A comprehensive social-emotional learning curriculum featuring grade-differentiated student packets and teacher guides. Houses both the 3rd-5th Grade Foundation and the 7th-8th Grade Application series.
• Green Signals: Soft breathing, loose shoulders, relaxed face, smiling.
Differentiate Strategies:
Scaffolding: For readers needing help, write the 12 key vocabulary terms on the classroom whiteboard with emojis. Allow them to point to the word during charades.
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
Visual Somatics: Imagine a large balloon sitting inside your belly. When you breathe in, the balloon inflates and gets huge. When you breathe out, the balloon deflates and shrinks to nothing. Let's practice filling the balloon!
My Balloon Inflation Test
Slowly place your hands on your stomach. Practice filling your belly balloon three times. Answer these questions.
1. INFLATION CLUE
When you breathe in deeply, do your hands rise or stay flat on your belly?
_____________________________
2. DEFLATION CLUE
When you release all the air slowly, does your tummy relax completely?
_____________________________
Balloon Calibration Note
Why does physically placing your hands on your stomach help your brain focus on your breathing?
EMOTION DETECTIVE AGENCY • RESET TOOLKIT PAGE 3 OF 8
BUTTON: 02
The Grounding Radar
FOCUS: THE 5-4-3-2-1 SENSES
How it Works: When you worry, your brain is thinking about what *might* happen later. When you are mad, your brain is thinking about what *already* happened. Grounding brings your brain back into the present physical moment so you can reset.
Sensor Scan: The 5-4-3-2-1 Test
Use your senses to scan your classroom right now. Write down your findings.
EMOTION DETECTIVE AGENCY • RESET TOOLKIT PAGE 4 OF 8
BUTTON: 02B
The Heavy Stone Grounding
FOCUS: LOWER BODY GROUNDING
Tactical Grounding: When you feel like you are floating away with anxiety or want to bounce out of your seat with anger, we use **Heavy Stone Grounding**. We focus entirely on our contact points with the solid ground beneath us to drop our energy.
My Ground Contact Scan
Run this check right now while sitting in your classroom seat. Fill in the data boxes.
1. MY SOLES ON THE GROUND
Press both shoes flat on the floor. Can you feel the texture of the floor through your shoes? Explain the pressure.
2. MY CHAIR CONTACT
Sit heavy in your chair. Can you feel the solid support holding you up? How does your posture change when you sit heavy?
THE COGNITIVE PRESENT PROMPT:
To completely ground your brain, name **one thing** that is 100% true about right now (e.g. "I am sitting in Room 12, my teacher is talking, and I am safe.")
My True Statement: ____________________________________________________________________
EMOTION DETECTIVE AGENCY • RESET TOOLKIT PAGE 5 OF 8
GROUP ACTIVITY
Reset Team Calibration
COOPERATIVE Somatic COACHING
Team Instructions: Form a group of 2 or 3 classmates. Take turns acting as the **Somatic Coach** and the **Operator**. The Coach triggers a mock "Stress Alarm" from the table below, and the Operator must physically demonstrate the correct "Reset Button" technique. The Coach rates their performance and signs off!
Our Team's Calibration Trials
Demonstrate each tool. Coaches should check the box when completed successfully.
Operator Name
Somatic Reset Demonstrated
Coach Approval / Sign-Off
PAUSE: 4-4-4-4 Box Breathing
[ ] Calibrated: ______________
SCAN: 5-4-3-2-1 Sensory Grounding
[ ] Calibrated: ______________
SQUEEZE: The Sour Lemon Squeeze
[ ] Calibrated: ______________
COOPERATIVE DISCOVERY
What somatic reset tool is the easiest for your group to practice silently in the middle of a class? Why?
My Group's Answer: __________________________________________________________________
EMOTION DETECTIVE AGENCY • RESET TOOLKIT PAGE 6 OF 8
BUTTON: 04
Tuning the Radio
FOCUS: THOUGHT REFRAMES
Tuning the Station: Your brain plays a little "soundtrack" in your head when things go wrong. Sometimes, a mistake makes your thought radio play static noise: "I ruined this slide, I am totally silly." We need to change the station!
Tuning the Thought Radio
Change these toxic radio signals. Turn negative static thoughts into helpful thoughts.
STATIC STATION
NEGATIVE THOUGHT: "I can't do this division trick. I am bad at math and will never get it."
NEW STATION: "This division method is hard right now, but I can ask _________________________"
STATIC STATION
NEGATIVE THOUGHT: "No one asked me to play recess ball. Nobody in this school wants to be my friend."
NEW STATION: "They might have full teams today. Next time I will ask _______________________"
STATIC STATION
NEGATIVE THOUGHT: "I slipped on a word during reading class. Everyone is laughing at me."
NEW STATION: "I made one little mistake, but reading aloud is hard. My friends still _____________"
THE FRIEND TEST:
When you have a mean thought about yourself, ask: "Would I say this out loud to my best friend if they made a mistake?" If not, why say it to yourself?
EMOTION DETECTIVE AGENCY • RESET TOOLKIT PAGE 7 OF 8
CONSOLES CALIBRATED
My Personal Reset Dashboard
FOCUS: MY FAVORITE RESET TOOLS
PROGRAMMING COMPLETE Great job, Agent! You have tested three core reset tools (Box Breathing, Grounding Radar, Lemon Squeezing) and learned to re-tune thought radio static.
Programming My Presets
Select your primary and secondary tools and map how you will use them.
MY GO-TO BODY RESET (My favorite way to relax my body)
MY GO-TO BRAIN RESET (My favorite thought re-tune station)
My Favorite Reframe:
_____________________
Write a helpful statement you can say to yourself:
"This is hard, but I can ____________________________________"
CALIBRATED
I promise to use my internal remote control buttons to manage my energy and help keep my classroom calm and safe for my classmates.
Operator Signature
_______________________
Official Date
_______________________
EMOTION DETECTIVE AGENCY • RESET TOOLKIT PAGE 8 OF 8
Unit 2 Case File Solutions Key
PAGE 7 (Tuning the Thought Radio Reframes):
• Scenario 1 (Math test): "This division method is hard right now, but I can ask..." -> the teacher to show me step 1 again, and practice.
• Scenario 2 (Recess cut): "They might have full teams today. Next time I will ask..." -> if I can join the next game, or find another group to play ball with.
• Scenario 3 (Reading mistake): "I made one little mistake, but reading aloud is hard. My friends still..." -> like me, and they make spelling mistakes too. No one is perfect!
PRESET CHOICES MAPPING:
Help students map their favorite de-escalator. Rule of Thumb: For high energy (anger), suggest Lemon Squeezing. For internal focus (worry, fast heartbeat), suggest Grounding or Box Breathing.
Differentiate Strategies:
Scaffolding: For highly kinetic students, focus heavily on the Lemon Squeezing and Heavy Stone Grounding. Let them squeeze actual soft stress balls to anchor the somatic concept.
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
EMOTION DETECTIVE AGENCY • FRIENDSHIP RADAR PAGE 2 OF 8
CASE FILE: 03B
The Inclusion Code
FOCUS: WELCOMING ACTIONS
Detective Tip: A Clique is a small group of friends that excludes others and does not let anyone else join in. Good detectives break down cliques by deploying **Inclusion Tactics**—using friendly codes to invite peers in!
Inclusion Tactical Scripts
Read the scenarios. Fill in the blank with a supportive phrase you could say to include the peer.
TACTICAL INVITATION
THE SCENARIO: You are playing four-square at recess with a few friends. You notice Leo standing nearby, watching you play but not saying anything.
MY CODE PHRASE: "Hey Leo! Do you want to _______________________________________?"
TACTICAL INVITATION
THE SCENARIO: Your class sits down for lunch. You see a classmate named Mia walking around with her lunch tray looking for a place to sit, but all the tables look full.
MY CODE PHRASE: "Hey Mia! There is a spot right here, ___________________________!"
Friendship Assessment
Why does standing on the edge of a game without being asked to play feel so difficult? How does a welcoming invite change that?
EMOTION DETECTIVE AGENCY • FRIENDSHIP RADAR PAGE 3 OF 8
CASE FILE: 03C
The Friendship Quality Radar
FOCUS: FRIENDSHIP QUALITIES
Detective Tip: We want to surround ourselves with positive agents who support us and help us grow. A true friend shows positive actions. A toxic or hurtful acquaintance shows exclusive actions. Let's trace their signatures!
Positive Friendship Telemetry
Trace 3 positive friend traits you have noticed:
• Active listening when I am upset.
• Including me in recess games.
• Sharing and taking turns fairly.
Exclusive Clique Telemetry
Trace 3 warning behaviors in groups:
• Whispering secrets to leave others out.
• Saying "you can't sit with us."
• Laughing when a classmate slips up.
Mission 03: My Friendship Commitment
Write down one way you can personally show positive friendship in your classroom this week.
"This week, I will support my classmates by ___________________________________________"
EMOTION DETECTIVE AGENCY • FRIENDSHIP RADAR PAGE 4 OF 8
CASE FILE: 03D
The Digital Web
FOCUS: ONLINE TEXTING & TONE
Digital Warning: When we send messages on a screen, we cannot hear the person's **voice tone** or see their **body language**. A simple text like "Sure." can sound angry or mean, even if we didn't mean it that way!
Deconstructing Screen Signals
Read the text feed and decode how misunderstandings happen instantly.
SCREEN SHOT FEED
LEO
"Hey Sarah, can I sit with you guys at lunch today?"
"Whatever."
SARAH
Text Analysis Tasks
1. How might Leo feel when he reads "Whatever."? Why?
EMOTION DETECTIVE AGENCY • FRIENDSHIP RADAR PAGE 5 OF 8
GROUP ACTIVITY
The Circle of Inclusion
COOPERATIVE COMMNALITY GAME
Team Instructions: Gather in a group of 3 or 4 classmates whom you don't usually sit next to. Ask each other questions about hobbies, foods, movies, or pets. Find **three unique similarities** that link ALL members of your group together! Record your matches.
Our Team's Connection Sign-Off
Record your group members and the hidden commnalities you unlocked.
EMOTION DETECTIVE AGENCY • FRIENDSHIP RADAR PAGE 6 OF 8
CASE FILE: 04
Daily Friendship Tracker
FOCUS: FRIENDSHIP SURVEILLANCE
Detective Tip: A strong Social Web requires daily acts of inclusion. Detectives don't just wait for people to sit next to them; they actively look for classmates standing alone, or peer groups that need help! Track three acts of inclusion you do this week.
My Weekly Inclusion Tracker
Record three times you invited, included, or supported someone this week.
Day / Time
The Friendly Act (What did you do?)
How did the other person react?
ACT 1 Day: ______ Time: _____
ACT 2 Day: ______ Time: _____
ACT 3 Day: ______ Time: _____
POST-TRACKING DISCOVERY
Explain how performing these small welcoming acts of inclusion changes how *you* feel about your school community.
EMOTION DETECTIVE AGENCY • FRIENDSHIP RADAR PAGE 7 OF 8
CASE CLOSED
Final Web Graduation
FOCUS: UNIT 3 COMPLETED!
SOCIAL WEB ANALYSIS FINALIZED Excellent work, Agent! You have mapped hidden commonalities, decoded screen messaging traps, and constructed the Circle of Inclusion. Your social web training is complete!
My Friendship Reflection
1. What is the most important lesson you learned about texting and screentime during this unit?
2. How can we make sure that our group of friends does not turn into an exclusive clique?
My Friendship Badge
Draw a picture showing classmates connecting or sharing!
Inclusion Promise
I promise to use my friendship radar to look for classmates who are left out, invite peers to play, and send clear, kind messages both in person and on screens.
Detective Sign: ___________________________
Official Date: ___________________________
EMOTION DETECTIVE AGENCY • FRIENDSHIP RADAR PAGE 8 OF 8
PAGE 3 (Inclusion Code Matching):
• A matches 3 (Ecstatic) | B matches 4 (Lonely)
• C matches 1 (Content) | D matches 2 (Frustrated)
PAGE 5 (Text Tone Reframing):
• Leo's feeling: Lonely, disappointed, or left out. He thinks Sarah is angry or does not want him to join because "Whatever" sounds dismissive on a screen.
• Welcoming Reframe: "Yeah, of course! Come sit next to us, there is a space right here!"
Differentiate Strategies:
Scaffolding: For groups struggling to find unique commonalities on Page 6, provide "Connection Prompt Cards" with questions like: "Who has a birthday in a summer month?" or "Who has ridden a roller coaster?"
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
1. What happened: __________________________________________________________________
2. My Thought: _____________________________________________________________________
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 2 OF 8
CASE FILE: 01B
Analyzing Sunday Night Blues
FOCUS: THE SUNDAY NIGHT ALARM
Somatic Surveillance Case: One of the most common feelings triggers is the **"Sunday Night Blues."** The transition from the weekend to the school week sets off a feelings stress alarm. Let's analyze the thoughts behind this trend.
Case Analysis: Tyler's Sunday Night Alert
ALARM SPARK
THE CASE STORY: Tyler lies awake at 9:00 PM on Sunday night. His heart is beating fast, his tummy feels twisty, and he feels dread. He keeps checking his tablet screen. He thinks: "Everyone is having fun except me. Tomorrow will be a terrible day. I have too much homework, and no one is going to play with me."
Deconstructing Tyler's Alarms
Answer the questions below to decode Tyler's trigger loop.
1. What is the **Event** (the trigger) in this story?
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 3 OF 8
CASE FILE: 02A
My Core Qualities
FOCUS: INDEPENDENT IDENTITY
Detective Tip: At school, we sometimes change how we act to blend in with others or copy our classmates. Exploring your **Core Qualities** means finding out: Who am I when no one is watching?
My Core Values
Interests
Beliefs
My Role
Strengths
MY CORE
Deconstructing My Core Spectrum
Write down your personal entries for these core identity quadrants:
A. MY INDEPENDENT INTEREST (A hobby I like even if others don't):
_____________________________________________
B. AN IMPORTANT VALUE (A rule I hold dear, like being kind or honest):
_____________________________________________
Identity Check
How does copying others to fit in affect your emotional energy? Why does it feel better to be proud of who you are?
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 4 OF 8
CASE FILE: 02B
My Feelings Hot Zones
FOCUS: TRIGGER MAP
Tactical Mapping: We call repeating trigger locations **Hot Zones**. A Hot Zone might be a hard class, Sunday evenings before school, text messages on a screen, or transitions. Mapping these allows us to prepare de-escalation tools in advance.
HOT ZONES RADAR
ZONE CLUES
NODE A: Schoolwork Zone
NODE B: Screen/Text Zone
NODE C: Sunday Night
Calibrating My Hot Zone Roadmap
Write down your personal feelings triggers for each zone:
NODE A: THE SCHOOLWORK ZONE (e.g. A hard subject or test)
What exact event triggers you? What is the automatic thought?
NODE B: THE SCREEN/TEXT ZONE (e.g. Chat groups or notifications)
What online notification or screen message sparks sudden worry?
NODE C: THE SUNDAY NIGHT ZONE (e.g. Sunday evenings)
What makes you feel worried or twisty in your tummy on Sunday nights?
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 5 OF 8
GROUP ACTIVITY
The Identity Roundtable
COOPERATIVE CRITICAL THINKING
Team Instructions: Form a roundtable group of 3 or 4 classmates. Discuss the **"Copycat Effect"**—changing your personality, clothing, interests, or vocabulary to copy others to fit in. Discuss these questions and record your findings.
Copycat Evaluation Matrix
Why do we copy others, and what are the warning signs of losing our true self?
WHY DO WE COPY OTHERS?:
E.g., Feeling safe, avoiding being left out, blending in.
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
WHAT IS THE COST OF COPYING?:
E.g., Feeling stressed, forgetting what we actually like.
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
ROUNDTABLE AGREEMENT
As a team, write **one promise** you made to support each other in being proud of who you are, instead of just copying others.
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 6 OF 8
CASE FILE: 03
Daily Trigger Log
FOCUS: REAL-WORLD TESTING
Detective Surveillance Task: Self-awareness requires real-world data collection. Over the next week, track three distinct instances when you felt a sudden change in body energy (the trigger alarm). Fill in the full feelings tracker.
My Real-World Trigger Logs
Record three trigger telemetry logs. Fill in every box.
Day / Time
What happened? (The Trigger)
My Thought
My Emotional Reaction
LOG 1 Day: ______ Time: _____
LOG 2 Day: ______ Time: _____
LOG 3 Day: ______ Time: _____
POST-SURVEILLANCE ANALYSIS
Explain how identifying the **Thought** behind your trigger helps you pause and choose a better reaction next time.
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 7 OF 8
CASE CLOSED
Final Investigation Review
FOCUS: MISSION CONCLUDED
CASE LOG SECURED Excellent work, Investigator! You have successfully mapped how your triggers work, deconstructed Tyler's Sunday Night thought loops, identified your own Core Qualities, and tracked weekly hot zones.
My Self-Awareness Thoughts
1. Why is it powerful to know your own Core interests instead of just copying what others say is cool?
2. How does knowing your feelings "Hot Zones" in advance help you stay calm and in control?
My Core Emblem
Sketch a symbol that represents your unique, personal strengths!
My Detective Promise
I promise to use my emotional detective skills to stay self-aware, track my trigger hot zones, honor my unique core qualities, and support my classmates in being themselves.
Investigator Sign: ___________________________
Official Date: ___________________________
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 8 OF 8
• 1. The Trigger/Event: Sunday evening at 9:00 PM / transitions.
• 2. The Negative Thought: "Everyone has their life together except me. Tomorrow will be a disaster. I have too much homework, and no one will play with me."
• 3. Alternative Warm Thought: "Tomorrow is just a normal school day. I have my binder ready, and I will see my friends at lunch."
PAGE 5 (Environmental Hot Zone Suggestions):
• Node A (Schoolwork): Automatic thought: "I am going to fail." Emotion: Panic, twisty stomach.
• Node B (Screens): Automatic thought: "They are excluding me." Emotion: Insecure, lonely.
Differentiate Strategies:
Scaffolding: For groups struggling to define pros and cons on Page 6, suggest simple examples: "Pro: You don't have to think about what to wear. Con: You can't wear your actual favorite color."
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
The Sound of Stress
FOCUS: LONG-TERM ANXIETY
Stress Mechanics: Short-term stress is a sudden burst of energy (like a fright). **Long-term stress** (burnout or constant worry) operates like a quiet background static. It drains our body energy, makes us feel super tired, and fuels academic anxiety.
Coping with Academic Anxiety
Identify if your stress alarms have been ringing constantly by checking these somatic clues.
PHYSICAL STRESS TELEMETRY
Place a checkmark [X] next to any signals you feel during a hard school week:
[ ] Heavy or tight shoulders
[ ] Twisty stomach / butterfly dread
[ ] Feeling super tired even after sleeping
[ ] Clenching my teeth or jaw tightly
MENTAL STRESS TELEMETRY
Place a checkmark [X] next to any automatic thoughts you hear during testing:
[ ] "I'm going to fail this completely."
[ ] "Everyone is finished except me."
[ ] "I can't ask because they'll think I'm silly."
[ ] "I want to escape or run out of the room."
My Stress Level Check
Look at your marked somatic stress signals above. What is the single most common signal you notice when school gets busy?
"My most common stress signal is: _____________________________________________________"
EMOTION DETECTIVE AGENCY • RESET MANUAL PAGE 3 OF 8
CASE FILE: 02C
Re-Tuning the Soundtrack
FOCUS: COGNITIVE OVERRIDES
Somatic Overrides: Detectives don't let their Inner Critic broadcast toxic static all day. We use **Cognitive Overrides** (Reframing) to manually re-tune the thought radio station. Let's practice remixing these common school stress soundtracks!
Tuning the Thought Feed
Remix these toxic critic messages. Convert the static into helpful, friendly statements.
STATIC STATION
CRITIC STATION: "I'm going to fail this big history project, and everyone will think I am stupid."
NEW REMIX STATION: "This history project is hard, but I can ask _________________________"
STATIC STATION
CRITIC STATION: "I made a mistake in front of the classroom reading circle. My reputation is dead."
NEW REMIX STATION: "Everyone slips on words sometimes, and my classmates _________________"
EMOTION DETECTIVE AGENCY • RESET MANUAL PAGE 4 OF 8
CASE FILE: 02D
Somatic Stress Overrides
FOCUS: LOWER BODY GROUNDING
Somatic Anchoring: Long-term academic anxiety creates a floaty feeling—like you are physically disconnected from your seat. We use **Somatic Anchoring** (like Heavy Stone Grounding) to drop our nervous energy flat on the floor.
My Ground Contact Diagnostic Scan
Sit heavy in your classroom seat right now and scan your physical boundaries.
1. SOLES PRESS CHECK
Press both shoe soles flat on the floor. Can you feel the texture of the floor through your shoes? Trace the solid pressure.
2. CHAIR SUPPORT SCAN
Drop all your muscle energy heavy into your chair back. How does sitting heavy change the tightness inside your shoulders?
THE PRESENT CORE PROMPT:
To completely override a worry spike, write down **one fact** that is 100% true about this exact moment (e.g. "I am sitting in Room 8, my pencil is green, and I am safe.")
My Core Fact: ____________________________________________________________________
EMOTION DETECTIVE AGENCY • RESET MANUAL PAGE 5 OF 8
GROUP ACTIVITY
The Soundtrack Remix
COOPERATIVE COGNITIVE OVERRIDES
Team Instructions: Form a group of 3 or 4 classmates. Take turns acting as the **Somatic Coach** and the **Operator**. The Coach triggers a mock "Stress soundtrack" (static noise from Tyler's Sunday dread or homework alarms), and the Operator must physically demonstrate their somatic anchors and say a **Remix Station** reframe. Coaches check off calibration trials!
Our Team's Calibration Trials
Demonstrate each reset. Coaches check the box when completed successfully.
Operator Name
Somatic Override & Remix Demonstrated
Coach Approval / Sign-Off
PAUSE: Slow belly balloon breathing (3 deep cycles)
[ ] Calibrated: ______________
ANCHOR: Feet flat soles check & chair support drop
[ ] Calibrated: ______________
REMIX: Saying a warm alternative re-tune thought
[ ] Calibrated: ______________
ROUNDTABLE COGNITIVE DEBRIEF
As a team, why is it easier to remix your own soundtrack when you have a close friend coach you through the override statements?
EMOTION DETECTIVE AGENCY • RESET MANUAL PAGE 6 OF 8
CASE FILE: 03
Daily Soundtrack Log
FOCUS: REAL-WORLD DATA
Detective Surveillance Task: Self-regulation requires daily tracking. Over the next week, scan your internal thoughts during moments of school or screen pressure. Write down what your **Inner Critic** whispered, and construct your warm **Remix** reframe.
My Weekly Soundtrack Log
Record three internal critic remix logs. Fill in every box.
Day / Time
The Critic static thought (Automatic)
My New Remix Reframe (Helpful)
LOG 1 Day: ______ Time: _____
LOG 2 Day: ______ Time: _____
LOG 3 Day: ______ Time: _____
POST-TRACKING REPORT
Describe how pausing and reframing these automatic static critic thoughts changes your physical stress signals (like breathing or twisty stomach).
EMOTION DETECTIVE AGENCY • RESET MANUAL PAGE 7 OF 8
CONSOLES CALIBRATED
Final Reset Review
FOCUS: UNIT 2 COMPLETED!
CALIBRATION CONCLUDED Incredible work, Agent! You have successfully evaluated how automatic stress soundtracks operate, deconstructed the Sunday dread alarms, mapped somatic contact anchors, and tracked real-world thought remixes.
My Long-Term Reset Thoughts
1. Why does placing your feet flat on the floor and sitting heavy help slow down a racing thought?
2. Write down one remix reframe statement you commit to playing when you make a hard academic mistake:
I promise to use my internal remote control buttons, pause box breaths, ground my feet heavy flat on the floor, and re-tune automatic toxic soundtracks with warm alternative thoughts.
Operator Sign: ___________________________
Confirm Date: ___________________________
EMOTION DETECTIVE AGENCY • RESET MANUAL PAGE 8 OF 8
PAGE 4 (Soundtrack Remix Reframing Key):
• Scenario 1 (Academic history reframe): "This history project is hard, but I can ask..." -> the teacher for a little help, and take it one slide at a time.
• Scenario 2 (Classroom reading mistake reframe): "Everyone slips on words sometimes, and my classmates..." -> have slipped on words too. No one is judging me!
PAGE 5 (Somatic Anchoring):
Explain to students that pressing feet flat triggers deep somatic security, reducing adrenaline flow. The "Core Fact" override overrides visual anxiety spikes in the moment.
Differentiate Strategies:
Scaffolding: For students struggling with reframing, provide "Remix Prompt Starters" such as: "Is that really true?" or "What would you say to a teammate who felt this way?"
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 2 OF 8
CASE FILE: 03B
Text Lacks Tone
FOCUS: SCREEN TEXT INTERPRETATION
Somatic Screen Clue: When we type messages on a screen, we cannot hear the person's **voice tone** or see their **body language**. A simple text like "Fine." can sound angry, even if we were just in a hurry!
Case Analysis: Tyler's Screen Confusion
TEXT HISTORY FEED
TYLER
"Hey Clara, can I join your group project team? We have art tomorrow."
"K."
CLARA
Deconstructing Clara's Screen Signal
Answer the questions below to decode Clara's short message.
1. How might Tyler feel when he reads the short letter "K."? Why?
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 3 OF 8
CASE FILE: 03C
Saying No with Pride
FOCUS: BOUNDARY OVERRIDES
Detective Tip: Sometimes, peer pressure makes us feel like we have to say "yes" to keep our friends, even if we feel uncomfortable. Good detectives use **Boundary Overrides**—saying "no" with pride using friendly, polite, and strong statements!
Boundary Scripting Practice
Read the scenario. Write a polite, strong boundary script you could say to protect your console.
BOUNDARY TEST A
THE PEER PRESSURE Event: Your friends are whispering secrets about another student at recess and ask you to join in the whispering.
MY CODE PHRASE: "No thanks, _____________________________________________________"
BOUNDARY TEST B
THE PEER PRESSURE Event: A classmate repeatedly asks to borrow your personal tablet during independent work, even though your teacher said not to share screens.
MY CODE PHRASE: "Sorry, I can't share it because _________________________________"
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 4 OF 8
CASE FILE: 03D
Group Chat Drama
FOCUS: SCREEN RUMORS & CLINIC
Detective Alert: Group chats are a great way to talk with classmates, but they can quickly turn exclusive or host rumors. Since we can't see physical reactions online, screen comments are amplified. Good detectives use **The Pause Code for Texting**.
Case Scan: The Secret Text Feed
Read the screen conversation below and deconstruct the rumor spark.
ACTIVE CHAT ROOM
SARAH
"Did you hear why Leo didn't play soccer today? Clara said he got in trouble with the teacher."
"Wow really? Let's check his slides."
SARAH
Rumor Deconstruction Code
1. Why is sharing or reading this typed rumor hurtful to Leo, even if it is typed on a screen?
2. Write a boundary script text to stop the rumor instantly in the group chat:
"Hey, let's not spread rumors on the chat. We should ______________________"
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 5 OF 8
GROUP ACTIVITY
Behind the Screen Game
COOPERATIVE TONE ROLEPLAY
Team Instructions: Form a group of 3 or 4 classmates. Take turns acting. The **Actor** sits facing away from the group and reads a simple phrase (e.g. "Oh, sure.") in three different silent body language tones (happy, angry, bored). Teammates must guess the Actor's feeling! Record the scoreboard.
Our Team's Tone Scoreboard
Trace how hard it is to guess a person's exact tone without hearing their voice.
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 6 OF 8
CASE FILE: 04
My Daily Digital Log
FOCUS: SCREEN SURVEILLANCE
Detective Surveillance Task: Good detectives don't let screen time control their feelings console. We must scan our screentime daily. Track three screen moments this week when you felt FOMO, worry, or screen stress.
My Weekly Digital Radar
Record three screen moments. Fill in every box.
Day / Time
The Screen Trigger (What did you see?)
How did you re-tune your thought?
LOG 1 Day: ______ Time: _____
LOG 2 Day: ______ Time: _____
LOG 3 Day: ______ Time: _____
POST-LOG ASSESSMENT
Explain how shutting off your screen for 1 hour when you feel FOMO can help reset your feelings console.
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 7 OF 8
CASE CLOSED
Final Web Graduation
FOCUS: UNIT 3 COMPLETED!
DIGITAL WEB ANALYSIS CLOSED Great work, Agent! You have successfully deconstructed the screen comparison loops, decoded silent text tones, mapped digital boundary overrides, and signed the Connection Promise!
My Friendship Reflection
1. What is the single most important lesson you learned about group chats and texting during this unit?
2. How can we make sure that our classroom online chat rooms are friendly places instead of spaces for rumors?
My Connection Badge
Draw a picture showing peers connecting or sharing!
The Connection Promise
I promise to use my friendship radar online, think before I text, avoid spreading rumors in group chats, set clear screen boundaries, and support my classmates in person.
Operator Sign: ___________________________
Official Date: ___________________________
EMOTION DETECTIVE AGENCY • STUDENT NOTEBOOK PAGE 8 OF 8
Unit 3 (7/8) Case File Solutions Key
PAGE 3 (Text Lacks Tone Scenarios):
• 1. Tyler's feeling: Hurt, disappointed, or left out. He thinks Clara is angry or does not want him to join because the letter "K." with a period sounds very dismissive.
• 2. Clara's Reframe text: "Yeah, of course! We would love to have you on our team. See you in art tomorrow!"
PAGE 4 (Boundary Scripting Suggestions):
• Scenario A (Whispering): "No thanks, I don't like talking behind people's backs. Let's talk about soccer instead."
• Scenario B (Tablet sharing): "Sorry, I can't share it because the teacher said independent work needs to be done alone. You can borrow it during free time."
Differentiate Strategies:
Scaffolding: For groups struggling to act out silent tones on Page 6, provide "Tone Card Prompts" with emojis showing happy, angry, sad, bored, or excited faces.
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
The Help Hotline Script
FOCUS: RESPECTFUL COMMUNICATION
Communication Code: Walking up to a teacher's desk silently or shouting across the room are both low-success tactics. Master communication by deploying the **3-Step Help Hotline Script** below. It is polite, respectful, and highly effective!
The Help Hotline Script Structure
STEP 1
POLITE ADDRESS: Say the adult's name with a polite greeting. (e.g., "Excuse me, Mr. Smith...")
STEP 2
THE ATTEMPT CHECK: Explain what you have already tried independently. (e.g., "I read the instructions twice...")
STEP 3
THE CLEAR REQUEST: Ask a direct, polite question. (e.g., "Can you show me what to do on step two?")
Mission 04: Drafting My Script
Use the 3-step format to write a complete script asking your teacher for help on a science sheet.
"I tried to __________________________________________________________________"
Step 3 (The Clear Request):
"Can you please ______________________________________________________________?"
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 3 OF 8
CASE FILE: 04C
Encountering School Adults
FOCUS: ADULT CONTACT RADAR
Detective Tip: We encounter many different adults at school besides our classroom teachers. Librarians, playground monitors, nurse staff, and office directors all have different roles! Let's trace their help-seeking signatures.
Write down the name of one specific adult in your school building whom you can go to for emergency safety help.
"If I feel unsafe or hurt at school, I promise to go directly to: ____________________________"
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 4 OF 8
CASE FILE: 04D
Respectful Body Signals
FOCUS: ADULT COMMUNICATION
Somatic Signals: Asking respectfully is more than just using polite words. School adults read your **body signals** (eye contact, posture, voice volume) long before they decide to answer your help request!
Scanning Body Signals
Match these physical gestures to their high-probability communication impact.
Helpless / Tattling Signal
Somatic warning signs:
• Whining or high-pitched voice
• Slouching with hands in pockets
• Shouting across the classroom
• Stomping feet or crossing arms
Respectful / Seeking Signal
Somatic calm signs:
• Steady, green-light voice volume
• Standing tall with hands at sides
• Walking up to teacher's desk politely
• Making eye contact during script
My Respectful Telemetry Check
Which "disrespectful signal" (like whining or shouting across the room) is the most tempting to use when you are frustrated? How can you override it next time?
"Next time, instead of whining, I will override it by: _________________________________"
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 5 OF 8
GROUP ACTIVITY
Help Hotline Auditions
COOPERATIVE ROLEPLAY TRIALS
Team Instructions: Form a group of 3 agents. Take turns roleplaying. One student is the **Operator** (who delivers their "Help Hotline" script respectfully). One student is the **Commander Teacher** (who listens and says "Of course, thank you for asking respectfully"). One student is the **Observer Coach** (who checks off calibration checklist).
Our Team's adult Calibration Trials
Demonstrate each roleplay. Observers must check the box when completed successfully.
Student Actor
Help Hotline Demonstrated
Observer Sign-Off / Approval
Scenario A: Asking for help on math steps
[ ] Calibrated: ______________
Scenario B: Asking for a band-aid from Nurse
[ ] Calibrated: ______________
Scenario C: Asking for a missing pencil sharpener
[ ] Calibrated: ______________
COOPERATIVE DISCOVERY
Why does utilizing a calm, steady green-light voice tone make school adults listen to your help requests instead of saying "no" immediately?
My Answer: __________________________________________________________________________
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 6 OF 8
CASE FILE: 04
My Daily Communication Log
FOCUS: REAL-WORLD TESTING
Detective Tip: Both respectful adult communication and help-seeking require active daily practice. To secure this manual case file, track three instances when you approached a school adult respectfully to seek help this week.
My Weekly adult Assistance Log
Record three respectful adult communication trials. Fill in every box.
Day / Time
The Problem (What did you need help with?)
How did you ask respectfully? (The Script)
LOG 1 Day: ______ Time: _____
LOG 2 Day: ______ Time: _____
LOG 3 Day: ______ Time: _____
POST-TRACKING REPORT
Look at your log. Explain how using the 3-step Hotline script changed how school adults responded to you.
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 7 OF 8
CASE CLOSED
Final Commanders Review
FOCUS: CURRICULUM FINALIZED!
CURRICULUM ASSISTANCE LOG CONCLUDED Incredible work, Agent! You have successfully completed all self-advocacy case files. You have mapped learning helpers vs. safety helpers, deconstructed respectful body language, and practiced the 3-step Help Hotline script!
My Final Reflections
1. Why does asking a teacher for help respectfully make you a stronger independent student?
2. What is the most important adult communication skill you learned in this manual?
Master Commander Badge
Draw your official adult communication shield!
The Commanders Promise
I promise to use my emotional self-awareness skills when interacting with school adults, approach them with respectful body language, and deploy the polite 3-step Help Hotline script respectfully.
Operator Sign: ___________________________
Official Date: ___________________________
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 8 OF 8
• Scenario C (Flat pencil): WORK INDEPENDENTLY (Sharpener is in desk, can easily solve without adult).
Differentiate Strategies:
Scaffolding: For tactile learners, print "The Help Hotline" on small cardstock cards for their desks. Let them point to the card and read it word-for-word during class.
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
Help-Seeking Decision Board
Read the scenarios below. Decide if the agent should **ASK FOR HELP** immediately, or try solving it **INDEPENDENTLY** first.
SCENARIO A: "You are working on step 3 of a math worksheet, and you don't know what 'sum' means. You read the directions twice but still aren't sure."
MY DECISION: [ ] ASK HELP / [ ] WORK INDEPENDENTLY Why? _________________________________________
SCENARIO B: "Your pencil broke and the tip is completely flat, but you have a sharpener inside your desk pouch."
MY DECISION: [ ] ASK HELP / [ ] WORK INDEPENDENTLY Why? _________________________________________
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 3 OF 8
CASE FILE: 04C
The 3-Step Help Hotline
FOCUS: RESPECTFUL CHANNELS
Communication Code: Walking up to a teacher's desk silently or shouting across the room are both low-success tactics. Master communication by deploying the **3-Step Help Hotline Script** below. It is polite, respectful, and highly effective!
The Help Hotline Script Structure
STEP 1
POLITE ADDRESS: Say the adult's name with a polite greeting. (e.g., "Excuse me, Mr. Smith...")
STEP 2
THE ATTEMPT CHECK: Explain what you have already tried independently. (e.g., "I read the instructions twice...")
STEP 3
THE CLEAR REQUEST: Ask a direct, polite question. (e.g., "Can you show me what to do on step two?")
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 4 OF 8
CASE FILE: 04D
Drafting My Script
FOCUS: ADVOCACY DRAFT
Advocacy Draft task: Draft your own respectful Hotline script. Use the 3-step format. Think of an art or library project where you need extra help because you missed class.
"I tried to __________________________________________________________________"
Step 3 (The Clear Request):
"Can you please ______________________________________________________________?"
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 5 OF 8
GROUP ACTIVITY
The Help Hotline Auditions
COOPERATIVE ROLEPLAY TRIALS
Team Instructions: Form a group of 3 agents. Take turns roleplaying. One student is the **Student** (who delivers their "Help Hotline" script respectfully). One student is the **Teacher/Commander** (who listens and says "Yes, of course, thanks for asking politely"). One student is the **Observer Coach** (who rates their eye contact, polite posture, and volume, checking off calibration boxes).
Our Team's Help-Seeking Trials
Demonstrate each roleplay. Observers must check the box when completed successfully.
Student Actor
Help Script Demonstrated
Observer Sign-Off / Approval
Scenario A: Asking for help on a hard math step
[ ] Calibrated: ______________
Scenario B: Asking where a science book is in the library
[ ] Calibrated: ______________
Scenario C: Asking for a tissue when feeling sick
[ ] Calibrated: ______________
COOPERATIVE DISCOVERY
As a team, why does explaining what you've already tried (Step 2) make the teacher happy to support you?
My Answer: __________________________________________________________________________
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 6 OF 8
CASE FILE: 04E
My Real-World Help Log
FOCUS: WEEKLY TESTING
Detective Tip: Adult communication requires active practice. To secure this case file, track **one respectful adult communication** you deploy this week. Fill out the boxes completely.
My Real-World Help Feeds
LOG A: CLASSROOM TEACHER REQUEST
Write down a time you approached your teacher respectfully to ask for help:
1. What did you ask them? ___________________________________________________________
2. How did they help you? ___________________________________________________________
LOG B: OTHER SCHOOL ADULT REQUEST
Write down a time you approached the nurse, librarian, or playground coach for help:
1. Who was the adult? _______________________________________________________________
2. What did you ask them? ___________________________________________________________
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 7 OF 8
CASE CLOSED
Final Commanders Graduation
FOCUS: MISSION ACCOMPLISHED
COMMUNICATION INVESTIGATION CONCLUDED Incredible achievement, Operator! You have completed your Unit 4 manual. You are now fully certified to contact school commanders respectfully using "The Help Hotline" script!
My Final Reflections
1. Why does asking a teacher for help respectfully make you a stronger independent student?
2. How does using a polite, steady voice (green light) help school adults support your requests?
Commanders Badge
Draw your official Respectful Communication emblem!
The Commanders Promise
I promise to use my communication tools, look school adults in the eye, speak respectfully, explain what I have already tried independently, and always say thank you.
Operator Sign: ___________________________
Confirm Date: ___________________________
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 8 OF 8
• 3. School Librarian matches: "Helps me find exciting books and graphic stories."
PAGE 3 (Help Decisions Key):
• Scenario A (Spelling/Math sum): WORK INDEPENDENTLY (Try reading the instructions twice, then ask).
• Scenario B (Flat pencil tip): WORK INDEPENDENTLY (Can easily solve without teacher help using sharpener).
Differentiate Strategies:
Scaffolding: For tactile learners, print "The Help Hotline" on small cardstock cards for their desks. Let them point to the card and read it word-for-word during a classroom task.
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 2 OF 8
CASE FILE: 05B
Tattling vs. Reporting
FOCUS: CONFLICT SCANNING
System Calibration: School adults are ready to help with emergencies. But sometimes, we run to teachers for minor squabbles that we can easily solve ourselves. We must learn to distinguish between **Tattling** and **Reporting**.
Tattling (To get someone in trouble)
Minor issue / No danger:
• Classroom: "He is using my blue crayon!"
• Hallway: "She took two tissue papers instead of one!"
• Cafeteria: "He made a silly face at me!"
Reporting (To keep someone safe)
Major issue / Real danger:
• Playground: "Someone fell off the slide and can't walk."
• Hallway: "A classmate is being pushed repeatedly."
• Classroom: "Someone spilled water on the computer."
The Scanner Test
Read the events and write if it is TATTLING or REPORTING.
A. "At recess, a classmate kicks a soccer ball onto the school roof." MY LABEL: ___________________
B. "Leo clicked his ballpoint pen three times during independent work." MY LABEL: ___________________
C. "You notice a peer crying under the slide because someone said mean words." MY LABEL: ___________________
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 3 OF 8
CASE FILE: 05C
The Bug & A Wish Script
FOCUS: SQUABBLE OVERRIDES
My Conflict Tool: For minor squabbles (like sharing crayons or recess line disagreements), detectives don't run to teachers. We use **The Bug and a Wish** framework. It is a simple, highly polite script to explain your boundary!
The Conflict Override Code
1. Identify the boundary: "It BUGS me when you..." (Explain the action politely)
2. Propose a solution: "And I WISH you would..." (Explain what you want next time)
Mission 05C: Drafting My Boundary Overrides
Write "The Bug and a Wish" override statements for these common squabbles.
SQUABBLE A: A classmate took your red pencil from your desk without asking.
"It bugs me when you take my red pencil...
And I wish you would ask me first."
SQUABBLE B: A classmate cut in front of you while you were waiting in the recess line.
"It bugs me when you _______________________
And I wish you would ______________________"
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 4 OF 8
CASE FILE: 05D
Somatic Squabble Scan
FOCUS: SQUABBLE PRACTICE
Somatic Override: Screaming at a peer activates their automatic "alarm system." Using "The Bug and a Wish" script in a calm, steady green-light voice signals safety and makes them want to listen! Let's practice drafting these scenarios.
Resolving Playground Squabbles
Draft complete Bug and a Wish statements for these two common scenarios.
SCENARIO A
THE SQUABBLE: You are playing four-square and Leo keeps throwing the ball hard at your chest instead of bouncing it gently.
MY CODE PHRASE: "It bugs me when you throw it hard, and I wish you would bounce it gently."
SCENARIO B
THE SQUABBLE: A classmate borrows your blue marker but leaves the cap off, causing it to dry out.
MY CODE PHRASE: "It bugs me when you __________________, and I wish you would __________________."
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 5 OF 8
GROUP ACTIVITY
Bug and a Wish Auditions
COOPERATIVE ROLEPLAY TRIALS
Team Instructions: Form a group of 3 agents. Take turns roleplaying. One student is the **Initiator** (who delivers their "Bug and a Wish" script politely). One student is the **Receiver** (who listens and says "Okay, I will do that next time"). One student is the **Observer Coach** (who checks off calibration checklist).
Our Team's Conflict Solver Trials
Demonstrate each roleplay. Observers must check the box when completed successfully.
Student Actor
Conflict Solver Demonstrated
Observer Sign-Off / Approval
Scenario A: Marker Cap Left Off Squabble
[ ] Resolved: ______________
Scenario B: Recess Four-Square throwing hard
[ ] Resolved: ______________
Scenario C: Recess Line cutting squabble
[ ] Resolved: ______________
COOPERATIVE DISCOVERY
Why does utilizing a calm, steady green-light voice tone make peers listen to your boundary overrides instead of starting an argument?
My Answer: __________________________________________________________________________
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 6 OF 8
CASE FILE: 05
My Daily Resolution Log
FOCUS: REAL-WORLD TESTING
Detective Tip: Both conflict de-escalating and boundary settings require active daily practice. To secure this manual case file, track three instances when you resolved a minor playground squabble independently using a Bug and a Wish statement.
My Weekly Resolution Log
Record three independent boundary override trials. Fill in every box.
Day / Time
The Squabble (What happened?)
How did you resolve it? (The Script)
LOG 1 Day: ______ Time: _____
LOG 2 Day: ______ Time: _____
LOG 3 Day: ______ Time: _____
POST-TRACKING REPORT
Look at your log. Explain how using "The Bug and a Wish" script changed how your classmates responded during a squabble.
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 7 OF 8
CASE CLOSED
Final Resolution Review
FOCUS: CURRICULUM FINALIZED!
CURRICULUM RESOLUTION LOG CONCLUDED Incredible achievement, Agent! You have successfully completed all conflict-resolution case files. You have mapped de-escalating tools, sorted tattling vs. reporting, and practiced the Bug and a Wish boundary script!
My Final Reflections
1. Why does resolving minor peer conflicts independently make you a stronger member of your class?
2. What is the single most valuable conflict-resolution skill you learned in this manual?
Master Conflict Solver Badge
Draw your official conflict resolution shield!
The Resolution Promise
I promise to use my emotional self-awareness skills to stop conflict fires, distinguish between tattling and reporting, and deploy the polite Bug and a Wish script respectfully.
Operator Sign: ___________________________
Official Date: ___________________________
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 8 OF 8
PAGE 4 (The Bug & A Wish playground squabbles):
• Scenario B (Line cutting): "It bugs me when you cut in front of me in line, and I wish you would walk to the back of the line."
Differentiate Strategies:
Scaffolding: For highly tactile learners, print "The Bug and a Wish" on small cardstock cards for their desks. Let them point to the card and read it word-for-word during a playground squabble.
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 2 OF 8
CASE FILE: 05B
Playground Squabbles
FOCUS: RESOLUTION SCENARIOS
Detective Tip: Squabbles are small playground issues (like sharing balls, cutting in lines, or taking crayons). When we tattle on squabbles, we miss the chance to practice problem-solving ourselves. Let's analyze these scenarios!
Case Study: Recess Ball Dispute
RADAR FEED
THE SQUABBLE: Ben and Clara both want to play with the only red playground ball. Ben runs to the playground monitor shouting: "Teacher! Clara won't let me play with the red ball!" The monitor says: "Did you talk to Clara about finding a compromise first?"
Deconstructing the Squabble
Answer the questions below to evaluate Ben's strategy.
1. Was Ben's shout to the monitor tattling or reporting? Why?
2. What is one compromise Ben could suggest to Clara directly?
"Can we _________________________________________________________________?"
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 3 OF 8
CASE FILE: 05C
The Bug & A Wish Script
FOCUS: POLITE BOUNDARIES
My Conflict Tool: For minor squabbles (like sharing crayons or minor playground disagreements), detectives don't run to teachers. We use **The Bug and a Wish** framework. It is a simple, highly polite script to explain your boundary!
The Conflict Override Code
1. Identify the issue: "It BUGS me when you..." (Explain the action politely)
2. Propose a solution: "And I WISH you would..." (Explain what you want next time)
Why It Works
Why does explaining what bugs you *and* offering a wish make it easy for your classmate to do the right thing next time?
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 4 OF 8
CASE FILE: 05D
Drafting My Overrides
FOCUS: RESOLUTION DRAFT
Resolution Draft task: Draft your own Bug and a Wish scripts for these common school squabbles. Think about using a steady, calm green-light voice!
My Bug & A Wish Practice
SQUABBLE A: A classmate took your red pencil from your desk without asking.
"It bugs me when you take my red pencil...
And I wish you would ask me first."
SQUABBLE B: A classmate cut in front of you while you were waiting in the water fountain line.
"It bugs me when you _______________________
And I wish you would ______________________"
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 5 OF 8
GROUP ACTIVITY
Conflict Solver Auditions
COOPERATIVE ROLEPLAY TRIALS
Team Instructions: Form a group of 3 agents. Take turns roleplaying. One student is the **Initiator** (who delivers their "Bug and a Wish" politely). One student is the **Receiver** (who listens and says "Okay, I will do that"). One student is the **Observer Coach** (who rates their tone, posture, and volume, checking off calibration boxes).
Our Team's Conflict Solver Trials
Demonstrate each roleplay. Observers must check the box when completed successfully.
Student Actor
Squabble Override Demonstrated
Observer Sign-Off / Approval
Scenario A: Pencil/Crayon Squabble
[ ] Resolved: ______________
Scenario B: Cutting/Waiting in Line Squabble
[ ] Resolved: ______________
Scenario C: Sharing Playground Balls Squabble
[ ] Resolved: ______________
COOPERATIVE DISCOVERY
As a team, why is it important to use a calm, steady voice tone (green light!) instead of a shouting tone (red light!) when you say a Bug and a Wish?
My Answer: __________________________________________________________________________
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 6 OF 8
CASE FILE: 05E
My Real-World Resolution Log
FOCUS: WEEKLY PRACTICE
Detective Tip: Independent conflict resolution requires daily practice. To secure this manual case file, track **two times** you solved minor peer squabbles on your own using a Bug and a Wish statement.
My Real-World Resolution Feeds
LOG A: FIRST RESOLUTION STATEMENT
Write down a time you solved a minor squabble using a Bug and a Wish statement:
1. What action was bugging you? ______________________________________________________
2. What was your wish? ______________________________________________________________
LOG B: SECOND RESOLUTION STATEMENT
Write down a second time you solved a playground squabble independently:
1. What action was bugging you? ______________________________________________________
2. What was your wish? ______________________________________________________________
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 7 OF 8
CASE CLOSED
Final Resolution Graduation
FOCUS: CURRICULUM COMPLETED!
CONFLICT RESOLUTION ANALYSIS SECURED Excellent work, Agent! You have successfully completed your Unit 5 manual. You are now fully certified to solve minor peer squabbles independently using "The Bug and a Wish" script!
My Final Reflections
1. Why does independent problem-solving make you a more responsible and trustworthy classmate?
2. What is the most useful conflict resolution skill you learned across this entire Morgan State curriculum workbook series?
Resolution Badge
Draw your official Conflict Solver emblem!
The Resolution Promise
I promise to use my conflict resolution tools, identify tattling, report real safety emergencies, speak calmly using a Bug and a Wish, and respect my classmates' boundaries.
Operator Sign: ___________________________
Confirm Date: ___________________________
EMOTION DETECTIVE AGENCY • RESOLUTION MANUAL PAGE 8 OF 8
• B. Pen clicking -> TATTLING (Minor issue, no danger, only trying to get Leo in trouble).
• C. Crying under slide -> REPORTING (Classmate is hurt and upset, needs adult support).
PAGE 5 (The Bug & A Wish playground squabbles):
• Scenario B (Line cutting): "It bugs me when you cut in front of me in line, and I wish you would walk to the back of the line."
Differentiate Strategies:
Scaffolding: For kinetic learners, focus heavily on the acting trials on Page 6. Let them physically demonstrate how body posture changes when we use "green light" voices.
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
The Respectful Pitch Script
STEP 1
THE PROBLEM STATE: State the problem respectfully using "I." (e.g., "I am feeling worried because I have three tests on Friday...")
STEP 2
THE PROPOSAL: Pitch a clear, fair compromise. (e.g., "Can I turn my reading project in on Monday instead?")
STEP 3
THE POLITE CLOSE: Thank the teacher for their time. (e.g., "Thank you for listening to my request.")
Mission 04B: My Respectful Pitch
Write a script asking your teacher for extra time on an assignment because you were sick.
Step 1 (The Problem State):
"Excuse me, I am feeling ____________________________________________________"
Step 2 (The Proposal):
"Can I please ________________________________________________________________?"
Step 3 (The Polite Close):
"Thank you _________________________________________________________________."
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 3 OF 8
CASE FILE: 04C
Connecting with Commanders
FOCUS: ADULT RELATIONSHIPS
Detective Tip: School adults (teachers, librarian, nurse, principal, counselor) are here to support your school voyage. They are our **Commanders**. Approaching them with a respectful tone is the best way to collaborate!
Commanders Telemetry
Draw lines to connect each school adult to how they support you every day.
1. My Classroom Teacher "Helps me learn subjects like math and reading."
2. The School Nurse "Helps me feel better if I get sick or scraped."
3. The School Librarian "Helps me find exciting books and graphic stories."
My School Commanders
Write down the name of one adult at your school who has helped you this week, and how they supported you:
"My Helper's Name: __________________________________________________________________"
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 4 OF 8
CASE FILE: 04D
Adaptive Channels
FOCUS: ADAPTIVE COMMUNICATION
Communication Decoders: We change our communication channels depending on who we are talking to. Playground talk with friends is loose and casual. Classroom talk with commanders is polite and precise. We must practice matching the channel!
My Channel Calibrations
Read the scenarios. Write down how you would state the request in **Playground Talk** vs. **School Talk**.
SCENARIO A: Asking a friend for a crayon
"Hey, hand me that ___________________________________________________________"
SCENARIO B: Asking a teacher for a calculator
"Excuse me, can I please _____________________________________________________"
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 5 OF 8
GROUP ACTIVITY
The Compromise Auditions
COOPERATIVE NEGOTIATION
Team Instructions: Form a group of 3 agents. Take turns roleplaying. One student is the **Student** (who delivers their "Compromise Pitch" politely). One student is the **Teacher/Commander** (who listens and says "I accept that compromise, thank you"). One student is the **Observer Coach** (who rates their eye contact, polite posture, and volume, checking off calibration boxes).
Our Team's Compromise Trials
Demonstrate each roleplay. Observers must check the box when completed successfully.
Student Actor
Compromise Pitch Demonstrated
Observer Sign-Off / Approval
Scenario A: Asking for extra homework time respectfully
[ ] Calibrated: ______________
Scenario B: Discussing a spelling grade mix-up
[ ] Calibrated: ______________
Scenario C: Pitching a seating rearrangement to teacher
[ ] Calibrated: ______________
COOPERATIVE DISCOVERY
As a team, how does a respectful pitch (using School Talk) increase the chance that a teacher will say "yes" to your compromise?
My Answer: __________________________________________________________________________
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 6 OF 8
CASE FILE: 04E
My Real-World Pitch Log
FOCUS: REAL-WORLD TESTING
Detective Tip: Both respectful adult negotiation and code-switching require active daily practice. To secure this case file, track **one respectful adult compromise pitch** you deploy this week.
My Real-World Pitch Feeds
LOG A: RESPECTFUL ADULT COMPROMISE PITCH
Write down a time you pitched a respectful compromise to a school adult:
1. Who was the adult? ________________________________________________________________
2. What did you ask them? ___________________________________________________________
LOG B: MY SECOND COMPROMISE PITCH
Write down a second time you pitched a respectful compromise independently:
1. Who was the adult? _______________________________________________________________
2. What did you ask them? ___________________________________________________________
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 7 OF 8
CASE CLOSED
Final Commanders Graduation
FOCUS: CURRICULUM COMPLETED!
CASE LOG COMPLETED & SECURED Incredible achievement, Operator! You have completed your Unit 4 manual. You are now fully certified to negotiate compromises with school adults respectfully!
My Final Reflections
1. Why does using respectful "School Talk" to pitch a compromise make you a stronger independent student?
2. What is the most useful self-advocacy skill you learned across this entire Xavier workbook series?
Commanders Badge
Draw your official Respectful Communication emblem!
The Commanders Promise
I promise to use my communication tools, look school adults in the eye, speak respectfully using School Talk, explain my proposals clearly, and always say thank you.
Operator Sign: ___________________________
Confirm Date: ___________________________
EMOTION DETECTIVE AGENCY • CHANNELS MANUAL PAGE 8 OF 8
• "You marked this grade wrong! I should have a B!" matches: "Excuse me, can you help me understand step 2? I noticed a mix-up."
PAGE 4 (Connecting School Adults):
• 1. Classroom Teacher matches: "Helps me learn subjects like math and reading."
• 2. School Nurse matches: "Helps me feel better if I get sick or scraped."
Differentiate Strategies:
Scaffolding: For SPED or English learners, provide "Hotline Script Card Starters" with phrases like: "Excuse me, [Name]..." and "Can I turn this in on..." to lower the writing barrier.
OFFICIAL DIRECTIVE
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The Respectful Pitch Script
STEP 1
THE PROBLEM STATE: State the problem respectfully using "I." (e.g., "I am feeling worried because I have three tests on Friday...")
STEP 2
THE PROPOSAL: Pitch a clear, fair compromise. (e.g., "Can I turn my reading project in on Monday instead?")
STEP 3
THE POLITE CLOSE: Thank the teacher for their time. (e.g., "Thank you for listening to my request.")
Mission 04B: My Respectful Pitch
Write a script asking your teacher for extra time on an assignment because you were sick.
Step 1 (The Problem State):
"Excuse me, I am feeling ____________________________________________________"
Step 2 (The Proposal):
"Can I please ________________________________________________________________?"
Step 3 (The Polite Close):
"Thank you _________________________________________________________________."
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CASE FILE: 04C
Disagreeing Respectfully
FOCUS: ADULT COMMUNICATION
Somatic Signals: Asking respectfully is more than just using polite words. School adults read your **body signals** (eye contact, posture, voice volume) long before they decide to answer your help request!
Scanning Body Signals
Match these physical gestures to their high-probability communication impact.
Defensive / Aggressive Signal
Somatic warning signs:
• Whining or high-pitched shouting
• Slouching with hands in pockets
• Shouting across the classroom
• Stomping feet or crossing arms
Respectful / Seeking Signal
Somatic calm signs:
• Steady, green-light voice volume
• Standing tall with hands at sides
• Walking up to teacher's desk politely
• Making eye contact during script
My Respectful Telemetry Check
Which defensive signal (like whining or arm-crossing) is the most tempting to use when you are frustrated? How can you override it next time?
"Next time, instead of arm-crossing, I will override it by: _________________________________"
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CASE FILE: 04E
Self-Advocacy Scenarios
FOCUS: REAL ADVOCACY
Detective Tip: We encounter many different problems at school where we need to advocate. Test dates, grade mix-ups, or noise distractions are all great times to pitch compromises! Let's practice drafting these scripts.
Resolving Academic Issues
Draft complete compromise statements for these two common scenarios.
SCENARIO A
THE SCENARIO: You notice that your spelling worksheet has a grade mix-up. The teacher marked "cat" wrong even though it was spelled correctly.
MY CODE PHRASE: "Excuse me, I noticed a mix-up on page 2. Can you help me review it?"
SCENARIO B
THE SCENARIO: The classroom is very noisy during reading time because a construction drill is playing outside, and you can't focus.
MY CODE PHRASE: "Excuse me, I am distracted by the noise. Can I please __________________?"
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GROUP ACTIVITY
Respectful Pitch Trials
COOPERATIVE ROLEPLAY TRIALS
Team Instructions: Form a group of 3 agents. Take turns roleplaying. One student is the **Operator** (who delivers their "Respectful Pitch" script politely). One student is the **Commander Teacher** (who listens and says "Of course, thank you for proposing a compromise"). One student is the **Observer Coach** (who checks off calibration checklist).
Our Team's adult Calibration Trials
Demonstrate each roleplay. Observers must check the box when completed successfully.
Student Actor
Comproise Pitch Demonstrated
Observer Sign-Off / Approval
Scenario A: Asking for a grade mix-up review
[ ] Calibrated: ______________
Scenario B: Asking for an Art project extension
[ ] Calibrated: ______________
Scenario C: Asking for a quiet side desk transition
[ ] Calibrated: ______________
COOPERATIVE DISCOVERY
As a team, why does standing tall and using professional "School Talk" make school adults respect your requests?
My Answer: __________________________________________________________________________
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CASE FILE: 04
My Daily Communication Log
FOCUS: REAL-WORLD TESTING
Detective Tip: Both respectful adult communication and self-advocacy require active daily practice. To secure this manual case file, track three instances when you approached a school adult respectfully to pitch a compromise this week.
My Weekly adult Compromise Log
Record three respectful adult compromise pitches. Fill in every box.
Day / Time
The Problem (What did you need to compromise on?)
How did you ask respectfully? (The Script)
LOG 1 Day: ______ Time: _____
LOG 2 Day: ______ Time: _____
LOG 3 Day: ______ Time: _____
POST-TRACKING REPORT
Look at your log. Explain how using "School Talk" compromise pitches changed how school adults responded to you.
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CASE CLOSED
Final Commanders Review
FOCUS: CURRICULUM FINALIZED!
CURRICULUM ADVOCACY CONCLUDED Incredible achievement, Agent! You have successfully completed all Commanders self-advocacy files. You have mapped Playground vs. School Talk, deconstructed respectful body language, and calibrated the 3-step Respectful Pitch script!
My Final Reflections
1. Why does using respectful "School Talk" to pitch a compromise make you a stronger independent student?
2. What is the single most valuable adult communication skill you learned in this manual?
Master Advocate Badge
Draw your official adult communication shield!
The Commanders Promise
I promise to use my emotional self-awareness skills when interacting with school adults, approach them with respectful body language, and deploy the professional "School Talk" script respectfully.
Operator Sign: ___________________________
Official Date: ___________________________
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• Playground complaint C ("pen clicking") matches "Excuse me, I am distracted. Can I work at this side desk?"
• Scenario B (Noise reframe): "Excuse me, I am distracted by the noise. Can I please move my seat to the back of the classroom?"
Differentiate Strategies:
Scaffolding: For highly kinetic students, focus heavily on the Somatic Signals (Page 4). Let them practice standing tall with hands at their sides before speaking to reinforce physical calm.
OFFICIAL DIRECTIVE
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FOCUS: RESOLUTION SCENARIOS
Detective Tip: Ruptures are deep conflict events (like gossiping behind backs, exclusion from chat groups, or sharing secrets). To fix these breaks, we need sincere, intentional apologies. Let's analyze this recess dispute!
Case Study: The Recess Secret Dispute
RADAR FEED
THE RUPTURE: Ben whispered a secret about Clara's test score to another student at recess. Clara found out and sat alone, feeling hurt and isolated. Ben ran up and said: "Sorry you got mad at my joke!" Clara walked away silently.
Deconstructing Ben's Apology
Answer the questions below to evaluate Ben's repair strategy.
1. Why did Clara walk away? What was wrong with Ben's apology statement?
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CASE FILE: 05C
The 3-Part Apology
FOCUS: FRIENDSHIP REPAIR CODE
The Repair Tool: Saying "sorry" is only the first step. To completely repair a broken friendship connection, detectives deploy **The 3-Part Apology**. It is a reliable script that focuses on actions, impact, and a fix!
The 3-Part Apology Structure
PART 1
ACKNOWLEDGE THE ACTION: Say exactly what you did. (e.g., "I am sorry I whispered secrets behind your back...")
PART 2
ACKNOWLEDGE THE IMPACT: Say how it hurt their feelings. (e.g., "I know that hurt your feelings and broke your trust...")
PART 3
OFFER A CHOOSE FIX: Offer a way to make it right in the future. (e.g., "In the future, if I am upset, I will talk to you directly.")
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CASE FILE: 05D
Drafting My Repair Code
FOCUS: REPAIR CODE DRAFT
Repair Code draft task: Draft your own sincere 3-part apology. Think of a time you laughed at a teammate's spelling mistake during reading class, and write a script to ask for their forgiveness.
My 3-Part Apology Script
Part 1 (The Action):
"I am sorry I laughed at _____________________________________________________"
Part 2 (The Impact):
"I know that hurt your feelings and __________________________________________"
Part 3 (The Fix):
"In the future, I promise to ________________________________________________."
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GROUP ACTIVITY
Friendship Repair Auditions
COOPERATIVE ROLEPLAY TRIALS
Team Instructions: Form a group of 3 agents. Take turns roleplaying. One student is the **Apologizer** (who delivers their written 3-part apology respectfully). One student is the **Receiver** (who listens and says "I accept your apology, thank you"). One student is the **Observer Coach** (who rates their eye contact, polite posture, and volume, checking off calibration boxes).
Our Team's Friendship Repair Trials
Demonstrate each roleplay. Observers must check the box when completed successfully.
Student Actor
Friendship Repair Demonstrated
Observer Sign-Off / Approval
Scenario A: Laughing at Drawing Mistake
[ ] Repaired: ______________
Scenario B: Whispering Secrets behind backs
[ ] Repaired: ______________
Scenario C: Excluding a classmate at Recess
[ ] Repaired: ______________
COOPERATIVE DISCOVERY
As a team, why does saying exactly *how* you hurt someone's feelings help repair the friendship, instead of just shouting a quick "sorry" and walking away?
My Answer: __________________________________________________________________________
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CASE FILE: 05E
My Real-World Repair Log
FOCUS: REAL-WORLD DATA
Detective Tip: Sincere friendship repair requires daily practice. To secure this case file, track **one real 3-part apology** you delivered to a friend or classmate this week.
My Real-World Apology Feeds
LOG A: FIRST APOLOGY CALIBRATION
Write down a time you delivered a sincere 3-part apology:
1. What action did you apologize for? _________________________________________________
2. What was the fix you proposed? _____________________________________________________
LOG B: SECOND APOLOGY CALIBRATION
Write down a second time you used the 3-part apology script respectfully:
1. What action did you apologize for? _________________________________________________
2. What was the fix you proposed? _____________________________________________________
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CASE CLOSED
Final Resolution Graduation
FOCUS: CURRICULUM COMPLETED!
FRIENDSHIP REPAIR WORKSHOPS CLOSED Incredible achievement, Operator! You have completed your final Unit 5 manual. You are now fully certified to repair broken connections and apologies independently!
My Final Reflections
1. Why does independent problem-solving make you a more responsible and trustworthy teammate?
2. What is the most useful conflict repair skill you learned across this entire Xavier workbook series?
Resolution Badge
Draw your official Friendship Repair emblem!
The Resolution Promise
I promise to use my conflict resolution tools, identify non-apologies, deliver sincere 3-part apologies, respect my classmates' boundaries, and repair broken friendship connections.
Operator Sign: ___________________________
Confirm Date: ___________________________
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PAGE 3 (Recess Secret Rupture):
• 1. Why did she walk away?: Ben's apology was a non-apology ("Sorry you got mad"). He blamed Clara for reacting, rather than acknowledging his action.
• 2. The Impact: Whispering secrets broke Clara's trust and made her feel isolated on the playground.
Differentiate Strategies:
Scaffolding: For SPED or English learners, print "The 3-Part Apology Card" with fill-in prompts. Give students actual emojis representing action, impact, and fix to map the concepts.
OFFICIAL DIRECTIVE
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CASE FILE: 05B
Sincere vs. Insincere
FOCUS: APOLOGY SCANNING
Friendship Repair: Friends make mistakes. Sometimes we say something mean, share a rumor, or leave someone out. We call this a **Rupture (a break)** in the friendship. To fix it, we must do active **Repair work**—more than just saying a quick "sorry."
The Non-Apology (Weak Code)
Trivial/Insincere comments:
• "Sorry you got mad at me."
• "It was just a joke anyway."
• "Shouting 'I'M SORRY!' while walking away."
The Real Apology (Repair Code)
Sincere connection work:
• Saying exactly what action hurt them.
• Showing you care about their feelings.
• Offering a way to make it right next time.
The Apology Scanner
Read the statements below. Decide if it is a sincere REPAIR CODE, or a weak NON-APOLOGY.
A. "I'm sorry I took your marker without asking. I know that made you frustrated." LABEL: ___________________
B. "I'm sorry, but you shouldn't have been in my way anyway!" LABEL: ___________________
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CASE FILE: 05C
The 3-Part Apology
FOCUS: FRIENDSHIP REPAIR CODE
The Repair Tool: Saying "sorry" is only the first step. To completely repair a broken friendship connection, detectives deploy **The 3-Part Apology**. It is a reliable script that focuses on actions, impact, and a fix!
The 3-Part Apology Structure
PART 1
ACKNOWLEDGE THE ACTION: Say exactly what you did. (e.g., "I am sorry I whispered secrets behind your back...")
PART 2
ACKNOWLEDGE THE IMPACT: Say how it hurt their feelings. (e.g., "I know that hurt your feelings and broke your trust...")
PART 3
OFFER A CHOOSE FIX: Offer a way to make it right in the future. (e.g., "In the future, if I am upset, I will talk to you directly.")
Mission 05C: Drafting My Repair Code
Write a sincere 3-part apology asking your friend for forgiveness after you laughed at their drawing mistake.
Part 1 (The Action):
"I am sorry I ________________________________________________________________"
Part 2 (The Impact):
"I know that _________________________________________________________________"
Part 3 (The Fix):
"In the future, I will ________________________________________________________."
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CASE FILE: 05D
Friendship Repair Scenarios
FOCUS: REAL RESOLUTION
Somatic Override: Apologizing insincerely (like "sorry but you made me do it") keeps the "emergency system" hot. Delivering a sincere 3-part apology in a calm green-light voice signals safety and repairs the connection loop!
Resolving Deep Friend Conflicts
Draft complete 3-part apologies for these two common scenarios.
SCENARIO A
THE SCENARIO: You promised your friend you would play with them at recess, but you played ball with a different group instead, leaving them alone.
MY CODE PHRASE: "I am sorry I played ball instead. I know you felt left out. Next time I will play."
SCENARIO B
THE SCENARIO: You whispered a silly secret about Mia during reading class, and now other students are laughing.
MY CODE PHRASE: "I am sorry I whispered. I know that __________________, and I wish __________________."
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GROUP ACTIVITY
Friendship Repair Auditions
COOPERATIVE ROLEPLAY TRIALS
Team Instructions: Form a group of 3 agents. Take turns roleplaying. One student is the **Apologizer** (who delivers their written 3-part apology respectfully). One student is the **Receiver** (who listens and says "I accept your apology, thank you"). One student is the **Observer Coach** (who checks off calibration checklist).
Our Team's Friendship Repair Trials
Demonstrate each roleplay. Observers must check the box when completed successfully.
Student Actor
Friendship Repair Demonstrated
Observer Sign-Off / Approval
Scenario A: Laughing at Drawing Mistake
[ ] Repaired: ______________
Scenario B: Whispering Secrets behind Mia's back
[ ] Repaired: ______________
Scenario C: Recess exclusion squabble
[ ] Repaired: ______________
COOPERATIVE DISCOVERY
As a team, why does saying exactly *how* you hurt someone's feelings help repair the friendship, instead of just shouting a quick "sorry" and walking away?
My Answer: __________________________________________________________________________
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CASE FILE: 05
My Daily Friendship Repair Log
FOCUS: REAL-WORLD TESTING
Detective Tip: Both friendship de-escalating and repair require active daily practice. To secure this manual case file, track three instances when you repaired a broken friendship connection using a sincere 3-part apology statement this week.
My Weekly Friendship Repair Log
Record three friendship repair override trials. Fill in every box.
Day / Time
The Rupture (What did you do?)
How did you resolve it? (The Script)
LOG 1 Day: ______ Time: _____
LOG 2 Day: ______ Time: _____
LOG 3 Day: ______ Time: _____
POST-TRACKING REPORT
Look at your log. Explain how using "The 3-Part Apology" script changed how your classmates responded during a conflict.
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CASE CLOSED
Final Resolution Review
FOCUS: CURRICULUM FINALIZED!
CURRICULUM RESOLUTION LOG CONCLUDED Incredible achievement, Agent! You have successfully completed all conflict-resolution case files. You have mapped de-escalating tools, sorted tattling vs. reporting, and practiced the 3-Part Apology repair boundary script!
My Final Reflections
1. Why does resolving deep friend conflicts sincerely make you a stronger member of your class?
2. What is the single most valuable conflict-resolution skill you learned in this manual?
Master Conflict Solver Badge
Draw your official conflict resolution shield!
The Resolution Promise
I promise to use my emotional self-awareness skills to stop gossip fires, distinguish between tattling and reporting, and deploy the sincere 3-Part Apology script respectfully.
Operator Sign: ___________________________
Official Date: ___________________________
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• Scenario B (Whispering): "I am sorry I whispered. I know that hurt your feelings and broke your trust, and I wish you would forgive me. In the future, I will talk directly to you instead."
Differentiate Strategies:
Scaffolding: For highly kinetic students, focus heavily on the Somatic Signals (Page 4). Let them practice standing tall with hands at their sides before speaking to reinforce physical calm.
OFFICIAL DIRECTIVE
EMOTION DETECTIVE AGENCY • DIRECT SERVICE MANUAL PAGE 2 OF 2
