Discussion Guide for Coping Strategies

This discussion guide is designed to facilitate a focused conversation with the student about coping skills, particularly as they relate to overcoming barriers to attending class. The guide includes prompts that encourage self-reflection, sharing of experiences, and the exploration of strategies to manage stress and resistance to attending school.

Introduction

• Explain what coping skills are and why they are important, especially when facing challenges like attending class regularly. Emphasize that managing stress and emotions can empower her to make better decisions about school attendance.
  
  
  
• Ask the student: What do you think coping skills are, and how might they help you when you feel like skipping class?
  
  
  

Warm-Up Questions

1. Can you share a time when you felt so stressed or overwhelmed that you didn’t want to go to class? What was happening at that moment?
   
   
   
2. What feelings or thoughts usually come up when you think about attending class?
   
   
   

Exploring Coping Strategies

• Discuss various coping strategies, such as deep breathing, taking a short break, talking to someone supportive, or planning small rewards for attending class.

Guided Questions:

1. Which coping strategies have you tried before when you felt overwhelmed about school? How did they work for you?
   
   
   
2. Can you think of any new strategies that might help you feel more positive about attending class?
   
   
   
3. How do you think practicing these coping skills could lower your stress and help you decide to go to class even when you’re feeling nervous or overloaded?
   
   
   

Reflection and Application

• Encourage the student to reflect on the discussion by asking:

1. What is one key insight you gained about the way you handle stress regarding school attendance?
   
   
   
2. In what ways could these coping strategies be used on a day when you really don’t feel like going to class, but you decide to try anyway?
   
   
   
3. Can you recall a moment where using a coping skill changed the outcome of a situation at school? What happened and how did you feel afterward?
   
   
   

Wrap-Up

• Summarize the main points discussed, reinforcing that practicing coping skills can make attending class feel more manageable.
  
  
  
• End with an open invitation: "Keep thinking about other strategies that might help you, and feel free to share any ideas or experiences you have regarding staying in class even when it's tough."
  
  
  

For more detailed strategies and additional guidance, you can review the Coping Skills for Smart Decisions Plan and the Coping Skills Script.

Coping Skills Script

Below is a step-by-step script for the teacher to follow. This revised script specifically addresses challenges linked to attending class and uses role-play scenarios to help the student practice coping skills for overcoming barriers to school attendance. Follow the script closely, allowing for natural conversation and interaction based on the student's responses.

Teacher: "Hi, today we're going to review some of the coping skills we talked about last time, focusing on how they can help you decide to attend class even when things feel tough."

Teacher (continuing): "These coping skills will help you manage any stress or anxiety you may feel about going to class, so you can make decisions that help you stay on track with your schoolwork."

Teacher: "Let's begin by reading this together. Please repeat after me:"

Teacher (reading slowly):
"When I feel overwhelmed about going to class, I can take a deep breath, step back, and think about my options. I know that pausing to breathe helps me choose to attend class and do my best."

Teacher: "Now, can you repeat that back to me in your own words?"

(Pause and allow the student to respond. If needed, provide clarifications by saying, "That’s great! Can you explain what happens when you take a deep breath?")

Teacher: "Excellent job! Let’s move on to a real-life scenario. Imagine you wake up feeling anxious about going to school because you're worried about a test or maybe you’re just feeling overwhelmed. I’ll play the role of a friend who notices you're feeling worried. Listen carefully to what I say.

Teacher (role-playing): "Hey, I noticed you seem really anxious this morning. It looks like you're stressed about school. Maybe taking a few deep breaths or stepping out for a moment might help calm your nerves. What do you think about trying that?"

Teacher: "Now, I want you to imagine you’re that student. What would you say or do next?"

(Pause and allow the student to role-play their response. Follow up with questions like, "What’s the first step you feel would help right now?" or "How does taking a deep breath make you feel?")

Teacher: "Great work. Let's try another scenario. Imagine it's lunchtime and you're feeling the pressure of an upcoming class or project, and you're tempted to skip the next class session. What could you do to remind yourself of why attending class matters?"

(Encourage the student to share their ideas. Use prompts such as: "Could you try planning a small reward after class?" or "Maybe talking to someone you trust about your worries might help?")

Teacher: "Those are great suggestions. Remember, using these skills doesn't just help reduce your stress—it also gives you the control to make a smart decision about going to class.

Now, let's quickly recap: What are the steps you can take when you feel overwhelmed about attending class?"

(Pause and invite the student to summarize. Provide supportive feedback by asking, "How do you think each step helps you?")

Teacher: "Before we conclude, always remember you can use these strategies anytime you feel like skipping class or when you’re nervous about attending. Small actions, like pausing to breathe or speaking to someone, can really make a difference in how you approach your day.

Do you have any questions or is there anything else you'd like to share about how these coping skills might work for you in the future?"

(Allow time for the student to ask questions or share thoughts. Validate their responses and provide reassurance.)

Teacher: "Thank you for sharing and practicing these skills with me today. Every time you practice, you build more strength and confidence in your decision-making. Remember, you're in control, and these techniques can help you choose to attend class even on tough days."

Teacher (closing): "Great work today! I am proud of your effort. Keep practicing these skills, and always feel free to reach out for help if you need a little extra support."

This concludes our session. Use this script as a guide, and adjust your language or pacing based on how the student is responding.