Split Second Facilitator Guide Session 1 of 3 SEL Intervention Guide
The Split Second: Facilitator Guide
Core Competency: Somatic Self-Awareness & Impulse Interruption
20 Minutes Total
Target: Small Group (3–5 Teens)
00:00 - 03:00 1. Pulse Check
03:00 - 09:00 2. Body Radar
09:00 - 16:00 3. Brake Drill
16:00 - 20:00 4. Micro-Commit
1. Pulse Check & Norm Setting (3 Min)
Build Psychological Safety
High schoolers disengage if judged. Position decision-making as an executive muscle, not discipline.
Facilitator Script / Prompt:
"We all have moments where our brain hits 'send' or 'react' before we can even evaluate the cost. Today isn't about being perfect—it's about getting back 3 seconds of control before impulse takes the wheel. On a scale of 1 to 5, how reactive has your week felt so far?"
2. The Body Radar: Somatic Warning Signals (6 Min)
Amygdala vs. Prefrontal Cortex
Teach the physiological alarm before rational thought shuts off. Guide students through their physical cue markers.
Primary Body Signals to Elicit:
Jaw clenching / tight throat / shallow breathing
Stomach dropping / adrenaline rush in chest
Clenched fists, sudden heat in neck and ears
Facilitator Probing Questions:
"Where in your body do you feel anger or panic first?"
"When is your impulse easiest to trigger: hallways, phone, or class?"
3. The 3-Second Brake Protocol (7 Min)
Actionable Micro-Technique
Equip students with three discrete, invisible physical maneuvers that interrupt auto-pilot reactions.
A. The Exhale Drop
Long, silent exhale through mouth. Drops heart rate in 4 seconds.
B. Floor Grounding
Push soles of shoes hard into floor; notice pressure in heels.
C. Buy 5 Seconds
Script a delay phrase: "Hold on, give me a sec" or drink water.
4. Micro-Commit & Debrief (4 Min)
High School Realistic
Each student completes their Impulse Worksheet pledge: one specific trigger they will test their brake on this week.
Interventionist Pivot Guide (Common Resistances)
If a student says: "I don't have time to pause."
Pivot: "Pausing doesn't mean giving up. It means taking 3 seconds so you control your move instead of handing control to whoever provoked you."
If a student says: "Walking away looks weak."
Pivot: "Crashing out is predictable. Anyone can lose their cool. Staying ice cold and choosing your timing is actual power."
Split Second Impulse Worksheet Decision Lab Skill 01 // Impulse Control
The Split Second: Personal Diagnostic
Catch the physiological alarm before auto-pilot takes over.
Name:
Date:
1
Your Body Radar: Early Physical Warning Signs
Your body registers stress, frustration, or anger 3 to 5 seconds before your brain forms a conscious thought. Check the top 2–3 signals you notice first:
Clenched jaw / tight teeth
Sudden heat in neck / face
Shallow, fast breathing
Stomach dropping / knots
Tight fists / restless fingers
Tunnel vision / urge to snap
2
High-Risk Zones: Where Impulses Peak
Rank where you find it hardest to pause (1 = highest risk, 2 = medium risk, 3 = lowest risk):
Phone & Group Chats Rank: ___
Fast texting, seeing receipts, leaving people on read, subtweets.
Classroom Call-Outs Rank: ___
Teacher redirect in front of peers, feeling disrespected or targeted.
Crowded Social Spaces Rank: ___
Hallway collisions, cafeteria chatter, peer pressure in locker rooms.
3
Select Your Emergency Brake Move
Pick the single physical brake that feels most realistic for you to execute under pressure:
Move A: The Grounding Press
Firmly press heels into the floor and unclench your jaw for 3 seconds.
Move B: The Silent 4-Count
Inhale through nose for 4, exhale through mouth for 4 before speaking.
Move C: The Stall Phrase
Use a scripted delay: "Give me a second to look at this" or drink water.
4
Scenario Run-Through
Situation: Someone in your group project group-chat says: "Nobody count on [Your Name] to pull their weight today, they never do anything anyway." You feel the heat rise immediately.
Impulse Auto-Pilot (What gets me into trouble):
Braked Strategic Response (My controlled move):
My 7-Day Pocket Pact Keep yourself accountable
"When I feel my (body signal) activate this week, I commit to using (my emergency brake) before I speak, type, or react."
Student Signature: ____________________________________
Ripple Radar Facilitator Guide Session 2 of 3 SEL Intervention Guide
Ripple Radar: Facilitator Guide
Core Competency: Multi-Tiered Consequence Thinking & Alternative Moves
20 Minutes Total
Target: Small Group (3–5 Teens)
00:00 - 03:00 1. Brake Debrief
03:00 - 08:00 2. 10-10-10 Rule
08:00 - 15:00 3. Radar Practice
15:00 - 20:00 4. Playbook Draft
1. Week 1 Pact Review & Quick Check (3 Min)
Accountability
Quick non-punitive review: Did anyone remember their physical brake this past week?
Prompt:
"Give me a thumbs up, sideways, or down: Did you face an impulse moment this week where you actually noticed your body alarm? Even if you still reacted—did you notice the alert?"
2. The 10-10-10 Consequence Radar (5 Min)
Cognitive Reframing
Teens make impulse choices because the immediate payoff (10 min) feels awesome, while the fallout (10 days) feels unreal.
10 Minutes: The Hook
Adrenaline high, laughing with friends, looking tough, venting anger.
10 Hours: The Regret
Guilt, panic about cameras/screenshots, dreading tomorrow morning.
10 Days: The Tax
Suspension, off the team, phone confiscated, burned social trust.
3. Radar Practice: Micro-Case Dilemmas (7 Min)
Collaborative Analysis
Use the Student Decision Worksheet case. Have students evaluate the trade-offs aloud.
Facilitator Probing Question Sequence:
"What is the short-term prize?" (Why is this option tempting right now?)"Who actually pays the bill?" (Is the person egging you on facing any consequences, or just you?)"What is Move B?" (What move lets you keep your respect without catching an administrative charge?)
4. Playbook Draft: Personal Alternatives (5 Min)
Action Planning
Students complete the bottom matrix: identifying a high-risk peer pressure situation and scripting their personal 'Exit Move'.
Interventionist Coaching Script (Pushback Navigator)
When a student says: "My friends expect me to do it."
Ask: "If they get you suspended or kicked off the roster, will they serve the detention for you? Who carries the cost?"
When a student says: "I don't care about 10 days from now."
Ask: "What is one thing you actually do care about keeping right now—your freedom, sports, your car, your privacy? That's what's on the line."
Ripple Radar Decision Worksheet Decision Lab Skill 02 // Consequence Mapping
Ripple Radar: Consequence Matrix
Weigh the 10-minute high against the 10-day bill before making your move.
Name:
Date:
10 Minutes Immediate Sensation
Adrenaline, peer cheers, or instant relief.
10 Hours The Aftermath
Screenshots, rumors, dreading home or school.
10 Days The Real Bill
Trust lost, suspension, sports eligibility lost.
1
Dilemma Comparison Matrix
The Scenario: Two friends urge you to record and post an embarrassing video of a classmate dropping their lunch tray with a mocking caption: "Post it now or you're soft!"
Option A: Post It (Impulse) High Risk
In 10 Minutes:
Quick laughs, notifications, feeling included in the hype.
In 10 Hours:
Someone screen-recorded it; dean gets an anonymous email tip.
In 10 Days:
Disciplinary record, parents notified, labeled a cyberbully.
Option B: Strategic Pivot High Agency
In 10 Minutes:
Friends tease you for 20 seconds, then find another topic.
In 10 Hours:
Zero phone drama, sleep peacefully with clean hands.
In 10 Days:
Reputation intact; peers know you can't be puppeted easily.
2
Personal Situation Radar Scan
Think of a recurring tension point or tough choice you are facing right now (e.g., confronting an ex, handling an assignment you're behind on, a group chat dispute):
What is the situation or pressure you are dealing with?
The Impulse Reaction (What 10-Minute Brain wants):
The Strategic Move (What 10-Day Future Self needs):
The Power Check Remember
"Whenever someone tries to pressure you in the moment, ask yourself: 'Who pays the bill in 10 days?' If they won't do the time or lose what you lose, they don't get to steer your wheel."
Clean Up Facilitator Guide Session 3 of 3 SEL Intervention Guide
The Clean Up: Facilitator Guide
Core Competency: Restorative Debriefing, Repairing Harm, & Next Moves
20 Minutes Total
Target: Small Group (3–5 Teens)
00:00 - 03:00 1. Drop Armor
03:00 - 09:00 2. Intent vs Impact
09:00 - 15:00 3. 4-Part Repair
15:00 - 20:00 4. If-Then Plan
1. Drop the Armor: Normalizing Bad Calls (3 Min)
Shame Reduction
Teens defend bad choices out of shame. Reframe repair as a sign of maturity and strength, not surrender.
Facilitator Script:
"Everyone in this room—including me—has made a call that completely blew up. Making a bad move doesn't make you a bad person. But hiding from it, doubling down, or blaming everyone else keeps you stuck. Today is film study: how to clean up a mess so it stops haunting you."
2. Deconstructing Intent vs. Impact (6 Min)
Cognitive Separation
Help students separate what they intended to do from the actual fallout experienced by others.
The Intent Trap:
"I didn't mean to hurt anyone / I was just playing." Intent explains why you did it, but it doesn't erase the damage.
The Impact Reality:
Someone felt embarrassed, betrayed, or targeted. Acknowledging their reality is how you earn back control.
3. The 4-Part Authentic Repair Protocol (6 Min)
Restorative Action
Contrast fake apologies ("Sorry you felt that way" ) with high-integrity repair steps:
1. Name It
Own the specific act with zero excuses.
2. See Impact
State how it affected the other person.
3. Fix/Restitute
Ask how to make it right or repair trust.
4. Next Step
State what you will do differently next time.
4. If-Then Next Move Commitment (5 Min)
Forward Pacing
Students draft their If-Then emergency playbook on the student worksheet to prevent recidivism.
Facilitator Coaching Scripts (Overcoming Defensiveness)
Student: "They did something worse to me first."
Script: "That might be true, and their choice is on them. But your move is the only one you own. Don't let their bad choice dictate who you become."
Student: "Saying sorry won't change anything."
Script: "A cheap apology changes nothing. But owning your move and backing it up with action proves you run yourself—not impulse."
Clean Up Action Worksheet Decision Lab Skill 03 // Accountability & Repair
The Clean Up: Restorative Blueprint
Dissecting outcomes, owning the fallout with dignity, and locking in your next move.
Name:
Date:
1
Post-Mortem: Intention vs. Impact
Think of a decision you made that went sideways or caused conflict. Separate why you did it from how it landed:
My Intention (What I was feeling / trying to do):
E.g., "Felt cornered", "Trying to be funny", "Frustrated".
The Actual Impact (How it landed on others):
E.g., "Disrupted class", "Broke trust", "Caused trouble".
2
The 4-Part Clean Repair Script
Excuses ("I'm sorry, BUT you..." ) erode respect. Genuine repairs build it back. Draft your script:
Step 1: Own the specific action (No "if", "but", or excuses) "I take ownership for..."
Step 2: Validate the impact on the other person "I realize that this made you feel / caused..."
Step 3: Restitution / Fix "How can I make this right with you?"
Step 4: Future Shift "Next time, my move will be..."
3
Future Contingency Plan: The If-Then Formula
Pre-deciding your reaction before emotions spike locks in control:
IF this trigger situation happens again:
THEN my immediate locked-in response will be:
The Executive Mindset Decision Lab Completion
"Mistakes are data, not a life sentence. Strong leaders don't make excuses—they pause, check the radar, clean up the fallout, and adjust their strategy."
Completed 3-Week Decision Lab Student Commitment Confirmed: ___________________________
