Stress Mapping Worksheet

Objective: Identify your personal stress triggers and map how you respond physically, emotionally, and behaviorally.

1. What is a Stress Trigger?

Describe a situation, event, or thought that often leads to feelings of stress for you.

Trigger: _________________________________________________________________

2. Where Do You Feel It? (Physical Response)

On the stick figure below, label or write the parts of your body where you notice tension, pain, or other sensations when you feel stressed.

[Draw a simple body outline here and label areas of stress]

3. Emotional and Behavioral Responses

A. How do you feel inside when this trigger happens? (e.g., anxious, frustrated, sad)

Emotion(s): ______________________________________________________________

B. What actions do you tend to take when stressed? (e.g., avoidance, outbursts, withdrawal)

Response(s): _____________________________________________________________

4. Stress Intensity Rating

On a scale of 1 (mild) to 5 (extreme), rate how strongly you experience this stressor.

1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐

Explain your rating:

5. Coping Strategies Brainstorm

List at least three healthy strategies you could try the next time this stressor occurs. For each, explain how you would use it.

1. Strategy: _________________________ Plan: ____________________________
   
   
   
   
2. Strategy: _________________________ Plan: ____________________________
   
   
   
   
3. Strategy: _________________________ Plan: ____________________________
   
   
   
   
   
   

6. Reflection

Think about a recent time you dealt with this stress trigger. What worked? What will you do differently next time?

Reflection:

Walk-in-My-Shoes Empathy Cards

Objective: Develop social awareness by stepping into someone else’s perspective and practicing empathic responses.

Materials Needed:

• A set of Walk-in-My-Shoes Empathy Cards printed or projected
• Space for small‐group role-plays

Instructions:

1. Form Small Groups (3–4 students).
2. Draw a Card: Each group selects one empathy card scenario.
3. Assign Roles:
   • Person A reads the scenario aloud and embodies the situation.
   • Person B listens and responds as themselves, practicing empathy.
   • Others observe, noting nonverbal cues and empathetic language.
4. Role-Play (5–7 minutes)
   • Person A describes their feelings and needs.
   • Person B listens actively, uses “I hear you…” statements, asks clarifying questions, and offers support.
5. Rotate Roles so each member practices both speaking and listening.
6. Group Debrief (5 minutes)
   • Observer shares notes on effective empathic responses and nonverbal communication.
   • Speakers reflect: “How did it feel to be heard?”
   • List one new insight about perspective-taking.

Assessment: Teacher circulates using an empathy rubric:

• Identifies speaker’s feelings accurately
• Uses reflective listening (“It sounds like you feel…”)
• Asks open-ended questions
• Demonstrates supportive nonverbal cues (eye contact, nodding)

Sample Scenarios

1. New Student in Cafeteria: “I just moved here and don’t know anyone. Lunch feels lonely.”
2. Stressed Friend Before Exam: “My heart races when I study for this test, and I’m scared I’ll fail.”
3. Sibling Frustration: “My brother borrowed my video game without asking and broke it.”
4. Team Project Pressure: “My teammate isn’t pulling their weight. I don’t want to do all the work.”
5. Family Conflict: “My parents expect me to pick a career path now, and I feel overwhelmed.”
6. Social Media Anxiety: “Everyone else’s posts look so perfect. I feel like I don’t measure up.”

Reflection Journal Prompt After Activity:

• Describe one moment you felt understood.
• How might this change how you respond to peers in real situations?
  
  
  
  
  
  
  

Speed-Friending Prompt Cards

Objective: Build relationship skills through quick, focused conversations and active listening practice.

Materials Needed:

• A deck of Speed-Friending Prompt Cards
• Timer or stopwatch
• Space arranged for pairs to rotate

Instructions:

1. Arrange Seating: Students sit in two concentric circles or pairs facing each other.
2. Distribute Prompt Cards: Each pair receives one card with a question or prompt.
3. Set the Timer: Allocate 2 minutes for each round.
4. Round 1:
   • Student A asks the question on the card.
   • Student B answers, and Student A practices active listening (eye contact, nodding, paraphrasing).
5. Switch Roles: After 1 minute, prompt Student B to ask a follow-up question or share a related thought for the remaining time.
6. Rotate Partners: When the timer ends, outer circle shifts one seat to the right (or pairs switch). New pairs take a new prompt card.
7. Repeat: Complete 4–5 rotations so students interact with multiple peers.

Assessment:

• Teacher uses a simple checklist:
  • Maintains eye contact and open body language
  • Asks follow-up or clarifying questions
  • Paraphrases or reflects back what the partner shared

Sample Prompts

• “What’s one hobby you’ve picked up recently and why?”
  
  
  
  
• “Describe a movie or book that inspired you.”
  
  
  
  
• “What’s a personal goal you have this school year?”
  
  
  
  
• “Tell me about a place you’d love to visit and why.”
  
  
  
  
• “Share something that made you laugh this week.”
  
  
  
  
• “Who is someone you admire and what quality do you admire in them?”
  
  
  
  

Reflection Prompt

After the activity, students write in their Reflection Journal:

• One new thing you learned about a classmate.
  
  
  
  
  
• How active listening changed your conversation.
  
  
  
  
  

Project Planning Template

Objective: Outline your team’s community or school improvement project, detailing goals, roles, actions, resources, and checkpoints.

1. Project Title & Summary

Project Title: _____________________________________________________________




Brief Summary (What is the project about?):

2. Team Members & Roles

List each member and their primary responsibility.

Member 1: Name: ____________________ Role: __________________________




Member 2: Name: ____________________ Role: __________________________




Member 3: Name: ____________________ Role: __________________________




Member 4: Name: ____________________ Role: __________________________

3. Project Objectives (SMART Goals)

List at least three specific, measurable, achievable, relevant, and time-bound objectives.

2. _______________________________________________________________




3. _______________________________________________________________

4. Action Steps & Timeline

For each key step, describe the action, who is responsible, and the deadline.

Step 1:

• Action: _______________________________
• Who: __________________________________
• Deadline: _____________________________
  
  
  
  
  Step 2:
• Action: _______________________________
• Who: __________________________________
• Deadline: _____________________________
  
  
  
  
  Step 3:
• Action: _______________________________
• Who: __________________________________
• Deadline: _____________________________
  
  
  
  
  Step 4:
• Action: _______________________________
• Who: __________________________________
• Deadline: _____________________________
  
  
  
  
  Step 5:
• Action: _______________________________
• Who: __________________________________
• Deadline: _____________________________
  
  
  
  
  

5. Resources Needed

Identify materials, permissions, budget items, or support needed.

• Resource 1: ____________________________
  
  
  
  
• Resource 2: ____________________________
  
  
  
  
• Resource 3: ____________________________
  
  
  
  
  

6. Potential Challenges & Solutions

List up to three challenges you might face and propose a solution for each.

1. Challenge: _________________________ Solution: _________________________
   
   
   
   
2. Challenge: _________________________ Solution: _________________________
   
   
   
   
3. Challenge: _________________________ Solution: _________________________
   
   
   
   
   

7. Checkpoints

Checkpoint 1 (Day 5) – Submit your team topic and draft outline.
Progress summary:

Checkpoint 2 (Day 10) – Finalize and submit your updated plan and reflection.
Next steps:

Emotion Wheel Handout

Objective: Identify and label a range of emotions to deepen self-awareness and recognize emotional triggers.

1. Exploring the Emotion Wheel

Below is an emotion wheel with primary emotions in the center and more specific feelings on the outer rings.

[Draw or Paste an Emotion Wheel Here]

Instructions:

1. Circle one primary emotion you’ve felt this week (e.g., Joy, Anger, Sadness, Fear, Surprise).
2. Select one more specific feeling from the outer ring that best describes your experience (e.g., Frustrated, Anxious, Disappointed).

Primary Emotion: ____________________________________




Specific Feeling: ___________________________________

2. Identifying Triggers and Signals

A. What event or situation led to this emotion?

Trigger: _________________________________________________________________

B. How did you notice this emotion in your body? (e.g., racing heart, tight chest, tense shoulders)

Physical Signals: _________________________________________________________

3. Reflect & Plan

A. How did you respond when you felt this emotion? Was it helpful or would you try something different next time?

Response & Reflection:

B. List one healthy strategy you could use if this emotion arises again. Describe how you would apply it.

Strategy: ______________________________ Plan: ____________________________

4. Connection to Goals

How might understanding this emotion and its trigger help you achieve one of your SMART goals or support your project team?

SMART Goals Worksheet

Objective: Learn to set Specific, Measurable, Achievable, Relevant, and Time-bound goals for personal growth and your team project.

1. Understanding SMART Goals

Write a brief definition for each SMART component in your own words:

• Specific: _______________________________________________________________

• Measurable: _____________________________________________________________

• Achievable: _____________________________________________________________

• Relevant: _______________________________________________________________

• Time-bound: _____________________________________________________________

2. Personal SMART Goal

Set one personal goal for this semester. Use the prompts below to ensure it is SMART.

Goal Statement:

Breakdown:

• Specific: _______________________________________________________________
  
  
  
  
• Measurable: _____________________________________________________________
  
  
  
  
• Achievable: _____________________________________________________________
  
  
  
  
• Relevant: _______________________________________________________________
  
  
  
  
• Time-bound: _____________________________________________________________
  
  
  
  
  
  
  

3. Project SMART Goal

Collaborate with your team to set one clear SMART goal for your group project. Complete the template below.

Team Goal Statement:

SMART Breakdown:

• Specific: _______________________________________________________________
  
  
  
  
• Measurable: _____________________________________________________________
  
  
  
  
• Achievable: _____________________________________________________________
  
  
  
  
• Relevant: _______________________________________________________________
  
  
  
  
• Time-bound: _____________________________________________________________
  
  
  
  
  
  
  

4. Peer Review & Reflection

Exchange your goals with a partner. Provide feedback on clarity and achievability.

Partner’s Feedback:

Your Reflection: What will you adjust based on this feedback?

Service Brainstorming Sheet

Objective: In your project teams, brainstorm and evaluate potential community or school service activities. Identify the best ideas to pursue for your group project.

1. Brainstorm Ideas

List at least five possible service activities your team could undertake. Consider needs you see in your school or local community.

2. _________________________________________________________________




3. _________________________________________________________________




4. _________________________________________________________________




5. _________________________________________________________________

2. Initial Evaluation of Top Three Ideas

Choose your three strongest ideas from above and answer the questions for each.

Idea 1: ____________________________

• Community Need Addressed: _________________________________________




• Who Will Benefit? ________________________________________________




• Resources or Partners Needed: _____________________________________




• Key Action Steps (3–4 steps):

Idea 2: ____________________________

• Community Need Addressed: _________________________________________




• Who Will Benefit? ________________________________________________




• Resources or Partners Needed: _____________________________________




• Key Action Steps (3–4 steps):

Idea 3: ____________________________

• Community Need Addressed: _________________________________________




• Who Will Benefit? ________________________________________________




• Resources or Partners Needed: _____________________________________




• Key Action Steps (3–4 steps):

3. Select Top Two Projects to Develop Further

From the three ideas above, pick the two you feel are most impactful and achievable. For each, outline the following details.

Project A: _________________________

Purpose/Goal:

First Three Action Steps with Roles & Timeline:

Project B: _________________________

Purpose/Goal:

First Three Action Steps with Roles & Timeline:

4. Reflection & Team Decision

Which of these two projects best aligns with your team’s goals and values? Why?

Conflict Scenarios Cards

Objective: Practice responsible decision–making and relationship skills by applying a structured conflict‐resolution process to real‐life scenarios.

Materials Needed:

• A set of Conflict Scenarios Cards printed or projected
• Conflict Resolution Steps poster or handout
• Space for paired or small‐group role-plays

Conflict Resolution Steps (CASEL Model)

1. Calm Down: Take deep breaths, lower your tone, and focus on listening.
2. Define the Problem: Each person states their perspective using “I” statements.
3. Brainstorm Solutions: Generate at least three ideas without judgment.
4. Agree on a Solution: Choose a compromise or plan that meets both sides’ top needs.
5. Reflect & Follow Up: Check in later to see how the solution worked.

Instructions

1. Review Steps: Introduce or display the Conflict Resolution Steps.
2. Form Groups: Students pair up (or form triads, rotating roles as needed).
3. Draw a Card: Each group selects one conflict scenario card from the deck.
4. Assign Roles:
   • Person A presents their view of the conflict.
   • Person B listens, then responds.
   • Observer(s) track which resolution steps are used and note effective strategies.
5. Role-Play (8–10 minutes):
   • Work through each step, aiming to reach a mutual agreement.
   • Observers cue speakers to apply a step if it’s missed.
6. Rotate Roles: Swap roles so each student practices speaking, listening, and observing.
7. Group Debrief (5 minutes per group):
   • Observers share notes: Which steps were strongest? Which were challenging?
   • Speakers reflect: What felt helpful? What would you do differently next time?

Sample Scenarios

1. Group Project Stall: “My partner never completes their share on time, and I feel stuck doing all the work.”
2. Friendship Fallout: “My friend shared something I told them in confidence.”
3. Classroom Disagreement: “Two classmates argue over which strategy to use for a team game.”
4. Sibling Chores Conflict: “Your brother says he washed the dishes, but they’re still dirty.”
5. Grade Dispute: “You believe you did full credit work but got marked down on a test.”
6. Lunchroom Tension: “Someone took your seat at lunch and won’t move.”

Assessment Rubric

Teacher and peers can use this quick checklist during role-plays:

• ❏ Used “I” statements to define the problem
• ❏ Stayed calm and respectful in tone
• ❏ Brainstormed multiple solutions without judgment
• ❏ Negotiated a compromise that addresses both sides
• ❏ Reflected on the outcome and identified next steps

Reflection Prompt

After all rotations, students write in their Reflection Journal:

• Describe one conflict step you found most helpful and why.
  
  
  
  
  
  
• How might you apply this process in a real conflict outside of class?
  
  
  
  
  
  
  

Reflection Journal

Use these prompts after each session to deepen your learning and track your growth.

Day 1: Self-Awareness – Strengths & Expectations

What personal strength did you recognize today, and how might it support your transition to high school?

Day 2: Self-Management – Stress Awareness

Describe one stress trigger you identified and a coping strategy you plan to practice this week.

Day 3: Social Awareness – Perspective-Taking

What perspective did you step into during the empathy role-play, and how did that shift your understanding?

Day 4: Relationship Skills – Active Listening

Reflect on a moment when you felt truly listened to during speed-friending. What made that exchange effective?

Day 5: Responsible Decision-Making – Values & Project Kickoff

Which value on the continuum resonated most with you today, and how might it guide your team’s project choices?

Day 6: Self-Awareness – Emotional Triggers

Identify an emotional trigger you discovered on the Emotion Wheel. How will you respond differently next time?

Day 7: Self-Management – SMART Goal Planning

What SMART goal did you set for yourself or your project? Why is it meaningful and how will you measure progress?

Day 8: Social Awareness – Service Project Brainstorm

Which community service idea inspired you most, and what impact do you hope your project will have?

Day 9: Relationship Skills – Conflict Resolution

Describe a conflict you role-played and which resolution step you found most helpful. Why?

Day 10: Responsible Decision-Making – Reflection & Checkpoint

Summarize your team’s project progress and one decision you made that reflects your values.

Semester Project Reflection

Looking back on the 10-day launch, summarize your growth in each of the five CASEL competencies (Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making). How will you apply these skills in future challenges and projects?