Therapeutic Approaches

Comprehensive review and graduation from the Survival and Salvage DBT program.

Committing to a new path (Turning the Mind) using the decision to pivot from salvage to survival.

Accepting reality without judgment (Radical Acceptance) using Shackleton's Endurance survival story.

Using distraction and ACCÈS skills to manage distress, using the radar jamming metaphors of the Flight 19 mystery.

Developing self-soothing techniques (Self-Soothe) using the survival of Aloha Flight 243 after losing its roof.

Using the TIPP skill for high-intensity distress, using the deep-sea pressure metaphors of the USS Thresher.

Reducing emotional vulnerability (ABC PLEASE) using the maintenance checklists of the Concorde fleet.

Practicing Opposite Action for intense emotions using the survival story of the USS Indianapolis.

Distinguishing between facts and emotions (Check the Facts) using the investigation of the Roswell 'crash' and other weather balloon incidents.

Focusing on the GIVE and FAST skills for maintaining relationships and self-respect, using the black box recovery of Air France 447 as a metaphor for retrieving valuable connection data.

Mastering the DEAR MAN skill for effective requests and boundary setting, using the SOS signals of the RMS Republic as a metaphor for clear communication.

Using the STOP skill to prevent 'emotional icebergs' from sinking the day.

Distinguishing facts from interpretations (Describe skill) using the archaeological evidence of the Mary Rose shipwreck.

Focusing on 'One-Mindfully' using the intense focus required during the Miracle on the Hudson (Flight 1549) landing.

Understanding Wise Mind through the lens of the Hindenburg disaster, balancing the 'Logical Cockpit' with the 'Emotional Engine.'

Introduction to mindfulness and the "Observe" skill using the sonar search for the Titanic as a metaphor for noticing internal and external experiences without judgment.

This lesson teaches an anxious 15-year-old girl how to differentiate between communication styles, challenge her fears of being 'dramatic' or 'hurting others', and develop practical scripts for handling her parents, friends, and teachers using CBT principles.

A high-stakes guide to managing conflict and de-escalating tension in real-world peer situations. Students learn to identify physical triggers and use the EAR method to maintain control in high-pressure social environments.

A 30-minute intensive session focused on cognitive flexibility, perspective-taking regarding social cues like staring, and the art of accepting feedback gracefully.

Students identify and categorize core human needs (safety, belonging, respect, autonomy) that drive behavior in conflicts.

Consolidates skills into a personalized management plan and establishes a self-monitoring system for long-term success.

Teaches assertive communication and structured conflict resolution to help the student express needs clearly and resolve disagreements.

Uses art and journaling to provide non-verbal outlets for expressing and processing difficult emotions.

Focuses on physical regulation through deep breathing and grounding techniques to calm the nervous system during escalation.

Explores the connection between thoughts, feelings, and actions using the ABC model (Activating Event, Beliefs, Consequences).

Introduces the concept of anger, identifies personal triggers, and uses a thermometer scale to understand emotional intensity.

Synthesizing the appraisal theories and coping mechanisms learned, students design a comprehensive stress management plan for a high-stress fictional persona (e.g., an ER doctor or air traffic controller). They must justify their choice of interventions based on psychological theory.

Students engage in a lab-style workshop practicing physiological regulation techniques such as progressive muscle relaxation, diaphragmatic breathing, and mindfulness. They observe the effectiveness of these techniques on their autonomic arousal.

Learners categorize coping strategies into problem-focused (addressing the stressor) and emotion-focused (managing the response). Through case studies, they evaluate which context requires which strategy, discussing concepts like learned helplessness when control is absent.

This lesson introduces principles from Cognitive Behavioral Therapy (CBT), specifically identifying distortions like catastrophizing and all-or-nothing thinking. Students practice 'cognitive restructuring' by journaling mock negative thoughts and disputing them with evidence.

Students explore the Transactional Model of Stress, distinguishing between primary appraisal (evaluation of threat) and secondary appraisal (evaluation of resources). They practice shifting appraisals from 'threat' to 'challenge' through scenario analysis.

A culminating project where students apply physiological and psychological principles to create comprehensive stress management protocols for diverse personas.

Students learn to distinguish between problem-focused and emotion-focused coping strategies while practicing evidence-based regulation techniques.

A workshop-style lesson focused on how cognitive interpretation shapes stress and how to restructure negative thoughts using reframing techniques.

An analysis of short-term versus long-term stressors and their impact on physical health using the General Adaptation Syndrome (GAS) model.

Students investigate the sympathetic nervous system and endocrine system, specifically mapping the HPA axis to understand how the body automatically prepares for perceived threats.

Students synthesize their learning into a personalized stress management plan and 'Coping Card' to prepare for future challenges.

Students practice somatic regulation techniques, including progressive muscle relaxation and box breathing, while collecting data on their own physiological responses.

A workshop-style lesson focusing on identifying cognitive distortions and practicing cognitive restructuring to manage stress.

Learners differentiate between acute and chronic stress and explore how cognitive appraisal determines our individual reactions to stressors.

Comprehensive review and graduation from the Survival and Salvage DBT program.

Committing to a new path (Turning the Mind) using the decision to pivot from salvage to survival.

Accepting reality without judgment (Radical Acceptance) using Shackleton's Endurance survival story.

Using distraction and ACCÈS skills to manage distress, using the radar jamming metaphors of the Flight 19 mystery.

Developing self-soothing techniques (Self-Soothe) using the survival of Aloha Flight 243 after losing its roof.

Using the TIPP skill for high-intensity distress, using the deep-sea pressure metaphors of the USS Thresher.

Reducing emotional vulnerability (ABC PLEASE) using the maintenance checklists of the Concorde fleet.

Practicing Opposite Action for intense emotions using the survival story of the USS Indianapolis.

Distinguishing between facts and emotions (Check the Facts) using the investigation of the Roswell 'crash' and other weather balloon incidents.

Focusing on the GIVE and FAST skills for maintaining relationships and self-respect, using the black box recovery of Air France 447 as a metaphor for retrieving valuable connection data.

Mastering the DEAR MAN skill for effective requests and boundary setting, using the SOS signals of the RMS Republic as a metaphor for clear communication.

Using the STOP skill to prevent 'emotional icebergs' from sinking the day.

Distinguishing facts from interpretations (Describe skill) using the archaeological evidence of the Mary Rose shipwreck.

Focusing on 'One-Mindfully' using the intense focus required during the Miracle on the Hudson (Flight 1549) landing.

Understanding Wise Mind through the lens of the Hindenburg disaster, balancing the 'Logical Cockpit' with the 'Emotional Engine.'

Introduction to mindfulness and the "Observe" skill using the sonar search for the Titanic as a metaphor for noticing internal and external experiences without judgment.

A psychoeducation lesson designed for teens focusing on the CBT model of anxiety, the stress cycle, and practical grounding techniques with a Y2K aesthetic.

A comprehensive lesson designed to help students manage standardized test anxiety through physical relaxation techniques and cognitive reframing strategies. Students will learn to recognize stress signals and build a personalized toolkit for staying calm and focused.

A focused session for high school students to identify emotional triggers, physical sensations of stress, and practical regulation strategies. This lesson uses a 'system diagnostic' metaphor to help students depersonalize and manage their emotional states.

A transformative workshop for middle and high school students to swap their 'inner critic' for an 'inner advocate,' building resilience and self-compassion to navigate high-stakes testing and academic pressure.

Comprehensive review and graduation from the Survival and Salvage DBT program.

Committing to a new path (Turning the Mind) using the decision to pivot from salvage to survival.

Accepting reality without judgment (Radical Acceptance) using Shackleton's Endurance survival story.

Using distraction and ACCÈS skills to manage distress, using the radar jamming metaphors of the Flight 19 mystery.

Developing self-soothing techniques (Self-Soothe) using the survival of Aloha Flight 243 after losing its roof.

Using the TIPP skill for high-intensity distress, using the deep-sea pressure metaphors of the USS Thresher.

Reducing emotional vulnerability (ABC PLEASE) using the maintenance checklists of the Concorde fleet.

Practicing Opposite Action for intense emotions using the survival story of the USS Indianapolis.

Distinguishing between facts and emotions (Check the Facts) using the investigation of the Roswell 'crash' and other weather balloon incidents.

Focusing on the GIVE and FAST skills for maintaining relationships and self-respect, using the black box recovery of Air France 447 as a metaphor for retrieving valuable connection data.

Mastering the DEAR MAN skill for effective requests and boundary setting, using the SOS signals of the RMS Republic as a metaphor for clear communication.

Using the STOP skill to prevent 'emotional icebergs' from sinking the day.

Distinguishing facts from interpretations (Describe skill) using the archaeological evidence of the Mary Rose shipwreck.

Focusing on 'One-Mindfully' using the intense focus required during the Miracle on the Hudson (Flight 1549) landing.

Understanding Wise Mind through the lens of the Hindenburg disaster, balancing the 'Logical Cockpit' with the 'Emotional Engine.'

Introduction to mindfulness and the "Observe" skill using the sonar search for the Titanic as a metaphor for noticing internal and external experiences without judgment.

A psychoeducation lesson designed for teens focusing on the CBT model of anxiety, the stress cycle, and practical grounding techniques with a Y2K aesthetic.

A comprehensive lesson designed to help students manage standardized test anxiety through physical relaxation techniques and cognitive reframing strategies. Students will learn to recognize stress signals and build a personalized toolkit for staying calm and focused.

A focused session for high school students to identify emotional triggers, physical sensations of stress, and practical regulation strategies. This lesson uses a 'system diagnostic' metaphor to help students depersonalize and manage their emotional states.

Honor individual growth, provide closure for the group, and identify resources for ongoing support, including Tier 3 referral screening.

A lesson focused on identifying the physical sensations of anxiety and the cognitive 'what-if' loops that accompany them, featuring a body-mapping activity.

A comprehensive counseling lesson for high school students focused on recognizing people-pleasing behaviors and transforming secondary anger into values-aligned assertiveness using a Solution-Focused framework.

A 1:1 intensive session focused on identifying emotional triggers and applying regulation strategies through a 'system control' lens. Designed specifically for older students to navigate high-stakes social and academic scenarios without feeling patronized.

A targeted individual counseling lesson for teens focusing on the 'Stop Sign' approach to anger management. Students learn to recognize physical triggers and apply assertive communication and grounding techniques.

A comprehensive re-entry guide for high school students returning after exclusion, focusing on emotional literacy and managing impulsive triggers through a 'strategic blueprint' lens.

A lesson for adolescent boys on identifying emotional repression and practicing conflict resolution through the 'Pressure Valve' metaphor. Includes a student workbook and a teacher facilitation guide.

Visual cues and routines to help toddlers understand and follow the steps of using the potty.

Using CBT techniques to build a step-by-step exposure plan for returning to school and reframing anxious thoughts.

Introduction to distress tolerance skills like TIPP and ACCEPTS to manage overwhelming emotions in the moment.

Students learn to identify physical sensations of distress and name their emotions to increase self-awareness.

A set of resources designed to help high school students identify emotional escalation and effectively communicate their need for support to adults.

A lesson focused on developing emotional regulation skills and boosting self-esteem, specifically targeting frequent irritability, mood swings, and anger management. Students will learn practical coping strategies and engage in activities to build a positive self-concept.

A session designed for teens to build self-awareness of emotional triggers, practice perspective-taking, and master calming strategies through collaborative activities.

A series of low-pressure, game-themed activities designed to build rapport and gather initial assessment data from a teenager who may be resistant to traditional counseling.

A comprehensive, in-depth unit on mental health literacy, identifying system alerts (Anxiety, Depression, Anger), and building a proactive coping toolkit. Includes detailed reading, scenario analysis, and a 10-question final assessment.

A creative counseling session designed for students who are hesitant to share feelings verbally. This lesson uses a "Hidden Gallery" art activity to explore the difference between public personas and private emotions in a low-pressure, symbolic way.

A comprehensive 60-minute session designed for teenagers with ADHD to explore emotional regulation, communication strategies, and the nuances of literal vs. abstract thinking.

Compiling all learned strategies into a personalized, visual regulation plan for long-term success.

Identifying the 'fork in the road' when feelings get big and selecting specific coping strategies to manage frustration and anger.

Using stick-figure mapping to visualize the thoughts and feelings of others during social interactions to build perspective-taking skills.

Students finalize their comprehensive PLEASE Portfolio, which includes their crisis plans, daily routines, and medical advocacy cards. They reflect on how this foundation reduces emotional vulnerability.

Students work in consultancy groups to review each other's PLEASE plans. They offer feedback on feasibility and loopholes, practicing how to support peers in healthy behaviors.

Students interpret hypothetical or personal tracking data to see the lag time between behavior change and mood improvement. They learn to manage expectations regarding how quickly the PLEASE skills work.

Students learn the DBT skill of 'Coping Ahead' to maintain their PLEASE foundation during future high-stress events. They practice adapting their resilience protocols to 'Disaster Scenarios'—unexpected life events that threaten their stability.

Students conduct a deep-dive inventory of their current PLEASE habits and identify a 'Keystone Habit'—the central pillar that supports their overall emotional stability. Using the Jenga analogy, students explore how physical health directly impacts emotional resilience.

A culminating project where students synthesize their learning into a 'Personal Crisis Manual' containing personalized acceptance statements and coping strategies.

Explores sensory-based grounding and self-soothing strategies as tools for tolerating distress when reality cannot be immediately changed.

Students analyze therapeutic tools and design their own guided reflection worksheets to help peers navigate the transition from denial to radical acceptance.

Focuses on the STOP skill (Stop, Take a step back, Observe, Proceed mindfully) to manage impulsivity and interrupt destructive reaction cycles through simulations.

Introduces the three 'What' skills of mindfulness: Observe, Describe, and Participate, using the 'Teflon Mind' metaphor to practice non-judgmental awareness.

Consolidates skills into a personalized management plan and establishes a self-monitoring system for long-term success.

Teaches assertive communication and structured conflict resolution to help the student express needs clearly and resolve disagreements.

Uses art and journaling to provide non-verbal outlets for expressing and processing difficult emotions.

Focuses on physical regulation through deep breathing and grounding techniques to calm the nervous system during escalation.

Explores the connection between thoughts, feelings, and actions using the ABC model (Activating Event, Beliefs, Consequences).

Introduces the concept of anger, identifies personal triggers, and uses a thermometer scale to understand emotional intensity.

Students explore the limits of peer support, learning the ethical necessity of boundaries and how to transition a peer to professional help.

Students synthesize their learning to create a personalized, evidence-based grounding protocol tailored to their specific stressors and needs.

A high-engagement simulation session where students apply grounding techniques to varied crisis scenarios in real-time.

Introducing cognitive tasks that shift brain activity from emotional centers to logical processing centers through category naming and mental math.

Students finalize their comprehensive PLEASE Portfolio, which includes their crisis plans, daily routines, and medical advocacy cards. They reflect on how this foundation reduces emotional vulnerability.

Students work in consultancy groups to review each other's PLEASE plans. They offer feedback on feasibility and loopholes, practicing how to support peers in healthy behaviors.

Students interpret hypothetical or personal tracking data to see the lag time between behavior change and mood improvement. They learn to manage expectations regarding how quickly the PLEASE skills work.

Students learn the DBT skill of 'Coping Ahead' to maintain their PLEASE foundation during future high-stress events. They practice adapting their resilience protocols to 'Disaster Scenarios'—unexpected life events that threaten their stability.

Students conduct a deep-dive inventory of their current PLEASE habits and identify a 'Keystone Habit'—the central pillar that supports their overall emotional stability. Using the Jenga analogy, students explore how physical health directly impacts emotional resilience.

Students synthesize their learning into a personalized 'Physiological Defense Plan' to prevent emotional escalation during physical vulnerability.

Students identify barriers to medical care and practice self-advocacy skills for navigating the healthcare system.

An exploration of the neuroscience behind physical maintenance, focusing on serotonin and dopamine production linked to physical health.

Focusing on the 'PL' (Treat Physical Illness) skill, students analyze how acute and chronic illnesses lower the threshold for negative emotions.

Students explore the Bio-Social Theory, learning how biological baselines interact with environmental stressors to impact emotional reactivity.

Focuses on the final 'E' (Exercise). Students differentiate between fitness and mood regulation through movement, release of endorphins, and building mastery. The sequence concludes with a synthesis of the PLEASE framework.

Examines the neurological necessity of sleep for impulse control and emotional processing. Students evaluate sleep disruptors and create a 'Sleep Architecture' map for better hygiene.

Explores the link between blood sugar, hydration, and substances on mood stability. Students distinguish between eating for aesthetics and eating for emotional homeostasis.

Focuses on the 'PL' (Physical Illness) component. Students analyze how physical pain and illness drain emotional energy and learn to recognize distress signals early to prevent emotional dysregulation.

Students synthesize their research and audits into a final personalized PLEASE Protocol with 'if-then' contingency plans for future stressors.

Students design a personalized '20-minute reset' movement routine focused on emotional regulation rather than competition.