Introduction to CBT

Cognitive Behavioral Therapy (CBT) began in the 1960s when psychiatrist Aaron Beck discovered that our thoughts, feelings, and behaviors are all linked. He realized that by changing the way we think, we can change how we feel and act. This simple idea is the heart of CBT.

In CBT, we use the CBT Triangle to see these connections. The top corner of the triangle stands for Thoughts—the messages we tell ourselves. The bottom left corner shows Feelings, like worry or excitement. The bottom right corner shows Behaviors, or the actions we take in response to those thoughts and feelings.

For example, imagine you tell yourself, “I’m going to embarrass myself in front of my friends.” That thought might make you feel anxious (butterflies in your stomach, racing heart). Because of that anxiety, you might avoid talking to people at lunch. Avoiding the situation then makes your worry grow.

CBT teaches us to notice and challenge unhelpful thoughts. When we spot a thought like “I’ll embarrass myself,” we can question it, then replace it with a more balanced thought: “I don’t know what will happen, but I can handle it.” That new thought often leads to calmer feelings and more confident actions.

Later today, you’ll practice filling out your own CBT Triangle. You’ll write down an anxious thought at the top, identify the feeling it creates, note the behavior it leads to, and then learn how to reframe that thought for a better outcome.

CBT Triangle Handout

1. Draw Your CBT Triangle

On the space below, draw a large triangle. Label the top corner “Thoughts,” the bottom left corner “Feelings,” and the bottom right corner “Behaviors.”

2. Fill in Your Triangle

Think of a recent anxious thought you’ve had. In each corner, write: 1) the Thought, 2) the Feeling it caused, and 3) the Behavior it led to.

Thought:

Feeling:

Behavior:

3. Reflection

How did writing down each part of the triangle help you understand why you reacted the way you did?

4. Quick Notes & Observations

Use this space to jot any questions or thoughts before we share in class.

Cognitive Quickfire Game Cards

Use these cards for the Warm-Up Game in Session 1. Display or read one statement at a time. Students buzz in and identify which part of the CBT Triangle it represents: Thought, Feeling, or Behavior.

Cards:

1. “I’m going to embarrass myself in front of my friends.” — Thought
2. “My heart is racing and my palms feel sweaty.” — Feeling
3. “I avoid talking to people at lunch.” — Behavior
4. “I always mess things up every time.” — Thought
5. “I feel a tight knot in my stomach right now.” — Feeling
6. “I cancel social plans because I’m too nervous.” — Behavior
7. “If I don’t get a perfect score, I’m a complete failure.” — Thought
8. “I’m feeling panicked about the upcoming test.” — Feeling
9. “I spend hours studying to avoid making mistakes.” — Behavior
10. “I’m certain I’ll forget everything during the presentation.” — Thought
11. “My breathing is shallow and fast.” — Feeling
12. “I skip class because I’m afraid of participating.” — Behavior

Feel free to shuffle these cards for variety and adjust examples to match your students’ experiences.

Session 1 Activity Script

Warm-Up Game (5 minutes)

Teacher: "Alright, class, let’s kick off with a fun, fast-paced Warm-Up Game! I’m splitting you into two teams—Team A on my left and Team B on my right. Each team will buzz in when you know the answer. I’ll read a statement from our Warm-Up Cognitive Quickfire Game Cards, and you tell me whether it’s a Thought, a Feeling, or a Behavior. Ready? Let’s go!"

(Reads card 1)
Teacher: "Team A buzzes—what is it?"

• If correct: "That’s right, it’s a Thought! Thoughts live in the top corner of our triangle because they’re the messages in our heads. One point to Team A!"
• If incorrect: "Nice try—this one is actually a Thought. Thoughts are our internal messages. No point this time, but let’s keep going."

Teacher: "Great energy! Let’s do three more cards in rapid fire…"

(After 5 cards or 5 minutes)
Teacher: "Awesome work, everyone. Give yourselves a round of applause!"

Paired Reading (7 minutes)

Teacher: "Now, please sit down and pull out the Introduction to CBT Reading Passage. Find a partner and take turns reading each paragraph aloud. As you read, highlight one sentence that shows how our thoughts influence our feelings or behaviors. I’ll walk around to help if you hit any tricky words or ideas. You have about five minutes—go!"

(Circulate, offering prompts like: “What word tells you this sentence links thoughts to feelings?” or “How might you explain this idea to your partner?”)

(After 5 minutes)
Teacher: "Time check—wrap up your reading and highlighting in the next 30 seconds."

Group Discussion (8 minutes)

Teacher: "Let’s come back together. I’d like one pair to share the sentence you highlighted and explain why you chose it. Who wants to go first?"

Pair A shares.
Teacher: "Thank you! That sentence really shows how a thought can spark a feeling. Can someone else build on that? How might this help us manage stress when we’re worried about a test or a presentation?"

(Encourage 2–3 students to respond. Use prompts like: “Can you give a real example from your own life?” or “What’s another way to explain that link?”)

Introduce the CBT Triangle (5 minutes)

Teacher: "Now, take your eyes to the board—I’ve projected our Session 1 Slide Deck on the screen. This triangle has three corners: Thoughts, Feelings, Behaviors. Thoughts are the messages in our minds; feelings are the body’s reactions; behaviors are what we do next."

Teacher: "Let’s do an example together. I’ll write at the top: ‘I’ll fail my test.’ That thought might make you feel…?"

• Student answer: “Worried.”
  Teacher: "Exactly. Worry is a feeling. And because you feel worried, you might…?"
• Student answer: “Avoid studying.”
  Teacher: "Yes—avoiding studying is a behavior. Top to bottom, we see how one part leads to another. Who can suggest a different anxious thought to practice?"

(Take one student suggestion and repeat the fill-in process.)

Guided Application (5 minutes)

Teacher: "Great examples! Now, please take out your CBT Triangle Handout. Step 1: Draw a triangle and label Thoughts, Feelings, Behaviors. Step 2: Think of an anxious thought you’ve had recently—write it at the top. Step 3: Label the feeling it caused. Step 4: Label the behavior you ended up doing. I’ll give you two minutes to fill in all three corners."

(Time check at 1 minute and 30 seconds: “Keep going—just 30 seconds left!”)

Teacher: "Time’s up! Turn to your partner and share what you wrote. How did seeing it on paper help you understand why you reacted the way you did? You have one minute."

(After partner share, bring class back.)

Teacher: "Thank you for sharing. Notice how clear it becomes when we map it out. Next session, we’ll learn about common cognitive distortions—those sneaky thought traps—and practice reframing our thoughts for even healthier feelings and actions. Great work today!"

Cognitive Distortions Reading Passage

In everyday life, we sometimes fall into unhelpful thinking patterns called cognitive distortions. These distortions twist how we see a situation and can make our worries grow bigger. When we notice them, we can challenge and change them. Below are four common distortions you will learn today:

1. All-or-Nothing Thinking
   Also called black-and-white thinking, this makes us see things in extremes. If we aren’t perfect, we think we’ve completely failed.
   Example: “If I don’t ace this test, I’m the worst student in the class.”
2. Overgeneralization
   When we overgeneralize, we take one negative event and turn it into a never-ending pattern or rule about ourselves.
   Example: “I stumbled over one line in my speech; I always embarrass myself when I speak.”
3. Catastrophizing
   With catastrophizing, we predict the worst possible outcome without enough evidence. We expect disaster.
   Example: “If I get a C on this project, I’ll never get into college—and my life will be ruined.”
4. Mental Filtering
   Mental filtering means focusing only on the negatives and ignoring anything positive. We “filter out” good things.
   Example: “I answered eight questions correctly but missed two, so I’m terrible at this subject.”

Why It Matters
When we get stuck in these distorted thoughts, we feel more anxious or sad. Our feelings become stronger, and we choose unhelpful behaviors—like avoiding challenges or giving up. Recognizing these distortions is the first step to breaking the pattern.

Next: You’ll read example statements and highlight which distortion each one shows. Then we’ll discuss how noticing these traps helps us replace them with balanced thoughts for healthier feelings and actions.

Cognitive Distortions Handout

1. Distortion Identification

Below are four common cognitive distortions. For each one, review the definition and example, then write your own example in the space provided.

All-or-Nothing Thinking

Definition: Seeing things in extremes; if you’re not perfect, you’ve failed completely.

Example from Reading: “If I don’t ace this test, I’m the worst student in the class.”

Your Own Example:

Overgeneralization

Definition: Making broad conclusions based on a single event or detail.

Example from Reading: “I stumbled over one line in my speech; I always embarrass myself when I speak.”

Your Own Example:

Catastrophizing

Definition: Predicting the worst possible outcome without enough evidence.

Example from Reading: “If I get a C on this project, I’ll never get into college—and my life will be ruined.”

Your Own Example:

Mental Filtering

Definition: Focusing only on the negatives and ignoring any positives.

Example from Reading: “I answered eight questions correctly but missed two, so I’m terrible at this subject.”

Your Own Example:

2. Personal Reflection

1. Which distortion do you notice most in your own thinking?
   
   
   
   
   
   
   
2. Describe a recent situation where you caught yourself using that distortion. What happened?
   
   
   
   
   
   
   

3. Why It Matters

How might recognizing this distortion help you change your thoughts or actions in the future?

Next, we’ll use what we’ve learned today to practice reframing distorted thoughts into more balanced ones!

Distortions Bingo Game Cards (5×5 with FREE Center)

Use these tab-separated cards to keep cell alignment when pasting into Google Docs.

How to convert tab-separated text into a table in Google Docs:

1. Copy one card’s block of text below.
2. In Google Docs, click where you want the table.
3. Paste the text.
4. Highlight the pasted text.
5. Go to Insert → Table → Convert text to table…
6. In the dialog, set Separator to Tabs.
7. Confirm it detected 5 columns.
8. Click Convert.

Card 1

All-or-Nothing Overgeneralization Catastrophizing Mental Filtering All-or-Nothing
Mental Filtering All-or-Nothing Overgeneralization Catastrophizing Mental Filtering
Overgeneralization Catastrophizing FREE All-or-Nothing Overgeneralization
Catastrophizing Mental Filtering All-or-Nothing Overgeneralization Catastrophizing
All-or-Nothing Overgeneralization Catastrophizing Mental Filtering All-or-Nothing

Card 2

Catastrophizing All-or-Nothing Mental Filtering Overgeneralization Catastrophizing
All-or-Nothing Mental Filtering Catastrophizing Overgeneralization All-or-Nothing
Mental Filtering Overgeneralization FREE Catastrophizing Mental Filtering
Overgeneralization Catastrophizing All-or-Nothing Mental Filtering Overgeneralization
Catastrophizing All-or-Nothing Mental Filtering Overgeneralization Catastrophizing

Card 3

Mental Filtering Overgeneralization All-or-Nothing Catastrophizing Mental Filtering
Overgeneralization Catastrophizing Mental Filtering All-or-Nothing Overgeneralization
All-or-Nothing Mental Filtering FREE Overgeneralization Catastrophizing
Catastrophizing All-or-Nothing Overgeneralization Mental Filtering All-or-Nothing
Overgeneralization Catastrophizing All-or-Nothing Mental Filtering Overgeneralization

Need more cards?
Shuffle the four distortion names in each row and repeat the paste/convert steps above.

Session 2 Activity Script

Warm-Up Game: Distortion Quickfire (4 minutes)

Teacher: "Let’s kick off with our Distortion Quickfire! I’m splitting you into two teams. I’ll read a statement from our Distortions Bingo Game Cards—don’t name the distortion yet. Teams buzz in to identify it (e.g., All-or-Nothing, Catastrophizing). Ready? Here we go!"

(Read 5–6 statements rapidly, awarding points and briefly defining each distortion when teams buzz correctly.)

Teacher: "Great energy! Give yourselves a round of applause."

Paired Reading (6 minutes)

Teacher: "Now, please take out the Cognitive Distortions Reading Passage. Find a partner and take turns reading aloud each section. As you read, highlight one example of a distortion and jot its type in the margin. You have about five minutes—go!"

(Circulate: prompt pairs with questions like “What clue tells you this is catastrophizing?” or “Why is this overgeneralization?”.)

Teacher: "Wrap up your reading—30 seconds left!"

Group Discussion (6 minutes)

Teacher: "Let’s regroup. Pair 1, share the sentence you highlighted and why you chose that distortion."

Pair 1 shares.
Teacher: "Thanks! How might that distortion affect someone’s feelings or actions?"

(Invite 2–3 more pairs. Use prompts: “How could noticing this distortion help us manage anxiety?” or “Can you share a time you caught yourself doing this?”.)

Introduce Cognitive Distortions (5 minutes)

Teacher: "Open your eyes to the screen—here’s our Session 2 Slide Deck. We’ll review four key distortions: All-or-Nothing, Overgeneralization, Catastrophizing, Mental Filtering."

• Define each distortion and show an example from the slide.
• Ask: "Can anyone give a real-life example of this distortion?"

(Invite 1–2 student examples for each distortion.)

Bingo Game: Find the Distortion (7 minutes)

Teacher: "Time for Distortions Bingo! Take a bingo card from your desk (Distortions Bingo Game Cards). I’ll read statements from our script, and you’ll mark the matching distortion on your card."

1. Distribute cards.
2. Read 8–10 statements clearly, one at a time.
3. Students mark the distortion name.
4. First student to get four in a row calls “Bingo!” and reads back each statement with its distortion.

Teacher: "Congratulations! Thanks for sharing your matches."

Reflection & Preview (2 minutes)

Teacher: "Take a moment to reflect: which distortion surprised you most today, and why?"

Teacher: "Great insights! Next session, we’ll learn how to reframe these distorted thoughts using the CBT Triangle and Cognitive Distortions Handout. See you then!"

Reframing Unhelpful Thoughts

In Session 1 and 2, you learned to spot anxious thoughts and recognize common thinking traps, or cognitive distortions. Now, we’ll learn how to reframe those thoughts—turn them into more balanced, realistic statements that help us feel calmer and act more confidently.

What Is Reframing?

Reframing is a three-step process:

1. Identify the distortion. What thinking trap am I using (e.g., all-or-nothing, catastrophizing)?
2. Challenge the evidence. What facts support this thought? What facts go against it?
3. Craft a balanced thought. What’s a fair, helpful alternative that fits the evidence?

Why it matters:
• Stops unhelpful thinking loops
• Reduces anxiety and stress
• Leads to healthier feelings and actions

Examples of Reframing

1. All-or-Nothing Thinking
• Distorted Thought: “If I don’t get an A, I’m a total failure.”
• Evidence For: I got a B last time.
• Evidence Against: I’ve earned A’s and B’s before.
• Balanced Thought: “Grades vary, and a B doesn’t make me a failure. I can learn from this and try differently next time.”

2. Catastrophizing
• Distorted Thought: “If I forget my lines, everyone will laugh, and I’ll embarrass myself forever.”
• Evidence For: I stumbled once in drama class.
• Evidence Against: My teacher encouraged me to keep going, and some classmates smiled supportively.
• Balanced Thought: “Mistakes happen, but people are usually understanding. I can practice and improve.”

3. Mental Filtering
• Distorted Thought: “I answered one question wrong, so I’m terrible at math.”
• Evidence For: I missed one problem.
• Evidence Against: I solved nine problems correctly and understood the steps.
• Balanced Thought: “I did well on most problems. I’ll review the one I missed and get better.”

Next Steps

Later, you’ll use these three reframing steps on your own anxious thought in the Reframing Worksheet. You’ll first map out your original thought, feeling, and behavior in a CBT Triangle, then write your balanced thought and complete a second triangle. This comparison will show you how powerful a balanced thought can be!

Reframing Worksheet

1. Original CBT Triangle

Think of an anxious or distorted thought you’ve had recently. On the space below, draw a large triangle and label the corners:

• Top: Thought
• Bottom Left: Feeling
• Bottom Right: Behavior

Original Thought:

Original Feeling:

Original Behavior:

2. Reframing Steps

Use the three-step process to turn your original thought into a more balanced one.

1. Identify the distortion (e.g., all-or-nothing, catastrophizing):
   
   
   
   
   
   
2. Evidence for this thought:
   
   
   
   
   
   
3. Evidence against this thought:
   
   
   
   
   
   
4. Balanced Thought (a realistic, helpful alternative):
   
   
   
   
   
   
   
   

3. Reframed CBT Triangle

Now, complete a second triangle using your Balanced Thought at the top.

Balanced Thought:

New Feeling:

New Behavior:

4. Reflection

1. How did reframing your thought change the feeling and behavior you wrote?
   
   
   
   
   
   
   
   
   
   
   
   
2. Which of the three reframing steps was most helpful for you, and why?
   
   
   
   
   
   
   
   
   
   
3. How might you use this reframing process in future stressful moments?
   
   
   
   
   
   
   
   
   
   
   
   

Reframe Race Game Cards

Use these cards for the Warm-Up Game in Session 3. Display or read one distorted thought at a time. Teams buzz in and offer a one-sentence balanced reframe (e.g., using evidence, crafting a realistic alternative). Award points for accurate, helpful reframes.

Cards:

1. “If I don’t practice enough, I’ll totally mess up tomorrow.”
2. “If I get one bad grade, I’m going to fail the course.”
3. “Everyone will think I’m stupid if I answer wrong.”
4. “If I don’t perform perfectly, I’m useless.”
5. “I can never keep up with everyone else.”
6. “If I have one bad moment during the presentation, I’ll embarrass myself forever.”
7. “If I don’t understand this concept immediately, I’m a failure.”
8. “If I don’t calm down right now, I’ll have a panic attack.”
9. “If I miss one detail, the whole project is ruined.”
10. “If they don’t laugh at my joke, they think I’m boring.”

What Are Group Norms?

Group norms are the shared agreements that guide how we act, speak, and listen in a group. They set clear expectations so everyone knows what’s OK—and what isn’t—during our time together. In Mind Shift Masters, these norms help us create a respectful and supportive atmosphere where every student feels safe.

Why Norms Matter

1. Build Trust: When we agree to keep our conversations confidential and listen without judgment, everyone knows they can share honestly.
2. Ensure Respect: Norms like “one person speaks at a time” or “use respectful language” protect each person’s feelings and opinions.
3. Encourage Participation: Clear guidelines help quieter students feel more comfortable speaking up, knowing they’ll be treated fairly.

Creating a Supportive Space

By following our group norms—such as maintaining confidentiality, being punctual, and listening actively—we make this group a place where stress and anxiety feel easier to handle. When everyone honors these agreements, we can focus fully on learning new coping skills and supporting each other’s growth.

Keep this reading in mind as we co-create our norms today. Your ideas will shape how we work together for the next 16 weeks!

Personal Strengths Worksheet

Why This Matters: Recognizing your own strengths builds confidence and gives you tools to handle stress and anxiety.

1. List Your Strengths

Think of at least three things you do well or qualities you like about yourself.

1. ________________________
   
   
   
2. ________________________
   
   
   
3. ________________________
   
   
   
4. ________________________ (optional)
   
   
   

2. Strength in Action

Choose one strength from above. Describe a time when you used this strength to overcome a challenge or achieve something important.

3. Strengths & Anxiety

How could you use your strengths to help manage feelings of anxiety or stress at school? Be specific.

4. My Top Strength

My strongest strength is: ________________________
Because:

5. Goal for the Week

Write one goal for how you will use this strength to support your well-being or handle a stressful moment in the next week.

Speedy Intros Game Cards

Use these cards for the Week 1 “Speedy Intros” icebreaker. Shuffle and place face‐down. In each 1‐minute round, partners draw a card and answer the prompt. Rotate partners until time is up.

Cards:

1. What’s your favorite way to relax when you’re stressed?
2. Share one hobby or activity you enjoy outside of school.
3. What’s one goal you’d like to achieve this semester?
4. Name something that always makes you smile.
5. What’s a skill or talent you’re proud of?
6. If you could travel anywhere, where would you go and why?
7. What’s your favorite song or band right now?
8. Describe your perfect weekend.
9. What’s one thing you do to calm your nerves?
10. Tell a fun fact about yourself that others might not know.
11. What’s one book, movie, or show you love?
12. Share a recent accomplishment you’re proud of.

Week 1 Activity Script

Welcome & Overview (5 minutes)

Teacher: "Good afternoon, everyone, and welcome to our first Mind Shift Masters session! I’m excited to start this 16-week journey with you. Today we’ll focus on building a safe space where we can learn and support each other."

Teacher: "Please turn your attention to the screen. Here’s our Week 1 Slide Deck: Community Norms. Our objective for today is to understand why group norms matter and co-create guidelines that keep us respectful and focused. Let’s get started!"

Icebreaker: Speedy Intros (10 minutes)

Teacher: "To help us get to know each other, we’ll play Speedy Intros. I have shuffled our Speedy Intros Game Cards."

Teacher: "Stand up, find one partner, and draw a card. You’ll have 1 minute to share your name and answer the prompt on the card. Then I’ll call time, and you’ll rotate to a new partner and draw a new card. We’ll do this until everyone has met at least three classmates. Ready? Go!"

(Circulate and gently signal time: “30 seconds left… 10 seconds… rotate!”)

Teacher: "Great energy! Please take your seats. Thank you for sharing—let’s move on."

Reading & Discussion (7 minutes)

Teacher: "Now, let’s think about why having norms is important. Please take out the Introduction to Group Norms Reading."

Teacher: "Silent read the passage for two minutes, and underline any sentences that stand out."

(After 2 minutes)

Teacher: "Turn to a neighbor and share one sentence you underlined and why it matters. You have two minutes—go!"

(After 2 minutes)

Teacher: "Who would like to share what you discussed?"

Student shares.
Teacher: "That’s a great point—norms like confidentiality help us feel safe. Any other ideas?"
(1–2 more volunteers)

Create Group Norms (6 minutes)

Teacher: "Thank you! Now, let’s co-create our own norms. I’ll record your ideas on chart paper. What guidelines should we agree on to keep this group respectful and supportive?"

(Students suggest norms—teacher writes each one.)

Teacher (after listing 3–5 norms): "Let’s read them aloud:

1. __
2. __
3. __
   …
   Do these feel clear? Any tweaks or additions?"

(Make any edits based on student feedback.)

Reflection & Closing (2 minutes)

Teacher: "Before we wrap up, take 30 seconds to think: How do these norms make you feel about sharing your thoughts in this group?"

Teacher: "Who’d like to share one word about how they’re feeling?"

Volunteer shares.
Teacher: "Thank you. I’m proud of the respectful space we’ve created. Remember, next week we’ll explore our personal strengths and set goals to support each other’s growth. See you then!"