Social & Emotional Check-in: Your Emotional Toolkit

Name: _________________________ Date: _________________________

This worksheet is designed to help you explore your own social and emotional world. Take your time to reflect on each question and answer honestly. There are no right or wrong answers – this is about understanding you!

Part 1: Identifying My Emotions

1. Think about the last week. What are three different emotions you felt strongly? Describe what each emotion felt like in your body (e.g., tension, lightness, warmth).
   
   
   
   
   
   
   
   
   
   
   
   

2. When you feel happy, what usually causes that feeling?
   
   
   
   
   
   

3. When you feel frustrated or sad, what usually causes those feelings?
   
   
   
   
   
   

Part 2: My Coping Strategies

1. When you are feeling stressed or upset, what are three things you typically do to make yourself feel better (or to manage the feeling)?
   
   
   
   
   
   
   
   
   
   
   
   

2. Are these strategies always helpful? Why or why not?
   
   
   
   
   
   

3. Can you think of one new healthy coping strategy you might want to try? (e.g., talking to a trusted adult, taking a walk, listening to music, deep breathing)
   
   
   
   
   
   

Part 3: Social Impact

1. How do your emotions affect the way you interact with your friends and family? Give a specific example.
   
   
   
   
   
   
   
   
   
   
   
   

2. How do you think understanding your own emotions better could help you have stronger relationships with others?
   
   
   
   
   
   

3. Imagine a friend is feeling a strong emotion (e.g., anger, sadness). What's one thing you could do to show them support or help them?
   
   
   
   
   
   

Social & Emotional Check-in: Your Emotional Toolkit - Answer Key

This answer key provides guidance for assessing student responses. Since many questions are reflective and personal, there are no single "correct" answers. Focus on the depth of reflection, self-awareness, and logical reasoning demonstrated by the student.

Part 1: Identifying My Emotions

1. Think about the last week. What are three different emotions you felt strongly? Describe what each emotion felt like in your body (e.g., tension, lightness, warmth).

   • Guidance: Look for students to name specific emotions (e.g., happy, anxious, excited, tired, frustrated, calm). Their descriptions of physical sensations should be personal and reflective. Encourage vivid language.
   • Example Thought Process: A student might list "Excitement - felt like butterflies in my stomach and a lot of energy," "Frustration - felt like a tight knot in my chest and warm cheeks," and "Calm - felt like my shoulders relaxed and a slow breath."

2. When you feel happy, what usually causes that feeling?

   • Guidance: Students should identify specific triggers or situations that lead to happiness. These could be social, academic, personal achievements, hobbies, etc.
   • Example Thought Process: Responses might include "Spending time with friends," "Getting a good grade on a test," or "Listening to my favorite music."

3. When you feel frustrated or sad, what usually causes those feelings?

   • Guidance: Students should identify specific triggers or situations for frustration or sadness. This shows an understanding of cause-and-effect in their emotional landscape.
   • Example Thought Process: Responses might include "When I don't understand homework," "Arguments with family," or "Feeling left out."

Part 2: My Coping Strategies

1. When you are feeling stressed or upset, what are three things you typically do to make yourself feel better (or to manage the feeling)?

   • Guidance: Students should list actions they take. These could be healthy or unhealthy. The next question will prompt them to evaluate these strategies.
   • Example Thought Process: Responses might include "Play video games," "Talk to my mom," "Listen to music," "Go for a run," or "Eat a snack."

2. Are these strategies always helpful? Why or why not?

   • Guidance: Students should demonstrate critical thinking about their coping mechanisms. They should be able to articulate why some strategies are effective and why others might have negative long-term consequences or aren't always suitable.
   • Example Thought Process: If a student said "Play video games," they might follow up with "Sometimes it helps me relax, but other times I avoid my problems." Or for "Talk to my mom": "Yes, because she always listens and gives good advice."

3. Can you think of one new healthy coping strategy you might want to try? (e.g., talking to a trusted adult, taking a walk, listening to music, deep breathing)

   • Guidance: Look for a forward-thinking, constructive response. The suggestion should ideally be different from what they currently do and align with healthy emotional regulation.
   • Example Thought Process: A student might say, "I want to try deep breathing exercises when I feel overwhelmed," or "I think I could try journaling about my feelings."

Part 3: Social Impact

1. How do your emotions affect the way you interact with your friends and family? Give a specific example.

   • Guidance: Students should connect their internal emotional state to their external behavior in social contexts. The example should be clear and illustrate this connection.
   • Example Thought Process: "When I'm happy, I'm more likely to joke around and be friendly with my friends. But if I'm really stressed, I might snap at my little brother when he asks for something."

2. How do you think understanding your own emotions better could help you have stronger relationships with others?

   • Guidance: Students should articulate the link between self-awareness and improved social interactions. Concepts like empathy, better communication, and conflict resolution might be mentioned.
   • Example Thought Process: "If I know I'm getting frustrated, I can take a moment to calm down before I say something I'll regret to a friend. It helps me be more patient and understanding."

3. Imagine a friend is feeling a strong emotion (e.g., anger, sadness). What's one thing you could do to show them support or help them?

   • Guidance: Students should demonstrate empathy and suggest a supportive action. This could include active listening, offering comfort, or suggesting resources.
   • Example Thought Process: "I would listen to them without interrupting and let them know I'm there for them," or "I could ask if they want to talk or just need a distraction, like watching a movie."