Session 1 Script: Welcome, Definitions & Community Norms

Total Time: 25 minutes

1. Establish Norms (5 minutes)

Teacher (T): “Good morning, everyone. Welcome to our first session of Finding Hope Together. Over the next few weeks, we’ll be talking about mental health, how to recognize when someone might be hurting, and ways we can support each other.

“This space is meant to be safe and respectful. Let’s co-create a few guidelines to help us feel comfortable talking. I’ll write your ideas on the board.”

T writes “Community Norms” on the board.

T: “What do we need to feel safe and respected here? For example, I’m suggesting ‘confidentiality.’ Any other ideas?”

Possible student responses: “Respectful listening,” “No interrupting,” “Use supportive language.”

T writes them down. Then says: “Great—confidentiality, respectful listening, no interrupting, and using supportive language. These are our community norms. I’ll remind us of these if we get off track.”

2. Warm-Up Discussion (5 minutes)

T: “I’d like you to think quietly for one minute: What words or feelings come to mind when you hear the word suicide? Then you’ll turn to a partner for two minutes to share, and finally we’ll talk as a whole group for two minutes.”

1 minute thinking (teacher monitors quietly).

T (after 1 minute): “Now, turn to your partner. Share your thoughts. I’ll be listening in.” (2 minutes)

T (after pairs finish): “Who would like to share one word or feeling they heard in their partner discussion?”

Call on 2–3 volunteers. Acknowledge each.

T: “Thank you for sharing honestly.”

3. Define Suicide & Myths vs. Facts (5 minutes)

T: “Let’s move to our next slide, ‘What Is Suicide?’”
[Advance to slide: What Is Suicide?]

T (points to slide): “Suicide is the act of intentionally ending one’s own life. It often happens when someone feels overwhelmed by emotional pain or mental health struggles.”

T: “Why is it important to have a clear definition?”

Possible student response: “So we can talk about it without misunderstanding.”

T: “Exactly. Now, slides often show myths and facts about suicide. We’ll read each myth aloud. You’ll tell me if you think it’s a myth or fact.”

[Advance to slide: Myths vs. Facts]

1. T: “Myth: Talking about suicide plants the idea in someone’s head.”
   Students vote myth/fact, then T: “It’s a myth. Open conversation can offer relief and access to help.”
2. T: “Myth: People who talk about suicide won’t really do it.”
   Students vote. T: “Myth. Verbal warnings often precede attempts and should always be taken seriously.”
3. T: “Myth: Asking ‘Are you thinking about suicide?’ is too risky.”
   Students vote. T: “Myth. Direct questions can save lives by opening dialogue.”

T: “Great job. Remember: talking directly and respectfully can help someone feel heard and supported.”

4. Small Group Scenario Discussion (7 minutes)

T: “Now we’ll practice identifying warning signs in real-life situations. I’m handing out the Session 1 Scenario Handout.”
[Pass out handout]

T: “Form groups of 3–4. In your group, read the scenario, circle any warning signs you notice, and discuss how stigma might have kept the person from seeking help. You have seven minutes. Be ready to share one key insight.”

(Teacher circulates, listens, and prompts quieter groups: “What warning sign did you notice?” or “How might stigma affect someone’s willingness to talk?”)

—

5. Reflection Exit Ticket (3 minutes)

T: “Time’s up. Please put down your pens. Now, take an Exit Ticket—you’ll answer two prompts in two sentences each.”

1. One thing I learned today.
2. One question I still have.

[Distribute Exit Tickets]

T: “You have three minutes. When you finish, pass your ticket to me. I’ll read them to plan our next session.”

(After 3 minutes) T: “Thank you. You did excellent work today. I look forward to seeing you next time as we learn about recognizing warning signs and introducing the ACT framework.”

End of Session 1

See you next time!

Materials used: Session 1 Slide Deck, Session 1 Scenario Handout, Session 1 Exit Ticket.

Session 1 Scenario Handout

Below are three brief scenarios. In your small group, read each scenario carefully and answer the questions that follow.

Scenario 1

Alex, a high school junior, used to be team captain of the soccer team and always chatted with friends at lunch. Over the past two weeks, Alex has stopped coming to practice, sits alone at lunch, and often seems tired in class. Recently, Alex gave away a favorite sweatshirt to a teammate and mentioned in passing, “I’m so tired of everything.”

1. Identify possible warning signs in Alex’s behavior:

1. How might feelings of stigma or fear keep Alex from asking for help?

Scenario 2

Jordan has been feeling overwhelmed by schoolwork and family expectations. Lately, Jordan has been isolating in their room for hours, posting messages online like “I can’t do this anymore,” and has left shallow cuts on their arm that they’ve hidden with long sleeves.

1. Identify possible warning signs in Jordan’s behavior:

1. What might Jordan worry about if they reached out to an adult or friend?

Scenario 3

Sam lost interest in hobbies they once loved and has had trouble sleeping. Sam tells a close friend, “Everyone would be better off without me,” and has been Googling phrases like “how to make sure you’re never found.”

1. Identify possible warning signs in Sam’s behavior:

1. How could stigma around mental health prevent Sam from getting support?

Discuss as a group:

• Which warning signs appeared most often across these scenarios?
• How can you and others respond if you notice someone showing these signs?

Session 1 Exit Ticket

Please respond to the following prompts in two sentences each.

1. One thing I learned today:

1. One question I still have:

Session 3 Script: Exploring Emotions Through Art

Total Time: 25 minutes

1. Recap & Intro to Art Therapy (5 minutes)

Teacher (T): “Welcome back, everyone. Let’s start by reminding ourselves of our community norms: confidentiality, respectful listening, and support. Who can briefly name one step in our ACT framework?”

Possible student response: “Acknowledge, Care, Tell.”

T: “That’s right—Acknowledge how someone feels, show you Care, and Tell an adult. Today, we’re building on that by using art to express what’s hard to say with words.”

T: “Art therapy gives us a safe way to explore emotions visually. Let’s look at our first slide.”
[Advance to slide: Session 3: Exploring Emotions Through Art]

T (points): “We’ll focus on process, not artistic skill. Feel free to use color, shapes, or symbols—whatever speaks to you. Remember our norms as we create.”

2. Guided Art Expression (10 minutes)

T: “I’m handing out the Session 3 Art Expression Worksheet now.”
[Distribute worksheet and art supplies]

T: “On page one, you’ll see space to draw. Think of a recent strong emotion—maybe anger, sadness, relief—then draw a scene, symbol, or abstract shape that shows how that emotion felt inside you. Use markers or colored pencils. There’s no right or wrong way.”

T: “I’ll play some soft music to help with focus. If you need more supplies or have a question, raise your hand quietly.”

(Teacher circulates, offering words like: “I notice you’re using warm colors—what feeling does that represent?” or “Take your time—you have about eight minutes.”)

(After eight minutes) T: “OK, you have two more minutes to finish.”

(When time’s up) T: “Great work. Please put your markers down and close your drawing space.”

3. Apply ACT in Reflection (7 minutes)

T: “Next, we’ll share our art with a partner using ACT.”

T: “I’m handing out the Session 3 ACT Reflection Handout.”
[Distribute ACT Reflection Handout]

T: “Find a partner. First, show your art and Acknowledge: your partner says the emotion they see. Then Care: they offer a supportive comment. Finally Tell: suggest one healthy coping step or resource—for example, talking to a counselor, journaling, or taking a walk.”

T: “You have seven minutes total—four minutes for one partner’s art, then swap.”

(Teacher circulates, prompting quieter pairs: “What emotion do you think your partner’s art reflects?” or “What is one coping idea you could share?”)

4. Share Insights & Exit Ticket (3 minutes)

T: “Let’s come back together. Who would like to share one insight they heard during their ACT conversation?”

Call on 2–3 volunteers.

T: “Thank you for sharing. Finally, please take an Exit Ticket.”
[Distribute Session 3 Exit Ticket]

T: “Answer in two sentences each:

1. My artwork shows…
2. One way I can care for myself is…”

T: “You have three minutes. Then pass your ticket to me.”

(After time) T: “Thank you all. Your reflections will help us plan our final session.”

End of Session 3
See you next time for our wrap-up and celebration of what we’ve learned!

*Materials used: Session 3 Slide Deck, Session 3 Art Expression Worksheet, Session 3 ACT Reflection Handout, Session 3 Exit Ticket.”

Session 3 Art Expression Worksheet

Objective: Use drawing to explore and express a recent strong emotion. Focus on colors, shapes, and lines rather than artistic skill.

Part 1: Draw Your Emotion

Think of a strong feeling you’ve experienced recently (e.g., sadness, anger, relief, hope). In the space below, draw a scene, symbol, or abstract design that represents how that emotion felt inside you.

Part 2: Reflection Questions

1. Which emotion did you choose to depict, and why?

1. What colors, shapes, or lines did you use, and what do they represent to you?

1. How did drawing this emotion make you feel in the moment?

Next Steps:

• Share your artwork and answers with a partner using the ACT framework:
  1. Acknowledge the emotion you see.
  2. Care by offering a supportive comment.
  3. Tell one healthy coping step or resource suggestion.
• Be prepared to discuss one insight from your partner’s art in our group discussion.

Session 3 ACT Reflection Handout

Instructions: In pairs, take turns sharing your artwork. For each partner’s drawing, follow these steps and record your responses below.

Partner A’s Artwork

1. Acknowledge – What emotion do you see in your partner’s art?

2. Care – Offer a supportive comment for your partner (e.g., “I’m here for you,” “That sounds really challenging”).

3. Tell – Suggest one healthy coping step or resource (e.g., talking to a friend, taking a walk, journaling).

Partner B’s Artwork

1. Acknowledge – What emotion do you see in your partner’s art?

2. Care – Offer a supportive comment for your partner.

3. Tell – Suggest one healthy coping step or resource.

Be attentive and respectful. Your reflections will help you practice empathy and support skills using ACT.

Session 3 Exit Ticket

Please respond in two sentences each:

1. My artwork shows…

1. One way I can care for myself is…