Lesson Plan
Reframe Roadmap Plan
Guide the student to identify a negative automatic thought, analyze supporting vs. contradicting evidence, and reframe it into a balanced, optimistic perspective to build resilience.
This structured session teaches critical cognitive reframing skills, helping the student challenge unhelpful thinking, reduce distress, and foster a more positive outlook.
Audience
12th Grade Student
Time
45 minutes
Approach
Structured dialogue, evidence analysis, and guided reflection.
Prep
Prepare Materials
10 minutes
- Review Thought Detective Slides content and flow.
- Familiarize yourself with the Cognitive Restructuring Dialogue.
- Print or digitally share the Evidence-for-and-Against Chart.
- Have the Thought Challenge Progress Rubric ready.
- Set up a quiet, private environment for the one-on-one session.
Step 1
Welcome & Check-in
5 minutes
- Greet the student warmly and ask how they’re feeling today.
- Use open-ended questions to identify any immediate stressors or concerns.
- Briefly remind the student of the session’s goal: building optimistic, balanced thinking.
Step 2
Identify Negative Thought
10 minutes
- Invite the student to describe a recent upsetting event or situation.
- Help them articulate the automatic negative thought that arose.
- Record that thought on paper or a whiteboard for reference.
Step 3
Thought Detective Analysis
10 minutes
- Display the Thought Detective Slides.
- Guide the student through prompts: “What evidence supports this thought?” and “What evidence contradicts it?”
- Encourage probing questions to uncover biases or missing information.
Step 4
Cognitive Restructuring Role-Play
10 minutes
- Introduce the Cognitive Restructuring Dialogue.
- Role-play the dialogue: you as the supportive guide, the student filling in their responses.
- Practice crafting a balanced alternative thought together.
Step 5
Evidence Chart Completion
5 minutes
- Provide the student with the Evidence-for-and-Against Chart.
- Have them add any new supportive or contradicting evidence.
- Review their entries to ensure the new perspective is clear and believable.
Step 6
Reflection & Progress Tracking
5 minutes
- Use the Thought Challenge Progress Rubric for the student to rate their confidence and optimism.
- Ask them to reflect on how their feelings have shifted.
- Plan a follow-up: set a small real-world test to apply the reframed thought.
Slide Deck
Thought Detective: Gathering Evidence
Welcome, detective! In this journey, you’ll learn to spot negative thoughts, gather supporting and contradicting evidence, and reach a fair conclusion about what’s really going on.
Introduce the purpose of this slide deck: to serve as a “detective” toolkit for investigating automatic negative thoughts (ANTs). Explain that we will collect evidence for and against so we can form a balanced perspective.
What Is an Automatic Negative Thought?
• Quick, unplanned thoughts that arise in stressful situations
• Often negative or self-critical
• Can influence feelings and behavior without us noticing
Define ANTs (Automatic Negative Thoughts). Emphasize how quickly they pop up and can skew our view of events.
Step 1: Identify Your Negative Thought
Think of a moment that upset you. Write down the exact thought you had, for example:
“I’m going to fail this exam.”
Guide the student to recall a recent event that triggered distress. Encourage them to phrase the thought in first-person present tense.
Step 2: Gather Evidence For
Ask yourself:
• What facts support this thought?
• Have you ever failed similar situations?
• List any memories or data that reinforce it.
Transition to evidence-gathering. Explain that collecting facts helps us challenge or confirm the thought.
Step 3: Gather Evidence Against
Ask yourself:
• What facts contradict this thought?
• Remember past successes or times you overcame challenges.
• List any positive experiences or data that dispute it.
(Use the Evidence-for-and-Against Chart)
Prompt the student to play devil’s advocate. Encourage them to look for contradictory information.
Step 4: Compare & Contrast
• Which list is stronger?
• Are any memories overgeneralized?
• Do you need more information to decide fairly?
Help the student compare both lists side by side. Look for imbalances or missing context.
Step 5: Spot Thinking Traps
Watch for:
• All-or-Nothing Thinking
• Overgeneralization
• Mental Filtering
• Catastrophizing
Could these be affecting your evidence?
Introduce common cognitive distortions that can skew evidence, such as “all or nothing” or “mental filter.”
Step 6: Craft Your Balanced Thought
Combine the evidence:
“I’ve struggled before, but I’ve also succeeded when I studied. I can prepare and improve my chance of passing.”
Guide the student to create a balanced, realistic thought that incorporates both sides of the evidence.
Step 7: Plan Your Real-Life Test
• What small step will you take to challenge the old thought?
• When and where will you try it?
• How will you measure success?
Encourage actionable steps to test the new thought in real life, reinforcing confidence.
Next Steps & Tracking
• Use this deck whenever a negative thought arises
• Record outcomes in a thought journal
• Review progress weekly to build optimism over time
Wrap up with next steps and encourage ongoing use of the detective approach.
Script
Cognitive Restructuring Role-Play Script
Use this verbatim script to guide the student through a sample scenario. Adapt the student lines to their real thoughts when you role-play.
Therapist: “Hi [Student Name], let’s practice using our detective skills on a recent negative thought. First, what was the exact thought you had?”
Student: “I thought, ‘I’ll never understand this material, so I’ll fail the exam.’”
Therapist: “Great, thanks for sharing. Now, let’s gather evidence for that thought. What facts or experiences support it?”
Student: “I got a low score on the last homework and felt confused during class.”
Therapist: “Okay, I’ll write that under Evidence For. Next, let’s collect evidence against the thought. What contradicts it?”
Student: “My teacher said I improved on the last quiz, and I’ve understood some practice problems.”
Therapist: “Perfect. We have both sides. Do you notice any thinking traps when you compare these lists?”
Student: “Yes—I’m doing all-or-nothing thinking. One bad grade doesn’t mean total failure.”
Therapist: “Exactly. Now let’s reframe to a balanced thought using both sets of evidence. How might you say it?”
Student: “I struggled on one assignment, but I’ve shown improvement and can keep studying to do well.”
Therapist: “That’s a strong, balanced thought. On a scale of 1–10, how confident do you feel in it?”
Student: “About a 7—I feel more hopeful already.”
Therapist: “Excellent. Finally, plan a real-life test. What’s one small step you can take this week to check your new thought?”
Student: “I’ll review two chapters tonight and quiz myself tomorrow morning, then track my score.”
Therapist: “Wonderful. That real-world test will help solidify your balanced thinking. Keep using this process whenever negative thoughts come up!”
Materials you’ll need:
Use this script in the Cognitive Restructuring Role-Play step of the Reframe Roadmap Plan.
Worksheet
Evidence-for-and-Against Chart
Instructions: List facts or experiences that support your negative thought on the left, and facts or experiences that contradict it on the right. Use the chart below.
| Evidence Supporting the Thought | Evidence Contradicting the Thought |
|---|---|
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| 4. | 4. |
| 5. | 5. |
Reflection: What did you notice when comparing the two lists?
Rubric
Thought Challenge Progress Rubric
Use this rubric at the end of the session to rate progress on a scale of 1–4 for each criterion.
| Criterion | 1: Needs Improvement | 2: Approaching Expectations | 3: Meets Expectations | 4: Exceeds Expectations |
|---|---|---|---|---|
| Identification of Thought | No clear negative thought stated or thought is off-target. | Thought stated but vague or missing key details. | Thought clearly stated with most details present. | Thought articulated insightfully, with context and nuance. |
| Evidence Balance | Evidence missing or only one side explored. | Both sides listed but heavily unbalanced. | Both supporting and contradicting evidence present and fairly balanced. | Robust, detailed evidence on both sides with critical analysis. |
| Reframe Quality | No reframed thought or new thought still unbalanced. | Reframed thought attempted but lacks realism or balance. | Balanced, realistic reframed thought integrating evidence. | Exceptionally insightful reframe that is personalized and empowering. |
| Confidence Rating | Confidence rating 1–3 / expresses little belief in new thought. | Confidence rating 4–6 / moderate belief but lingering doubts. | Confidence rating 7–8 / fairly strong belief in the reframed thought. | Confidence rating 9–10 / highly confident and optimistic. |
| Action Plan Clarity | No clear next step or plan absent. | Plan stated but vague or lacking detail (what/when/how). | Clear, actionable plan with defined step(s) and timeline. | Detailed, realistic, time-bound plan with success measures. |