Untangle Your Thoughts: Script

Warm-Up: How Are You Feeling? (3 minutes)

"Good morning/afternoon everyone! Let's kick things off with a quick check-in. I'd love to hear how you're doing today. Can you share one word to describe your current feeling? And briefly, what's making you feel that way? Remember, there are no right or wrong answers, all feelings are valid. I'll start... I'm feeling [Teacher's Feeling] today because [Reason]. Who'd like to go next?"

(Listen to a few student responses. Validate their feelings.)

"Thanks for sharing! It's important to acknowledge how we're feeling, and today we're going to explore why we feel the way we do, and how those feelings connect to our thoughts and actions."

Introduction to the CBT Triangle (7 minutes)

"(Transition to Untangle Your Thoughts Slide Deck - Slide 3)"

"Today, we're going to talk about something called the CBT Triangle. Has anyone ever heard of Cognitive Behavioral Therapy, or CBT, before?"

(Allow for responses. Clarify if needed.)

"Essentially, the CBT Triangle is a powerful tool that helps us understand the connection between our Thoughts, our Feelings, and our Behaviors. It suggests that these three parts are constantly influencing each other, like a continuous loop. If you change one part of the triangle, it can impact the other two."

"Why do you think understanding this connection might be important in your everyday lives?"

(Allow for student responses. Guide them towards ideas of managing stress, understanding reactions, making conscious choices.)

"Exactly! When we understand this loop, we gain more control over how we react to situations and how we feel. Let's break down each part of the triangle."

Exploring Each Component: T-F-B (10 minutes)

Thoughts

"(Transition to Untangle Your Thoughts Slide Deck - Slide 4)"

"First up: Thoughts. Our thoughts are like the running commentary in our heads. They're the ideas, beliefs, opinions, and interpretations we have about ourselves, other people, and the world around us. These aren't always facts; they can be assumptions or judgments."

"Take a look at these examples on the slide: 'I'm not good enough,' 'This is going to be a terrible day,' 'They probably think I'm silly.' Can anyone share a time they've had a thought similar to these, or perhaps a different example of a thought that popped into their head?"

(Encourage 1-2 student examples. Reiterate that thoughts are often automatic.)

Feelings

"(Transition to Untangle Your Thoughts Slide Deck - Slide 5)"

"Next, we have Feelings, also known as emotions. These are our internal, physical, and mental reactions to our thoughts and experiences. They can range from happiness and excitement to sadness, anger, or anxiety."

"Think about the examples on the slide: Sadness, Anger, Joy, Anxiety, Frustration. How do these feelings feel in your body? For instance, when you're anxious, where do you feel it? What about when you're happy?"

(Discuss physical sensations of emotions briefly. Connect feelings back to the previous discussion on thoughts.)

Behaviors

"(Transition to Untangle Your Thoughts Slide Deck - Slide 6)"

"Finally, there are Behaviors. These are the actions we take, or sometimes don't take, in response to our thoughts and feelings. They are the observable things we do."

"Look at the examples: Avoiding a situation, lashing out verbally, studying harder, seeking support, withdrawing from friends. Notice how some are active and some are inactive. Can someone give an example of a behavior they might have when they're feeling a certain way?"

(Elicit 1-2 examples, connecting behaviors to feelings and thoughts.)

How Do They Connect? (Slide 7)

"(Transition to Untangle Your Thoughts Slide Deck - Slide 7)"

"Now, here's the crucial part: These three pieces are always talking to each other. Your thoughts influence your feelings, your feelings influence your behaviors, and your behaviors can even influence your thoughts! It's a cycle."

"Let's look at the example on the slide: If you have the Thought 'I'm going to fail this test,' how might that make you Feel? (Anxious, nervous). And if you're feeling anxious and nervous, what Behavior might you engage in? (Procrastinate studying, avoid class)."

"What if we tried to change the thought? What if the thought was 'I will try my best on this test'? How might that change the feeling and behavior?"

(Discuss how a different thought could lead to different feelings and behaviors, e.g., feeling more motivated, studying harder.)

Activity: Applying the Triangle (8 minutes)

"(Transition to Untangle Your Thoughts Slide Deck - Slide 8)"

"Great work understanding the connections! Now, it's your turn to practice. I'm going to hand out a CBT Triangle Worksheet. It has a scenario, and your task is to identify the thoughts, feelings, and behaviors that are present in that situation."

(Distribute the worksheets.)

"Read the scenario carefully. Then, in the boxes provided, write down what you think the main thoughts, feelings, and behaviors are. Work individually for a few minutes, and then we'll discuss as a group."

(Circulate, offer guidance, and answer questions. After 4-5 minutes, bring the group back.)

"Who would like to share what they identified for the thoughts in the scenario? How about the feelings? And the behaviors? Were there any parts that were tricky?"

(Facilitate a brief discussion. Use the CBT Triangle Worksheet Answer Key as a reference, but encourage diverse interpretations as long as they are justified.)

Wrap-Up & Next Steps (2 minutes)

"(No slide change needed, or return to title slide if desired.)"

"Excellent work today, everyone! Remember, the CBT Triangle is a tool you can use every day. By noticing your thoughts, feelings, and behaviors, you can start to understand yourself better and make more intentional choices."

"As a final quick reflection, I'm handing out a CBT Cool Down sheet. Please take a minute to fill it out before you leave. It's just a way for you to reflect on what you learned today."

(Distribute cool down sheets. Thank students for their participation.)

CBT Triangle Worksheet: Unpack the Scenario

Instructions: Read the scenario below. Then, identify the main Thoughts, Feelings, and Behaviors of the person in the scenario. Remember that thoughts can be what the person is saying to themselves, feelings are their emotions, and behaviors are their actions (or inactions).

Scenario:

Maya just got back her history test, and she scored a D. She immediately thinks, "I'm so stupid, I'm never going to pass this class, and my parents are going to be so disappointed." She feels a knot in her stomach, her heart races, and she feels overwhelmed and sad. When she gets home, she goes straight to her room, puts on headphones, and avoids talking to anyone about her test.

Thoughts:

Feelings:

Behaviors:

CBT Triangle Worksheet Answer Key

Scenario:

Maya just got back her history test, and she scored a D. She immediately thinks, "I'm so stupid, I'm never going to pass this class, and my parents are going to be so disappointed." She feels a knot in her stomach, her heart races, and she feels overwhelmed and sad. When she gets home, she goes straight to her room, puts on headphones, and avoids talking to anyone about her test.

Thoughts:

• "I'm so stupid." (Self-deprecating thought, a judgment about her intelligence)
• "I'm never going to pass this class." (Catastrophizing, predicting a negative future outcome)
• "My parents are going to be so disappointed." (Concern about others' perception, anticipating negative reactions)
• Reasoning: These are internal statements, interpretations, and predictions about herself and the situation.

Feelings:

• A knot in her stomach (Physical manifestation of anxiety/stress)
• Heart races (Physical manifestation of anxiety/fear)
• Overwhelmed (An intense emotional state of being swamped)
• Sad (An emotional state of sorrow or unhappiness)
• Reasoning: These are emotional and physiological reactions to her thoughts and the event (the D grade).

Behaviors:

• Goes straight to her room (Withdrawal, avoidance of interaction)
• Puts on headphones (Avoidance, disengagement from external stimuli)
• Avoids talking to anyone about her test (Avoidance, social withdrawal)
• Reasoning: These are observable actions taken in response to her thoughts and feelings.

Reflection for Discussion:

• How do these elements connect? Maya's negative thoughts about her intelligence and future (

CBT Cool Down

Instructions: Please answer the following questions to reflect on what we discussed today.

1. One thing I learned today about the CBT triangle (Thoughts, Feelings, Behaviors) is:
   
   
   
   
   
   
   

2. How can understanding my thoughts, feelings, and behaviors help me in a real-life situation this week?
   
   
   
   
   
   
   
   
   
   
   
   

3. On a scale of 1-5 (1 = Not at all, 5 = Very Confident), how confident do you feel in identifying thoughts, feelings, and behaviors in a given situation?
   
   
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