Session 1 Worksheet: Understanding Mindfulness

1. In your own words, what does “mindfulness” mean?

2. List two examples of mindfulness you can practice in daily life.

a. ___________________________________________

b. ___________________________________________

3. Reflection on the breathing exercise:

What physical sensations or feelings did you notice as you did the mindful breathing?

4. What thoughts came up during the exercise? Did your mind wander? If so, where did it go?

5. Using Mindful Breathing in Real Life

Describe a situation when you might feel upset or stressed. How would you use the breathing skill in that moment? List the steps you would take.

Great work! Remember to keep this worksheet in your Mindfulness Journal and practice these skills whenever you need a moment to pause and notice your breath.

Mindful Simon Says

Objective

Reinforce mindful breathing and present-moment awareness through guided movements in a playful group setting.

Materials

• Open space for gentle movement
• Optional: stress balls or small props for added sensory focus

Time

3 minutes

Instructions

1. Gather students in a circle with enough room to move comfortably.
2. Explain the rules:
   • Only follow instructions that begin with “Simon says.”
   • Each movement should be slow, intentional, and paired with mindful breathing.
3. Demonstrate a few examples:
   • “Simon says, inhale deeply while lifting your arms slowly overhead.”
   • “Simon says, exhale fully as you gently lower your arms.”
   • Try one without “Simon says” (e.g., “Take three quick hops”) so students notice the difference.
4. Begin the game, alternating between breathing-focused and movement-focused prompts.
5. Ensure all students participate at their comfort level, offering one‐on‐one support if needed.

Variations

• Have students take turns being “Simon.”
• Add a counting element: e.g., “Simon says, take four mindful breaths.”

Follow-Up Discussion

• Ask: How did it feel to move and breathe slowly together?
• Prompt: Which moment felt most calming or challenging? How can you use this in everyday life?

Session 1 Discussion

Objective

• Deepen understanding of mindfulness through sharing and reflection
• Connect the mindful breathing exercise to real-life experiences
• Foster a safe, respectful space for everyone to speak and listen

Group Guidelines

1. Speak one at a time and use “I” statements (e.g., “I noticed…”).
2. Listen without interrupting—what someone shares stays in the circle.
3. There are no right or wrong answers.
4. Be respectful of different experiences and perspectives.

Discussion Questions

1. How did you feel during the 3-minute mindful breathing exercise?
   • What physical sensations did you notice (e.g., in your chest, stomach, hands)?
   • How did your emotions or stress level change?

1. Did your mind wander during the exercise? If so, where did it go, and how did you bring your focus back to your breath?

1. Was it easy or hard to stay present? Why do you think it felt that way for you?

1. Think of a recent time when you felt upset, anxious, or stressed (at school, home, or with friends).
   • How could you use mindful breathing in that moment?
   • List the steps you would take to practice this skill.

1. In what other situations (sports practice, a test, a conversation) might paying attention to your breath help you stay calm?

Materials for Reference

• Worksheet: Session 1 Worksheet: Understanding Mindfulness
• Game recap: Mindful Simon Says

Extension & Follow-Up

• Encourage students to write their personal reflections in the Mindfulness Journal (decorate and date today’s entry).
• Suggest they teach the breathing exercise to a family member or friend and notice their reaction.

Preview of Next Session

Next time, we’ll explore Distress Tolerance—skills to help manage big emotions when things get tough.

Session 1 Warm-Up: Pass the Calm

Objective

Build rapport among students and activate their prior calming strategies to set the stage for introducing mindfulness.

Materials

• A soft ball, stress ball, or small object to pass around
• Name tags (optional)

Time

4 minutes

Instructions

1. Arrange students in a circle, seated or standing, with enough space to pass the object comfortably.
2. Explain that when a student holds the ball, they will say their name and one activity or strategy they already use to calm down (e.g., listening to music, counting to ten, talking to a friend).
3. Teacher starts by holding the ball, modeling: “My name is Ms. Smith, and I calm down by going for a walk.”
4. The teacher gently tosses or passes the ball to another student. That student shares their name and strategy, then passes to someone who hasn’t had a turn yet.
5. Continue until every student has shared.
6. At the end, summarize: “You all have great ways to calm your minds and bodies. Today we’ll learn a new skill—mindful breathing—that you can add to your toolbox.”

Session 1 Cool Down: Exit Reflection

Objective

• Reinforce today’s key mindfulness takeaway
• Encourage commitment to practicing mindful breathing

1. My Key Takeaway

Write one thing you learned today about mindfulness or mindful breathing:

2. Confidence Check

How confident do you feel using mindful breathing when you’re upset? Circle one:

1 2 3 4 5
(Not confident) (Very confident)

3. Practice Plan

Describe when and where you will try mindful breathing this week (e.g., before a test, at home when frustrated, during sports practice):

Thank you for your thoughtful reflections!
Keep your journal handy and remember: taking a few mindful breaths can help you pause and reset anytime.

Next Session Preview: We’ll learn Distress Tolerance skills—strategies for managing big emotions when things get tough.

Mindfulness Journal Project

Overview

The Mindfulness Journal Project supports students in tracking their growth with DBT mindfulness skills across all 16 sessions. Each entry helps students reflect on practice, identify challenges, and celebrate successes. The journal becomes a personalized toolkit they can revisit anytime.

Objectives

• Encourage regular practice of mindfulness techniques
• Foster self-awareness through structured reflection
• Provide a creative outlet to reinforce learning
• Build a tangible record of progress over time

Materials

• Mindfulness Journal Cover Template (Session 1)
• Blank notebook or stapled paper booklet
• Pens, markers, stickers, or other art supplies for decoration
• [Session X Worksheets & Prompts] (Refer to each session’s materials)

Timeline & Structure

1. Session 1: Decorate the cover, label “Session 1: Introduction to Mindfulness.”
2. Sessions 2–15: Complete one journal entry per session. Each entry should include:
   • Date & Session Topic (e.g., “Session 4: Distress Tolerance”)
   • Skill Definition: In 1–2 sentences, define the DBT skill practiced.
   • Activity Reflection: Answer prompts from that session’s worksheet or discussion (e.g., “What did you notice?”, “How did this feel?”).
   • Personal Use Plan: Describe when/where you will apply this skill in real-life.
   • Creative Element: Draw a picture, add a quote, or decorate the margins to illustrate your experience.
3. Session 16 (Final Reflection): Create a summary page:
   • List your top 3 takeaways from the series.
   • Reflect on your confidence and growth (compare with your initial Confidence Check).
   • Set at least two SMART goals for continuing mindfulness practice outside class.

Entry Template

Feel free to photocopy this template for each session or draw your own layout:

Date: ____________
Session Topic: ____________

1. Skill Defined (2–3 sentences):

1. What I Noticed During Practice:

1. How This Could Help Me in Real Life:

1. Creative Reflection (drawing, quote, doodle):

Assessment & Feedback

• Ongoing Check-Ins: Teacher reviews 2–3 entries each week, providing brief written feedback.
• Midpoint Review (Session 8): Students share one journal page with the group—celebrate progress and address challenges.
• Final Submission (Session 16): Collect complete journals for a rubric-based evaluation.

Rubric Highlights (out of 4 points per entry)

• Completion: All sections filled thoughtfully (1 pt)
• Reflection Depth: Insightful responses linking practice to feelings/situations (1 pt)
• Application Plan: Clear, realistic plans for real-life use (1 pt)
• Creativity: Engaging visual or decorative elements (1 pt)

Next Steps

• Encourage students to take their journals home and refer to them when feeling stressed.
• Invite them to add entries regularly—after tests, before presentations, or any time they need a mindful pause.

Remember: The Mindfulness Journal is more than an assignment—it’s a personal resource to support you in staying present, calm, and aware, now and beyond our DBT Skill Squad sessions.

Session 2 Worksheet: Introduction to Distress Tolerance

1. Define STOP in your own words

S: Stop—pause what you are doing and take a breath.

T: Take a step back—give yourself physical or mental space.

O: Observe—notice what’s happening inside (thoughts, feelings, body sensations).

P: Proceed mindfully—choose a wise action based on what you observe.

2. Personal Example for Each Step

Choose a moment when you felt upset or overwhelmed. For each step, describe how you would use STOP:

a) S – Stop: What would you do first to pause?

b) T – Take a step back: How would you create space (physically or mentally)?

c) O – Observe: What thoughts, feelings, or body sensations would you notice?

d) P – Proceed mindfully: What wise action would you choose next?

3. Apply STOP to a Real Situation

Think of a recent time when you felt a strong emotion (anger, frustration, panic).

1. Describe the situation briefly:

1. Write out the steps you would take using STOP in that moment:
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   • P:
   • O:
   • T:
   • S:

Keep this worksheet in your Mindfulness Journal and practice STOP whenever you need to get through a tough moment.

Distress Tolerance Road Trip Game

Objective

Practice the STOP skill by applying each step to real-life stress scenarios in a hands-on, station-rotation format.

Materials

• Scenario cards (3–4 per station) with brief stress situations
• Station signs labeled “Station 1,” “Station 2,” “Station 3”
• Anchor charts or posters reminding students of the STOP steps
• Timer or stopwatch
• Pens and paper for quick notes (optional)

Time

6 minutes total (2 minutes per station)

Setup

1. Arrange three station areas around the room.
2. At each station, place:
   • A small pile of scenario cards
   • A mini-chart listing S–T–O–P definitions
3. Divide students into three small groups (2–4 students each).
4. Give each group a starting station number.

Instructions

1. Start the timer for 2 minutes at each station.
2. At each station, groups:
   a. Draw one scenario card.
   b. Read the situation aloud.
   c. Identify which STOP step would help most in that moment.
   d. Discuss and name a specific action or strategy for that step.
   e. Quick-role-play: show how you would use that step and strategy together.
3. When the timer rings, groups rotate clockwise to the next station.
4. Repeat until every group has visited all three stations.

Sample Scenario Cards

• You realize an important assignment is due tomorrow and you haven’t started.
• A friend just criticized you in front of others, and you feel embarrassed.
• You get a pop quiz notification five minutes before class ends.
• You’re in a heated argument with your sibling, and voices are getting loud.

Follow-Up Discussion (5 minutes)

1. Which STOP step did you find easiest to identify? Which was the hardest?
2. Share one specific strategy you decided on for any step.
3. How could you remember to use STOP next time you’re really upset?
4. Record one takeaway in your Mindfulness Journal under “Session 2: Distress Tolerance.”

Rotate stations quickly to keep energy up, encourage participation, and reinforce that distress tolerance is a skill to practice—just like learning a route on a road trip!