Lesson Plan
That Little Voice In My Head Lesson Plan
Students will be able to identify and name common types of anxious thoughts or cognitive distortions.
Understanding and naming anxious thoughts is the first step towards managing them. This lesson provides students with the vocabulary and tools to recognize unhelpful thought patterns, empowering them to develop healthier mental habits.
Audience
High School Students
Time
30 minutes
Approach
Interactive discussion and activity-based learning.
Materials
That Little Voice In My Head Slide Deck, Thought Bubble Worksheet, Cognitive Distortion Flashcards, and Personal Thought Journal
Prep
Teacher Preparation
15 minutes
- Review the That Little Voice In My Head Slide Deck and familiarize yourself with the content.
- Print copies of the Thought Bubble Worksheet for each student.
- Prepare Cognitive Distortion Flashcards (either print and cut provided cards or have students create their own during an activity).
- Ensure students have access to their Personal Thought Journal or a blank notebook for reflection.
- Review all generated materials as needed.
Step 1
Warm-Up: Recap of Physical Symptoms
5 minutes
Begin by briefly recapping the previous lesson or topic on physical symptoms of anxiety.
- Ask students: 'Who remembers some of the physical ways anxiety can show up in our bodies?'
- Guide a short class discussion to activate prior knowledge.
Step 2
Introduction to Cognitive Distortions
7 minutes
Use the That Little Voice In My Head Slide Deck to introduce the concept of 'that little voice in my head' and connect it to automatic negative thoughts (ANTs) and cognitive distortions.
- Explain key concepts: Cognitive Distortions, Automatic Negative Thoughts (ANTs), Catastrophizing, Black-and-White Thinking, Overgeneralization.
- Provide relatable examples for each distortion.
Step 3
Thought Bubble Brainstorm Activity
8 minutes
Distribute the Thought Bubble Worksheet.
- Instruct students to write down some common anxious thoughts they or people they know might experience (without sharing personal details if they're uncomfortable).
- Encourage them to think about situations that trigger these thoughts (e.g., tests, social events, future plans).
- Facilitate a brief, anonymous sharing session where students can share some of the thoughts they wrote down (e.g., by writing them on the board, if comfortable).
Step 4
Categorizing Anxious Thoughts
5 minutes
Introduce the Cognitive Distortion Flashcards.
- In small groups or as a class, have students try to match the thoughts from their worksheets (or from the shared examples) to the types of cognitive distortions on the flashcards.
- Discuss why certain thoughts fit certain categories, reinforcing the definitions of each distortion.
Step 5
Journal Prompt and Reflection
5 minutes
Conclude the lesson by assigning a journal prompt using the Personal Thought Journal.
- Prompt: 'Reflect on one anxious thought you've had recently. Which cognitive distortion does it most closely resemble, and why?'
- Explain that recognizing these thoughts is the first step towards changing them.
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Slide Deck
That Little Voice In My Head
What does it say? How does it make you feel?
Welcome students and briefly recap the previous discussion on physical symptoms of anxiety. Connect it to how our thoughts can also affect us.
Our Inner Monologue
We all have an inner voice.
Sometimes it's helpful.
Sometimes it's… not so helpful.
Introduce the idea that everyone has internal thoughts, and sometimes these thoughts can become unhelpful or anxious. Explain that we'll be learning to identify them.
Meet the ANTs (Automatic Negative Thoughts)
These are quick, often negative thoughts that pop into our heads.
They can be tricky because they feel real!
Today, we're going to learn about Cognitive Distortions, which are common patterns of these ANTs.
Define 'Automatic Negative Thoughts' (ANTs) as quick, often unnoticed thoughts that pop into our heads and tend to be negative. Explain 'Cognitive Distortions' as patterns of thinking that are often biased or irrational.
Cognitive Distortion #1: Catastrophizing
Thinking the absolute worst possible outcome will happen, even if it's unlikely.
Example: "If I fail this quiz, I'll fail the class, then I won't get into college, and my life will be over!"
Define catastrophizing with examples that high school students can relate to, like failing a test leading to a ruined future.
Cognitive Distortion #2: Black-and-White Thinking
Seeing things in extremes; no middle ground. If it's not perfect, it's a total failure.
Example: "I got one question wrong on the test, so I'm completely stupid and a terrible student."
Define black-and-white thinking, also known as all-or-nothing thinking. Provide examples like seeing things as either perfect or a complete disaster.
Cognitive Distortion #3: Overgeneralization
Taking one negative event and applying it to all similar situations, expecting it to always happen.
Example: "I messed up that presentation, so I'm terrible at public speaking and I'll always fail whenever I have to speak in front of people."
Define overgeneralization with examples of taking one negative event and applying it to all similar situations.
Other Common Distortions
- Mind Reading: Assuming you know what others are thinking without evidence.
- Personalization: Taking everything personally, even if it has nothing to do with you.
- Emotional Reasoning: Believing something is true because you feel it strongly.
There are many more, but these are a great start!
Briefly mention other common distortions students might encounter: Mind Reading, Personalization, Emotional Reasoning. No need to go into depth, just acknowledge they exist.
Why Does This Matter?
Recognizing these thought patterns is the first step towards challenging them.
When we can name our thoughts, we take back some control.
Explain that identifying these thoughts is the first step. Encourage them to be observers of their thoughts, not just victims of them. Transition to the worksheet activity.
Worksheet
Thought Bubble Worksheet: What's That Little Voice Saying?
Sometimes, our minds can get busy with thoughts that make us feel worried or anxious. These are often called 'anxious thoughts' or 'automatic negative thoughts.' The first step to managing them is to notice what they are!
Instructions: In the thought bubbles below, write down some anxious thoughts that you or people you know might experience. These don't have to be your personal thoughts if you're uncomfortable sharing them; you can write down common worries or thoughts that come up for many people (e.g., before a test, during a social situation, about the future).
Try to fill at least 3 thought bubbles!
Thought Bubble 1
Thought Bubble 2
Thought Bubble 3
Thought Bubble 4 (Optional)
Thought Bubble 5 (Optional)
Activity
Cognitive Distortion Flashcards
Instructions for Teacher: Print these cards and cut them out. You can have students work in small groups to match the definitions and examples to the correct cognitive distortion, or use them as a class discussion tool.
Card 1: Distortion Name
Catastrophizing
(Cut along this line)
Card 2: Definition
Definition:
Thinking the absolute worst possible outcome will happen, even if it's unlikely.
Example:
"If I fail this quiz, I'll fail the class, then I won't get into college, and my life will be over!"
(Cut along this line)
Card 3: Distortion Name
Black-and-White Thinking
(Cut along this line)
Card 4: Definition
Definition:
Seeing things in extremes; no middle ground. If it's not perfect, it's a total failure.
Example:
"I got one question wrong on the test, so I'm completely stupid and a terrible student."
(Cut along this line)
Card 5: Distortion Name
Overgeneralization
(Cut along this line)
Card 6: Definition
Definition:
Taking one negative event and applying it to all similar situations, expecting it to always happen.
Example:
"I messed up that presentation, so I'm terrible at public speaking and I'll always fail whenever I have to speak in front of people."
(Cut along this line)
Card 7: Distortion Name
Mind Reading
(Cut along this line)
Card 8: Definition
Definition:
Assuming you know what others are thinking without evidence.
Example:
"My friend didn't text me back immediately, so they must be mad at me."
(Cut along this line)
Card 9: Distortion Name
Personalization
(Cut along this line)
Card 10: Definition
Definition:
Taking everything personally, even if it has nothing to do with you.
Example:
"The teacher looks annoyed, so it must be something I did."
(Cut along this line)
Card 11: Distortion Name
Emotional Reasoning
(Cut along this line)
Card 12: Definition
Definition:
Believing something is true because you feel it strongly.
Example:
"I feel like a failure, so I must be one."
Journal
My Personal Thought Journal: Naming That Voice
Instructions: Take a moment to reflect on your own thoughts. Everyone has anxious thoughts from time to time, and that's perfectly normal. The goal of this journal is to help you practice identifying them.
Journal Prompt:
Think about one anxious thought you've had recently, or a common anxious thought that comes up for you. Describe the thought in the space below.
Now, look back at the cognitive distortions we discussed today (Catastrophizing, Black-and-White Thinking, Overgeneralization, Mind Reading, Personalization, Emotional Reasoning).
Which cognitive distortion does your thought most closely resemble? Explain why you think it fits that category.
Why this matters: Simply recognizing and naming these thought patterns is a powerful first step. It helps you see that your thoughts are not always facts, and you have the ability to challenge them over time.