Active listening techniques, clarity of tone, and the interpretation of body language. Builds social competence by aligning spoken messages with physical cues to reduce communication barriers.
A systemic approach to stress and burnout prevention for graduate students, reframing personal well-being as a design challenge. Students develop a personalized 'resilience architecture' through structural changes in time management, sleep hygiene, and boundary setting.
A graduate-level training sequence on facilitating peer support systems to mitigate stress and anxiety. Students learn the science of social support, micro-skills for active listening, boundary setting to prevent burnout, and group facilitation techniques to create sustainable communities of care.
A comprehensive sequence for undergraduate students exploring the social psychology of stress and the practical skills needed to build resilient peer support networks. Students move from theoretical understanding to practical facilitation and community planning.
A Pre-K sequence focused on building self-esteem and positive experiences through mastery, growth mindset, and persistence. Students learn to navigate challenges and celebrate their own progress.
A Pre-K sequence focused on moving from individual joy to shared happiness through social connection, invitations, collaboration, and celebration. Students learn how community and play amplify positive emotions and build resilience.
A sequence for Pre-K students focused on building emotional resilience through predictable, positive daily routines. Students explore greetings, reframing chores, managing transitions, finding peace in quiet time, and practicing daily gratitude.
A Kindergarten sequence focused on shared positive experiences to boost mood and build social connections through invitations, cooperation, laughter, altruism, and gratitude.
A Kindergarten sequence focused on helping students identify personal interests and the link between activities and emotions through sensory exploration and creative mapping.
This sequence introduces 3rd-grade students to identifying personal sources of joy and satisfaction. It guides them through recognizing physical emotional shifts, inventorying interests, exploring sensory joy, categorizing activities by energy levels, and creating a personalized 'menu' of coping strategies for emotional regulation.
An applied sequence for undergraduate students to master self-regulation and de-escalation techniques in high-pressure academic and interpersonal contexts. Students move from identifying personal physiological triggers to practicing real-time regulation during active conflict and performance.
A therapeutic and self-discovery sequence for 2nd graders to identify personal sources of joy. Students explore the physical sensations of happiness, categorize their interests, and create a personalized 'Joy Menu' to use as a coping strategy for emotional regulation.
A comprehensive sequence for 9th-grade students focusing on self-advocacy, communication skills, and boundary setting to manage schedule conflicts and prevent burnout. Students learn to recognize stress signals, draft professional requests, negotiate deadlines, and prioritize tasks during crises.
A culminating event where students plan and execute a simple shared activity (like a dance party or snack share). They reflect on how doing things together feels different than doing them alone.
Students present their collages to small groups, articulating why they chose specific activities. Peer listeners practice affirming others' choices.
Students present their Joy Menus to small groups, allowing peers to borrow ideas to add to their own lists. The lesson concludes with a commitment to try one menu item over the weekend.
Students learn to identify when a friend does something good and how to celebrate them (clapping, cheering). This shifts focus from self-gratification to finding joy in others' success.
Final synthesis where students integrate all learned modules into a personalized Resilience Architecture plan and a portable Crisis Card for emergency restoration.
Addresses the pressure to overcommit in academia by teaching the 'Strategic No' as a tool for protecting capacity and ensuring career longevity.
Explores the neurobiology of sleep and its role in emotional regulation, culminating in the design of a 'shutdown ritual' to combat revenge bedtime procrastination.
Reframes time management as a tool for reducing cognitive load and anxiety, teaching graduate students to design schedules based on energy levels and buffer capacity.
Students distinguish between stressors and the physiological stress response, auditing their current routines to ensure they are completing the stress cycle to prevent chronic burnout.
Using a collage format, students select and paste images of their favorite activities onto a personal poster. This visual aid serves as a concrete reference tool.
Students design and pitch a sustainable community care initiative tailored to their specific academic or professional cohort.
Develops skills for leading group stress check-ins, managing dynamics, and ensuring psychological safety in group settings.
An assessment rubric for the final Community Charter project, evaluating theory application, safety planning, and sustainability.
Final project rubric for evaluating the Community Care Initiative, focusing on rationale, boundaries, referral pathways, and sustainability.
Student design workbook for planning the Community Care initiative, covering problem definition, logistics, safety boundaries, and sustainability.
A design framework for a community care plan, producing a 'Community Charter' for peer support in a specific campus context.
Final project brief for the Community Care initiative, detailing requirements, core components, and the "Department Pitch" assessment.
Visual slide deck for Lesson 5, introducing the concepts of mutual aid, sustainable networks, and the "Community Charter" project.
Final student synthesis materials for Lesson 5, including a comprehensive Resilience Architecture master plan and a portable, pocket-sized Crisis Card for immediate intervention.
Observation and feedback tool for students to use while observing peer-led group facilitation simulations, focusing on psychological safety and dynamic management.
A brainstorming worksheet for identifying collective coping strategies for common undergraduate stressors.
Practical script for students to lead a brief check-in circle, featuring opening ground rules, modeling prompts, and intervention strategies.
Visual presentation for Lesson 5, synthesizing the sequence and introducing the Resilience Architecture plan and Crisis Card.
A sorting activity where students categorize shared stressors from an anonymous "drop box" into personal or systemic categories to facilitate normalization.
