Lesson Plan

Session 1 Lesson Plan

Introduce the concept of stress and stressors, build rapport, complete a baseline worksheet to identify personal stressors and intensity, and reinforce learning with a quick sorting game.

Establishing a clear understanding of stress and identifying personal stressors provides a foundation for self-awareness and targeted coping strategies, tailored to the student’s needs.

Audience

7th Grade Student, Individual Tier 3 Support

Time

30 minutes

Approach

Interactive discussion and hands-on activities

Materials

Baseline Stressors and Emotions Worksheet, - Stress Thermometer Worksheet, and - Stressors Matching Game Cards

Prep

Materials Preparation

10 minutes

Review Session 1 Lesson Plan
Print one copy of the Baseline Stressors and Emotions Worksheet
Print one copy of the Stress Thermometer Worksheet
Cut out and shuffle the Stressors Matching Game Cards
Gather pens or pencils and ensure a quiet, comfortable workspace

Step 1

Build Rapport

5 minutes

Greet the student warmly and engage in light conversation about their day or interests
Explain the purpose of the program: learning to spot stressors and build coping skills
Confirm the session will be supportive and confidential

Step 2

Define Stress & Stressors

7 minutes

Ask the student: “What comes to mind when you hear ‘stress’?” Note their responses
Provide a simple definition: stress is the body’s reaction to demands or challenges
Introduce the term ‘stressor’ as any event or situation that causes stress
Offer real-life examples (e.g., tests, loud noises, time pressure)

Step 3

Baseline Worksheet Activity

10 minutes

Hand out the Baseline Stressors and Emotions Worksheet
Instruct the student to list 3–5 recent situations that felt stressful and describe how each made them feel
Ask the student to rate each situation’s intensity on a scale of 1–10
Provide support if they struggle to identify or describe stressors

Step 4

Stress Thermometer Introduction

5 minutes

Present the Stress Thermometer Worksheet
Explain how the thermometer uses a 1–10 scale to measure stress levels
Ask the student to transfer their earlier ratings onto the thermometer visual
Briefly discuss what different levels might look or feel like

Step 5

Stressors Sorting Game

3 minutes

Use the Stressors Matching Game Cards
Have the student draw five cards and sort them into Low, Medium, and High stress piles
Ask the student to explain one sorting choice to reinforce learning
Congratulate the student on completing the first session

Worksheet

Baseline Stressors and Emotions Worksheet

Instructions

List at least 3–5 recent situations that felt stressful. For each one, describe what happened, how you felt, and rate your stress level on a scale from 1 (low) to 10 (high). Fill in the table below.

Situation/Event	What Happened?	How Did I Feel? (Emotion Words)	Stress Intensity (1–10)

Worksheet

Stress Thermometer Worksheet

Instructions

Using the scale from 1 (lowest stress) to 10 (highest stress), think about what each level feels like or recall a situation when you felt that level of stress. For each level, write a few words or a short description in the space provided.

Stress Level (1–10)	What This Feels Like / Example
10
9
8
7
6
5
4
3
2
1

Game

Stressors Matching Game Cards

Instructions

Cut out each card along the lines. These cards describe situations that might cause stress. After you shuffle them, draw five cards and sort them into Low, Medium, or High stress piles based on how stressful each feels to you.

Cards:

Misplacing a pencil
Waiting in line at lunch
Mild snack not available
Wearing mismatched socks
Homework assigned for tomorrow
Getting a B on an assignment
Having to ask a question in class
Being slightly late to class
Unannounced pop quiz
Presenting a project to the class
Getting called to the principal’s office unexpectedly
Major test affecting your grade

(Once cut out, mix the cards face down. Draw five cards and sort.)

Discussion

Define Stress Discussion

Purpose

Help the student build a shared understanding of what “stress” means, recognize personal signals of stress, and prepare to identify real‐life stressors.

Discussion Guidelines

This is a safe, confidential space. There are no wrong answers.
Speak honestly about your thoughts and feelings.
I’ll listen actively and may ask follow-up questions to learn more.

Prompts & Follow-Up Questions

Opening – "What comes to mind when you hear the word ‘stress’?"
- Follow-up: "Can you give an example of a time you’ve felt that way?"
Body Signals – "How does your body let you know you’re feeling stressed?"
- Follow-up: "Do you feel anything in your chest, stomach, or head when you’re under stress?"
Identify a Stressful Moment – "Think of a recent time you felt stressed. What was happening?"
- Follow-up: "What part of that situation felt most challenging?"
Emotional Reactions – "What emotions do you notice when you’re stressed (e.g., worried, frustrated, upset)?"
- Follow-up: "Where do you notice these emotions? In your thoughts? Your mood?"
Coping Ideas – "When you feel stressed, what helps you calm down or feel a bit better?"
- Follow-up: "Have you ever tried taking deep breaths, talking to someone, or stepping away for a moment? Which felt most useful?"

Transition to Worksheet

Great discussion! Now let’s put these ideas on paper. We’ll use the Baseline Stressors and Emotions Worksheet to list situations, note how they made you feel, and rate how intense each stressor is.

Lesson Plan

Session 2 Lesson Plan

Help the student recognize and map physical stress signals through a guided body scan and reflective journaling to increase self-awareness.

Identifying bodily cues of stress early empowers the student to catch stress in the moment and manage it proactively, strengthening mind-body awareness.

Audience

7th Grade Student, Individual Tier 3 Support

Time

30 minutes

Approach

Guided body scan & journaling

Materials

Guided Body Scan Script, Stress Response Journal Worksheet, and Quiet, comfortable seating

Prep

Materials Preparation

10 minutes

Review Session 2 Lesson Plan
Print one copy of Guided Body Scan Script
Print one copy of Stress Response Journal Worksheet
Arrange a quiet, comfortable seating area and gather pens or pencils

Step 1

Build Rapport

5 minutes

Greet the student warmly and ask how they’ve been since Session 1
Briefly recap key takeaways: identifying stressors and rating stress levels
Explain today’s focus: noticing stress in the body

Step 2

Guided Body Scan

10 minutes

Introduce the concept: a body scan helps you notice physical sensations linked to stress
Guide the student through the Guided Body Scan Script, moving attention from toes up to the head
Prompt them to observe areas of tension, warmth, or relaxation without judgment

Step 3

Discuss Physical Sensations

5 minutes

Ask the student to share what sensations they noticed (e.g., tight shoulders, fluttery stomach)
Use open-ended questions: “Where in your body did you feel the most tension?”
Validate their observations and link to how stress can show up physically

Step 4

Journaling Activity

8 minutes

Hand out the Stress Response Journal Worksheet
Instruct the student to record the sensations they noticed during the body scan and any associated thoughts or emotions
Offer support or prompts if they struggle to articulate their experience

Step 5

Wrap-Up & Preview Next Session

2 minutes

Summarize the

Lesson Plan

Session 3 Lesson Plan

Teach and practice two evidence-based relaxation techniques—deep breathing and progressive muscle relaxation—to help the student calm physical and emotional stress responses.

Introducing practical relaxation strategies empowers the student to self-regulate their body’s stress response, reduce tension, and build confidence in managing stress.

Audience

7th Grade Student, Individual Tier 3 Support

Time

30 minutes

Approach

Guided instruction and practice

Materials

Deep Breathing Guide, and - Progressive Muscle Relaxation Script

Prep

Materials Preparation

10 minutes

Review Session 3 Lesson Plan
Print one copy of the Deep Breathing Guide
Print one copy of the Progressive Muscle Relaxation Script
Gather pens or pencils
Arrange a quiet, comfortable practice area

Step 1

Build Rapport

5 minutes

Greet the student warmly and ask how they’ve been since Session 2
Briefly recap body awareness and last session’s reflections
Explain today’s focus: learning two relaxation techniques

Step 2

Deep Breathing Instruction & Practice

10 minutes

Introduce the Deep Breathing Guide
Model the 4-count inhale, hold, and 6-count exhale pattern
Lead the student through three practice cycles
Prompt the student to notice changes in their body and mind

Step 3

Progressive Muscle Relaxation Instruction & Practice

10 minutes

Present the Progressive Muscle Relaxation Script
Guide the student to tense and release major muscle groups (feet → head)
Encourage the student to observe contrasts between tension and relaxation

Step 4

Reflection & Wrap-Up

5 minutes

Ask which technique felt most helpful and why
Encourage the student to practice daily at home
Preview next session’s focus on mindfulness and grounding

Lesson Plan

Session 4 Lesson Plan

Introduce grounding and mindfulness exercises to expand the student’s coping toolkit, helping them stay present and calm during stress.

Grounding techniques and mindfulness foster present-moment awareness, reduce rumination, and provide practical tools to interrupt the stress cycle.

Audience

7th Grade Student, Individual Tier 3 Support

Time

30 minutes

Approach

Guided practice and reflection

Materials

5-4-3-2-1 Grounding Exercise Script, and - Mindful Breathing Exercise Guide

Prep

Materials Preparation

10 minutes

Review Session 4 Lesson Plan
Print one copy of the 5-4-3-2-1 Grounding Exercise Script
Print one copy of the Mindful Breathing Exercise Guide
Arrange a quiet, comfortable space with seating and a timer

Step 1

Build Rapport

5 minutes

Greet the student warmly and check in on their week
Recap last session’s relaxation techniques and any home practice
Explain today’s focus: using grounding and mindfulness to stay present

Step 2

Introduce 5-4-3-2-1 Grounding

5 minutes

Explain the 5-4-3-2-1 technique: naming 5 things you see, 4 you can touch, 3 you hear, 2 you smell, and 1 you taste
Discuss how shifting attention to the senses can calm racing thoughts
Show the 5-4-3-2-1 Grounding Exercise Script

Step 3

Guided Grounding Exercise

10 minutes

Lead the student through the 5-4-3-2-1 script slowly
Pause between each sense to allow full observation
Encourage describing details aloud (e.g., color, texture, sound quality)

Step 4

Mindful Breathing Practice

7 minutes

Introduce the Mindful Breathing Exercise Guide
Guide the student to place one hand on their belly, one on their chest
Lead three cycles of slow, mindful breaths, noticing rise and fall
Prompt reflections: “What did you notice when you slowed your breath?”

Step 5

Reflection & Wrap-Up

3 minutes

Ask which exercise felt most grounding and why
Encourage daily practice when feeling overwhelmed
Preview next session’s focus on thought awareness and reframing

Lesson Plan

Session 5 Lesson Plan

Help the student identify and challenge unhelpful thinking patterns and practice reframing thoughts to reduce stress.

Unhelpful thoughts can fuel anxiety and overwhelm. Teaching cognitive reframing empowers the student to spot distorted thinking and replace it with balanced, stress-reducing perspectives.

Audience

7th Grade Student, Individual Tier 3 Support

Time

30 minutes

Approach

Guided instruction, sorting activity, and practice

Materials

Cognitive Distortions Cards, and - Reframing Practice Worksheet

Prep

Materials Preparation

10 minutes

Review Session 5 Lesson Plan
Print one set of the Cognitive Distortions Cards
Print one copy of the Reframing Practice Worksheet
Gather pens or pencils and arrange a quiet workspace

Step 1

Build Rapport

5 minutes

Greet the student and ask about any practice of mindfulness or breathing since last session
Recap grounding/mindfulness techniques and link to today’s focus on thoughts

Step 2

Introduce Unhelpful Thoughts

7 minutes

Explain how thoughts influence feelings and stress
Define common cognitive distortions (e.g., all-or-nothing thinking, catastrophizing)
Show examples and ask the student if they’ve ever had similar thoughts

Step 3

Distortions Sorting Activity

8 minutes

Hand out the Cognitive Distortions Cards
Have the student sort cards into “I’ve used this thought” vs. “I haven’t used this thought” piles
Discuss 2–3 cards from the “I’ve used this” pile and how they felt in those moments

Step 4

Reframing Practice

8 minutes

Distribute the Reframing Practice Worksheet
Guide the student to pick one unhelpful thought and write it down
Model and coach them to reframe it into a balanced thought
Encourage the student to notice how the new thought might change their stress level

Step 5

Reflection & Wrap-Up

2 minutes

Ask the student which distortion they recognized most often and how reframing felt
Encourage daily practice catching and reframing one thought
Preview next session: building a personal coping plan

Lesson Plan

Session 6 Lesson Plan

Review and reinforce previously learned coping techniques and guide the student to build a personalized coping plan for managing stress.

Developing a personal coping plan helps the student integrate strategies, promotes ownership, and ensures they have concrete steps to follow when stressed.

Audience

7th Grade Student, Individual Tier 3 Support

Time

30 minutes

Approach

Collaborative review and planning

Materials

Coping Strategies Review Checklist, - Coping Toolbox Cards, and - Personal Coping Plan Template

Prep

Materials Preparation

10 minutes

Review Session 6 Lesson Plan
Print one copy of the Coping Strategies Review Checklist
Print one set of the Coping Toolbox Cards
Print one copy of the Personal Coping Plan Template
Gather pens or pencils and prepare a quiet workspace

Step 1

Build Rapport

5 minutes

Greet the student warmly and ask about their experiences using the techniques learned so far
Briefly recap Sessions 1–5 and highlight how each strategy can help
Explain today’s focus: creating a personalized plan to use these tools independently

Step 2

Review Coping Strategies

7 minutes

Hand out the Coping Strategies Review Checklist
Ask the student to check off which techniques they’ve tried and rate how helpful each was
Discuss which strategies felt easiest or most effective and why

Step 3

Explore Coping Toolbox

8 minutes

Display the Coping Toolbox Cards
Have the student sort the cards into “Most Helpful,” “Sometimes Helpful,” and “Try Later” piles
Ask the student to explain their top two choices, reinforcing why they work for them

Step 4

Create Personal Coping Plan

8 minutes

Hand out the Personal Coping Plan Template
Guide the student to fill in: common stress triggers, chosen coping strategies, steps to practice, and reminder cues
Encourage clear details (e.g., “When I feel my shoulders tense, I will take three deep breaths using the Deep Breathing Guide”)

Step 5

Wrap-Up & Next Steps

2 minutes

Review key elements of the student’s coping plan and confirm understanding
Encourage the student to practice implementing their plan over the next week
Preview Session 7: applying the coping plan in real-life scenarios and monitoring progress

Lesson Plan

Session 7 Lesson Plan

Guide the student to apply their personalized coping plan in realistic scenarios through role-play and reflective journaling, boosting confidence and flexible use of strategies.

Practicing coping skills in simulated and real‐life contexts reinforces learning, builds confidence, and ensures the student can generalize strategies across situations.

Audience

7th Grade Student, Individual Tier 3 Support

Time

30 minutes

Approach

Interactive role‐play and reflection

Materials

Scenario Role-Play Cards, - Stress Experience Journal Worksheet, and - Personal Coping Plan Template

Prep

Materials Preparation

10 minutes

Review Session 7 Lesson Plan
Print one set of the Scenario Role-Play Cards
Print one copy of the Stress Experience Journal Worksheet
Have the student’s Personal Coping Plan Template on hand
Arrange a quiet space for role-play activities

Step 1

Build Rapport

5 minutes

Greet the student and check in on their week’s stress experiences
Review key elements of their personal coping plan
Explain today’s focus: practicing coping steps in safe scenarios

Step 2

Introduce Role-Play Scenarios

5 minutes

Present the Scenario Role-Play Cards
Explain that each card describes a stressful situation they might encounter
Model drawing a card and identifying steps from the personal coping plan

Step 3

Role-Play Practice

10 minutes

Have the student draw a scenario card
Guide them to verbally walk through each coping step (e.g., notice body signals, choose a strategy, apply technique)
After each scenario, discuss what went well and any challenges

Step 4

Reflective Journaling

7 minutes

Hand out the Stress Experience Journal Worksheet
Ask the student to recall a real recent stressful event, note the trigger, coping steps used, and outcome
Prompt them to identify one improvement for next time

Step 5

Wrap-Up & Home Practice

3 minutes

Summarize strengths observed during role-play
Encourage the student to use the coping plan in at least one real situation before next session
Preview next session’s focus on seizure-specific stress triggers

Lesson Plan

Session 8 Lesson Plan

Identify seizure-specific stress triggers and develop a personalized safety and coping plan to reduce anxiety around seizures.

Focusing on triggers and safety empowers the student to anticipate stressful situations related to seizures, feel more in control, and respond confidently with tailored strategies.

Audience

7th Grade Student, Individual Tier 3 Support

Time

30 minutes

Approach

Guided analysis, planning, and practice

Materials

Seizure Triggers Worksheet, - Seizure Safety Plan Template, and - Calm-Down Techniques Reference Card

Prep

Materials Preparation

10 minutes

Review Session 8 Lesson Plan
Print one copy of the Seizure Triggers Worksheet
Print one copy of the Seizure Safety Plan Template
Print one copy of the Calm-Down Techniques Reference Card
Ensure a private, comfortable space and have pens or pencils ready

Step 1

Build Rapport

5 minutes

Greet the student and ask how they’re feeling about their progress so far
Acknowledge the importance of addressing seizure-related stress specifically
Explain today’s goal: pinpointing seizure triggers and crafting a safety plan

Step 2

Identify Seizure Triggers

8 minutes

Distribute the Seizure Triggers Worksheet
Guide the student to list situations, emotions, or physical sensations that may precede or heighten worry about a seizure
Prompt examples: sleep deprivation, loud environments, certain times of day
Discuss each entry to ensure clarity and completeness

Step 3

Discuss Coping Options

7 minutes

Review common calming strategies from the Calm-Down Techniques Reference Card
Ask the student which methods feel realistic in a potential trigger situation
Encourage combining strategies (e.g., deep breathing plus stepping aside to a quiet spot)

Step 4

Develop Safety Plan

8 minutes

Hand out the Seizure Safety Plan Template
Collaboratively fill in: warning signs, chosen coping steps, who to notify, safe locations, and reminder cues
Emphasize clear, actionable steps (e.g., “If I feel dizzy in the hallway, I will move to the nurse’s office and use three deep breaths.”)

Step 5

Wrap-Up & Next Steps

2 minutes

Summarize the safety plan and confirm the student’s comfort with each step
Encourage the student to carry their safety plan and practice coping methods weekly
Preview Session 9: involving trusted peers or adults in supporting the plan

Lesson Plan

Session 9 Lesson Plan

Equip the student’s support network to reinforce coping and the seizure safety plan by engaging trusted adults/peers in collaborative practice and clear communication.

Involving caring adults and peers fosters a safety net, increases accountability, and ensures the student has supportive allies to help implement and maintain their coping and safety strategies.

Audience

7th Grade Student & Trusted Adults/Peers

Time

30 minutes

Approach

Collaborative practice and role‐play

Materials

Seizure Safety Plan Template, - Support Network Communication Guide, and - Peer Support Worksheet

Prep

Materials Preparation

10 minutes

Review Session 9 Lesson Plan
Print one copy of the Seizure Safety Plan Template
Print one copy of the Support Network Communication Guide
Print one copy of the Peer Support Worksheet
Invite a parent, teacher, or peer mentor to join the session

Step 1

Build Rapport & Introductions

5 minutes

Welcome the student and their invited supporter(s)
Briefly recap the student’s safety plan and coping strategies
Explain today’s goal: practice sharing the plan and roles each supporter can play

Step 2

Review Safety Plan Together

7 minutes

Distribute the Seizure Safety Plan Template
Ask the student to present their plan step-by-step
Invite supporter(s) to ask clarifying questions and suggest support actions

Step 3

Communication Role-Play

10 minutes

Introduce the Support Network Communication Guide
Have the student and supporter role-play conversations:
• Student explaining a trigger and asking for help
• Supporter responding with helpful reminders and actions
Switch roles so each practices both speaking and listening

Step 4

Collaborative Worksheet

5 minutes

Hand out the Peer Support Worksheet
Guide participants to list specific ways the supporter can help (e.g., check in after class, remind to use coping tools)
Record agreed-upon check-in times and signals for discreet support

Step 5

Wrap-Up & Action Steps

3 minutes

Summarize commitments made by the supporter(s)
Encourage the student to reach out as needed and the supporter to follow through on check-ins
Preview final session: celebrating progress and planning for long-term maintenance

Lesson Plan

Session 10 Lesson Plan

Celebrate the student’s progress by reviewing all learned stress‐management skills, troubleshoot any challenges encountered, and develop a sustainable plan for ongoing practice beyond the program.

Reinforcing successes boosts confidence and commitment. Addressing hurdles ensures skills generalize effectively. A long‐term maintenance plan empowers the student to self‐manage stress and maintain resilience.

Audience

7th Grade Student, Individual Tier 3 Support

Time

30 minutes

Approach

Review, reflection, and collaborative planning

Materials

Progress Review Chart, - Skill Review Checklist, - Long-Term Maintenance Planner Worksheet, and - Seizure Safety Plan Template

Prep

Materials Preparation

10 minutes

Review Session 10 Lesson Plan
Print one copy each of:
- Progress Review Chart
- Skill Review Checklist
- Long-Term Maintenance Planner Worksheet
- Student’s finalized Seizure Safety Plan Template
Gather pens or pencils and ensure a comfortable, private space

Step 1

Build Rapport & Celebrate

5 minutes

Greet the student warmly and acknowledge their commitment over 9 sessions
Highlight key milestones (e.g., mastering deep breathing, creating a safety plan)
Invite the student to share one thing they’re proud of from the program

Step 2

Progress Review

7 minutes

Distribute the Progress Review Chart
Guide the student to map their journey: skills learned in each session and confidence ratings
Discuss any skills that felt most and least comfortable to practice

Step 3

Skill Checklist & Troubleshooting

8 minutes

Hand out the Skill Review Checklist
Have the student check off all strategies they’ve used and note any that remain challenging
For 1–2 challenging items, brainstorm solutions or modifications (e.g., practice context, reminders) together

Step 4

Long-Term Maintenance Planning

8 minutes

Provide the Long-Term Maintenance Planner Worksheet
Collaborate to set SMART goals: when, where, and how often the student will practice each skill
Identify reminder cues (e.g., calendar alerts, visual prompts) and accountability partners if needed

Step 5

Wrap-Up & Next Steps

2 minutes

Review the student’s maintenance plan and

Project Guide

Stress Detective Quest Full Program

A 10-session, 30-minute individual Tier 3 support program for a 7th grader with a seizure history. Students will learn to identify personal stressors, recognize emotional and physical reactions, and practice evidence-based coping strategies to build resilience and reduce stress.

Session 1: Understanding Stress & Identifying Stressors

Why
Establishing a clear understanding of stress and identifying personal stressors provides a foundation for self-awareness and targeted coping strategies, tailored to the student’s needs.

Time
30 minutes

Materials

Baseline Stressors and Emotions Worksheet
Stress Thermometer Worksheet
Stressors Matching Game Cards

Prep (10 minutes)

Review this lesson plan
Print one copy each of the worksheets and cut/shuffle the game cards
Gather pens or pencils and ensure a quiet, comfortable workspace

Objective
Introduce stress and stressors, complete a baseline worksheet to identify personal stressors and intensity, and reinforce learning with a quick sorting game.

Instructions

Build Rapport (5 min)
- Greet warmly and chat about their day or interests
- Explain the program’s purpose and confidentiality
Define Stress & Stressors (7 min)
- Ask: “What comes to mind when you hear ‘stress’?”
- Define stress as the body’s reaction to demands; introduce “stressor”
- Offer real-life examples (tests, loud noises, time pressure)
Baseline Worksheet Activity (10 min)
- Hand out the Baseline Stressors and Emotions Worksheet
- Student lists 3–5 recent stressful situations, describes emotions, and rates intensity 1–10
Stress Thermometer Introduction (5 min)
- Show the Stress Thermometer Worksheet
- Explain the 1–10 stress scale; transfer ratings onto the visual
Stressors Sorting Game (3 min)
- Use the Stressors Matching Game Cards
- Student draws five cards, sorts into Low/Medium/High stress
- Ask them to explain one choice
- Congratulate them on completing Session 1

Session 2: Noticing Physical Signs of Stress

Why
Identifying bodily cues of stress early empowers the student to catch stress in the moment and manage it proactively.

Time
30 minutes

Materials

Guided Body Scan Script
Stress Response Journal Worksheet

Prep (10 minutes)

Review this lesson plan
Print the script and journal worksheet
Arrange a quiet seating area and gather pens or pencils

Objective
Help the student recognize and map physical stress signals through a guided body scan and reflective journaling.

Instructions

Build Rapport (5 min)
- Greet warmly and recap Session 1 takeaways
- Explain today’s focus: noticing stress in the body
Guided Body Scan (10 min)
- Introduce the body scan concept
- Guide through the Guided Body Scan Script from toes to head
- Prompt observation of tension, warmth, or relaxation
Discuss Physical Sensations (5 min)
- Ask what sensations they noticed (e.g., tight shoulders)
- Validate observations and link to stress signals
Journaling Activity (8 min)
- Hand out the Stress Response Journal Worksheet
- Student records sensations and associated thoughts or emotions
Wrap-Up & Preview Next Session (2 min)
- Summarize key sensations observed and preview next session’s relaxation techniques

Session 3: Relaxation Techniques—Deep Breathing & PMR

Why
Introducing practical relaxation strategies empowers the student to self-regulate their body’s stress response and build confidence.

Time
30 minutes

Materials

Deep Breathing Guide
Progressive Muscle Relaxation Script

Prep (10 minutes)

Review this lesson plan
Print the deep breathing guide and PMR script
Gather pens or pencils and arrange a quiet area

Objective
Teach and practice deep breathing and progressive muscle relaxation to calm physical and emotional stress responses.

Instructions

Build Rapport (5 min)
- Greet and recap body awareness from Session 2
- Explain today’s focus: two relaxation techniques
Deep Breathing Instruction & Practice (10 min)
- Introduce the Deep Breathing Guide
- Model the 4-count inhale, hold, 6-count exhale pattern
- Lead three practice cycles; note body/mind changes
Progressive Muscle Relaxation Practice (10 min)
- Present the Progressive Muscle Relaxation Script
- Guide tensing/releasing muscle groups from feet to head
- Observe contrasts between tension and relaxation
Reflection & Wrap-Up (5 min)
- Ask which technique felt most helpful and why
- Encourage daily home practice
- Preview next session on mindfulness and grounding

Session 4: Grounding & Mindfulness

Why
Grounding and mindfulness foster present-moment awareness, reduce rumination, and interrupt the stress cycle.

Time
30 minutes

Materials

5-4-3-2-1 Grounding Exercise Script
Mindful Breathing Exercise Guide

Prep (10 minutes)

Review this lesson plan
Print the grounding script and breathing guide
Arrange a quiet space with seating and timer

Objective
Introduce grounding and mindfulness exercises to expand the coping toolkit and stay present.

Instructions

Build Rapport (5 min)
- Greet, check in on home practice
- Recap relaxation techniques and explain today’s focus
Introduce 5-4-3-2-1 Grounding (5 min)
- Explain naming 5 things you see, 4 you touch, 3 you hear, 2 you smell, 1 you taste
- Show the 5-4-3-2-1 Grounding Exercise Script
Guided Grounding Exercise (10 min)
- Lead the student through each sense, pausing for full observation
Mindful Breathing Practice (7 min)
- Introduce the Mindful Breathing Exercise Guide
- Guide three cycles of slow breaths, noting rise/fall
- Prompt reflections on changes noticed
Reflection & Wrap-Up (3 min)
- Ask which exercise felt most grounding and why
- Encourage daily practice
- Preview next session on thought awareness and reframing

Session 5: Cognitive Reframing

Why
Unhelpful thoughts can fuel anxiety. Teaching cognitive reframing empowers the student to spot and replace distorted thinking with balanced perspectives.

Time
30 minutes

Materials

Cognitive Distortions Cards
Reframing Practice Worksheet

Prep (10 minutes)

Review this lesson plan
Print the distortion cards and practice worksheet
Arrange a quiet workspace with pens

Objective
Help the student identify unhelpful thinking patterns and practice reframing thoughts to reduce stress.

Instructions

Build Rapport (5 min)
- Greet and ask about mindfulness/breathing practice
- Recap grounding/mindfulness techniques
Introduce Unhelpful Thoughts (7 min)
- Explain how thoughts influence stress
- Define common distortions (all-or-nothing, catastrophizing)
- Offer examples and ask for their experiences
Distortions Sorting Activity (8 min)
- Hand out Cognitive Distortions Cards
- Sort into “I’ve used this thought” vs. “I haven’t”
- Discuss feelings linked to 2–3 cards
Reframing Practice (8 min)
- Distribute the Reframing Practice Worksheet
- Pick one thought, write it down, model reframing
- Coach them to notice potential stress reduction
Reflection & Wrap-Up (2 min)
- Ask which distortion they recognized most and how reframing felt
- Encourage daily practice
- Preview next session on building a personal coping plan

Session 6: Personal Coping Plan Development

Why
Creating a personal coping plan promotes ownership and ensures the student has clear steps to follow when stressed.

Time
30 minutes

Materials

Coping Strategies Review Checklist
Coping Toolbox Cards
Personal Coping Plan Template

Prep (10 minutes)

Review this lesson plan
Print the checklist, toolbox cards, and plan template
Prepare pens and a quiet workspace

Objective
Review learned coping techniques and guide the student to build a personalized coping plan.

Instructions

Build Rapport (5 min)
- Greet and ask about using prior techniques
- Recap Sessions 1–5 and explain today’s focus
Review Coping Strategies (7 min)
- Hand out Coping Strategies Review Checklist
- Student checks off tried techniques and rates helpfulness
- Discuss the most effective strategies
Explore Coping Toolbox (8 min)
- Display Coping Toolbox Cards
- Sort into “Most Helpful,” “Sometimes,” “Try Later”
- Reinforce top choices and reasons
Create Personal Coping Plan (8 min)
- Hand out Personal Coping Plan Template
- Fill in triggers, chosen strategies, steps, reminder cues
Wrap-Up & Next Steps (2 min)
- Review plan elements and confirm understanding
- Encourage practice over the next week
- Preview Session 7 on applying the plan in scenarios

Session 7: Applying Coping Plan in Scenarios

Why
Practicing skills in simulated and real contexts builds confidence and generalizes strategy use.

Time
30 minutes

Materials

Scenario Role-Play Cards
Stress Experience Journal Worksheet
Student’s Personal Coping Plan Template

Prep (10 minutes)

Review this lesson plan
Print scenario cards and journal worksheet
Have the student’s coping plan ready
Arrange a quiet space for role-play

Objective
Guide the student to apply their coping plan through role-play and reflective journaling.

Instructions

Build Rapport (5 min)
- Greet and check in on recent stress experiences
- Review their coping plan and explain today’s practice
Introduce Role-Play Scenarios (5 min)
- Present Scenario Role-Play Cards
- Model drawing a card and identifying coping steps
Role-Play Practice (10 min)
- Student draws a scenario card
- Walk through each coping step verbally
- Debrief what went well and challenges
Reflective Journaling (7 min)
- Hand out Stress Experience Journal Worksheet
- Student recalls a real stress event, notes trigger, steps used, outcome
- Identify one improvement for next time
Wrap-Up & Home Practice (3 min)
- Summarize observed strengths
- Encourage using the plan in at least one real situation
- Preview Session 8 on seizure-specific triggers

Session 8: Seizure-Specific Triggers & Safety Planning

Why
Addressing seizure-related stress empowers the student to anticipate triggers, feel in control, and respond with tailored strategies.

Time
30 minutes

Materials

Seizure Triggers Worksheet
Seizure Safety Plan Template
Calm-Down Techniques Reference Card

Prep (10 minutes)

Review this lesson plan
Print the triggers worksheet, safety plan template, and reference card
Ensure a private, comfortable space with pens

Objective
Identify seizure-specific stress triggers and develop a personalized safety and coping plan.

Instructions

Build Rapport (5 min)
- Greet and ask about progress
- Acknowledge importance of seizure-related planning
Identify Seizure Triggers (8 min)
- Distribute Seizure Triggers Worksheet
- List situations, emotions, or sensations that heighten seizure worry
- Discuss entries for clarity
Discuss Coping Options (7 min)
- Review Calm-Down Techniques Reference Card
- Ask which methods feel realistic in trigger situations
Develop Safety Plan (8 min)
- Hand out Seizure Safety Plan Template
- Fill in warning signs, coping steps, who to notify, safe locations
Wrap-Up & Next Steps (2 min)
- Summarize the safety plan and confirm comfort with steps
- Encourage carrying the plan and weekly practice
- Preview Session 9 on involving trusted supporters

Session 9: Engaging Support Network

Why
Involving caring adults and peers creates a safety net, increases accountability, and supports plan implementation.

Time
30 minutes

Materials

Seizure Safety Plan Template
Support Network Communication Guide
Peer Support Worksheet

Prep (10 minutes)

Review this lesson plan
Print the safety plan, communication guide, and peer worksheet
Invite a parent, teacher, or peer mentor

Objective
Equip the student’s support network to reinforce coping and safety strategies through collaborative practice.

Instructions

Build Rapport & Introductions (5 min)
- Welcome student and supporter(s)
- Recap the safety plan and coping strategies
Review Safety Plan Together (7 min)
- Distribute Seizure Safety Plan Template
- Student presents each step; supporter asks clarifying questions
Communication Role-Play (10 min)
- Introduce Support Network Communication Guide
- Role-play student explaining a trigger and supporter responding
- Switch roles for practice
Collaborative Worksheet (5 min)
- Hand out Peer Support Worksheet
- List specific support actions and agreed-upon check-in times
Wrap-Up & Action Steps (3 min)
- Summarize supporter commitments
- Encourage ongoing check-ins
- Preview final Session 10 on celebrating progress and maintenance

Session 10: Celebrating Progress & Planning Maintenance

Why
Reinforcing successes boosts confidence. Addressing hurdles ensures skills generalize. A maintenance plan empowers ongoing resilience.

Time
30 minutes

Materials

Progress Review Chart
Skill Review Checklist
Long-Term Maintenance Planner Worksheet
Student’s finalized Seizure Safety Plan Template

Prep (10 minutes)

Review this lesson plan
Print the review chart, checklist, planner worksheet, and safety plan
Set up a comfortable, private space with pens

Objective
Celebrate the student’s progress, troubleshoot challenges, and develop a sustainable long-term practice plan.

Instructions

Build Rapport & Celebrate (5 min)
- Greet warmly and acknowledge commitment over 9 sessions
- Highlight key milestones
- Invite the student to share what they’re most proud of
Progress Review (7 min)
- Distribute Progress Review Chart
- Map skills learned per session and confidence ratings
- Discuss most/least comfortable skills
Skill Checklist & Troubleshooting (8 min)
- Hand out Skill Review Checklist
- Check off used strategies and note challenging ones
- Brainstorm solutions or modifications for 1–2 items
Long-Term Maintenance Planning (8 min)
- Provide Long-Term Maintenance Planner Worksheet
- Set SMART goals for practice (when, where, how often)
- Identify reminder cues and accountability partners
Wrap-Up & Next Steps (2 min)
- Review the maintenance plan and encourage ongoing use
- Celebrate completion of the Stress Detective Quest!

End of Program – Stress Detective Quest Full Program

Stress Detective Quest

Hannah Ryan

Lesson Plan

Session 1 Lesson Plan

Audience

Time

Approach

Materials

Prep

Materials Preparation

Step 1

Build Rapport

Step 2

Define Stress & Stressors

Step 3

Baseline Worksheet Activity

Step 4

Stress Thermometer Introduction

Step 5

Stressors Sorting Game

Worksheet

Baseline Stressors and Emotions Worksheet

Instructions

Worksheet

Stress Thermometer Worksheet

Instructions

Game

Stressors Matching Game Cards

Instructions

Discussion

Define Stress Discussion

Purpose

Discussion Guidelines

Prompts & Follow-Up Questions

Transition to Worksheet

Lesson Plan

Session 2 Lesson Plan

Audience

Time

Approach

Materials

Prep

Materials Preparation

Step 1

Build Rapport

Step 2

Guided Body Scan

Step 3

Discuss Physical Sensations

Step 4

Journaling Activity

Step 5

Wrap-Up & Preview Next Session

Lesson Plan

Session 3 Lesson Plan

Audience

Time

Approach

Materials

Prep

Materials Preparation

Step 1

Build Rapport

Step 2

Deep Breathing Instruction & Practice

Step 3

Progressive Muscle Relaxation Instruction & Practice

Step 4

Reflection & Wrap-Up

Lesson Plan

Session 4 Lesson Plan

Audience

Time

Approach

Materials

Prep

Materials Preparation

Step 1

Build Rapport

Step 2