Welcome the student warmly. Start by setting a comfortable, confidential tone. Say something like, "Thanks for coming today. We're going to talk about something super interesting that helps us understand ourselves better: why we sometimes do things before we even have a chance to think about them." Connect to the warm-up question from the session plan: "Remember how we talked about quick reactions? We'll dive into the science behind that today, and learn how you can gain more control!"

Introduce the idea of the 'Fast Lane' and 'Slow Lane' parts of the brain. "Think of your brain like a car with two different lanes. One is super fast, for when you need to react instantly. The other is a bit slower, for when you need to think things through carefully." Explain the limbic system/amygdala as the 'Fast Lane' (emotions, instincts) and the prefrontal cortex as the 'Slow Lane' (planning, smart decisions). Emphasize that both are important.

Define impulse in simple terms, relating it back to the 'Fast Lane' taking over. "So, an impulse is when your brain's Fast Lane takes charge, and you do something without much time to think." Provide simple, non-judgmental examples and ask the student if these resonate: "Have you ever blurted something out, or grabbed something quickly without thinking? It's a totally normal brain response!"

Guide the student in identifying their personal impulse triggers. "What kind of situations or feelings tend to make your Fast Lane kick into high gear?" Offer the examples on the slide (strong emotions, peer pressure, boredom, stress, tiredness, habit) as starting points, but encourage them to think of their own. Write down their ideas on paper or a whiteboard to visualize their patterns.

Transition to the personal reflection activity. "Now that we know about the Fast and Slow Lanes, let's think about a time you experienced an impulse. This is a safe space to talk about it, and reflecting helps us learn." Introduce the next activity as a way to think deeper about these moments. Reassure them that it's about learning, not judgment.

Introduce the 'PAUSE' strategy as a way to intentionally engage the 'Slow Lane.' "The great news is you have the power to slow down your Fast Lane and let your Slow Lane catch up! We call it the PAUSE." Go through each letter (Pause, Ask, See, Execute), explaining what it means and how it can be applied. Have the student practice taking a deep breath.

Introduce the personal 'Trigger Tracker' activity. "Now, we're going to put this into practice just for you. We'll identify one specific trigger you want to work on, and then brainstorm one new way you can PAUSE when that trigger happens." Explain that this is a personal tool to build their skills.

Conclude by empowering the student. "Learning to control impulses is like building a muscle – it takes practice. Every time you try to pause and make a thoughtful choice, you're making your Slow Lane brain stronger, and that's a huge step forward." Ask for their one takeaway or strategy they will try. Offer encouragement for their effort.