Coping Skills Activity Script

This script is your word-for-word guide to help lead the activity portion of each session. Read each section clearly and confidently. Remember to speak slowly and pause to ensure all students, including those with auditory processing challenges and English language learners, can follow along.

Warm Up Activity (3-5 minutes)

"Okay, everyone, let's start our session with a fun warm up. Stand up, take a deep breath in… and breathe out slowly. Now, gently stretch your arms above your head like you're reaching for the sky."

Pause for students to follow.

"Now, I’d like each of you to think of one word that shows how you feel right now. It can be happy, excited, calm, or even a little nervous. When it’s your turn, please share your word with us."

Allow a few students to share their feelings, ensuring you acknowledge each response positively.

Introduction and Script Reading (3-4 minutes)

"Today, we’re going to learn a new way to help us feel calm when things get a little stressful. This is called a 'Coping Skill.' Coping skills are little tricks or activities we use to manage our feelings and stay calm.

I’m going to read a short script that explains one of these skills. Listen closely, and if you have any questions, feel free to ask at the end.

[Read slowly and clearly]:

"Sometimes, when we feel really overwhelmed, it helps to take a moment and focus on our breathing. Imagine you are a big balloon that fills up with air. When you feel a little too full, gently let the air out, slowly and carefully. This helps your body relax and your mind become clear."

"By practicing this breathing trick regularly, you can help your body and mind feel calm, even when things seem challenging."

"Now, let's talk about what that felt like. Did you notice a change when you concentrated on your breathing?"

Pause and allow for brief student responses.

Interactive Activity (5-7 minutes)

"Now that we’ve talked about our coping skill, let’s try a fun activity! I’m going to ask for two volunteers to come to the front. One volunteer will pretend to feel very excited and might even be a little out of control. The other volunteer will demonstrate our deep breathing trick.

Remember, we are practicing how to help each other feel better when emotions run high. Let's use our 'balloon breathing' technique together."

Guide the role-play:

1. Ask the first volunteer: "Can you show us what it looks like when you feel very, very excited?"
2. Then, invite the second volunteer: "Now, I’d like you to show how you can use our balloon breathing trick to calm those big feelings down."

Encourage the entire group to join in by taking deep breaths as the volunteers act out the scenario. Repeat key phrases: "big balloon", "slowly let the air out", and remind students to maintain the technique.

Reiterate: "What did you notice? How did taking a deep breath help?"

Allow students to share brief reflections.

Cool Down and Reflection (3-4 minutes)

"Great job today, everyone! Now, let’s cool down. I want you all to sit quietly and close your eyes. Listen to this soft music (or use a gentle sound from a class resource) while taking slow, deep breaths.

As you do this, think about the breathing trick we practiced. Feel the calm in your body. When you're ready, open your eyes slowly.

Now, let's take a moment to share: What did you like best about our breathing activity today? You can simply say one word or a short phrase."

Encourage a few responses, and then wrap up the session:

"Remember, every time you feel overwhelmed, you can use this breathing method to help you feel calmer. You are all doing a fantastic job at managing your emotions. I am so proud of you today!"

"Thank you for participating and remember: your calm breath is your superhero power!"

This concludes the activity script. Use it as a guide to maintain consistency and help every student follow along and engage in the session. Enjoy your session and have fun practicing your new coping skill!

Coping Skills Role-Play

This activity is designed to actively engage students in a role-playing scenario to reinforce the coping skills they've learned. Through interactive participation, students will have the opportunity to practice and demonstrate their ability to manage emotions in a supportive environment.

Objectives

• Provide students with a hands-on opportunity to practice coping skills.
• Reinforce the concept of using deep breathing and relaxation techniques during stressful moments.
• Encourage teamwork, empathy, and supportive communication among peers.

Materials Needed

• Coping Skills Activity Script for reference
• Visual aids illustrating the 'balloon breathing' technique
• Optional props (e.g., a balloon for demonstration)

Instructions

1. Introduction (2 minutes)

• Briefly review the coping skills discussed in the previous sessions.
• Explain the purpose of today's role-play activity: to practice using the breathing trick to calm down when emotions run high.

2. Setting up the Role-Play (3 minutes)

• Ask for two or three volunteers to participate in the role-play.
• Explain the roles:
  • One volunteer will act as someone who feels very excited or overwhelmed.
  • Another volunteer (or volunteers) will demonstrate and guide the use of the balloon breathing technique to calm the situation.
• Remind all students to support each other and take turns practicing.

3. Role-Play Activity (8 minutes)

• Start the role-play by asking the first volunteer to demonstrate exaggerated, excited behavior (e.g., moving around energetically).
• Invite the second volunteer to step in and lead a demonstration of the balloon breathing technique by guiding the first volunteer through slow, deep breaths.
• Encourage other students to join in by practicing along with the volunteers.
• Use clear and supportive language such as "big balloon" for deep breathing or "slowly let the air out".
• After the demonstration, invite the whole class to discuss what they observed:
  • What did the volunteer do when they were overwhelmed?
  • How did the deep breathing help calm the situation?
  • How did it feel to participate in the role-play?

4. Reflection (2 minutes)

• Gather the class together and ask for short reflections on their feelings during the activity.
• Prompt questions like:
  • "What did you like best about the balloon breathing technique?"
    
    
    
    
    
    
  • "How can you use this coping skill in your daily life when you're feeling overwhelmed?"
    
    
    
    
    
    
• Summarize the key takeaways and emphasize that each student has the power to use these skills any time they need help managing their emotions.

Follow-Up Points

• Consider rotating roles in future sessions so every student can practice both demonstrating and supporting coping strategies.
• Use visuals and positive reinforcement to encourage continued use of the coping strategies outside of role-playing.
• Keep a class chart or drawing board where students can share how they feel using one word or a drawing after each session.

This role-play activity is an integral part of the Coping Skills Adventure series and is tailored to support students with auditory processing challenges and English language learners through hands-on practice and clear, step-by-step guidance. Enjoy the role-play and remember: every step you take towards managing your feelings is a success!

Coping Skills Warm Up

This warm-up activity is designed to set a positive tone for each session. It uses simple breathing exercises and stretches to engage students, helping them prepare mentally and physically for learning. The routine is especially mindful of students with auditory processing challenges and English language learners, with clear, deliberate instructions and visual cues.

Warm-Up Routine (3-5 minutes)

1. Breathing Exercise:
   • Have all students stand up in a circle.
   • Say: "Take a deep breath in, filling your lungs completely... and now slowly breathe out."
   • Encourage students to close their eyes briefly and focus on the rhythm of their breath.

2. Stretching Routine:
   • Ask students to gently stretch their arms above their heads as if reaching for the sky.
   • Provide visual cues by demonstrating the stretch slowly, ensuring everyone can mimic the movement.

3. Expressing Feelings:
   • Invite students to think of one word that describes how they feel right now (e.g., happy, excited, calm, or even nervous).
   • Encourage a few students to share their word with the group, validating each response with positive reinforcement.

This warm-up not only relaxes the body but also creates a safe space for verbal expression and emotional awareness. It supports all students in transitioning smoothly into the lesson ahead.

Coping Skills Cool Down

This cool-down activity is designed to help students transition from an active session to a calm state of mind. It encourages reflection on the coping strategies practiced and reinforces the use of calming techniques. Use this routine to help students feel centered and relaxed at the end of each session.

Cool-Down Routine (3-4 minutes)

1. Quiet Listening and Breathing:
   • Have students sit comfortably in a circle or at their desks.
   • Play soft, calming music or a gentle sound (ensure the volume is low and soothing).
   • Ask students to close their eyes and focus on taking slow, deep breaths. Remind them of the 'balloon breathing' technique discussed earlier.

2. Guided Reflection:
   • After a minute of quiet breathing, invite students to gently open their eyes.
   • Ask open-ended questions, such as:
     • "What part of today's activity helped you feel calm?"
     • "Can you think of a time when you might use this breathing trick outside of class?"
   • Allow a few students to share their thoughts, using visual responses if needed (e.g., drawing a small picture of the calm place in their mind).

3. Closing Affirmation:
   • Conclude by affirming their efforts, saying something like:
     • "Great job today! Remember, your calm breath is your superhero power, and you can use it anytime you need to feel better."
   • Thank the students for their participation and reinforce the idea that practicing coping skills is a continuous journey of self-care.

This cool-down not only calms the mind and body but also encourages students to reflect on and internalize the coping skills learned during the session.