT-agonists: Challenging Negative Thoughts Script

Warm-Up & Homework Review (10 minutes)

Teacher: "Welcome back, everyone! It's great to see you all. Let's quickly remember our group norms for creating a safe and supportive space: [mention 2-3 norms like active listening, respectful sharing, confidentiality]."

"Last time, we talked about Automatic Negative Thoughts, or ANTs, and your homework was to become an ANT Spotter – just noticing those thoughts. Who would be willing to briefly share one or two ANTs they noticed this past week? You don't need to go into a lot of detail about the situation, just the general thought and how it made you feel."

(Listen to a few student responses. Affirm their sharing and observation skills.)

Teacher: "Thank you for sharing. What did you notice about how these ANTs affected you? Did you find that just noticing them, without trying to change them yet, was challenging?"

(Facilitate a brief discussion. Highlight that noticing is the crucial first step.)

Teacher: "That's an important insight. Today, we're going to take the next powerful step: learning how to challenge those ANTs. We're going to become 'ANT-agonists' – people who actively stand up to unhelpful thoughts!"

Introducing ANT-agonists (10 minutes)

Teacher: "Let's look at some ways we can do this."

(Display ANT-agonists Slide Deck - Slide 2: Strategy 1: Fact-Checking)

Teacher: "Our first strategy is Fact-Checking. ANTs often aren't 100% true. They might feel real, but if we look closely, the evidence might not support them. It's like being a detective for your own thoughts."

"The question to ask is: What's the evidence for this thought? What's the evidence against it?

"For example, if the ANT is: 'Everyone thinks my idea is stupid.' You could fact-check by asking: 'Has anyone actually said my idea is stupid? Is there any evidence that people do like my idea, even if they haven't said it directly?' This helps us look for a more balanced view."

(Display ANT-agonists Slide Deck - Slide 3: Strategy 2: Alternative Thoughts)

Teacher: "Next, we have Alternative Thoughts. Our brains sometimes jump to the worst possible conclusion. This strategy helps us remember there are usually other explanations for a situation."

"The question here is: Is there another way to look at this situation? What are other possible explanations?

"Consider the ANT: 'My friend didn't text back, they must be mad at me.' An alternative thought could be: 'Maybe they're busy, or their phone died. I'll check in with them later.' This opens up other possibilities beyond the negative one."

(Display ANT-agonists Slide Deck - Slide 4: Strategy 3: Perspective Taking)

Teacher: "Finally, there's Perspective Taking. This is about stepping outside of your own head and looking at the situation from a different viewpoint. Often, we're much harder on ourselves than we would be on a friend."

"Ask yourself: What advice would I give a friend in this exact situation? How would someone else see this?

"If your ANT is: 'I completely failed that project; I'm a total failure.' You might think: 'If my friend said that, I'd remind them that one project doesn't define them, and they can learn from it.' Applying that same kindness to yourself is powerful."

Teacher: "Remember, challenging ANTs doesn't mean ignoring your feelings or pretending everything is perfect. It means examining your thoughts for accuracy and helpfulness so you can respond in a way that serves you better."

Practice Challenging ANTs (15 minutes)

Teacher: "Now it's your turn to be an ANT-agonist! I'm going to hand out the ANT Challenger Activity. We'll work through the first example together, and then you can try the others on your own or with a partner."

(Distribute the ANT Challenger Activity. Guide students through the first 1-2 examples, modeling how to use each strategy. Encourage discussion and different ways of challenging.)

Teacher: "Okay, let's take a few minutes to work on the remaining examples. I'll be walking around if you have questions or want to brainstorm ideas."

(Allow students to work for about 8-10 minutes. Circulate and provide individual support.)

Teacher: "Alright, let's come back together. Who would like to share an ANT they challenged and what strategy they used? What did you come up with? Remember, there's no single 'right' answer, it's about the process of challenging."

(Facilitate sharing. Reinforce that different strategies can work and it's about finding what feels most helpful.)

Wrap-Up & Next Steps (5 minutes)

Teacher: "Fantastic work today, everyone! Let's quickly recap what we've learned. We started by noticing our ANTs, and today we've learned how to challenge them using Fact-Checking, Alternative Thoughts, and Perspective Taking."

(Display ANT-agonists Slide Deck - Slide 5: Practice Makes Progress!)

Teacher: "Your task for the next week is to continue using your ANT Spotter Journal, but this time, when you catch an ANT, try to challenge it using one of the strategies we discussed today. Try to challenge at least three new ANTs. The more you practice, the stronger this skill becomes, and the more control you'll have over your thoughts and feelings."

Teacher: "Thank you all for your active participation and honesty today. Keep practicing, and I'll see you next time!"

ANT Challenger Activity: Put Your Strategies to the Test!

Name: ____________________________
Date: ____________________________

Now that you've learned some strategies to challenge your Automatic Negative Thoughts (ANTs), it's time to practice! For each scenario below, identify the ANT, and then use one or more of the 'ANT-agonist' strategies we discussed (Fact-Checking, Alternative Thoughts, or Perspective Taking) to come up with a more balanced and helpful thought. Remember, there's no single 'right' answer, just practice the process!

Scenario 1: The Group Project

You're working on a group project, and you suggest an idea. One of your group members sighs loudly and says, "I don't think that will work." You immediately think: "My ideas are always bad. I should just stay quiet."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

2. How can you challenge this ANT using one or more strategies? (Explain your thinking for Fact-Checking, Alternative Thoughts, or Perspective Taking)

3. What is a more balanced and helpful thought you could have?

Scenario 2: The Social Event

You're at a party or school event, and you see a group of friends laughing together. You think: "They're probably laughing at me. I don't fit in here at all."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

2. How can you challenge this ANT using one or more strategies? (Explain your thinking for Fact-Checking, Alternative Thoughts, or Perspective Taking)

3. What is a more balanced and helpful thought you could have?

Scenario 3: The Challenging Assignment

Your teacher assigns a new, complex project. As you look at the instructions, you think: "This is too hard. I'll never understand it and I'm going to fail."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

2. How can you challenge this ANT using one or more strategies? (Explain your thinking for Fact-Checking, Alternative Thoughts, or Perspective Taking)

3. What is a more balanced and helpful thought you could have?

ANT Challenger Activity Answer Key

This answer key provides sample responses for the ANT Challenger Activity. Students may have different valid answers based on their interpretation and application of the strategies. Focus on the process of challenging rather than a single 'correct' answer.

Scenario 1: The Group Project

You're working on a group project, and you suggest an idea. One of your group members sighs loudly and says, "I don't think that will work." You immediately think: "My ideas are always bad. I should just stay quiet."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

Sample Answer: "My ideas are always bad. I should just stay quiet." This is an example of All-or-Nothing Thinking (if one idea isn't perfect, all ideas are bad) and potentially Labeling ("I am bad at ideas").

2. How can you challenge this ANT using one or more strategies?

Sample Answer:

• Fact-Checking: Is it 100% true that all my ideas are always bad? No, I've had good ideas before. Just because one person didn't like this specific idea doesn't mean it's universally bad or that all my future ideas will be bad. The group member only commented on this idea, not all my ideas.
• Alternative Thoughts: Maybe the group member's sigh wasn't about me or my idea, but about their own frustration with the project overall, or they might just be tired. Perhaps they have a different vision, and we need to discuss it, rather than my idea being inherently 'bad.'
• Perspective Taking: If a friend came to me with this, I wouldn't tell them all their ideas are bad. I'd encourage them to explain their idea, ask for feedback, or brainstorm other options. I'd remind them that collaboration means not every idea will be used, and that's okay.

3. What is a more balanced and helpful thought you could have?

Sample Answer: "That group member didn't think this specific idea would work. I can ask them why, listen to their feedback, or suggest another option. My value isn't tied to every single idea being accepted."

Scenario 2: The Social Event

You're at a party or school event, and you see a group of friends laughing together. You think: "They're probably laughing at me. I don't fit in here at all."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

Sample Answer: "They're probably laughing at me. I don't fit in here at all." This is primarily Mind Reading (assuming what others are thinking) and also All-or-Nothing Thinking ("I don't fit in here at all").

2. How can you challenge this ANT using one or more strategies?

Sample Answer:

• Fact-Checking: Do I have concrete evidence that they are laughing at me? No, I just see them laughing. People laugh for many reasons. Have they looked at me or pointed? No. There's no direct proof.
• Alternative Thoughts: Maybe they're sharing an inside joke, recalling something funny that happened earlier, or simply enjoying each other's company. Their laughter might have nothing to do with me at all.
• Perspective Taking: If a friend told me they thought a group was laughing at them, I'd ask what evidence they had. I'd remind them that it's easy to misinterpret social cues, and suggest they could approach the group or another friend to see how they are doing.

3. What is a more balanced and helpful thought you could have?

Sample Answer: "My friends are having fun. Their laughter is probably about something happening in their conversation, not about me. I can choose to join them, or find someone else to talk to."

Scenario 3: The Challenging Assignment

Your teacher assigns a new, complex project. As you look at the instructions, you think: "This is too hard. I'll never understand it and I'm going to fail."

1. What is the ANT (Automatic Negative Thought) you're experiencing?

Sample Answer: "This is too hard. I'll never understand it and I'm going to fail." This is Fortune Telling (predicting a negative outcome) and Catastrophizing (imagining the worst possible scenario).

2. How can you challenge this ANT using one or more strategies?

Sample Answer:

• Fact-Checking: Have I never understood a complex topic before? No, I've learned many new things. Is it guaranteed that I will fail? No, I haven't even started yet. I might find parts challenging, but that doesn't mean I'll fail entirely.
• Alternative Thoughts: It's a new challenge, and it's okay if it seems difficult at first. I can break it down into smaller steps, ask the teacher questions, or work with classmates. I might learn a lot even if it's tough.
• Perspective Taking: If a friend felt this way, I'd tell them to take a deep breath, read the instructions carefully, and identify the first small step. I'd remind them that it's normal for new things to feel overwhelming, but they have the skills to tackle it if they try.

3. What is a more balanced and helpful thought you could have?

Sample Answer: "This project looks challenging, but I can break it down and tackle it step-by-step. I can ask for help if I get stuck, and even if it's hard, I can learn a lot from the process."

CBT Introduction Script

Setting the Group Tone & Norms (10-15 minutes)

Teacher: "Welcome everyone! I'm really glad we're all here today for this small group session. This is a special time and space for us to explore some important topics together, and to support each other in that journey."

"Before we dive into our main topic, I want us to take a few minutes to talk about how we can make this group the most helpful and comfortable for everyone. We're going to be sharing some personal thoughts and feelings, and it's really important that we create a safe and respectful environment."

"So, to start, why do you think it's important that everyone feels comfortable and safe sharing their thoughts and experiences here? What makes a group feel like a supportive place?"

(Listen to student responses, encouraging a few different perspectives. Affirm their contributions.)

Teacher: "Those are excellent points. To ensure this is a great space for all of us, let's establish a few shared norms for our time together. One crucial norm, especially when we're sharing personal thoughts, is confidentiality. This means what we discuss in this group stays within this group. It helps build trust and makes everyone feel safer sharing."

"However, it's also important to understand that there are some limits to confidentiality. If I hear something that indicates you or someone else is in immediate danger or at risk of harm, I have a responsibility to share that information with a trusted adult to ensure everyone's safety. Does that make sense to everyone? We'll talk more about this as we go, but I wanted to mention it upfront."

(Guide students to suggest and agree upon 2-3 key norms, such as active listening, respecting differing opinions, and confidentiality within the group. Write these down on a board or flip chart if available.)

Teacher: "Great! So, we'll aim for [Norm 1, e.g., active listening], [Norm 2, e.g., respectful sharing], and [Norm 3, e.g., confidentiality]. Remember, your active participation is incredibly valuable. It helps you get the most out of these sessions, and it also helps create a richer, more supportive experience for everyone else. There are no 'wrong' answers here, just your honest thoughts and experiences."

Introduction & Warm-Up (5 minutes)

Teacher: "Alright, now that we've set a supportive tone, let's dive into something really interesting that can help us understand our own minds better. We're going to talk about how our thoughts, feelings, and actions are all connected, and how we can use this knowledge to feel better and handle tough situations."

"First, I want everyone to take a moment for some self-reflection. I'm handing out a quick worksheet called the CBT Pre-Reflection Worksheet. Please take about 2-3 minutes to quietly complete it. Just write down the first things that come to mind. There are no right or wrong answers here."

(Distribute CBT Pre-Reflection Worksheet. Allow 2-3 minutes for completion.)

Teacher: "Alright, who would be willing to share, generally speaking, what kind of thoughts came up for them this week, especially if they were feeling a bit stressed or down? You don't have to share details, just the type of thought."

(Listen to a few anonymous responses, affirming all contributions.)

Teacher: "That's great. It shows we all experience a range of thoughts, and sometimes those thoughts can really impact how we feel, right?"

What is CBT? (10 minutes)

Teacher: "So, today we're going to introduce a concept called Cognitive Behavioral Therapy, or CBT. Don't let the big name scare you; it's actually a very practical and empowering way to understand ourselves."

(Display Your Thoughts, Your Power Slide Deck - Slide 2: What is CBT?)

Teacher: "As you can see on the slide, CBT helps us understand that our Thoughts (what we think), our Feelings (how we feel emotionally), and our Behaviors (what we do or how we act) are all interconnected. They form a kind of triangle, and each point influences the others."

(Display Your Thoughts, Your Power Slide Deck - Slide 3: The CBT Triangle Explained)

Teacher: "Let's look at an example to make this clearer. Imagine you get a lower grade than you expected on a test. What are some thoughts that might pop into your head immediately?"

(Wait for student responses. Guide them to differentiate between positive/neutral and negative thoughts.)

Teacher: "Exactly! Now, if your thought was, 'I'm so dumb, I'll never succeed,' how might that make you feel?"

(Wait for responses: Sad, anxious, hopeless.)

Teacher: "And if you feel sad, anxious, or hopeless, how might you act? What would your behavior be?"

(Wait for responses: Give up, avoid studying, procrastinate.)

Teacher: "Now, what if your thought instead was, 'Okay, I struggled this time. What can I do differently next?' How would that thought make you feel?"

(Wait for responses: Determined, motivated, hopeful.)

Teacher: "And how might you behave with those feelings?"

(Wait for responses: Ask the teacher for help, study harder, try new methods.)

Teacher: "See the difference? The same event – getting a lower test grade – can lead to completely different feelings and behaviors, all because of the thought we have about it. That's the power of this connection!"

Identifying Automatic Negative Thoughts (ANTs) (10 minutes)

Teacher: "Often, these thoughts happen so fast we barely notice them. We call these 'Automatic Negative Thoughts,' or ANTs for short."

(Display Your Thoughts, Your Power Slide Deck - Slide 4: Meet the ANTs: Automatic Negative Thoughts)

Teacher: "ANTs are those quick, often unhelpful thoughts that just 'pop' into our heads without us even trying. They usually make us feel bad or lead us to do things that aren't good for us."

(Display Your Thoughts, Your Power Slide Deck - Slide 5: Common ANTs)

Teacher: "Here are some common types of ANTs. Has anyone ever had thoughts like 'They think I'm weird' (mind reading), or 'I'm definitely going to fail this presentation' (fortune telling)?"

(Encourage brief, anonymous sharing if comfortable.)

Teacher: "The good news is, just like we can identify ants in our house, we can learn to identify ANTs in our minds. The first step to changing them is simply noticing them."

"Let's try a quick mental exercise. Think of a very minor stressful situation you've faced recently – maybe a small disagreement with a friend, or a homework assignment that felt overwhelming. What were some of those automatic negative thoughts that might have popped up? You don't need to share them aloud, just think about them."

(Pause for 1 minute for reflection.)

Teacher: "By simply noticing these ANTs, we're taking back some control. We're telling our brain, 'Hey, I see that thought!' That's the crucial first step to being able to challenge them."

(Display Your Thoughts, Your Power Slide Deck - Slide 6: Challenging Your ANTs)

Teacher: "The next step, which we'll explore more in future sessions, is to challenge these ANTs. This means asking ourselves: 'Is this thought 100% true? Is there another way to look at this? What would I tell a friend in this situation?' This helps us replace unhelpful ANTs with more balanced and helpful thoughts."

Wrap-Up & Assessment (5 minutes)

Teacher: "So, to wrap up, remember that CBT teaches us that our thoughts, feelings, and behaviors are all linked. And those quick, unhelpful thoughts – our ANTs – can be noticed and eventually challenged."

"To check your understanding of today's introduction, please complete this short CBT Check-In Quiz. It's just a quick way for me to see what you learned today."

(Distribute CBT Check-In Quiz. Allow 2-3 minutes for completion.)

Teacher: "Now, to help you continue practicing noticing your thoughts, I'm handing out the ANT Spotter Journal. For homework over the next week, I'd like you to try and catch at least three ANTs you notice. Just write down the situation, the negative thought itself, and how it made you feel. We'll talk about these next time."

(Distribute ANT Spotter Journal. Collect completed quizzes as students finish.)

Teacher: "Thank you all for your active participation today. I hope you found this introduction to CBT helpful!"

Your Calm Toolkit: Everyday Coping Strategies Script

Warm-Up & Review (5 minutes)

Teacher: "Welcome back, everyone! It's great to see you. Let's quickly remember our group norms for creating a safe and supportive space: [mention 2-3 norms like active listening, respectful sharing, confidentiality]."

"Last time, we became 'Distortion Detectives,' learning to recognize and challenge cognitive distortions like Emotional Reasoning, Should Statements, Mental Filter, Blaming, Mind Reading, and Labeling. Your homework was to continue using your ANT Spotter Journal to spot these distortions and try to reframe them with self-compassion."

"Did anyone have any insights from that practice this past week? Was there a specific distortion you recognized in your own thinking, or something you found particularly challenging or helpful?"

(Facilitate a brief discussion. Affirm student efforts and observations. Reinforce that challenging thoughts and identifying distortions is a skill that takes practice.)

Introducing Coping Strategies (15 minutes)

Teacher: "That's a fantastic lead-in to today's session. We've talked a lot about noticing and challenging those tricky thoughts and difficult feelings they bring. But what do we do when those feelings become really strong or overwhelming? Today, we're going to build our own 'Calm Toolkit' – a collection of everyday strategies to help us manage those emotions and respond thoughtfully, rather than react impulsively."

(Display Your Calm Toolkit Slide Deck - Slide 2: What are Coping Strategies?)

Teacher: "Coping strategies are simply healthy, intentional actions we take to deal with stress, discomfort, or overwhelming emotions. They're like different tools in a toolbox, and we'll learn which ones work best for us in different situations."

(Display Your Calm Toolkit Slide Deck - Slide 3: Tool 1: Deep Breathing)

Teacher: "Our first tool is Deep Breathing. This might sound simple, but it's incredibly powerful. When we're stressed, our breathing often becomes shallow and fast. Deep breathing slows your heart rate, calms your nervous system, and helps you focus. Let's try it for about 30 seconds. I'll guide us. Inhale slowly through your nose for a count of 4... hold for 4... and exhale slowly through your mouth for a count of 6. Let's do that a few times. What did you notice? When might you use this?"

(Guide brief practice. Allow brief responses.)

(Display Your Calm Toolkit Slide Deck - Slide 4: Tool 2: Progressive Muscle Relaxation (PMR))

Teacher: "Next up is Progressive Muscle Relaxation, or PMR. This helps us release physical tension that often comes with stress. The idea is to tense a muscle group, then completely relax it, noticing the difference. Let's try with our hands and arms. Squeeze your fists really tight, really tense your forearms for 5 seconds... and now completely release, letting all the tension go for 10-15 seconds. Notice how your hands feel. When might this be useful?"

(Guide brief practice. Allow brief responses.)

(Display Your Calm Toolkit Slide Deck - Slide 5: Tool 3: Engaging Your Senses (Grounding))

Teacher: "We've touched on this before, but Engaging Your Senses, or grounding, is fantastic for when your thoughts are racing, or you feel overwhelmed. It pulls your focus away from those thoughts and into your immediate environment. Let's try quickly: Look around and name 5 things you can see right now. Good. When do you think grounding might be most helpful?"

(Guide brief practice. Allow brief responses.)

(Display Your Calm Toolkit Slide Deck - Slide 6: Tool 4: Movement / Physical Activity)

Teacher: "Sometimes, when we have strong emotions, we have a lot of restless energy. Movement or Physical Activity can be a great release. It doesn't have to be intense exercise; even a short walk or stretching can help. What are some ways you use movement to help manage your mood?"

(Allow brief responses.)

(Display Your Calm Toolkit Slide Deck - Slide 7: Tool 5: Creative Expression)

Teacher: "Our emotions can be complex, and sometimes expressing them creatively is a wonderful outlet. Creative Expression could be journaling, drawing, doodling, listening to music, playing an instrument, or even writing. It's about the process, not creating a masterpiece. How might you use creative expression to cope?"

(Allow brief responses.)

(Display Your Calm Toolkit Slide Deck - Slide 8: Tool 6: Seeking Support)

Teacher: "Finally, and very importantly, is Seeking Support. When things get tough, remember you don't have to go through it alone. Talking to a trusted friend, family member, teacher, counselor, or another adult can provide new perspectives and help you feel understood. Who are some trusted people in your life you could reach out to?"

(Allow brief responses. Reinforce confidentiality norms.)

Teacher: "These are all powerful tools to add to your emotional toolkit!"

Coping Strategies Practice Activity (15-20 minutes)

Teacher: "Now it's time to put these tools into practice. I'm going to hand out the Coping Strategies Practice Activity. We'll work through the first example together to make sure everyone understands, and then you'll tackle some more scenarios."

(Distribute the Coping Strategies Practice Activity. Guide students through the first example, modeling the process of identifying a challenging situation and selecting an appropriate coping strategy, explaining why.)

Teacher: "Okay, now you can work individually or in pairs on the remaining scenarios. Think about which strategies resonate most with you and why. There are no right or wrong answers, just what feels most helpful for the situation."

(Allow 10-12 minutes for independent/paired work. Circulate to provide support and answer questions.)

Teacher: "Alright, let's bring the group back together. Who would like to share one of the scenarios and which coping strategy they chose, and why they thought it would be helpful?"

(Facilitate sharing, highlighting different approaches and affirming all attempts.)

Wrap-Up & Homework (5 minutes)

Teacher: "Excellent work today, everyone. You've now built a fantastic 'Calm Toolkit' with strategies like Deep Breathing, PMR, Grounding, Movement, Creative Expression, and Seeking Support."

(Display Your Calm Toolkit Slide Deck - Slide 9: Building Your Personal Calm Toolkit!)

Teacher: "For homework this week, continue using your ANT Spotter Journal. When you notice an ANT or a challenging emotion, I want you to not only identify any cognitive distortions but also to consciously choose and practice one or more of the coping strategies we discussed today. Write down the strategy you used and reflect on how it impacted your feelings or thoughts. Try to do this for at least two new instances throughout the week."

"Thank you all for your engagement and bravery in exploring these important ideas today. Keep practicing, and I'll see you next time!"

Coping Strategies Practice Activity: Your Calm Toolkit in Action!

Name: ____________________________
Date: ____________________________

In this activity, you'll practice applying the coping strategies we discussed today, now with a new understanding of your energy levels. For each scenario, read the situation, identify the challenging feeling or thought, assess your energy, and then choose one or more coping strategies from your toolkit that you think would be most helpful. Explain why you chose that strategy.

Your Coping Toolkit includes:

• Deep Breathing
• Progressive Muscle Relaxation (PMR)
• Engaging Your Senses (Grounding)
• Movement / Physical Activity
• Creative Expression
• Seeking Support

Your Energy Meter:

• Current Energy: Where is your energy right now (1 = very low, 5 = very high)?
• Energy Needed: What energy level does the activity or situation require (1 = very low, 5 = very high)?
• Match or Mismatch? Does your current energy match the energy needed? If not, how can a coping strategy help?

Scenario 1: Pre-Test Jitters

You have a big exam in your next class, and you feel your heart racing, your palms sweating, and thoughts like "I'm going to totally mess this up!" are swirling in your head.

1. What challenging feelings or thoughts are you experiencing?

2. On your Energy Meter (1-5):
* Current Energy: ________
* Energy Needed (for taking a test calmly): ________
* Is there a match or mismatch? How?

3. Which coping strategy(ies) would you choose and why?

4. How do you think this strategy would help in this moment and with your energy regulation?

Scenario 2: Post-Argument Frustration

You just had a frustrating disagreement with a friend, and now you feel angry and your body feels tense. You keep replaying the argument in your mind, thinking "They always misunderstand me, there's no point in even trying." You are supposed to start your homework after this.

1. What challenging feelings or thoughts are you experiencing?

2. On your Energy Meter (1-5):
* Current Energy: ________
* Energy Needed (for focused homework): ________
* Is there a match or mismatch? How?

3. Which coping strategy(ies) would you choose and why?

4. How do you think this strategy would help in this moment and with your energy regulation?

Scenario 3: Overwhelmed by Homework

You have three big assignments due tomorrow, and you're staring at your desk feeling completely overwhelmed and frozen. You think, "This is too much, I can't do any of it. I should just give up." You want to get started but feel stuck.

1. What challenging feelings or thoughts are you experiencing?

2. On your Energy Meter (1-5):
* Current Energy: ________
* Energy Needed (to start and focus on homework): ________
* Is there a match or mismatch? How?

3. Which coping strategy(ies) would you choose and why?

4. How do you think this strategy would help in this moment and with your energy regulation?

Scenario 4: Loneliness & Isolation

You're at home on a Saturday night, and you see all your friends posting pictures of them hanging out without you. You feel a pang of loneliness and think, "No one ever invites me anywhere. I'm always left out." You want to feel more connected and less isolated.

1. What challenging feelings or thoughts are you experiencing?

2. On your Energy Meter (1-5):
* Current Energy: ________
* Energy Needed (to feel connected/less isolated): ________
* Is there a match or mismatch? How?

3. Which coping strategy(ies) would you choose and why?

4. How do you think this strategy would help in this moment and with your energy regulation?

CBT Pre-Reflection Worksheet

Name: ____________________________
Date: ____________________________

Before we start our lesson on how our thoughts, feelings, and actions are connected, please take a few minutes to reflect on the following questions. There are no right or wrong answers; just be honest with yourself.

1. Describe a time this past week when you felt a strong emotion (e.g., happiness, sadness, anger, anxiety, frustration). What was the situation?
   
   
   
   
   
   
   

2. What thoughts were going through your mind during that situation? Write down as many as you remember.
   
   
   
   
   
   
   
   
   
   
   
   

3. How did those thoughts make you feel? (e.g., calm, stressed, excited, worried)
   
   
   
   

4. What did you do in response to those thoughts and feelings? (e.g., talked to someone, avoided something, studied more, withdrew)
   
   
   
   
   
   
   

5. What do you hope to learn today about managing your thoughts and feelings?
   
   
   
   
   
   

ANT Spotter Journal: My Thought Tracker

Name: ____________________________
Week Of: ____________________________

Over the next week, your homework is to become an "ANT Spotter"! Now that you've learned to catch, challenge, and reframe Automatic Negative Thoughts (ANTs) with self-compassion, and identify various cognitive distortions, it's time to put all your skills into practice.

Your task is to track at least three (3) different times this week when you notice an ANT/cognitive distortion and apply the strategies you've learned.

Instructions:

1. When you notice a negative thought, stop for a moment.
2. Write down the situation where the thought happened.
3. Write down the exact ANT (the negative thought) you had.
4. Briefly note how that thought made you feel.
5. Identify the Distortion (if possible): Is it Emotional Reasoning, Should Statements, Mental Filter, Blaming, Mind Reading, Labeling, Fortune Telling, Catastrophizing, All-or-Nothing Thinking, or another pattern?
6. Use your challenging strategies (Fact-Checking, Alternative Thoughts, Perspective Taking).
7. Apply self-compassion (Self-Kindness, Common Humanity, Mindfulness) to reframe the thought.

ANT Spotting Entry 1

Date: ____________

Situation: (What was happening when the thought popped up?)

My ANT (Automatic Negative Thought): (What was the exact negative thought?)

How I Felt: (Sad, anxious, frustrated, angry, etc.)

Distortion Identified (if any): (e.g., Emotional Reasoning, Mind Reading, Labeling, Blaming)

Challenging My ANT: (How can I fact-check this? What are alternative thoughts? What would I tell a friend?)

Reframing with Self-Compassion: (How can I be kind to myself? How can I acknowledge this is part of common humanity? What is a more balanced and supportive thought?)

ANT Spotting Entry 2

Date: ____________

Situation: (What was happening when the thought popped up?)

My ANT (Automatic Negative Thought): (What was the exact negative thought?)

How I Felt: (Sad, anxious, frustrated, angry, etc.)

Distortion Identified (if any): (e.g., Emotional Reasoning, Mind Reading, Labeling, Blaming)

Challenging My ANT: (How can I fact-check this? What are alternative thoughts? What would I tell a friend?)

Reframing with Self-Compassion: (How can I be kind to myself? How can I acknowledge this is part of common humanity? What is a more balanced and supportive thought?)

ANT Spotting Entry 3

Date: ____________

Situation: (What was happening when the thought popped up?)

My ANT (Automatic Negative Thought): (What was the exact negative thought?)

How I Felt: (Sad, anxious, frustrated, angry, etc.)

Distortion Identified (if any): (e.g., Emotional Reasoning, Mind Reading, Labeling, Blaming)

Challenging My ANT: (How can I fact-check this? What are alternative thoughts? What would I tell a friend?)

Reframing with Self-Compassion: (How can I be kind to myself? How can I acknowledge this is part of common humanity? What is a more balanced and supportive thought?)