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My Safe Self

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Lesson Plan

Session 1 Lesson Plan

Introduce self-harm concepts, facilitate personal reflection on emotions and triggers, and brainstorm healthy coping strategies; student will complete a reflection journal and list at least three coping ideas.

Building awareness and trust early helps students recognize self-harm behaviors, understand underlying feelings, and begin safer coping—crucial for reducing risk and guiding future sessions.

Audience

Middle School Students (6th–7th Grade)

Time

30 minutes

Approach

Discussion, reflective journaling, and guided brainstorming.

Prep

Review Materials and Prepare Space

10 minutes

Step 1

Build Rapport

5 minutes

  • Greet student warmly and invite them to sit comfortably
  • Ask a few open-ended questions (e.g., “How have you been feeling lately?”)
  • Use active listening: reflect back their feelings and validate their experiences

Step 2

Introduce Self-Harm Concepts

10 minutes

  • Distribute Self-Harm Concept Overview Handout
  • Define self-harm behaviors and discuss common reasons students may feel driven to them
  • Encourage questions and normalize that they’re not alone in difficult feelings

Step 3

Personal Reflection

5 minutes

  • Give student the Personal Reflection Journal Page
  • Prompt them to write about recent emotions or situations that felt overwhelming
  • Assure confidentiality and emphasize that sharing is optional but encouraged

Step 4

Coping Strategy Brainstorm

10 minutes

  • Hand out Coping Strategy Brainstorm Worksheet
  • Ask student to list at least three safe ways they might respond to stress or urges
  • Discuss each idea’s feasibility and select one or two to try before the next session
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Slide Deck

My Safe Self: Session 1

Understanding Self-Harm & Exploring Coping Strategies

Welcome the student warmly. Briefly introduce the “My Safe Self” series and today’s focus. Build rapport by asking how they’re doing and listening actively.

Session Objectives

• Define self-harm behaviors
• Reflect on personal emotions and triggers
• Brainstorm at least three healthy coping strategies

Review the three objectives with the student. Emphasize that today’s work is confidential and there are no right or wrong answers.

What Is Self-Harm?

Self-harm is when someone deliberately hurts themselves to cope with intense feelings.

Common forms include cutting, scratching, or burning.

It’s often a way to express overwhelm, pain, or to feel a temporary sense of control.

Hand out the Self-Harm Concept Overview Handout. Read the definition aloud, then invite questions. Normalize that many young people struggle with difficult feelings.

Why Do People Self-Harm?

• To release overwhelming emotions or tension
• To express feelings when words aren’t enough
• To feel a sense of control or to punish oneself
• To escape or numb emotional pain

Guide a discussion on reasons behind self-harm. Validate their experiences and reassure them they’re not alone.

Personal Reflection

Think about a recent moment when you felt strong emotions (sadness, anger, anxiety).

• What was happening?
• How did your body feel?
• What thoughts went through your mind?

Introduce the Personal Reflection Journal Page. Give the student quiet time to write; remind them sharing is optional but encouraged.

Brainstorming Coping Strategies

List at least three safe ways you could respond when you feel the urge to harm yourself:

We’ll discuss which ones you’d like to try before next time.

Hand out the Coping Strategy Brainstorm Worksheet. Encourage creative ideas and reassure that all suggestions are valid. Help refine feasibility.

Next Steps

• Choose one coping strategy to try this week
• Keep your Personal Reflection Journal handy
• Reach out if you need extra support before our next session

Summarize the student’s chosen strategies. Remind them to practice at least one. Confirm next appointment and express your support.

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Reading

Self-Harm Concept Overview Handout

What Is Self-Harm?

Self-harm (sometimes called self-injury) is when a person deliberately hurts their own body. It often happens when someone feels overwhelmed by strong emotions—like sadness, anger, or stress—and doesn’t know how to cope.

Common Forms of Self-Harm

• Cutting or scratching the skin with sharp objects
• Burning or branding the skin
• Hitting or punching oneself until it leaves marks or bruises
• Pulling out hair (hair-pulling)

Note: Self-harm can look different for each person. It might also include behaviors like deliberately preventing wounds from healing.

Why Do People Self-Harm?

People don’t hurt themselves because they want to die. Instead, self-harm often serves as a way to:

  1. Release or express strong emotions. When feelings feel too big to handle, hurting oneself can seem like an immediate relief.
  2. Feel in control. If life feels chaotic, inflicting pain can create a momentary sense of control.
  3. Distract from emotional pain. Physical pain can distract the mind from overwhelming thoughts or feelings.
  4. Punish oneself. Some people use self-harm because they feel guilt or worthlessness.

Why Seeking Help Matters

Self-harm may feel like it helps in the moment, but it can:

  • Lead to serious injuries or infections
  • Increase feelings of shame or isolation
  • Make it harder to find healthy ways of coping

Talking about these urges doesn’t make you weak—it’s a brave step toward finding safer strategies and support.

How to Get Help

  1. Tell someone you trust. A friend, family member, teacher, or counselor can listen and connect you with help.
  2. Contact a mental health professional. School counselors, therapists, or doctors can offer guidance and treatment.
  3. Use crisis resources if you’re in danger.
    • If you ever feel like you might seriously hurt yourself or you can’t keep yourself safe, call 911 (U.S.) or your local emergency number.
    • Text or call the Suicide and Crisis Lifeline by dialing 988 (U.S.) or find international hotlines at https://findahelpline.com/
       
       
      You are not alone. Help is out there, and you deserve support, care, and understanding.
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Journal

Personal Reflection Journal Page

Use this space to explore your feelings, thoughts, and reactions. There are no right or wrong answers. Write as much or as little as you’d like.

  1. Describe a recent moment when you felt strong or overwhelming emotions (sadness, anger, anxiety, etc.). What was happening?






  1. What thoughts were running through your mind in that moment?






  1. How did your body feel (e.g., tension in muscles, racing heart, stomach ache)?






  1. Did you notice any urges to harm yourself? If so, what did those urges feel like or look like?






  1. How did you respond to those urges? What did you do?






  1. If you didn’t harm yourself, what helped you resist? If you did, what did you learn from that experience?






  1. What is one small, healthy step or coping strategy you can try the next time you feel this way?






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Worksheet

Coping Strategy Brainstorm Worksheet

Use this worksheet to brainstorm safe ways to cope when you feel the urge to harm yourself. Try ideas from different categories and pick the ones that feel most helpful.

1. Physical Activities

Activities that get your body moving (e.g., jumping jacks, walking, stretching):
1.



















2. Sensory or Grounding Techniques

Things you can see, touch, smell, taste, or hear to bring you back to the present (e.g., holding ice cubes, smelling a scented candle):
1.



















3. Creative Outlets

Ways to express yourself or distract your mind (e.g., drawing, writing, listening to music):
1.



















4. Social or Support Strategies

People or places you can reach out to (e.g., call a friend, talk to a trusted adult):
1.



















5. Calming Thoughts or Phrases

Positive statements or mantras to repeat to yourself (e.g., "This feeling will pass."):
1.




















My Top 3 Strategies to Try First



















Possible Barriers and Solutions

What might stop you from using these strategies? How can you overcome those barriers?












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Lesson Plan

Session 2 Lesson Plan

Review and reflect on practiced coping strategies, introduce and practice new techniques (deep breathing and grounding), and update personalized coping plan; student will journal progress and refine top three strategies.

Reflecting on real-world practice boosts confidence and insight, while adding structured techniques expands the student’s toolkit—key for long-term self-harm reduction.

Audience

Middle School Students (6th–7th Grade)

Time

30 minutes

Approach

Discussion, guided practice, reflective journaling.

Materials

Prep

Review Session 2 Materials

10 minutes

Step 1

Check-In & Strategy Review

5 minutes

  • Greet the student and ask about the coping strategy they tried
  • Use open-ended questions: “How did it feel? What went well? What was hard?”
  • Validate their effort, note any successes or barriers

Step 2

Introduce Deep Breathing Technique

10 minutes

  • Display the relevant slide from Session 2 Slides
  • Explain 4-7-8 breathing: inhale for 4 counts, hold for 7, exhale for 8
  • Guide the student through 3 full cycles
  • Discuss when and where they might use this in daily life

Step 3

Practice Grounding Exercise

5 minutes

  • Use the next slide from Session 2 Slides
  • Lead a 5-point grounding exercise (name 5 things you can see, 4 you can touch, etc.)
  • Encourage noticing sensations and staying present
  • Ask which steps felt most helpful

Step 4

Reflect & Journal Progress

5 minutes

  • Provide the Personal Reflection Journal Page
  • Prompt the student to write about today’s practice:
    • What did you notice during breathing or grounding?
    • How might these help with urges?
  • Emphasize there are no right or wrong answers

Step 5

Update Coping Plan

5 minutes

  • Hand out the Coping Strategy Brainstorm Worksheet
  • Ask student to add deep breathing and grounding to their top three strategies
  • Discuss any modifications to other strategies based on their experience
  • Confirm which three they’ll focus on before Session 3
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Slide Deck

My Safe Self: Session 2

Reviewing Coping Strategies & Learning New Techniques

Welcome the student, greet them warmly, and briefly introduce today’s focus: reviewing their practice and learning new techniques.

Session Objectives

• Reflect on coping strategies you tried
• Learn and practice deep breathing (4-7-8)
• Learn and practice a grounding exercise (5-4-3-2-1)
• Update your personalized coping plan

Highlight the session’s four objectives so the student knows what to expect.

Reviewing Your Strategies

What coping strategy did you try this week?

• How did it feel when you used it?
• What worked well?
• What challenges did you encounter?

Ask the student which strategy they practiced since last session. Use open-ended questions to explore successes and barriers.

Deep Breathing (4-7-8 Technique)

  1. Inhale quietly through your nose for 4 seconds
  2. Hold your breath for 7 seconds
  3. Exhale completely through your mouth for 8 seconds

Practice this cycle 3 times

Explain the steps of 4-7-8 breathing. Guide the student through three full cycles, counting out loud if helpful.

Grounding Exercise (5-4-3-2-1)

• 5 things you can see
• 4 things you can touch
• 3 things you can hear
• 2 things you can smell
• 1 thing you can taste

Lead the student through the 5-4-3-2-1 grounding exercise. Encourage them to notice each sense fully.

Personal Reflection

Write about today’s practice:

• What did you notice during deep breathing?
• What did you notice during grounding?
• How might these help when you feel urges?

Invite the student to journal about their experience with breathing and grounding. Emphasize there are no right or wrong answers.

Next Steps

• Add deep breathing and grounding to your top 3 strategies
• Continue practicing your chosen strategies daily
• Bring your updated coping plan to Session 3

Help the student pick their top three strategies—now including breathing and grounding—and confirm their plan before next session.

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Lesson Plan

Session 3 Lesson Plan

Develop a personalized safety plan, review and consolidate coping strategies, and identify ongoing supports; student will complete a Safety Planning Worksheet and finalize their coping toolkit.

A clear, individualized safety plan empowers students to recognize warning signs, utilize coping skills, and connect with trusted supports when urges arise, reducing risk and promoting long-term resilience.

Audience

Middle School Students (6th–7th Grade)

Time

30 minutes

Approach

Guided planning, reflection, collaborative goal-setting.

Materials

Prep

Prepare Materials and Space

10 minutes

  • Review Session 3 Slides and Safety Planning Worksheet
  • Choose a private, comfortable meeting area free of distractions
  • Print copies of the Safety Planning Worksheet
  • Ensure student’s journal or notebook is available
  • Have crisis contact information handout ready

Step 1

Check-In & Strategy Review

5 minutes

  • Greet the student and ask which coping strategies they used since Session 2
  • Discuss successes, challenges, and any adjustments needed

Step 2

Introduce Safety Planning

10 minutes

  • Distribute the Safety Planning Worksheet
  • Explain each section: warning signs, coping skills, social supports, professional resources, safe environments, and removing risk factors
  • Model how to fill out one section (e.g., identifying personal warning signs)

Step 3

Collaborative Plan Development

10 minutes

  • Guide the student through completing each worksheet section
  • Prompt realistic examples (e.g., “Who is your first call when you feel overwhelmed?”)
  • Validate their choices and suggest additions as needed

Step 4

Finalize Coping Toolkit & Resources

3 minutes

  • Review completed worksheet, ensuring they’ve listed at least three coping strategies and contact names/phone numbers
  • Encourage organizing these into a single “toolkit” page or folder

Step 5

Next Steps & Support

2 minutes

  • Confirm how and when they can access additional help (teacher, counselor, crisis line)
  • Remind them to practice the safety plan and coping strategies
  • Schedule any follow-up check-ins as appropriate
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Slide Deck

My Safe Self: Session 3

Developing Your Safety Plan & Finalizing Your Coping Toolkit

Welcome the student and introduce Session 3. Reinforce confidentiality and express pride in their progress so far.

Session Objectives

• Reflect on coping strategies used since Session 2
• Learn about and complete a personalized safety plan
• Consolidate your top coping strategies
• Identify ongoing supports and next steps

Review today’s goals so the student knows what to expect.

Reviewing Your Strategies

Which strategies did you use this week?

• What went well?
• What challenges did you face?
• What would you adjust moving forward?

Ask the student to share which strategies they used and what they learned. Validate successes and discuss any barriers.

What Is a Safety Plan?

A safety plan is a personalized, step-by-step guide you can use when you feel urges to harm yourself. It lists your warning signs, coping skills, and people or places that can help you stay safe.

Distribute the Safety Planning Worksheet. Define a safety plan and its importance.

Safety Plan Sections

• Warning Signs: Early signs you’re in distress
• Coping Skills: Your top 3–5 healthy responses
• Social Supports: People you can call or talk to
• Professional Resources: Counselors, hotlines, crisis lines
• Safe Environments: Places or activities that feel soothing
• Reducing Risks: Ways to remove or avoid triggers

Walk through each section of the worksheet, modeling how to fill out warning signs.

Finalizing Your Toolkit

• Ensure you’ve listed at least three coping skills
• Add names and contact info for trusted supports
• Identify safe spaces and remove common triggers
• Organize everything in one folder or page

Guide the student to complete their own worksheet. Encourage realistic examples and validate their choices.

Next Steps

• Practice your safety plan when you notice warning signs
• Reach out to your supports if you need extra help
• Keep your toolkit and journal handy at all times
• Touch base with me or another adult if you ever feel stuck

Confirm how the student will practice and access their plan. Schedule any follow-up check-ins.

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Worksheet

Safety Planning Worksheet

Use this worksheet to create a step-by-step plan you can follow when you notice urges to harm yourself. Fill in each section with things that feel right for you.

  1. Warning Signs
    Early signs you’re in distress (thoughts, feelings, situations, physical sensations):






  1. Coping Strategies
    List 3–5 healthy actions you can do on your own to help calm down or distract yourself (e.g., breathing exercises, drawing, going for a walk):






























  1. People I Can Reach Out To
    Friends, family members, teachers, or counselors you trust. Include name/role and how you’ll contact them:

• Name/Role:
Contact:







• Name/Role:
Contact:







• Name/Role:
Contact:







  1. Professional Resources
    Hotlines or mental health professionals you can call/text anytime you need extra support:

• 988 Suicide & Crisis Lifeline (U.S.): 988
• School Counselor/Therapist: ______________________
Contact: ______________________







  1. Safe Environments
    Places or activities that help you feel calm and supported (e.g., quiet room, library, park, art studio):






  1. Reducing Risks
    Ways to remove or avoid things that could make you feel worse (e.g., securing sharp objects, hiding medications, limiting social media):






  1. My Emergency Plan
    If you’ve tried the steps above and still feel you might harm yourself, what is your next move?

Step 1:







Step 2:







Step 3:







Keep this worksheet somewhere you can see it easily—on your phone, in your journal, or on your wall. Remember, you are not alone and help is available.

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