Feelings Safe Harbor Session Guide
Educator Facilitator Guide
Feelings Safe Harbor
IEP Goal Addressed: G1
Grade: Kindergarten
Focus
Self-Advocacy & Autonomy
Session Objective
5 low-demand baseline opportunities
Target Skills
Rapport, Safety, Regulation
Pacing
25-30 Minute Session
Step 1: Welcome & Readiness Check
5 Mins
Conduct a 1-5 feelings check. Prompt the child: "What is one tiny thing we can do to make today feel easy and comfortable?" Preview the closing routine so they know exactly when the session ends.
Social Worker Script: "Welcome to our Safe Harbor! This is a place where you are the captain. Today, we're checking in on how we feel from 1 to 5. What is one small choice you'd like to make today to help you feel safe here? We will finish our work exactly when this 25-minute timer rings!"
Step 2: Safe Space & Privacy Limits
5 Mins
Explain the absolute safety of communication. Establish what privacy means (safety of feelings versus safety of body/life) and map out trusted adults at school.
Social Worker Script: "Everything you tell me here stays safe with me, unless I need to keep your body safe. If there's an emergency, I'll helper-share with other safe adults. Who are some other safe, trusted grown-ups you see at school who make you feel safe?"
Step 3: Low-Demand Baseline (5 Scenarios)
10 Mins
Present the 5 mild school scenario cards. For each, ask the student for an emotion, a basic need, a possible sentence to use, and a coping choice. Crucial: Do not correct, prompt, or judge answers. Simply record exact responses on the data sheet.
Social Worker Script: "Let's look at these cards together. There are no wrong answers here! Look at this kid at school. How do you think they feel? What do they need? What could they say out loud to get help? Let's write or draw it in your book."
Step 4: Starfish Breathing & Rehearsal
5 Mins
Practice the "Starfish Exhale" (breathe in through nose, long slow blow out like blowing out a candle). Rehearse identifying one school situation to use these skills and state the first step before exiting.
Social Worker Script: "Now that we finished our cards, let's practice our special breath. Smell the flower... now blow out the candle slow and long. Beautiful! Where could you use this new safe routine this week at school? Let's practice saying 'I feel...' once more!"
Unit: Emotional Autonomy • Week 1 Page 1 of 2
Clinical Tracking Sheet
Session Data Record
Use this protocol to record raw, uncorrected baseline responses for G1 across 5 distinct opportunities.
Student Name ________________________
Date ________________________
Provider Ms. Hartman, LCSW
Attendance [ ] Pres [ ] Abs
Baseline Opportunity Logs (Low-Demand)
| Opp. | Scenario / Context | Emotion Identified | Need Stated | Coping Attempt | Re-engagement |
|---|
| 1 | | | | | |
| Recess Exclusion | | | | | |
Not picked for game | [ ] Indep [ ] Prmt
Label: __________ | [ ] Indep [ ] Prmt
Need: __________ | [ ] Yes [ ] No
Type: _________ | [ ] Quick [ ] Ref
Min: _________ |
| 2 |
Loud Classroom
Sensory overload noise | [ ] Indep [ ] Prmt
Label: __________ | [ ] Indep [ ] Prmt
Need: __________ | [ ] Yes [ ] No
Type: _________ | [ ] Quick [ ] Ref
Min: _________ |
| 3 |
Broken Pencil
Task-related frustration | [ ] Indep [ ] Prmt
Label: __________ | [ ] Indep [ ] Prmt
Need: __________ | [ ] Yes [ ] No
Type: _________ | [ ] Quick [ ] Ref
Min: _________ |
| 4 |
Lined Up Last
Transition disappointment | [ ] Indep [ ] Prmt
Label: __________ | [ ] Indep [ ] Prmt
Need: __________ | [ ] Yes [ ] No
Type: _________ | [ ] Quick [ ] Ref
Min: _________ |
| 5 |
Unfinished Art
Early clean-up disappointment | [ ] Indep [ ] Prmt
Label: __________ | [ ] Indep [ ] Prmt
Need: __________ | [ ] Yes [ ] No
Type: _________ | [ ] Quick [ ] Ref
Min: _________ |
Session Metrics Summary
Opportunities Complete: ____ / 5
Emotion Label I: ____ / 5
Need Stated I: ____ / 5
Target Completed I: ____ / 5
Break/Help/Concern I: ____ / 5
Coping Attempted I: ____ / 5
No Shutdown Met: ____ / 5
No Maladaptive Bx: ____ / 5
Session Criterion met: ________ %
Prompting Levels Checked
[ ] Independent (No prompts)
[ ] Direct Verbal / Visual (One prompt)
[ ] Multiple Prompts / Redirection (>1 prompt)
[ ] Shutdown / No Response (ND)
Note exact words, mode, physical cues, and specific self-advocacy expressions below.
Actual Communication Uttered & Modality (AAC, Verbal, Signs, Gestures)
Trigger / Contextual Factors / Objective Clinical Observations
Next-Session Skill Pacing & Autonomy Focus
Provider Protocol • Clinical Record Page 2 of 2
My Voice Playground Student Workbook
Name:
Date:
Week 1 • Safe Harbor Routine
My Voice Playground
This is your safe space. You are the captain of your feelings!
🌟 How does your body feel right now?
Point to or color the number that matches your energy today!
😴 1 Very Low
😕 2 A Bit Low
🙂 3 Calm & Ready
😀 4 Active
🤪 5 Very Fast
⛵ My Captain's Choice for Today
Choose one small helper to make your session comfortable and safe today:
Sit on the floor
Hold a soft squeeze toy
Have a glass of water
Draw while we talk
My Voice Playground • Student Packet Page 1 of 4
Scenario Detective (A)
Look at the story helper with your teacher. Let's find the feeling and need!
1
Recess Exclusion
No one picks this friend to play the soccer game.
What is the feeling?
😢 Sad 😡 Mad
What is the need?
🤝 Ask to Join 🚶 Take a Break
2
Loud Classroom
The room is super noisy. It makes your ears hurt.
What is the feeling?
😵 Scared ⚡ Worried
What is the need?
🎧 Headphones 🚪 Step Outside
3
Broken Pencil
Your coloring pencil tip snaps while drawing a beautiful picture.
What is the feeling?
😤 Annoyed 😞 Sad
What is the need?
✏️ Get New Pencil 🙋 Ask for Help
My Voice Playground • Student Packet Page 2 of 4
Scenario Detective (B)
Let's look at two more school situations together.
4
Lined Up Last
You walk fast, but you are the very last person in the lunch line.
What is the feeling?
😞 Let Down 😡 Mad
What is the need?
⏳ Take Deep Breath 💬 Tell a Friend
5
Unfinished Art
The teacher says it's clean-up time, but your painting isn't finished.
What is the feeling?
😢 Sad ⚡ Worried
What is the need?
🔒 Save For Later 🙋 Ask to Finish
🎨 Draw One Friend Above
Draw a happy, safe harbor ship or a warm smiley face in the box below!
My Voice Playground • Student Packet Page 3 of 4
My Safe Speech & Breath
Feelings Safe Harbor Home Guide
Home Team Connection
Feelings Safe Harbor
Week 1 Focus
Hello, Support Team!
Today, your child completed their very first social-emotional learning session in our **Feelings Safe Harbor**! This week's goal was building **emotional safety, trust, and self-advocacy**. We focused on helping your child learn that they are in control of their voice and can ask for what they need at school.
🗣️ 1. Safe Speech Routines
We practiced a simple two-part sentence template to communicate deep feelings and immediate requests without fear:
"I feel ______."
"Right now I need ______."
⭐ 2. Starfish Exhale
We learned to calm our racing heartbeats by tracing a starfish: breathing in through the nose, then blowing out *slow and long* through the mouth.
"Smell the sweet flowers, then gently blow out the birthday candles!"
🤝 Caregiver Autonomy Tips
- • Prioritize Choices over Demands: Ask "Would you like a water break or a drawing break?" instead of demanding they sit quietly. Choices build safety!
- • Never Correct "Wrong" Feelings: If they say they feel angry at dinner, validate them. Say: "I hear you. Thank you for telling me you feel angry. What do you need right now?"
- • Model the Routine: Use the sentence starters yourself: "I feel tired after work. Right now I need to sit quietly for three minutes."
🌙 Low-Demand Bedtime & Transition Practice
Try this simple 2-minute scenario when your child feels transitions are tough:
The Toy Spill
A big tower of blocks falls over. Instead of fixing it, ask: "How does your body feel? What do we need?"
Dinner Helper
If they don't want a food, say: "You are the captain of your plate! Use your safe words to say what you need."
Bedtime Wind-Down
Do three Starfish breaths together right under the warm blankets. Trace their little hand as the starfish!
📅 Weekly Safe Speech Fridge Check-In
Color or place a sticker in a star each time you practice sharing feelings or taking a starfish breath together!
Mon ★
Tue ★
Wed ★
Thu ★
Fri ★
Sat ★
Sun ★
Unit: Emotional Autonomy • Support Circle Home Guide