Trigger Mapping Slides TRIGGER MAPPING
Lesson 1: Defining the Fear Structure
The Post-Grad Panic
Think about life after high school. What is the one thing that makes your stomach flip?
Moving into a dorm alone
Choosing a major
Working a full-time job
THE CHALLENGE:
"Identify the specific catastrophe you are predicting. Not just 'it will be bad,' but 'exactly what do I fear will happen?'"
The Anatomy of a Fear
1. The External Trigger
The Situation or Object
Example: Giving a 5-minute presentation in front of the class.
2. The Catastrophic Prediction
The Internal Narrative
Example: "I will forget my words, my face will turn bright red, and everyone will laugh at me."
Exposure therapy aims at the prediction, not just the situation.
Why do we Map?
Specificity
Vague fears are hard to fight. Mapping turns "I'm scared of crowds" into "I fear being trapped in the middle of a row."
Inhibitory Learning
We aren't just "getting used" to the fear; we are collecting evidence that our catastrophe didn't happen.
Common Performance Triggers
Audience Size
1 person vs. 10 people vs. 100 people.
Eye Contact
Fixed gaze vs. scanning the room.
Duration
30 seconds vs. 30 minutes.
Familiarity
Friends vs. strangers vs. evaluators.
Preparation
Fully scripted vs. bullet points vs. impromptu.
Platform
Sitting down vs. standing at a podium.
Workshop Phase
Use the Fear Anatomy Worksheet to select your performance anxiety scenario and map out its structure.
Goal: Identify 1 Trigger + 1 Catastrophe + 3 Variables
Fear Anatomy Worksheet Fear Anatomy
Diagnostic Worksheet // Module 1.0
STUDENT: ________________________________
DATE: ____________________
01. SCENARIO SELECTION
Select a performance-based anxiety scenario that you will focus on for the duration of this unit. This should be something relevant to your current life or immediate future.
Public Speaking / Presentation
Job Interview / College Interview
Social Performance (e.g. initiating convo)
Other: _________________________
02. TRIGGER VS. CATASTROPHE
EXTERNAL TRIGGER
Describe the specific situation in objective terms (Who, what, where).
CATASTROPHIC PREDICTION
What is the "worst-case scenario" your brain is predicting will happen?
03. MODULATING VARIABLES
What specific factors make this fear better or worse? Identify three variables you can change to increase or decrease the intensity of the exposure.
Variable #1:
Example: Audience Size (1-20)
Variable #2:
Example: Eye Contact (None to Direct)
Variable #3:
Example: Script (Full vs. Impromptu)
"You are not mapping the danger of the situation, but the intensity of the expectation."
Trigger Discovery Facilitation Guide Trigger Discovery
Facilitation Guide // Lesson 1
Instructional Objective
To transition students from "general anxiety" to "targeted exposure design." By the end of this lesson, students should understand that we don't just "face our fears"—we systematically test the accuracy of our catastrophic predictions.
Core Skill: Cognitive Reframing
Moving from "This will be scary" to "I predict X will happen if I do Y."
Pacing
Hook/Intro 10m
Concept Slide 15m
Workshop Phase 20m
Share/Debrief 10m
Facilitation Key Points
Discussion Prompts
"What makes a prediction 'catastrophic'?"
Encourage them to look for 'all-or-nothing' language like *everyone*, *always*, *never*.
"Why is 'I'll feel nervous' not a catastrophe?"
Help them distinguish between a symptom and a consequence.
Watch Out For
Vague Triggers: Students saying "I'm scared of school." Probe for specific triggers: "A specific class? The hallway at lunch? Being called on?"Safety Behaviors as Triggers: Students might say "having my notes taken away" is the trigger. Remind them that is a *variable* they can change later.
Hook Strategy: Post-Grad Panic
Ask students to write down their biggest post-graduation fear on an index card. Then, ask them to flip the card and write exactly what they think will happen if that fear comes true. Collect a few anonymous cards and read them aloud to demonstrate the difference between a "fear" (The Unknown) and a "prediction" (I will fail out and my parents will be ashamed).
Anchoring the Scale Slides ANCHORING THE SCALE
Lesson 2: Defining the Range
Meet the SUDS
Subjective Units of Distress Scale
A "distress thermometer" from 0 to 100 used to measure how much anxiety or discomfort a situation causes you.
Key Word: Subjective
My 80 might be your 40. There is no "wrong" answer, only your honest feeling.
100 Absolute Panic
75 Strong Distress
50 Moderate / Edgy
25 Mild Concern
0 Total Peace
The Anchor Points
The Baseline (0-20)
A version of your trigger that causes almost no stress, but is still related.
Example: Public Speaking
"Talking about my favorite hobby to my dog in my room."
The Peak (90-100)
The most intense, challenging version of the trigger that you can imagine.
Example: Public Speaking
"Giving an impromptu graduation speech to 2,000 strangers."
The Price is Right: SUDS Edition
We're going to see a series of scenarios. Your job is to guess the average "SUDS Price" for a 12th grader. How much does it cost in stress?
Karaoke Night
CEO Interview
First Date
Calibration Check
When setting your anchors, ask yourself:
Workshop Instruction
Grab your SUDS Calibration Worksheet . You will define your own personal 0 and 100 for the scenario you picked yesterday.
SUDS Calibration Worksheet SUDS Calibration
Instrument Tuning // Module 2.0
Scale Reference
Student Practitioner
________________________________________
Target Scenario
__________________________
"Before we build the rungs, we must set the anchors. Your 0 is your baseline safety; your 100 is your maximum distress. Both must be specifically related to your chosen anxiety scenario."
100
THE PEAK ANCHOR
Describe the most intense, overwhelming, but physically possible version of your performance scenario. This is the "End Game" of your exposure plan.
Physiological Prediction
What will my body be doing at 100 SUDS?
Catastrophe Likelihood
Scale of 1-10, how likely is the 'failing'?
0-10
THE BASELINE ANCHOR
Describe the easiest version of this situation. It should feel slightly related to the fear, but cause almost zero anxiety. This is where you would comfortably start.
Final Calibration Check
Is there a clear, logical path from your 0 to your 100?
Yes
No
SUDS Game Guide SUDS: The Price is Right
Activity Facilitation Guide // Lesson 2
HOOK ACTIVITY
Learning Goal
To help students internalize the SUDS scale and understand its subjective nature. Students will practice estimating distress levels across common high-school scenarios.
Duration
15
Minutes
Step-by-Step Instructions
01
Explain the Rules
Tell students they will see a scenario. They must write down what they think the average SUDS rating for a typical 12th grader would be. The "closest guess without going over" is just for fun—the real value is in the discussion of *why* people chose different numbers.
02
Present Scenarios
Read each scenario aloud. Have students hold up their fingers (1-10) or whiteboards with their 0-100 rating.
03
Probe for Subjectivity
When you see a wide range (e.g., someone says 20 and someone says 90), ask both students to explain their reasoning. This highlights how individual history and temperament affect SUDS.
The Scenario List
Asking a stranger for directions.
Karaoke in front of 20 friends.
Parallel parking on a busy city street.
Opening college decision letters.
Giving a speech at your best friend's wedding.
Teacher Pro-Tip
"Pay close attention to 'outliers.' If a student rates 'Asking a stranger for directions' as a 100, they might have a social anxiety trigger that would be perfect to use for their hierarchy construction. Validate the high ratings—it builds the safe environment needed for exposure work."
Variable Manipulation Slides BRIDGING THE GAPS
Lesson 3: Incremental Design
Mind the Gap
Most people try to jump from 0 to 100 in one go. That's not therapy; that's torture.
The Goal of Design:
Create "jumps" that are manageable (usually 15-20 SUDS apart). If a jump is too big, the student won't do it. If it's too small, they won't learn.
100 (Peak)
80?
60?
40?
20 (Base)
How to Build a Rung
To move from a 40 to a 60, you manipulate Variables .
Duration
Short (30s) vs. Long (10m). The longer the exposure, the higher the SUDS (usually).
Distance
Far away (back of room) vs. Close (front row). Proximity increases intensity.
Social Context
Solo vs. Supported vs. Evaluated. Performing for a friend is easier than a boss.
Case Study: Job Interview
25 SUDS
Reading common interview questions alone.
50 SUDS
Record a video of yourself answering one question.
75 SUDS
Live mock interview with a teacher you know well.
100 SUDS
Real interview for a job you actually want.
What variables changed? (Format, Support, Stakes)
Drafting Phase
Take your anchors and fill in the Hierarchy Construction Blueprint . Aim for 4 distinct intermediate steps.
Design Rule
If you can't imagine doing step 3 after step 2, the rung is too high. Add a step in between.
Hierarchy Construction Blueprint HIERARCHY BLUEPRINT
SYSTEMATIC DESENSITIZATION PROTOCOL // BUILD V.1
100
The Peak Anchor
(Transfer from Lesson 2)
80
High Challenge
60
Moderate Challenge
40
Low Challenge
20
Baseline Entry
0
The Baseline Anchor
(Transfer from Lesson 2)
Primary Variables
What did you change to make the rungs move up?
Audience Size
Location / Setting
Degree of Support
Preparation Time
Other: _________
Design Checklist
All steps are logically connected.
No SUDS gap is larger than 25 units.
Steps are safe and ethical.
PRACTITIONER SIGN-OFF
Rung Modulation Cheat Sheet Rung Modulation
The Designer's Cheat Sheet
V.1.0
Use this guide to adjust the "intensity volume" of an exposure exercise. By tweaking these variables, you can transform a single trigger into multiple rungs on your hierarchy.
DURATION
DECREASE SUDS INCREASE SUDS
Exposure for 30 seconds Exposure for 10+ minutes
Reading 1 paragraph Reading a 10-page script
SOCIAL CONTEXT
DECREASE SUDS INCREASE SUDS
Solo / Alone Unfamiliar Strangers
Supportive Friend Authority / Evaluator
LOCATION
DECREASE SUDS INCREASE SUDS
Familiar Space (Home) New/Public Space
Back of the room Front and Center
SCRUTINY
DECREASE SUDS INCREASE SUDS
Informal / Practice Formal / High-Stakes
Anonymous Face-to-Face
The "Half-Step" Strategy
If a student is stuck between a 50 and a 70 SUDS rung, ask:
Spotting Safety Behaviors Slides NO CHEAT CODES
Lesson 4: Safety Behaviors
The Invisible "Crutch"
Safety Behaviors are the subtle things we do to "survive" a scary situation. They feel helpful, but they actually keep the fear alive.
The Logic
"I only survived that presentation because I didn't look anyone in the eye."
The Problem
Your brain never learns that the audience is safe—it only learns that avoiding eye contact saved you.
Common Performance "Cheats"
Gaze Avoidance
Looking at the floor, the ceiling, or the back wall instead of faces.
Speech Padding
Speaking very fast to "get it over with" or using excessive "um"s and "like"s.
Social Buffers
Holding a phone, a water bottle, or clutching notes like a shield.
Masking
Over-rehearsing every word or using "fake" enthusiasm to hide tremors.
Positioning
Standing behind a podium or desk to hide shaking hands or legs.
Withdrawal
Not volunteering information; only speaking when directly asked.
Response Prevention (RP)
"The act of intentionally NOT doing your safety behavior during an exposure."
Example Protocol:
Exposure
Job Interview
Safety Behavior
Hands in pockets
RP Rule
Hands on table/lap
Spot the Crutch
I'm going to perform a task. Your job is to find the hidden safety behavior I'm using to 'survive' it.
HINT: It's often something you *don't* do as much as something you *do*.
Safety Behavior Audit Worksheet Safety Behavior Audit
Leak Detection Protocol // Module 4.0
Status
Internal Review
"A safety behavior is a lie you tell your brain to make it feel better in the moment. To truly rewire your anxiety, you must identify these lies and intentionally stop telling them."
01. THE AUDIT
Look at your 100-SUDS Peak Anchor. Imagine yourself in that situation right now. What 'cheats' would you naturally reach for to make it through? List three below.
1
Example: "I would speak as fast as possible to finish early."
2
3
02. RESPONSE PREVENTION (RP) PROTOCOL
For each behavior above, write a specific 'Rule' that forbids it during your exposure practice. Be precise.
IF I NORMALLY... (Behavior) I WILL INSTEAD... (RP Rule)
Example: "Maintain eye contact for 3 sec per person."
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Pro Tip: If your RP rule feels impossible, don't remove the rule. Instead, move down to a lower-SUDS rung where you can follow it.
Role-Play Simulation Scripts Spot the Crutch
Simulation Scripts & Facilitation // Lesson 4
Activity Objective
Students often struggle to see their own safety behaviors because they feel like "just being prepared." This activity uses the teacher as a model to show how safety behaviors look to an outside observer and how they limit growth.
Complexity
High Observation Required
Scenario 1
The "Script Shield"
Teacher Action
Stand in front of the class and read a short excerpt from a book. Hold the paper directly in front of your face. Read very fast, stumbling slightly over words but not correcting them. Never look at the students.
Hidden Safety Behaviors
• Avoidance: Using the paper as a physical barrier.
• Rush: Speaking fast to reduce the time spent in distress.
• Withdrawal: Zero eye contact.
Scenario 2
The "Buffer"
Teacher Action
Role-play an "interview" with a student. Sit at a desk, but keep your phone in your hand the whole time, occasionally tapping it. Lean back significantly and use very short, one-word answers.
Hidden Safety Behaviors
• Distraction: Using the phone as an emotional exit.
• Distance: Leaning back to create physical space.
• Minimalism: Short answers to minimize scrutiny.
Debrief Guide
"If I performed like that in a real interview, would I feel proud? Why or why not?"
"Does the safety behavior actually solve the fear (being judged), or just hide the symptoms (shaking/nerves)?"
"What is ONE response prevention rule you would give me for Scenario 1?"
Clinical Supervision Slides CLINICAL PEER REVIEW
Lesson 5: Stress-Testing the Design
The Clinical Supervisor
Today, you aren't a student; you are a Clinical Supervisor . Your job is to "stress-test" your colleague's exposure plan to ensure it is safe, logical, and effective.
Phase 1
FEASIBILITY
Can this actually be done in the real world?
Phase 2
PROGRESSION
Is the leap between rungs too big?
Phase 3
PREVENTION
Are safety behaviors properly blocked?
The "Broken" Hierarchy
Identify the error in this Public Speaking plan:
20 SUDS Read speech alone in a mirror.
40 SUDS Read speech to 1 close friend.
90 SUDS Give speech to the entire 12th grade assembly.
THE ERROR: A 50-point SUDS jump. The student will likely refuse the exposure, leading to avoidance and failure.
How to give Feedback
Don't just say "It's too hard."
Be a designer. Say: "The jump from 40 to 90 is too steep. Could we add a 65-SUDS step like speaking to a single classroom first?"
Suggest "Modulation"
Recommend changing a variable. "What if you changed the location from the cafeteria to the library to lower the SUDS for Step 3?"
Supervisor Oath
"I will be honest, precise, and supportive. My goal is my colleague's resilience, not just their completion."
Swap Phase
Exchange Blueprints with your partner. Use the Hierarchy Stress Test Rubric to evaluate their design.
Goal:
Identify at least ONE way to improve the logical flow of the hierarchy.
Hierarchy Stress Test Rubric Hierarchy Stress Test
Clinical Supervision Rubric // Module 5.0
Supervisor Name
________________________
Practitioner Under Review
____________________________
Core Scenario
____________________________
CRITERIA FAIL PASS OBSERVATIONS / NOTES Incremental Logic Are SUDS jumps 25 units or less? Does Step 2 lead naturally to Step 3?
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| Real-World Feasibility
Can these exercises actually be performed with available resources?
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| Response Prevention (RP)
Are the RP rules specific? Do they successfully block identified safety behaviors?
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| Specificity
Are the triggers clearly defined (audience size, duration, location)?
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RECOMMENDED ADJUSTMENT
Identify one rung that needs to be "modulated" (made harder or easier) and suggest how to do it using a variable.
FINAL DETERMINATION
READY FOR DEPLOYMENT
NEEDS REVISION
Final Review Guide Supervisor Workshop
Management & Peer Review Guide // Lesson 5
Instructional Strategy
The goal of this final lesson is mastery through evaluation. By reviewing another's work, students must internalize the "design rules" of exposure hierarchies more deeply than they did when building their own.
Ensure the classroom feels like a professional clinic. This "seriousness" helps students take their role as supervisors seriously.
Pacing
Final Polish 10m
Peer Review 25m
Revisions 15m
Closing Reflections 10m
Facilitation Key Points
Managing the Swap
"Pair by Contrast"
Try to pair students with different scenarios (e.g., a "Public Speaking" student reviewing an "Interview" student). This forces them to focus on the logic of the scale rather than the specific content.
"The 3-Foot View"
Remind them to look at the hierarchy from a distance—does the slope look smooth, or is there a jagged "cliff" between steps?
Guiding Revisions
After the review, students should receive their rubric back. Give them 15 minutes to actually update their blueprint based on the feedback.
DESIGN PROMPT: "If your reviewer said your 60-SUDS rung was actually an 80, how can you change one variable (Duration? Distance?) to bring it back down to a 60?"
Final Reflection Questions
"To close the sequence, ask the students the Essential Question again:"
"How can overwhelming challenges be deconstructed into a systematic pathway for resilience?"
