Frustration Thermometer

Use this worksheet to identify and rate your frustration and think about what helped you calm down.

1. Rate Your Frustration

On the thermometer below, draw an “X” where you think your frustration level was when you felt upset today.

0 (Not Frustrated) ─────────────┼───────────── 5 (Very Frustrated)

2. What Happened?

Describe the situation that made you feel frustrated.

3. Coping Strategy

Which strategy did you choose to help you feel calmer? (Circle one)

• Deep breathing - Counting to 10
• Squeezing a stress ball - Taking a short break
• Other: _________________________

4. Reflection

Did the strategy help? How do you feel now?

Next time I can remember to use my thermometer and choose a strategy when I start to feel frustrated.

Coping Strategies Bingo

Objective: Help the student recognize and select healthy coping strategies in a fun, game-based format to reinforce strategy recall and decision-making under mild frustration.

Materials:

• A set of Bingo cards (5×5 grids) where each square lists one coping strategy (e.g., deep breathing, counting to 10, taking a short walk, squeezing a stress ball).
• A stack of Scenario cards describing mild frustration-provoking situations (e.g., “Your pencil broke during a test,” “You’re stuck on a tricky puzzle,” “A friend won’t share a toy”).
• Markers or chips to cover squares on the Bingo card.
• A prize or positive reinforcement (sticker, praise) for achieving Bingo.

Setup:

• Give the student one Bingo card and a handful of markers.
• Shuffle the Scenario cards face down in a pile.

How to Play:

1. Draw & Read a Scenario. The teacher or adult facilitator picks the top Scenario card, reads it aloud, and places it face up.
2. Choose a Strategy. Ask the student: “Which coping strategy on your Bingo card would help you feel calmer in this situation?”
3. Mark Your Card. If the chosen strategy appears on the student’s card, they place a marker on that square. If it’s not on their card, they simply note the strategy and discuss one that is on their card.
4. Discuss Quickly. After marking (or identifying), prompt the student: “Why would you pick this strategy here?”
5. Continue Rounds. Repeat Steps 1–4 until the student covers five squares in a row—horizontally, vertically, or diagonally—and calls out “Bingo!”

Winning & Reflection:

• When the student gets Bingo, celebrate with positive reinforcement (sticker, high-five, praise).
• Reflection Discussion: Ask:
  • “Which strategy did you use most often?”
  • “Which situation felt hardest, and what helped you calm down?”
  • “How will you remember to pick a coping strategy next time you’re frustrated?”

Extensions & Variations:

• Reverse Play: Have the student read a strategy and ask the teacher to name a scenario where it would help.
• Team Bingo: If working with more than one student, make it a friendly competition.
• Custom Cards: Encourage the student to add one or two personal strategies (e.g., listening to music) in a Free space.

Session 1 Guided Discussion

Purpose:
Help the student reflect on what they learned about frustration, how to recognize it, and which coping strategies helped them calm down.

Discussion Guidelines:

• Speak in short, clear sentences.
• Take turns: allow the student time to think and respond.
• Encourage honesty—there are no wrong answers.
• Reinforce positive effort and active listening.

1. Think About the Situation

Question: Which scenario from our role-play felt the most frustrating to you? Describe what happened.

Follow-Up:

• Can you point to where that was on the Frustration Thermometer?

2. Using the Frustration Thermometer

Question: How did the thermometer help you notice how upset you were?

Follow-Up:

• Did you find it easier to pick a strategy when you saw your level? Why or why not?

3. Choosing a Coping Strategy

Question: Which Coping Strategy Card did you choose? Why did you pick that one?

Follow-Up:

• If you felt it didn’t help, what other card from our Coping Strategies Bingo might work next time?

4. Reflecting on Feelings

Question: After using your strategy, how did you feel?

Follow-Up:

• Did your frustration level go down on the thermometer? Show me where it moved.

5. Planning for Next Time

Question: What is one clear step you will remember to do the next time you start to feel frustrated?

Closing Prompt:

• “I will remember to ____ when I feel my thermometer go up.”
• Reinforce by having the student say it out loud and give a thumbs-up if they feel ready to try.

Note for Educator:

• Use positive reinforcement for any attempt at reflection.
• If the student struggles, offer scaffolds (e.g., sentence starters) and revisit the thermometer visuals.
• Encourage practice in real situations and check in on their progress next session.

Real-Life Scenario Role-Play Cards

Instructions:

1. Print and cut along the lines to create individual cards.
2. Place cards face down in a stack.
3. Draw one card and read the scenario aloud.
4. Act out the scenario together, showing your frustration level on the Thermometer and choosing a coping strategy from the Emotion Regulation Toolbox.

Card 1:
You’re building a tower of blocks and it falls over just as you reach the top.

Card 2:
A classmate accidentally bumps into you and knocks your crayon off the table.

Card 3:
You’re waiting in line for the swing and someone cuts in front of you.

Card 4:
You lose a game you really wanted to win.

Card 5:
Your snack spills on the floor before you get to eat it.

Card 6:
The teacher asks you to switch seats when you don’t want to move.

Card 7:
You can’t open a new pencil box and it’s making your work slow.

Card 8:
A friend says “no” when you ask to play together.

Card 9:
Your shoes feel too tight, and you can’t focus on your activity.

Card 10:
You’re doing a puzzle and a piece doesn’t fit, but you really want it to be done.

Card 11:
You finish first on a worksheet and still have to wait quietly until everyone is done.

Card 12:
It’s time to clean up and you’re not ready to stop playing.

Reflection Prompt (after each role-play):

• Which number card did you draw?
• How frustrated did you feel? (Use the Frustration Thermometer)
• Which strategy did you pick from the Emotion Regulation Toolbox?
• How did using that strategy help you feel calmer?
  
  
  
  
  
  
  
  
  
  
  
  

Tip for Educator: Guide the student to name their feeling, show it on the Thermometer, and then choose and practice a coping strategy. Offer praise for any effort.

Emotion Regulation Toolbox

Purpose:
A portable kit students can use to select and practice a calming strategy when they notice rising frustration.

Contents:

• Visual Strategy Cards – Illustrated cards showing techniques (deep breathing, counting, stretching, etc.)
• Stress Ball – For squeezing to release tension
• Fidget Toy – Provides a tactile focus for attention
• Timer – Set for 30–60 seconds to time breathing or counting exercises
• Feelings Check Cards – Small cards with faces students can point to, indicating how they feel before and after using a strategy

How to Use:

1. When you notice your frustration rising (using your Frustration Thermometer), go to your Calm-Down Corner and open the Toolbox.
2. Browse the Visual Strategy Cards and choose one strategy or tool that seems helpful.
3. Practice the strategy for the allotted time (e.g., squeeze the stress ball, take five deep breaths using the timer).
4. Check In: Use a Feelings Check Card to show how you feel now. Did your frustration level go down?
5. Reflect: Name which tool helped the most and why you picked it.

Tips for Educator:

• Model each tool and describe when you might use it.
• Ask the student to verbalize why they chose a specific tool.
• Rotate in new strategies or props to maintain engagement and reinforce learning.

Strategy Application Board Game

Objective:
Practice recognizing frustration triggers and applying coping strategies in a fun, game-based format to reinforce independent selection and demonstration of self-regulation techniques.

Materials:

• Game Board with a winding path of 20–30 spaces. Spaces alternate between Scenario and Strategy prompts.
• One die (1–6)
• Player token (e.g., small figurine or coin)
• Scenario Deck: Real-Life Scenario Role-Play Cards
• Toolbox: Emotion Regulation Toolbox
• Feelings Check Cards (from the Toolbox)
• Markers or stickers for tracking progress (optional)
• Small rewards (stickers, tokens of praise)

Setup:

1. Lay out the game board on a table or floor.
2. Place the Scenario Deck face down nearby.
3. Position the Emotion Regulation Toolbox within reach.
4. Each player places their token on Start.
5. Decide if you will play solo (student vs. the board) or take turns with the teacher as a co-player.

How to Play

1. Roll & Move: The player rolls the die and advances their token the corresponding number of spaces.
2. Follow the Prompt: Examine the space you land on:
   • Scenario Space:
     • Draw the top card from the Real-Life Scenario Role-Play Cards.
     • Read the scenario aloud and state how frustrated you would feel (point to the Frustration Thermometer).
     • Select a strategy or tool from the Emotion Regulation Toolbox.
     • Demonstrate the strategy (e.g., three deep breaths, squeeze the stress ball for 30 seconds).
   • Strategy Space:
     • Choose one visual strategy card from the Toolbox.
     • Explain in one sentence when you would use this strategy.
     • Role-Play or demonstrate that strategy briefly.
3. Check & Reflect:
   • After demonstration, use a Feelings Check Card to show how you feel now compared to your initial level.
   • The teacher or co-player asks a quick question: “Why did you choose that strategy?” or “How did it help?”
4. Earn a Reward:
   • If the demonstration and reflection are complete, earn a sticker or verbal praise and stay in place.
   • If you struggle, the teacher models the strategy once, then you try again before moving on.
5. Next Turn: Pass the die to the next player (or replay if solo).
6. Win the Game: The first token to reach the Finish space wins. Celebrate with a small prize and group reflection.

Reflection & Debrief (After Game)

• Which scenario felt the most challenging, and which strategy did you pick?
  
  
  
  
  
  
  
  
  
  
  
  
• How did your frustration level change after using the strategy?
  
  
  
  
  
  
  
  
  
  
  
  
• Which strategy would you like to remember for next time?
  
  
  
  
  
  
  
  
  
  
  
  
• Action Plan: “Next time I feel frustrated, I will __________.”

Extensions & Variations

• Team Play: Form two teams; each team answers together before moving.
• Timed Challenge: Use a timer to encourage quicker decision-making (e.g., choose and demonstrate within 30 seconds).
• Custom Spaces: Allow the student to write one or two personal scenarios or strategies on blank spaces.
• Reverse Roles: The student draws a strategy space and challenges the teacher to name a real-life scenario where it would help.

Session 2 Guided Discussion

Purpose:
Help the student reflect on applying coping strategies in real-life scenarios and solidify an action plan for future frustration management.

Discussion Guidelines:

• Use clear, short sentences.
• Take turns: allow thinking time.
• Encourage honesty—no wrong answers.
• Offer positive reinforcement for sharing.

1. Reflect on Scenarios

Question: Which scenario from the Real-Life Scenario Role-Play Cards felt the most challenging? Describe what happened.

Follow-Up:

• How did you show your frustration on the Frustration Thermometer?

2. Strategy Selection

Question: Which tool or strategy did you pick from the Emotion Regulation Toolbox? Why did you choose that one?

Follow-Up:

• Was it easy to select and use during the Strategy Application Board Game? Why or why not?

3. Feelings Check

Question: After using your strategy, how did you feel compared to before?

Follow-Up:

• Show me on the thermometer where you started and where you ended.

4. Game Feedback

Question: What part of the board game practice helped you the most in choosing a strategy quickly?

Follow-Up:

• Which spaces (scenario or strategy) did you like best? Why?

5. Planning for Real Life

Question: What is one clear step you will remember to do the next time you feel frustrated in class or at home?

Closing Prompt:

• “Next time I feel my thermometer rising, I will _________.” Say it out loud and give yourself a thumbs-up if you feel ready.

Note for Educator:

• Provide sentence starters if needed (e.g., “I will use ___ because ___”).
• Reinforce any attempt to plan or reflect with praise.
• Encourage the student to post their action plan near their workspace as a reminder.