Coping Skills Worksheet

This worksheet is designed to help you explore different ways to feel better when you're upset—without using breathing exercises. Take your time and think about what works best for you.

Section 1: Recognizing Emotions

Think about a time when you felt very happy, sad, or angry. Write down which emotion you felt and a little bit about what happened.

• Emotion:
  
  
  
  
  
  
• What happened:
  
  
  
  
  
  

Section 2: Alternative Coping Strategies

Below are some ideas for feeling better without using breathing exercises. In your own words, write how each strategy might help you when you’re upset:

1. Using a sensory toy (like a fidget spinner or soft fabric)
   
   
   
   
   
   
2. Drawing or doodling your feelings
   
   
   
   
   
   
3. Listening to your favorite calming music
   
   
   
   
   
   
4. Taking a quiet break in a calm space
   
   
   
   
   
   

Section 3: My Personal Coping Plan

Choose two strategies from above that you would like to use when you feel upset. Write down your plan for when you will use them and how you will remind yourself to use these new skills.

• Strategy 1:
  
  
  
  
  
  

• When I will use it:
  
  
  
  
  
  

• How I will remember:
  
  
  
  
  
  

• Strategy 2:
  
  
  
  
  
  

• When I will use it:
  
  
  
  
  
  

• How I will remember:
  
  
  
  
  
  

Section 4: Visual Reflection

Draw a picture of a time when you used one of these strategies to help you feel better. Use colors and images to show your feelings and what made you feel calm.

Remember, there is no right or wrong way to complete this worksheet. Your ideas and feelings are unique and important. Take your time and do what feels best for you.

Social Skills Discussion Guide

This guide is designed to help you lead a conversation on social skills, focusing on understanding emotions, effective communication, and building positive relationships. The guide includes structured prompts and questions to support discussion among students with autism and students with non-verbal learning needs. It is recommended to adapt the prompts based on the students' responses and comfort levels.

Introduction (5 Minutes)

• Start by greeting the students and setting a warm, welcoming tone for the discussion.






• Explain that the discussion will help everyone learn more about how we interact with others and manage our feelings.






• Use simple language and visual cues if possible to ensure everyone understands.

Warm-Up Activity (10 Minutes)

• Ask each student to share one word about how they feel today. Support by providing visual emotion cards if needed.






• Encourage brief explanations of why they chose that word. (e.g., "I feel happy because I played a fun game.")

Guided Discussion Prompts (20 Minutes)

1. Recognizing Emotions

• Prompt: What are some ways you can tell if someone is feeling happy, sad, or angry?
  
  
  
  
  
  
• Follow-Up: Can you show me with your face or body how you feel when you're happy or upset?
  
  
  
  
  
  

2. Communication and Interaction

• Prompt: What does it mean to listen when someone is talking?
  
  
  
  
  
  
• Follow-Up: How do you feel when someone listens to you carefully?
  
  
  
  
  
  

3. Building Relationships

• Prompt: What are some ways you can show you care about a friend?
  
  
  
  
  
  
• Follow-Up: Can you think of a time when a friend helped you feel better? What did they do?
  
  
  
  
  
  

4. Coping in Social Situations

• Prompt: Sometimes, feeling strong emotions can make it hard to communicate. What might be a good way to calm down if you start feeling overwhelmed in a conversation?
  
  
  
  
  
  
• Follow-Up: How can you let a trusted person know that you need a break or some help?
  
  
  
  
  
  

Wrap-up and Reflection (10 Minutes)

• Summarize the key points discussed. Ask students to share one new idea or strategy they learned about handling social situations.






• Encourage them to use these strategies in their daily interactions.






• Ask if anyone has any questions or if they would like to share more thoughts about today's discussion.

Tips for Facilitators

• Maintain a supportive and non-judgmental tone throughout the discussion.






• Use visual supports, such as emotion cards or pictures, to help illustrate feelings and actions.






• Be patient and allow extra time for responses, considering the communication needs of each student.






• Validate every contribution to build confidence and encourage participation.

Remember, the goal is to create an inclusive environment where every student feels heard and supported in learning effective social skills.

Emotions Game

This game is designed to help you explore different emotions and learn how to express them in fun, interactive ways. The activities are crafted to support everyone, including those with autism and non-verbal learning disabilities, with plenty of visual and interactive prompts.

How to Play:

1. Emotion Cards:

   • You'll be shown a set of cards, each depicting a different emotion (happy, sad, angry, surprised, etc.).
     
     
     
     
     
     
   • Take turns picking a card and mimicking the emotion on the card.
     
     
     
     
     
     

2. Match the Feeling:

   • A facilitator or teacher will describe a short, simple scenario (e.g., "You just got a new pet!"). Your task is to show the emotion you’d feel in that situation using the cards or facial expressions.
     
     
     
     
     
     

3. Interactive Response:

   • For a fun twist, players can choose to either act out the emotion physically or draw a quick picture representing that feeling on a whiteboard.
     
     
     
     
     
     

4. Discussion Time:

   • After each round, share with the group why you chose that emotion and talk about other feelings that might mix in with it. The teacher will help guide the discussion using questions like, "Can you show how someone might look if they felt both happy and surprised?"
     
     
     
     
     
     

Tips for Facilitators:

• Use visual aids and simple language to explain each emotion clearly.
  
  
  
  
  
  
• Allow extra time for students, and be flexible with responses, as each player may express emotions in unique ways.
  
  
  
  
  
  
• Encourage every student to participate, validating all expressions of emotions to build confidence.
  
  
  
  
  
  

Remember, the main goal of the Emotions Game is to practice recognizing and expressing feelings in a supportive, fun environment. Enjoy exploring and sharing your emotions!

Interactive Activities Guide

This guide provides hands-on activities designed to reinforce coping and social skills through interactive, engaging exercises. Each activity is structured with step-by-step instructions, visual supports, and adaptations to meet the needs of students with autism and a non-verbal learning disability.

Activity 1: Emotion Charades

Objective: Practice recognizing and expressing emotions through body language and facial expressions.

Instructions:

1. Write or draw several emotion words (happy, sad, angry, surprised, etc.) on cards.
   
   
   
   
   
   
2. Place the cards face down on a table.
   
   
   
   
   
   
3. Each student takes turns drawing a card and acting out the emotion without words.
   
   
   
   
   
   
4. The rest of the group guesses the emotion being displayed.
   
   
   
   
   
   

Adaptations:

• Use visual emotion cards or picture prompts for students who may benefit from additional visual cues.
  
  
  
  
  
  
• For non-verbal participants, incorporate drawing or pointing to emotion cards as an alternative method of expression.
  
  
  
  
  
  

Activity 2: Scenario Sorting

Objective: Enhance decision-making by matching coping strategies with real-life scenarios.

Instructions:

1. Prepare several simple scenarios on paper (e.g., "You feel upset because you lost a game.") along with cards labeled with different coping strategies (like deep breathing, counting slowly, asking for help, or taking a break).
   
   
   
   
   
   
2. Read the scenario aloud and ask the students to choose the most appropriate coping strategy by matching the scenario card with a strategy card.
   
   
   
   
   
   
3. Discuss why the chosen strategy works in that particular situation.
   
   
   
   
   
   

Adaptations:

• Use pictures and simple language for both scenarios and strategies, ensuring clarity and accessibility.
  
  
  
  
  
  
• Encourage group discussion and allow each student to contribute, adjusting the pace as needed.
  
  
  
  
  
  

Activity 3: Coping Skills Role-Play

Objective: Practice applying coping strategies in simulated social situations.

Instructions:

1. Divide the group into pairs or small groups.
   
   
   
   
   
   
2. Present each group with a scenario that might be challenging socially (e.g., a disagreement with a friend or feeling overwhelmed in a busy setting).
   
   
   
   
   
   
3. Ask the groups to decide which coping strategy from the lessons they can apply, and role-play the situation.
   
   
   
   
   
   
4. After the role-play, discuss as a group how the strategy helped and what could be improved.
   
   
   
   
   
   

Adaptations:

• Provide clear visual cues and simple sentence starters for students who need support during role-playing.
  
  
  
  
  
  
• Allow extra time for preparation and gentle guidance throughout the activity.
  
  
  
  
  
  

Activity 4: Group Collaboration Puzzle

Objective: Build teamwork and communication skills while reinforcing understanding of emotions and coping strategies.

Instructions:

1. Create a simple puzzle that reveals a calm or positive image when assembled (this could be printed on large pieces of paper).
   
   
   
   
   
   
2. Mix the puzzle pieces and distribute them among the students.
   
   
   
   
   
   
3. Ask students to work together to complete the puzzle, encouraging them to share thoughts on a positive coping strategy as they place each piece.
   
   
   
   
   
   
4. Once completed, discuss how working together can help manage stress and promote a positive environment.
   
   
   
   
   
   

Adaptations:

• Ensure pieces are large and easy to manipulate for students with motor challenges.
  
  
  
  
  
  
• Use visual cues and verbal prompts to guide group discussion and ensure every student participates.
  
  
  
  
  
  

Tips for Facilitators

• Keep instructions simple and clear, revisiting steps as necessary, especially for students with special needs.
  
  
  
  
  
  
• Use visual aids, such as pictures or emotion cards, to support verbal instructions.
  
  
  
  
  
  
• Be patient and give extra time for processing and participation.
  
  
  
  
  
  
• Validate every student’s effort to build confidence and encourage engagement.
  
  
  
  
  
  
• Adapt and modify activities based on the students’ current needs and responses.

Enjoy these activities and have fun building coping and social skills together!