Lesson Plan
Session 1 Lesson Plan
Guide the student to recognize and record ‘turbo’ thoughts by mapping a recent situation, identifying automatic negative thoughts, and beginning a daily thought journal.
Awareness of negative thinking patterns is the first step toward challenging and reframing them, reducing emotional escalation when small problems arise.
Audience
6th Grade Individual Counseling
Time
30 minutes
Approach
Use a guided graphic organizer and journal assignment.
Materials
Prep
Prepare Materials
10 minutes
- Review the Session 1 Thought Web and Thought Journal Worksheet.
- Print one copy of each worksheet.
- Organize materials in the session folder for easy access.
Step 1
Opening Discussion
5 minutes
- Welcome the student and explain the goal: noticing thoughts that make small problems feel huge.
- Briefly define “turbo thoughts” as fast, automatic negative thoughts.
- Ask the student to recall a recent small problem that felt overwhelming and describe what happened.
Step 2
Thought Web Activity
15 minutes
- Introduce the Session 1 Thought Web.
- Guide the student to fill in:
- Situation (what happened)
- Emotions & intensity (how it felt, 1–10 scale)
- Automatic Thoughts (what went through their mind)
- Evidence (proof for/against the thought)
- Prompt reflection: How did the thought influence emotion?
Step 3
Debrief
5 minutes
- Discuss what the student learned from completing the web.
- Highlight the link between thoughts and feelings.
- Praise effort and honesty in identifying thoughts.
Step 4
Homework Assignment
5 minutes
- Introduce the Thought Journal Worksheet.
- Explain that each evening they will record one situation, their turbo thought, emotion rating, and any evidence.
- Answer questions and set expectation: bring completed entries to next session.
Slide Deck
Taming Turbo Thoughts Session 1
Agenda:
• Opening Discussion: What are turbo thoughts?
• Thought Web Activity: Map a recent situation
• Debrief: What did we learn?
• Homework: Thought Journal Worksheet
Let’s get started!
Welcome the student and set a supportive tone. Explain that today we’ll learn to spot “turbo thoughts” – those fast, negative thoughts that can make small issues feel huge. Emphasize that this is a safe, judgment-free space.
Opening Discussion
- Define turbo thoughts:
– Fast, automatic negative thoughts - Why they matter:
– They can make small problems feel overwhelming - Student share:
– Recall a minor event that felt big
– Describe what happened
Define “turbo thoughts” clearly and give an example (e.g., “I’m so dumb!” after missing one homework problem). Ask the student to think of a small problem from this week and share what happened.
Thought Web Activity
Use the Session 1 Thought Web:
- Situation: What happened?
- Emotions & Intensity: How you felt (1–10)?
- Automatic Thoughts: What went through your mind?
- Evidence: Proof for and against the thought
Reflect: How did your thought influence your emotion?
Guide the student step-by-step through the graphic organizer. Encourage honesty and remind them there are no right or wrong answers. Ask reflective questions: “How did that thought shape your feelings?”
Debrief & Reflection
• What did you notice about your thoughts?
• How did mapping it out feel?
• Why does understanding this matter?
Praise effort and honesty—this skill gets easier with practice.
Acknowledge the student’s effort. Highlight the link between thoughts and feelings. Invite the student to share one insight: “What surprised you about your web?”
Homework Assignment
• Complete the Thought Journal Worksheet each evening:
- Situation
- Turbo Thought
- Emotion Rating (1–10)
- Evidence for/against thought
• Bring your journal entries to Session 2.
Introduce the Thought Journal as a tool for daily practice. Explain they will record one situation each evening, their turbo thought, emotion rating, and any evidence they notice. Confirm they understand and answer any questions.
Worksheet
Thought Journal Worksheet
Use this journal each evening to record your thoughts and feelings about one situation that happened today.
Date: _________________
- Situation: What happened? Describe it in your own words.
- Turbo Thought: What was the fast, automatic negative thought you had? (e.g., “I’m going to fail.”)
- Emotion & Rating: How did this thought make you feel? Rating (1 = very calm, 10 = extremely upset): ____
- Evidence For the Thought: What facts or experiences support this thought?
- Evidence Against the Thought: What facts or experiences go against this thought?
- Balanced Thought: What is a more balanced or realistic thought you could have?
- Outcome: After reframing your thought, how would you rate your emotion now? (1–10): ____
- Notes: Any other reflections or ideas for next steps?
Remember to bring your completed journal to our next session! Good work practicing your thinking skills.
Activity
Session 1 Thought Web
Use this web to map a situation and your turbo thoughts. Fill in each section below.
Situation: Describe what happened.
Emotions & Intensity: How did you feel? (1–10): ____
Automatic Thoughts: What went through your mind?
Evidence For the Thought: What supports this thought?
Evidence Against the Thought: What goes against this thought?
Reflection: How did this thought influence your feelings?
Rubric
Session 1 Rubric: Mapping Turbo Thoughts
This rubric evaluates the student’s engagement with the Session 1 Thought Web activity, accuracy in identifying thoughts and evidence, and initial reflection skills. Use a 4-point scale: 4 = Exemplary, 3 = Proficient, 2 = Developing, 1 = Beginning.
| Criteria | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning | Points Possible | Points Earned |
|---|---|---|---|---|---|---|
| Participation & Engagement | Actively contributes throughout; asks questions; | Participates willingly; responds when asked; | Participates inconsistently; may need prompts; | Shows minimal interest; requires constant | 4 | |
| maintains positive attitude. | shows basic interest. | occasionally off-task. | encouragement and guidance. | |||
| Completion of Thought Web | All sections fully and legibly completed. | Most sections completed; few minor omissions. | Several sections incomplete or vague. | Most sections blank or irrelevant. | 4 | |
| Identification of Automatic | Clearly and accurately names multiple negative | Identifies one main negative thought; | Identifies a thought but with limited clarity | Unable to identify any automatic negative thought | 4 | |
| Thoughts | thoughts with precise language. | language is somewhat clear. | or accuracy. | |||
| Evidence For/Against Thought | Provides strong, specific evidence both for and | Provides at least one piece of evidence for | Provides evidence only for OR only against the | No evidence provided or evidence is unrelated. | 4 | |
| against the thought; shows balanced thinking. | and one against thought. | thought; lacks balance. | ||||
| Reflection & Insight | Offers deep insight into how the thought influenced | Reflects on thought–feeling link; basic | Reflection is superficial or partially misses | No meaningful reflection on thought–emotion link. | 4 | |
| emotions and lessons learned. | understanding of link. | connection. |
Total Points: ____ / 20
Score Interpretation
16–20 = Mastery of Skill
11–15 = Competent with Guidance
6–10 = Needs Practice
1–5 = Intensive Support Needed
Lesson Plan
Session 2 Lesson Plan
Help the student learn to reframe turbo thoughts by identifying evidence for and against them and generating balanced thoughts, reinforcing emotional regulation.
Teaching cognitive restructuring equips the student with a practical tool to challenge automatic negative thinking, reducing emotional escalation when small problems arise.
Audience
6th Grade Individual Counseling
Time
30 minutes
Approach
Model, guided practice, and interactive worksheet.
Prep
Prepare Materials and Review
10 minutes
- Review the student’s completed entries in the Thought Journal Worksheet.
- Print one copy each of the Session 2 Slide Deck: Reframing Turbo Thoughts and Session 2 Balanced Thought Worksheet.
- Familiarize yourself with a sample journal entry and balanced thought example to model during the session.
Step 1
Opening & Homework Review
5 minutes
- Welcome the student and recap Session 1 homework.
- Ask the student to share 1–2 entries from the Thought Journal Worksheet.
- Note common turbo thoughts and ask: “What patterns do you notice?”
Step 2
Teach Cognitive Restructuring
10 minutes
- Use the Session 2 Slide Deck: Reframing Turbo Thoughts to define balanced thoughts.
- Explain evidence-for vs. evidence-against and show an example.
- Ask the student: “Why is it helpful to look at both sides?”
Step 3
Guided Practice
10 minutes
- Introduce the Session 2 Balanced Thought Worksheet.
- Have the student select one journal entry and complete:
- Original Turbo Thought
- Evidence For/Against
- New Balanced Thought
- Re-rate Emotion (1–10)
- Provide prompts and coaching as they work.
Step 4
Debrief & Reflection
3 minutes
- Discuss: “How did generating a balanced thought change how you feel?”
- Praise effort and note any insights.
- Ask: “What part was most helpful or challenging?”
Step 5
Homework Assignment
2 minutes
- Ask the student to continue using the Thought Journal Worksheet each evening.
- Instruct them to apply the balanced thought steps from the Session 2 Worksheet for at least two entries.
- Remind them to bring completed worksheets to Session 3.
Slide Deck
Taming Turbo Thoughts Session 2
Agenda:
• Opening & Homework Review
• Teach Cognitive Restructuring: Balanced Thoughts
• Guided Practice with Worksheet
• Debrief & Reflection
• Homework Assignment
Welcome the student back and set a positive tone. Briefly remind them of Session 1 skills and introduce today’s focus on reframing turbo thoughts. Review the agenda so they know what to expect.
Opening & Homework Review
- Recap Session 1 and Thought Journal homework
- Student shares 1–2 entries from the Thought Journal Worksheet
- Identify common turbo thoughts and patterns
Ask the student to share one or two entries from their Thought Journal. Listen for common turbo thoughts and write them down. Prompt: “What patterns do you notice when you look at these thoughts?”
What Is a Balanced Thought?
• Definition: A thought that considers evidence for and against an idea, making it more realistic.
• Why it helps: Reduces emotional intensity by challenging automatic negatives.
• Example:
– Turbo Thought: “I always mess up.”
– Balanced Thought: “Sometimes I make mistakes, but I’ve succeeded at things too.”
Explain that a balanced thought looks at both sides of a situation, not just the worst-case scenario. Model with a simple example (e.g., “I always mess up” → balanced: “Sometimes I make mistakes, but I also do many things well”).
Evaluating Evidence
- Evidence For the Turbo Thought:
– Facts or examples that support the negative thought - Evidence Against the Turbo Thought:
– Facts or examples that disprove or weaken the negative thought
Question: “Why is it useful to look at both sides?”
Use this slide to highlight the process of weighing evidence. Encourage the student to think critically and avoid “all or nothing” thinking.
Guided Practice
• Use the Session 2 Balanced Thought Worksheet
• Steps:
- Choose one journal entry’s turbo thought
- List evidence for and against it
- Create a new balanced thought
- Re-rate your emotion (1–10)
Coach the student through each step.
Provide clear guidance as the student works through their own journal entry. Offer prompts if they get stuck, and model completing the first section if needed.
Debrief & Reflection
• How did creating a balanced thought change your emotion rating?
• What was most helpful about this exercise?
• What felt challenging or surprising?
Celebrate the student’s effort and insights. Ask them to reflect on how their feelings shifted after generating a balanced thought.
Homework Assignment
• Continue using the Thought Journal Worksheet each evening.
• For at least two entries, complete the balanced thought steps on the Session 2 Balanced Thought Worksheet.
• Bring both the Thought Journal and any completed Balanced Thought Worksheets to Session 3.
Remind the student to continue practicing daily. Emphasize that applying balanced thoughts takes time and repetition.
Worksheet
Session 2 Balanced Thought Worksheet
Use this worksheet to practice turning one of your turbo thoughts into a balanced thought. Choose one entry from your Thought Journal Worksheet and fill in the sections below.
Date of Journal Entry: _________________
- Original Turbo Thought:
- Emotion Rating for Turbo Thought (1 = very calm, 10 = extremely upset): ____
- Evidence For the Turbo Thought (facts or examples that support it):
- Evidence Against the Turbo Thought (facts or examples that challenge it):
- New Balanced Thought (a realistic thought that considers both sides):
- Re-rated Emotion After Balanced Thought (1 = very calm, 10 = extremely upset): ____
- Reflection: How might this balanced thought help you handle a similar situation in the future?
Remember to bring this completed worksheet and your Thought Journal to Session 3. Great work practicing your thinking skills!
Rubric
Session 2 Rubric: Cognitive Restructuring Skills
This rubric evaluates the student’s engagement with the Session 2 Balanced Thought Worksheet, accuracy in listing evidence, quality of the balanced thought, and reflection on future application. Use a 4-point scale: 4 = Exemplary, 3 = Proficient, 2 = Developing, 1 = Beginning.
| Criteria | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning | Points Possible | Points Earned |
|---|---|---|---|---|---|---|
| Participation & Engagement | Actively participates; initiates discussion; | Participates willingly; responds to prompts; | Participates with some prompting; | Minimal participation; requires constant | 4 | |
| shows curiosity about reframing process. | shows interest in the activity. | occasionally off-task. | encouragement. | |||
| Worksheet Completion | All sections of the Session 2 Balanced Thought Worksheet fully and legibly completed. | Most sections completed; minor omissions. | Some sections incomplete or vague. | Majority of sections blank or incomplete. | 4 | |
| Evidence Evaluation | Provides multiple, specific pieces of evidence both for and against the turbo thought; thoughtful balance. | Provides at least one piece of evidence for and one against. | Provides evidence only for OR only against thought; limited balance. | No or irrelevant evidence provided. | 4 | |
| Quality of Balanced Thought | Crafts a realistic, nuanced new thought that clearly integrates both sides and reduces emotional intensity. | Creates a logical balanced thought; may lack nuance. | New thought is superficial or only slightly balanced. | Balanced thought not evident or unrelated. | 4 | |
| Reflection & Future Application | Offers deep insight on how balanced thinking can be applied in future situations; clear, actionable ideas. | Reflects on benefits of balanced thought with some application suggestions. | Reflection is surface-level; limited future focus. | No meaningful reflection or future planning. | 4 |
Total Points: ____ / 20
Score Interpretation
16–20 = Mastery of Skill
11–15 = Competent with Guidance
6–10 = Needs Practice
1–5 = Intensive Support Needed
Lesson Plan
Session 3 Lesson Plan
Teach the student practical coping skills—deep breathing and positive self-talk—to manage turbo thoughts in the moment and reduce emotional intensity.
Building concrete relaxation and self-talk strategies empowers the student to interrupt negative thought cycles, improving emotional regulation and resilience when small problems arise.
Audience
6th Grade Individual Counseling
Time
30 minutes
Approach
Introduce strategies, model practice, and guided application.
Prep
Prepare Materials and Review
10 minutes
- Review the student’s completed entries in the Thought Journal Worksheet and any Session 2 Balanced Thought Worksheets.
- Print one copy each of the Session 3 Slide Deck: Coping Strategies & Relaxation, Session 3 Coping Strategies Worksheet, and Deep Breathing Practice Sheet.
- Familiarize yourself with the deep breathing steps and examples of positive self-talk to model during the session.
Step 1
Opening & Homework Review
5 minutes
- Welcome the student and recap previous sessions: thought journaling and balanced thoughts.
- Ask the student to share one recent entry and note whether they tried reframing or coping strategies.
- Identify any challenges or successes they experienced.
Step 2
Introduce Coping Strategies
10 minutes
- Use the Session 3 Slide Deck: Coping Strategies & Relaxation to define and illustrate:
• Deep Breathing: steps and benefits
• Positive Self-Talk: examples of balanced, encouraging statements - Discuss: “How might each strategy help when a turbo thought strikes?”
Step 3
Practice Deep Breathing
8 minutes
- Distribute the Deep Breathing Practice Sheet.
- Model one round of deep breathing: inhale for 4 seconds, hold 2 seconds, exhale for 6 seconds.
- Have the student practice 3–4 cycles, noting how their body and mind feel.
- Encourage them to notice any decrease in tension or worry.
Step 4
Worksheet Application
5 minutes
- Introduce the Session 3 Coping Strategies Worksheet.
- Ask the student to choose one strategy (deep breathing or self-talk) and:
- Describe when they will use it.
- Write a personalized self-talk phrase or breathing reminder.
- Provide guidance and examples as needed.
Step 5
Debrief & Reflection
2 minutes
- Ask: “Which strategy felt most helpful? How did you feel after practicing?”
- Praise their effort and emphasize that using these tools regularly builds skill.
Step 6
Homework Assignment
? minutes
- Instruct the student to continue the Thought Journal Worksheet each evening.
- For any turbo thought, practice deep breathing or self-talk and note its effect in the journal.
- Bring journal entries and the Coping Strategies Worksheet to Session 4.
Slide Deck
Taming Turbo Thoughts Session 3
Agenda:
• Opening & Homework Review
• Coping Strategies Overview
• Deep Breathing Practice
• Applying Coping Strategies
• Debrief & Reflection
• Homework Assignment
Welcome the student and set a warm, supportive tone. Briefly remind them of the skills learned so far (thought awareness and reframing) and introduce today’s focus on coping strategies that can be used in the moment.
Opening & Homework Review
- Recap Sessions 1 & 2 skills
- Student shares a journal entry and any reframing or coping attempts
- Discuss successes and challenges
Ask the student to share one recent Thought Journal entry. Listen for any evidence they tried reframing or coping strategies. Note what worked well and what felt challenging to guide today’s practice.
Coping Strategies Overview
• Deep Breathing: Slows heart rate and calms the mind
• Positive Self-Talk: Uses balanced, encouraging statements to challenge negative thoughts
Question: “How might these help when a turbo thought strikes?”
Explain that coping strategies can interrupt turbo thoughts and help regulate emotions quickly. Introduce the two strategies: deep breathing and positive self-talk.
Deep Breathing Practice
• Use the Deep Breathing Practice Sheet
• Steps:
- Inhale slowly for 4 seconds
- Hold breath for 2 seconds
- Exhale gently for 6 seconds
• Practice 3–4 cycles and notice how your body and mind feel
Model each step of deep breathing using the sheet. Guide the student through several cycles, emphasizing awareness of physical changes.
Applying Coping Strategies
• Use the Session 3 Coping Strategies Worksheet
• Steps:
- Choose deep breathing or self-talk
- Describe when you will use it (what situation)
- Write your own self-talk phrase or breathing reminder
• Refer to your Thought Journal Worksheet for examples of turbo thoughts
Shift to application. Introduce the worksheet for personalized planning. Help the student connect strategy to real situations.
Debrief & Reflection
• Which strategy felt most helpful?
• How did you feel after practicing?
• What will you remember next time a turbo thought comes?
Celebrate the student’s experimentation and insight. Invite them to reflect on which strategy felt most helpful and why.
Homework Assignment
• Continue using the Thought Journal Worksheet nightly
• When a turbo thought arises, practice deep breathing or self-talk and note its effect
• Bring your journal entries and the Coping Strategies Worksheet to Session 4
Reinforce daily practice. Emphasize that using these tools regularly builds confidence and control over turbo thoughts.
Worksheet
Session 3 Coping Strategies Worksheet
Use this worksheet to plan when and how you will use coping skills to manage your turbo thoughts. Choose one strategy: deep breathing or positive self-talk.
- Strategy Chosen: ___________________________________________
- Situation: Describe when or where you will use this strategy (what kind of turbo thought or moment):
- Details of the Strategy You Chose:
• If deep breathing:
– Reminder: Inhale for ____ sec, hold for ____ sec, exhale for ____ sec
• If positive self-talk:
– Your personalized self-talk phrase: _________________________________ - Why I Think This Strategy Will Help Me in That Situation:
- After Using This Strategy, I Will Rate My Emotion (1 = very calm, 10 = extremely upset) and Note Any Thoughts or Changes:
- Notes: Any other ideas for when or how to use this skill?
Remember to practice this in your Thought Journal Worksheet and bring this worksheet to Session 4. Great job planning your coping strategies!
Reading
Deep Breathing Practice Sheet
Deep breathing is a simple, powerful way to calm your body and mind when a turbo thought starts to take over. Follow the steps below to practice deep breathing and notice how you feel more relaxed.
Why Deep Breathing Helps
• Slows your heart rate and lowers blood pressure
• Sends more oxygen to your brain, making it easier to think clearly
• Breaks the cycle of fast, negative thoughts by focusing on your breath
How to Prepare
• Find a quiet, comfortable spot where you can sit or stand straight.
• Place one hand on your chest and the other on your belly to feel your breath.
Step-by-Step Guide
- Inhale slowly through your nose for 4 seconds.
- Feel your belly rise under your hand.
- Hold the breath gently for 2 seconds.
- Exhale slowly through your mouth for 6 seconds.
- Feel your belly fall as you let the air out.
- Pause for 1–2 seconds before your next inhale.
- Repeat this cycle 3–4 times.
Tips for Success
- Keep your focus on the count and the feeling of air moving in and out.
- If your mind wanders, gently bring your attention back to your breath—no judgment.
- Practice this whenever you notice tension, worry, or a turbo thought brewing.
Notice the Difference
After you finish, take a moment to observe:
- How does your body feel? (lighter, less tight)
- How do your thoughts feel? (slower, quieter)
- How would you rate your calmness now, on a scale from 1 (very calm) to 10 (extremely upset)?
Keep this sheet handy and use it any time you need a quick way to slow down and regain control over turbo thoughts. You’ve got this!
Rubric
Session 3 Rubric: Coping Strategies & Relaxation Skills
This rubric evaluates the student’s engagement with the deep breathing practice, personalized self-talk development, completion of the Session 3 Coping Strategies Worksheet, and reflection on strategy effectiveness. Use a 4-point scale: 4 = Exemplary, 3 = Proficient, 2 = Developing, 1 = Beginning.
| Criteria | 4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning | Points Possible | Points Earned |
|---|---|---|---|---|---|---|
| Participation & Engagement | Actively engages in all activities; asks insightful questions; shows enthusiasm and curiosity throughout. | Participates willingly; follows prompts; shows genuine interest. | Joins in with some prompting; occasionally off-task; needs reminders to stay focused. | Rarely participates; appears disengaged; requires constant encouragement. | 4 | |
| Deep Breathing Practice | Demonstrates each step correctly without prompting; describes physical/emotional changes in detail; practices mindfully. | Performs breathing steps correctly with minimal support; notes general calming effects. | Needs occasional cues to follow steps; shows limited awareness of its calming impact. | Unable to complete steps or shows no awareness of any effect on body/mind. | 4 | |
| Self-Talk Strategy Development | Crafts personalized, specific, realistic self-talk phrases directly addressing turbo thoughts; shows clear understanding of purpose. | Develops logical self-talk phrases that address turbo thoughts; may be somewhat general. | Creates generic or vague phrases; limited connection to turbo thoughts; needs guidance. | No self-talk phrases or phrases are unrelated to managing turbo thoughts. | 4 | |
| Worksheet Completion | All sections of the Session 3 Coping Strategies Worksheet fully and legibly completed with detail. | Most sections completed; minor omissions; responses are generally clear. | Several sections incomplete or responses are vague; limited detail. | Majority of sections blank or responses are irrelevant. | 4 | |
| Reflection & Future Application | Offers deep insight on how each strategy helps; identifies concrete situations for future use; provides actionable next steps. | Reflects on benefits of strategies; mentions when to use them again; basic planning. | Reflection is surface-level; limited foresight on future application; needs prompting. | No meaningful reflection or planning for future use of coping strategies. | 4 |
Total Points: ____ / 20
Score Interpretation
16–20 = Mastery of Skills
11–15 = Competent with Guidance
6–10 = Needs Practice
1–5 = Intensive Support Needed
Lesson Plan
Session 4 Lesson Plan
Support the student in consolidating learned skills into a personal, sustainable coping plan and reviewing progress to prevent relapse of turbo thoughts.
Bringing together awareness, reframing, and coping strategies into a cohesive plan enhances the student’s confidence and ability to manage negative thoughts independently and maintain gains over time.
Audience
6th Grade Individual Counseling
Time
30 minutes
Approach
Review, summarize, plan, and reflect.
Prep
Prepare Materials and Review
10 minutes
- Review the student’s completed entries in the Thought Journal Worksheet and all previous session worksheets.
- Print one copy each of the Session 4 Slide Deck: Consolidation & Maintenance and Session 4 Personal Coping Plan Worksheet.
- Familiarize yourself with the student’s progress, noting strengths and areas needing reinforcement.
Step 1
Opening & Progress Review
5 minutes
- Welcome the student and recap the skills learned across Sessions 1–3.
- Ask the student to share one entry from the Thought Journal Worksheet where they successfully applied a skill.
- Highlight their successes and discuss any remaining challenges they faced.
Step 2
Skills Consolidation
10 minutes
- Use the Session 4 Slide Deck: Consolidation & Maintenance to review each step:
• Identifying turbo thoughts
• Evaluating evidence and forming balanced thoughts
• Applying coping strategies (deep breathing & self-talk) - Invite the student to explain each step in their own words.
- Discuss how the steps build on each other to manage negative thoughts.
Step 3
Personal Coping Plan Development
10 minutes
- Introduce the Session 4 Personal Coping Plan Worksheet.
- Guide the student to outline:
- Warning signs of a turbo thought
- Step-by-step actions (identify, reframe, and cope)
- Preferred coping strategy with personalized reminders
- Sources of support (e.g., teacher, parent, friend)
- Encourage the student to add cues or notes that make the plan easy to follow.
Step 4
Relapse Prevention & Q&A
3 minutes
- Discuss potential obstacles to using the coping plan (e.g., feeling rushed, forgetting steps).
- Brainstorm practical solutions or reminders (e.g., sticky notes, phone alerts).
- Ask: “What might get in the way of using your plan, and how can you overcome it?”
Step 5
Closing & Next Steps
2 minutes
- Praise the student’s progress and commitment to skill-building.
- Encourage ongoing use of the Personal Coping Plan and the Thought Journal Worksheet.
- Set expectations for periodic check‐ins to adjust the plan as needed and celebrate successes.
Slide Deck
Taming Turbo Thoughts Session 4
Agenda:
• Opening & Progress Review
• Skills Consolidation
• Personal Coping Plan
• Preventing Relapse & Q&A
• Closing & Next Steps
Welcome the student and set a warm, supportive tone. Briefly recap what they’ve learned so far and explain that today’s goal is to bring all the skills together into one plan.
Opening & Progress Review
- Quick recap of Sessions 1–3 skills
- Student shares a successful Thought Journal entry
- Discuss successes and remaining challenges
Ask the student to share one journal entry where they applied a skill successfully. Highlight their progress and gently probe any remaining difficulties.
Skills Consolidation
• Identify Turbo Thoughts
• Evaluate Evidence & Develop Balanced Thoughts
• Apply Coping Strategies: Deep Breathing & Self-Talk
Guide the student through each step of the intervention. Encourage them to teach it back in their own words to reinforce understanding.
Creating Your Personal Coping Plan
• Use the Session 4 Personal Coping Plan Worksheet
• Outline:
- Warning Signs of Turbo Thoughts
- Step-by-Step Actions: Identify → Reframe → Cope
- Preferred Coping Strategy & Reminders
- Sources of Support
Introduce the Personal Coping Plan worksheet and support the student as they build their own step-by-step strategy, including warning signs, actions, and sources of support.
Preventing Relapse & Q&A
• Identify potential obstacles (e.g., forgetting steps, feeling rushed)
• Brainstorm solutions (e.g., sticky notes, phone alerts)
• Q&A: “What might make it hard to use your plan and how will you handle that?”
Discuss what might get in the way of using the plan and brainstorm practical reminders or cues to keep the plan top of mind.
Closing & Next Steps
• Praise progress and resilience
• Continue using your Personal Coping Plan & Thought Journal
• Plan brief follow-up check-ins to adjust and celebrate success
Celebrate the student’s hard work and commitment. Emphasize the importance of continued practice and periodic check-ins.
Worksheet
Session 4 Personal Coping Plan Worksheet
Use this worksheet to create your own step-by-step plan for noticing, challenging, and managing “turbo thoughts.” Fill in each section so your plan is easy to follow when you need it.
1. Warning Signs: What do you notice in your body, thoughts, or actions that tell you a turbo thought is starting? List at least two signs.
2. My Step-by-Step Actions: Write down each action you will take when you notice a turbo thought. Be specific!
Step 1 – Identify the Thought:
Step 2 – Challenge & Reframe (Evidence & Balanced Thought):
Step 3 – Cope (Use your strategy):
3. Preferred Coping Strategy & Reminders: Choose the strategy that feels most powerful for you and write your personal cue.
Strategy Chosen (deep breathing or positive self-talk): ___________________________
My reminder or self-talk phrase (what I’ll say to myself or see on a note):
4. Sources of Support: Who can you turn to if you need extra help? List at least two people and how they can support you.
- __________________________ – How they help: __________________________
- __________________________ – How they help: __________________________
5. Practical Cues & Notes: Where will you place reminders (e.g., sticky note on desk, alarm on phone)? Any extra tips or ideas to make your plan stick?
Once you’ve completed your plan, keep this worksheet in a place you can see it every day.
Continue using your Thought Journal Worksheet alongside this plan to track your progress and adjust as needed. Great work building your personal coping plan!