Session 1: Emotion Chart

Use this chart to explore common emotions. For each emotion:

1. Read the definition.
   
2. Circle “Yes” if you’ve felt it since your parents’ divorce.
   
3. Briefly write when or why you felt it.

Other Emotions You’ve Experienced

1. _________________________________________________
   
   
   
2. _________________________________________________
   
   
   
3. _________________________________________________
   
   
   

Take your time to think about each emotion and be honest—this is your safe space to explore how you’re feeling.

Session 1: Safe Space Drawing Template

Use this template to draw a place or scenario where you feel most secure. Follow the steps below:

1. Draw your safe space in the box below. Include details that help you feel calm, supported, and protected.
   
   
   
   
   
   
   
   
   
   
   
   

2. Choose up to four emotions from the Emotion Chart. For each emotion, pick a color you’ll use in your drawing. Fill in your color key below:
   
   • Color 1: ______________ (Emotion: ______________)
   
   
   • Color 2: ______________ (Emotion: ______________)
   
   
   • Color 3: ______________ (Emotion: ______________)
   
   
   • Color 4: ______________ (Emotion: ______________)
   
   
   

3. In your drawing, color each area with the colors you chose. Then label at least three spots using arrows and emotion words (for example: “Calm – blue”, “Hope – yellow”).
   

4. ___________________________________________________
   
   

5. ___________________________________________________
   
   

6. ___________________________________________________
   
   
   

Feel free to add more emotions, colors, or labels if you like. This is your personal safe space—make it as detailed and meaningful as you need!

Session 1 Script: Exploring Emotions and Creating a Safe Space

Warm-Up and Introduction (3 minutes)

Teacher: “Hi there! I’m really glad we have this time together. Today, we’re going to talk about how you’ve been feeling about your parents’ divorce and then make a special drawing—a personal safe space—where you can show those feelings.

Before we begin, let’s agree on a few ground rules:

1. Confidentiality – Whatever you share stays between us.
2. Respect – You can say anything you’re feeling, and I’ll listen without judgment.
3. Openness – There are no right or wrong feelings here.

Does that sound OK to you?”

Wait for student to nod or agree.

Teacher: “Great! Remember, this is your time and your space to be honest about whatever you’re feeling.”

Emotion Brainstorm (5 minutes)

Teacher: “Let’s look at our Emotion Chart. It shows some common feelings people have when families change. Take a moment to look it over.”

Teacher points to the chart.
Teacher: “Which emotions stand out to you? Have any of these been things you’ve felt since you learned about the divorce?”

As the student names emotions, the teacher circles or highlights them on the chart and briefly defines each.

Example prompts:
• “You said sadness. What does sadness feel like in your body?”
• “You mentioned anger. Can you tell me a time recently when you felt that?”
• “Is there anything you felt that isn’t on the chart?”

Teacher: “Thanks for sharing those. Naming how we feel is the first step toward understanding and coping.”

Personal Reflection Drawing (8 minutes)

Teacher: “Now I’m going to give you the Safe Space Drawing Template. On that paper, you’ll draw a place or situation—real or imagined—where you feel most secure and comfortable.”

Teacher distributes the template and markers.
Teacher: “Follow these steps:

1. Draw your safe space in the big box. Add details that make you feel calm or supported.
2. Choose up to four emotions from the chart. For each one, pick a color that represents it and write it in your color key.
3. In your drawing, use those colors in different areas. Then draw arrows and label at least three spots with the emotions you feel there (for example, ‘calm – blue’ or ‘hope – yellow’).

Take about six minutes to work on your drawing. I’ll check in if you have any questions.”

Teacher circulates quietly, offering encouragement:
• “I like how you used green for calm—tell me more about that.”
• “What draws you to that corner of your safe space?”

After about 6 minutes:
Teacher: “Great job! You still have about two minutes if you want to add more details or labels.”

Sharing and Closing (4 minutes)

Teacher: “Would you like to share your drawing with me? You can walk me through one or two parts you labeled.”

If student agrees:
Teacher: “Tell me about this spot you labeled ‘hope.’ What helps you feel hopeful there?”
Teacher listens and validates: “I hear that being with your pet makes you feel safe—that’s wonderful.”

If student prefers not to share:
Teacher: “That’s perfectly fine. You’ve done great work today, and this is always here if you want to talk more later.”

Teacher: “Today we practiced naming our feelings and made our own safe space drawing. Those are two important tools for coping. Next session, we’ll look at different strategies to help us feel better when those feelings come up. Thanks for your effort today!”

End of Session 1

Session 2: Coping Strategies Chart

Use this chart to review different coping strategies. For each one:

1. Read the description.
   
2. Circle “Yes” or “No” under Tried it? if you have used it before.
   
3. Circle “Yes” or “No” under Want to Try? if you’d like to try it.
   
4. In Pros / Cons, write one possible benefit and one possible drawback.
   
   

Other Strategies You’d Like to Try

1. _________________________________________________
   
   
   
2. _________________________________________________
   
   
   
3. _________________________________________________
   
   
   

Session 2: Coping Toolbox Template

Use this template to design your personal coping toolbox. This toolbox holds strategies you can use when you feel upset or stressed.

1. Draw and decorate your toolbox in the box below. Include colors, patterns, or symbols that feel meaningful to you.
   
   
   
   
   
   
   
   
   
   

2. Choose 3–5 coping strategies you want to include. For each strategy:
   • Strategy Name: ______________
   
   Icon or Symbol: ______________
   
   
   • Strategy Name: ______________
   
   Icon or Symbol: ______________
   
   
   • Strategy Name: ______________
   
   Icon or Symbol: ______________
   
   
   • (Optional) Strategy Name: ______________
   
   Icon or Symbol: ______________
   
   
   • (Optional) Strategy Name: ______________
   
   Icon or Symbol: ______________
   
   

3. Around or inside your toolbox drawing, draw a small icon or write the name of each strategy in its spot. Use the space below to sketch or note where each goes:
   
   
   
   
   
   
   
   

4. Add any personal notes or reminders at the bottom. For example, “Use deep breathing when I feel anxious” or “Call my friend when I need to talk.”
   
   
   
   
   

Your coping toolbox is yours—make it bright, personal, and ready to help you whenever you need it!

Session 2 Script: Coping Strategies Exploration

1. Warm-Up Check-In (3 minutes)

Teacher: “Hi there! It’s great to see you again. How are you feeling today?”
Pause and listen.
Teacher: “Thank you for sharing. Just like last time, our space is confidential and there are no right or wrong feelings. Today, we’re going to explore some different ways to feel better when emotions get tough.”

2. Introduce Coping Strategies (5 minutes)

Teacher: “I’m going to give you this Coping Strategies Chart. It lists several ideas for managing big feelings.”
Distribute the chart.
Teacher: “Read through each strategy. Then circle Yes or No under ‘Tried it?’ if you’ve done it before, and under ‘Want to Try?’ if you’d like to.”

Give the student a moment to circle.

Teacher: “Which strategies have you tried?”
Student responds.
Teacher: “Great—what did you notice when you tried that?”

Teacher: “Which strategies are you curious about?”
Student responds.
Teacher: “That’s a good choice. A pro is that it can help you feel calmer, and a con might be you need some quiet time to practice—does that make sense?”

3. Practice a Strategy (7 minutes)

Teacher: “Now pick one strategy you circled under ‘Want to Try.’ Which one shall we practice first?”
Student chooses, for example, Deep Breathing.

Teacher: “Okay, let’s do deep breathing together. Sit comfortably and place one hand on your belly. Then:

1. Inhale slowly through your nose for 4 seconds.
2. Hold for 2 seconds.
3. Exhale gently through your mouth for 6 seconds.

Let’s try three breaths together.”
Guide and count quietly.

Teacher: “How does your body feel now? What did you notice about your breathing or your thoughts?”
Listen and validate.

If time remains:
Teacher: “Would you like to try a quick journaling prompt? You could write: ‘I feel ___, and I can ___.’ I’ll give you a moment to jot down one sentence.”

Pause briefly.

Teacher: “Nicely done. Breathing and writing are both powerful tools.”

4. Create Coping Toolbox (3 minutes)

Teacher: “Next, here’s your Coping Toolbox Template. This is where you’ll collect the strategies you want to remember.”
Hand out the template.
Teacher: “In the big box, draw your toolbox—make it colorful and personal. Then list 3–5 strategies you like, and draw a small icon next to each.”

Allow the student to work, offering encouragement:
• “I love your shoe doodle for movement—that’s creative!”
• “That lightning bolt symbol for positive self-talk is awesome.”

5. Reflection and Closing (2 minutes)

Teacher: “You’ve done great work today. Can you share one thing you learned or enjoyed?”
Student responds.
Teacher: “Fantastic. Remember, you can pull out your coping toolbox anytime you need a boost. In our next session, we’ll talk about how to ask for support when feelings feel too big to handle alone.”

Teacher: “Thanks for your effort today. I’ll see you next time!”

End of Session 2

Session 1 Warm-Up

• Greet the student warmly: “Hi there! How are you feeling today?”
• Listen actively and validate their response: “Thank you for sharing—your feelings matter.”
• Remind ground rules: confidentiality, respect, and openness—this is a safe space for any emotion.
• Preview today’s focus: “We’ll explore how you’ve been feeling about your parents’ divorce and then create a special drawing of a place where you feel secure.”

Session 1 Cool-Down

Take a moment to reflect on today’s session. Write or draw your responses below.

1. One emotion I recognized today was:
   ____________________________________________________
   
   
   

2. The part of the session I found most helpful was:
   ____________________________________________________
   
   
   

3. One thing I can remember or use when big feelings come up is:
   ____________________________________________________
   
   
   

Great work today! Remember, this cool-down can help you process how you feel before moving on.

Session 2 Warm-Up

• Greet the student warmly: “Hi again! How have you been feeling since our last session?”

• Listen actively and validate: “Thank you for sharing that. It sounds like you tried out some of the coping tools—how did that go?”

• Remind ground rules: confidentiality, respect, and openness remain in place—this is your space to share.

• Preview today’s focus: “Today we’ll look at different coping strategies and practice the ones that feel most helpful for you.”

Session 2 Cool-Down

Take a moment to reflect on today’s session and your new coping strategies. Write or draw your responses below.

1. One strategy I found most helpful today was:
   ____________________________________________________
   
   
   

2. When I practiced this strategy, I felt:
   ____________________________________________________
   
   
   

3. I will try using this strategy next time I feel upset or stressed by:
   ____________________________________________________
   
   
   

Great work today! Remember, you can pull a tool from your toolbox anytime you need support.

Session 3: Support Network Map

Use this worksheet to identify people you trust and think about how they can support you. Complete the chart below with 5–6 people in your network.

Reflection Questions

1. Which person would you contact first if you felt upset or overwhelmed? Why?
   
   
   

2. What could you say to start the conversation and ask for their support? (Try using an “I” statement.)
   
   
   
   
   

3. How might you feel after reaching out? Write or draw your expected feelings below:
   
   
   
   
   
   
   
   
   

Great job mapping your support network. Remember, asking for help is a sign of strength—keep this map handy whenever you need it!

Session 3: Role-Play Conversation Worksheet

Use this worksheet to practice asking for support using “I” statements. Choose one person from your Support Network Map and complete the sections below.

1. Support Person

Name: ____________________________ Relationship: ____________________________

2. Situation or Feeling

Describe a situation or feeling you want to talk about:

______________________________________________________________

3. Plan Your Request

Fill in the blanks to create your “I” statement request:

“I feel __________________ when __________________. Could you help me by __________________?”

4. Role-Play Practice #1 (You Ask, Partner Responds)

You ask for help:

______________________________________________________________

Partner responds:

______________________________________________________________

Reflection #1
What went well? ________________________________________________________


What could I improve? _________________________________________________

5. Role-Play Practice #2 (Switch Roles)

Now switch roles so you play the support person and your partner plays you.

You respond as the support person:

______________________________________________________________

Partner asks for help:

______________________________________________________________

Reflection #2
How did it feel to play the supporter? ____________________________________


What did you learn about asking for help? ________________________________

Great work!
Remember, practicing these conversations helps you feel more confident when you really need to ask for support.