Teacher Script: Impulse Control: Master Your Choices

I. Warm-Up: Quick Decisions (5 minutes)

Teacher: "Good morning, everyone! Let's start with a quick warm-up. On your desk, you'll find a small piece of paper. I want you to quickly write down the first thing that comes to your mind for these scenarios. No overthinking!"

• (Display or read aloud warm-up scenarios from Warm-Up Activity: Quick Decisions)

Teacher: "Alright, pencils down. Now, looking at your quick responses, how many of you made a decision without much thought? Was there a moment you wanted to change your answer but stuck with your first thought? This connects to our topic today: impulse control!"

II. Introduction to Impulse Control (10 minutes)

Teacher: (Display Impulse Control Slides - Slide 1)

Teacher: "Our lesson today is called 'Impulse Control: Master Your Choices.' We all experience impulses – those sudden urges or desires that lead to quick, unplanned actions. Sometimes these impulses are harmless, but other times, they can lead to consequences we didn't intend."

"Why do you think understanding and managing impulses is important? Think about school, your personal life, or even future goals."

(Allow a few student responses. Guide towards points like making better decisions, avoiding trouble, achieving goals.)

Teacher: (Display Impulse Control Slides - Slide 2: Understanding Impulses video)

Teacher: "To help us understand this better, let's watch a short video that explains what impulses are and how they affect us. As you watch, think about any personal examples that come to mind."

(Play the video: https://www.youtube.com/watch?v=KzT4oA6nC0Y)

Teacher: (Display Impulse Control Slides - Slide 3: Impulse Control in Action)

Teacher: "Based on the video and our discussion, where do you see impulse control, or a lack of it, playing out in your daily lives? What situations really test your ability to control an impulse? We'll use some prompts from Discussion Prompts: Real-Life Impulses here."

(Facilitate a Think-Pair-Share or whole-class discussion. Encourage students to share examples without judgment. E.g., buying something online, sending a text in anger, procrastinating on homework.)

III. Understanding the Science of Impulse (15 minutes)

Teacher: "It's not just about 'willpower.' There's actually a fascinating science behind why we act impulsively. I'm going to hand out a short reading called 'Reading: The Science of Impulse'. Please take about 5-7 minutes to read it silently."

(Distribute Reading: The Science of Impulse. Monitor students as they read.)

Teacher: "Alright, let's look at what's happening in our brains. "(Display Impulse Control Slides - Slide 4: The Brain Behind the Blip)

Teacher: "As the reading mentions, our brain has different parts. The Prefrontal Cortex is like the 'CEO' of your brain – it's responsible for planning, decision-making, and controlling impulses. But guess what? In teenagers, this part of the brain is still developing!"

"Then we have the Limbic System, which is more about emotions and quick reactions. Sometimes, especially when our emotions are high, the limbic system acts faster than the prefrontal cortex can process, leading to impulsive actions."

Teacher: (Display Impulse Control Slides - Slide 5: Why Does The Brain React That Way?)

Teacher: "Our brains are wired for instant reactions – historically, this was great for survival, like running from a predator. But in our modern world, these quick reactions can sometimes lead us to do things we later regret, like making an emotional comment online or spending money impulsively."

"Knowing this isn't an excuse, but an understanding. It means impulse control is a skill we can actually develop and strengthen!"

IV. Strategies for Impulse Control (15 minutes)

Teacher: "So, how do we strengthen that 'CEO' part of our brain? We're going to learn three key strategies. "(Display Impulse Control Slides - Slide 6: Strategy 1: Stop, Think, Act!)

Teacher: "Strategy number one is Stop, Think, Act! It's simple, but powerful. When you feel an impulse, first, STOP. Pause, take a deep breath. Don't act immediately. Then, THINK. What are the possible outcomes of this action? Does it align with your goals? Finally, ACT (Thoughtfully). Choose the best option, or even choose to do nothing at all."

Teacher: "Let's try applying this. We're going to do an activity called 'Activity: Stop, Think, Act Scenario Cards'. In small groups, you'll get a scenario. Discuss how you would use Stop, Think, Act to manage the impulse in that situation."

(Organize students into small groups, distribute scenario cards. Give them 5 minutes to discuss. Bring class back together for brief sharing if time allows.)

Teacher: (Display Impulse Control Slides - Slide 7: Strategy 2: Replace & Redirect)

Teacher: "Our second strategy is Replace & Redirect. First, try to identify your 'triggers' – what situations, feelings, or even people tend to make you more impulsive? Once you recognize a trigger, instead of acting on the impulse, redirect your energy. What else can you do? Maybe go for a walk, talk to a friend, write in a journal, or listen to music."

Teacher: "Let's play a quick game called 'Game: Impulse Challenge' to practice quick redirection. I'll describe a scenario, and you have to quickly name a positive redirection strategy. The first to shout one out gets a point for their team!"

(Facilitate the game for 5 minutes.)

Teacher: (Display Impulse Control Slides - Slide 8: Strategy 3: Future You Will Thank You)

Teacher: "Finally, strategy three: Future You Will Thank You. This is about foresight. Before you act, picture the future. How will your impulsive action affect your future self? Will you be proud? Or will you be filled with regret? Also, setting long-term goals makes it easier to resist short-term impulses that don't serve those goals."

V. Application and Reflection (10 minutes)

Teacher: (Display Impulse Control Slides - Slide 9: Your Impulse Control Toolkit)

Teacher: "Now it's time to build your own toolkit. I'm handing out a 'Worksheet: My Impulse Toolkit'. On this worksheet, I want you to identify a personal impulse you want to manage and then use the strategies we discussed today to plan how you will tackle it. You might pick one, two, or all three strategies. We won't be sharing these unless you choose to."

(Distribute Worksheet: My Impulse Toolkit. Allow students about 7-8 minutes to work independently.)

Teacher: "If anyone feels comfortable, would one or two of you like to share one item from your impulse toolkit, without giving away personal details? For example, 'I will use 'Stop, Think, Act' when I feel like procrastinating on homework.'"

(Allow voluntary sharing if time permits, otherwise move on.)

VI. Assessment and Wrap-Up (5 minutes)

Teacher: "To quickly check our understanding, please complete the 'Quiz: Impulse Check-In'. This is a short quiz to see what you've learned today."

(Distribute or display the quiz. Collect when done.)

Teacher: "For our cool-down today, I want you to think of one word that summarizes what you learned or how you feel about impulse control after this lesson. We'll do a quick 'One Word Reflection.'"

(Conduct Cool-Down: One Word Reflection activity.)

Teacher: "Excellent job today, everyone! For homework or for our next session, we'll be starting a project. I'm giving you the 'Project Guide: Impulse Control Campaign' and the 'Rubric: Impulse Control Campaign' now so you can look it over. It will allow you to explore these concepts further and apply them creatively. Have a great day!"

Warm-Up Activity: Quick Decisions

Instructions: Read each scenario and write down the very first thing that comes to your mind. Don't overthink it, just write your immediate impulse!

1. Scenario: You're scrolling through social media, and you see a post that makes you really angry. Your first thought is to type a heated comment.
   Your immediate response/action:
   
   
   
   

2. Scenario: You're walking past a shop, and you see an item you really want but don't necessarily need. You have some money, but it's for something important later in the week.
   Your immediate response/action:
   
   
   
   

3. Scenario: You have a big assignment due tomorrow, but your friends just invited you to hang out right now.
   Your immediate response/action:
   
   
   
   

4. Scenario: During a class discussion, a classmate says something you strongly disagree with. You feel an urge to interrupt them.
   Your immediate response/action:
   
   
   
   

The Science of Impulse: Why Our Brains Love Quick Choices

Have you ever wondered why it's so hard to resist that extra slice of cake, or why you blurt out something without thinking? The answer lies deep within your brain. Impulse control isn't just about willpower; it's a complex dance between different parts of your brain.

The Brain's Two Systems: Fast vs. Slow

Imagine your brain has two main decision-making systems:

1. The Fast Lane (Limbic System): This is your emotional, reactive brain. It's ancient, powerful, and designed for quick survival responses. When you see something you desire or fear, this system lights up and pushes you to act now. It operates on instinct and feelings.

2. The Slow Lane (Prefrontal Cortex): This is the "thinking" or "executive" part of your brain, located right behind your forehead. It's responsible for planning, problem-solving, understanding consequences, and controlling impulses. It's like the CEO of your brain, trying to make rational, long-term decisions.

The Teenage Brain: A Work in Progress

During adolescence (your teenage years!), your prefrontal cortex is still under construction. It's like a building site with lots of scaffolding and workers. This means that while your emotional (Limbic System) brain is fully developed and ready to react, your logical, impulse-controlling brain is still maturing. This explains why teenagers are often more prone to impulsive behaviors; the "stop and think" mechanism isn't fully honed yet.

Neurotransmitters: The Brain's Messengers

Chemical messengers in your brain, called neurotransmitters, also play a role. Dopamine, for example, is associated with reward and pleasure. When you anticipate something good (like a sweet treat or a fun activity), dopamine surges, pushing you towards immediate gratification. This can make it harder for your prefrontal cortex to step in and say, "Hold on, is this really the best choice?"

Developing Your "Stop and Think" Muscle

The good news is that your brain is incredibly adaptable. Just like a muscle, your prefrontal cortex can be strengthened through practice. Every time you pause, consider the consequences, and choose a thoughtful response over an impulsive one, you're building those neural connections. You're teaching your brain to use its "slow lane" more often, leading to better decision-making and greater self-control.

Understanding this science helps us realize that being impulsive isn't a flaw; it's a natural brain tendency that we can learn to manage. It empowers us to work with our brains, not against them, to master our choices.

Discussion Prompts: Real-Life Impulses

Use these prompts to facilitate a class discussion after the introduction and video, and again after the reading on the science of impulse.

Part 1: Initial Thoughts & Personal Connections

1. What does the phrase "impulse control" mean to you in your own words?
2. Can you think of a time when you acted on an impulse and later regretted it? What happened?
   
   
   
3. On the flip side, can you think of a time when you successfully stopped yourself from acting impulsively? How did that feel?
   
   
   
4. Why do you think it can be challenging to control impulses, especially for people your age?
   
   
   
5. In what areas of your life (e.g., social media, spending, schoolwork, friendships) do you find impulse control most important?

Part 2: Connecting to the Science (After Reading/Slides)

1. After learning about the prefrontal cortex and the limbic system, how does this change your understanding of why we sometimes act impulsively?
   
   
   
2. Does knowing that your prefrontal cortex is still developing make it easier or harder to practice impulse control? Why?
   
   
   
3. How might understanding the role of dopamine help you make more conscious choices?
   
   
   
4. If impulse control is like a muscle, what are some "exercises" we can do to strengthen it?
5. How can we use this scientific understanding to be more patient with ourselves and others when impulsive actions occur, while still taking responsibility?

Activity: Stop, Think, Act Scenario Cards

Instructions: In your small groups, read the scenario card provided. Discuss the impulse present in the scenario and then apply the "Stop, Think, Act" strategy. Outline what each step would look like in that specific situation.

Scenario Card 1: The Social Media Drama

Scenario: Your friend posts a picture online from a party you weren't invited to. You feel a pang of jealousy and anger, and your immediate impulse is to post a snarky comment or unfollow them.

• STOP: What would you do to pause and not react immediately?
  
  
  
• THINK: What are the potential consequences of posting the comment or unfollowing? What are alternative ways to handle your feelings?
  
  
  
• ACT: What would be the most thoughtful and constructive action to take?
  
  
  

Scenario Card 2: The Shopping Spree

Scenario: You receive some birthday money, and you immediately see an advertisement for a trendy new gadget that all your friends have. You feel a strong urge to buy it, even though you were saving for a new textbook for your IGCSE studies next term.

• STOP: How would you interrupt the impulse to buy the gadget right away?
  
  
  
• THINK: What are the benefits of buying the gadget now versus saving for the textbook? What are the long-term consequences of each choice?
  
  
  
• ACT: What decision would best align with your overall goals or needs?
  
  
  

Scenario Card 3: The Procrastination Trap

Scenario: You have a major essay due tomorrow, and you know you should be working on it. However, your favorite show just released a new season, and your friends are all talking about it. You feel an overwhelming urge to watch just one episode, which often turns into many.

• STOP: What could you do to physically or mentally pause before hitting play?
  
  
  
• THINK: What are the short-term pleasure and the long-term pain of watching the show? What are the benefits of working on the essay now?
  
  
  
• ACT: What is the most responsible and effective choice for your academic success?
  
  
  

Scenario Card 4: The Heated Argument

Scenario: You're having a disagreement with a family member or friend. The conversation is getting intense, and you feel yourself getting angry. You have a very harsh, hurtful comment on the tip of your tongue.

• STOP: How can you take a moment to cool down before speaking?
  
  
  
• THINK: What impact will this comment have on the relationship? Is there a more constructive way to express your feelings?
  
  
  
• ACT: What would be a respectful and effective way to continue the conversation or disengage if necessary?
  
  
  

Game: Impulse Challenge - Redirect and Conquer!

Objective: To quickly identify and shout out a positive redirection strategy when faced with a common impulsive scenario.

Instructions:

1. Divide the class into two or more teams.
2. The teacher will read out a scenario where an impulse might lead to a less-than-ideal outcome.
3. The first student (or team representative) to raise their hand (or use a designated signal like ringing a bell) and correctly name a positive redirection strategy for that specific impulse earns a point for their team.
4. The redirection strategy must be something constructive and different from the impulsive action (e.g., instead of yelling, take a deep breath; instead of buying, talk to a friend).
5. If a strategy is repeated or inappropriate, no point is awarded, and the next team gets a chance.
6. Play for a set number of rounds or until time runs out. The team with the most points wins!

Impulse Challenge Scenarios:

1. Scenario: You receive a frustrating email/message from a group project member. Your immediate impulse is to reply with an angry, accusatory message.

   • What's a positive redirection? (e.g., Walk away from the computer, talk to another friend about it, write out your feelings in a private journal, call the person instead of texting.)

2. Scenario: You're feeling bored and restless at home, and your immediate impulse is to endlessly scroll through social media, even though you know it often makes you feel worse.

   • What's a positive redirection? (e.g., Read a book, go for a run, learn a new skill online, call a family member, organize your room.)

3. Scenario: You see your favorite band announce tickets are going on sale in 5 minutes! Your impulse is to buy tickets immediately, even though they are expensive, and you haven't checked your budget.

   • What's a positive redirection? (e.g., Check your bank balance first, discuss with parents/guardians, research other concert dates, set a budget before buying.)

4. Scenario: You're studying for an important IGCSE exam, but your phone keeps buzzing with notifications. Your impulse is to check every single one immediately.

   • What's a positive redirection? (e.g., Put your phone in another room, turn off notifications, set a timer for a study break to check messages, tell friends you're studying.)

5. Scenario: You made a small mistake in a class presentation, and you feel embarrassed and want to apologize excessively or withdraw completely from participating.

   • What's a positive redirection? (e.g., Acknowledge the mistake once and move on, remind yourself everyone makes mistakes, focus on the parts that went well, breathe deeply to manage anxiety.)

6. Scenario: You see your friends trying something you know is risky or goes against your values. Your impulse is to go along with them to fit in.

   • What's a positive redirection? (e.g., Suggest an alternative activity, politely decline and find another group, make an excuse to leave, remind yourself of your own values.)

7. Scenario: You're playing a video game, and you lose unfairly. Your impulse is to throw the controller or shout at the screen.

   • What's a positive redirection? (e.g., Take a break from the game, count to ten, focus on what you can control, play a different game, do some stretches.)

8. Scenario: You feel overwhelmed by the amount of homework you have. Your impulse is to just give up and do nothing.

   • What's a positive redirection? (e.g., Break down tasks into smaller steps, ask for help, start with the easiest task, take a short break and then return.)

Worksheet: My Impulse Toolkit

Name: ____________________________

Instructions: Think about your own experiences. Identify one specific impulse you would like to manage better. Then, use the strategies we discussed today to create your personal impulse control toolkit.

My Impulse Challenge:

1. What is one specific impulse you often struggle with or would like to gain more control over? (e.g., procrastinating on homework, excessive social media use, blurting out comments, impulsive spending, getting easily frustrated during games).
   
   
   
   

2. What are your common triggers for this impulse? (What situations, feelings, or thoughts usually lead to it?)
   
   
   
   
   
   
   

My Impulse Control Plan:

Now, let's build your toolkit using the strategies we learned.

Strategy 1: Stop, Think, Act!

Describe how you would apply Stop, Think, Act to your specific impulse challenge:

• STOP: What will you do to pause when you feel this impulse? (e.g., take a deep breath, count to 5, physically walk away from the situation)
  
  
  
  
• THINK: What questions will you ask yourself before acting? (e.g., "What are the consequences?" "Does this align with my goals?" "How will I feel about this in an hour/tomorrow?")
  
  
  
  
  
  
  
• ACT (Thoughtfully): What alternative, thoughtful action could you take instead of the impulsive one?
  
  
  
  
  
  
  

Strategy 2: Replace & Redirect

What constructive activities or thoughts could you use to replace or redirect the energy of your impulse?

• When I feel this impulse, instead of [my impulsive action], I will [redirect activity].
  
  
  
  
  
  
  
  Example: When I feel the impulse to endlessly scroll on my phone, instead, I will read a chapter from my book.

Strategy 3: Future You Will Thank You

How will thinking about "Future You" help you overcome this impulse? What long-term goal does managing this impulse support?

• If I manage this impulse, in the long run, I will benefit by...
  
  
  
  
  
  
  
  Example: If I manage my impulse to procrastinate, Future Me will thank me because I'll have less stress before deadlines and get better grades.

My Commitment:

I commit to trying out at least one strategy from my Impulse Toolkit this week to manage my chosen impulse. I know it will take practice, but I am ready to start building my "stop and think" muscle!

Signature: __________________________ Date: _______________

Answer Key: Impulse Control

This answer key provides suggested responses for the Worksheet, Quiz, and Test. Please note that for open-response and discussion questions, student answers may vary but should align with the core concepts taught.

Quiz: Impulse Check-In Answer Key

1. Which part of the brain is primarily responsible for planning, decision-making, and controlling impulses, and is still developing in teenagers?

   • Correct Answer: C. Prefrontal Cortex
   • Thought Process: The lesson specifically highlights the prefrontal cortex as the 'CEO' of the brain for executive functions, including impulse control, and notes its ongoing development in adolescence.

2. What is the first step in the 'Stop, Think, Act' strategy?

   • Correct Answer: C. Stop and pause
   • Thought Process: The strategy is explicitly taught as 'Stop' first, then 'Think,' then 'Act.'

3. Describe one situation where acting on impulse could have a negative consequence.

   • Suggested Answer: (Student answers will vary. Look for examples like):
     • Posting an angry comment online without thinking, leading to arguments or damage to reputation.
     • Buying an expensive item impulsively, leading to financial strain or regret.
     • Blurting out a rude comment to a teacher, leading to disciplinary action.
     • Procrastinating on homework to play games, leading to a late assignment or poor grade.

4. Name two strategies discussed in class for improving impulse control.

   • Suggested Answer: (Any two of the following):
     • Stop, Think, Act
     • Replace & Redirect
     • Future You Will Thank You

5. Which of the following is an example of 'redirecting your energy' when faced with an impulse?

   • Correct Answer: C. Choosing to go for a walk instead of endlessly scrolling social media
   • Thought Process: Redirecting energy involves substituting an impulsive behavior with a different, often more positive or constructive, activity.

Test: Comprehensive Impulse Assessment Answer Key

1. Which of the following best defines an 'impulse'?

   • Correct Answer: B. A sudden urge or desire to act without much thought.
   • Thought Process: The definition emphasizes the sudden, unplanned nature of an impulse.

2. The 'limbic system' in the brain is primarily associated with:

   • Correct Answer: B. Emotional responses and quick reactions.
   • Thought Process: The limbic system is described as the emotional, reactive part of the brain, operating on instinct.

3. Why is the prefrontal cortex particularly important for impulse control in teenagers?

   • Correct Answer: B. It is still developing, making impulse control more challenging but also trainable.
   • Thought Process: The reading and slides explain that the prefrontal cortex is still maturing in adolescence, which impacts impulse control abilities.

4. Explain the three steps of the 'Stop, Think, Act' strategy and provide a brief example of how you could use it in a real-life situation.

   • Suggested Answer:
     • STOP: Pause before acting on an impulse (e.g., take a deep breath, count to ten, physically step away).
     • THINK: Consider the potential consequences of the impulsive action and other possible options (e.g.,

Project Guide: Impulse Control Campaign

Objective: To creatively demonstrate understanding of impulse control by designing a campaign aimed at helping IGCSE students manage their impulses.

Individual or Group Project: (Teacher to specify)

Due Date: (Teacher to specify)

Project Overview:

You have learned about the science behind impulses and various strategies to manage them. Now, it's your turn to become an advocate! Your task is to design an "Impulse Control Campaign" for your peers. This campaign should raise awareness about the importance of impulse control and provide practical, actionable advice.

Campaign Deliverables:

Choose ONE of the following formats for your campaign. Your chosen format must effectively communicate key concepts and strategies.

Option 1: Public Service Announcement (PSA) Video

• Duration: 2-3 minutes
• Content: Create a short video that:
  • Defines impulse control.
  • Explains why it's important for IGCSE students (e.g., academic, social, personal well-being).
  • Showcases at least two impulse control strategies (e.g., Stop, Think, Act; Replace & Redirect; Future You Will Thank You) through relatable scenarios.
  • Includes a clear call to action or a memorable slogan.
• Requirements: Must be creative, clear, and age-appropriate. Can use animation, live-action, interviews, etc.

Option 2: Informational Website/Blog

• Content: Design a multi-page (3-5 pages) simple website or blog using a free platform (e.g., Google Sites, Wix Free, Canva Website builder - check with teacher for approved platforms). It should:
  • Have an engaging homepage introducing impulse control.
  • Dedicate a section to explaining the science behind impulses (e.g., prefrontal cortex vs. limbic system).
  • Feature a dedicated page for each of at least three impulse control strategies, with examples relevant to IGCSE students.
  • Include interactive elements if possible (e.g., a simple quiz, a poll).
  • Include a resources page with tips or further reading.
• Requirements: Visually appealing, well-organized, easy to navigate, and informative.

Option 3: Infographic Series / Poster Campaign (3-5 Posters)

• Content: Create a series of 3-5 interconnected infographics or posters (digital or physical) that collectively form a campaign. The series should:
  • Each infographic/poster should focus on one aspect of impulse control (e.g., "What is Impulse Control?", "Your Brain on Impulse," "Stop, Think, Act!", "Redirect Your Energy," "Future You").
  • Be visually striking and use clear, concise language.
  • Include relevant statistics (you can create hypothetical ones if research is not feasible or allowed) or compelling graphics.
  • Provide practical tips or strategies.
• Requirements: High-quality design, accurate information, and a consistent theme across the series.

Option 4: Classroom Workshop Plan

• Content: Develop a detailed plan for a 15-20 minute interactive workshop for a younger grade level (e.g., primary or lower secondary school students) on impulse control. Your plan should include:
  • Clear learning objectives.
  • An engaging introduction/hook.
  • One or two simple activities or games to teach an impulse control concept/strategy.
  • Materials needed.
  • Discussion prompts suitable for the target age group.
  • A brief wrap-up/summary.
• Requirements: Practical, creative, age-appropriate, and clearly outlined for another teacher to follow.

Submission:

Submit your completed campaign deliverable by the due date. Ensure all components are accessible and functional (e.g., video link works, website is live, posters are submitted).

Good luck, and get creative!

Rubric: Impulse Control Campaign

Student Name: ____________________________

Project Type: (Circle one) PSA Video / Informational Website / Infographic Series / Workshop Plan

Total Points: _______ / 25

Teacher Comments:

Cool-Down: One Word Reflection

Instructions: Think about today's lesson on impulse control. In one word, how would you describe your main takeaway, your feeling about the topic, or something you learned?

Write your word below, and be prepared to share it with the class if called upon.

My one word for today's lesson is:

Think about:

• What concept stood out to you?
• How do you feel about your ability to control impulses now?
• What is the most important thing you'll remember?
• What word best describes impulse control to you now?

Answer Key: Impulse Control

This answer key provides suggested responses for the Worksheet, Quiz, and Test. Please note that for open-response and discussion questions, student answers may vary but should align with the core concepts taught.

Quiz: Impulse Check-In Answer Key

1. Which part of the brain is primarily responsible for planning, decision-making, and controlling impulses, and is still developing in teenagers?
   • Correct Answer: C. Prefrontal Cortex
   • Thought Process: The lesson specifically highlights the prefrontal cortex as the

The Science of Impulse: Why Our Brains Love Quick Choices

Have you ever wondered why it's so hard to resist that extra slice of cake, or why you blurt out something without thinking? The answer lies deep within your brain. Impulse control isn't just about willpower; it's a complex dance between different parts of your brain.

The Brain's Two Systems: Fast vs. Slow

Imagine your brain has two main decision-making systems:

1. The Fast Lane (Limbic System): This is your emotional, reactive brain. It's ancient, powerful, and designed for quick survival responses. When you see something you desire or fear, this system lights up and pushes you to act now. It operates on instinct and feelings.

2. The Slow Lane (Prefrontal Cortex): This is the