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Counseling & Life Skills Self-Awareness Basic Emotion Recognition Complex Emotion Identification Emotional Nuance & Mixed Feelings Building Positive Self-Image Recognizing Strengths & Growth Areas Accurate Self-Assessment Personal Values Identification Cultural & Individual Identity Exploration Values-Based Decision Making Self-Management Stop-and-Think Strategies Delaying Gratification Independent Impulse Management Identifying Stress Triggers Short-Term Goal Setting SMART Goals Development Goal Monitoring & Adjustment Building Perseverance & Resilience Internal Motivation Development Comprehensive Stress Reduction Planning Social Awareness Recognizing Others' Feelings Demonstrating Empathy Respecting Individual Differences Understanding Cultural Diversity Complex Empathetic Responses Multiple Viewpoint Consideration Multi-Perspective Analysis Challenging Stereotypes & Bias Relationship Skills Active Listening Clear Verbal & Nonverbal Communication Building Positive Friendships Working Cooperatively in Groups Communicating Personal Boundaries Respecting Others' Boundaries Assertive Expression Peaceful Problem-Solving Contributing to Team Goals Complex Conflict Navigation Mediation & Negotiation Healthy Romantic Relationships Responsible Decision-Making Daily Problem Identification Brainstorming Multiple Solutions Evaluating Pros & Cons Recognizing Risks & Consequences Applying Ethical Frameworks Informed Risk-Benefit Decisions Root Cause Analysis Mindfulness Mindful Breathing Body Scan Meditation Daily Mindfulness Application Daily Self-Care Routines Balancing Life Demands Advocating for Wellness Needs Mental Health Support Understanding Anxiety Symptoms Worry Management Strategies Progressive Muscle Relaxation Recognizing Depression Signs Building Mood-Supporting Routines Behavioral Activation for Mood Understanding Grief Stages Healthy Grief Coping Creative Expression of Loss Behavioral Support Daily Check-In Procedures Daily Goal Setting & Review Recognizing Escalation Warning Signs Requesting Breaks & Support Self-Calming During Distress Understanding Positive Reinforcement Token Economy Implementation Behavior Chart Tracking Analyzing Behavior Patterns Identifying Antecedents & Consequences Determining Behavior Function Function-Based Interventions Individualized Behavior Contracts Data-Driven Behavior Adjustment Therapeutic Approaches Thoughts-Feelings-Behaviors Connection Recognizing Thinking Patterns Challenging Negative Thoughts Positive Self-Talk Practice Thought Record Tracking Advanced Cognitive Restructuring Comprehensive CBT Plans Behavioral Activation Techniques Building Positive Experiences Exposure Hierarchies for Anxiety Present-Moment Awareness Non-Judgmental Observation Self-Soothing & Distraction Complex Emotion Labeling Reducing Emotional Vulnerability (PLEASE)DEAR MAN Communication GIVE Skills for Relationships FAST Skills for Self-Respect Radical Acceptance Practice Crisis Survival Skills (TIPP)Understanding Trauma Effects Trauma Responses & Triggers Identifying Trauma Feelings Grounding Techniques Regulation During Trauma Distress Safe Place Visualization Processing Through Narrative Developing Trauma Story Personalized Safety Planning Group Support Turn-Taking & Sharing Group Conversation Skills Sharing in Supportive Environment Learning from Similar Challenges Building Community & Belonging Navigating Peer Relationships Group Skill Practice Group Mental Health Education Stress & Anxiety Understanding Crisis Support & Safety Knowing When to Seek Help Identifying Mental Health Crises Grounding During Crisis Using Crisis Hotlines Building Support Networks Accessing Mental Health Resources Warning Signs & Coping Strategies Developing Personal Safety Plans Understanding Suicide Warning Signs Gatekeeper Skills for Peers Digital Literacy Social Media Technology Basics Productivity Tools Internet and Online Research Web Design and Publishing Digital Citizenship Online Safety and Privacy Emerging Technologies Financial Literacy Making Financial Decisions Banking and Accounts Consumer Skills Saving and Investing Credit and Debt Employment and Income Taxes Insurance Major Purchases Economic Concepts Financial Planning College & Post-Secondary Planning Career Exploration Understanding Post-Secondary Options College Research & Selection Admission Requirements College Application Process Personal Statement Writing FAFSA Completion Scholarship Search & Applications Understanding Student Loans Continuing Education Planning Interview Preparation Researching Employers Common Interview Questions STAR Method Responses Professional Interview Presence Virtual Interview Skills Interview Follow-Up Job Search Skills Understanding Job Postings Effective Job Search Strategies Networking for Opportunities Resume Writing Basics Action Verbs & Achievements Tailoring Resumes to Jobs Cover Letter Writing Professional References Professional Communication Business Email Etiquette Phone & Voicemail Professionalism Meeting Participation Presentation Skills Professional Work Ethic Time Management & Productivity Teamwork & Collaboration Adaptability & Flexibility Problem-Solving at Work Constructive Feedback Workplace Rights Understanding Employment Laws Pay & Benefits Understanding Workplace Safety Anti-Discrimination & Harassment

DBT Skills for Young Explorers

A comprehensive DBT skills training sequence for elementary schools, split into K-2 and 3-5 curricula. This program covers Mindfulness, Distress Tolerance, Emotion Regulation, and Interpersonal Effectiveness using age-appropriate activities and narratives.

Orientation and Discovery

An introductory lesson for K-2 students to establish classroom rules and identify the four main areas of focus: emotions, attention, thoughtful decisions, and getting along with others.

The Power of AND

A lesson for grades 3-5 on dialectics, exploring the 'Field Guide' concept of 'Both Sides Thinking' to understand how two seemingly opposite ideas can both be true.

The Power of AND

A lesson for K-2 students on the concept of dialectics, called 'Both Sides Thinking,' focusing on the power of the word 'AND' and how two different perspectives can both be true.

The Wise Owl Mind

A lesson for K-2 students to introduce the concept of Mindfulness and the Three States of Mind: Emotion Mind (hot), Reasonable Mind (cool), and Wise Mind (the balanced owl).

The Skill Detective

A lesson for K-2 students to teach the Three Mindfulness 'What' Skills: Observe (noticing without words), Describe (using words for facts), and Participate (fully joining in).

The AND-Hero Toolbox

A follow-up lesson for K-2 students to practice 'Both Sides Thinking' by identifying one-sided words to avoid and learning to use 'I' statements and the 'YET' (Yeti) mindset.

The Cool Down CAP

A follow-up lesson for K-2 students to learn the 'CAP' skills (Cold Water, Active Exercise, Paced Breathing) to change their body's physiology and reduce intense 'RED zone' emotions quickly.

Wise Mind Goes to SEA

An introductory lesson to Distress Tolerance (renamed 'Don't Make It Worse' for K-2), focusing on recognizing the RED zone and using strategic distraction with the SEA skill (Sensations, Emotions, Activities).

The Emotion Chain

An optional but foundational lesson for K-2 students to understand that emotions are a full-body response made of several parts: something happens, we have a thought, we feel it inside, and we act outside.

The Great Feeling Flip

A lesson for K-2 students to teach the skill of Opposite Action. When our feelings don't match the facts, we can change how we feel by doing the opposite of what our body wants to do.

Relationship and Self-Respect Codes

The final Interpersonal Effectiveness lesson for grades 3-5, teaching the GIVE and FAST skills for maintaining relationships and self-respect.

The Big Eye Case

A lesson for K-2 students to introduce the first skill of Emotion Regulation: Check the Facts. Students learn to use their 'Big Eye' to see if their thoughts match what actually happened in a situation.

The Heart of Asking

A lesson for K-2 students to teach the skill of DEAR. This skill helps students learn how to effectively ask for what they want or need in a way that respects themselves and others.

Putting Your Best FACE Forward

The final lesson of the K-2 curriculum, teaching the skill of FACE. This skill focuses on building and maintaining self-respect in social interactions by being fair, avoiding over-apologizing, sticking to one's values, and being honest.

The Wise Mind Experiment

A lesson for grades 3-5 to introduce the concept of Mindfulness and the Three States of Mind: Emotion Mind, Reasonable Mind, and Wise Mind, using the metaphor of a 'Internal Balance Scale.'

The Skills Researcher

A lesson for grades 3-5 to teach the Three Mindfulness 'What' Skills: Observe (noticing without labels), Describe (using factual language), and Participate (fully engaging in an activity).

The Emergency Reset

A follow-up lesson for grades 3-5 students to learn the 'CAP' skills (Cold Water, Active Exercise, Paced Breathing) to change their body's physiology and reduce intense 'RED zone' emotions quickly.

The Focus Shift

A Distress Tolerance lesson for grades 3-5 focusing on using strategic distraction (SEA: Sensations, Emotions, Activities) to manage high emotional arousal without acting impulsively.

The Stress Shield Lab

A Distress Tolerance lesson for grades 3-5 focusing on strategic distraction using the IMPROVE and Distraction skills (renamed Stress Shield).

Acceptance Lab

A lesson for grades 3-5 focused on the concept of Radical Acceptance, called the 'Acceptance Lab,' where students learn to accept reality as it is to reduce suffering and move toward problem-solving.

Orientation and Discovery

An introductory lesson for 3-5 students to establish classroom rules and identify the four main areas of focus: emotions, attention, thoughtful decisions, and getting along with others.

The Emotion Lab

A sophisticated lesson for grades 3-5 students to break down the complex parts of an emotional response: the prompting event, thoughts/interpretations, body sensations, and action urges.

The AND-Hero Toolbox

A follow-up lesson for grades 3-5 students to practice 'Both Sides Thinking' by identifying one-sided words to avoid and learning to use 'I' statements and the 'YET' (Yeti) mindset.

Clear Requests

A lesson for grades 3-5 to teach the DEAR MAN skill for effective communication, called 'Clear Requests,' helping students learn how to ask for things or say no while maintaining relationships.

The Fact Finder

A lesson for grades 3-5 to teach the 'Check the Facts' skill. Students learn to use a 'Facts Filter' to determine if their emotional reaction matches the reality of a situation.

The Action Flip Experiment

A lesson for grades 3-5 students to teach the 'Opposite Action' skill. Students learn to identify action urges and perform behaviors that are opposite to an emotion that doesn't fit the facts.

Solution Lab

A lesson for grades 3-5 focused on Problem Solving, using the 'Solution Lab' metaphor to teach a step-by-step approach to resolving situations that can be changed.

Healthy Habits

A lesson for grades 3-5 on the 'ABC' and 'PLEASE' skills, called 'Healthy Habits,' focusing on building a life that reduces emotional vulnerability through accumulation of positive events and physical health.

DBT Skills for Young Explorers

A comprehensive DBT skills training sequence for elementary schools, split into K-2 and 3-5 curricula. This program covers Mindfulness, Distress Tolerance, Emotion Regulation, and Interpersonal Effectiveness using age-appropriate activities and narratives.

Orientation Key Points Visual v2

Our Discovery Class

Welcome to a new way to learn together!

Emotions

Learning how we feel and what to do with big feelings.

Attention

Practicing how to stay focused on what is happening right now.

Decisions

Learning to be thoughtful before we act or say things.

Getting Along

How to be a great friend and support each other.

Our Explorer's Code

Listen Close

Support Each Other

1 Person Speaks

Try Your Best

Explorer Family Letter

Discovery Dispatch

Connecting School Skills to Home Life

Dear Explorer Families,

We are excited to share that our class is starting a new adventure called Project Discovery! In this program, students will learn how to understand their emotions, focus their attention, and build strong friendships using the DBT Skills framework—simplified just for young learners.

What we are learning

Mindfulness: Finding our "Wise Owl" to stay calm and focused.
Tolerance: Learning cool-down tricks when feelings get too big.

How you can help

Ask your child about the Power of AND.
Try a CAP Skill together: Paced Breathing!

"When we teach children how to handle their emotions, we give them a compass for life."

Your Skill Detective Team,

The Discovery Classroom

Orientation Discovery Handout

Young Explorers

Orientation & Discovery

"Starting our journey to find our best selves!"

The Explorer's Code

1. Listen Close

2. Support Each Other

3. 1 Person Speaks

4. Try Your Best

The Discovery Mission

Handle Big Feelings

When feelings get too "hot," we learn skills to cool them down like a superhero reset button!

Make Wise Choices

We learn to stop, look, and listen to our Wise Owl mind before we act.

The Four Skill Zones

Emotions

Attention

Decisions

Getting Along

Icebreaker!

GAME: OVER THE LINE

"I'll make a statement. If it is TRUE for you, walk over the line! See how much we have in common."

Discovery Class Social Narrative

A New Kind of Class

A story about our Discovery journey

At school, we spend a lot of time learning. We learn how to read books, how to solve math problems, and how to write our names.

But now, we are starting a very special class! We call it Discovery Class. This class is a little different.

In Discovery Class, we learn about Feelings. We learn what our feelings are and how to keep them from "flying away."

We are like Skill Explorers. We search for ways to stay focused, ways to make good decisions, and ways to be a great friend.

To keep our journey safe, we follow our Explorer’s Code:

Listen Close
Support Each Other
1 Person Speaks
Try Your Best

I am excited to start our adventure. We will learn how to be our very best selves, one step at a time!

Orientation Book Guide

Skill Explorer Book Guide

Orientation & Discovery

The Day You Begin

by Jacqueline Woodson

This story explores feelings of being different or new. It reminds children that every person has a unique story to share, even when nervous or out of place.

Discussion Questions

How did characters feel when "different" from classmates?
What happened when they shared their stories with the group?
How can we make "Discovery Class" a place where everyone belongs?

Lesson Connection

Ties into Orientation by validating nerves and highlighting that unique perspectives make our class stronger.

Our Class is a Family

by Shannon Olsen

Estabishes community. Explains that a classroom is a safe place where we support each other, make mistakes, and grow together like a family.

Discussion Questions

How can we support our "class family" during skills lessons?
What should we do if someone makes a mistake in our class?
Which part of our Explorer's Code helps us feel like a family?

Lesson Connection

Supports our Code: "Support Each Other" and "Try Your Best."

Explorer Map Worksheet

The Skill Explorer Map

Orientation & Discovery

Explorer: ________________________

Date: _________________________

!

"I am starting a new journey to learn how to be my best self!"

My Discovery Drawing

In each box, draw a picture of you using your new discovery skills!

Feelings

Draw yourself happy, sad, or calm.

Focus

Draw yourself paying close attention.

Thinking

Draw yourself making a good choice.

Helping

Draw yourself helping a friend.

I am a Skill Explorer!

READY TO GO

Rule Matching Worksheet

Rule Reminder!

Our Explorer's Code

Explorer: ________________________

Can you find the right picture for each rule?
Draw a line to connect the Rule to the Action!

Listen Close

Support Others

1 Person Speaks

Try Your Best

I follow the code!

Explorer Mastery Map Worksheet

My Discovery Journey

Explorer Mastery Map

Color in each milestone as you find your skills!

Explorer:

🗺️

Orientation

⚖️

Power of AND

🧰

AND Toolbox

🦉

Wise Owl Mind

🔍

Skill Detective

🌊

Wise Mind SEA

🧢

Cool Down CAP

⛓️

Emotion Chain

👁️

Big Eye Case

🔄

Feeling Flip

❤️

Heart of Asking

⭐

Best Self FACE

Orientation

Both Sides

Mindfulness

Tolerance

Regulation

Effectiveness

Both Sides Thinking Slides

Both Sides Thinking

Protocol: Dialectics

The Two-Truths Rule

Most people think in "Either/Or".
Researchers think in "Both/And".

"The universe is complicated. Two things that seem opposite can actually both be true at the same time."

Data Synthesis

Truth #1

"I am doing my best."

AND

Truth #2

"I need to do better."

The Synthesis

Finding the Middle Path between extremes. This is where real power lives!

The Linguistic Experiment

Avoid

BUT

"But" is an eraser. It deletes the first half of your sentence!

Use

AND

"And" is a bridge. It holds both truths together firmly.

Field Testing

"I love my friend AND I'm mad at them right now."

Integration OK

"This work is hard AND I can handle the challenge."

Integration OK

"I want to play AND I need to finish my lab work."

Integration OK

Synthesis Achieved

"I will practice seeing both sides, because truth is almost always found in the middle."

Protocol Complete

Both Sides Thinking Visual

Both Sides Thinking

Dialectics in the Lab

Core Concept

The Balance of Truth

In our lab, we know that two things that seem opposite can both be true at the same time. There is always more than one way to see a situation.

AND

The Superpower Word

Using AND helps us move from "Either/Or" thinking to a more balanced view.

🪙

The Coin

Heads is true AND Tails is true. It's the same coin!

6 / 9

The Perspective

It's a 6 from one side AND a 9 from the other. Both are facts!

"I am doing the best I can AND I can do better."

The Lab Partners Social Narrative

The Lab Partners

Finding the "Synthesis" of Two Truths

The Disagreement

Mia and Sam were working on a project. Mia wanted popsicle sticks for strength. Sam wanted pipe cleaners for flexibility. They both thought their way was the "only" way.

The Either/Or Trap

Mia said, "Your idea is wrong!" Sam felt his engine jump into the RED Zone. He thought Mia was being bossy and disrespectful.

Both Sides Thinking

Sam remembered his training. He used his AND Superpower. He said: "Sticks are strong AND pipe cleaners can tie them together."

The Result

They didn't have to choose just one. By using Both Sides Thinking, they built the strongest bridge in the class!

Researcher's Log:

"I am right and my friend is right. We just see different sides."

Both Sides Thinking Book Guide v2

The Explorer's Library

Catalog #02

Dialectics & Perspectives

1

Duck! Rabbit!

by Amy Krouse Rosenthal

A visual journey where two narrators argue over whether an illustration is a duck or a rabbit. This book is a fundamental tool for teaching that perspective defines our personal truth.

Lab Discussion

What happened when both characters stayed stuck in "Either/Or" thinking?
How can we use Both Sides Thinking to explain why BOTH characters were 100% correct?
Can you think of a "Duck! Rabbit!" moment in your own class where friends saw the same thing differently?

2

The Big Orange Splot

by Daniel Manus Pinkwater

Mr. Plumbeam lives on a neat street where all the houses are the same. After an orange splot of paint falls on his roof, he transforms his house into a vibrant expression of his dreams. His neighbors are upset at first, but eventually learn to see his side.

Lab Discussion

The neighbors value a "neat street" AND Mr. Plumbeam values "dreaming out loud." How are both values important?
How did Mr. Plumbeam use his Explorer Code to support his neighbors even when they were judging him?
What is the Synthesis (middle path) between having a community that looks nice and allowing people to be themselves?

Both Sides Bridge Worksheet v2

The Bridge Tool

Converting Either/Or to Both/And

Researcher: _________________

Lab Mission

"BUT" is an eraser that deletes the first half of your sentence. "AND" is a bridge that connects two truths!

Either/Or Thought:

"I'm trying hard, BUT I keep failing."

Both/And Synthesis:

"I'm trying hard AND I keep failing."

Either/Or Thought:

"I'm angry at my friend, BUT I still care about them."

Your Turn:

Build your Bridge here!

Either/Or Thought:

"I'm nervous about the test, BUT I studied a lot."

Your Turn:

Build your Bridge here!

Explorer Rule:

I will Support Each Other by validating both sides!

Perspective Research Worksheet v2

Perspective Research

Analyzing Dual Truths

Date: ______________

"Pick a recent situation where you and someone else disagreed. Use your research skills to identify the truth on Both Sides!"

Truth A: My Side

What was I thinking? How did I feel?

Truth B: Their Side

What were they thinking? How were they feeling?

The Synthesis (Both are True!)

"I felt ______________ AND they felt ______________. We are both researchers on the same team!"

Listen Close Support Each Other 1 Person Speaks Try Your Best

Power of AND Handout

The Power of AND

Discovery Journey: Part 2

Look at the Coin!

I see the HEADS side.

You see the TAILS side.

Are we both right? YES!

"Two things can be different and both be true."

What do you see?

6

From this side, it's a 6. From that side, it's a 9.
Both are true!

Our Superpower Word

AND

It bridges two ideas together.

It keeps our minds open.

Let's Try It!

"I like chocolate AND you like vanilla."

"I feel happy AND I feel a little nervous."

Main Point

Two things can be true at the same time!

The Explorer's Code

Listen Close
Support Others
1 Person Speaks
Try Your Best

I am an AND-Hero!

Both Sides Thinking Visual

Both Sides Thinking

Using the Superpower of AND!

More Than One Way

There is always more than one way to see or think about a situation.

AND

The Magic Word

Using AND helps us see the other side, even when it’s hard.

Balance

Two things that seem opposite can both be true at the same time.

Try Saying This:

"I am doing my best AND I can do even better."

"I think one way AND my friend thinks another way."

Stay Discovery Ready!

LISTEN CLOSE SUPPORT OTHERS

Two Truths Social Narrative

Two Truths at Once

A story about seeing both sides

Sometimes, I think there is only ONE right way to see things. I might think a movie is great, but my friend thinks it is boring.

When we disagree, it can make me feel angry. I want to say "I am right and you are wrong!"

The Magic Word

AND

But then I remember my superpower. I can use the word AND.

I can say: "I love this movie AND my friend doesn't like it."

We are BOTH right!

Using AND makes my brain feel bigger. It helps us stay friends even when we have different ideas.

Today, I will look for both sides.
I am an AND-Hero!

AND-Hero Book Guide

AND-Explorer's Book Guide

Both Sides Thinking

Duck! Rabbit!

by Amy Krouse Rosenthal

Two people argue over a picture. Is it a duck or a rabbit? Depending on how you look, both people are right!

Discussion Questions

Why was it hard for them to see the "other side" at first?
Can we use our AND superpower to say it is a duck AND a rabbit?

Lesson Connection

Perfect example of Dialectics—two opposing points of view can both be 100% correct.

They All Saw a Cat

by Brendan Wenzel

Many animals see the same cat. To a bee it's dots; to a mouse a monster; to a child a pet. Everyone sees it differently!

Discussion Questions

Does the way we feel change how we see things?
How can we remember that friends might be seeing things differently than us?

Lesson Connection

Ties into Perspective Taking—experience shapes our truth, AND others have their own too.

Power of AND Worksheet

The AND Superpower

Both Sides Thinking

Explorer: ________________________

"I can turn 'BUT' thoughts into AND superpowers!"
Practice connecting two things that are both true!

I am doing my best

AND

I can do better

I am very angry

AND

I can stay calm

I want my way

AND

I can wait my turn

My AND Power!

Draw a picture of you using your AND Power with a friend!

Both sides are true

Skill Explorer

Double Vision Worksheet

Double Discovery

I See Two Truths!

Explorer: _________________

Mission

Everything has two sides.
Look at the Same Object from two different places!

Perspective 1

Look from the Front

1

Perspective 2

Look from the Side

2

The AND Power:

It looks like this and it looks like that!

Wise Owl Mind Handout

The Wise Owl Mind

Discovery Journey: Part 5

What is Mindfulness?

Being RIGHT HERE, RIGHT NOW.
Not thinking about yesterday or worrying about tomorrow!

Emotion Mind

It's HOT!

"I'm so angry I could scream!"

Fast choices driven entirely by big feelings.

Reasonable Mind

It's COOL!

"Only facts and rules allowed here."

Like a robot who only knows logic and facts.

Wise Mind

The Balanced Owl

Using your Heart AND your Head to make the best decision for you!

The Goal

"I will use my Wise Mind to make good choices today!"

The Code

Listen Close
Support Others
1 Person Speaks
Try Your Best

Skill Explorer Mission Active

Wise Owl Mind Visual

The 3 States of Mind

Which mind are you in right now?

Emotion Mind

HOT MIND

My feelings are in control and driving the bus!

Wise Mind

The Wise Owl

The best spot! Feelings and logic work together.

Reasonable Mind

COOL MIND

Just the facts and rules. No feelings allowed!

Discovery Tool:

Take a deep breath to help your Wise Owl land on your shoulder!

Listen Close Support Others 1 Person Speaks Try Your Best

Wise Owl Social Narrative

The Wise Owl lands

A story about finding my best mind

Sometimes my mind is very HOT. This is my Emotion Mind. My feelings want to do all the talking!

Sometimes my mind is very COLD. This is my Reasonable Mind. I only care about the rules, not my heart.

But there is a BETTER WAY!

I can find my Wise Mind.

"I listen to my heart..."

AND

"...I listen to my head."

My Wise Owl helps me stay calm and make great decisions. I am an AND-Hero when I use it!

Discovery Goal:

"Listen to both sides of my mind!"

Wise Owl Book Guide

Wise Owl Book Guide

Finding Wise Mind

Waiting Is Not Easy!

by Mo Willems

Gerald the elephant is very excited and impatient to see Piggie's surprise. He experiences big emotions while waiting, showing how hard it can be to stay in Wise Mind when we want something NOW.

Discussion Questions

Was Gerald in Emotion Mind or Reasonable Mind while he was waiting?
What did Gerald's body look like when his mind was "Hot"?
How did Gerald find his Wise Mind at the end of the story?

Lesson Connection

Perfectly demonstrates Emotion Mind and the struggle to find balance when we feel very strongly about something.

The Quiet Place

by Sarah Stewart

A young girl moves to a new country and finds comfort by creating a "quiet place" for herself. This story highlights the importance of finding a mindful space where we can think clearly and feel calm.

Discussion Questions

Why did the girl need a "quiet place" for her mind?
How does being quiet help us find our Wise Owl?
Where is your favorite place to practice Mindfulness?

Lesson Connection

Ties into the core of Mindfulness—creating a calm space inside ourselves to access our best state of mind.

The 3 Minds Coloring Worksheet

Three Ways of Thinking

Discovery Mission: Mindfulness

Explorer: _________________

Look at each mind! Use your AND-Hero powers to identify them.

EMOTION

🔥

"Too hot!"

WISE

🦉

"Balanced!"

REASON

❄️

"Too cold!"

Coloring Challenge:

Color the Wise Mind Owl using your favorite colors!

Color Me

My Wise Choice Worksheet

My Wise Choice

The Wise Owl in Action

Date: ______________

Think of a time you used your Wise Mind.
You listened to your heart AND your head!

Draw It Here!

My Wise Mind Story:

1. I felt ____________________________________ (The Feeling)

2. I thought __________________________________ (The Facts)

3. My Wise choice was ___________________________

I am Skillful!

I am learning to balance my mind.

What Skills Visual

The 3 "What" Skills

How to be Mindful!

1. Observe

Watching like an eagle!

Notice things without using words.

2. Describe

Using your fact words!

Put names to what you observed.

3. Participate

Go all in!

Be fully in the moment, like playing a game.

"I can only do ONE skill at a time!"

What Skills Handout

The Skill Detective

Mindfulness Toolkit

Observe

Watching Like an Eagle

Just NOTICING what is happening. No words yet—just looking! Use your 5 senses to gather clues.

Challenge:

Find 3 blue things silently.

Describe

Labeling the Facts

Putting WORDS to what you saw. Use only fact words (red, tall, happy). No "good" or "bad" words!

Challenge:

Describe your shoes with 3 facts.

Skill #3: Participate

Going All In

Jumping into the activity with your WHOLE SELF. Forget yourself—just do the thing! Like dancing when the music starts.

Be 100% there.
Don't stay on the side.

Action Time!

Participate in a 10-second "Silent Dance Party" right now!

The Detective Secret

ONE THING AT A TIME!

When you do a skill, do it 100%!

What Skills Book Guide

The "What" Book Guide

Observe, Describe, Participate

The Listening Walk

by Paul Showers

A girl goes on a walk with her father and her dog. She practices being completely silent so she can hear all the tiny sounds of the world—from crickets to sprinklers.

Detective Discussion

• How was the girl using her OBSERVE skill on the walk?
• What were some words she used to DESCRIBE the sounds?
• Can we do a "Listening Walk" in our classroom right now?

Lesson Connection

Perfectly demonstrates Observe (wordless watching) and Describe (using fact-based words).

Let's Play Tag!

by Various Authors

Any book about children playing together in a game like tag, hide and seek, or a sports team. It highlights the joy of being "all in" the moment.

Explorer Discussion

• When the kids are playing tag, are they thinking about dinner or the game?
• What does it feel like when you PARTICIPATE with your whole body?
• Is it more fun when everyone goes "all in" together?

Lesson Connection

Teaches the skill of Participate—engaging fully in the activity of the moment.

Explorer Skill Cards

Teacher Instructions

Cut along the dotted lines. Laminate for durability!

Observe

"Just noticing with your senses."

Watch like a movie
Listen like a microphone
No words yet!

Mindfulness Skill Card

Describe

"Putting factual labels on it."

Only use the facts
No opinions allowed
Use your "Word Power"

Mindfulness Skill Card

Participate

"Going all-in on what you do."

Jump into the activity
Don't stay on the side
Be 100% there

Mindfulness Skill Card

The Discovery Detective Social Narrative

The Discovery Detective

A story about using your "What" skills

When I am on a playground, I am like an OBSERVER. I watch the birds fly and see my friends playing tag. I am quiet inside.

Then, I am like a DETECTIVE. I use my fact words. I say: "The sun is yellow" or "My friend is laughing."

Finally, I am like a TEAM PLAYER. I participate! I jump into the game and go all in with my friends.

My Secret Power:

ONE AT A TIME!

When I observe, I don't talk. When I participate, I don't watch.

Explorer Check:

I will Listen Close and Try My Best!

Skill Detective Worksheet

The Skill Detective

Mission: Observe & Describe

Name: _________________

Detectives use their eyes to Observe
and their words to Describe!

🍎

1. Observe

2. Describe with 2 facts:

🧸

1. Observe

2. Describe with 2 facts:

🌈

1. Observe

2. Describe with 2 facts:

Case Closed!

Jump In Worksheet

Jump In!

Mission: Participate

Go All In!

Throw yourself completely into an activity! Don't watch yourself—just DO IT.

My Participation Drawing

Draw yourself playing your favorite game, singing, or dancing!

Support Each Other

Try Your Best

AND-Hero Toolbox Handout

AND-Hero Toolbox

Mastering Both Sides Thinking

The "BUT" Eraser

BUT

The word BUT erases the first part of your sentence!

"I'm sorry BUT it wasn't my fault."
(The apology vanished!)

Use the Bridge

AND

"I'm sorry AND I will try to be more careful."

Now BOTH parts stay alive!

One-Sided Words

ALWAYS

Is it really always?

NEVER

Is it really never?

Use "SOMETIMES" instead!

I am a YETI!

Saying "I can't do it" makes me stuck.
Saying "I can't do it YET" makes me an Explorer!

Listen Close

Support Others

1 Person Speaks

Try Your Best

AND-Hero Toolbox Visual

The AND-Hero Toolbox

Tips for Both Sides Thinking

Use "I" Statements

Say how you feel instead of blaming others.

"I feel sad when you take my toy."

Watch for "Eraser" Words

Try not to use: ALWAYS, NEVER, or BUT.

These words lock us in one-sided thinking!

YETI

Be a Yeti!

When things are hard, add the word YET.

"I can't ride a bike... YET!"

Listen Close

Support Others

1 Person Speaks

Try Your Best

Power of YET Social Narrative

The Power of YET

A story about becoming a Skill Explorer

In Discovery class, we are like mountain climbers. We are climbing toward being our BEST SELVES.

Sometimes, I get to a part that is hard. I feel like quitting.

"I can't do this. I'm not good at math."

Then I remember my YETI POWER. I add one tiny word.

"I can't do it..."

YET!

Saying YET means I am still learning, and that is GREAT.

I am an Explorer who:

Listens Close Says "YET"

Yeti Master Book Guide

YETI Explorer Book Guide

Mastering Both Sides Thinking

The Girl Who Never Made Mistakes

by Mark Pett

Beatrice Bottomwell has never, ever made a mistake. But one day, it happens! This story shows how letting go of being "perfect" helps us learn.

Discussion Questions

How did she feel when trying to be "perfect" always?
Can we use Both Sides Thinking to say: "I made a mistake AND I am still a great kid"?

Lesson Connection

Adopting a Progress Mindset instead of "Always/Never" thinking.

I Can't Do That, YET

by Esther Pia Cordova

A girl frustrates over hard tasks until she finds her "YET" voice. Every expert was once a beginner who just hadn't mastered it YET.

Discussion Questions

What happens to your brain when you add the word YET?
What is something in our class that you are a Yeti in?

Lesson Connection

Directly teaches the YETI MINDSET (Practice Makes Progress).

BUT-Eraser Practice Worksheet

The BUT Eraser!

Discovery Mission #3

Explorer: _________________

Oh no! The word BUT erases your ideas!
Use the word AND to fix them!

One-Sided

"I like school BUT I don't like math."

"I like school AND _______________"

One-Sided

"This is fun BUT I am very tired."

"This is fun AND ________________"

One-Sided

"I want to play BUT I am scared."

"I want to play AND _____________"

Explorer Rule:

Use "I" Statements to say how YOU feel!

YETI Power Worksheet

I am a YETI!

Practice Makes Progress

Date: ______________

"I can't do it... YET!"

I am Great At:

Draw one skill you have!

I'm practicing:

Draw one goal!

Skill Explorer!

Practice makes progress.

CAP Skill Visual

The Cool Down CAP

Change Your Body, Calm Your Mind!

C

Cold Water

Splash cold water on your face or hold a cold item. It resets your body engine!

A

Active Exercise

Jump up and down or run in place super fast! Then stop quickly.

P

Paced Breathing

Breathe in for 4... and breathe out for 6! Make your out-breath longer.

Cool the Engine!

"Use CAP skills when you are so upset you can't think!"

🌿 Listen Close 🌿 Support Each Other 🌿 1 Person Speaks 🌿 Try Your Best

The Cool Down CAP Handout

The Cool Down CAP

Discovery Journey: Part 8

Your Body Engine

When feelings are in the RED zone, your engine is too hot! We use CAP to cool down fast.

C

Cold Water

Splash cold water on your face to slow your heart down.

A

Active Exercise

Jump or run for 1 minute to let big energy out!

P

Paced Breathing

Breathe in for 4... Out for 6. Like a slow elevator.

"I can cool my engine anytime!"

The Engine Cool Down Social Narrative

The Engine Cool Down

A story about my Body Engine

My body is like a powerful ENGINE. When I'm happy or calm, my engine purrs like a kitten.

But when I'm in the RED Zone, my engine gets super hot. My heart beats fast and my face feels hot!

I need to put on my Cool Down CAP. CAP stands for three ways to fix my engine!

C

I splash Cold Water on my face!

A

I do Active Exercise like jumping jacks!

P

I take slow, Paced Breaths out!

Now my engine is Cool and Calm. My Wise Owl Mind can land and help me!

Explorer Power:

"I am in charge of my engine!"

Cool Down Explorer Book Guide

Cool Down Explorer Book Guide

Cooling Big Emotions

Anh's Anger

by Gail Silver

Anh gets very angry when he has to stop playing. His anger becomes a big, hairy creature that sits with him. He learns how to breathe and be with his anger until it gets smaller.

Discussion Questions

What did Anh's "Anger Creature" look like when his engine was in the RED Zone?
How did Paced Breathing help the creature get smaller?
What CAP skill would you use if your anger was a big creature?

Lesson Connection

Directly teaches Paced Breathing as a way to physically cool down the body when anger is too big.

Cool Down and Work Through Anger

by Cheri J. Meiners

A practical book that shows children what happens in their bodies when they are upset and provides clear "how-to" steps for cooling down their physical responses.

Discussion Questions

What are some signs that your body is getting "too hot" like an engine?
Why is it important to Cool Down before we try to solve a problem?
Which part of CAP (Cold, Active, Paced) is your favorite?

Lesson Connection

Supports the entire Cool Down CAP concept by teaching physiological awareness and regulation.

CAP Station Checklist Worksheet

CAP Station Checklist

Mission: Body Engine Reset

Name: _________________

"Visit each station and practice your skill.
Check the box when you are a Cool Down Pro!"

C

Cold Water

Splash or hold cold cloth

A

Active Exercise

Jumping jacks or fast run

P

Paced Breathing

Slow breath in and LONGER out

Body Engine Reset!

Skill Explorer #8

My Cool Down Plan Worksheet

My Cool Down Plan

I am a Master of Calm!

Discovery Skill #8

"When my engine gets Too Hot,
I will use my favorite CAP skill!"

Which one is your favorite?

C

Cold

A

Active

P

Paced

Draw your plan in action!

My Promise:

Next time I feel in the RED zone, I will try:
_____________________________________________________

I am skillful!

Cool Engine, Wise Mind.

Wise Mind Goes to SEA Handout

Wise Mind Goes to SEA

Discovery Journey: Part 7

The RED Zone

When feelings are SO BIG you can't think straight.
This is Emotion Mind.

The Secret Mission

"Don't make it WORSE!"

If we act in the RED zone, we might get in trouble. We need to distract!

Use your S.E.A. Power!

S

Sensations

Hold an ice cube or splash cold water!

E

Emotions

Watch a funny video or listen to happy music!

A

Activities

Draw a picture or do a puzzle!

Wait for the RED to go away!

SEA Skill Visual

Wise Mind Goes to SEA

Don't Make It Worse!

The RED Zone

When my feelings are SO BIG I might act without thinking!

S

Sensations

Squeeze a ball, hold ice, or hug a stuffy.

E

Emotions

Watch a funny movie or listen to happy music.

A

Activities

Draw, build blocks, or go outside to play.

Discovery Rule: Try Your Best

"I use SEA to let my Wise Owl land!"

The RED Zone Social Narrative

Entering the RED Zone

A story about staying skillful

Sometimes, my feelings get REALLY BIG. I call this the RED Zone. It feels like my brain is on fire!

When I am in the RED Zone, my Wise Owl flies away. I might do things that make the situation Worse.

"I might yell at my teacher or break my favorite toy."

I need to Go to SEA. SEA helps me distract my brain until the RED zone is gone.

S . E . A

"I use my Sensations, my Emotions, and my Activities to stay safe!"

After I go to SEA, my mind feels cooler. Then, my Wise Owl Mind can land and help me solve the problem!

I am a Skill Explorer who:

"Supports my friends in the RED zone!"

SEA Hero Book Guide

S.E.A. Hero Book Guide

Distress Tolerance & Distraction

Alexander and the Terrible, Horrible, No Good, Very Bad Day

by Judith Viorst

Alexander is having a very hard day where everything seems to go wrong. He is stuck in the RED zone and thinks about moving to Australia to escape his problems.

Discussion Questions

What were some things that put Alexander in the RED zone?
If Alexander used the SEA skill, what Activity could he do to feel better?
Does moving to Australia solve his problems, or is it just a way to distract his mind?

Lesson Connection

Shows how many small things can build up into a huge emotion, and identifies the need for Strategic Distraction.

Mean Soup

by Betsy Everitt

Horace is having a very "mean" day. His mother helps him get out his big feelings by making a special soup where they scream into the pot, hiss, and stir up their anger.

Discussion Questions

Is Horace using Sensations (loud noises) to distract his brain?
How did making the soup stop Horace from making the situation Worse?
What other things could Horace put in his "SEA Skill Soup" to stay calm?

Lesson Connection

A perfect example of using an Activity and unique Sensations to tolerate a big urge.

SEA Detective Worksheet

SEA Detective

Discovery Mission #7

Name: _________________

Mission Briefing

"Can you sort these distractors?
Draw a line from the Skill to the right Letter!"

Listening to music

Coloring a picture

Holding an ice cube

Watching a funny show

S

E

A

Wise Mind Reminder:

"I distract my brain to stay skillful!"

My SEA Wheel Worksheet

My SEA Wheel

Tools for the RED Zone

Date: ______________

"Draw your favorite way to distract your brain in each section!"

S

Sensations

E

Emotions

A

Activities

Skill Explorer Mission:

"I will use my SEA tools when I'm in the RED zone!"

Emotion Chain Social Narrative

The Chain Reaction

Understanding how my feelings grow

My feelings are like a CHAIN. Each part is connected!

Step 1

Something happens outside of me.

Step 2

My brain has a thought or story.

Step 3

I feel it inside my body.

Step 4

Finally, I act it out.

If I can STOP the chain after a thought, I can make a WISE MIND choice!

Emotion Chain Handout

The Emotion Chain

Discovery Journey: Part 4

One Big Reaction

An emotion isn't just one thing. It's a Chain Reaction that happens in your whole body!

Thoughts

Sensations

Actions

The Step-by-Step Chain

1

Something Happens

"A friend takes my crayon without asking."

2

The Thought

"My brain says: 'That's not fair!'"

3

Inside Feeling

"My face feels hot and my hands squeeze tight."

4

Outside Action

"I yell 'GIVE IT BACK!' and stomp."

The Explorer Challenge

Can you catch your thought BEFORE you act?

If we see the chain, we can change the outcome!

I can stop the chain!

The Emotion Chain Visual

The Emotion Chain

How our feelings work in steps!

1

Something Happens

An event occurs in the world around us.

2

We have a Thought

Our brain tells us a story about what happened.

3

Feel it Inside

Our body reacts with sensations (like a racing heart).

4

Act it Outside

We show our feeling through actions or words.

Skill Explorer Reminder:

"If we catch the chain early, we can make wise mind choices!"

Listen Close Support Each Other

Feeling Explorer Book Guide

Feeling Explorer Book Guide

How Emotions Work

The Color Monster

by Anna Llenas

A monster's feelings are all mixed up and tangled. He uses colors to help sort his emotions into jars, making them easier to understand and manage.

Discussion Questions

What happened in the monster's body when he was "all mixed up"?
How does sorting feelings into colors help us understand our Emotion Chain?
Which color would you pick for a "Something Happened" step?

Lesson Connection

Helps students identify specific emotions so they can see them as separate links in their chain.

In My Heart

by Jo Witek

This book explores how different feelings feel inside. It describes emotions through physical sensations, like a "shiny star" or a "heavy stone."

Discussion Questions

When the girl in the book felt brave, what did her heart feel like?
Can you think of a sensation in your tummy when you are "Worried"?
Why is it important to listen to what our body is telling us in the Inside Step?

Lesson Connection

Directly supports Step 3 of the Emotion Chain: Inside Sensations.

My Emotion Machine Worksheet

My Emotion Machine

The Chain Reaction

Name: _________________

"Think of a time you had a Big Feeling.
Draw the steps of your chain below!"

1

Something Happened:

2

My Thought:

3

Inside my body:

4

Outside Action:

I caught the chain!

Discovery Skill #4

Inside and Outside Worksheet

Inside and Outside

How do I look? How do I feel?

Date: ______________

"I can feel things Inside my body
AND show things Outside my body!"

INSIDE (Sensations)

Draw what your body FEELS like

(Tummy, Heart, Hands, Face)

OUTSIDE (Action)

Draw what people SEE

(Crying, Yelling, Running, Quiet)

Discovery Explorer Code:

🌿 Listen Close 🌿 Support Each Other 🌿 Try Your Best

Opposite Action Visual

The Feeling Flip

How to do Opposite Action

Is your feeling too big?

When your feeling **doesn't fit** the facts, or makes things **worse**, you can use the Opposite Action power!

FEAR

Body Urge:

Run Away

THE FLIP:

Go Toward

ANGER

Body Urge:

Attack/Yell

THE FLIP:

Be Gentle

SADNESS

Body Urge:

Hide/Stay Still

THE FLIP:

Get Active

Flip your action, change your feeling!

Feeling Flip Handout

The Great Feeling Flip

Discovery Journey: Part 10

The Urge

An URGE is what your body wants to do right now. Like hiding when you're sad.

Is it true?

Check the FACTS first! If the feeling doesn't match the truth... it's time for a FLIP!

Do the Opposite!

The Urge

Hiding because you're sad.

The Flip

Go play with a friend!

The Urge

Yelling because you're mad.

The Flip

Use a soft, kind voice!

The Magic Power

Opposite action sends a message to your brain to FEEL DIFFERENT!

Flip it, Explorers!

The Opposite Switch Social Narrative

The Opposite Switch

A story about flipping my feelings

Yesterday, I felt very SAD. My friend couldn't come over to play. My body had an Urge to stay in my room all alone.

But I used my Big Eye first. I checked the facts. Is it true that I have no one to play with? NO!

The fact was, my Sister wanted to play blocks with me! It was time for the Opposite Switch.

I flipped my Action!

Instead of hiding, I walked into the living room and said,
"LET'S PLAY!"

Guess what? After I did the Opposite Action, my sad feeling got smaller and smaller until it was gone!

Discovery Power:

"I can change my feelings by changing my actions!"

Opposite Action Book Guide

Opposite Action Book Guide

Flipping Feelings

Grumpy Monkey

by Suzanne Lang

Jim Panzee is in a terrible mood for no reason. His friends try to get him to "flip" his mood by doing happy things, but Jim isn't ready. This book explores the Urge to be grumpy and how hard it is to change.

Discussion Questions

What was Jim's Action Urge when he felt grumpy?
What were some Opposite Actions his friends suggested?
Why is it important to Check the Facts before you decide to stay grumpy?

Lesson Connection

Helps students identify Action Urges vs. actual behaviors.

The Recess Queen

by Alexis O'Neill

Mean Jean rules the playground with a big attitude until a new student, Katie Sue, does something completely Opposite—she invites Jean to play!

Discussion Questions

What was Jean's usual Action Urge at recess?
How did Katie Sue use an Opposite Action (Kindness) to change Jean's feelings?
How can being Friendly help when someone else is being mean?

Lesson Connection

Demonstrates how Opposite Action can change not just our own feelings, but the feelings of people around us.

The Opposite Switch Worksheet

The Opposite Switch

Mission: Flip the Feeling

Name: _________________

"Can you flip these urges?
Draw the Opposite Action for each big feeling!"

Feeling: Scared / Urge: Hide

FLIP!

Draw yourself
STAYING CALM

Feeling: Mad / Urge: Yell

FLIP!

Draw yourself
BEING GENTLE

I am an AND-Hero!

Discovery Skill #10

The Great Flip Worksheet

The Great Flip

I Control my Actions!

Lesson #10

"Draw a time you felt Grumpy
AND you chose an Opposite action!"

My Grumpy Urge

(What my big feeling wanted me to do!)

My Skillful Flip

(The opposite action I chose!)

I am Skillful!

Feeling big, acting wise.

Relationship & Self-Respect Visual

Social Security Protocol: IE-02

Social Access Codes

Protecting Relationships and Self-Respect

The GIVE Code

Use this code to keep the connection strong.

G

Gentle

No attacks, no threats, no judging.

I

Interested

Listen and look like you care.

V

Validate

Acknowledge their feelings/thoughts.

E

Easy Manner

Use a little humor, smile, be "chill."

The FAST Code

Use this code to keep your self-respect intact.

F

Fair

Be fair to them AND fair to yourself.

A

Apology-Free

Don't over-apologize for existing.

S

Stick to Values

Don't sell out your integrity.

T

Truthful

No lying, exaggerating, or acting helpless.

Researcher's Summary: The Balance

"A successful social engineer knows how to use both codes. Sometimes you need to prioritize the relationship (GIVE), and sometimes you must prioritize your own integrity (FAST). Use your Wise Mind to decide which code to deploy."

Validated Access Protocol | Lab IE-02

Relationship & Self-Respect Slides

Social Access Codes

Protocol: IE-02

The GIVE Code

Use this code when keeping a friend or staying on good terms is your Top Priority.

G: Gentle

I: Interested

V: Validate

E: Easy Manner

Transmission: Validation (V)

Showing you understand their side—even if you disagree.
"I can see why you're frustrated."

The FAST Code

Use this code when sticking to your Values and Truth is your Top Priority.

F: Fair

A: No Apologies

S: Stick to Values

T: Truthful

THE ULTIMATE SHIFT

If you GIVE too much, you lose Self-Respect. If you use FAST too much, you lose Connections.

"Find the Balance in the Lab."

Communication Verified: Protocol Locked

GIVE Connection Lab Worksheet

Connection Lab: GIVE

Communication Lab | Protocol IE-02.B

Priority

Connection

Researcher:

Date:

"The GIVE code is used to soften your approach and strengthen the social bond. Use this lab report to engineer a connection-focused transmission."

Experiment 1: Gentleness Calibration

Rewrite this harsh statement to be **Gentle** (No attacks/judging):

"You are always talking over me and it's annoying!"

Engineered Gentle Response:

Experiment 2: Validation Sync

A friend says: "I'm so stressed about the math test. I know I'm going to fail."

Write a Validating phrase (Acknowledge their feeling):

Remember: You don't have to agree they will fail, just validate the stress.

Experiment 3: Interest Uplink

List three **Body Language Data Points** that show you are **Interested** in what someone is saying:

Connection Successful

"When you use the GIVE code, you are making a deposit into the relationship bank. This makes it much more likely that the person will say YES to your next request."

Integrity Check Social Narrative

Transmission: The Integrity Check

Subject: Amara | Mission: Value Protection

Amara's best friend, Mia, wanted to copy Amara's science homework. Mia had been busy with soccer and forgot to do it. Amara felt a conflict. She wanted to be a good friend, but she also knew that copying was against the rules. She felt her Self-Respect was being tested.

Primary Protocol: FAST Code

Amara decided her Self-Respect was the priority. She needed to use the **FAST Code** to stay true to her values without being mean.

"Mia, I'm sorry you had such a busy night (Fair), but I can't let you copy my work (Stick to Values)."
"I don't like getting in trouble for cheating (Truthful)."
She didn't say "I'm sorry, please don't be mad" (Apology-Free).

Mia looked hurt and a bit annoyed. Amara realized that while she protected her integrity, she also wanted to protect the Relationship. It was time to switch to the **GIVE Code**.

Relationship Reinforcement:

"But I really want to help you! If you want to come over after school, I can show you how I did the first three problems so you can do yours faster (Interested/Validate)."

Mia realized that Amara wasn't being "mean"—she was just being honest. Mia agreed to the help. By using the **FAST Code** first, Amara felt proud of herself. By using the **GIVE Code** second, she made sure Mia still felt like a friend.

Amara learned that you don't have to choose between being a good person and being a good friend. You just need the right access codes.

Code Verified: SECURE

Being Your Best Self Worksheet

Researcher Profile: Best Self Build

Self-Respect Lab | Protocol FAST-01

Researcher Name:

01. Value Matrix

Which of these "Internal Codes" are most important to you? Circle your top 3.

Honesty

Kindness

Hard Work

Fairness

Courage

Listening

02. Best Self Prototype

Draw yourself in a situation where you feel **Proud** of who you are (Using your FAST skills!).

Post-Experiment Reflection:

How does using the FAST code change the way you feel inside?

Why is truthfulness the most important part of self-respect?

Integrity Specimen Book Guide

Skills Lab Guide | Protocol IE-03

Integrity Specimens

Analyzing FAST & GIVE skills through literature

Target Skill

Self-Respect

The Empty Pot

by Demi

Lab Analysis: FAST Skill

1

Ping was the only child who couldn't grow a flower. How did he stay **Truthful** (the T in FAST) when the Emperor arrived, even though it was embarrassing?
2

Did Ping need to make **Apologies** (the A in FAST) for his empty pot? Why or why not?
3

How did being honest protect Ping's **Self-Respect** more than if he had cheated like the other children?

A Little Spot of Honesty

by Diane Alber

Lab Analysis: FAST & GIVE

1

In the story, honesty is about more than just not lying. How does **Sticking to Values** (the S in FAST) make your "Integrity Spot" grow?
2

How can you be **Gentle** (the G in GIVE) when telling a hard truth? Is it possible to be both FAST and GIVE at the same time?
3

Think of a time you were tempted to hide the truth. Which **FAST** skill would have helped you the most in that moment?

"These specimens prove that self-respect is built through action, not just words. Integrity is the foundation of the Skills Lab."

Best Self Book Guide

Literature Lab Guide: IE-02

Social Security

Analyzing Self-Respect and Kindness in Literature

The Empty Pot

by Demi

Lab Focus: FAST (Self-Respect)

The Skill Link:

Ping is the only child who shows up with an empty pot. He uses the FAST code: he is Truthful (T) about his failure, and he Sticks to his Values (S) instead of lying like the other children.

Investigation: How did Ping feel when he saw the other children with beautiful flowers? Did he use the "A" (No Apologies) skill when he spoke to the Emperor?
Analysis: Why was his "Empty Pot" actually a sign of Strength? How did his self-respect change his outcome?

Each Kindness

by Jacqueline Woodson

Lab Focus: GIVE (Relationships)

The Skill Link:

This story shows the consequence of Not using the GIVE code. Maya tries to connect, but the other students fail to be Interested (I) or Gentle (G).

Discussion: Look at the moment Chloe refuses to play with Maya. Which part of the GIVE code did she break the most? How did this affect Maya's "Validation" level?
Reflection: The book ends with a heavy feeling of regret. How could Chloe have used an "Easy Manner" (E) to be kind even if she didn't want to be best friends?

Interpersonal Security Audit

"Social success is about Predictability. When you use GIVE, people feel safe with you. When you use FAST, people know what you stand for. Chloe's mistake was being unpredictable and unkind; Ping's success was being consistent and honest."

The Big Eye Case Handout

The Big Eye Case

Discovery Journey: Part 9

Is it True?

Sometimes our brain tells us a GUESS. We need to use our BIG EYE to find the facts!

Thought

"They are MAD at me!"

(This is a Guess)

Fact

"They didn't SEE me!"

(This is the Truth)

Mystery Case!

A vase is on the floor in pieces.

"I think I am in BIG trouble!"

Big Eye Check:

Was it an accident? Is Mom really mad?

The Magic Result

When we find out our "Guess" was wrong... our Big Feeling gets smaller or goes away!

Case Closed: Use Your Big Eye!

Check the Facts Visual

The Big Eye Case

Check the Facts!

Use your Big Eye

Look really closely at what actually happened.

Thought vs. Fact

A Thought is in your head. A Fact is what eyes can see!

Change the Story

If the facts are different, your feelings can change too!

Detective Code:

"Not every thought in my brain is true!"

🌿 Listen Close 🌿 Support Each Other 🌿 Try Your Best

The Mystery of the Wave Social Narrative

The Mystery of the Wave

A story about checking the facts

I was walking at the park when my friend Leo walked past me. I waved hello, but Leo didn't wave back.

My brain had a GUESS Thought. It said: "Leo is mad at me! He doesn't want to be my friend."

I felt SAD and STUCK.

But then I used my BIG EYE. I looked for the FACTS.

The Truth

"Leo didn't wave because he was looking at his shoes and didn't see me! He wasn't mad at all."

My sad feeling Poofed away! When I checked the facts, I felt happy and calm again.

"Thoughts are just stories. Facts are the truth!"

Fact Finder Book Guide

Fact Finder Book Guide

Perspective vs. Reality

Seven Blind Mice

by Ed Young

Seven blind mice discover a strange "Something" by the pond. Each mouse touches a different part and thinks it's something different (a snake, a pillar, a cliff). It's only when the last mouse looks at the whole thing that they see the truth.

Discussion Questions

Why did the mice have so many different Guesses?
How did the last mouse use his Big Eye to find the truth?
If you only see one part of a problem, are you getting all the Facts?

Lesson Connection

Perfectly demonstrates how our limited perspective can create a "Thought" that isn't the whole "Fact."

A Little Spot of Facts

by Diane Alber

This story features a little spot that helps children understand the difference between an Opinion (how we feel) and a Fact (what is true for everyone).

Discussion Questions

Can a Feeling ever be a Fact?
What is a "Fact" about our classroom that everyone can see?
How does knowing the Facts help us stay in Wise Mind?

Lesson Connection

Directly teaches the vocabulary of Check the Facts and distinguishes between internal thoughts and external reality.

Fact or Thought Worksheet

Fact or Thought?

Mission: The Search for Truth

Name: _________________

"Is it a FACT (everyone can see it)
or a THOUGHT (only in your head)?"

"The sun is yellow."

F

T

"Math is the best subject ever!"

F

T

"My teacher is mad at me."

F

T

"The pencil is on the table."

F

T

I Check the Facts!

Discovery Detective #9

The Big Eye Case Worksheet

The Big Eye Case

I am a Fact-Finding Detective!

Lesson #9

"I looked with my Big Eye and found the truth!"

The Guess (Thought)

Draw what you IMAGINED

The Truth (Fact)

Draw what actually HAPPENED

Explorer Rule:

"Check the Facts, change the feeling."

DEAR Skill Visual

The Heart of Asking

Using Your D.E.A.R. Voice

D

Describe

Just the facts! What is happening?

E

Express

Say how you FEEL using an "I" statement.

A

Ask

Say exactly what you WANT or NEED.

R

Reward

Why is it GOOD for them to say yes?

Skill Explorer Reminder:

"Using DEAR helps people understand and help us!"

🌿 Listen Close 🌿 Support Each Other 🌿 Try Your Best

The Heart of Asking Handout

D . E . A . R

The Art of Asking

I Need Help!

Sometimes we want a turn or a toy. We use our EXPERT VOICE to ask clearly!

D

Describe

"You are playing with blocks."

Just the Facts

E

Express

"I feel excited to build too!"

Use "I" Statements

A

Ask

"Can I please build with you?"

Be Direct

R

Reward

"I can help you make a tall tower!"

Win-Win

The Big Secret!

Thinking about what your friend likes makes them want to say YES!

Ask with Kindness and Confidence!

The Turn-Taking Explorer Social Narrative

The Turn-Taking Explorer

A story about asking for a turn

It was recess time, and my friend Ben was using the big blue swing. I really wanted a turn!

At first, I had a big URGE to just pull him off. But then I remembered my D.E.A.R. skill!

I used my Asking Voice:

"Ben, you are on the big swing (Describe). I feel really excited to swing too (Express). Can I please have a turn when you are done? (Ask). If you let me, I will push you really high next time! (Reward)."

Ben smiled and said, "Sure! Two more minutes!" Using DEAR worked like magic!

"I use DEAR to be a great friend and get what I need!"

DEAR Explorer Book Guide

DEAR Explorer Book Guide

Objective Effectiveness

Can I Play Too?

by Mo Willems

Elephant and Piggie are playing catch when a snake asks to join. Snakes don't have arms, so they have to figure out how to play together.

Discussion Questions

How did the snake Ask to join the game?
What was the Reward for everyone playing together?
How did the friends Describe the problem when they couldn't catch the ball?

Lesson Connection

A perfect example of Effective Communication and finding ways to make "Yes" happen for everyone.

The Invisible Boy

by Trudy Ludwig

Brian feels invisible at school because no one includes him. When a new boy arrives, Brian uses his Voice and a kind act to finally be seen and heard.

Discussion Questions

How did Brian Express his feelings through his drawings?
When Brian finally Asked to help with the project, what happened?
How can we use our DEAR skills to make sure no one feels invisible?

Lesson Connection

Ties into the power of Objective Effectiveness—being able to state your needs to build inclusion.

The DEAR Request Worksheet

The DEAR Request

Mission: Skillful Asking

Name: _________________

"Think of something you want to ask for this week.
Follow the Steps to build your request!"

D

Describe the Situation:

E

Express your Feelings (I feel...):

A

Ask for what you want:

R

Reward (Why they should say yes):

Draw your request in action!

I am an Expert Asker!

Discovery Skill #11

The Reward Finder Worksheet

The Reward Finder

Thinking About Others!

Discovery Skill #11

"The Reward part of DEAR means thinking about
why saying YES is good for your friend too!"

Asking a Friend:

"Can I play blocks?"

Draw the REWARD (The fun!)

Asking a Teacher:

"Can I have a break?"

Draw the REWARD (Hard work!)

Asking a Parent:

"Can I have a snack?"

Draw the REWARD (A smile!)

I am Generous!

I think about my friends too.

FACE Skill Visual

Your Best F.A.C.E.

Maintaining Self-Respect

F

Fair

Be fair to YOU and the other person.

A

Apologies

Say sorry once if you need to. Don't overdo it!

C

Character

Stick to your values. Be a true leader!

E

Explain

Tell the truth about why you are saying no.

My Best Self Check:

"How do I want to feel about myself after this?"

🌿 Support Each Other 🌿 Try Your Best

Best Self Slides

Best Self

Discovery Journey: Part 12

Self-Respect

Feeling GOOD about the choices you make. We want to stay true to our heart!

F

Be Fair

"Kind to you, and kind to ME too!"

A

No Apologies

"I don't say sorry for my opinion."

C

Character

"I do what is right for me."

E

Explain

"I tell the truth about my choice."

The Explorer Question

"How do I want to feel about MYSELF when this is over?"

Journey Complete!

You are now an Expert Skill Explorer!

The Best Self Choice Social Narrative

The Best Self Choice

A story about my character

In Discovery class, I learned that my CHARACTER is what makes me special. It's who I am inside!

One day, my friend asked me to BREAK A RULE and take an extra snack. My brain felt a little worried.

I used my F.A.C.E. skills. I asked myself: "How do I want to feel about myself later?"

My Best Self Voice:

"I want to be Honest. I will be Fair. I said, 'No, let's follow the rules together so we both stay out of trouble!'"

After I said no, my heart felt STRONG. I kept my self-respect and felt like a true Skill Explorer!

"I put my best FACE forward every day!"

Best Self Book Guide

Best Self Book Guide

Self-Respect & Character

The Empty Pot

by Demi

Ping loves flowers and is given a special seed by the Emperor. Even though his seed won't grow, Ping stays Honest and shows his empty pot, showing his true character.

Discussion Questions

How did Ping use the Character skill when his flowers didn't grow?
Why was it hard for Ping to be the only one with an empty pot?
How do you think Ping felt about Himself at the end?

Lesson Connection

Directly demonstrates the Character and Explain with Truth parts of FACE.

A Little Spot of Honesty

by Diane Alber

This book uses a little spot to show children that being honest makes their Self-Respect grow. It explains how "little lies" can make our character feel heavy.

Discussion Questions

How does being honest help your Character?
Why do we sometimes have an urge to Lying?
How does using your FACE skills help your heart feel light?

Lesson Connection

Supports the Self-Respect Effectiveness goal by linking honesty to internal pride.

Being Your Best Self Worksheet

Being Your Best Self

Mission: Self-Respect

Name: _________________

"What makes a Great Leader?
Circle the traits that show your true Character!"

Kindness

Honesty

Fairness

Courage

Draw yourself acting like a LEADER!

My Best Self Check!

Discovery Skill #12

FACE Practice Worksheet

FACE Practice

The Explorer Diploma!

Discovery Final

"Draw 1 time you used your FACE skills this week.
How did you feel about yourself after?"

My Skillful Moment

How I Felt After:

Strong

Proud

Calm

Journey Complete!

I am a Master of my Choices.

Wise Mind Handout

The Wise Mind Experiment

Protocol: Internal Calibration

States of Mind: Internal Temperature

Emotion Mind 🔥

Hot, reactive, and driven by feelings. Logic is "offline." Data is over-saturated.

Reasonable Mind ❄️

Cool, detached, and driven by facts. Emotions are "offline." Data is under-saturated.

The Goldilocks Zone

Wise Mind

"The integration of FEELING and FACT."

The part of you that "just knows" what is effective. Calm and balanced.

Accessing Protocols

Breath Focus

Slow down to allow the computer to reboot.

The Question

"Is this choice Wise Mind effective?"

Check Scale

Am I leaning too far into heat or ice?

Lab Case Study

"A partner took my tool without asking."

Emotion Mind

"Grab it back and yell!"

Wise Mind

"Breathe, then say: 'Can I have it back?'"

"I have three minds, but only Wise Mind helps me succeed."

Wise Mind Visual

The Wise Mind Experiment

Field Guide: Internal States of Mind

Lab Report 05

Emotion Mind

"THE HOT ZONE"

Ruled by feelings
Facts don't matter much
Reaction is immediate
"I WANT it now!"

Reasonable Mind

"THE COOL ZONE"

Ruled by facts/logic
Feelings are ignored
Planned and orderly
"What is the rule?"

Wise Mind

"THE BALANCE ZONE"

Connects Heart + Brain
Sees the whole picture
Values facts AND feelings
"What is effective?"

EMOTIONS

REASON

=

WISE MIND

"Wise Mind is like the deep ocean. Even when waves crash on the surface (Emotion Mind), the depths remain calm and clear."

Observe

Describe

Participate

The Internal Balance Scale Social Narrative

Case Study: The Internal Balance Scale

Skills Lab Research Report #05

Field Notes

In the center of my mind, there is a specialized laboratory where two very different researchers work together. They are known as the Logic Researcher and the Feeling Researcher. Usually, they take turns presenting their findings, but sometimes, one of them tries to take over the whole lab.

Last Tuesday, when I found out I had a huge science project due in three days, the Logic Researcher took over. I became cold and robotic. "Feelings are a waste of time," I thought. I made a perfect schedule, but I ignored the fact that I was exhausted and stressed. This is Reasonable Mind.

The next day, the Feeling Researcher broke in. I felt overwhelmed. "I can't do this! It's too much!" I yelled, throwing my pencil down. I wanted to play video games for five hours just to escape. This is Emotion Mind.

In the lab, there is a tool called the Internal Balance Scale. When the scale tilts too far to one side, the lab becomes chaotic. Logic without feelings makes me a robot; feelings without logic make me a hurricane.

I decided to pause and use my Mindfulness skills. I took a deep breath and waited for the scale to level out. I asked myself, "What is the middle path here?"

The Discovery: Wise Mind

"I have a lot of work to do, AND it makes sense that I'm feeling stressed. Logic tells me I can finish if I start now, and my heart tells me I need to take a 10-minute break first so I don't burn out."

When I listen to both researchers at the same time, I find WISE MIND. It is the calm, quiet space where I can see the whole picture. I don't have to choose between being smart and being human. I can be both.

Observation Target

Finding the quiet space in the center of the storm.

Wise Mind Book Guide

Finding the Middle Path

3-5 Literature Research Guide

Resource 05-B

In our Skills Lab, we use literature to observe characters in different "States of Mind." Use these discussion frameworks to identify Emotion Mind, Reasonable Mind, and the synthesis of Wise Mind.

Primary Text: "Waiting Is Not Easy!"

Analysis Questions

Identify the moment Gerald enters Emotion Mind. What physical urges does he have?
How does Piggie represent Reasonable Mind? Does her logic help Gerald's feelings?
At the end, when the surprise is revealed, describe Gerald's Wise Mind. How does his perspective shift?

Skills Connection

Gerald experiences intense Action Urges (screaming, running). Discuss how "Waiting" is a balance experiment. Logic tells us the time will pass, but Emotion feels like it's forever. Gerald finds Wise Mind when he sees the stars—the facts (the wait) and the feelings (the joy) finally align.

Secondary Text: "The Quiet Place"

In-Depth Discussion

How is the "Quiet Place" (the cardboard box) a metaphor for the space needed to find Wise Mind?
Contrast the "Loud World" (Emotion Mind) with the character's internal "Quiet Place."
Does finding a quiet place mean we are ignoring facts or feelings? Explain using the balance scale metaphor.

Researcher's Focus

Discuss how physical environment impacts our ability to access Wise Mind. When the environment is too "hot" (loud, crowded), we often tilt into Emotion Mind. Creating a "Quiet Place" allows the Logic and Feeling researchers to finally hear each other.

"Wise Mind is the synthesis of reason and passion."

States of Mind Mapping Worksheet

States of Mind Mapping

Lab Experiment 05-C

Researcher:

Date:

Research Phase: Read each internal thought below. Analyze which "State of Mind" is taking over the laboratory. Check the correct box and explain your reasoning.

Sample 01

"I'm so angry I could scream! I'm going to rip up this test paper right now. It's not fair!"

Emotion Mind

Reasonable Mind

Wise Mind

Researcher's Reasoning:

Sample 02

"The rule says no talking. Even though my friend looks very sad and needs help, I will stay silent and keep working."

Emotion Mind

Reasonable Mind

Wise Mind

Researcher's Reasoning:

Sample 03

"I feel nervous about the presentation, AND I know I've practiced it three times. I'll take a deep breath and go up."

Emotion Mind

Reasonable Mind

Wise Mind

Researcher's Reasoning:

Synthesis Challenge

Write your own Wise Mind statement for a situation where you feel FRUSTRATED because your homework is difficult. Use the word AND.

The Wise Decision Lab Worksheet

The Wise Decision Lab

Experiment Log 05-D

Phase 02: Application

Lead Researcher Name

Date of Trial

"Great researchers don't just study facts; they apply them to real-world challenges. Think of a decision you need to make or a problem you are facing. Use the lab tools below to find your Wise Mind synthesis."

1 The Situation under Observation:

Logic Researcher Says:

Facts, Rules, Logic...

Feeling Researcher Says:

Feelings, Desires, Urges...

The Wise Mind Synthesis (The "AND" Path):

"Listen to the quiet center of the scale. How can you combine both researchers' data into one effective choice?"

The Researcher's Toolkit Visual

The Researcher's Toolkit

Field Guide: The "What" Skills of Mindfulness

Tool 06

Observe

"Just the Data"

Notice with your senses.
Don't get caught in the "story."
Be like a silent camera.
Watch thoughts pass by like clouds.

Describe

"Label the Facts"

Put words to your experience.
Stick to the facts (no opinions).
"I am noticing a feeling of..."
Thoughts are just thoughts.

Participate

"Become the Act"

Throw yourself in 100%.
Let go of self-consciousness.
Forget the "Me" for a minute.
Dance, play, listen — fully.

Methodology

ONE THING AT A TIME

"Researchers fail when they multitask. Mastery comes from doing one thing with your whole mind."

Observation • Description • Engagement

Observe Describe Participate Handout

The Researcher's Toolkit

Protocol: Mindfulness "What" Skills

Skill 01: Observe

Just noticing the data without labeling it as "good" or "bad."

"Be a video camera. A camera doesn't have an opinion. It just captures what is there."

Skill 02: Describe

Put words on the experience. Use only Fact-Based Data.

"I feel my heart racing" ✓

"This is terrible" ✗

Skill 03: Participate

"Go all-in. Become one with the activity. Stop watching yourself from the outside. Flow into the moment."

ONE-MINDFUL

"Do ONE thing at a time with ALL of your attention."

Efficiency Protocol Active

"I will Observe facts, Describe data, and Participate fully."

Researcher Skill Cards

Tool ID: OBS-01

Observe

Primary Data Collection

Definition:

"Tephlon mind: Letting thoughts and feelings slide in and out without holding on."

Lab Protocols:

Scan internal sensations
Scan external environment
Wordless noticing only

Calibration Note: Do not attach labels. Just gather the raw signal.

Tool ID: DES-02

Describe

Factual Documentation

Definition:

"Translating observed data into non-judgmental, factual language."

Lab Protocols:

Use objective labels
Separate facts from thoughts
Avoid judgmental words

Protocol Alert: "I feel bad" is data. "I am bad" is a judgment error.

Tool ID: PAR-03

Participate

Full System Integration

Definition:

"Throwing yourself 100% into the current activity. Becoming the action."

Lab Protocols:

Engage flow state
Eliminate self-consciousness
Act intuitively

Integration Note: When dancing, just be the dance. No observer needed.

The Skills Researcher Social Narrative

Research Case: The Lab Observations

Skills Lab Research Report #06

Field Study

In our Skills Lab, we have learned that the best researchers are experts at gathering data without changing it. Most of the time, our minds want to add a story or a judgment to everything we see. But a Skills Researcher uses three specific tools to stay objective.

Tool 01: The Silent Camera

"When I am walking through the hallway, I practice my **Observe** skill. I don't think about who is looking at me or what happened in class. I just notice the squeak of my shoes, the smell of lunch, and the colors of the lockers. I am just a silent camera recording the data."

Tool 02: The Label Maker

"When I get back to my desk, I use my **Describe** skill. I don't say, 'The hallway was annoying.' I say, 'The hallway was crowded and loud.' By using factual labels, I keep my internal lab calm. Facts don't have feelings; they are just information."

Tool 03: The Deep Dive

"Finally, when it's time for recess, I use my **Participate** skill. I don't stand on the sidelines judging my friends' game. I jump in! I forget about being 'cool' or 'embarrassed.' I am 100% focused on catching the ball. I become the game."

The hardest part of being a researcher is doing One Thing At A Time. If I am eating lunch but thinking about math, I am not mindfully eating or mindfully researching.

Lab Conclusion:

When you use your 'What' skills, you stop living in your head and start living in the real world.

Observe. Describe. Participate. Repeat.

Wise Mind Book Guide

The Mindful Scientist

3-5 Mindfulness Literature Guide

Resource 06-B

"Literature allows us to observe character experiences from a researcher's perspective. Use these questions to identify moments of Observation, Description, and Participation."

Primary Text: "The Listening Walk"

Lab Analysis Questions

The character is practicing Observe. What sensory data (sounds) are they collecting?
How does the author use Describe to label sounds like 'onk-onk' or 'twit-twit'? Is this factual?
How would the experience change if the character were multitasking (e.g., checking a phone)?

Skills Connection

This book is a masterclass in One-Thing-At-A-Time. Discuss how the character intentionally filters out the "noise" of their own thoughts to focus on external data. This is the definition of a Skills Researcher.

Secondary Text: "The Tag Game"

Engagement Questions

When the character is Participating fully, what happens to their 'internal researcher'?
Contrast Observing a game from the bench vs. Participating in the game.
Can you Participate in a conversation? What does that look like in the lab?

Lab Methodology

Focus on Participation as the "flow state." In the lab, we practice becoming the act. Discuss how self-consciousness (thinking about how we look) is the opposite of participation.

End of Literature Phase 06

Skill Detective Worksheet

Observation Data Log

Skills Lab Experiment 06-C

Field Scientist:

Lab Date:

"A true researcher separates sensory data (Observe) from factual labeling (Describe). Use the table below to analyze three different objects or moments in the room. Remember: No opinions allowed!"

| Target | Observe (Sensory Data)

|

Describe (Fact Labels)

| | --- | --- | --- | | Sample: Pencil | Notice the yellow color, the smooth wood, the smell of graphite. | "This is a yellow writing tool with an eraser on the end." | |

Log Entry #01

|

|

| |

Log Entry #02

|

|

| |

Log Entry #03

|

|

|

The Researcher's Filter

"A researcher notices an internal thought: **'This lesson is boring.'** Is that a Fact or an Opinion? How would a scientist DESCRIBE that experience instead?"

Jump In Worksheet

The Participation Entry

Researcher Field Log 06-D

Flow State

Lead Scientist

Log Date

"Participation is the art of becoming the act. When you participate, your self-consciousness disappears and you throw yourself 100% into the moment. Research your own experiences with the flow state below."

01

The Flow State Target

Describe an activity where you sometimes "lose yourself" and forget about time (e.g., sports, drawing, playing an instrument, reading).

02

The Mindful Shift

When you are NOT participating fully (judging yourself or worrying), how does your performance or enjoyment change?

03

Upcoming Lab Trial

"Identify one boring or difficult activity this week where you will practice **Participating Fully** (e.g., chores, a hard subject, a long walk). What will you do to stay engaged?"

Emergency Reset Slides

The Emergency Reset

Protocol: CAP Skills

The Red Zone

"When your internal temperature reaches CRITICAL LEVELS, your logic computer shuts down automatically."

In the Red Zone, you cannot THINK your way out. You must PHYSIOLOGICALLY reset the system.

Protocol C: Cold Water

The Dive Reflex

"Holding your breath and putting cold water on your face signals the heart to slow down instantly."

Logic: Biological override of the fight-or-flight system.

🧊

System Brake: ON

Protocol A: Active Exercise

"Burn off the chemical fuel."

When we are angry or panicked, our body releases adrenaline. Intense exercise (jumping jacks, sprints) uses that fuel so we can calm down faster.

🏃

👟

🔥

⚡

Protocol P: Paced Breathing

4 - 6 RULE

Inhale for 4 seconds...
Exhale for 6 seconds.

"The long exhale acts as the 'System Brake' (The Parasympathetic Nervous System)."

Reset Initialized

"When the alarm is too loud, I will use CAP to reset my system."

Emergency Power Enabled

Wise Mind Book Guide

The Paced Explorer

3-5 Distress Tolerance Literature Guide

Resource 07-B

"When characters face extreme physical or emotional stress, they must find ways to reset their systems. Use these discussion framework to analyze physiological regulation."

Primary Text: "Anh's Anger"

Lab Analysis Questions

The "Anger" character is a personification of Anh's Physiological Surge. What are the physical signs Anh is in the Red Zone?
Anh's grandfather suggests sitting. How is this a version of Paced Breathing?
Why was it impossible for Anh to "talk nicely" until AFTER he sat with his anger?

Skills Connection

Anh experiences a "High Arousal" state where his brain-circuitry is overwhelmed. Discuss how the simple act of sitting and breathing (Maintenance Reset) changed his internal chemistry, moving him from a state of war to a state of peace.

Secondary Text: "Cool Down"

Technique Analysis

Identify three different Mechanical Hacks (Reset Skills) mentioned in the book.
Why does the book emphasize "Cooling Down" before "Working Through"? Relate this to the Wise Mind Offline concept.
Can you find an example of Active Exercise being used to burn off energy in the story?

Researcher's Focus

Focus on the transition from Urge to Action. The "Cool Down" phase is the "Mechanical Hack" that prevents the Action Urge from becoming a harmful behavior. Analyze how the characters use their bodies to save their relationships.

Research Log 07-B complete.

CAP Station Checklist Worksheet

Reset Protocol Checklist

Lab Trial Experiment 07-C

Field Test

Lead Scientist

Trial Date

"Before using a reset button in a real emergency, a researcher must test the equipment. Practice each skill at the lab stations and record your physiological data below."

Station	Status	Researcher Observations

Cold Water

|

Tested

|

Body Sensation Change:

| |

Active Burst

|

Tested

|

Body Sensation Change:

| |

Paced Breath

|

Tested

|

Body Sensation Change:

|

The Final Diagnostic

"Which of these three reset buttons felt the most effective for your system? Explain why you think it worked best for you."

My Cool Down Plan Worksheet

Personal Reset Plan

Skills Lab | Protocol DT-01.B

System Priority

Level 1

Researcher:

Date:

1. My Red Zone Warning Signs

When my emotional system is about to "overheat," I notice these physical changes:

Racing Heart

Hot/Flushed Face

Clenched Fists/Jaw

Tight Stomach

Other (Write your own):

2. My Chosen Reset Strategies

Based on my Lab experiments, these are the reset skills I commit to using:

COLD WATER METHOD:

Example: "I will splash cold water on my face for 30 seconds."

ACTIVE MOVE METHOD:

Example: "I will do 20 wall pushes or 15 jumping jacks."

PACED BREATHING METHOD:

Example: "I will do 5 cycles of Box Breathing."

3. Field Sketch: Successful Reset

Draw yourself successfully using one of your CAP skills to move from the Red Zone back to Wise Mind.

I pledge to use these physiological resets before making big decisions in the Red Zone.

Subject Signature

Focus Shift Handout

The Focus Shift

Protocol: Strategic Distraction

Hot Zone

Thermal Overload

When the Emotion Lab overheats, problem-solving is impossible. Strategic Distraction is like a cooling fan. It keeps the system from melting while you wait for the peak to pass.

Cooling Active

Distraction is not avoiding forever; it's waiting for stability.

Protocol: SEA

S: Sensations

Focus on external sensory data to "shock" the system back to baseline.

Hold an Ice Cube

Listen to Nature

E: Emotions

Generate a conflicting feeling (funny, kind, exciting) to push out the pain.

Watch Comedy

Help Someone

A: Activities

The brain is a limited processor. Occupy it with a complex task.

Solve a Puzzle

Coding / Building

Wait for the peak to pass. Skills save the day!

The SEA Distractors Visual

The Focus Shift

Field Guide: Strategic Distraction (SEA Skills)

Protocol 08

"When the internal lab is too hot to handle, but an Emergency Reset isn't enough, you must use **Strategic Distraction**. This isn't 'running away'—it's giving your system time to cool down so you can use your skills later."

Sensations

"Shock the Senses"

Squeeze a stress ball.
Listen to loud music.
Smell something strong.
Eat a sour candy.

Emotions

"Switch the Channel"

Watch a funny video.
Look at old photos.
Read an exciting book.
Do a kind act for others.

Activities

"Occupy the Brain"

Clean your workspace.
Play a quick game.
Draw or color a pattern.
Build something with blocks.

The 10-Minute Rule

"Commit to your **SEA Skill** for at least 10 minutes. Often, the peak of the emotional wave will pass if you just keep your mind occupied."

The RED Zone Social Narrative

Research Case: The Focus Experiment

Skills Lab Research Report #08

Maintenance Phase

In the Skills Lab, we have discovered that emotions are like waves. They start small, reach a very high peak, and then eventually go back down. The problem is that when the wave is at its peak, we often do things that make our problems worse.

The Observation

"Yesterday, I was feeling incredibly sad and frustrated because I wasn't invited to a party. The 'sadness wave' was huge. I wanted to send a mean text to the host (Action Urge). I knew that if I did, the problem would grow much larger."

Hypothesis: If I distract my brain for 10 minutes, the wave will shrink.

I decided to initiate a Focus Shift. I didn't try to stop feeling sad. I just decided to give my brain's processor a different task.

I used my **SEA Skills**. First, I ate a very sour lemon candy (Sensation). The sharp taste forced my brain to pay attention to my mouth instead of my thoughts.

"Processing... Processing..."

Then, I started a complex puzzle (Activity). I forced myself to look for all the blue pieces. My brain was so busy looking for the right shapes that it didn't have any "processor space" left for the party drama.

By the time I finished the edge of the puzzle, the 10 minutes were up. I was still a little bummed, but the CRITICAL PEAK of the wave had passed. I didn't send the mean text. I saved my friendship because I shifted my focus.

Lab Conclusion:

Distraction is a shield. It protects you from your own impulsive urges until your Wise Mind can take over again.

Shift the focus. Protect the lab. Wait for the calm.

Wise Mind Book Guide

Navigating the Storm

3-5 Distress Tolerance Book Guide

Resource 08-B

"When life presents a challenge that cannot be solved immediately, characters must find healthy ways to wait. Use these discussion framework to analyze strategic distraction (SEA)."

Primary Text: "Alexander..."

Lab Analysis Questions

Alexander is caught in a Crisis Wave. Does he use any distraction skills, or does he focus only on the problems?
He wants to move to Australia. Is this Healthy Distraction or just trying to escape the lab forever?
How could Alexander use an Activity (A) to keep his brain busy until the day ended?

Skills Connection

Alexander practices "Ruminating"—thinking about his problems over and over. Discuss how this makes the "wave" stay high. If he had used a **Sensation (S)** like a cold drink, could he have lowered the intensity of his "Very Bad Day"?

Secondary Text: "Mean Soup"

Technique Analysis

Identify the Sensation (S) skill used in the book (e.g., yelling into the pot, steam).
How does the Activity (A) of making the soup help the character shift their focus?
By the end, what is the character's new Emotion (E)? How did distraction get them there?

Researcher's Focus

Focus on Creative Output. Making "Mean Soup" is a way to Participate in a distraction. Discuss how "acting out" the anger into a pot is safer and more effective than acting out toward a person.

End of Literature Phase 08

Chain Reaction Analysis Worksheet

Distraction Data Analysis

Skills Lab Experiment 08-C

Phase 01

Lead Researcher

Experiment Date

"A Focus Shift only works if you actually change your brain's processing task. Research the difference between ruminating (staying in the problem) and distracting (shifting focus) below."

Subject A: The Rumination Loop

"Subject A keeps thinking: 'I'm so bad at sports. Everyone is better than me. I should just quit.' They don't use any distraction skills."

Predicted Outcome for the "Wave":

Intensity Status

Subject B: The Focus Shift

"Subject B feels the same thought, but immediately starts counting all the blue objects in the room and then plays a 5-minute math game on their tablet."

Predicted Outcome for the "Wave":

Intensity Status

Researcher's Insight

"Why does the brain stop feeling the emotion so strongly when it is forced to solve a problem or count objects?"

My SEA Wheel Worksheet

The SEA Menu

Researcher Resource 08-D

Personalized

"Every researcher has different tools that work for their specific system. Build your own menu of distraction skills to use when the lab is in thermal overload."

S

Sensations Log

List 3 sensations that "shock" or "soothe" your system (e.g., cold water, loud bass, weighted blanket).

E

Conflicting Emotions

List 3 activities that generate a DIFFERENT feeling (e.g., funny videos, helping a neighbor, reading a mystery).

A

Brain-Occupying Activities

List 3 tasks that require 100% of your brain's processing power (e.g., chess, LEGO, cleaning a drawer).

The 10-Minute Commitment

"I agree that when my lab is in the Red Zone, I will use one of these items from my menu for at least 10 minutes before making any major decisions or acting on an urge."

Lead Researcher Signature Authorization Date

Stress Shield Visual

Defense Protocol: DT-02

The Stress Shield

Strategic Distraction for High-Intensity Moments

I

Imagery

Visualize a "Safe Lab" or a peaceful place.

M

Meaning

Find a small "win" or lesson in the mess.

P

Prayer

Connect to a bigger value or wise word.

R

Relaxation

Tense and release your muscles (The Reset).

O

One Thing

Focus 100% on the present moment task.

V

Vacation

Take a mental break (read, draw, listen).

E

Encouragement

Be your own coach: "I can handle this."

Defense Logic: Why Distract?

Sometimes a situation cannot be fixed immediately. The "Stress Shield" protects you from making a bad situation worse while your emotional intensity cools down. It buys you time for your **Wise Mind** to come back online.

Deploying Distraction Modules... System Secure

Ref: IMPROVE

Stress Shield Slides

The Stress Shield

Protocol: DT-02 Strategic Distraction

High Pressure

Activation Trigger

The shield is for High Intensity moments where a solution is not available yet. If you can't fix it, shield up and wait for the intensity to drop.

Cooling Active

Goal: Don't make it worse.

Shield Blueprint: I.M.P.R.O.V.E.

I

Imagery

Visualize a safe lab.

M

Meaning

Find the hidden lesson.

P

Prayer

Connect to values.

R

Relax

System wide reset.

O

One Thing

Focus on simple task.

V

Vacation

Take a mental break.

"I can handle intensity without breaking the lab."

Stress Shield Social Narrative

Mission: Mental Protection

Subject: Jordan | Scenario: The Progress Report

Jordan just received their math progress report. It wasn't what they expected. Seeing the "C-" felt like a physical punch to the stomach. Jordan felt a massive surge of shame and frustration. It was only 10:00 AM, and they had four more classes to get through.

Diagnostic: System Compromised

Jordan's intensity was an 8. They wanted to cry, but they were in the middle of a crowded hallway. They wanted to go home, but they couldn't. Jordan realized they could not fix the grade right now. They needed to survive the rest of the school day without a system meltdown.

Executing Protocol DT-02: Stress Shield

Jordan decided to activate the **IMPROVE Shield**. They didn't need to fix the math grade; they just needed to distract their brain from the pain for a few hours.

Imagery: During science class, Jordan closed their eyes for 30 seconds and imagined their "Safe Lab"—a quiet place where no grades exist.
Vacation: At lunch, instead of worrying, Jordan took a "Mini-Vacation" by reading three pages of their favorite graphic novel.
Encouragement: Jordan whispered their coach-phrase: "This feels bad, but it's not an emergency. I can handle the walk to the next class."

The shield worked. Every time the thought of the "C-" tried to break in, Jordan used a distraction skill to push it back. They weren't ignoring the problem; they were Protecting their System until they got home and could talk to a parent about a real solution.

Jordan made it through the day without making the situation worse. By the time they got home, their intensity was a 3. They were in Wise Mind and ready to make a plan.

Shield Integrity: 100%

Stress Shield Book Guide

Defense Literature Guide: DT-02

Tactical Survival

Analyzing Defense Mechanisms and Distraction in Literature

Alexander and the Terrible, Horrible, No Good, Very Bad Day

by Judith Viorst

Lab Focus: Identifying "Unfixable" Days

The Skill Link:

Alexander has a day where everything goes wrong. Some things he can't fix (like gum in his hair or no toy in the cereal). This book helps students identify when to use a "Shield" instead of a "Fix."

Investigation: Alexander repeatedly mentions "moving to Australia." Which part of the IMPROVE shield is this? (Imagery, Vacation, or Meaning?)
Critical Analysis: At the end, his mom says, "Some days are like that, even in Australia." How does this use the "Meaning" or "Encouragement" skill to build a shield?

Mean Soup

by Betsy Everitt

Lab Focus: Physical and Sensory Distraction

The Skill Link:

Horace has a "horrible" day. His mother doesn't try to fix the problems; she distracts him with a sensory activity (cooking "Mean Soup"). This is a perfect example of the "Vacation" and "One Thing" skills.

Discussion: When Horace yells into the pot, which "Reset" or "Shield" skill is he using? How does focusing on the steam and bubbles use the "One Thing" skill?
Application: What is one "Mean Soup" activity you can do in your own lab (the classroom) to shield yourself from a bad mood?

Defense Debrief

"Tactical survival means knowing that Time is your greatest ally. Alexander and Horace both survived their 'unfixable' moments by finding ways to let the clock run until the intensity faded. Your shield is not a white flag; it's a reinforced wall."

Stress Shield Blueprint Worksheet

Blueprint: IMPROVE Shield

Design Module DT-02.A | Defensive Architecture

Architect:

"A shield is only as strong as its components. Use the **IMPROVE** mnemonic to design your custom defense system for high-intensity emotional moments."

I — Imagery

Describe your "Safe Lab" or a peaceful place to visualize:

M — Meaning

What is one thing you can learn from a hard day?

P — Prayer/Values

Write a wise word or value that keeps you grounded:

R — Relaxation

List one way you can physically relax your system:

O — One Thing

What is one task you can focus 100% of your data on?

V — Vacation

List a short (5-min) activity to give your brain a break:

E — Encouragement

What would your "Inner Coach" say to help you survive?

Activation Rule: When should you deploy this shield?

When intensity is below 5

When intensity is 8-10 and unfixable

Distraction Deployment Station Worksheet

Lab Station: Distraction Deployment

Module DT-02.B | Strategic Systems Test

Researcher:

Experimental Mission

A distraction is most effective when it is Ready for Deployment. Use the stations below to test different distraction modules and rate their effectiveness for your specific system.

Station 1: Imagery Calibration

Close your eyes. Imagine you are in a lab that contains only things you love. Sketch one specific detail from that lab below.

Effectiveness:

1

2

3

4

5

Station 2: Vacation Processing

Identify a "Mental Vacation" you can take anywhere (like counting backwards from 100 by 7s, or naming 10 types of dinosaurs).

Effectiveness:

1

2

3

4

5

Station 3: Encouragement Uplink

What is the most powerful "Defense Phrase" you can tell yourself when a problem is unfixable?

" _________________________________________________________________ "

Effectiveness:

1

2

3

4

5

Shield Module Calibration: SUCCESSFUL

Acceptance Lab Handout

The Acceptance Lab

Protocol: Reality Research

What is Radical Acceptance?

Acceptance does NOT mean you like what happened. It means you stop FIGHTING REALITY. When you stop fighting the facts, you have more energy to solve the problem.

The Math of Suffering

PAIN

The Fact

×

RESISTANCE

The Fight

=

SUFFERING

"If you stop fighting (Resistance = 0), you stop the extra layer of suffering."

Protocol: Stop the Fight

Resistance (Agony)

"It's not fair! This shouldn't have happened!"

Acceptance (Readiness)

"This is what happened. I don't like it, but it's true."

🤲

Body Hack: Willing Hands

Turn your palms UP and open your fingers. It signals your brain to move into "Research Mode" instead of "Battle Mode."

"I will accept reality so I can use my energy to change my future."

Radical Acceptance Anchor Chart

Radical Acceptance

Status: Reality Verification

Research Module DT-09-RA

Master Formula

The Suffering Calculation

PAIN

External Event

FIGHT

Resistance

=

Result:

SUFFER

1

Notice the Resistance

"This shouldn't be happening!" or "It's not fair!"

2

Check the Truth Data

What are the FACTS? "I missed the bus. That is the truth."

3

Accept the Baseline

"It happened. I can't change the past. Now, what next?"

Researcher's Summary

Acceptance is not GIVING UP.
Acceptance is the STARTING LINE for problem solving.

The Truth Lab Notes Social Narrative

Top Secret

Research Log #09

Project: Reality Verification

In the laboratory, there is one rule that matters more than any other: The Data is the Data.

Imagine a researcher spent six months testing a new rocket fuel. They expected it to turn green and explode with power. But when they finally ran the test, the fuel turned brown and did nothing.

If the researcher stands there yelling, "It shouldn't be brown! This isn't fair! I refuse to believe it!"... they are no longer a researcher. They are just suffering.

A Radical Acceptance Researcher would take a deep breath, look at the brown fuel, and write in their notebook: "Result: Fuel is brown."

Accepting the data doesn't mean the researcher likes the result. It doesn't mean they've given up on the rocket. It just means they have stopped wasting energy fighting a fact that has already happened.

Researcher Protocol:

"I accept this moment as it is. I cannot change the past. By accepting the truth, I can now find a new way forward."

The faster we accept the truth data, the faster we can get back to our real mission:
Building a Life Worth Living.

Acceptance

Verified

Radical Specimen Book Guide

Acceptance Research

Literary Specimen Analysis

Observation Unit

REF-DT9

Specimen 09-A

The Most Magnificent Thing

by Ashley Spires

Trial & Error Resistance Phase

Laboratory Analysis

The main character tries many times to build her "magnificent thing." When it fails, she experiences high Resistance—she gets angry, kicks the thing, and quits.

Research Questions

1 The character says, "It’s all wrong! It isn't even a little bit right!" How does this thought increase her suffering formula (Pain + Resistance = Suffering)?
2 When she finally takes a walk and looks at the "failed" specimens again, how does her Acceptance of the data help her finish her project?

Specimen 09-B

Waiting Is Not Easy!

by Mo Willems

Reality Check Time Perception

Laboratory Analysis

Gerald is told there is a surprise, but he has to wait. Gerald spends the whole book fighting the reality that time cannot be speeded up.

Research Questions

1 Piggie accepts the wait from the beginning. Gerald fights it. Who has a more "Painful" experience, and why?
2 Is there anything Gerald could have done to make his "Resistance" lower? How would Radical Acceptance have changed his afternoon?

"We do not research to find the result we WANT. We research to find the result that IS TRUE."

Acceptance Data Log Worksheet

Acceptance Data Log

Research Field: Reality Verification

Researcher Identification

Lab Formula

Pain + Resistance = Suffering

Research Note: We cannot eliminate Pain, but we can lower Resistance to prevent Suffering.

Data Transformation Log

Phase 1: Resistance (Fighting)

Phase 2: Radical Acceptance (Observing)

Thought Pattern:

"It shouldn't be raining! My whole recess is ruined and this is the worst day ever!"

Acceptance Data:

"It is raining. I cannot change the clouds. I will find a way to have fun inside."

Resistance Thought:

Example: "I shouldn't have failed that test! It's so unfair!"

Acceptance Statement:

Example: "I got a low grade. It happened. I will study differently next time."

Resistance Thought:

Acceptance Statement:

Research Verification

When I use Radical Acceptance, I feel my "Suffering Meter" go down because:

Acceptance Lab // Module 09 // Data Log A

Reality Mapping Worksheet

Reality Mapping

Protocol: THE ACCEPTANCE FORK

A

The Current Situation (The Roadblock)

Sketch or describe a fact that is currently hard to accept:

Draw Schematic Here

Verified Fact Data:

B

Path Selection Analysis

Path 1: Resistance

Fighting Thoughts:

Emotional Result:

Maximum Suffering

Path 2: Acceptance

Truth Statements:

Next Wise Action:

Problem Solving Ready

System Check // Status: Reality Accepted

Approved By:

Orientation Discovery Handout

Skills Explorer Lab

Advanced Orientation: Grades 3-5

"Welcome to the laboratory of the mind. Here, we research facts, not just feelings."

The Explorer's Code

1. Listen Close

2. Support Others

3. 1 Person Speaks

4. Try Your Best

The Research Mission

Deconstruct Emotions

We learn how to break down complex emotional responses into observable facts: thoughts, sensations, and urges.

System Optimization

We use Mindfulness to steer our internal machines toward effective decisions and healthy relationships.

Core Lab Modules

Mindfulness

Gathering sensory data in the now.

Tolerance

Managing high-intensity system loads.

Regulation

Balancing the emotional engine.

Interpersonal

Optimizing social connections.

Icebreaker Protocol

ACTIVITY: CROSSING THE DATA LINE

"I will state a preference or experience. Cross the laboratory line if the statement applies to your data set. Observe the commonalities in our research group."

The Skills Lab Social Narrative

The Skills Laboratory

A guide to our new class for grades 3-5

Starting the Research

Welcome to the Explorer Lab. We aren't just learning from books; we are researching our own minds to learn specific tools to handle everything from frustration to excitement.

The Scientific Approach

In this lab, we look at Facts. We learn how our thoughts and emotions are linked together like a complex machine.

The Explorer's Code

To keep our lab safe, we follow a strict code:

Listen Close

Support Others

1 Person Speaks

Try Your Best

The Path Ahead

"I am ready to discover how my Attention, my Emotions, and my Decisions can help me build a life I'm proud of."

Explorer Lab Manual v3.5

Skills Lab Mastery Log Worksheet

Lab Mastery Log

Project Discovery | System ID: DBT-35

Security Clearance Researcher

Lead Researcher:

Activation Date:

Module 01: Mindfulness

Calibration Required

Wise Mind Synthesis

Observe (Sensory Uplink)

Describe (Factual Reporting)

Participate (Full Sync)

Module 02: Distress Tolerance

Emergency Protocols

Emergency Reset (CAP)

Focus Shift (SEA)

Stress Shield (IMPROVE)

Radical Acceptance

Module 03: Emotion Regulation

System Management

Fact Finder Filter

Action Urge Flip

Solution Prototype

Vulnerability Shield

Module 04: Effectiveness

Network Optimization

DEAR MAN Scripting

GIVE Relationship Code

FAST Self-Respect Code

Dual-Truth Synthesis

Official Laboratory Certification

Supervising Scientist Signature

Orientation Key Points Visual

The Explorer's Field Guide

Orientation to DBT Life Skills

What is this class?

We are learning Life Skills to help us manage emotions, focus our attention, make effective decisions, and build better relationships.

Mindfulness

Paying attention on purpose.

Distress Tolerance

Surviving big urges.

Emotion Regulation

Managing our feelings.

Interpersonal

Getting along with others.

The Explorer's Code

Listen Close

Support Each Other

1 Person Speaks

Try Your Best

Researcher Family Letter

Official Communication

Researcher Family Dispatch

Lab Report: System Overview & Mastery Goals

Attention Guardians of the Lab,

Your student has been inducted into the **Skills Laboratory**, a specialized program designed to build social and emotional intelligence. Using the evidence-based framework of **Dialectical Behavior Therapy (DBT)**, students will be functioning as researchers—analyzing their own emotional data and engineering effective responses to stress and social conflict.

The 4 Core Research Modules

01. Mindfulness

Mastering attention and finding the "Wise Mind" balance.

02. Distress Tolerance

Crisis management tools to handle high-stress signals.

03. Emotion Regulation

Understanding the biology of feelings and reducing vulnerability.

04. Effectiveness

Navigating social networks with self-respect and skill.

Family Integration Tasks:

We encourage you to use our shared vocabulary at home. Ask your student about their **"Fact Filter"** or discuss the **"Synthesis"** between two differing opinions. These technical skills become strongest when practiced in real-world environments.

"Research shows that emotional mastery is a learned technical skill."

In scientific pursuit of well-being,

Lead Instructor, Skills Laboratory

Clearance Level: HIGH

Orientation Book Guide

The Explorer's Library

Catalog #01

Orientation & Community

1

The Day You Begin

by Jacqueline Woodson

A powerful story about the courage it takes to share your story and find connection in a new group. It highlights the vulnerability of starting something new.

Field Discussion

What are some "life skills" the characters used to overcome their fear of being different?
How does listening close to someone else's story help Support them?
Why is it important to Try Your Best even when you feel nervous about starting a new class like this one?

2

Each Kindness

by Jacqueline Woodson

A somber but essential story about the missed opportunities to show kindness. It serves as a reminder of the impact our choices have on others and our community.

Field Discussion

How did the main character's Emotions guide her decisions? Was she in Wise Mind?
Which part of our Explorer's Code would have helped the characters in this story most?
How can we use our time in this class to make sure we don't have "regrets" about how we treat our classmates?

Researcher's Conclusion

"Belonging is a skill we build together. Our Code is the blueprint for our community."

Skill Inventory Worksheet

Skill Inventory

Researcher's Initial Assessment

ID #: _________________

Baseline Data

Before we begin our training, let's identify what skills you already have in your Toolbox!

Current Strengths

What is one life skill you are already good at? (Example: Listening to friends, staying calm during tests, keeping organized)

Growth Areas

Look at the 4 modules (Visual 1). Which one feels the most challenging for you right now?

Mindfulness

Distress Tolerance

Emotion Regulation

Interpersonal

My Goal for the Lab

Why do YOU want to learn these skills? How will they help your life?

Explorer Agreement:

I will Support Each Other and Try My Best!

Explorer's Contract Worksheet

The Explorer's Contract

Code of Conduct & Commitment

"I, __________________________, hereby agree to join the Skills Lab as a Lead Researcher. I commit to investigating new ways of thinking and behaving."

I will follow the Explorer's Code:

1

Listen Close

2

Support Each Other

3

1 Person Speaks at a Time

4

Try Your Best

A Note to my Future Self:

When this class ends, I hope I am better at...

Researcher Signature

Lab Instructor Witness

Emotion Lab Slides

The Emotion Lab

Protocol: System Analysis

The Bio-Chemical Report

Emotions aren't just "feelings." They are Full-Body System Responses.

SIGNAL

Communicating with others.

DRIVE

Motivating us to act.

DATA

Giving us info about life.

System Sequence

⚡

Prompting Event

💭

Interpretation

💓

Sensation

🏃

Action Urge

"The Urge is a suggestion from the system, not a command!"

Biometric Feed

Anger Data

Hot face/neck
Clenched fists
Fast heart rate

Sadness Data

Lump in throat
Heavy chest
Low energy

System Errors: The Loop

"Sometimes we have an emotion ABOUT an emotion."

Anger

Guilt

This creates a "Vulnerability Spiral." We use skills to break the cycle.

Lab Analysis Complete

"I can name my interpretation and feel my sensations without letting the urge take control."

Data Stored

The Emotion Chain Visual

The Emotion Lab: Phase 04

Researching the Internal Chain Reaction

Data Report

"Emotions are not just feelings; they are full-system chain reactions. A great researcher knows how to break the chain down into its individual components to understand what is happening inside the lab."

Component 01

Prompting Event

The "Spark" — Something happens in the environment or inside your mind.

Component 02

Interpretation

The "Analysis" — What you tell yourself about the event. (Facts vs. Thoughts)

Component 03

Physical Sensation

The "Heat" — How your body reacts (Heart rate, tension, stomach flip).

Component 04

Action Urge

The "Output" — What your body wants to DO (Yell, hide, cry, fix it).

Your Mission:

Slow down the chain to observe each part.

Internal Researcher Certified

The Broken Circuit Social Narrative

Research Case: The Broken Circuit

Skills Lab Research Report #04

Clinical Notes

In the Emotion Lab, every response is part of a high-speed circuit. Most of the time, the circuit moves so fast I don't even notice the individual wires. But when I feel a "Red Zone" emotion, the circuit can become overloaded.

The Surge

"Yesterday, I was working on a difficult math problem. Suddenly, the teacher called on me to explain it to the whole class (Prompting Event). I wasn't finished yet. My brain immediately created a story: 'I'm going to look stupid in front of everyone' (Interpretation)."

Body Sensation

Face hot, stomach tight.

Action Urge

Hide my face or yell.

For a split second, the circuit was about to break. I wanted to snap at the teacher or run out of the room. This is when the INTERNAL RESEARCHER stepped in.

The researcher didn't panic. Instead, they hit the Slow-Motion Switch.

"Observation: The circuit is overloaded."

I noticed my heart racing. I noticed my thought about looking "stupid." By naming the parts of the chain, the power of the surge started to fade.

I took one deep breath. Instead of letting the circuit break into a yell, I used my Reasonable Mind to find a better output. I said, "I'm still working through the last step. Can I show you what I have so far?"

Lab Conclusion:

You don't have to follow the chain to the very end. Once you observe the parts, you gain the power to change the output.

Slow down the chain. Master the lab.

Emotion Lab Book Guide

Mapping the Heart

3-5 Emotional Research Guide

Resource 04-B

In this research phase, we use literature to analyze complex emotional responses. Focus on breaking down the character's "Emotion Chain" into distinct lab data points.

Primary Text: "The Color Monster"

Lab Analysis Questions

How does the monster's "jumbled" state represent an overloaded Interpretation?
Choose one color/emotion (e.g., Red/Anger). What is the Action Urge described in the text?
Does the sorting into jars help the character access Wise Mind? Explain.

Skills Connection

The jars are a metaphor for Mindfulness: Describe. When we label the emotion, we separate ourselves from the "jumble." Discuss how naming the Body Sensation (the "feel" of blue vs. red) is the first step in deconstructing the chain.

Secondary Text: "In My Heart"

Advanced Research Questions

The author uses metaphors for Physical Sensations (e.g., heart like a balloon). Which metaphor is most accurate for YOU?
Identify a Prompting Event that might lead to the "Heart like a heavy elephant" sensation.
How does the Interpretation of a feeling (naming it "brave" or "sad") change what the character DOES?

Lab Methodology

Focus on the transition between Interpretation and Urge. In the book, when the heart feels "shiny," the character wants to smile. Discuss how positive chains work exactly like negative ones—they are all predictable data patterns.

End of Literature Phase 04

Chain Reaction Analysis Worksheet

Chain Reaction Analysis

Lab Experiment 04-C

Deconstruction Phase

Research Mission:

"A chain is only as strong as its weakest link. In the Emotion Lab, we deconstruct the response to see where we can make a different choice. Analyze the case study below by identifying each link in the chain."

Observation Log:

"You are playing a game with your friends during recess. Suddenly, one friend changes the rules in the middle of the game. You feel a surge of heat in your chest and you want to walk away and quit."

01

Prompting Event

What actually happened?

02

Interpretation

The story you told yourself...

03

Physical Sensation

Body data (Heat, heart, muscles)...

04

Action Urge

The output your body wants...

The Pivot Point

"If you changed the **Interpretation** to: 'They just want to make the game more fun, not ruin it,' how would the rest of the chain change?"

Inside the Emotion Lab Worksheet

Inside the Emotion Lab

Researcher Self-Observation Log 04-D

Personal Data

Lead Researcher

Date of Observation

"Now, conduct an experiment on yourself. Think of a time RECENTLY when you felt a strong emotion. Break it down into your personal lab data."

1

The Trigger (Prompting Event)

2

The Analysis (Interpretation)

3

Internal Temperature (Sensation)

4

The Launch Urge (Action Urge)

Researcher's Final Conclusion

"Based on this data, if this event happens again, what is one part of the chain you could change using your Wise Mind?"

AND-Hero Toolbox Visual

The AND-Hero Toolbox

Lab Procedures for Balance

1. Replace BUT with AND

The word BUT is an eraser. The word AND is a bridge. Use it to keep both sides of the story alive!

2. Avoid "One-Sided" Words

Words like ALWAYS, NEVER, and NOBODY lock us in one-sided thinking. They are usually not facts!

3. Use "I" Statements

Say "I feel..." or "I think..." instead of blaming others with "YOU...". It keeps the lab open for discussion.

Adopting the YETI Mindset

"I am a work in progress. If I can't do it today, it just means I can't do it YET!"

AND-Hero Toolbox Handout

The AND-Hero Toolbox

Practical Dialectics in the Field

The Power of YET

When an experiment fails, avoid the definitive "I can't." It shuts down the process.

"I can't do this... YET!"

Logic: Growth occurs through persistent testing.

Non-Aggressive Data Reports

Use "I-Statements" to keep the lab open for discussion:

1 "I feel..." (The Internal State)

2 "When you..." (The External Event)

3 "Because..." (The Impact)

Tool: Data Validation

What it is:

"Finding the grain of truth in what someone else is saying, even if you disagree with the rest."

The Logic:

When people feel heard, they stop shouting. Validation is a pressure-release valve.

Hazard: One-Sided Words

Always / Never

These are rarely accurate. They are "all-or-nothing" thinking errors that invalidate data.

Should / Ought

These are "judgmental data." They describe a fantasy world, not what IS actually happening.

"I will speak from my own data and validate my partners."

The Collaborative Lab Social Narrative

The Collaborative Lab

A guide to clear communication

The Research Conflict

Alex was frustrated. His lab partner, Jamie, was supposed to record the data, but the notebook was empty. Alex felt a big urge to say, "You are so lazy! You never do your share of the work!"

The Blame Trap:

"Using 'YOU' statements and words like 'NEVER' acts like a wall. Jamie will feel attacked and the lab project will fail."

Using the Toolbox

Alex remembered his AND-Hero Toolbox. He used an "I" statement instead. He said: "I feel stressed because our data isn't in the book AND I know you were busy with the microscope. Can we catch up now?"

The Outcome

Jamie didn't feel attacked. She explained she didn't understand how to write the data YET. Alex helped her, and they finished the experiment successfully!

Explorer Rule:

I will support my team by using "I" statements!

AND-Hero Book Guide

The Explorer's Library

Catalog #03

The AND-Hero Toolbox

1

The Girl Who Never Made Mistakes

by Mark Pett

Beatrice is the star of the town because she NEVER makes a mistake. This book perfectly explores the pressure of "Always/Never" thinking and the relief of letting it go.

Toolbox Discussion

How did the word NEVER make Beatrice feel inside her body? Was she in Wise Mind?
When she finally made a mistake, how could she use an AND sentence to feel better?
Is it possible to be a great student AND mess up sometimes?

2

Salt in His Shoes

by Deloris Jordan

The story of a young Michael Jordan who was frustrated that he wasn't tall enough to win. It teaches the power of patience and persistence.

Toolbox Discussion

How was Michael using the YETI MINDSET even before he became a star?
What would have happened if Michael had used the word BUT ("I want to play, BUT I'm too short") and then quit?
How can Michael's family's encouragement help us remember to Support Each Other in our own lab?

Linguistic Lab Worksheet

The Linguistic Lab

Experiment: Removing the Eraser

Researcher: _________________

Lab Procedure

Transform these "One-Sided" sentences into "Both-Sided" ones. Replace BUT with AND!

Input Material Trial #01

"I want to help my friends, BUT I'm afraid they'll laugh at me."

Balanced Output:

"I want to help my friends AND..." _________________________________

Input Material Trial #02

"I studied for the test, BUT I still don't feel ready."

Balanced Output:

"I studied for the test AND..." ____________________________________

Bonus Lab

Partner Communication

Rewrite this blame statement as an "I" Statement:

"YOU never let me use the good markers!"

(HINT: Start with "I feel...")

Listen Close Support Others Try Your Best

Yeti Experiment Worksheet

The Yeti Experiment

I am a Work in Progress

Discovery Log

Research Prompt

"I can't do this... YET!"

The Target Challenge

What is something you are struggling with in school or at home? (Write it as an Either/Or thought first!)

"I'm not good at..."

The Yeti Transformation

Now, rewrite that thought using your AND bridge and the power of YET!

Visualize your progress! Draw yourself practicing this skill below.

Lead Researcher Agreement:

"I will Try My Best and support my lab mates!"

Clear Requests Slides

Clear Requests

Protocol: DEAR MAN

The Mission Goal

Effective communication is about GETTING THE RESULTS you want without causing a lab explosion.

"Researchers don't hint. They don't demand. They use a standardized script to ensure the message is received correctly."

The Script: DEAR

D - Describe

"Use neutral facts. Describe the situation exactly as a camera would see it."

E - Express

"Use I-Statements to state your feelings or opinions about the facts."

A - Ask

"Be specific. Don't say 'help me.' Say 'Please do the dishes tonight.'"

R - Reward

"Explain why this works for them. 'If you do this, I can finish earlier and we can play.'"

The Style: MAN

M

Mindful

Ignore distractions or attacks. Stay focused on your goal like a Broken Record.

A

Appear Confident

Use a clear voice. Make eye contact. Don't whisper or look at your shoes.

N

Negotiate

Be willing to give a little to get a little. Look for a Win-Win solution.

Advanced Strategy: The Loop

The Broken Record

"When someone tries to change the subject or starts arguing, just repeat your request calmly."

"I understand, and I still need you to return my lab notes."

Signal SENT

"I will be Clear, Specific, and Confident in the lab."

Communication Verified

DEAR MAN Anchor Chart

The Negotiator's Code

Skill: DEAR MAN

Protocol

INT-14-CLEAR

The "DEAR" (The Script)

D

Describe

"Just the facts. What happened?"

E

Express

"Use 'I' statements to share feelings."

A

Ask

"Say exactly what you need/want."

R

Reward

"Explain why this helps everyone."

The "MAN" (The Style)

M

Mindful

Ignore distractions and stay on track with your goal.

A

Appear Confident

Strong posture and steady voice. No whispering or yelling.

N

Negotiate

Be ready to meet in the middle. Find a "Good-Enough" build.

The Golden Rule

"Be soft on the person, but hard on the problem."

Investigation complete. Results: Clearly defined needs lead to effective interpersonal builds.

The Negotiator's Log Social Narrative

Contract Analysis

Negotiator's Log #14

Project: Interpersonal Engineering

In any high-level partnership, there are times when the partners need different things. One person might need more time on a project, while the other needs to finish it right now. If they just argue, the partnership fails.

A master negotiator knows that the goal is not to "win." The goal is to build an Effective Outcome. To do this, I use the DEAR MAN Protocol.

"I used to get angry when I didn't get my way. I would pout or shout. But I learned that Emotion Mind is a terrible negotiator. It makes others want to say NO."

Now, I start with The Script. I Describe the situation without blaming. I Express how it makes me feel. I Ask for exactly what I need. And I Reward the other person by showing them why this plan works for both of us.

But how I say it is just as important. I stay Mindful of my goal. I Appear Confident even if I'm nervous. And I'm always ready to Negotiate. I look for the "Middle Data Point"—a solution where we both get some of what we need.

"When I speak clearly, my needs become data that others can work with."

Certified

Request Master Book Guide

Negotiation Library

Case Studies in Clarity

Archive Unit

REF-INT14

Case: The Ask

Can I Play Too?

by Mo Willems

Direct Request Negotiation

Interpersonal Analysis

A snake wants to play catch with an elephant and a pig. This is a difficult build because the snake has no arms. The characters must use Negotiation to find a prototype that works for everyone.

Research Questions

1 The snake makes a clear Ask from the very first page. How does being direct save time compared to "hinting" that he wants to play?
2 At the end, they change the game so the snake can be the ball. Which letter of DEAR MAN does this represent? Why was this a win-win?

Case: Expressing Needs

The Invisible Boy

by Trudy Ludwig

Confidence Build Connection

Interpersonal Analysis

Brian feels "invisible" because he is quiet and doesn't ask to be included. When a new student arrives, Brian has to find the Appear Confident skill to make a connection.

Research Questions

1 Brian uses a drawing to Express kindness to the new boy. How can we use non-verbal tools to support our DEAR MAN scripts?
2 Why does Brian begin to have more "color" in the illustrations once he starts using his interpersonal skills? What is the Reward for his efforts?

"A clear request is the blueprint for a strong friendship. Don't leave your needs to guesswork—engineer them."

Script Drafting Worksheet

Negotiation Script

Project: Clear Requests Builder

Build ID DEAR-MAN-v1

Phase 1: The "DEAR" (What to Say)

D

Describe (The Facts Only)

"Lately, I noticed that..."

E

Express (Your Feelings/Opinion)

"This makes me feel ______ because..."

A

Ask (Specific Request)

"I would like to ask if you could..."

R

Reward (The Win-Win)

"If we do this, it will be better because..."

Phase 2: The "MAN" (The Delivery)

Mindful

"I will stay focused even if they get angry or change the subject."

Confident

"I will stand tall and use a clear, steady voice level."

Negotiate

"I am prepared to offer this compromise: ____________________"

Internal Use Only // Contract Build Log 14-A

Lab Negotiation Roleplay Worksheet

Negotiation Roleplay

Section: Interpersonal Field Testing

Trial ID

NEG-14-B

01

Visual Interaction Log

Sketch the scene of your negotiation. Show your Appear Confident posture and eye contact:

Live Feed Capture

02

The "MAN" Style Evaluation

Mindful of Goal

Appear Confident

Negotiate

Post-Negotiation Result

Did the prototype work? What is one thing you will tweak in your script next time?

Contract Validated by Interpersonal Lab Dept.

OK

Fact Finder Handout

The Fact Finder

Protocol: Evidence First

Data Error

The Assumption Glitch

Most emotional suffering is caused by thoughts, not facts. We react to the "story" as if it were 100% objective truth.

Story

Interpretation

Pain

Emotional Output

Goal: Separate interpretation from reality.

01. Camera Data

"If a video camera recorded the event, what would it see?"

The Fact:

"My friend walked past without saying hello."

The Fiction:

"My friend is ignoring me because they're mad."

02. The Filter

Is there objective evidence for this thought?
Are there other possible interpretations?
Am I predicting the future or mind-reading?

Aligned Data: Know the Facts • Change the Feeling

The Facts Filter Visual

Protocol: ER-02

The Facts Filter

The Mission:

"Emotions are powerful, but sometimes they run on bad data. Use the Facts Filter to separate what **really happened** from what you **think happened**."

Opinions

FACTS

Guesses

1

Identify the Prompt

What exactly happened? (Who, what, where). Stick to the **Video Camera Rule**: Only describe what a camera could see or hear.

2

Label the Interpretations

What are you telling yourself about the event? These are **Thoughts**, not Facts. Are you mind-reading or catastrophizing?

3

Run the Probability Test

Is your reaction **proportionate** to the facts? If the facts change, does the emotion still fit?

Researcher Note:

"When you change the way you look at things, the things you look at change. Filter your data before you fuel your reaction."

The Mystery of the Wave Social Narrative

Research Case: The Mistaken Assumption

Skills Lab Research Report #09

Evidence Audit

In the Skills Lab, we have a strict rule: **Data must be verified.** Our brains are expert "Storytellers." They love to take a small piece of information and build a giant, scary interpretation around it.

The Observation

"This morning, I saw two of my friends whispering and laughing near the lockers. When they saw me, they stopped laughing and walked away. I immediately felt a surge of sadness and rejection. My internal storyteller said: 'They are making fun of me and they don't want me around anymore.'"

Emotion Intensity: 9/10 Heartbreak.

Before I let the "Rejection Wave" take over the lab, I decided to perform an **Evidence Audit**. I used the Facts Filter.

"Filter 1: The Camera Data."

The camera saw: Two friends talking. They laughed. They saw me. They stopped. They walked to class.
Fact: They were whispering.
Guess: They were whispering about ME.

I asked myself: "Is there another story?" Maybe they were planning a surprise. Maybe they were talking about a secret game. Maybe they just had to get to class before the bell rang.

When I realized I had ZERO EVIDENCE that they were being mean, the rejection wave instantly lost its power. My intensity dropped from a 9 to a 2.

Lab Conclusion:

Don't react to the story. React to the facts. If you don't have the facts, wait until the investigation is complete.

Verify the data. Neutralize the story.

Wise Mind Book Guide

The Evidence Seeker

3-5 Reality Testing Literature Guide

Resource 09-B

"Characters often suffer because they believe their interpretations are facts. Use these questions to help characters (and students) separate data from drama."

Primary Text: "Seven Blind Mice"

Lab Analysis Questions

Each mouse gathers Partial Facts. How does their limited data lead to a mistaken Interpretation?
What does the white mouse do differently to Check the Facts?
How does the Verdict change once the mice see the whole picture? Relate this to emotional intensity.

Skills Connection

This story is a metaphor for One-Sided Thinking. Discuss how we often "touch" only one part of a situation (a mean look, a forgotten text) and assume it represents the whole "elephant." Checking the facts requires gathering data from all angles.

Secondary Text: "A Little Spot of Facts"

Technique Analysis

How does the "Spot" define the difference between a Fact and an Opinion?
Why is it dangerous to let Opinions run the internal lab?
Practice the "Is it true for everyone?" test with three character statements from the book.

Researcher's Focus

Focus on Verification. In the lab, we don't act on rumors. Discuss how verifying facts (asking questions, looking at evidence) is an act of bravery that protects your own emotional well-being.

Research Log 09-B complete.

Fact or Fiction Analysis Worksheet

Fact or Fiction Analysis

Skills Lab Experiment 11-A

Chief Investigator:

Case Date:

"A researcher must filter out subjective interpretations to find the objective truth. Read each statement below. If it is a 100% verifiable fact, check 'Fact.' If it is a story, guess, or judgment, check 'Interpretation.'"

"The temperature in the classroom is 72 degrees."

Fact

Story

"This classroom is freezing and miserable."

Fact

Story

"My teacher is angry at me because I was late."

Fact

Story

"The teacher said, 'Please sit down, you are late.'"

Fact

Story

"I am the worst student in this entire school."

Fact

Story

Investigator's Challenge

"Pick one **Story** from above. What is ONE specific question you could ask to gather more evidence and find the real **Fact**?"

Investigation Log Worksheet

The Investigation Log

Researcher Reality Audit 11-B

Verification

Lead Investigator

Date of Audit

"Think of a situation where you had a strong emotional reaction. Use this log to separate the video-camera facts from the storyteller's interpretation."

1

The Camera Data (Prompting Event)

What would a video camera see/hear? (No thoughts allowed!)

2

The Internal Story (Interpretation)

What story did you tell yourself? What was your guess about "why"?

The Evidence Audit:

Evidence for the story:

Evidence AGAINST the story:

The Final Verdict (Facts):

"Based on the evidence, the 100% true fact is..."

Action Flip Visual

Skills Lab Protocol: ER-02

The Action Flip

Engineering Emotional Change Through Behavior

Researcher Alert: The Action Urge

Every emotion has an Action Urge—a magnetic pull to behave in a certain way. If the emotion doesn't fit the facts, acting on the urge makes the problem bigger.

Anger

Urge:

Attack, Yell, Push

The Flip:

Gently Avoid

Fear

Urge:

Run Away, Avoid

The Flip:

Approach

Sadness

Urge:

Withdraw, Stay in Bed

The Flip:

Get Active

Physics of Change: Flip Rules

1

Go All In: You can't half-flip. Your facial expression and body posture must match the new action.
2

Check the Facts First: Only flip if the emotion doesn't fit the facts or if acting on the urge won't help you reach your goal.
3

Observe the Result: Notice how the inner feeling follows the outer behavior.

"You cannot think your way into a new feeling, but you can act your way into one."

Action Flip Slides

Engineering Module: ER-02

The Action Flip

Rewiring Your System through Movement

The Action Urge

In physics, every force has a direction. In emotions, every feeling has an Urge.

The urge is the Body Command.

Anger → Attack / Push
Fear → Run / Hide

BUT...

If the emotion doesn't fit the facts, acting on the urge just keeps the emotion STUCK.

The Action Flip

To change how you feel, you must change how you act.

"Reverse the vector. Change the outcome."

Experimental Flips

Case: Anger

URGE: ATTACK

FLIP: GENTLY AVOID

Take a break. Don't engage. Use a kind voice.

Case: Fear

URGE: RUN AWAY

FLIP: APPROACH

Go toward the thing. Face it with a brave posture.

Rule: Go All In

Your brain is smart. It won't believe the flip if you fringe it.

You must change your face, your body, and your voice.

Opposite Action Social Narrative

Case Study: The Sadness Sink

Subject: Elena | Observation: Heavy Action Urge

Elena had been looking forward to the school play for weeks. But on the day of the auditions, she came down with a fever. She had to stay home. As she sat in her room, a heavy feeling of Sadness took over.

Initial Data: The Action Urge

Elena's body felt like it had extra gravity. Her Action Urge was to pull the covers over her head, close the curtains, and stay in bed all day. Her brain told her, "There's no point in doing anything. Everything is ruined."

Elena remembered the Skills Lab lessons. She did a quick Fact-Check.

"Is it true that everything is ruined? No. I'm sick today, but there are other plays. Does staying under the covers help me feel better? No, it's making the sadness feel heavier."

She realized her emotion did not fit the long-term facts. It was time to execute Protocol ER-02: **The Action Flip**.

Lab Procedure: The Flip

Elena didn't feel like moving, but she did it anyway. This is the "All In" rule.

She opened the curtains to let in the light.
She put on her favorite upbeat music.
She sat at her desk and started a sketch for her next project.

At first, Elena still felt sad. But after 20 minutes of being active and "opposite" to her urge, the heavy gravity started to lift. Her mood followed her actions. By lunchtime, her intensity had dropped from an 8 to a 4.

Elena learned that even when feelings are heavy, the Action Flip can rewrite the experiment.

Gravity: DEFEATED

Opposite Action Book Guide

Literature Lab Guide: ER-02

The Physics of Behavior

Analyzing Action Urges and Behavioral Flips in Literature

Grumpy Monkey

by Suzanne Lang

Lab Focus: Identifying the Urge

The Skill Link:

Jim Panzee experiences a heavy emotional "stuckness." His friends suggest "Action Flips," but he isn't ready. This book helps students identify what an urge feels like versus an actual fact.

Discussion: Look at Jim's face and body. What are the "Urge Data Points" he is showing? Does his "grumpiness" fit the facts of his day?
Analysis: Why does Jim eventually feel better? Did he do an Action Flip, or did he need to use a different module first? (Hint: Dialectics/Validation)

The Recess Queen

by Alexis O'Neill

Lab Focus: Executing the Flip

The Skill Link:

Mean Jean has a chronic urge to "attack/bully." Katie Sue performs an Action Flip (Approaching with Kindness) that forces Jean's behavior to change.

Discussion: Jean's urge is Anger. Her behavior is attacking. What was Katie Sue's Action Flip that changed the dynamic?
Application: Think of Jean at the end of the book. Her behavior changed, and then her feelings changed. How does this prove the "Behavior first, Feeling second" rule of the lab?

Investigator's Conclusion

"Emotions are like physical objects: they have momentum. If you want to change the direction of a feeling, you must apply a force in the Opposite Direction. KATIE SUE used this physics principle perfectly."

The Action Urge Lab Report

Lab Report: Action/Reaction

Module ER-02 | Behavioral Engineering

Engineer:

Date:

Experimental Objectives

Scientists must identify the Direction of the Urge before they can apply a Flip Force. Analyze the scenarios below to determine the natural urge and the engineered opposite.

Subject A

A student says your haircut looks "weird" in front of other people. You feel Anger (Intensity 8).

Natural Action Urge:

Yell a mean comment back / Push.

The Action Flip:

Subject B

You have to give a presentation to the whole class. You feel Fear (Intensity 9).

Natural Action Urge:

Ask to go to the nurse / Stay silent.

The Action Flip:

Subject C

You weren't invited to a birthday party. You feel Sadness (Intensity 7).

Natural Action Urge:

Isolate in your room / Cry in bed.

The Action Flip:

The "All-In" Variable

Why must a scientist use the Entire Body (face, voice, posture) for a flip to work? What happens if you only flip halfway?

Newton's Law of Emotional Motion | Module ER-02

The Opposite Switch Worksheet

Action Flip Protocol

Skills Lab | Module ER-02.B

Engine Priority

Active

Researcher:

Date:

Sometimes emotions get "stuck" because we follow our natural urges even when they don't fit the facts. Use this guide to engineer a behavioral reverse-force.

1. The Stuck Emotion

When I feel this emotion (and it doesn't fit the facts):

2. The Magnet (The Urge)

My body wants to do this (Natural Urge):

3. The Engineering Solution (The Flip)

To reverse the direction, I will perform these actions:

FACE

Ex: Smile, relax eyebrows

BODY

Ex: Open shoulders, approach

VOICE

Ex: Kind tone, quiet volume

4. Data Analysis: Predicted Outcome

How will your emotional intensity change after 15 minutes of "All In" flipping?

I understand that action creates energy. I commit to flipping my actions to change my system's trajectory.

Authorized Signature

Solution Lab Handout

The Solution Lab

Protocol: Problem Solving

Feasibility Test

"Can this situation actually be changed?"

If NO:

Use Radical Acceptance. Fighting unchangeable facts is a waste of resources.

If YES:

Use Problem Solving. It's time to engineer a better outcome.

Step 1: Diagnostics

Describe the problem in neutral facts. Remove all judgmental adjectives from the report. What exactly is the glitch?

Step 2: Prototyping

Generate massive amounts of data. No idea is too wild. Evaluation happens later.

💡

🚀

🛠️

Step 3: Prediction

System Gains

Positive results of this prototype.

System Costs

Potential risks or negative data points.

"I will define the glitch and test my prototypes."

Problem Solving Anchor Chart

The Solution Lab

Protocol: Engineering Change

Model Number SOL-12-ER

01

Define the Glitch

Describe the problem in plain language.
Camera Check: Just the facts. No judgments.

"My data shows that my current situation is not effective."

02

Build Prototypes

Think of 3-5 different ways to solve it.
Rule: No "Bad" ideas allowed in this phase.

03

Data Analysis

Check the Pros & Cons of each model.
Question: Is this effective? Does it fit my values?

04

Deploy Solution

Choose the best prototype and DO IT.
Commit: Follow through with full attention.

Pre-Build Safety Check

Have I practiced Acceptance first so my brain is cool?

Is this a situation that CAN actually be changed?

Property of Skill Research & Development Lab // ER-12

The Lab Repair Social Narrative

Caution: Under Repair

Maintenance Log #12

Status: Engineering a Solution

A master lab technician doesn't get upset when a machine stops working. They don't take it personally or think the machine is "bad." They just see a Technical Glitch that needs to be engineered.

My life is full of glitches. Sometimes it's a conflict with a friend, a difficult assignment, or a messy room. When I encounter a glitch, I have two options: I can practice Acceptance (if I can't change it), or I can enter the Solution Lab.

"I used to try just one solution. If it failed, I would give up. But now I know that engineering requires PROTOTYPES. One plan might fail, but that just gives me more data for the next build."

I start by Defining the Glitch. I list exactly what isn't working without using judgmental words like "stupid" or "ruined." Then, I brainstorm. I think of at least three prototypes—even the wild ones!

Finally, I pick the prototype with the best success potential and I Deploy it. If it works, great! If not, I just head back to the drafting board with my new data.

"A problem is just an opportunity for a better design."

System Optimized

Solution Master Book Guide

Solution Master Library

Engineering Case Studies

Station REF-12

Prototype Log

Build File Alpha

What Do You Do With a Problem?

by Kobi Yamada

Problem Analysis Facing the Data

Lab Analysis

The character has a problem that follows him everywhere. At first, he tries to ignore it and worry about it. These are ineffective prototypes that make the problem grow larger.

Engineering Questions

1 When the character finally defines the glitch and faces the problem, what does he discover inside of it? How is this like finding "data" for a solution?
2 Why did his emotional temperature go down after he decided to handle the problem instead of running away from it?

Build File Beta

Going Places

by Peter and Paul Reynolds

Brainstorming Unique Prototypes

Lab Analysis

Rafael and Maya are given a kit to build a go-cart. Rafael follows the instructions perfectly, but Maya brainstorms a completely different prototype—a flying machine!

Engineering Questions

1 Step 2 of the Solution Lab is Brainstorming. How did Maya's refusal to follow the "standard" build help her solve the problem in a better way?
2 Rafael and Maya worked together on a final design. How does collaboration help in the "Analyze the Data" phase of problem solving?

"Don't fall in love with your first prototype. Always be ready to refine your design based on the latest lab results."

Problem Analysis Worksheet

Problem Analysis Log

Section: Engineering Diagnostics

Unit Status Diagnostic Mode

01

Glitch Identification

Describe the current system failure (the problem). Use only factual data:

02

Prototype Brainstorm

Think of 3 different ways to solve this glitch. Do not analyze them yet—just list them!

A

B

C

Safety & Ethics Check

Before selecting a prototype for build, answer these research questions:

Is this solution fair to others?

Yes

No

Does it help reach my long-term goal?

Yes

No

Verification ID: SOL-LOG-12-A

Researcher Signature

The Solution Prototype Worksheet

Solution Prototype

Build Phase: Prototype Analysis

Model Selection

A

B

C

1

Prototype Schematic

Draw your chosen solution in action. Label the important parts of your plan:

Drafting Area

Efficiency Gain (Pros)

Why will this work?

Resource Drain (Cons)

What could go wrong?

Phase 4: Deployment Build

What ACTIONS or MATERIALS do you need to start the build right now?

Build Protocol Ref: ER-12-SOL-B

Build Authorization:

Healthy Habits Handout

Healthy Habits

Protocol: The Vulnerability Shield

System Vulnerability

System failures (big emotional outbursts) happen more often when the body is weak. When your "shield" is down, small problems feel like catastrophes.

Checklist: PLEASE

PL

Physical Illness

E

Eat Balanced

A

Avoid Mood-Altering

S

Sleep Well

E

Exercise Daily

Fueling the Lab: ABC

A

Accumulate Positives

B

Build Mastery

C

Cope Ahead

Maintenance: Sleep Data

"Brain Fog" makes everything harder. Aim for 9-11 hours to recharge the logic computer.

"I will take care of my body, so I can take care of my mind."

ABC/PLEASE Anchor Chart

The Vulnerability Shield

Status: System Optimized

Protocol Type

ER-13-HEALTH

PLEASE

Body Maintenance Protocol

PL

Treat Physical Illness

Listen to your body. Take medicine or rest when sick.

E

Eating (Balanced)

Fuel your machine with high-quality nutrients.

A

Avoid Mood-Drugs

Avoid substances that interfere with logic.

S

Sleep (Balanced)

Recharge for 9-11 hours every night.

E

Exercise

Move your body to boost your system energy.

ABC: Part A

Accumulate Positives

Do things that make you feel capable and happy every single day. This builds your emotional resilience.

Hobby Friends Laughter

System Hardening

Healthy habits block emotional glitches from crashing your logic computer.

Research Result: A healthy body is a wise mind's strongest ally.

The Vulnerability Shield Social Narrative

Research Journal #13

Project: Hardware Integrity

In the High-Tech Skills Lab, we have learned a surprising truth: The Software is only as strong as the Hardware.

The "Software" is my ability to use DBT skills like Wise Mind and Radical Acceptance. But these skills run on a physical computer—my brain. If that computer's battery is dead or its cooling system is broken, the skills won't run. They will just CRASH.

"I noticed that when I haven't slept enough, a small disagreement feels like a Level 10 emergency. My Vulnerability Shield is down, and emotional data is leaking in everywhere."

To keep my shield online, I use the PLEASE Protocol. It's a maintenance checklist for my biological machine. Sleep, balanced food, and physical movement aren't just for health—they are for Emotional Security.

I also practice Accumulating Positives. By doing one thing I love each day, I charge my "Reserve Power Cell." Then, when a real crisis happens, I have enough energy left to make a wise choice.

"A well-maintained machine is a hard machine to break."

Shield Active

Healthy Habit Master Book Guide

Habit Master Library

Self-Maintenance Research

Archive Unit

REF-ER13

Build File: PLEASE

The Good Egg

by Jory John

Self-Care Reset Vulnerability

Lab Analysis

The Good Egg tries to be perfect for everyone else, which drains his battery and causes his "shell" to crack. He has to leave the carton to practice hardware maintenance.

Research Questions

1 What were 3 specific PLEASE skills (Sleep, Eating, Exercise, etc.) the Egg used during his vacation to heal his cracks?
2 Why was it easier for the Egg to be around his "messy" friends after he took care of his own physical health? How did his shield change?

Build File: ABC

The Bad Seed

by Jory John

Accumulating Positives Habit Choice

Lab Analysis

The Bad Seed identifies as "bad" because of his past traumatic data. But he decides to change his "Daily Protocol" by choosing to be kind and finding small moments of joy.

Research Questions

1 At the end, the Seed says he still has "bad" moments. How does Accumulating Positives help him stay "mostly good" even when bad things happen?
2 The Seed makes a conscious choice to change his habits. Why is a plan better than just "hoping" to feel better?

"Your shield doesn't just protect you—it gives you the power to be your best self for the cartons (families) you love."

Vulnerability Research Worksheet

Vulnerability Research

Section: Hardware Diagnostic Log

System Status Diagnostic Active

01

Current Shield Strength

Analyze how your physical state affects your emotional "Circuit Breaker":

Scenario A: Tired/Hungry

When my battery is low, I am likely to react with...

Scenario B: Well-Rested/Fed

When my shield is high, I am able to...

02

PLEASE Hardware Scan

Rate your current maintenance level (1 = Failure, 10 = Optimized):

Sleep (9-11h)

Balanced Food

Body Movement

System Upgrade Requirement

Which ONE healthy habit will you upgrade this week to harden your shield?

Plan Build Area

"I will start this upgrade on: ____________________"

Diagnostic Code: HABIT-3-5-A

Research Supervisor Initial

Habit Build Log Worksheet

Habit Build Log

Section: System Hardware Upgrade

Auth Code

SHIELD-13

1

Blueprint Selection

Which component of the PLEASE or ABC system are you building today?

Sleep

Eating

Exercise

ABC (Positives)

Other Diagnostic Upgrade

2

Build Schematic

My Current Level:

Upgrade Goal (Desired Outcome):

Implementation Steps (The Build):

3

Field Testing (7 Day Log)

M

T

W

Th

F

S

Su

System Hardening Dept // REF-13-LOG-B

Authorization Stamp:

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Cozy Turtle Lesson Plan

Cozy Turtle Cocoon

A gentle social-emotional learning lesson for Pre-K and Kindergarten students to discover physical signals of emotional overwhelm and practice the somatic 'Turtle Tuck' calming technique. Learners explore Shelly the Turtle's story, map their own bodily clues, and build safe space reset routines.

Celi Henderson

Sensory Weather Lesson Plan

Sensory Weather Report

An interdisciplinary emotional literacy lesson for K-2 students to identify inner energy states through weather metaphors. Students learn to map physical sensations, recognize four core inner climates, and independently select sensory resets to self-regulate.

Celi Henderson

Payload Rescue Game Guide

Payload Rescue

A high-energy 10-minute teamwork challenge and character development lesson for grades 1 through 5. Students construct an active pipeline to transport fragile cargo while discovering core principles of personal and shared responsibility.

FosterS

Champion Certificate

Champion Wings

Students review their eight-week toolkit, celebrate positive school memories, and receive champion certificates for mastering teacher teamwork.

Rebecca Farnham