Lesson Plan
Session 1: Building Trust
Establish rapport and trust, introduce counseling goals, allow the student to express feelings, and co-create a session contract to set expectations for future meetings.
Building trust in the first session creates a safe environment, encouraging openness and setting a foundation for emotional growth and coping during family transitions.
Audience
6th Grade Student
Time
30 minutes
Approach
Interactive discussion and collaborative activities
Materials
- Counseling Session Contract Template, - Feelings Flashcards, - Emotion Wheel Handout, - Counseling Journal, and - Markers and Popsicle Sticks
Prep
Prepare Materials
10 minutes
- Print copies of the Counseling Session Contract Template and Emotion Wheel Handout.
- Assemble the Feelings Flashcards and ensure the Counseling Journal is ready.
- Gather markers and popsicle sticks in the counseling space.
Step 1
Warm-Up and Rapport Building
5 minutes
- Greet the student warmly and engage in brief personal chat (weekend plans, hobbies).
- Use an icebreaker question such as “What’s one fun thing you did this week?” to ease into conversation.
Step 2
Introduction to Counseling
5 minutes
- Explain the purpose of these sessions, confidentiality limits, and the counselor’s role.
- Present the Counseling Session Contract Template and ask what makes the student feel safe in a conversation.
Step 3
Sharing Feelings
7 minutes
- Lay out the Feelings Flashcards.
- Invite the student to choose cards that capture how they feel about their parents’ divorce and living in two homes.
- Discuss each chosen feeling briefly.
Step 4
Counseling Contract Development
5 minutes
- Review key elements of a safe space: confidentiality, honesty, respect.
- Collaboratively fill out and sign the Counseling Session Contract Template.
Step 5
Emotion Identification Activity
5 minutes
- Provide the Emotion Wheel Handout.
- Ask the student to identify and point out emotions they recognize in themselves, sharing examples if comfortable.
Step 6
Journal Reflection and Cool-Down
3 minutes
- Prompt the student to write in the Counseling Journal: “One emotion I felt today is ____, because ____.”
- Conclude with a simple deep-breathing exercise together to transition out of the session.
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Slide Deck
Session 1: Building Trust
Objectives:
• Establish rapport and trust
• Introduce counseling goals and rules
• Share feelings about home life
• Create our session contract
Welcome the student warmly. Introduce yourself and today’s focus: building trust and getting to know each other. Mention that these sessions are a safe space for them to share feelings.
Warm-Up: Icebreaker
What’s one fun thing you did this week?
Begin with a friendly icebreaker. Ask the question and allow the student to respond in their own words. Use this to transition into the main session.
About Our Sessions
• Purpose: A space to share and learn
• Confidentiality: What stays here, stays here (unless safety is at risk)
• Counselor’s Role: To listen without judgment
Question: What makes you feel safe in a conversation?
Explain the purpose of our sessions: to help them talk about how they feel and learn strategies to cope. Emphasize confidentiality (with limits) and your role as a supportive listener. Then ask: “What makes you feel safe when talking to someone?”
Counseling Session Contract
Together we will agree on:
• Confidentiality
• Honesty and openness
• Respect for each other
Let’s co-create and sign our contract.
Show the physical contract template. Walk through each element, asking the student to contribute ideas. Write their input on the contract, then have them sign it.
Sharing Feelings
Select flashcards that show how you feel about:
• Your parents’ divorce
• Living in two homes
Discuss each chosen feeling.
Lay out the feelings flashcards on the table. Invite the student to pick 2–3 cards that best describe their current emotions. Ask them to explain each choice in one or two sentences.
Emotion Wheel Activity
- Look at the wheel and find emotions you’ve felt recently.
- Point to each one and describe a time you felt it.
Hand the student the emotion wheel handout. Ask them to point to any emotions they recognize in themselves and share an example. Use this to deepen understanding of their feelings.
Journal Reflection
“One emotion I felt today is ____, because ____.”
Pass the counseling journal to the student. Read the prompt aloud and give them 2–3 minutes to write. Encourage them to write freely and remind them it’s for their eyes only.
Cool-Down: Deep Breathing
Let’s practice deep breathing:
- Inhale for 4 seconds
- Hold for 2 seconds
- Exhale for 6 seconds
Repeat 3 times
Guide the student through a simple breathing exercise: inhale for 4 seconds, hold 2 seconds, exhale for 6 seconds. Repeat 3 times to close the session on a calm note.
Worksheet
Counseling Session Contract Template
Student Name: ________________________________________
Counselor Name: ______________________________________
Session Date: _________________________________________
Our Agreements
To create a safe, supportive, and respectful space, we agree to:
- Confidentiality (What we share here stays here unless someone’s safety is at risk):
- Honesty (I will share my thoughts and feelings truthfully):
- Respect (I will listen without interrupting and speak kindly):
- Participation (I will try my best, ask questions, and stay engaged):
- Openness (I will let you know if I ever feel uncomfortable or need a break):
- Additional Agreements (Anything else we want to add?):
Signatures
Student Signature: ________________________________ Date: _______________
Counselor Signature: ______________________________ Date: _______________
Activity
Feelings Flashcards
These flashcards are designed to help the student identify and label common emotions. Each card shows a facial expression illustration and the emotion word. You can lay the cards out and invite the student to pick those that match how they feel.
Flashcard Set
- Sad
Illustration: Downturned mouth, tear rolling from one eye. - Angry
Illustration: Scowling face, furrowed brows, clenched jaw. - Anxious
Illustration: Raised eyebrows, worried eyes, small sweat drop on forehead. - Lonely
Illustration: Neutral mouth, eyes looking down, slight slouch of shoulders. - Confused
Illustration: One eyebrow raised, tilted head, small question mark above. - Hopeful
Illustration: Soft smile, eyes looking upward, eyebrows slightly raised. - Frustrated
Illustration: Tight-lipped frown, furrowed brows, small puff of air near mouth. - Relieved
Illustration: Closed eyes, gentle smile, small sigh line near mouth. - Scared
Illustration: Wide eyes, open mouth, eyebrows raised high. - Excited
Illustration: Big open-mouthed smile, eyes wide open, raised eyebrows. - Proud
Illustration: Slight smile, head held high, hands on hips. - Calm
Illustration: Relaxed eyes, gentle closed-mouth smile.
Use these cards during the “Sharing Feelings” portion of Session 1 to prompt discussion about the student’s emotions related to their parents’ divorce and split household living arrangement.
Reading
Emotion Wheel Handout
This handout helps you recognize and name your emotions. The inner circle shows Primary Emotions, and the outer circle lists Secondary Emotions—more specific feelings connected to each primary emotion.
How to Use
- Look at the Primary Emotions listed below.
- Explore the Secondary Emotions under each primary emotion to find words that match how you’ve felt.
- Circle or highlight any emotions you recognize from the past week.
- Use this handout to guide conversations or journal entries about your feelings.
Emotion Wheel
Happiness
- Content
- Excited
- Joyful
- Proud
Sadness
- Lonely
- Disappointed
- Grief
- Hopeless
Anger
- Irritated
- Frustrated
- Mad
- Furious
Fear
- Anxious
- Worried
- Scared
- Terrified
Surprise
- Amazed
- Shocked
- Confused
- Astonished
Disgust
- Disgusted
- Repulsed
- Offended
- Contemptuous
Activity: Circle What You’ve Felt
[ ] Content [ ] Excited [ ] Joyful [ ] Proud
[ ] Lonely [ ] Disappointed [ ] Grief [ ] Hopeless
[ ] Irritated [ ] Frustrated [ ] Mad [ ] Furious
[ ] Anxious [ ] Worried [ ] Scared [ ] Terrified
[ ] Amazed [ ] Shocked [ ] Confused [ ] Astonished
[ ] Disgusted [ ] Repulsed [ ] Offended [ ] Contemptuous
After circling emotions, think about:
- Which emotions came up most often?
- In what situations did you feel them?
- How did your body react when you felt each emotion?
Use your notes to share with your counselor or write about them in your Counseling Journal.
Journal
Counseling Journal
Date: ____________________________
Session Number: __________
Reflection Prompts
- One emotion I felt today is ____, because ____.
- Something I learned about myself this session is:
- One goal I have before our next session is:
Feel free to write any other thoughts, feelings, or questions below:
Lesson Plan
Session 2: Taming Triggers
Equip the student to recognize personal emotional triggers stemming from the divorce split and practice a healthy coping strategy to manage one identified trigger.
By identifying situations, thoughts, and bodily signs that spark big emotions, the student gains self-awareness. Learning and practicing coping techniques builds resilience, reduces overwhelm, and empowers him to handle challenging feelings constructively.
Audience
6th Grade Student
Time
30 minutes
Approach
Worksheet analysis and hands-on strategy practice
Materials
- Triggers Identification Worksheet, - Coping Strategies Cards, - Counseling Journal, and - Markers and Timer
Prep
Prepare Materials
10 minutes
- Print and review the Triggers Identification Worksheet.
- Assemble the Coping Strategies Cards face down on the table.
- Ensure the Counseling Journal is available.
- Set a timer or stopwatch for timed activities and familiarize yourself with each coping strategy.
Step 1
Warm-Up Check-In
5 minutes
- Greet the student and follow up on last session’s goal.
- Ask: “What emotions or situations came up this week?”
- Note any recurring feelings or events to reference later.
Step 2
Identify Triggers
7 minutes
- Give the student the Triggers Identification Worksheet.
- Prompt him to list 3–4 situations, thoughts, or physical sensations that tend to trigger strong emotions when thinking about the divorce or switching homes.
- Discuss each entry briefly, asking: “How do you notice you feel in your body or mind when this happens?”
- Highlight the top one or two triggers to focus on.
Step 3
Introduce Coping Strategies
5 minutes
- Spread out the Coping Strategies Cards face down.
- Have the student flip through each card to read the strategy (e.g., deep breathing, positive self-talk, grounding).
- Briefly explain how each strategy works and when to use it.
Step 4
Strategy Practice
8 minutes
- Ask the student to choose one strategy card that feels most helpful for his top trigger.
- Guide him through a short practice of that strategy (e.g., leading 3 deep breaths, role-playing a positive self-talk scenario).
- Debrief: “How did that feel? Could you see using this when you notice your trigger?”
Step 5
Reflection and Journal
3 minutes
- Prompt the student to write in the Counseling Journal:
• “Today I learned that when I feel ___ (trigger), I can use ___ (strategy), and I felt ___ afterward.” - Encourage honest reflection; reassure there’s no right or wrong response.
Step 6
Cool-Down Choice
2 minutes
- Ask: “Which coping strategy will you try first before our next session?”
- End with a 2-minute breathing or stretching choice—let the student pick their preferred calm-down activity.
Worksheet
Triggers Identification Worksheet
Instructions
Identify 3–4 emotional triggers you notice when thinking about your parents’ divorce or moving between homes. For each category below, list situations, thoughts, or physical signs that make you feel upset, worried, or overwhelmed.
1. Situational Triggers
(Events or changes that spark big emotions)
- ____________________________________________________________
- ____________________________________________________________
- ____________________________________________________________
- ____________________________________________________________
2. Thought Triggers
(Thoughts or memories that bring up strong feelings)
- ____________________________________________________________
- ____________________________________________________________
- ____________________________________________________________
- ____________________________________________________________
3. Physical Cues
(Body sensations that show you’re getting upset)
- ____________________________________________________________
- ____________________________________________________________
- ____________________________________________________________
- ____________________________________________________________
My Top Triggers to Focus On
(Choose one or two from above that feel strongest right now)
- ____________________________________________________________
- ____________________________________________________________
- ____________________________________________________________
Use this worksheet to talk with your counselor about how to handle these triggers and practice coping strategies. You’ll revisit these triggers when you select and practice a strategy from the Coping Strategies Cards.
Lesson Plan
Session 3: Building My Support Squad
Equip the student to identify and utilize healthy support systems, and to practice basic communication skills to express needs and feelings related to their family changes.
Identifying a support system and learning how to communicate effectively helps the student feel less alone and provides them with tools to navigate challenging conversations and emotions, fostering resilience.
Audience
6th Grade Student
Time
30 minutes
Approach
Interactive discussion and role-playing activities
Materials
- My Support Squad Worksheet, - Communication Scenarios Activity, - Counseling Journal, and - Markers
Prep
Prepare Materials
10 minutes
- Print copies of the My Support Squad Worksheet and Communication Scenarios Activity.
- Ensure the Counseling Journal is available.
- Gather markers and any props for role-playing if desired.
Step 1
Warm-Up: Support System Check-In
5 minutes
- Greet the student and follow up on their experience trying a coping strategy from Session 2.
- Ask: "How did using a coping strategy go this week? What did you notice?"
- Briefly review the importance of having support.
Step 2
Identifying My Support Squad
10 minutes
- Introduce the My Support Squad Worksheet.
- Guide the student to list family, friends, teachers, or other trusted adults who support them.
- Discuss each entry: "How does each person on your list support you? What makes them a good person to talk to?"
Step 3
Communication Skills: Expressing Needs
10 minutes
- Introduce the Communication Scenarios Activity.
- Role-play 1-2 scenarios where the student practices expressing a feeling or need to a trusted adult.
- Focus on using "I" statements (e.g., "I feel [emotion] when [situation] because [reason], and I need [what you need]").
- Debrief after each scenario, providing positive feedback and gentle suggestions.
Step 4
Journal Reflection and Cool-Down
5 minutes
- Prompt the student to write in the Counseling Journal:
• "One person in my support squad is ____, and I can talk to them about ____."
• Alternatively, "One 'I' statement I can use is ____." - Conclude with a simple mindful minute, like a 30-second deep breathing exercise, to transition out of the session.
Slide Deck
Session 3: Building My Support Squad
Objectives:
• Identify personal support systems
• Practice effective communication skills
• Express feelings and needs clearly
Welcome the student warmly. Briefly recap the previous session where you discussed coping strategies. Introduce today’s focus: identifying support and practicing communication.
Warm-Up: Support System Check-In
How did using a coping strategy go this week? What did you notice?
Why is it important to have people who support you?
Ask the student about their experience trying a coping strategy. Listen actively and validate their efforts and observations.
Identifying My Support Squad
Who are the people in your life who support you? Let's list them on our My Support Squad Worksheet.
• Family
• Friends
• Teachers/School Staff
• Other trusted adults
Introduce the 'My Support Squad Worksheet'. Guide the student in filling out the worksheet, prompting them to think about different people in their life and how each person supports them.
Communication Skills: Expressing Needs
How can you tell someone how you feel or what you need?
Using "I" statements:
"I feel [emotion] when [situation] because [reason], and I need [what you need]."
Explain the importance of clear communication, especially using 'I' statements. Provide examples.
Practice Time: Communication Scenarios
Let's practice! Pick a scenario from the Communication Scenarios Activity and let's role-play.
Remember to use "I" statements.
Present the 'Communication Scenarios Activity'. Choose 1-2 scenarios to role-play. Guide the student through using 'I' statements and provide supportive feedback.
Journal Reflection
In your Counseling Journal, write about:
"One person in my support squad is ____, and I can talk to them about ____."
OR
"One 'I' statement I can use is ____."
Give the student the Counseling Journal. Read the prompt aloud and allow them a few minutes to write. Reassure them that it's a private space for their thoughts.
Cool-Down: Mindful Minute
Let's take a mindful minute together.
- Take a slow, deep breath in.
- Exhale slowly.
- Notice one thing you can see and one thing you can hear in the room.
Repeat 2 times.
End with a brief mindful breathing exercise. Guide them to close their eyes if comfortable, take a deep breath, and notice their surroundings.
Worksheet
My Support Squad Worksheet
Instructions
Think about the people in your life who you trust and who make you feel supported. They can be family, friends, teachers, or other adults. List them below and describe how they help you when things are tough or when you need to talk.
My Family Support Squad
(Parents, siblings, grandparents, aunts, uncles, cousins, etc.)
-
Name: _______________________________________
How they support me: _______________________________________________________ -
Name: _______________________________________
How they support me: _______________________________________________________ -
Name: _______________________________________
How they support me: _______________________________________________________
My Friend Support Squad
(Best friends, classmates, teammates, etc.)
-
Name: _______________________________________
How they support me: _______________________________________________________ -
Name: _______________________________________
How they support me: _______________________________________________________
My School Support Squad
(Teachers, counselors, principals, coaches, etc.)
-
Name: _______________________________________
How they support me: _______________________________________________________ -
Name: _______________________________________
How they support me: _______________________________________________________
Other Trusted Adults
(Mentors, religious leaders, neighbors, etc.)
- Name: _______________________________________
How they support me: _______________________________________________________
My Top Supporters
Who are 1-2 people you feel most comfortable talking to when you have strong feelings about your parents’ divorce or living in two homes?
- _____________________________________________________________
- _____________________________________________________________
Keep this worksheet to remind you of your support system. We’ll use this to practice talking to them in our Communication Scenarios Activity.
Activity
Communication Scenarios Activity
Instructions
Below are some situations you might face related to your parents’ divorce or living in two homes. We will choose a few scenarios and practice using "I" statements to express your feelings and needs to a trusted adult. Remember, an "I" statement sounds like: "I feel [emotion] when [situation] because [reason], and I need [what you need]."
Scenarios
Scenario 1: Feeling Frustrated About Switching Houses
- Situation: You’re at one parent's house and realize you left your favorite book or game at the other parent's house, and you feel frustrated or sad.
- Who to talk to: One of your parents.
- Your "I" statement:
Scenario 2: Feeling Left Out
- Situation: You hear your friends talking about a family trip they took with both parents, and you feel a little lonely or different because your family situation is split.
- Who to talk to: A trusted teacher or counselor.
- Your "I" statement:
Scenario 3: Missing a Parent
- Situation: You’re at one parent’s house for a few days, and you really miss the other parent and feel sad.
- Who to talk to: The parent you are currently with.
- Your "I" statement:
Scenario 4: Wanting to Share Your Feelings
- Situation: You have a lot of feelings about the divorce that you haven't talked about, and you want to share them with a supportive adult, but you're not sure how to start.
- Who to talk to: Your counselor or another trusted adult on your My Support Squad Worksheet.
- Your "I" statement:
Practice Tips
- Speak clearly and calmly.
- Make eye contact (if comfortable).
- Practice until you feel more confident.
- It's okay to start small! Even a short
Activity
Coping Strategies Cards
These cards each describe a kid-friendly technique you can use when you notice a strong emotion. Spread the cards face down and flip one over to read. Discuss how and when you might use it.
Card 1: Deep Belly Breaths
• Sit comfortably. Place one hand on your belly.
• Inhale slowly for 4 seconds, feeling your hand rise.
• Exhale for 6 seconds, feeling your hand lower.
• Repeat 3–5 times.
Card 2: Box Breathing
• Imagine tracing a square.
• Inhale for 4 counts along the first side.
• Hold for 4 counts on the second side.
• Exhale for 4 counts on the third side.
• Hold for 4 counts on the last side.
• Repeat 2–3 times.
Card 3: 5-4-3-2-1 Grounding
• Name 5 things you can see.
• Name 4 things you can touch.
• Name 3 things you can hear.
• Name 2 things you can smell.
• Name 1 thing you can taste or imagine tasting.
Card 4: Progressive Muscle Relaxation
• Starting at your toes, clench muscles for 3 seconds.
• Release and notice the difference.
• Move up to calves, thighs, belly, arms, shoulders, neck, and face.
Card 5: Positive Self-Talk
• Think of a friendly phrase, e.g., “I’ve got this,” or “I am calm.”
• Say it out loud or silently when you feel upset.
Card 6: Counting Backwards
• Choose a safe, even number (e.g., 20).
• Slowly count backward down to 1.
• Focus on each number to slow racing thoughts.
Card 7: Sensory Object
• Keep a small item (stone, stress ball, fabric) in your pocket.
• When upset, hold it, notice its texture, weight, and temperature.
Card 8: Five-Minute Walk
• Step outside or move around the room.
• Notice how your feet feel on the ground.
• Pay attention to sights, sounds, and smells.
Card 9: Quick Drawing Break
• Grab a scrap of paper and a pencil or marker.
• Draw how you’re feeling using shapes, colors, or stick figures.
• Talk about your drawing if you want.
Card 10: Ask for Help
• Think of one trusted adult or friend.
• Name their first and last name and decide when you’ll ask them for support.
Card 11: Favorite Music Pause
• Choose a calm song you enjoy.
• Listen for 1–2 minutes and notice how it makes you feel.
Card 12: Journal a Quick Thought
• Open your Counseling Journal.
• Spend 2–3 minutes writing one sentence about how you feel or what you need.
Use these cards to explore different ways to manage stress. Try out a card when you spot a trigger, then discuss how it went in our next session.