Script: Impulse Control: Master Your Choices

Introduction & Warm-Up (10 minutes)

Teacher: "Good morning, everyone! Today, we're diving into a topic that impacts every single one of us, from our daily habits to our biggest life goals: impulse control. Before we get started, let's do a quick warm-up."

"Please take a moment to consider the prompt on the Warm-Up: Instant Gratification vs. Long-Term Gains handout (or on the screen). It asks you to think about a choice where you had to pick between something you wanted right now and something better for you later. Spend about two minutes writing down your thoughts, then we'll share."

(Allow 2 minutes for students to write.)

Teacher: "Alright, who'd like to share an example? What was your instant gratification, what was the long-term gain, and which did you choose? What was the outcome?"

(Facilitate a brief class discussion. Acknowledge different experiences, without judgment.)

Teacher: "Excellent examples, everyone. What we just explored is the essence of impulse control – the battle between our immediate desires and our future selves. And that's exactly what we're going to master today."

(Transition to Slide 1 and then Slide 2 to introduce the title and objectives.)

Teacher: "As you can see on the screen, our lesson today is 'Impulse Control: Master Your Choices.' By the end of this session, our goals are to: define impulse control, identify your personal triggers, understand the science behind it, and learn practical strategies to make more deliberate choices. Why do you think this is a crucial skill for university students?"

(Allow 1-2 student responses.)

Understanding Impulse Control (15 minutes)

Teacher: "Let's dive a bit deeper into what impulse control actually means. Take a look at Slide 3. Impulse control is essentially the ability to resist an urge or desire for a more beneficial, often delayed, outcome. It's about consciously choosing your response instead of reacting on autopilot. Think about things like hitting snooze instead of getting up to study, or buying that expensive coffee instead of saving for tuition."

"Now, I'm going to hand out a Reading: The Science of Self-Control. Please take about 5-7 minutes to read it quietly. This reading will give us some insight into the 'why' behind our impulsive behaviors."

(Distribute reading. Allow 5-7 minutes. Once completed, transition to Slide 5.)

Teacher: "Based on the reading and what we've discussed, let's explore the fascinating science behind impulse control. Our brains are constantly in a bit of a battle. We have what some call the 'Lizard Brain' – our primal, emotional limbic system that screams for immediate pleasure and survival. And then we have the 'Wise Owl' – our prefrontal cortex, the logical, planning, decision-making part of our brain."

"When we're impulsive, the Lizard Brain often wins. And a big player in this is dopamine. This isn't just a 'feel-good' chemical; it's a 'seeking' chemical. It motivates us to pursue rewards, and sometimes those immediate rewards, like checking social media or eating junk food, provide a quick dopamine hit, making it hard to resist."

"Also, something called 'cognitive load' plays a role. When our brains are tired or overwhelmed, our Wise Owl struggles, and the Lizard Brain takes over. This is why you might make more impulsive decisions when you're stressed or haven't slept enough."

"Let's open up a Discussion: Real-Life Impulse Control. What were some key takeaways from the reading? How does understanding the 'Lizard Brain' vs. 'Wise Owl' or the role of dopamine change how you think about your own impulses?"

(Facilitate discussion using prompts from the Discussion Guide: Real-Life Impulse Control and Slides 3-5. Connect the scientific concepts to real-life university examples like study habits, managing stress during exams, or spending money.)

Identifying Impulses & Strategies (15 minutes)

Teacher: "Great discussion! Now that we understand the science, let's get practical. The first step to mastering your impulses is to identify your personal triggers. What situations, emotions, or thoughts consistently lead you to make choices you later regret?"

"I'm distributing a Worksheet: Impulse Identification & Strategy. On the first part of the worksheet, take a few minutes to think about and list your personal impulse triggers. Don't worry about judgment; this is for your self-awareness. Think about stress, boredom, social media, late-night cravings, procrastination, etc."

(Distribute worksheet. Allow 3-4 minutes for students to work on the first section. Then transition to Slide 6.)

Teacher: "Now that you've identified some triggers, let's brainstorm strategies. Look at Slide 7 for some ideas: Pause & Breathe, Identify & Reframe, Distract & Delay, Pre-Commitment, Mindfulness, and setting SMART Goals. On the second part of your worksheet, for each trigger you listed, try to come up with one or two strategies you could use."

(Allow 3-4 minutes.)

Teacher: "Next, we're going to put these strategies into practice with the Activity: Pause & Plan Scenario Cards. I'm going to divide you into pairs or small groups. Each group will receive a few scenario cards depicting common university dilemmas that involve impulse control. Your task is to discuss the scenario and apply the strategies we just learned to come up with the most effective, deliberate response. Be prepared to share your solutions."

(Divide students. Distribute scenario cards. Allow 5-7 minutes for discussion.)

Teacher: "Let's hear from a few groups. What was one of your scenarios, and what strategies did you propose to handle it?"

(Facilitate sharing, ensuring different strategies are highlighted.)

Reinforcing Strategies with a Game (10 minutes)

Teacher: "Fantastic! To reinforce these ideas in a fun way, we're going to play a game called Game: The Marshmallow Challenge Revisited. This game is inspired by a famous psychological experiment on delayed gratification. The premise is simple: you have an immediate temptation, and if you resist it for a short period, you get a greater reward. We'll be doing a version of it here."

(Explain game rules using Slide 8 and refer to the Game: The Marshmallow Challenge Revisited instructions. If using physical treats, distribute them. Begin the game. After the game, debrief.)

Teacher: "Alright, whether you indulged immediately or waited for the double reward, what did that experience feel like? How difficult was it to resist? What thoughts or feelings came up for you? How does this relate to the challenges of impulse control in real life, where the rewards might not be as immediate or tangible?"

(Lead a brief discussion connecting the game to the daily struggles and triumphs of impulse control.)

Assessment & Wrap-Up (10 minutes)

Teacher: "We've covered a lot today! To quickly check your understanding of the core concepts and strategies, please complete the Quiz: Impulse Control Check-Up. This is a short, individual assessment."

(Distribute quizzes. Allow 5 minutes. Collect quizzes when done. Answer Key: Impulse Control Check-Up is for grading.)

Teacher: "Before you leave, I want to introduce a valuable follow-up: the Project Guide: My Impulse Control Plan. This project is designed to help you create a personalized plan to apply what we've learned today to your own life. You'll use the Rubric: My Impulse Control Plan to guide your work. Think of it as a blueprint for mastering your choices over the coming weeks."

"Also, for deeper personal reflection, I encourage you to use the Journal: Reflecting on My Impulses. It has prompts to help you track your progress."

"Finally, for our cool-down, please complete the Cool-Down: One Small Step. This will help you identify one concrete action you can take. Thank you all for your active participation today. Remember, mastering your impulses is a journey, not a destination, and every small step counts!"

Warm-Up: Instant Gratification vs. Long-Term Gains

Instructions: Take a few minutes to think about the prompt below and write down your thoughts. We will discuss this as a class.

Prompt: Think about a time you had to choose between something you wanted right now (instant gratification) and something that would be better for you later (long-term gain). This could be anything from studying vs. watching a show, buying something vs. saving money, or reacting emotionally vs. taking a moment to think.

1. Describe the situation: What was the choice you faced?
   
   
   
   
2. What was the instant gratification you desired?
   
   
   
   
3. What was the long-term gain or benefit you considered?
   
   
   
   
4. Which did you ultimately choose, and what was the immediate outcome?
   
   
   
   
5. Looking back, how do you feel about your decision and its consequences (both immediate and long-term)?
   
   
   
   
   
   
   

The Science of Self-Control: Understanding Your Brain's Choices

Have you ever wondered why it's so hard to resist that delicious cookie or put down your phone when you know you should be studying? It often comes down to a fascinating interplay within your brain, a constant negotiation between immediate desires and long-term goals. This is the core of impulse control.

The "Hot" and "Cool" Systems: A Brain Battle

Your brain essentially operates with two main systems when it comes to decision-making:

1. The "Hot" System (Limbic System): This is your ancient, emotional brain. It's fast, automatic, and drives immediate desires, pleasure-seeking, and fear responses. Think of it as your impulsive, "Lizard Brain." When you see something you want now, this system lights up.

2. The "Cool" System (Prefrontal Cortex): This is your logical, rational, and executive functioning brain. It's responsible for planning, problem-solving, decision-making, and, crucially, inhibiting impulses. Think of it as your thoughtful, "Wise Owl." This system helps you consider consequences and long-term benefits.

Impulse control is largely about strengthening your "Cool" system to override your "Hot" system when necessary. The more you practice, the stronger those neural pathways become.

The Role of Dopamine: The Reward Chemical

Dopamine is a neurotransmitter often associated with pleasure, but it's more accurately described as the brain's "seeking" chemical. It motivates us to pursue rewards. When you anticipate something enjoyable, your brain releases dopamine, driving you towards that reward. For immediate gratification (like a notification on your phone or a sugary snack), the dopamine hit is quick and powerful, making it incredibly hard to resist. The brain learns to associate these actions with a rapid reward, reinforcing impulsive behaviors.

Cognitive Load and Decision Fatigue

Another factor influencing impulse control is cognitive load, which refers to the amount of mental effort being used in your working memory. When you're stressed, tired, or overwhelmed by too many decisions, your prefrontal cortex (the "Cool" system) becomes fatigued. This leads to decision fatigue, making it harder to exert self-control. You're more likely to give in to impulses because your "Wise Owl" is simply too exhausted to put up a fight.

Impulse Control: A Developable Skill

The good news is that impulse control isn't fixed. It's a skill, much like a muscle, that can be strengthened with practice. By understanding how your brain works, identifying your triggers, and consciously applying strategies, you can improve your ability to pause, plan, and make more deliberate choices that align with your long-term goals. It's about learning to be the master of your own choices, rather than a slave to your immediate urges.

Worksheet: Impulse Identification & Strategy

Instructions: This worksheet will help you identify your personal impulse triggers and brainstorm effective strategies to manage them. Be honest with yourself; self-awareness is the first step to change.

Part 1: Identifying Your Impulse Triggers

Think about times when you tend to act impulsively – making choices you might later regret or that don't align with your long-term goals. What situations, emotions, or thoughts often lead to these impulsive actions?

List 3-5 of your most common impulse triggers below. Be specific!

Example Trigger: When I feel stressed about exams, I impulsively scroll through social media instead of studying.

1. Trigger 1:
   
   
   
   
   
   
   
2. Trigger 2:
   
   
   
   
   
   
   
3. Trigger 3:
   
   
   
   
   
   
   
4. Trigger 4 (Optional):
   
   
   
   
   
   
   
5. Trigger 5 (Optional):
   
   
   
   
   
   
   

Part 2: Brainstorming Strategies for Self-Control

Now, for each trigger you identified above, brainstorm 1-2 practical strategies you could use to manage or resist that impulse. Refer to the strategies we discussed (Pause & Breathe, Identify & Reframe, Distract & Delay, Pre-Commitment, Mindfulness, SMART Goals).

Example Strategy for Stress/Social Media Trigger: When I feel stressed, I will set a 5-minute timer to breathe deeply, then open my textbook instead of my phone. I will also use an app blocker for my social media during study times.

1. For Trigger 1:
   
   
   
   
   
   
   
   
   
   
   
   
2. For Trigger 2:
   
   
   
   
   
   
   
   
   
   
   
   
3. For Trigger 3:
   
   
   
   
   
   
   
   
   
   
   
   
4. For Trigger 4 (Optional):
   
   
   
   
   
   
   
   
   
   
   
   
5. For Trigger 5 (Optional):
   
   
   
   
   
   
   
   
   
   
   
   

Discussion Guide: Real-Life Impulse Control

Instructions: Use these prompts to facilitate a class or small group discussion. Encourage students to share their insights and connect the scientific concepts to their own experiences.

Part 1: Reflecting on the Science

1. From the reading, what was the most surprising or interesting thing you learned about how our brains handle impulses?
   
   
   
   
2. Can you think of a time when your "Hot" system (emotional, immediate desire) clearly took over from your "Cool" system (logical, planned response)? What happened?
   
   
   
   
   
   
   
3. How does understanding the role of dopamine in seeking rewards change how you view your own urges or habits (e.g., social media, unhealthy snacks, procrastination)?
   
   
   
   
   
   
   
4. When do you notice your "Cool" system (prefrontal cortex) feeling fatigued? What kind of impulsive decisions are you more prone to make when you're stressed, tired, or overwhelmed?
   
   
   
   
   
   
   

Part 2: Applying Strategies in University Life

1. Think about a common impulse university students face (e.g., procrastinating on an assignment, overspending on non-essentials, pulling an all-nighter before an exam). How could the "Pause & Breathe" strategy be applied here?
   
   
   
   
   
   
   
2. When it comes to resisting the urge to check social media during study time, what specific "Distract & Delay" tactics could you use?
   
   
   
   
   
   
   
3. Can you think of a situation where "Pre-Commitment" (making a decision in advance) would be really helpful in managing an impulse? Describe it.
   
   
   
   
   
   
   
4. How might practicing "Mindfulness" help you become more aware of your impulses before you act on them?
   
   
   
   
   
   
   
5. What are some ways we can create an environment (physical or digital) that supports better impulse control in our daily university lives? How can we make the desired action easier and the impulsive action harder?

Activity: Pause & Plan Scenario Cards

Instructions: In pairs or small groups, read each scenario below. For each scenario, discuss the impulsive choice and then work together to apply the impulse control strategies we learned today (Pause & Breathe, Identify & Reframe, Distract & Delay, Pre-Commitment, Mindfulness, SMART Goals) to come up with a more deliberate and beneficial response. Be prepared to share your strategies with the class.

Scenario Card 1: The Late-Night Study Break

You have a major exam tomorrow morning, and you've been studying for hours. It's 1 AM, and you feel mentally drained. Your phone buzzes with a notification: a new episode of your favorite show just dropped on Netflix. Your immediate impulse is to watch it, thinking "just one episode" will help you relax, even though you know you need sleep to perform well on the exam.

Impulsive Choice: Watching the new episode.

Your Pause & Plan Strategy:

Scenario Card 2: The Online Shopping Spree

You're on a tight student budget, and you've committed to saving money for your textbooks next semester. While browsing online for a necessary item, you get an ad for a "limited-time flash sale" on trendy clothes you don't need but really like. The urge to buy them now before the sale ends is incredibly strong.

Impulsive Choice: Buying clothes during the flash sale.

Your Pause & Plan Strategy:

Scenario Card 3: The Group Project Conflict

You're working on a crucial group project, and one team member consistently misses deadlines and contributes very little. You're feeling frustrated and angry, and during a tense group meeting, your impulse is to loudly confront them and express your irritation without filtering your words, potentially damaging the group dynamic.

Impulsive Choice: Yelling at or aggressively confronting the group member.

Your Pause & Plan Strategy:

Scenario Card 4: The Social Media Distraction

You're trying to write an important essay, but every few minutes, you find yourself picking up your phone to check social media. You know it's breaking your concentration and making the essay take much longer, but the habit feels impossible to break.

Impulsive Choice: Constantly checking social media while writing the essay.

Your Pause & Plan Strategy:

Scenario Card 5: The Unhealthy Snack Attack

It's late afternoon, and you've had a long day of classes and studying. You're feeling a bit low on energy. You pass by a vending machine filled with your favorite unhealthy snacks. Despite having healthy snacks packed in your bag, your immediate craving for a sugary, salty treat takes over.

Impulsive Choice: Buying and eating unhealthy snacks from the vending machine.

Your Pause & Plan Strategy:

Game: The Marshmallow Challenge Revisited

Concept: Inspired by the famous Stanford Marshmallow Experiment, this game explores delayed gratification and the power of resisting immediate impulses for a greater future reward.

Materials (Optional, but Recommended):

• Small, desirable treats for each student (e.g., mini marshmallows, small candies, stickers).
• A timer.

Instructions for the Teacher:

1. Introduce the Game: "We're going to play a game inspired by a classic psychology experiment. It's called 'The Marshmallow Challenge Revisited,' and it's all about impulse control and delayed gratification."

2. Explain the Rules:

   • "I am going to give each of you one small treat (or a card representing a treat)."
   • "The rule is simple: if you can resist eating (or redeeming) your treat for five minutes, you will receive a second treat at the end of the time, doubling your reward!"
   • "If you eat your treat before the five minutes are up, that's okay, but you will not receive a second one."
   • "You cannot touch, move, or play with the treat during this time. Just leave it on your desk."

3. Distribute Treats: Hand out one treat to each student (or a paper slip that says "One Treat").

4. Start the Timer: "Alright, the challenge begins... now!"

5. Monitor (Casually): Observe student reactions and struggles. Do not intervene unless a student explicitly asks to opt out or eats their treat.

6. Reward & Debrief: After five minutes (or when a significant number have given in), stop the timer.

   • "Time's up! For those of you who resisted the urge, congratulations! Here is your second treat. For those who indulged, that's perfectly fine; it's a valuable learning experience."
   • Transition into the debriefing questions below.

Debriefing Questions (Facilitate Discussion):

1. What was your initial reaction when the treat was placed in front of you? (e.g., strong urge, immediate desire, planning to resist)
   
   
   
   
2. For those who waited, what strategies did you use to resist the urge? (e.g., looking away, thinking about something else, reminding yourself of the reward, deep breathing)
   
   
   
   
   
   
   
3. For those who couldn't wait, what made it so difficult? What thoughts or feelings led you to give in?
   
   
   
   
   
   
   
4. How does this simple game relate to larger challenges of impulse control in your daily life, especially as university students? (e.g., procrastinating on studies for immediate entertainment, spending money impulsively vs. saving, reacting emotionally in conversations)
   
   
   
   
   
   
   
   
   
   
   
   
5. What did this game teach you about your own self-control? Is it a stronger or weaker 'muscle' than you thought?
   
   
   
   
   
   
   

Answer Key: Impulse Control Check-Up

Here are the correct answers and explanations for the Impulse Control Check-Up quiz.

1. Which of the following best defines impulse control?

Correct Answer: B) The ability to resist immediate urges for long-term goals.

• Explanation: Impulse control is fundamentally about overriding an immediate desire or temptation in favor of a more beneficial, often delayed, outcome. It's about intentional decision-making rather than automatic reaction.

2. Briefly explain the difference between the brain's 'Hot' system and 'Cool' system in relation to impulse control.

Correct Answer: The 'Hot' system (limbic system) is emotional, fast, and drives immediate desires and pleasure-seeking. The 'Cool' system (prefrontal cortex) is logical, rational, and helps inhibit impulses for long-term planning and deliberate decision-making.

• Explanation: The 'Hot' system pushes us toward immediate gratification, while the 'Cool' system provides the executive function needed for foresight and self-regulation. Impulse control involves the 'Cool' system managing or overriding the 'Hot' system.

3. What role does dopamine primarily play in impulsive behavior?

Correct Answer: B) It's a 'seeking' chemical that reinforces reward-seeking actions.

• Explanation: Dopamine isn't just about pleasure; it's a powerful motivator that drives us to pursue rewards. When an action leads to a quick dopamine release (like checking social media), the brain learns to repeat that action, reinforcing impulsive habits.

4. Name two common personal triggers for impulsive behavior that you identified or learned about today.

Correct Answer: Answers may vary but could include any two of the following: stress, boredom, strong emotions (anger, anxiety, sadness), social influence/peer pressure, availability of temptation (e.g., junk food, online sales), fatigue/lack of sleep, specific situations (e.g., procrastination before deadlines).

• Explanation: Recognizing personal triggers is a critical first step in developing impulse control. Understanding what sets off impulsive urges allows individuals to proactively apply strategies.

5. Which strategy involves making decisions in advance, when you're calm, to manage future impulses?

Correct Answer: C) Pre-Commitment

• Explanation: Pre-commitment involves making a choice when your 'Cool' system is in charge, thereby limiting your options or setting up consequences for your 'Hot' system later. Examples include setting study schedules, creating a budget, or using app blockers.

6. Describe one practical strategy you could use this week to improve your impulse control in a specific area of your university life (e.g., studying, spending, social interactions).

Correct Answer: Answers will vary, but should describe a specific, actionable strategy. Examples include:
* For Studying:

Project Guide: My Impulse Control Plan

Objective: To empower you to apply the concepts and strategies of impulse control to your own life by creating a personalized plan for managing specific impulsive behaviors.

Introduction: We've learned that impulse control is a crucial skill for achieving academic, personal, and professional success. This project will guide you in developing a practical, actionable plan to strengthen your own self-regulation.

Project Components:

Your "My Impulse Control Plan" project should include the following sections:

1. Impulse Identification (15 points)

• Clearly identify 2-3 specific personal impulsive behaviors you want to address. These should be behaviors that you feel negatively impact your goals or well-being (e.g., procrastination on assignments, impulsive online shopping, emotional reactivity in conversations, excessive social media use during study time, unhealthy eating).
• For each identified impulse, briefly explain why you chose it and how it currently affects you.

2. Trigger Analysis (20 points)

• For each of the 2-3 impulses you identified, conduct a detailed trigger analysis.
• What specific situations, emotions, thoughts, or environmental cues consistently precede or lead to this impulsive behavior?
• Think about the "Hot" vs. "Cool" system – what is your "Hot" system craving, and what is your "Cool" system failing to do in these moments?

3. Strategy Development (30 points)

• For each identified impulse, outline 2-3 specific, actionable strategies you will implement to manage or overcome it. These strategies should be drawn from our discussions and readings (e.g., Pause & Breathe, Identify & Reframe, Distract & Delay, Pre-Commitment, Mindfulness, SMART Goals).
• Describe how you will implement each strategy. Be as concrete as possible. (e.g., "Instead of checking my phone immediately when I wake up, I will place it across the room and spend the first 5 minutes of my day doing deep breathing exercises.")
• Consider both preventative strategies (to avoid triggers) and reactive strategies (to use when an urge arises).

4. Progress Tracking & Reflection (20 points)

• Describe how you will track your progress over a specified period (e.g., one week, two weeks). This could involve a simple journal, a habit tracker app, or daily notes on your phone.
• Include a reflection component: How will you evaluate whether your strategies are working? What will you do if a strategy isn't effective? What are your anticipated challenges, and how will you overcome them?

5. Overall Presentation & Clarity (15 points)

• Your plan should be well-organized, clearly written, and easy to understand.
• Demonstrate a clear understanding of impulse control concepts.

Submission Format:

Your "My Impulse Control Plan" should be submitted as a written document (e.g., Word document, PDF) 2-3 pages in length (double-spaced, 12-point font). You can also include visual elements if they enhance your plan (e.g., a small chart for tracking).

Due Date: [Insert Due Date Here]

Refer to the Rubric: My Impulse Control Plan for detailed grading criteria.

Rubric: My Impulse Control Plan

Project Name: My Impulse Control Plan
Student Name: ________________________
Due Date: [Insert Due Date Here]

This rubric will be used to assess your personalized Impulse Control Plan. Review it carefully to ensure you meet all expectations.

Journal: Reflecting on My Impulses

Instructions: Use this journal to reflect on your impulse control throughout the week. Regular reflection can help you build self-awareness and strengthen your ability to make deliberate choices. Aim to write a short entry a few times a week, or whenever a significant impulse control moment occurs.

Journal Entry 1: Noticing My Urges

Date:

1. What specific impulses did you notice yourself experiencing today or this week? (e.g., urge to procrastinate, spend impulsively, react emotionally, check social media, eat unhealthy snacks)
   
   
   
   
   
   
   

2. What were the triggers for these impulses? (Think about situations, emotions, thoughts, or environmental cues.)
   
   
   
   
   
   
   

3. Did you act on the impulse, or did you successfully resist it? Describe what happened.
   
   
   
   
   
   
   

4. What strategies (or lack thereof) did you use? How effective were they?
   
   
   
   
   
   
   

Journal Entry 2: Learning from My Choices

Date:

1. Reflect on a recent situation where you successfully controlled an impulse. What was the outcome, and how did it make you feel? What did you do well?
   
   
   
   
   
   
   

2. Reflect on a recent situation where you gave in to an impulse. What was the outcome, and how did it make you feel? What could you have done differently?
   
   
   
   
   
   
   

3. How is your impulse control impacting your academic goals (e.g., studying, assignments, attendance)? Give a specific example.
   
   
   
   
   
   
   

4. How is your impulse control impacting your personal well-being or relationships? Give a specific example.
   
   
   
   
   
   
   

Journal Entry 3: Looking Ahead

Date:

1. Based on your reflections, what is one key insight you have gained about your own impulse control patterns?
   
   
   
   
   
   
   

2. What is one new strategy you want to try this coming week, or one existing strategy you want to practice more consistently?
   
   
   
   
   
   
   

3. How will you remind yourself of your long-term goals when faced with an immediate temptation?
   
   
   
   
   
   
   

4. What small, achievable step can you take tomorrow to strengthen your impulse control muscle?
   
   
   
   
   
   
   

Cool-Down: One Small Step

Instructions: Before you leave, take a moment to reflect on today's lesson on impulse control. Think about what you've learned and discussed.

Prompt: What is ONE small, concrete step you can commit to taking this week to improve your impulse control in one specific area of your life? Be as specific as possible about the action and the context.

Example: Instead of immediately checking social media when I wake up, I will place my phone across the room and spend the first 5 minutes doing deep breathing.