Script for Emotion Regulation Strategies

Hello! Today, we're going to talk about ways to help you feel calm and in control when your emotions get really big. I’m going to explain each step clearly, and I will even show you how to practice. Let’s take it one step at a time.

Step 1: Recognize Your Emotions

Teacher: "Take a moment and notice: How are you feeling right now? Are you happy, sad, angry, or maybe scared? It's okay to feel any of these! Everyone has feelings."

(Allow a pause for the student to reflect and respond.)

Teacher: "If you find it difficult to say exactly how you feel, that’s completely okay. You can even point to a face on a chart or say, 'I don't know.'"

Step 2: Identify Your Triggers

Teacher: "Now, let's talk about triggers. Triggers are things that can make us feel stronger emotions. For example, can you think of something that sometimes makes you feel upset or overwhelmed? It might be a loud noise or a situation that feels confusing."

(Ask gently: "What makes you feel upset sometimes?")

Teacher: "Remember, it's okay if you can't think of one right now. We all have different triggers, and understanding them can help us manage our feelings better."

Step 3: Using Deep Breaths

Teacher: "Let's try a simple calming strategy together. I call it the 'Deep Breath.'

1. Sit up straight or comfortably.
2. Take a deep breath in through your nose, letting your tummy fill up like a balloon.
3. Slowly breathe out through your mouth.

I will do it with you. Ready? Let's breathe in... and out."

(Repeat the deep breathing exercise with the student, making sure to be encouraging.)

Teacher: "Great job!"

Step 4: Counting Slowly

Teacher: "Another thing that might help when you feel strong emotions is to count slowly to 10. It gives your brain a little time to think, and helps you calm down.
Let's do it together: '1, 2, 3, 4, 5, 6, 7, 8, 9, 10.' Beautiful work!"

(Encourage the student kindly. Allow space if they want to try on their own.)

Step 5: Find a Quiet Space

Teacher: "Sometimes, when things feel too much, it's very helpful to find a quiet, safe space. It can be a special corner in the classroom or somewhere you feel relaxed. If you ever feel like you're getting too upset, you can ask for a moment in that quiet space."

Teacher: "Can you think of a place where you feel calm? It might be a quiet room or a comfy chair."

(Allow the student time to respond. Validate their suggestion.)

Step 6: Talking About Your Feelings

Teacher: "If you're feeling upset and you want some help, it's always a good idea to talk about your feelings. You can say, 'I feel angry' or 'I need a break.' Talking about feelings helps others understand how to support you better."

Teacher: "If you ever feel overwhelmed, remember: it's perfectly okay to say, 'I need help,' or 'Let's talk about my feelings.'"

Conclusion and Review

Teacher: "Now, let's quickly review what we talked about today. We learned to recognize our feelings, identify triggers, use deep breathing, count slowly, find a quiet space, and talk about how we feel.

How do you feel about trying these strategies next time you feel upset?"

(Encourage the student to share their thoughts or ask questions.)

Teacher: "Excellent! Remember, it's all about practice, and every time you try these steps, you become better at handling your emotions. Always know I'm here to help you. Let's keep practicing these steps together!"

(End the session with a warm, positive note and ask if the student has any questions.)

My Emotions Journal

This worksheet is your personal space to reflect on your feelings. Use it to draw or write about what you are feeling and what might make you feel a certain way. There are several prompts below to help you organize your thoughts and feelings.

1. How Am I Feeling Today?

Think about your day so far. What emotions do you feel right now? Are you happy, sad, angry, or maybe confused? Write or draw your feelings in the space below:

2. What Made Me Feel This Way?

Describe a situation or event that influenced your feelings today. It could be something that happened at school, a conversation with a friend, or any experience that had an impact on your mood. Write or draw your thoughts here:

3. What Helps Me Feel Better?

Think about one or two things that help you feel calm when your emotions are strong. This could be a deep breath, counting to ten, or talking to someone you trust. Write these strategies down or draw them:

4. My Personal Emotions Map

Draw a simple map or picture that shows different emotions you experience. You can use colors, symbols, or words to represent how you feel. Label your drawing if you can. Use the space below to be creative:

Remember, there is no right or wrong way to feel. This journal is all about you and your emotions. Feel free to share it with your teacher when you're ready.

Emotions Trigger Mapping Game

Objective:

Help the student identify emotional triggers by matching different scenarios with the emotions they might evoke. This game will involve visual mapping and interactive discussion to reinforce understanding of emotional responses.

Materials Needed:

• Printed images or cards with various common triggers (e.g., loud noise, crowded place, unexpected change, etc.)
• Emotions cards showing simple facial expressions (happy, sad, angry, scared, etc.)
• A large piece of paper or board to create the map
• Markers or sticky notes

Instructions:

1. Introduction:

   • Explain to the student that different situations can make us feel different emotions. For example, a loud noise might make us feel startled or angry, while a calm place can make us feel happy or relaxed.

2. Setup:

   • Spread out the trigger cards on one side and the emotions cards on the opposite side of a table or board.
   • Place the large piece of paper or board in the middle where you will create the map together.

3. Game Play:

   • Pick one trigger card and ask the student, "How do you think this situation might make you feel?"
   • Let the student select an emotion card that they think matches the trigger. Discuss briefly why they chose that emotion.
   • Place the trigger and the selected emotion next to each other on the map. Add a connecting line if desired.

4. Mapping Additional Triggers:

   • Continue with additional trigger cards, allowing the student to explore and match emotions.
   • Encourage the student to share personal experiences if they are comfortable, demonstrating real-life connections between triggers and feelings.

5. Review:

   • Once all cards are matched, review the map and discuss any patterns. Ask the student if there are triggers that lead to more than one emotion and why that might be.
   • Emphasize that it's okay to have different feelings about different situations and that speaking about them can help.

Follow-Up Questions:

• "What did you notice about the triggers that made you feel upset? Why do you think that is?"
• "Can you think of a time when a trigger made you feel a different emotion than expected? What happened?"

Reflection:

Ask the student to draw or write about one new thing they learned from the game on a small piece of paper. Have them explain their drawing or writing, reinforcing the connection between triggers and feelings.

This mapping game is not only engaging but also a supportive tool for personal discovery and emotional regulation.

Understanding My Emotions

Emotions are feelings that everyone has. They can help you know how you feel in different situations. Sometimes you feel happy, and other times you might feel sad, angry, or scared. In this reading, we will learn what emotions are and why they are important.

What Are Emotions?

Emotions are like signals from your body that tell you how you are feeling. They help you decide how to act. For example, when you feel happy, you might smile and have fun. When you feel sad, you might want to be alone or need a hug.

Why Are Emotions Important?

Emotions let you know what your body needs. They can help you understand when you need to rest, talk to someone, or calm down. Sometimes, understanding emotions can help you avoid feeling too upset. It is okay to feel all kinds of emotions because they are a natural part of being human.

How Emotions Affect Us

• Happy: When you feel happy, you enjoy the moment and want to share that feeling with others.
• Sad: Feeling sad might make you want to be quiet. It is a good time to ask for a hug or talk about your feelings.
• Angry: When you get angry, it can help to take deep breaths or count slowly to calm down.
• Scared: Feeling scared means you might need some comfort or a safe place to feel better.

Understanding your emotions helps you know when to ask for help or take a break. It is important to share your feelings with someone you trust, like a friend, teacher, or family member.

Take a Moment

Now, take a few deep breaths and think about these questions:

1. How are you feeling right now?

2. Can you name an emotion you felt today?

Remember, all feelings are important, and it is perfectly okay to feel different emotions. By understanding your emotions, you can learn how to manage them better and feel more in control of your day.

Keep this reading in mind as you practice identifying and talking about your feelings!

Discussion Guide - Talking About Feelings

This guide is designed to help facilitate a conversation about emotions and feelings. Use these prompts and questions to encourage the student to share their thoughts, reflect on their experiences, and understand their emotions better.

Introduction

• Begin by explaining that talking about feelings is a way to help understand and manage them. Remind the student that all feelings are okay and it's good to express what we feel.

• Use a friendly tone and encourage the student by saying, "This is a safe space for us to talk about anything you're feeling."

Discussion Prompts

1. Recognizing Emotions

• Question: "Can you tell me about a time today when you felt one of these emotions: happy, sad, angry, or scared?"
• Follow-Up: "What happened that made you feel that way?"

2. Understanding Triggers

• Question: "What are some things that sometimes make you feel upset or overwhelmed?"
• Follow-Up: "How do you recognize when you are starting to feel these big emotions?"

3. Exploring Coping Strategies

• Question: "When you feel like your emotions are too strong, what is something you can do to help yourself feel better?"
• Follow-Up: "Have you tried taking deep breaths or counting slowly? How did that help?"

4. Personal Reflections

• Question: "What is one thing you learned today about your feelings?"
• Follow-Up: "Why do you think it's important to talk about how you're feeling?"

Encouraging Continuous Communication

• Remind the student that sharing their feelings, whether the emotions are positive or challenging, is important for feeling better and staying safe.

• Ask if there is something specific they would like to talk about or if there is a question they have about their feelings.

Concluding the Discussion

• Summarize the key points discussed during the session, highlighting any new insights the student shared.

• Close with a reassuring message, "It's always okay to feel how you feel. Remember, I’m here to help you whenever you need to talk about your emotions."

This guide can be adapted depending on how the student responds. Feel free to repeat prompts or explore additional questions where you notice the student needs more support or clarity.