Session 1 Depression Symptom Worksheet

Please complete each of the following activities. Feel free to write in the spaces provided.

1. In your own words, define depression:

1. List three common symptoms of depression that you recognize:
   a. Symptom 1: _________________________
   
   
   
   
   b. Symptom 2: _________________________
   
   
   
   
   c. Symptom 3: _________________________
   
   
   
   
2. Choose one of the symptoms you listed above. Indicate whether it is an emotional, cognitive, or physical symptom, and explain why it fits that category:

1. Reflection: Which of these symptoms resonates most with you or someone you know? How might noticing this symptom help you seek support or build resilience?

Symptom Sorting Activity

Instructions for Teacher:
Print and cut out each of the following cards. Ask the student to sort them into three piles labeled Emotional, Cognitive, and Physical symptoms of depression. After sorting, have the student pick three they recognize and discuss why they belong in each category.

Symptom Cards (cut into individual strips):

• Persistent feelings of sadness or emptiness
• Irritability or frequent anger outbursts
• Feelings of worthlessness or excessive guilt
• Loss of interest in favorite activities
• Trouble concentrating or making decisions
• Negative thought loops (e.g., “I’m a failure”)
• Memory problems or indecisiveness
• Replaying mistakes over and over in your mind
• Persistent fatigue or low energy
• Significant changes in appetite or weight
• Sleep disturbances (insomnia or oversleeping)
• Frequent headaches or unexplained aches and pains

Session 1 Discussion Prompts

Use these prompts to guide reflection, validate experiences, and deepen understanding. Adapt question order based on the student’s comfort and engagement.

Warm-Up Questions (5 minutes)

1. On a scale of 1–10, how have you been feeling this week?
   Follow-up: What makes you choose that number?
2. Share one word that best describes your current mood.
   Follow-up: Can you tell me more about why you chose that word?
3. Think of an activity you usually enjoy. Have you felt less interest or joy in it recently?
   Follow-up: What did that feel like for you?

Symptom Reflection (4 minutes)

1. Which symptom from your worksheet resonates most with you or someone you know?
   Follow-up: How might noticing this symptom early help you seek support?
2. Have you ever experienced or observed any of these emotional, cognitive, or physical signs?
   Follow-up: How did you or that person respond at the time?

Exploring Barriers & Supports (4 minutes)

1. Why do you think it can be hard to talk about feelings like sadness or hopelessness?
   Follow-up: What could make it feel safer to share these experiences?
2. Who or what helps you feel supported when you’re having a tough day?
   Follow-up: How might you reach out to them if you notice these symptoms again?

Wrap-Up & Takeaways (2 minutes)

1. What is one new insight you gained today about depression or its symptoms?
   Follow-up: How do you think this insight could make a difference for you?
2. After talking through these prompts, how are you feeling right now?
   Follow-up: Is there anything you’d like to explore further in our next session?

Teacher Tips:

• Offer gentle encouragement and normalizing statements (e.g., “It’s okay if this feels hard to talk about.”).
• Validate the student’s responses: “Thank you for sharing—that takes courage.”
• Adjust pacing: allow silence for processing and note nonverbal cues.
• Use student responses to connect Session 2’s focus on coping strategies and ACT basics.

Session 2 ACT Practice Worksheet

Use this worksheet to apply a Cognitive Defusion technique to a real thought or worry you’ve experienced.

1. Describe a recent stressful or negative thought (in your own words):

1. Which defusion technique did you choose?
   • Leaves on a Stream
   • Thank Your MindExplain why you selected this technique:

1. Step-by-step, how did you apply the technique to your thought?
   (For example: “I pictured the thought as a leaf…”)

1. Rate how distressing the thought felt on a scale of 1–10:
   a. Before defusion: ___
   b. After defusion: ___

1. Reflection: What did you notice changed after using the technique?
   (Feelings, thoughts, or behaviors.)

1. Future Application:
   a. Identify one situation where this technique could help you again:

b. What challenges might you face when using it in the future, and how could you overcome them?

Defusion Technique Cards

Instructions for Teacher:
Print this page and cut out each card (use scissors along the dotted lines). Ask the student to choose one technique to practice with a stress-related thought they shared during the Warm-Up. After practicing, discuss how it felt.

Leaves on a Stream
Imagine each thought as a leaf floating on a gentle stream:

1. Close your eyes and bring to mind the specific thought.
2. See it transform into a leaf.
3. Watch that leaf drift downstream, noticing it without judgment.
4. Let it float away, returning your focus to the present moment.

Thank Your Mind
Use gratitude to create distance from unhelpful thoughts:

1. Notice when a stressful or negative thought arises.
2. Mentally say, “Thanks, mind,” to acknowledge it.
3. Allow the thought to pass without engaging or arguing with it.
4. Return your attention to your breath or surroundings.

Session 2 Discussion Prompts

Use these prompts to guide reflection on today’s ACT practice and plan for applying these skills in daily life. Adapt the order and follow‐ups based on the student’s responses and comfort level.

Reflection on Defusion Practice (2 minutes)

1. What did you notice when you tried your chosen defusion technique?
   Follow-up: Did any sensations, thoughts, or emotions shift? How?
2. How distressing did the thought feel before and after using the technique?
   Follow-up: What might explain any change you observed?

Exploring Acceptance (2 minutes)

1. How did it feel to allow the thought or feeling to be present without trying to push it away?
   Follow-up: Was there any part of you that resisted or welcomed this approach?
2. What surprised you about the experience of acceptance or defusion?
   Follow-up: Why do you think that happened for you?

Planning for Future Use (2 minutes)

1. In what other situations could you use acceptance or defusion?
   Follow-up: How might applying these strategies help you cope?
2. What obstacles might make it hard to use these techniques in the future?
   Follow-up: What small steps could you take to overcome those obstacles?

Wrap‐Up & Takeaways (2 minutes)

1. What is one key insight or takeaway from today’s practice?
   Follow-up: How will you try putting this insight into action before our next session?
2. After talking through these prompts, how are you feeling right now?
   Follow-up: Is there anything you’d like to explore further next time?

Teacher Tips:

• Offer gentle encouragement and normalize the practice: “It’s normal if this felt different or even awkward at first.”
• Validate the student’s observations: “Noticing that shift shows you’re tuning into your experience.”
• Use pauses to allow processing and note nonverbal cues.
• Connect student responses to the next session’s focus on personal values and committed action.

Personal Values Card Sort

Instructions for Teacher:
Print this page and cut out each value card along the dotted lines. Ask the student to sort the cards into three piles labeled Very Important, Somewhat Important, and Not as Important. After sorting, have the student select their top 3 values to use in the Values Clarification Worksheet.

• Connection (relationships with family and friends)

• Growth (learning new skills, personal development)

• Health (physical wellness, balance)

• Adventure (exploration, trying new things)

• Kindness (compassion, generosity)

• Responsibility (reliability, accountability)

• Honesty (truthfulness, integrity)

• Creativity (artistic expression, innovation)

• Community (belonging, social contribution)

• Achievement (success, goal attainment)

• Security (safety, stability)

• Independence (autonomy, self-reliance)

• Fun (enjoyment, playfulness)

• Spirituality (faith, meaning)

Session 3 Values Clarification Worksheet

Use this worksheet to connect your top values to small, actionable steps you can take this week.

1. Value #1: ___________________________

Why is this value important to you?

Action you will take this week to live this value:

When and where will you do this action?

1. Value #2: ___________________________

Why is this value important to you?

Action you will take this week to live this value:

When and where will you do this action?

1. Value #3: ___________________________

Why is this value important to you?

Action you will take this week to live this value:

When and where will you do this action?

1. Potential challenges: What might get in the way of carrying out these actions?

1. Strategies to overcome these challenges: Who or what could support you?

1. Reflection: How do you think acting on your values might influence your mood, stress, or sense of purpose?

Session 3 Discussion Prompts

Use these prompts to guide reflection on values, solidify planning, and boost self‐efficacy. Adjust order and pacing to fit the student’s needs.

Warm-Up & Reflection (3 minutes)

1. How did it feel to identify your top three values?
   Follow-up: Did any value surprise you when you ranked it?
2. Which value feels most central to who you are?
   Follow-up: Why does this value stand out?

Committed Action Planning (4 minutes)

1. Of the actions you listed, which one are you most excited or motivated to try?
   Follow-up: What about this action makes it meaningful?
2. What potential obstacles might get in the way of your chosen action?
   Follow-up: How could you prepare or adjust to overcome these obstacles?
3. Who or what could support you when you carry out this action?
   Follow-up: How might you involve them or remind yourself of their support?

Reflection on Impact (3 minutes)

1. How do you think taking this specific step will influence your mood, stress levels, or sense of purpose?
   Follow-up: What positive changes do you hope to notice?
2. If the action doesn’t go as planned, what could you do next?
   Follow-up: How might you show yourself kindness and keep moving forward?

Wrap-Up & Next Steps (2 minutes)

1. What is one key insight or takeaway from today’s session?
   Follow-up: How will you remind yourself of this insight before our next meeting?
2. On a scale of 1–10, how confident do you feel about carrying out your committed action?
   Follow-up: What small step could boost your confidence further?

Teacher Tips:

• Validate the student’s planning: “You’re making a clear, doable plan—well done.”
• Encourage flexibility: “Plans can change; notice what works and what needs tweaking.”
• Normalize setbacks: “It’s okay if things don’t go perfectly. Adjust and keep going.”
• Use positive reinforcement: “Remember, any step you take toward your values matters.”