Activity: Coping Skills Recap

Objective: Student recalls and illustrates three coping strategies, then selects two to role-play and discuss application.

Materials:

• Coping Skills Recap Sheet
• Paper or the provided sheet
• Pencils, crayons, or markers
• Quiet space for drawing and practice

Steps:

1. Review the Skills (2 minutes)
   • Sit together and look over the Coping Skills Recap Sheet.
   • Name each strategy out loud, and briefly describe what it means.
2. Write & Draw (8 minutes)
   • Ask the student to write the name of three favorite coping skills on her paper or recap sheet.
   • Under each name, invite her to draw a picture showing how she might use that skill in real life (e.g., taking deep breaths with a smiling face, squeezing a stress ball).
     
     
     
     
     
     
3. Choose Two to Practice (2 minutes)
   • Have her look at her three drawings and circle two skills she feels most confident trying.
   • Ask: “Which two skills do you want to practice today?”
4. Role-Play Scenes (3 minutes)
   • For each circled skill, set up a simple scenario (e.g., feeling nervous about a test, upset with a friend).
   • Have her act out using the skill in the situation and say why it helps.

Reflection Questions (to discuss after drawings):

• Which skill was easiest to draw and why?
• When might you use each of the two circled skills at school or home?
• Is there another skill you’d like to try next time?
   
   
  (feel free to leave space below each question for the student’s response)
  
  
  
  
  
  
  
  
  
  
  

Application Discussion

Goal: Reflect on today’s coping skills and plan how to use them in real situations.

Discussion Guidelines:

• There are no wrong answers—share what you truly think and feel.
• Speak in full sentences so we can practice expressing ourselves clearly.
• Use examples from your own day, at school or at home.

1. Which of the two skills you practiced today did you like the most? Why?
   
   
   
   
   
   
   Follow-up if needed: "How did it feel when you used that skill?"
2. How did using this skill change how you felt? Can you describe the difference before and after?
   
   
   
   
   
   
   Follow-up: "Can you point to where you’d be on the Emotion Thermometer Visual before and after?"
3. Think of a moment at school or home when you might feel upset again. Which skill will you choose first? What will you think or do?
   
   
   
   
   
   
   Follow-up: "What would be your next step if that feeling stayed?"
4. Who could help remind you to use your coping skills if you forget? How might they help you remember?
   
   
   
   
   
   
   Follow-up: "Could you put a note in your desk or room as a reminder?"
5. What is one new idea for practicing your skills between now and our next session? How will you remind yourself to practice?
   
   
   
   
   
   
   Follow-up: "Do you want to set a timer or use a sticker chart?"

Wrap-Up:
• Thank the student for sharing her thoughts.
• Remind her that practicing even once each day helps build her emotional toolbox.
• Confirm which skill she’ll try first and praise her plan.

Session 1 Script

Welcome and Warm-Up (5 minutes)

Teacher: “Hi [Student Name]! I’m so happy to see you today. How has your day been so far?”

Teacher: “Today, we’re going to revisit some of your special tools for when you feel upset or anxious. We’ll call this your emotional toolbox. Does that sound good?”

Teacher: “Great! First, let’s check in with our feelings thermometer. Here’s our Emotion Thermometer Visual. Can you point to where you feel you are right now?”

(Wait for student to point and tell how she feels.)

Teacher (if needed): “You’re showing me you’re at about a [repeat student’s choice]. Thanks for sharing!”

Coping Skills Recap Activity (15 minutes)

Teacher: “Now I’m going to give you the Coping Skills Recap Sheet. On this sheet are several ways to help ourselves when big feelings show up.”

Teacher: “Can you name three of these coping skills and tell me, in your own words, what each one means?”

(If student hesitates, prompt: “Let’s look at the picture of taking deep breaths. What does that look like to you?”)

Teacher: “Perfect! Now I’d like you to pick three coping skills you like best and write each name on your paper. Under each one, draw a picture of you using that skill.”

Teacher: “How are your drawings coming along? Can you show me your picture for the first skill and tell me what’s happening?”

(Listen and offer positive feedback: “I love how you drew yourself taking deep breaths—your balloon is so bright!”)

Teacher: “When you’re done with all three, circle two skills you feel most confident trying today.”

(Allow time for circling.)

Teacher: “Which two did you pick?”

Teacher: “Awesome choices! Let’s role-play each one.”

Role-Play 1

Teacher: “Imagine you’re feeling nervous about a test. Show me how you’d use [Skill 1].”

(Encourage her to act it out.)

Teacher: “Why do you think using [Skill 1] would help when you’re nervous?”

Role-Play 2

Teacher: “Now, pretend you’re upset because someone took your pencil without asking. Show me how you’d use [Skill 2].”

Teacher: “Good job! How did that skill help you feel better?”

Discussion and Application (7 minutes)

Teacher: “You did an amazing job practicing. Let’s talk about how they felt.”

Teacher: “Which of the two skills felt most helpful to you, and why?”

(Follow-up: “What did you notice in your body when you used it?”)

Teacher: “If you think back to before you used the skill, where would you say you were on the Emotion Thermometer Visual? And where are you now?”

Teacher: “Can you think of a time at school or at home when you might use [Skill 1]? What would you do first?”

Teacher: “If that feeling stayed even after using [Skill 1], what could be your next step?”

Teacher: “Who could remind you to use these skills if you forget? How might they help you remember?”

Teacher: “One last question—what’s one new idea you have for practicing your skills before our next meeting?”

(Offer ideas: setting a timer, using a sticker chart, keeping a small note in her desk.)

Wrap-Up and Check-Out (3 minutes)

Teacher: “I’m so proud of how you explored your emotional toolbox today. Can you tell me the two skills you’ll practice before our next session?”

Teacher: “Fantastic choice! I know you’ll do great. Remember, practicing even once a day makes your toolbox stronger.”

Teacher: “Thanks for sharing and practicing with me today. I’ll see you next time at [agreed day/time]. Have a wonderful rest of your day!”

Session 2 Script

Welcome & Check-In (5 minutes)

Teacher: “Hi [Student Name]! It’s great to see you again. How have you been since our last session?”

Teacher: “Last time, we practiced two tools from your emotional toolbox. Can you remind me which two coping skills you picked?”

Teacher: “Let’s check in on our feelings. Here’s our Emotion Thermometer Visual. Where do you feel you are right now?”

Teacher (if needed): “Thanks for sharing. You’re at about a [repeat student’s choice], and that’s okay!”

Scenario Practice (15 minutes)

Teacher: “I have some Scenario Prompt Cards here with different situations. Let’s pick the first one together.”

(Show card, read scenario aloud.)

Teacher: “In that situation, how might you use one of your two skills? Which one would you choose?”

Teacher: “Great. Show me how you’d use that skill.”

Teacher: “Nice work! Why did you choose that skill for this scenario?”

(Repeat for a second prompt.)

Introduce a New Strategy & Practice (5 minutes)

Teacher: “You’re doing awesome. Now let’s learn one more tool for your toolbox. This one is called Positive Self-Talk. It means using kind words to yourself when you feel upset. You might say, ‘I can do this,’ or ‘I am calm.’ Have you ever tried positive self-talk?”

Teacher: “Let’s role-play one scenario using positive self-talk. Imagine you feel nervous about speaking in class. What could you say to yourself first?”

Teacher: “Show me how you’d say your positive self-talk out loud.”

Teacher: “How did saying those kind words help you feel?”

Reflection Discussion (7 minutes)

Teacher: “You practiced three strategies today. I’d like to hear your thoughts.”

Teacher: “Which skill felt easiest to use today and why?”

Teacher: “Looking at our Emotion Thermometer Visual, where were you before using that skill, and where are you now?”

Teacher: “When might you try Positive Self-Talk this week? Can you think of a situation?”

Teacher: “If one skill doesn’t help enough, what could be your next step?”

Teacher: “Who could remind you to use these skills if you forget?”

Wrap-Up & Next Steps (3 minutes)

Teacher: “You did an amazing job today! Before we finish, can you name one scenario you’ll try each skill in this week?”

Teacher: “How will you remind yourself? Maybe a note in your desk or a quick check on your thermometer?”

Teacher: “I’m proud of your hard work. Keep practicing and your toolbox will get even stronger. I’ll see you next time on [agreed day/time]. Have a wonderful rest of your day!”

Coping Skills Recap Sheet

Below are some strategies you can use when big feelings show up. Read each one, circle the skills you like or want to try, and then write or draw how you might use it in real life.

1. Deep Breathing
   What It Is: Taking slow, deep breaths to calm your body.
   ⭕ Circle if you want to try it.
   My Notes or Drawing:
   
   
   
   
   
   
2. Counting to Ten
   What It Is: Slowly counting from 1 to 10 to give yourself a moment to think.
   ⭕ Circle if you want to try it.
   My Notes or Drawing:
   
   
   
   
   
   
3. Positive Self-Talk
   What It Is: Saying kind, encouraging words to yourself (like “I can do this”).
   ⭕ Circle if you want to try it.
   My Notes or Drawing:
   
   
   
   
   
   
4. Muscle Relaxation
   What It Is: Tensing and then relaxing different parts of your body to release tension.
   ⭕ Circle if you want to try it.
   My Notes or Drawing:
   
   
   
   
   
   
5. Taking a Break
   What It Is: Stepping away from a situation for a short time to calm down.
   ⭕ Circle if you want to try it.
   My Notes or Drawing:
   
   
   
   
   
   
6. Talking to Someone
   What It Is: Sharing how you feel with a trusted person (like a teacher or family member).
   ⭕ Circle if you want to try it.
   My Notes or Drawing:
   
   
   
   
   
   

My Top 3 Skills to Practice

Write your top three circled skills below and how you plan to use each one this week.

1. ---

   How I’ll use it: ____________________________
   
   
   

2. ---

   How I’ll use it: ____________________________
   
   
   

3. ---

   How I’ll use it: ____________________________
   
   
   

Emotion Thermometer Visual

Use this thermometer to show how strong your feelings are right now.

0 – Very Calm (🧘)
2 – A Little Worried (🙂)
4 – Neutral or Unsure (😐)
6 – Upset or Sad (😟)
8 – Angry or Frustrated (😠)
10 – Very Upset or Out of Control (🤯)

1. Circle the number that shows how you feel before using a coping skill:
   
   
   
   
   
   
2. After you use your coping skill, circle the number that shows how you feel now:
   
   
   
   
   
   
3. What do you notice about the change in your number? How do you feel now compared to before?