Concept: Radical Acceptance of the whole reality.
Group Activity: Anonymous index cards: "One red flag I ignored." Read aloud and validate.
Session 3 • Urge Surfing Distress Tol.
Objective: TIPP skills, stop impulsively texting/stalking, and sign No-Contact buddy contracts.
Experiential: Practice Ice Cube Temperature / Paced Breathing in room.
Concept: The 15-Minute Urge Surfing rule.
Group Activity: Pair up with an "Urge Accountability Buddy" to text during late-night spirals.
Session 4 • Reclaiming You Identity
Objective: Rebuild core identity, celebrate progress, and conduct group release ceremony.
Concept: "The Ball in the Box" & growing life bigger.
Activity: Write "What I Release" on sticky notes and shred or discard together.
Closing Circle: Group compliments & Future Self commitments.
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Facilitator Tip: If a student's distress score remains at 8+ or increases over 2 consecutive sessions, trigger a Tier 3 individual clinical safety check for acute depression, self-harm risk, or relational trauma.
Tier 2 Group Counseling Curriculum Page 2 • Session Outlines
Assessment & Data
Student / Cohort Tier 2 Data Record
| Skill Area | Emerging (1–2) | Developing (3–4) | Mastered (5) | Score |
|---|---|---|---|---|
| 1. Somatic Emotion Regulation | Overwhelmed by waves; numbing or panicking. | Identifies body sensations; rides 90s wave with prompting. | Autonomously identifies body signals and self-soothes. | __/5 |
| 2. Distress Tolerance & Urges | Impulsively texts, checks socials, resets healing. | Uses 15-min rule occasionally; utilizes accountability buddy. | Consistently uses TIPP & replacement coping to hold boundary. | __/5 |
| 3. Interpersonal Self-Respect (FAST) | Over-apologizes; begs for validation; lowers bar. | Recognizes red flags; practices no-apology rule with support. | Asserts firm boundaries; maintains self-worth and values. | __/5 |
| 4. Identity Reclamation | Believes identity was destroyed; isolates from friends. | Re-engages in 1–2 hobbies; recognizes untouchable core. | Fully reinvests in personal dreams, goals, and friendships. | __/5 |
Score: 16–20 pts Step Down to Tier 1
Discharge from group. Student continues self-paced workbook & healthy routines.
Score: 10–15 pts Continue Tier 2
Repeat 2-week maintenance booster group or assign counselor bi-weekly check-in.
Score: <10 pts Escalate to Tier 3
Initiate individual clinical DBT safety plan, behavioral chain analysis, & family consult.
Tier 2 Group Counseling Curriculum Page 3 • Progress Rubric & Transition
1. School Safe Adults:
Counselor / Social Worker Name:
Safe Classroom / Safe Pass:
2. Home / Community Adults:
Parent / Guardian Phone:
Trusted Adult / Mentor:
Student Signature: Clinician Signature:
Tier 3 Intensive Clinical Protocol Page 2 • Crisis Ladder & Safety
Clinical Mastery
Weekly Review Tier 3 Clinical Record
Proactive Rehearsal
Rehearse the exact coping script in your mind before the high-stress trigger happens in the school building.
Scenario A: Seeing Ex in Hallway / Lunch
Action: Keep posture tall, look straight ahead, steady breath, walk to destination with safe friend.
My Coping Mantra:
Scenario B: Hearing Rumors / New Dating News
Action: Tell friends: "I don't need updates." Step outside for 3 minutes of paced breathing.
My Coping Mantra:
Sleep Routine ≥ 7 hrs/night
Class Attendance No skips/nurse
No-Contact Hold 0 contact breaches
Social Reconnect ≥ 2 friend outings
Overall SUDS 1–10 Scale
Clinician Step-Down Note & Next Appointment:
Tier 3 Intensive Clinical Protocol Page 3 • Coping Ahead & Clinical Log
| 1. I can spot somatic grief signals in my body and soothe them safely. |
| 2. I have an active TIPP crisis plan to stop impulsive texting and stalking. |
| 3. I recognize "Breakup Brain" cognitive distortions and reframe them in Wise Mind. |
| 4. I apply FAST skills to protect my self-respect and set firm boundaries. |
| 5. I understand the "Ball in the Box" and feel optimistic about my future self. |
Growth Calculation
Pre-Test ___ / 25
→
Post-Test ___ / 25
Net Score Gain: +___ pts
The biggest skill breakthrough I achieved:
Intervention Complete • Tier Status: Counselor Verification:
Breakup Recovery Assessment Suite Page 2 • Post-Intervention Evaluation
🥛 3. The "Spilled Water Glass"
Why students suddenly burst into tears over tiny things:
"If someone bumps a full glass of water, water spills. It wasn't the tiny bump that created all that water; the glass was already 99% full from heartbreak. Don't judge yourself if small frustrations make you cry—your glass just needs gentle emptying."
🎨 4. The "Artist's Infinite Canvas"
Reassuring students their identity wasn't lost:
"A relationship was just one painting on your canvas. Even if that painting ended, you are still the artist. Your humor, creativity, music taste, and bravery were yours before them, and they are 100% yours right now."
Use these prompts to discuss skills generally without asking students to share personal relationship stories:
Prompt A: "What is one physical sensation people usually feel when they are stressed or grieving, and what helps soothe it?"
Prompt B: "Why do you think our brains want to remember only the good times when we miss someone? How can we see the whole picture?"
Heartbreak Healing Educator Guide Page 2 • Spoken Metaphors & Talk Tracks
Instructional Delivery
45-Minute Module
0–10 min
Hook: De-Mystifying "Breakup Brain"
Present the 3 states of mind (Emotion Mind vs. Reasonable Mind vs. Wise Mind). Share the "Dopamine Crash" concept to normalize intense feelings.
10–25 min
Independent Reflection (Quiet Ambient Safe Time)
Distribute the Student Workbook. Play calming ambient music. Students complete Page 2 (Somatic Map) and Page 6 (Anatomy of Grief) in complete privacy.
25–35 min
Live DBT Skill Lab: TIPP & Urge Surfing
Facilitate a 3-minute whole-class guided 4-7-8 Paced Breathing exercise. Explain how cold water triggers the mammalian dive reflex to stop panic.
35–45 min
Wrap-Up: 7-Day Self-Compassion Anchor Habit
Students commit to 1 small kindness to themselves for the week. Remind the class of school counseling hours and safe adults.
🔒
Non-Negotiable Privacy Rule: Student workbook writing is personal and emotionally sensitive. Never collect, read aloud, or grade personal reflection answers. Participation credit should be based solely on quiet engagement and active listening during skill demonstrations.
Heartbreak Healing Educator Guide Page 3 • Lesson Pacing & Privacy
Intervention Decision Tree
Response System
Step 1: Lower Sensory Input
Step into a quiet hallway corner. Lower your vocal pitch. Do not demand eye contact or ask "What happened?" immediately.
Step 2: Somatic Reset
Hand them a cold cup of water. Say softly: "You are safe right now. Let's just focus on 3 slow exhales together."
Step 3: Low-Demand Choice
Offer agency: "Would you like to sit quietly by the door with a water, or take a quick pass to the counselor's office?"
Tier 1: Universal Classroom
Profile: Mild grief, occasionally distracted, responds well to reassurance and independent workbook.
Action: Provide workbook, validate, check in weekly.
Tier 2: Targeted Small Group
Profile: 2+ weeks of grade drops, frequent crying, hallway avoidance, peer isolation, persistent rumination.
Action: Refer to Counselor for 4-Week Small Group Curriculum.
Tier 3: Intensive Clinical Crisis
Profile: Self-harm urges, suicidal ideation, severe panic attacks, obsessive cyber-stalking or crisis despair.
Action: Immediate direct warm handoff to Clinical Counselor.
Crisis Text Line: Text HOME to 741741 • Suicide & Crisis Lifeline: 988 Counselor Office Ext:
Heartbreak Healing Educator Guide Page 4 • De-escalation & MTSS Referral
