Finding Calm in Chaos Script

This script is designed to be used word-for-word by the teacher, ensuring clear instructions, verbal engagement, and tactile interactions for a fully blind student. Follow the script carefully, using your natural tone and adjusting as needed based on the student's responses.

Introduction (Before the First Session)

"Good morning! Today, we are starting a new journey called 'Finding Calm in Chaos.' Over the next four sessions, we will learn some special tools that can help us feel better when things feel overwhelming. We will practice deep breathing, a 'stop and think' method, learning how to express our feelings with 'I statements,' and even some cool ways to relax our bodies. I am here with you every step of the way. Let's begin our first session."

Session 1: Introduction and Warm-Up

Teacher:
"Let's start with our warm-up. I want you to sit comfortably and take a slow, deep breath in... now slowly let it out. Can you do that with me? Great!

"Now, imagine holding a soft, comfortable object in your hands. Even if you can't see it, feel how the texture feels on your skin. This helps remind us that our body is present and safe. I'm going to guide you through a simple way to pause when you feel overwhelmed. We call this the 'stop and think' strategy.

"When you start to feel upset or anxious, take a deep breath, pause, and ask yourself: 'What can I do right now to feel a little better?' Let’s say it together: 'I am taking a moment to breathe and gather my thoughts.'

"Now, can you repeat that with me?

"Excellent. Remember, every time you feel upset, you can use this phrase. This is your secret tool.

"Let’s talk for a minute. Can you share a time when you felt really overwhelmed? It might help to think about a moment at school when things got too much. You can tell me as much as you feel comfortable sharing."

(Allow the student to speak, and provide gentle reflections such as, "I hear that you felt really upset in that moment. What do you think might have helped you then?")

"Great work today. We used deep breathing and the 'stop and think' strategy. Let's close this session by taking another deep breath together. In... and out. I'm proud of you for trying these new techniques."

Session 2: 'I Statements' and Expressing Emotions

Teacher:
"Welcome back! Today, we are going to talk about how to share your feelings clearly. Sometimes, when we feel upset, we might not have the words to explain what we are experiencing. A helpful tool is using 'I statements.'

"For example, you can say, 'I feel sad when I am left alone.' Notice how we start with 'I feel'—this reminds us that these are our feelings. Let’s practice together: I'll say, 'I feel happy when I hear music.' Now, you try it. Can you tell me something you feel using 'I feel'?"

"That was wonderful. Let’s try another one. Imagine you feel frustrated because things are not going as planned. How would you say that using an 'I statement'? For instance, you might say, 'I feel frustrated when I can’t find comfort in my routine.' Say it with me: 'I feel frustrated when I can’t find comfort in my routine.'"

"Keep practicing these statements. They help you explain your feelings clearly to others. Now, let's discuss: Why do you think it might be useful to use 'I statements' when you're upset?"

(Encourage the student to share thoughts and validate their feelings with phrases such as, "I understand, sharing in this way can help others know how you're feeling.")

"Great job today. We learned how 'I statements' can be a powerful way to express our emotions. Let's end with a calm deep breath together. In... and out... You're doing really well."

Session 3: Anxiety Coping Skills

Teacher:
"Hello again! Today we are going to explore some anxiety coping skills. We'll start with a simple warm-up game that uses sound. I'll make a soft tapping sound with my fingers; listen carefully and try to mimic the rhythm with gentle claps. Ready? Listen to the sound... tap-tap-tap. Now, can you try clapping the same rhythm?"

"That was fantastic. Now, let’s try a progressive muscle relaxation exercise. Sit comfortably. Gently tense the muscles in your hands for a count of three: one, two, three... and now relax them. Notice the difference? We'll do this for a few muscle groups, starting with your hands, then your arms. I will guide you through each one.

"Now, close your eyes if you feel comfortable, and imagine your muscles getting warmer and more relaxed. Take a deep, slow breath in, hold it for a moment, then breathe out slowly. Feel each part of your body loosen up as if you are melting into calmness."

"Let’s talk: Which part of this exercise felt most helpful to you? We can think about when you might use this technique on a difficult day."

(Allow the student to respond, gently affirm their remark, saying things like, "That sounds like a really good method to help calm your body when feelings get intense.")

"You did a great job today with these anxiety coping skills. Let's finish with one more deep breath together – in... and out. I am very proud of how you're learning these new techniques."

Session 4: Grounding Techniques and Cool Down

Teacher:
"Welcome to our final session! Today, we will focus on grounding techniques that help us feel connected and present in our bodies, even when our emotions feel overwhelming.

"Let’s begin with a brief warm-up: Take a deep breath in... and let it out slowly. Now, I want you to use your hands to feel the surface you’re sitting on. Notice its texture. Is it smooth, soft, or maybe a little rough? Talk to me about what you feel."

(Allow the student to describe, validate their observations, e.g., "It sounds like you can really feel the details; that's a wonderful step in grounding yourself.")

"Next, I'm going to guide you through a grounding exercise using your sense of hearing. Listen closely for the ambient sounds in our classroom – maybe the ticking of a clock or the sound of soft footsteps. Focus on one sound that stands out to you. Let that sound help anchor your attention to this moment.

"Now, let's play a little interactive game. I will describe a series of tactile sensations. I want you to imagine each one clearly in your mind. First, imagine softly stroking a velvet cloth. Next, feel the cool smoothness of a polished stone. And then, picture a warm, comforting blanket wrapped around you. As we go through these, tell me which one makes you feel the safest and most relaxed."

(Encourage the student to share their thoughts and gently discuss, "Thank you for sharing that. It sounds like the warm blanket makes you feel safe. That's a great tool to remember when you need comfort.")

"To close our session, I’d like you to reflect on all the skills we’ve practiced—deep breathing, 'stop and think,' 'I statements,' anxiety coping, and grounding. Can you choose one coping skill that you believe will help you the most in challenging situations?"

(Allow time for the student to share, then respond supportively, "That is a wonderful choice. Using that strategy can really help you feel secure and in control.")

"Today, we cool down by taking a final deep, slow breath together. In... and out. I want you to remember, every time you feel overwhelmed, you have these tools to help you regain your calm.

"I am so proud of all the progress you have made over these sessions. You're learning how to take charge of your emotions, and that is a very powerful thing. Thank you for trusting me and sharing your time with me today."

Closing the Lesson

Teacher:
"Before we finish, I would like you to know that these techniques are here for you whenever you need them—not just at school, but in any situation that feels overwhelming. Remember, it takes practice, and every time you try these skills, you are becoming stronger and more resilient. Keep practicing, and I'm always here if you need help or if you want to share how it's going for you. Thank you, and have a calm, peaceful day!"

Coping Skills Worksheet

This worksheet is designed to be a tactile and interactive tool to help you review and practice the coping skills learned in the sessions. Your teacher will guide you through each section, and you can use your hands to feel the text and materials provided.

Section 1: Stop and Think Strategy

When you feel overwhelmed, pause and ask yourself, "What can I do right now to feel a little better?"

Use this space to think of a situation where you might use the 'stop and think' strategy. Write or describe it using your own way (your teacher may help you record your thoughts).

Now, what is one phrase that helps remind you to pause and gather your thoughts?

Section 2: Using 'I Statements'

When expressing your feelings, saying "I feel..." can help you share your emotions in a clear way.

Think about a moment when you felt upset. How would you start your sentence using an "I statement"?

Now, write or tell your teacher another example of an "I statement" that reflects another feeling you have experienced.

Section 3: Anxiety Coping Skills

Remember the breathing exercises and gentle muscle relaxation that help you feel calm.

Think of one anxiety coping skill that you practiced, such as deep breathing or muscle relaxation. Use the space below to describe how you felt during that exercise.

Which part of the exercise made you feel most relaxed?

Section 4: Grounding Techniques

Grounding techniques help you stay present in the moment by connecting with your senses.

Think about one grounding exercise we did (like feeling the texture of an object or listening to a familiar sound). Describe what you felt or heard.

Which sensation made you feel safest and most connected to the present moment?

Personal Reflection

Now, take a moment to reflect on these coping skills. Which one do you think will help you the most when you feel overwhelmed?

Your teacher may help you record your thoughts or provide verbal feedback as needed.

Remember, practice makes these techniques more natural for you. Use this worksheet as a guide whenever you need to remind yourself of your strategies.

Feel free to share your reflections with your teacher, who may help you record these ideas in a way that you can reference later.

Guided Discussion Prompts

This set of prompts is designed to engage the student in reflective conversation about the coping skills learned in the sessions. The questions and prompts support a safe and accessible discussion, enabling the student to express their thoughts and feelings verbally. Teachers are encouraged to allow ample pauses for responses and use verbal prompts as needed.

Discussion Prompts for Session 1: Stop and Think Strategy

1. Reflect on the Strategy:

   • "Can you tell me about a time when you felt overwhelmed recently? What was happening around you?"
     
     
     
     
     
     
     
     
     
     
     
   • Follow up: "How do you think pausing and taking a deep breath might help you during similar moments?"

2. Personal Connection:

   • "How did saying the phrase, 'I am taking a moment to breathe and gather my thoughts,' make you feel?"
     
     
     
     
     
     
     
     
     
     
     
   • Follow up: "Would you like to share any changes you have noticed when you use this phrase?"

Discussion Prompts for Session 2: 'I Statements' and Expressing Emotions

1. Exploring Feelings:

   • "What feeling did you talk about when we practiced 'I statements'? How did it feel to express it in your own words?"
     
     
     
     
     
     
     
     
     
     
     
   • Follow up: "Why do you think it is important to use 'I statements' when you share how you feel?"

2. Role-play Reflection:

   • "After practicing the 'I statement' about feeling frustrated, did you notice any difference in how comfortable you felt expressing that emotion?"
     
     
     
     
     
     
     
     
     
     
     
   • Follow up: "Is there a different situation where you might want to try using an 'I statement'?"

Discussion Prompts for Session 3: Anxiety Coping Skills

1. Experience Sharing:

   • "Can you describe which part of the muscle relaxation or deep breathing exercises was the most calming for you?"
     
     
     
     
     
     
     
     
     
     
     
   • Follow up: "What do you think makes that part so relaxing?"

2. Practical Application:

   • "Imagine a time when you might feel anxious at school. Which of the anxiety coping skills we practiced would you like to use? Why?"
     
     
     
     
     
     
     
     
     
     
     
   • Follow up: "How can you remind yourself to use that skill when you start feeling anxious?"

Discussion Prompts for Session 4: Grounding Techniques and Cool Down

1. Sensory Exploration:

   • "What did you notice when you used your hands to feel the surface you were sitting on? Can you describe the texture to me?"
     
     
     
     
     
     
     
     
     
     
     
   • Follow up: "How does focusing on that texture help you feel more present?"

2. Tool for Calm:

   • "Among all the coping skills we practiced, which one do you feel will help you the most during challenging times?"
     
     
     
     
     
     
     
     
     
     
     
   • Follow up: "Can you explain why you chose that particular skill?"

Final Reflection

• "Looking back over these sessions, what is one big thing you learned about managing your feelings?"
  
  
  
  
  
  
  
  
  
  
  
• "How do you think you might use these strategies outside of our sessions, like at school or at home?"

These prompts are flexible; feel free to adjust or ask additional follow-up questions based on the student's responses. The goal is to create a supportive dialogue that not only reviews the coping skills but also encourages the student to apply them in real-life situations.

Interactive Activity Guide

This guide is designed to help you implement engaging, tactile, and auditory-based activities that reinforce the coping skills learned during the sessions. Follow these step-by-step instructions to ensure the activities are accessible and supportive for a fully blind student.

Activity 1: Tactile Sensory Exploration

Objective: Reinforce grounding techniques by engaging the student's sense of touch and auditory processing.

Instructions:

1. Setup: Gather a variety of objects with distinct textures such as a smooth stone, a piece of velvet, a rough sponge, and a soft blanket. Place these objects in a container within the student's reach.
2. Guided Exploration: Ask the student to reach into the container and select an object without looking (they rely on tactile sense). Once the object is selected, invite the student to explore it verbally:
   • "Describe what you feel: Is it rough or smooth? Warm or cool? Hard or soft?"
3. Mindfulness Integration: With each object, encourage the student to take a slow, deep breath and focus on the sensation. Use phrases like, "As you feel the texture, notice how it connects you to the present moment."
   
   
   
   
   
   
4. Reflection: Ask, "Which texture made you feel the safest and most relaxed? Can you explain why?"
   
   
   
   
   
   

Adaptations: Ensure the objects are securely arranged, and use clear auditory descriptions for every tactile detail mentioned.

Activity 2: Auditory Pattern Game

Objective: Support anxiety coping skills through an interactive auditory game that promotes relaxation and focus.

Instructions:

1. Listening Game: Use your fingers or simple instruments (like a bell) to create gentle, rhythmic sounds. Start with a simple beat and ask the student to listen closely.
   
   
   
   
   
   
2. Rhythm Matching: Encourage the student to reproduce the rhythm using claps or tapping on a table. This exercise builds auditory processing and mindfulness.
3. Variation: Gradually change the rhythm and ask, "Can you tell me how the new rhythm makes you feel?"
4. Discussion: Conclude by asking, "How does focusing on sound help you calm your thoughts?"
   
   
   
   
   
   

Adaptations: Provide verbal guidance on timing and be flexible if extra repetitions are needed to match the rhythm.

Activity 3: Role-Playing Coping Strategies

Objective: Practice using the coping skills in a controlled, supportive environment.

Instructions:

1. Scenario Setup: Describe a common stressful situation (e.g., feeling overwhelmed at school) using rich auditory detail. For example: "Imagine a busy lunchroom where voices are loud and many footsteps sound near you."
2. Guided Role-Play: Ask the student to verbally express what they might say using an "I statement". For instance, prompt: "If you felt too overwhelmed, what could you say using 'I feel'?">
   
   
   
   
   
   
3. Feedback: Provide supportive feedback and gently encourage practice. Repeat the scenario with slight variations to build comfort and fluency.
4. Reflection: Ask, "Which coping strategy felt most natural for you during this role-play, and why?"
   
   
   
   
   
   

Adaptations: Allow extra time for the student to process and respond. Use encouraging and calm tone throughout the activity.

Activity 4: Guided Visualization and Breathing Exercise

Objective: Enhance deep breathing and progressive relaxation techniques.

Instructions:

1. Starting the Exercise: Ask the student to sit comfortably and close their eyes if they wish. Begin by asking them to take a deep breath in, hold it for a moment, then exhale slowly.
   
   
   
   
   
   
2. Visualization: Guide the student through a peaceful auditory visualization. For example: "Imagine you are in a quiet garden with soft wind and gentle sounds of nature. Each breath makes you feel calmer."
3. Muscle Relaxation: As you continue the guided relaxation, ask the student to tense and then relax each part of the body (hands, arms, shoulders, etc.), describing each step aloud.
4. Reflection: Once finished, ask, "Which part of the exercise helped you feel the most relaxed?"
   
   
   
   
   
   

Adaptations: Use detailed, descriptive language and allow pauses after each instruction for the student to follow along comfortably.

Final Notes

• Feel free to modify the activities as needed based on the student's response and comfort level.
• Ensure that each activity is conducted in a quiet, safe environment to maximize focus and relaxation.
• Encourage the student to share their favorite parts of the activities and use this feedback to adjust future sessions.

These interactive activities are intended to reinforce the coping strategies and provide a multi-sensory experience that supports emotional regulation and self-expression. Enjoy guiding the student through these engaging exercises!

Calming Game Outline

This game is designed to reinforce the coping skills learned over the sessions in a fun and accessible way. It incorporates both auditory and tactile elements to engage a visually impaired student, helping to calm the mind and strengthen the techniques. Below is an outline of the game:

Game Objective:

• To utilize coping strategies such as deep breathing, tactile grounding, and auditory focus through a playful interactive experience.

Game Setup:

1. Materials:

   • A small container with objects of various textures (e.g., smooth stone, piece of velvet, rough sponge, soft fabric).
   • A bell or a small instrument to create soft, rhythmic sounds.
   • A space where the student can sit comfortably.

2. Environment:

   • Ensure the area is calm and free from distractions.
   • Confirm that all materials are accessible and safe to touch.

Game Instructions:

Round 1: Textural Treasure Hunt

1. Introduction:

   • Explain to the student that they will explore a container filled with different textured objects. Emphasize that each texture represents a feeling of calmness.
   • Use clear auditory cues: "I will ask you to explore an object that feels very calming to you."

2. Activity:

   • Let the student reach into the container and select an object using their sense of touch. Ask, "Can you tell me if it feels smooth, rough, or soft?"
   • Invite them to describe the texture verbally, reinforcing the association between the tactile sensation and a feeling of relaxation.

3. Reflection:

   • Ask, "Which texture made you feel the safest and most calm? Why do you think that is?"
   • Allow time for the student to express their thoughts using descriptive words.

Round 2: Rhythm & Breathing Blend

1. Introduction:

   • Explain that this round mirrors the anxiety coping skills using sound and rhythm. Tell the student: "Let’s use our ears like a metronome to help you feel more relaxed."

2. Activity:

   • Begin by creating a soft tapping rhythm with your fingers or using a bell. Encourage the student to listen carefully and then mimic the rhythm by clapping or tapping on the table.
   • Gradually change the rhythm and ask, "How does this new beat make you feel? Does it help you breathe slower and feel calmer?"

3. Integration:

   • After the rhythm exercise, guide the student through a deep breathing practice: "Let’s take a deep breath in as we listen to the calm sounds, and slowly exhale along with the rhythm."

Round 3: Coping Skills Role-Play

1. Introduction:

   • Explain that now you'll combine the two skills. Describe a simple, stressful scenario (e.g., feeling overwhelmed by noise at a busy place) using rich auditory detail.

2. Role-Playing:

   • Ask the student how they would apply their coping skills in this scenario. Guide them to use an 'I statement' or say their calming phrase, such as "I am taking a moment to breathe and gather my thoughts."

3. Feedback and Encouragement:

   • Offer supportive feedback, reinforcing that using these skills can help turn a stressful situation into a calm one.

Game Conclusion:

• End the game by inviting the student to choose their favorite coping strategy demonstrated during the activities. Ask, "Which part of the game helped you feel the calmest?"

• Wrap up the session with a final round of deep breathing together.

Final Notes:

• Adapt the game pace according to the student's comfort level.
• Use consistent verbal instructions to ensure clarity.
• Encourage the student to reflect on their experience and share feedback, which can help tailor future sessions.

This calming game is not only a practical way to reinforce coping skills but also a fun and engaging method to build trust and self-confidence in managing overwhelming feelings.

Warm-Up Routine

This warm-up routine is designed to gently prepare the student for each session by engaging their senses with simple, calming exercises. The focus is on deep breathing and grounding techniques that are accessible through auditory and tactile cues.

Instructions:

1. Deep Breathing Exercise:

   • Begin by inviting the student to sit comfortably. Ask them to close their eyes if they feel comfortable, or simply focus on the sounds around them.
   • Guide them to take a deep breath in through the nose, hold it for a moment, and then exhale slowly through the mouth. Use clear, steady verbal prompts: "In... and out..."

2. Tactile Grounding:

   • Encourage the student to place their hands on a nearby surface (like a table or a textured object). Prompt them to feel the surface: "Can you tell me how the surface feels? Is it smooth, rough, or soft?"
   • This helps the student reconnect with the present moment and feel secure through touch.

3. Auditory Focus:

   • Ask the student to focus on a specific, consistent sound in the environment (it could be a ticking clock or soft background music) to anchor their awareness.
   • Use auditory cues to maintain focus: "Listen carefully to that sound. Let it remind you that you are in a safe space."

4. Brief Reflection:

   • Conclude the warm-up by inviting the student to share a quick verbal reflection on how they feel after the exercises. This helps set a mindful tone for the session.

This routine can be repeated at the start of each session to build familiarity and ease into the learning process.

Cool Down Practices

This cool down practice is designed to help the student transition out of the session with a sense of calm and reflection. It focuses on deep breathing, a brief reflective conversation about the session, and setting a positive intention for the day.

Steps:

1. Deep Breathing:

   • Invite the student to sit comfortably and take a series of slow, deep breaths. Use verbal prompts like, "In... and out..." to guide the breathing rhythm.

2. Reflective Pause:

   • Ask the student to reflect on what they learned during the session. Provide questions such as:
     • "What was your favorite coping skill today?"
     • "How did you feel using that technique?"
   • Allow time for the student to share their thoughts verbally.

3. Positive Intention:

   • Encourage the student to set a positive intention for the rest of their day. For example, ask, "What is one positive thought or goal you want to carry with you after today's session?"
   • Guide them to articulate this intention clearly.

4. Final Deep Breath:

   • Conclude with one more round of deep breathing together to seal in calmness and readiness for the day ahead.

This cool down practice not only helps the student decompress after the session but also reinforces the coping skills learned, making it easier to recall and use them in their daily life.