Tools for identifying personal talents and areas for improvement through structured reflection. Builds student confidence while establishing concrete goals for personal development.
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 comprehensive workshop sequence for graduate students to address academic anxiety through cognitive restructuring. The sequence explores Impostor Phenomenon, cognitive distortions, perfectionism, and professional identity to build long-term resilience.
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 comprehensive workshop-style sequence for undergraduate students to master cognitive reframing techniques. Students progress from identifying distortions to deconstructing beliefs and building resilient internal narratives.
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 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 project-based sequence for Kindergarteners to build emotional resilience by designing and practicing daily routines that prioritize fun, rest, and connection. Students learn to sequence their day, brainstorm rewarding activities, and commit to 'Positive Pauses' for emotional well-being.
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 5-lesson unit for 3rd graders focused on building emotional resilience through habit formation. Students learn to audit their time, identify small 'micro-moments' of joy, and design balanced daily schedules that prioritize positive experiences.
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.
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.
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.
Visual presentation slides for Lesson 4, distinguishing between adaptive excellence and maladaptive perfectionism while introducing the law of diminishing returns.
Final student synthesis materials for Lesson 5, including a comprehensive Resilience Architecture master plan and a portable, pocket-sized Crisis Card for immediate intervention.
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.
Visual presentation slides for Lesson 3, teaching students how to detach self-worth from academic critique and parse feedback for objective data.
Visual presentation for Lesson 5, synthesizing the sequence and introducing the Resilience Architecture plan and Crisis Card.
Student evaluation scorecard for somatic regulation techniques, allowing learners to test and rate the effectiveness of various bottom-up interventions.
Visual presentation slides for Lesson 2, illustrating the ABC model of CBT and common academic cognitive distortions.
Grading rubric and evaluation guide for teachers to assess the final "Reframing Guide" projects while maintaining student confidentiality.
Slides for Lesson 4, detailing bottom-up regulation techniques including the dive reflex, diaphragmatic breathing, and muscular discharge.
