Session 1 Script: Understanding Emotions

Materials

• Emotion Chart Poster
• Emotion Identification Worksheet

Time: 15 minutes

1. Introduction (2 minutes)

Teacher: "Today we’re going to explore different feelings and learn why naming them matters."

Teacher: "I’m going to show you our Emotion Chart Poster. Take a moment to look it over. Which feelings do you recognize here?"

Student:

Teacher: "Great! Naming our emotions helps us understand what we’re feeling so we can find healthy ways to cope when things get tough."

2. Emotion Identification Game (5 minutes)

Teacher: "Now I’m handing you the Emotion Identification Worksheet. We’ll read each scenario together. For each one, circle the emotion that fits and rate how strong it is on a scale from 1 to 5. Ready? Let’s begin."

Teacher (Scenario 1): "Imagine you planned a big project and then realized you forgot an important part at home. How might you feel?"

Student:

Teacher: "If you felt this way, how strong would that feeling be on a scale of 1 to 5?"

Student:

Teacher: "Nice work. Noticing how strong our feelings are is a big step toward handling them. Let’s try the next scenario."

Teacher (Scenario 2): "You’re hanging out with friends and everyone starts teasing you in a way that hurts. What emotion fits, and how intense is it?"

Student:

Teacher: "Thank you for sharing. You’re doing really well at noticing these emotions and their intensity."

3. Discuss Self-Harm Risks (5 minutes)

Teacher: "Sometimes, when emotions feel too big—like anger at a 5 or sadness at a 5—some people think about hurting themselves just to make the feeling go away. Have you ever felt something so strong you just wanted it to disappear?"

Student:

Teacher: "I appreciate your honesty. Let’s talk about healthy ways to handle those big feelings instead of hurting ourselves. What are some things someone might do when they feel overwhelmed?"

Student:

Teacher: "Those are excellent ideas. For example, talking to a friend, taking a walk, or drawing can help you express and reduce that intense feeling."

4. Cool Down Reflection (3 minutes)

Teacher: "Before we finish, let’s do a quick deep-breathing exercise to calm our minds and bodies. Breathe in slowly for four counts (1…2…3…4), then breathe out for six counts (1…2…3…4…5…6). Let’s do that together two times."

Lead the student through two rounds of breathing.

Teacher: "Now that we’ve calmed down, which emotion was easiest for you to label? Which was hardest, and why?"

Student:

Teacher: "You did a fantastic job naming these feelings today. Next time, we’ll learn ways to manage them and stay safe. See you then!"

Emotion Identification Worksheet

Instructions: Read each scenario below.

1. Circle the emotion that best matches how you would feel.
2. Rate the intensity of that feeling on a scale from 1 (low) to 5 (high).
3. Explain why you chose this emotion and intensity.

1. You planned a big project for school and then realized you forgot an important part at home.

Emotion (circle one):

• Happy - Sad - Angry - Anxious - Frustrated

Intensity (1–5): 1 2 3 4 5

Why did you choose this emotion and rating?

2. You received an A on a test you didn’t study for.

Emotion (circle one):

• Proud - Surprised - Worried - Embarrassed - Excited

Intensity (1–5): 1 2 3 4 5

Why did you choose this emotion and rating?

3. You realize you’ve lost your favorite book on the bus.

Emotion (circle one):

• Sad - Angry - Anxious - Guilty - Disappointed

Intensity (1–5): 1 2 3 4 5

Why did you choose this emotion and rating?

4. Your teacher calls on you unexpectedly to present in front of the whole class.

Emotion (circle one):

• Nervous - Confident - Scared - Excited - Annoyed

Intensity (1–5): 1 2 3 4 5

Why did you choose this emotion and rating?

Reflection: Which scenario was easiest to label and rate? Which was hardest?

Emotion Charades

Time: 3–5 minutes
Materials:

• A set of index cards or paper slips with emotion words taken from the Emotion Chart Poster (e.g., happy, sad, angry, anxious, proud, surprised)
• A small bowl or container to hold the cards

Instructions

1. Preparation (1 minute)
   • Write 6–8 emotion words on separate cards and place them face-down in the bowl.
   • Review the Emotion Chart Poster to remind the student of each feeling.
2. Charades Rounds (2–3 minutes)
   • Round 1: The student draws one card without showing it and silently acts out the emotion for the teacher.
   • The teacher watches the student’s gestures and body language, then guesses:
     • “Are you acting out anger?” (or another emotion)
     • Once guessed, ask: “How strong was that feeling—1 is small, 5 is huge?”
   • Round 2 (optional): Swap roles. The teacher picks a card and acts silently while the student guesses and rates intensity.
3. Reflection (1 minute)
   • Ask the student:
     • “Which emotion was easiest to act out or guess?”
       
       
       
     • “Which was hardest, and why?”
       
       
       
4. Transition to Cool Down
   • Tie into the breathing exercise: “Great job noticing how we move and feel with strong emotions. Now let’s calm our bodies with deep breaths.”

Note: Keep the energy light and supportive. Encourage creativity in acting and share positive feedback for each round.

Session 1 Cool Down

Time: 3 minutes
Purpose: Help the student transition calmly from the session, reinforce learning, and set a positive tone for next time.

1. Guided Breathing (1 minute)

• Invite the student to sit comfortably with both feet on the floor.
• Script: “Let’s take three deep, slow breaths together to calm our minds and bodies.”
• Inhale through the nose for a count of 4 (1…2…3…4), hold for 1 second, then exhale through the mouth for a count of 6 (1…2…3…4…5…6).
• Repeat three times, pausing briefly between breaths.

2. Reflective Question (1 minute)

• Ask the student to think quietly for a moment, then share:
  “Which emotion today was easiest for you to name, and which was hardest? Why?”
  
  
  
  
  
  

3. Positive Reinforcement & Preview (1 minute)

• Acknowledge the student’s effort:
  “You did a fantastic job noticing and naming your feelings today. That’s a big step toward finding healthy ways to cope.”
• Preview the next session:
  “Next time, we’ll learn specific strategies to manage those big feelings and keep you safe. I’m looking forward to it!”

Great work today—see you next session!

Session 2 Script: Coping Strategies

Materials

• Coping Strategies Chart Poster
• Coping Strategies Worksheet
• Coping Strategy Role-Play Game
• Session 2 Cool Down

Time: 15 minutes

1. Introduction (2 minutes)

Teacher: "Today we'll explore safe ways to handle strong feelings so you have choices other than hurting yourself."

Teacher: "Here’s our Coping Strategies Chart Poster. Take a moment to look it over. Which of these strategies have you tried before?"

Student:

Teacher: "Those are great choices. Some strategies work fast to calm us right away, like deep breathing. Others help build strength over time, like keeping a journal or talking to someone regularly."

2. Worksheet Activity (5 minutes)

Teacher: "Now I’m handing you the Coping Strategies Worksheet. We’ll read each strategy together. If you think it could help when you’re upset, circle it and rate how helpful it feels on a scale from 1 (least helpful) to 5 (most helpful). Ready?"

Teacher (Strategy 1): "Take five deep breaths."
Teacher: "Would this help you? Why? Rate it from 1 to 5."

Student:

Teacher (Strategy 2): "Go for a short walk or do some physical activity."
Teacher: "How helpful is this? Rate it and tell me why."

Student:

Teacher (Strategy 3): "Call or text a friend or family member."
Teacher: "What rating would you give this, and why?"

Student:

Teacher: "Thank you. Talking through your ratings helps you choose the best tools when feelings get big."

3. Role-Play Game (5 minutes)

Teacher: "Next we’ll play our Coping Strategy Role-Play Game. I have scenario cards here. Draw one and choose a coping strategy from our chart. Then show me or describe how you’d use it. Ready?"

Teacher: "Go ahead and pick a scenario card."

Student draws a card.

Teacher: "Which scenario did you get?"

Student:

Teacher: "Great. Which coping strategy will you use?"

Student:

Teacher: "Show me or describe how you'd do that."

Student:

Teacher: "Nice work! On a scale of 1 to 5, how effective might that feel?"

Student:

Teacher: "Now it’s my turn. I’ll draw a card and act out a strategy. Then you guess which one I chose and tell me how effective you think it is."

Teacher draws and acts.

Teacher: "What strategy do you think I used, and how effective is it?"

Student:

4. Cool Down Reflection (3 minutes)

Teacher: "Excellent job today. Let’s finish with our Session 2 Cool Down."

Lead the student through the cool-down breathing and reflection steps.

Teacher: "Which coping strategy stood out to you today, and which one will you try first when you feel upset?"

Student:

Teacher: "You did fantastic work exploring and practicing these strategies. Remember, you have tools to help you feel safe and calm. I’m proud of your effort—see you next time!"

End of Session 2

Coping Strategies Worksheet

Instructions:

1. Read each coping strategy below.
2. Circle the ones you think could help you when you feel upset.
3. For each strategy you circled, rate its helpfulness on a scale from 1 (not helpful) to 5 (very helpful).
4. Explain how you might use it in a moment of stress.

1. Take five deep breaths.

Circle if helpful: Yes No
Helpfulness (1–5): 1 2 3 4 5
How would you use this strategy?

2. Go for a short walk or do some physical activity.

Circle if helpful: Yes No
Helpfulness (1–5): 1 2 3 4 5
How would you use this strategy?

3. Talk to a friend or family member.

Circle if helpful: Yes No
Helpfulness (1–5): 1 2 3 4 5
How would you use this strategy?

4. Write in a journal or draw how you feel.

Circle if helpful: Yes No
Helpfulness (1–5): 1 2 3 4 5
How would you use this strategy?

5. Listen to your favorite song or calming music.

Circle if helpful: Yes No
Helpfulness (1–5): 1 2 3 4 5
How would you use this strategy?

6. Use a sensory tool (e.g., squeeze ball, stress toy).

Circle if helpful: Yes No
Helpfulness (1–5): 1 2 3 4 5
How would you use this strategy?

Reflection:
Which strategy do you think will help you most, and which one will you try first when you feel upset?

Use these tools whenever you need to calm down and stay safe.

Coping Role-Play Game

Time: 5 minutes
Materials:

• A stack of scenario cards (see examples below)
• Coping Strategies Chart Poster

Preparation (1 minute)

• Write or print 6–8 scenario prompts on small cards. Place them face-down in a pile or container.
• Review the Coping Strategies Chart Poster so the student can choose from those strategies.

Example Scenario Cards:

• “You just had an argument with your best friend and feel angry.”
• “You realize you forgot your homework at home and feel panicked.”
• “You’re about to take a big test and feel nervous.”
• “You feel lonely at lunchtime because no one invited you.”
• “You received a message that hurt your feelings.”
• “You can’t fall asleep because you keep worrying.”

Instructions

1. Draw & Read (30 seconds)
   • The student draws one scenario card and reads it aloud.
2. Choose a Strategy (1 minute)
   • Using the Coping Strategies Chart Poster, the student picks one strategy they think would help in that situation.
3. Act or Describe (2 minutes)
   • The student either acts out how they would use that strategy or describes step-by-step what they would do (e.g., “I would take five deep breaths: in for 4, out for 6…”).
   • After the student’s turn, ask: “On a scale from 1 (not helpful) to 5 (very helpful), how effective do you think this strategy would feel?”
     
     
     
4. Switch Roles (optional, 1.5 minutes)
   • The teacher draws a card and chooses a strategy to act out silently or describe.
   • The student guesses which strategy is being used and rates its helpfulness on a 1–5 scale.
     
     
     
5. Reflection (30 seconds)
   • Ask:
     • “Which scenario felt easiest to find a strategy for?”
       
       
       
     • “Which felt hardest, and why?”
       
       
       

Note: Keep feedback positive and supportive. Encourage creativity and remind the student these strategies are tools they can use anytime they feel upset.

Session 3 Script: Building Your Support Network

Materials

• Support Network Chart Poster
• Network Mapping Worksheet
• Reaching Out Role-Play Game
• Session 3 Cool Down

Time: 15 minutes

1. Introduction (2 minutes)

Teacher: "Today we’re going to build your support network—the safe people you can turn to when you’re feeling down or overwhelmed."

Teacher: "Here’s our Support Network Chart Poster. Take a moment to look at the circles for family, school, and community. Who do you see here that you trust?"

Student:

Teacher: "Having trusted adults and friends matters because they can help you feel less alone and keep you safe when things get hard. Let’s map out your own network now."

2. Network Mapping Activity (5 minutes)

Teacher: "I’m handing you the Network Mapping Worksheet. You’ll see three circles for family, school, and community. Write the names of at least three people or resources you trust in each circle."

Student works on filling in names.

Teacher: "Great job. Who did you list under family?"

Student:

Teacher: "Who are your school connections—teachers or friends?"

Student:

Teacher: "And in your community—maybe a coach or neighbor?"

Student:

Teacher: "Different people can help in different ways. A family member might give you a hug, a teacher can help you problem-solve, and a coach might take you for a walk."

3. Reaching Out Role-Play (5 minutes)

Teacher: "Next, we’ll practice asking for help with our Reaching Out Role-Play Game. Draw one scenario card."

Student draws a scenario card.

Teacher: "Which scenario did you get?"

Student:

Teacher: "In that situation, who from your network would you reach out to?"

Student:

Teacher: "Imagine you’re calling or talking to them now. You can use a simple script: ‘Hi [name], I feel ___ and I need ___.’ I’ll pretend to be your friend first."

Teacher (modeling): "Hi Alex, I feel really alone right now and I need someone to talk to."

Teacher: "Now you try it."
Student:

Teacher: "That was clear and confident. How did it feel to ask for help?"

Student:

Teacher: "Great. Remember, asking for help is a strong and positive step when you feel stuck."

4. Cool Down Reflection (3 minutes)

Teacher: "Let’s finish with our Session 3 Cool Down."
Lead the student through the breathing and reflection steps.

Teacher: "Which person from your map feels easiest for you to reach out to, and how will you ask them next time you feel upset?"

Student:

Teacher: "You did excellent work building and practicing your support network. Remember, connecting with others is a key way to stay safe and feel supported. I’m proud of you—see you next session!"

Network Mapping Worksheet

Instructions:

1. Look at the three circles below labeled Family, School, and Community.
2. In each section, write the names of at least three people or resources you trust and could reach out to if you feel upset or overwhelmed.
3. Think about the different ways each person might help you.

Family

• ________________________________
  
  
  
• ________________________________
  
  
  
• ________________________________
  
  
  
• (Optional) ________________________
  
  
  

School (teachers, counselors, friends)

• ________________________________
  
  
  
• ________________________________
  
  
  
• ________________________________
  
  
  
• (Optional) ________________________
  
  
  

Community (coach, neighbor, mentor)

• ________________________________
  
  
  
• ________________________________
  
  
  
• ________________________________
  
  
  
• (Optional) ________________________
  
  
  

Reflection:

1. Which person from your map feels easiest for you to reach out to first?
   
   
   
   
   
   
2. How would you start the conversation? (e.g., “Hi _____, I feel _____ and I need ____.”)
   
   
   
   
   
   

Keep this worksheet where you can see it. Your support network is an important tool for staying safe.

Reaching Out Role-Play Game

Time: 5 minutes
Materials:

• A stack of scenario cards (see examples below)
• Support Network Chart Poster
• Your Network Mapping Worksheet (optional as reference)

Preparation (1 minute)

• Write or print 6–8 scenario prompts on small cards. Place them face-down in a pile or container.
• Have the Support Network Chart Poster visible so the student can choose a helper from their network.

Example Scenario Cards:

• “You had an argument with a friend and feel very upset.”
• “You feel overwhelmed with homework and don’t know what to do.”
• “You’re worried about a fight with a sibling and feel angry.”
• “You feel lonely at school because no one invited you to play.”
• “You’re upset after someone said something mean online.”
• “You can’t stop thinking about a bad event and feel scared.”

Instructions

1. Draw & Read (30 seconds)
   • The student draws one scenario card and reads it aloud.
2. Choose Who to Call (30 seconds)
   • Referring to the Support Network Chart Poster or their Network Mapping Worksheet, the student picks one person they would reach out to.
3. Practice the Script (2 minutes)
   • Teach the student a simple script:
     “Hi [Name], I feel [feeling] and I need [what you need].”
   • The student role-plays calling or talking to that person using the script.
   • Teacher listens and provides feedback on tone, clarity, and confidence.
4. Swap Roles (optional, 1 minute)
   • The teacher draws a scenario card, chooses a person from the student’s network, and acts out the call or conversation.
   • The student guesses who is being contacted and explains what the speaker needs.
5. Reflection (1 minute)
   • Ask the student:
     
     • “Which scenario felt easiest to practice?”
     
     
     • “Which felt hardest, and why?”
     
     
     • “How did it feel to ask for help out loud?”
     
     

Note: Emphasize that asking for help is a sign of strength. Keep feedback positive and supportive. Encourage the student to use this script anytime they feel overwhelmed or upset.

Session 4 Script: Creating Your Safety Plan

Materials

• Safety Plan Worksheet
• Warning Signs Chart Poster
• Safety Plan Role-Play Game
• Session 4 Cool Down

Time: 15 minutes

1. Introduction (2 minutes)

Teacher: “Today we’re going to create your personal safety plan—a simple list you can follow anytime you feel overwhelmed.”

Teacher: “I’ll show you our Warning Signs Chart Poster. Take a look and tell me: which of these feelings or thoughts have you noticed before?”

Student:

Teacher: “A safety plan reminds you of what to do first, who to call, and how to keep yourself safe when things feel too big.”

2. Worksheet Completion (6 minutes)

Teacher: “Here’s your Safety Plan Worksheet. Let’s work through each part together.”

Teacher: “First, Warning Signs. Think of any thoughts, feelings, or situations that signal you might be in distress. Write down a few here.”

Student:

Teacher: “Great. Next, Coping Strategies. Choose 2–3 tools from our past sessions—like deep breathing or calling a friend—and list them here.”

Student:

Teacher: “Now, Support Contacts. Fill in the names and phone numbers of 2–3 trusted people you can call.”

Student:

Teacher: “Then, Safe Steps & Environment. What steps will you take or what place will you go to make yourself safer?”

Student:

Teacher: “Finally, Emergency Resources. Write down 911 or any crisis hotline number.”

Student:

Teacher: “Excellent work filling out your plan. You’ve covered all the key parts.”

3. Role-Play Practice (4 minutes)

Teacher: “Let’s practice using your plan with our Safety Plan Role-Play Game. Draw one scenario card and walk me through your safety plan out loud.”

Student draws a scenario card.

Teacher: “Which scenario did you pick?”

Student:

Teacher: “Remember: first, recognize your warning sign; second, use a coping strategy; third, contact a support person; and fourth, follow safe steps or call emergency if needed. Go ahead.”

Student:

Teacher: “Nice work remembering each step. Your plan is clear and easy to follow.”

4. Cool Down Reflection (3 minutes)

Teacher: “To finish, let’s do our Session 4 Cool Down.”

Lead two rounds of deep breathing: inhale for 4 counts, exhale for 6 counts.

Teacher: “Which part of your safety plan gives you the most confidence? And where will you keep it so you can see it when you need it?”

Student:

Teacher: “You’ve created a powerful tool to help you stay safe. You did great work today—well done!”

Safety Plan Worksheet

Instructions:

1. Use this worksheet to create your personal safety plan.
2. Refer to the Warning Signs Chart Poster if you need help identifying warning signs.
3. Keep your completed plan where you can see and use it when you need it.

1. Warning Signs

(Thoughts, feelings, or situations that signal you might be in distress)

• ________________________________________________________________________
  
  
  
• ________________________________________________________________________
  
  
  
• ________________________________________________________________________
  
  
  

2. Coping Strategies

(Tools and activities you can use on your own to calm or distract yourself)

1. __________________________________________________________
   
   
   
2. __________________________________________________________
   
   
   
3. __________________________________________________________
   
   
   

3. Support Contacts

(People you trust and can call or talk to when you feel unsafe)

1. Name/Role: ________________________ Phone: ________________
   
   
   
2. Name/Role: ________________________ Phone: ________________
   
   
   
3. Name/Role: ________________________ Phone: ________________
   
   
   

4. Safe Steps & Environment

(Actions you can take and places you can go to keep yourself safe)

• ________________________________________________________________________
  
  
  
• ________________________________________________________________________
  
  
  

5. Emergency Resources

(Important phone numbers to call in a crisis)

• 911 (Emergency Services): ______________________________
  
  
  
• Crisis Hotline (if available): ___________________________
  
  
  

Reflection & Plan Placement

1. Which part of your plan feels most important to you right now?
   
   
   
   
   
   
2. Where will you keep your safety plan so you can see it and use it when needed?
   
   
   
   
   
   

Your safety plan is a tool you can follow step-by-step whenever you feel overwhelmed or unsafe. You’ve taken a strong step in creating it!

Safety Plan Role-Play Game

Time: 4–5 minutes
Materials:

• A stack of scenario cards (see examples below)
• Your completed Safety Plan Worksheet
• Warning Signs Chart Poster

Preparation (1 minute)

• Write or print 6–8 scenario prompts on small cards. Place them face-down in a container.
• Keep your safety plan and warning signs poster visible for reference.

Example Scenario Cards:

• “You feel a wave of hopelessness after an argument with a friend.”
• “You’re overwhelmed by anger and have thoughts of hurting yourself.”
• “You can’t stop thinking about a mistake you made and feel panicked.”
• “You feel trapped at home and don’t know where to go.”
• “You notice you’re isolating yourself and want to withdraw from everyone.”
• “You have an urge to hurt yourself when you look at your room.”

Instructions

1. Draw & Read (30 seconds)
   • The student draws one scenario card and reads it aloud.
2. Step Through Your Safety Plan (2–3 minutes)
   • Using your Safety Plan Worksheet, the student walks through each step out loud:
     1. Warning Sign: Identify which thought, feeling, or situation on your plan matches the scenario.
     2. Coping Strategy: Choose one tool you listed and explain how you’d use it.
     3. Support Contact: Name who you would call or talk to first from your plan.
     4. Safe Steps & Environment: Describe what you’d do next (e.g., go to a safe place, remove harmful items).
     5. Emergency Resource (if needed): State when you’d use 911 or the crisis hotline.
3. Reflection (1 minute)
   • Ask the student:
     
     • “Which step of your plan felt easiest to use?”
     
     
     • “Which felt hardest, and why?”
     
     
     • “How confident do you feel about following your plan next time?”
     
     
4. (Optional) Role Swap (30 seconds)
   • The teacher draws a scenario card and briefly models stepping through the plan.
   • The student listens, then gives feedback on clarity and completeness.

Note: Encourage honesty and reinforce that practicing the safety plan builds confidence. Keep feedback positive and supportive; remind the student this plan is a tool they can rely on when they need it.

Session 4 Cool Down

Time: 3 minutes
Purpose: Help the student reflect on their completed safety plan and transition calmly from the session.

1. Guided Breathing (1 minute)

• Invite the student to sit comfortably with feet flat and hands resting in their lap.
• Script: “Let’s take two deep breaths to clear our minds and feel centered.”
• Inhale through the nose for 4 counts (1…2…3…4), hold for 1 second, then exhale through the mouth for 6 counts (1…2…3…4…5…6).
• Repeat twice, pausing briefly between breaths.

2. Reflect on Your Safety Plan (1 minute)

• Ask the student to look at their Safety Plan Worksheet and consider:
  “Which part of your plan gives you the most confidence right now?”
  
  
  
  
  
  

3. Plan Placement & Closing (1 minute)

• Ask: “Where will you keep your safety plan so you can see and use it when you need it?”
  
  
  
  
  
  
• Reinforce effort:
  “You’ve created a strong, clear roadmap to keep yourself safe. Great work today!”

You’re all set—remember, your safety plan is here to guide you whenever you need it.