Session 1 Lesson Plan Session 1: Understanding Avoidance
Escape Avoidance Trap • Group Lesson Plan
40 Minutes
Objective
Students will define ‘avoidance,’ identify real-life examples, and practice spotting avoidance behaviors in scenarios to build awareness and readiness for deeper strategies.
Why This Matters
Understanding avoidance lays the foundation for improving academic engagement and personal growth. Early recognition helps students break unhelpful cycles and build resilience.
Materials Needed
Session 1 Slide Deck
Session 1 Discussion Prompts
Session 1 Scenario Cards
Session 1 Exit Ticket
Teacher Prep (10 Mins)
Print or load Session 1 Slide Deck
Print Scenario Cards for groups of 3–4
Print Discussion Prompts (1 copy)
Copy Exit Ticket for each student
Review definitions and examples to ensure clarity
Instructional Sequence
5
Introduction
• Greet students and overview today’s agenda.
• Hook: Ask: “When have you put off a task and why?”
• Transition: “Today we’ll learn what avoidance is and how to spot it.”
10
Define Avoidance
• Display definition slide in Slide Deck .
• Read and discuss definition together.
• Use questions 1–3 from Discussion Prompts to elicit examples.
• Summarize key points on whiteboard or chart paper.
15
Scenario Analysis Activity
• Divide students into groups of 3–4.
• Distribute one set of Scenario Cards per group.
• Instruct groups to identify avoidance behaviors, consequences, and alternative actions.
• Circulate to prompt deeper thinking and support groups.
10
Wrap-Up & Exit Ticket
• Whole class debrief: select one group to share their analysis.
• Highlight common themes (fear, effort, priorities).
• Distribute Exit Ticket : Students define avoidance in their own words and provide an example.
• Collect as they depart.
Session 1 Slide Deck Escape Avoidance Trap
Session 1:
Understanding Avoidance
How to spot the cycle before it stops you.
Teacher Notes: Welcome students. Introduce the program and Session 1 focus.
Today's Agenda
What Is Avoidance?
Avoidance is deliberately putting off or steering clear of tasks, situations, or feelings—even when doing so causes problems later.
Avoidance in Everyday Life
Procrastinating on big projects
Skipping chores or tasks
Avoiding hard conversations
Ignoring tough school subjects
Quick Discussion
?
When have you put off a task and why?
?
How did delaying affect you?
?
What made it hard to start?
Activity: Scenario Analysis
Put your detective hat on.
1 Form groups of 3–4
2 Read scenario cards
3 Identify avoidance behaviors
4 Note consequences & alternatives
Pro-Tips for Group Work:
• Listen respectfully
• Share the floor
• Ask "What else?"
• Focus on behaviors
Sharing Insights
Which scenario did you discuss?
What behaviors and consequences did you spot?
Key Takeaways
Avoidance is delaying tasks or feelings.
It shows up in school, home, and friendships.
Recognizing it helps us act sooner.
Exit Ticket
Define avoidance in your own words and give one example from your life or a scenario.
Submit as you leave
Session 1 Discussion Prompts Session 1 Discussion Prompts
Escape Avoidance Trap • Facilitator Resource
"Use these open-ended questions to kick off today’s conversation about avoidance. Encourage students to share honestly and build on each other’s ideas. Listen for common themes like fear of failure or feeling overwhelmed."
1
The Personal Hook
Think of a time you delayed or avoided doing something important. What was the task, and why did you put it off?
Follow-up Prompts:
Was it a school project, a conversation, or a chore?
What was the "easy" alternative you did instead?
2
The Emotional Impact
How did avoiding that task make you feel both at the moment and afterward? What thoughts went through your mind?
Follow-up Prompts:
Did you feel relief at first?
When did that relief turn into stress?
3
Identifying Obstacles
What kinds of thoughts or obstacles usually hold you back from starting difficult tasks? How do they affect your decisions?
Follow-up Prompts:
Do you tell yourself "I'll do it later when I have more energy"?
Does the task just feel too big to handle?
Facilitator Tip
If students are hesitant to share personal stories, share a low-stakes example of your own avoidance first to model vulnerability and normalize the behavior.
Session 1 Scenario Cards Scenario Cards
Session 1: Understanding Avoidance • Group Activity
How to Play:
In your group, take turns reading a card. Together, discuss: (1) What is the Avoidance Behavior ? (2) What are the Consequences ? (3) What is an Alternative Action ?
1
You have a big science project due next week but haven’t started your research. Instead, you spend hours scrolling through social media.
School
2
You got a low grade on your last math test but you avoid checking the grade report and don’t ask your teacher for help.
Grades
3
You owe your little brother $10 but keep dodging his texts asking when you’ll pay him back.
Family
4
Your room is a mess and your laundry basket is overflowing, yet you keep putting off cleaning it because you’d rather play video games.
Home
5
You need to write a 500-word essay for English class this weekend but spend the evening watching movies instead of outlining your draft.
Writing
6
You promised your parents you’d help them with yard work on Saturday, but when the day arrives, you stall and convince yourself you’ll do it “later.”
Responsibility
7
You’re nervous about a difficult conversation with a friend who’s upset with you, so you avoid their calls and hope the problem goes away.
Friendship
8
You have an upcoming dentist appointment you’ve been dreading. You keep rescheduling and never actually go.
Health
9
You’ve had two weeks to study for a history quiz but keep putting it off until you realize there’s only one night left.
Testing
10
You know you need to practice your guitar for the school talent show, but you avoid it by hanging out with friends and telling yourself you’ll practice tomorrow.
Talent
Session 1 Exit Ticket Exit Ticket
Session 1: Understanding Avoidance
Escape Avoidance Trap
Student Name:
Date:
1
Define avoidance in your own words.
2
Provide one example of avoidance from your life or a scenario we discussed today.
Recognizing the trap is the first step to escaping it.
Session 2 Lesson Plan Session 2: Identifying Triggers
Escape Avoidance Trap • Group Lesson Plan
40 Minutes
Objective
Students will identify emotional triggers that lead to avoidance, understand the feelings behind those triggers, and begin reflecting on personal patterns to inform future coping strategies.
Why This Matters
By recognizing what emotions prompt avoidance, students can address root causes rather than just symptoms, laying groundwork for healthier habits and improved academic and personal outcomes.
Materials Needed
Session 2 Slide Deck
Session 2 Discussion Prompts
Trigger Identification Worksheet
Session 2 Exit Ticket
Teacher Prep (10 Mins)
Print or load Session 2 Slide Deck
Print Discussion Prompts (1 copy)
Print Trigger Worksheet for each student
Copy Exit Ticket for each student
Review common emotional triggers (anxiety, boredom, fear)
Instructional Sequence
5
Recap & Warm-Up
• Review Session 1: Define avoidance (delaying tasks/feelings).
• Ask: “What situations made you recognize avoidance last time?”
• Transition: “Today we’ll explore why we avoid by looking at emotional triggers.”
10
Define Emotional Triggers
• Show trigger definition slide: "Feelings or thoughts that prompt us to avoid."
• Discuss common triggers: fear of failure, boredom, anxiety.
• Use Discussion Prompts to elicit personal experiences with these emotions.
15
Trigger Identification Activity
• Distribute Trigger Identification Worksheet .
• Students list avoided tasks, emotions felt, and rate intensity.
• Pair & Share: Form pairs to share one example and emotion.
• Circulate to support reflection on thought patterns (e.g., "I'm not good at this").
10
Wrap-Up & Exit Ticket
• Whole class debrief: Invite 2–3 volunteers to share an insight.
• Highlight patterns (e.g., anxiety before tests/social situations).
• Distribute Exit Ticket : Identify one personal trigger and one small step for next time.
Session 2 Slide Deck Escape Avoidance Trap
Session 2:
Identifying Triggers
The "Why" behind the "When."
Recap: Session 1
Avoidance = Delaying tasks or feelings.
Shows up as procrastination, skipping, or ignoring.
First step is simply spotting it.
Today's Agenda
1 Define Triggers
2 Common Emotions
3 ID Worksheet
4 Pair & Share
What Are Emotional Triggers?
"Feelings or thoughts that prompt us to avoid tasks, situations, or responsibilities."
Common Triggers
Fear of Failure
Anxiety
Boredom
Frustration
Shame
What else?
Quick Discussion
01 What emotions tend to make you avoid tasks?
02 Can you share a time you felt this emotion?
03 How did it influence your behavior?
Worksheet: Trigger ID
1 List tasks you’ve avoided recently.
2 Note the emotion you felt (be specific!).
3 Rate intensity from 1 to 5.
4 Identify the "Thought Pattern" behind it.
Key Takeaways
Emotional triggers drive avoidance.
Fear, boredom, and anxiety are common signals.
Naming the feeling is the first step to beating it.
Exit Ticket
Write one trigger you noticed today and one small step you can take next time to face it.
Submit as you leave
Session 2 Discussion Prompts Session 2 Discussion Prompts
Escape Avoidance Trap • Facilitator Resource
"Use these prompts to dig into the 'Why.' Many students know they are avoiding, but haven't yet linked it to a specific emotion. Help them bridge that gap."
1
Emotional Mapping
What emotions tend to make you avoid tasks (e.g., fear, anxiety, boredom)? Describe a recent time you felt one of these emotions and explain how it influenced your decision to delay.
Follow-up:
Was the emotion loud (like anxiety) or quiet (like boredom)?
How quickly did you decide to avoid? Was it instant?
2
The Physical Link
Think of a moment when fear of failure or worry held you back. What thoughts went through your mind, and how did your body react (e.g., racing heart, sweaty palms, heavy stomach)?
Follow-up:
Did your body feel like it was in "fight or flight"?
How does that physical feeling change your focus?
3
Pushing Through
How do you usually cope when frustration or embarrassment arises while working on a challenging task? Have you ever found a strategy that helped you push through?
Follow-up:
What's the difference between "giving up" and "taking a break"?
What's one thing you could tell yourself next time you feel that way?
Handling Resistance
Students may say "I'm just lazy." Challenge this. Laziness is rarely the root; fear or boredom usually is. Ask: "What are you afraid might happen if you try and fail?"
Trigger Identification Worksheet Trigger Identification
Session 2: Understanding the "Why"
S2
Name
Date
Task You Avoided Emotion Felt Intensity (1-5) Thought Patterns 12345
| |
| | |
12345
| |
| | |
12345
| |
| | |
12345
| |
| | |
12345
| |
Thinking Deeply:
Look at your patterns. What thought pops up the most? (e.g. "I'll do it later," "I'm not good at this," "This is useless")
*Intensity Scale: 1 (Small nudge to avoid) to 5 (Feeling totally paralyzed)
Session 2 Exit Ticket Exit Ticket
Session 2: Identifying Triggers
Student Name:
Date:
1
Write one emotional trigger you noticed today.
2
Write one small step you can take next time to face that trigger.
Action beats anxiety every time.
Session 3 Lesson Plan Session 3: Breaking the Cycle
Escape Avoidance Trap • Group Lesson Plan
40 Minutes
Objective
Students will learn tactical strategies like 'The 5-Minute Rule' and 'Chunking' to break the momentum of avoidance and successfully start challenging tasks.
Why This Matters
The hardest part of any task is starting. By providing low-friction techniques, we reduce the emotional weight of a task, making it easier for students to bypass their avoidance triggers.
Materials Needed
Session 3 Slide Deck
Strategy Breakdown Sheet
Task Shredder Worksheet
Session 3 Exit Ticket
Instructional Sequence
5
The Momentum Trap
• Recap Session 2 (Triggers). Ask: "Who noticed a trigger this week?"
• Intro the "Wall of Awful": The more we avoid, the bigger the task feels.
• Goal: Today we learn tools to smash the wall.
10
Strategy 1: The 5-Minute Rule
• Definition: Promise yourself you will work for only 5 minutes. If you want to stop after 5, you can.
• Discuss: Why does this work? (Reduces fear/pressure).
10
Strategy 2: Chunking (Task Shredder)
• Definition: Breaking a massive project into tiny, "stupid-simple" steps.
• Example: Instead of "Do Science Project," step 1 is "Open laptop."
15
Application Activity
• Distribute Task Shredder Worksheet .
• Students take one major task they've been avoiding and "shred" it into 5 tiny steps.
• Share steps with a partner for feedback.
• Distribute Exit Ticket to close.
Session 3 Slide Deck Escape Avoidance Trap
Session 3:
Breaking Cycle
Tactics for when you're stuck.
The Momentum Trap
"The longer we avoid a task, the larger and scarier it grows in our minds."
Starting is the hardest part. Once you're moving, you're winning.
The "Wall of Awful"
Tool #1: The 5-Minute Rule
"Promise to work for just 5 minutes. After that, you are allowed to stop."
Usually, once the timer goes off, you'll want to keep going.
Tool #2: Chunking
Old Way:
"Write History Essay"
(Too big, too vague, too scary)
New Way:
Open blank doc
Title the doc
Write 1st sentence
Activity: Task Shredder
1. Grab the Task Shredder worksheet.
2. Pick the task you're avoiding MOST right now.
3. Shred it into 5 "stupid-simple" steps.
Action Beats Overwhelm.
Final Charge
Start small to win big.
The 5-Minute Rule breaks the block.
Shred your tasks until they aren't scary.
Task Shredder Worksheet The Task Shredder
Session 3: Strategy & Action
Name
Date
The Big Scary Task You're Avoiding
Shred it into 5 "Stupid-Simple" Steps:
Remember: Each step should take less than 2 minutes to complete.
1
Example: "Open my backpack and find the prompt."
2
3
4
5
My 5-Minute Promise:
"I will spend 5 minutes on Step 1. If I want to stop after that, I can. But I will start today."
Session 3 Exit Ticket Exit Ticket
Session 3: Breaking the Cycle
Student Name:
Date:
1
Which strategy do you like best: 5-Minute Rule or Chunking? Why?
2
What is the very first tiny step of the task you shred today?
The first step is the hardest. The rest is just momentum.
Session 4 Lesson Plan Session 4: Facing the Fear
Escape Avoidance Trap • Group Lesson Plan
40 Minutes
Objective
Students will explore the role of self-talk and growth mindset in overcoming fear-based avoidance, practicing how to flip negative scripts into action-oriented thoughts.
Why This Matters
Most avoidance is rooted in a fear of "not being enough" or "getting it wrong." By changing the internal narrative, we give students the courage to fail and the resilience to keep trying.
Materials Needed
Session 4 Slide Deck
Script Flip Cards
Growth Mindset Reference Sheet
Session 4 Exit Ticket
Instructional Sequence
5
The Voice in Your Head
• Hook: "What does your brain say when a task looks hard?"
• Examples: "I can't do this," "I'll look stupid," "I'll do it later."
• Intro: These scripts are avoidance triggers in disguise.
10
The Script Flip
• Fixed Script: "I'm not good at math, so why bother?"
• Growth Flip: "I'm not good at math yet . If I start, I can learn."
• Teach the "Power of Yet."
15
Script Flip Activity
• Divide into pairs.
• Give each pair a Script Flip Card with a common negative thought.
• Pairs must come up with 2 "flips" (one growth mindset, one action-based).
• Pairs present their flips to the group.
10
Reflection & Exit
• Discuss: "Does the fear go away?" (Answer: No, but the voice gets quieter).
• Distribute Exit Ticket : Students identify one negative script they use and their personal flip.
Session 4 Slide Deck Escape Avoidance Trap
Session 4:
Facing the Fear
Rewriting the scripts that keep you stuck.
The Inner Voice
The Avoidance Script:
"If I don't try, I can't fail."
"Everyone will know I'm dumb."
These scripts feel like facts, but they are just fear talking.
Mindset Matters
Fixed Mindset
"I'm not good at this."
"Effort is for people who aren't smart."
Growth Mindset
"I'm not good at this YET."
"Failures are just data points."
YET
One tiny word that breaks the avoidance spell.
"I don't know how to do this... yet."
Activity: Script Flip
1. Pair up with a partner.
2. Grab a Script Card.
3. Write two "flips" on the back.
4. Share with the group.
Change your thoughts, change your action.
The Fear Stays...
"Bravery isn't the absence of fear. Bravery is doing it even when you're terrified."
Script Flip Cards Script Flip Cards
Session 4: Mindset & Resilience
"Read the Fixed Mindset thought on the front. On the back, write two 'Flips': One that uses the Power of Yet and one that is a Small Action Step ."
Fixed Thinking
"I'm just not a math person. There's no point in even trying."
Fixed Thinking
"Everyone else is finished. I'm so behind, I might as well quit."
Fixed Thinking
"If I ask for help, the teacher will think I wasn't listening."
Fixed Thinking
"I'm going to mess this up anyway, so I'll just do it later."
The Flip Guide
Flip Type A: The "Yet"
Add "Yet" to the end of the thought. Focus on the fact that your brain can grow.
Flip Type B: Tiny Action
Replace the worry with a 2-minute task. Focus on what you can do right now.
Session 4 Exit Ticket Exit Ticket
Session 4: Facing the Fear
Student Name:
Date:
1
What is one negative script you often tell yourself?
2
Write your Script Flip using the "Power of Yet" or a small step.
Courage is a muscle. The more you use it, the stronger it gets.
Session 5 Lesson Plan Session 5: Building Resilience
Escape Avoidance Trap • Group Lesson Plan
40 Minutes
Objective
Students will synthesize their learning by creating a personal 'Escape Plan' for future avoidance traps and celebrating their progress through group reflection.
Why This Matters
Sustainability is key. This session ensures students have a physical reminder of their tools and a sense of community support as they continue to face academic and personal challenges.
Materials Needed
Session 5 Slide Deck
The Escape Plan Worksheet
Reflection Discussion Guide
Group Certificates (Optional)
Instructional Sequence
5
The Toolkit Review
• Quick-fire review: Definition, Triggers, Shredding, Flipping.
• Ask: "Which tool was your favorite?"
20
Project: The Escape Plan
• Distribute The Escape Plan Worksheet .
• Students identify a "Final Boss" task (something they know will be hard in the future).
• They map out exactly which triggers to watch for and which strategies to use.
• Encourage creative layouts (map, blueprint, or list).
15
Circle Reflection & Close
• Move chairs into a circle.
• Round-robin: One thing you've already faced or fixed since starting this group.
• Final Encouragement: "Avoidance is a habit, but so is action. Keep practicing."
• Hand out completion certificates or snacks to celebrate the group's hard work.
Session 5 Slide Deck Escape Avoidance Trap
Session 5:
Building Resilience
The journey doesn't end here.
Your Toolkit
Identify
Spot the Triggers
Start
5-Minute Rule
Analyze
The Task Shredder
Mindset
Script Flipping
Project: The Escape Plan
A Pick a "Final Boss" task (something hard in the future).
B Map out the triggers and the voice in your head.
C Choose your weapons (Rule, Shred, or Flip).
The Action Circle
"What is one thing you've already faced or fixed since we started this group?"
Mission: Possible
Avoidance is just a habit. Action is a muscle.
You have the tools. Now use them.
The Escape Plan Worksheet My Escape Plan
Session 5: Mission Synthesis
Name
Date
The "Final Boss" Task:
Potential Triggers:
Fear of Failure
Boredom / Frustration
Overwhelm (Too Big)
My Strategy:
My "Script Flip":
My 1st Tiny Shredded Step:
The "5-Minute" Reminder:
"I will start at [time] ________ and work for exactly 5 minutes."
The Escape Oath
"I know avoidance is a trap that keeps me small. I commit to recognizing the voice in my head, shredding the big tasks, and starting with just five minutes of effort."
Signature of Action
