Identification of primary emotions through facial expressions, body language, and physical sensations. Builds foundational emotional literacy to help students accurately label their feelings.
A graduate-level exploration of the biological underpinnings of stress. Students move from theoretical understanding of the autonomic nervous system and Polyvagal Theory to practical application of somatic regulation and interoceptive awareness, culminating in a personalized physiological safety plan.
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 Pre-K sequence introducing behavioral activation concepts by helping a puppet character navigate low moods through small, physical actions and kindness. Students learn that 'doing' can change 'feeling' in a developmentally appropriate, narrative-driven way.
A Pre-K sequence focused on helping young learners identify personal interests and activities that bring them joy, fostering self-awareness and emotional regulation through the creation of a 'Happy List'.
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 teaching emotional regulation through positive actions. Students learn to use activities like physical movement, deep breathing, and creative expression to 'switch the channel' from negative to positive emotions, building a toolkit of coping strategies.
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.
A 1st-grade counseling sequence that uses game-based mechanics and metaphors to teach behavioral activation, emotional resilience, and the importance of daily positive routines.
A project-based sequence for 1st graders focused on emotional regulation through the creation of a 'Sunshine Kit'. Students explore sensory, physical, and social activities to build a personalized toolkit of positive experiences for use during challenging moments.
This sequence introduces first-grade students to the fundamental connection between their actions and their emotions, serving as a foundational introduction to behavioral activation. Students explore how specific activities can shift their mood and create a personalized action plan 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.
Students synthesize their knowledge to create a personalized physiological safety plan for high-stress periods. They identify triggers, early warning signs, and pre-planned somatic interventions.
Students evaluate somatic bottom-up processing techniques like diaphragmatic breathing and thermal regulation. They learn to choose the right physical strategy for their specific physiological profile.
Learners practice interoception—the sense of the internal state of the body. They test their accuracy in detecting heart rate and tension, connecting poor awareness with high anxiety.
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.
Dives into Polyvagal Theory to distinguish between fight/flight mobilization and dorsal vagal shutdown. Students analyze behaviors like procrastination and isolation as biological responses.
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.
Students integrate their knowledge to create a personal 'bio-map' of their stress escalation cycle. They present how specific physiological interventions can interrupt this cycle at various stages.
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.
Participants investigate the role of the vagus nerve in regulating heart rate and calming the nervous system. They experiment with specific physical maneuvers (like cold exposure or humming) that stimulate vagal tone.
Focuses on the anatomy of the stress response, the sympathetic and parasympathetic branches of the ANS, and the role of the vagus nerve. Students map their own physiological 'early warning signs'.
A peer review checklist and facilitation guide for students to audit each other's physiological safety plans, focusing on actionability and bottom-up efficacy.
The culminating project template for the sequence: a personalized physiological safety plan that synthesizes triggers, cues, somatic interventions, and anchors.
Synthesis slides for Lesson 5, introducing the concept of mental rehearsal and the architecture of a physiological safety plan.
Facilitation guide for the Somatic Toolkit workshop, including station setup instructions and instructional scripts for bottom-up regulation.
Student evaluation scorecard for somatic regulation techniques, allowing learners to test and rate the effectiveness of various bottom-up interventions.
Slides for Lesson 4, detailing bottom-up regulation techniques including the dive reflex, diaphragmatic breathing, and muscular discharge.
Teacher's guide for the Interoceptive Lab, including instructions for the Heartbeat Tracking Task and clinical interpretations of accuracy gaps.
Student lab log for interoceptive accuracy tests and state-sensation mapping, including the Heartbeat Tracking Task (HTT).
A celebratory completion certificate for students who have finished the 'Mood Makers' sequence, recognizing them as 'official Mood Makers and Reset Heroes'.
The final instructional slide deck for Lesson 5, guiding students through synthesizing their research into a "Joy Menu" and practicing their new skills through role-play.
A student worksheet for reflecting on emotional change by creating a visual comic story of identifying a problem, choosing a tool, and achieving a positive mood shift.
Slides for Lesson 3, covering the definition of interoception, its link to anxiety, and biofeedback techniques for improving internal awareness.
