Iceberg Facilitation Guide Iceberg Insight
Counselor Facilitation Guide
Duration: 30-40 min
Setting: 1-on-1 Session
Focus: ADHD Impulses
Learning Objectives
Define the "ADHD Iceberg" metaphor for visible vs. hidden symptoms.
Identify at least 3 "below the surface" factors that contribute to impulsive behaviors.
Practice self-advocacy by articulating internal feelings during an impulsive moment.
Part 1: The Tip of the Iceberg (5-7 min)
The Conversation:
"Have you ever felt like people only see one side of you? Like they see what you DO, but they don't see WHY you did it?"
Introduce the Iceberg Insight Slides . Show the first slide and discuss what happens when we see an iceberg in the ocean. Explain that 90% of an iceberg is underwater.
Discussion Prompt: "When you have a 'burst' of energy or do something without thinking (an impulse), what do people usually say or do? That's the part they see."
Part 2: The Deep Dive (15 min)
Walk through the "Below the Surface" items on the slides or the printed worksheet word bank. Focus specifically on these concepts from the original ADHD Iceberg image:
Poor Impulse Control
The "brakes" in the brain are a bit slippery. It's not a choice; it's how the brain is wired.
Emotional Regulation
Feeling things 10x stronger than others, which makes acting quickly more likely.
Shame & Guilt
The feeling after an impulse happens. People see 'irritated,' but they don't see 'guilt.'
Processing Speed
Trouble recalling instructions or processing sound makes it harder to slow down.
"When you were 'fidgeting' in class yesterday, what was happening under the water? Were you feeling nervous? Bored? Overwhelmed?"
Part 3: My Personal Iceberg (10 min)
Hand out the My Personal Iceberg Worksheet . Assist the scholar in filling it out. Encourage drawing or using emojis if they prefer.
Above: Spaced out, Fidgeting, Talking over others, Moving fast.
Below: Sensory overload, Anxiety, Needing dopamine, Brain racing.
Closing: The Anchor (5 min)
Give the scholar the Iceberg Insight Reflection Cards . Ask them to pick one card that describes their "biggest" underwater feeling today.
The Takeaway:
"ADHD isn't just 'bad behavior.' It's a heavy iceberg. Next time an impulse happens, remember: I know there's more under the surface, and we're working on making the water clearer for others, too."
Session Preparation
Materials Needed:
Iceberg Insight Slides (Digital or Printed)
My Personal Iceberg Worksheets (x1)
Reflection Cards (Cut and ready)
Colored Pencils or Markers
Key Vocabulary:
Impulse: A sudden "must-do" feeling without a plan.Regulation: Managing the volume of your feelings.Sensory: How your body feels sounds, lights, and touch.Dopamine: The "happy fuel" the ADHD brain craves. Iceberg Insight Slides Iceberg
Insight
Looking beneath the surface of ADHD.
Discovery Session
The 10% Rule
When you see an iceberg in the ocean, you are only seeing a tiny fraction of it.
Most of the ice—the biggest, heaviest part—is hidden under the water where no one can see it.
ICE
People See This
They Miss This
Above the Surface
"What you and other people see"
😵💫
Spaced Out
👋
Fidgeting
😠
Irritated
🌀
Trouble Focusing
⚡
Fast Reactions
🗣️
Blurting Out
Below the Surface
"What ADHD actually is (and you don't see)"
Poor Impulse Control
The "stop" button in my brain is hard to find.
Emotional Regulation
My feelings are at volume 10, even for small things.
Shame & Guilt
I feel bad about my mistakes after they happen.
Processing Disorder
It takes me longer to hear and understand instructions.
Sensory Problems
The lights are too bright or the room is too loud.
Trouble Recalling
My working memory is full, so I forget the next step.
The Impulse Spark
1
The Brain Craves Dopamine
The ADHD brain wants "exciting" things to stay awake.
2
The "Stop" Button Lags
The signal to wait is slower than the signal to act.
"It’s not that I want to interrupt or move...
my brain just hit the 'play' button before the 'pause' button could work."
One Last Insight
When you understand your Under the Water feelings, you can help people understand your Above the Surface behaviors.
Brain Wiring
Big Feelings
Self-Advocacy
My Personal Iceberg Worksheet My ADHD Iceberg
What I see vs. What I feel
Scholar:
Date:
Word Bank
Spaced Out Fidgeting Irritated Shame Guilt Anxiety Poor Impulse Control Trouble Focusing Emotional Regulation Nervous Sleeping Problems Loud Brain Overwhelmed
Water Line
Above the Surface (Visible)
Below the Surface (Hidden Struggles)
My Impulse Trigger:
What people see me doing...
What I'm actually feeling or thinking...
Reflection
Choose one "Below the Surface" feeling. How could you explain it to your teacher or parent so they understand your behavior better?
Iceberg Insight Reflection Cards Insight Cards
Cut these cards out. Keep them as reminders or use them to help you explain how you feel.
Impulse Spark
"My brain hits the play button before my 'pause' button is ready. I’m not being 'bad'—my brain is just moving fast."
A Reminder For Me
The Volume
"ADHD means my feelings are on Volume 10. Even small things feel huge to my heart and brain."
A Reminder For Me
Under Water
"What you see: Fidgeting.
How to explain it
Self-Love
"I am more than my impulses. My iceberg is deep, but it’s full of cool ideas and a kind heart. I’m learning how to navigate it!"
A Positive Thought
Teacher/Counselor: Help the scholar cut these cards out and put them in their binder, desk, or take them home.
Iceberg Counselor Script Iceberg Insight Script
Verbatim Script for 1-on-1 Counseling
Part 1: The Arrival & The Hook
Counselor Says:
"Hey [Student Name], I'm glad we could chat today. Sometimes, being a scholar with a brain that moves as fast as yours can feel like you're playing a game where the rules keep changing. Does it ever feel like people are only seeing one side of you? Like they see what you DO, but they don't see WHY you did it?"
Scholar might say:
"Yeah, I get in trouble for talking, but I just had a really good idea I didn't want to forget."
"Exactly. Today, we're going to look at something called the ADHD Iceberg . Let's look at this first slide together."
Part 2: Explaining the Iceberg
Counselor Says:
"Check this out. When people see an iceberg in the ocean, they only see the tiny tip sticking out of the water. But underneath? There’s a giant mountain of ice that’s 10 times bigger. Your ADHD is exactly like that."
"Above the water—the part teachers and parents see—are things like fidgeting , blurting out , or seeming irritated . But below the water? That's the 'Real ADHD.' It’s where your brain is working extra hard on things like Impulse Control —which is like having a 'pause' button that’s a little sticky."
Part 3: The Deep Dive
Counselor Says:
"Let's look at one specific part: Emotional Regulation . That's a big word for saying your feelings are usually at Volume 10. When you get an impulse to do something, it’s often because your brain is looking for a 'spark' of energy, or maybe you're feeling overwhelmed by the loud noises in the classroom."
"Does it ever feel like you do something, and then immediately feel shame or guilt afterward? That’s another hidden part of the iceberg. People see the 'bad' behavior, but they don't see how much you actually care about doing the right thing."
Part 4: Guided Worksheet Activity
Counselor Says:
"Now, I want us to map out Your Personal Iceberg . On this worksheet, I want you to pick three things people usually notice about you—the 'Above the Water' stuff—and write them at the top."
"Then, the most important part: look at the word bank and pick the 'Below the Water' feelings that match. For example, if people see you 'spacing out,' is it because your brain is loud ? Or maybe because you're having trouble recalling what the teacher said?"
Coaching Tip:
If the student gets stuck, suggest one based on a recent observation: "I noticed yesterday during math you were tapping your pen really fast. Do you think that was because you were feeling nervous about the work, or just because you needed to move?"
Tide Turner Slides Tide Turner
Mastering the Currents of ADHD
Iceberg Expedition: Lesson 2
The Hidden Currents
Even though an iceberg looks still, underwater currents are constantly pushing it in different directions.
In our ADHD brain:
Currents = **Triggers** & **Impulses**
They move us before we decide to move.
Who is steering your iceberg right now?
What's Pushing You?
External Currents
Things happening around you.
🔊 Loud noises or busy rooms
⏰ A ticking clock or a deadline
💬 Someone interrupting you
Internal Currents
Feelings inside your brain.
💡 A sudden "great" idea
🍔 Hunger or feeling tired
🔥 A burst of frustration or excitement
Drop the Anchor!
When the currents get too strong, you need a way to stop drifting. We call this The Anchor Strategy.
1. Notice "I feel a current pushing me."
2. Pause Stop for 3 deep breaths.
3. Choose "Do I want to go this way?"
"I am the Captain of this Iceberg."
Which current is strongest for you today?
Is it an Internal Current (Idea/Feeling)?
Or an External Current (Something happening)?
Tide Turner Facilitation Guide Tide Turner
Counselor Facilitation Guide
Lesson 2 of 4
Session Objective
To help students identify the **external triggers** and **internal impulses** (currents) that cause their 'iceberg' to move or drift without their conscious decision, and to introduce the **'Drop the Anchor'** self-regulation strategy.
Key Concepts
External Currents: Sensory input, environment, and social triggers.Internal Currents: Spontaneous ideas, biological needs (hunger/fatigue), and intense emotions.The Anchor: A three-step mindfulness/pause technique (Notice, Pause, Choose).
Preparation
Load Tide Turner Slides
Print Currents & Anchors Activity
Have a small physical anchor or heavy object (optional prop)
Estimated Time
30-40 Minutes
Session Flow
1
Check-In & Review (5 min)
Briefly review the Iceberg analogy from Lesson 1. Ask: "Since we last met, did you notice any 'underwater' things happening that people on the surface couldn't see?"
"Remember, the iceberg is you. Most people only see the tip, but you're working on understanding the massive part beneath the water."
2
Defining the Currents (10 min)
Use the Slides to explain that even if an iceberg is still, the ocean is moving.
External: "What in this room might push your iceberg?" (The humming lights, the student in the hall, the smell of lunch).Internal: "What inside your brain might push you?" (A random thought about a video game, feeling hungry, feeling excited).
3
Dropping the Anchor (10 min)
Introduce the three-step strategy. Practice the "Notice-Pause-Choose" sequence together.
NOTICE
Name the feeling: "I'm drifting."
PAUSE
3 deep 'Ocean Breaths'.
CHOOSE
Decide: Stay or Move?
4
Mapping Your Currents (10 min)
Complete the **Currents & Anchors Activity** sheet. Focus on identifying one 'Anchor' the student can use this week.
Counselor Tips
Validation is Key
Currents aren't 'bad'—they are just there. Don't make the student feel wrong for having impulses; the goal is to *notice* them.
Currents and Anchors Activity Currents & Anchors
Mapping the hidden forces of your ADHD Iceberg
Name:
Date:
Identify Your Currents
Sometimes things push our iceberg before we even notice. These are called Currents . Write or draw things that push you in each category:
External Currents
Things happening outside of you (noise, people, smells, screens, deadlines).
Internal Currents
Feelings or thoughts inside of you (boredom, hunger, a new idea, excitement, frustration).
Your Personal Anchor
When a current starts to push you, use the Notice-Pause-Choose strategy to drop your anchor.
1
NOTICE
Say to yourself: "I'm feeling a current pushing me right now."
2
PAUSE
Stop. Take 3 deep breaths like the ocean waves coming in and out.
3
CHOOSE
Ask: "Is this where I want my iceberg to go?" Then decide what to do.
Mission Planning
What is one "Current" that pushes you a lot during class?
When that current happens this week, what will your "Anchor" look like?
(Example: Taking a deep breath, counting to five, or squeezing a stress ball)
Tide Turner Script Tide Turner Script
Verbatim prompts and conversational scaffolding for Lesson 2
I. The Check-In
"Hey [Student Name], welcome back to our expedition. Last time, we talked about how you are like an iceberg—most people see the tip (the behaviors), but there's a huge part of you underwater that they don't see. Since then, did you notice anything 'underwater'—like a big feeling or a fast impulse—that you managed to handle?"
[Allow time for response. Validate any effort to notice internal states.]
II. Introducing Currents
1
"Icebergs seem like they’re just sitting there, right? But underneath, the ocean is full of currents. These are powerful streams of water that push the iceberg around. You might be trying to stand still, but a current starts pushing you left or right before you even realize it."
2
"In our ADHD brain, we have 'Currents' too. Sometimes they come from outside—like a loud noise or a ticking clock. Those are **External Currents**. Other times, they start inside—like a sudden 'great' idea, or feeling really hungry. Those are **Internal Currents**. Both of them can push your iceberg off-course."
III. The Anchor Strategy
1
"When the currents are strong, a captain has to drop the anchor. It doesn't stop the ocean from moving, but it keeps the iceberg from drifting away. We have an anchor, too. It has three steps: **Notice, Pause, Choose.**"
2
"Let's practice. First, you **Notice** the current. You say to yourself, 'Oh, I'm feeling a push.' Then, you **Pause**. You take three deep breaths—let's do them now—one... two... three. Finally, you **Choose**. You ask, 'Is this where I want to go?'"
IV. Practical Application
"This week, your mission is to be the Captain. When you feel a current pushing you—maybe it's a friend talking or a feeling of boredom—try to drop your anchor just for a second. We'll talk about how it went next time!"
Iceberg Expedition • Lesson 2 Script • Page 1 of 1
Heart of the Berg Slides Heart of the Berg
Navigating Your Internal Weather
Iceberg Expedition: Lesson 3
The Deepest Part
The deepest part of your iceberg is where your **Big Emotions** live.
In the ADHD brain, emotions can feel like:
🌋 An explosion (quick & powerful)
🌊 A tidal wave (overwhelming)
⛈️ A sudden storm (comes out of nowhere)
These emotions are hidden deep under the water where others can't see them.
What's Your Weather Today?
🌧️
The Rain
Feeling hurt when someone says 'no' or gives feedback. (Rejection Sensitivity)
⚡
The Storm
Feeling so much excitement or frustration that you can't focus. (Overwhelm)
🌫️
The Fog
Feeling 'stuck' or bad about yourself after making a mistake. (Shame)
Name the Storm
When you give a big emotion a name, it loses some of its power. This is called Emotional Regulation.
"I'm not just being 'bad' or 'mad'—I'm actually feeling **The Rain** (hurt) right now."
Building a Safe Harbor
When the internal weather gets rough, what helps you feel safe?
🎧 Music or Noise Canceling
🧘 Quiet Space to Breathe
🎨 Drawing or Fidgeting
🗣️ Talking to a Safe Adult
Heart of the Berg Facilitation Guide Heart of the Berg
Counselor Facilitation Guide
Lesson 3 of 4
Session Objective
To explore the intense emotions often hidden deep within the ADHD 'iceberg' (emotional dysregulation and rejection sensitivity). Students will learn to use 'Internal Weather' metaphors to name their feelings and identify 'Safe Harbor' strategies for regulation.
Key Concepts
Internal Weather: A metaphor for the range and intensity of emotions.The Fog/Rain/Storm: Specific ADHD-related feelings like shame, rejection sensitivity, and overwhelm.Safe Harbor: Coping mechanisms that help regulate intense feelings.
Preparation
Load Heart of the Berg Slides
Print Internal Weather Report activity
Art supplies (markers/colored pencils)
Estimated Time
30-40 Minutes
Session Flow
1
Ocean Check-In (5 min)
Review the 'Anchor' strategy from Lesson 2. Ask: "Did you have to drop your anchor this week? What 'currents' did you notice?"
Tip: If the student didn't use the anchor, normalize it. "It takes practice to remember the anchor when the currents are fast."
2
Naming the Internal Weather (15 min)
Use the Slides to introduce the concept of big emotions living in the 'Heart' (the deepest part) of the iceberg.
The Rain: Talk about how it feels when a friend says 'no' or a teacher corrects you. Sometimes it feels way more painful for an ADHD brain.The Storm: Discuss the feeling of being "hyper" or "raging" where it feels like you've lost the steering wheel.The Fog: Discuss the heavy, low feeling that can happen after a mistake.
3
The Weather Report Activity (15 min)
Guide the student through the Internal Weather Report worksheet.
Encourage them to draw their current "weather" and identify what their "Safe Harbor" looks like. What makes them feel calm and regulated?
Drawing
Visualizing the emotion helps externalize it.
Safe Harbor
Identifying specific, actionable tools for regulation.
4
Closing Reflection (5 min)
"Next week is our final session, and we're going to talk about being the **Captain**—how to tell other people about your iceberg so they can help you navigate."
Internal Weather Report Activity Internal Weather Report
Understanding the deep emotions of your ADHD Iceberg
Name:
Date:
Today's Forecast
Sometimes emotions feel like weather. They can change quickly!
Weather Key
☀️
Clear Skies
Calm, focused, happy
⛈️
The Storm
Angry, frustrated, hyper
🌧️
The Rain
Sad, hurt, sensitive
🌫️
The Fog
Stuck, confused, bored
Draw your internal weather here...
My Safe Harbor
When the internal weather gets rough, a Safe Harbor is a place or a tool that helps you feel regulated and safe. What works for you?
Safe People / Places
Calming Activities / Tools
Captain's Log Reflection
Think about a time you felt "The Rain" (rejection sensitivity). What happened? How did it feel in your body?
How can you use your "Safe Harbor" the next time a "Storm" comes?
Heart of the Berg Script Heart of the Berg Script
Verbatim prompts and conversational scaffolding for Lesson 3
I. The Anchor Check-In
"Welcome back, Captain! Last week we talked about 'dropping the anchor' when currents push you. Did you have a moment this week where you felt a current pushing you? Maybe it was a loud room or a fast thought? Did you get a chance to use your anchor?"
[Allow time for response. If they didn't use it, say: "That's okay! It takes practice to remember the anchor when the ocean is moving fast."]
II. The Deepest Part
1
"Today we are diving even deeper into the iceberg. Right in the middle, in the 'heart' of the iceberg, is where our biggest emotions live. In an ADHD brain, these feelings aren't just little splashes—they can feel like huge waves or sudden storms."
2
"We call this our **Internal Weather**. Sometimes it's sunny and calm. But sometimes, a storm comes out of nowhere—like feeling really angry or frustrated. Or maybe it starts to rain—like when someone says something that hurts your feelings, and it feels much more painful for you than it would for someone else. Does your 'weather' ever change like that?"
III. Naming the Weather
"When the storm is big, it's hard to remember you're the Captain. But there’s a secret: when you give the weather a name, it loses some of its power. If you can say, 'I'm not being bad, I'm just feeling **The Storm** right now,' you can start to find your way back to calm water."
IV. Finding the Safe Harbor
"Every Captain needs a **Safe Harbor**—a place or a tool that helps them wait out the storm. For some people, it's listening to music. For others, it's drawing or talking to a safe adult. Let's look at your worksheet and see what your Safe Harbor looks like today."
V. Mission Wrap-Up
"You did great diving deep today. Next time is our final session! We’re going to talk about how you can explain your iceberg to other people—like teachers and family—so they can help you when the weather gets rough. You're becoming a real expert Captain!"
Iceberg Expedition • Lesson 3 Script • Page 1 of 1
Iceberg Captain Slides Iceberg Captain
Mastering the Art of Self-Advocacy
Iceberg Expedition: Lesson 4 (Final Mission)
Who is the Captain?
You have learned about your iceberg's hidden parts, its currents, and its weather.
The Captain's Job:
To **Understand** the iceberg.
To **Communicate** what you need.
"People can't help you navigate if they don't know what's happening underwater."
Talking to Your Crew
To a Teacher
Focus on what helps you work.
"I'm noticing a lot of **External Currents** (noise) right now. Can I use my headphones to help me focus?"
To a Parent
Focus on how you are feeling.
"I have some **Internal Weather** (a storm) happening. I need a few minutes in my **Safe Harbor** to calm down."
The Captain's Code
Self-advocacy means speaking up for yourself. Use the **I-Statement** formula:
"I feel..." (The Weather)
"Because..." (The Current)
"I need..." (The Solution)
Final Mission
Your expedition is complete, Captain!
But the journey continues every day.
Who will you share your Iceberg map with today?
Captain Signal Flags Activity Captain's Signal Flags
Communicate with your Crew from the Helm
Captain:
Date:
Captain's Orders
Color the flags using the suggested nautical palette.
Cut out the large rectangles along the dashed lines .
Fold on the solid line to create a "tent" for your desk.
The signal icon will show on both sides of the tent!
Crew Intelligence: Sometimes finding words is hard when the ADHD "fog" is thick. These signals help you communicate your status without needing to speak.
— Commander's Tip
The Anchor
FOLD HERE
THE ANCHOR
"I need to stop and breathe."
Crew Action Required:
Example: "Let me sit at the back to reset."
The Compass
FOLD HERE
THE COMPASS
"I'm lost or need the next step."
Crew Action Required:
Example: "Check my work for step 1."
Iceberg Expedition: Captain's Signal Flags Page 1 of 2
The Telescope
FOLD HERE
THE TELESCOPE
"I'm on course and focused."
Crew Action Required:
Full Speed Ahead!
Abandon Ship
FOLD HERE
ABANDON SHIP
"I am totally overwhelmed."
Crew Action Required:
Example: "Come check on me in 2 mins."
My Custom Signal
FOLD HERE
CUSTOM SIGNAL
What this signal means:
Crew Action Required:
Iceberg Expedition: Captain's Signal Flags Page 2 of 2
Iceberg Captain Facilitation Guide Iceberg Captain
Counselor Facilitation Guide
Lesson 4 of 4
Session Objective
To empower the student to become the 'Captain' of their ADHD iceberg by mastering **self-advocacy**. The student will learn how to explain their internal struggles (currents/weather) to adults and peers using clear 'I-Statements' to get the support they need.
Key Concepts
The Captain: The student's role as the expert on their own brain and needs.The Crew: Teachers, family, and friends who can help navigate if they understand the map.Self-Advocacy: Speaking up for what you need using the I-Statement formula.
Preparation
Load Iceberg Captain Slides
Print Iceberg Communication Plan
Graduation 'Certificate' or small token (optional)
Estimated Time
45 Minutes
Session Flow
1
Internal Weather Check (5 min)
Briefly check in on the student's "Internal Weather" from Lesson 3. "How has the weather been this week? Did you use your Safe Harbor?"
2
Defining the Captain (10 min)
Use the Slides to explain that now that they know their map, they are the Captain. But a Captain needs a crew.
"Even the best Captain can't do everything alone. Teachers and parents are your crew, but they need you to tell them where the hidden rocks are."
3
The I-Statement Formula (15 min)
Practice the formula: "I feel [Weather] because of [Current], so I need [Safe Harbor/Tool]."
Role Play Scenarios:
The Distracted Scholar: "I'm noticing a lot of noise (Current). Can I move to a quieter desk (Need)?"The Big Feelings: "I'm feeling a storm (Weather). I need 5 minutes in the Safe Harbor (Need)."
4
Communication Plan & Graduation (15 min)
Complete the Iceberg Communication Plan . This will be their "Final Map" to keep.
End by acknowledging their hard work. "You’ve completed the Iceberg Expedition. You are ready to captain your ship!"
Counselor Tip
"Self-advocacy is a muscle. For many students with ADHD, they are used to adults telling them what they did 'wrong'. This lesson flips the script—they are the experts on what they need to do 'right'. Be patient if they struggle to think of solutions at first."
Captain Signal Flags Example Captain's Signal Flags
Example: How a Captain might use these signals
Captain:
Captain Leo
Date:
April 15, 2026
Completed Mission
This example shows how a student can personalize their flags to give their "Crew" (teachers) specific instructions on how to support them during different ADHD "weather" conditions.
Note for Teachers: The handwritten sections represent the student's unique self-advocacy plan. These can be adjusted as the student learns more about their personal iceberg.
The Anchor
FOLDED
THE ANCHOR
"I need to stop and breathe."
Crew Action Required:
I'm feeling really wiggly. I need a 2-minute movement break at the back of the room please!
The Compass
FOLDED
THE COMPASS
"I'm lost or need the next step."
Crew Action Required:
I missed the page number or the last step. Can you point to where we are in the book?
Iceberg Expedition: Signal Flags Example Page 1 of 2
The Telescope
FOLDED
THE TELESCOPE
"I'm on course and focused."
Crew Action Required:
I'm in the "Hyper-Focus Zone!" Please don't check in unless you really have to.
Abandon Ship
FOLDED
ABANDON SHIP
"I am totally overwhelmed."
Crew Action Required:
I'm stuck and frustrated. Can I talk to you at your desk for 1 minute?
The Lifeboat
FOLDED
THE LIFEBOAT
What this signal means:
"I'm feeling lonely or bored and I want to work with a partner."
Crew Action Required:
Can you help me find a partner for this activity? I do better when I have a 'co-captain' to talk to.
Iceberg Expedition: Signal Flags Example Page 2 of 2
Iceberg Communication Plan Activity Captain's Communication Plan
Self-Advocacy Map for the ADHD Iceberg
Captain Name:
Date:
The Captain's Code
When you need help navigating a storm or a current, use this formula to tell your crew what's happening underwater.
1. The Feeling
"I feel..."
Describe your internal weather (e.g., overwhelmed, hurt, hyper).
2. The Cause
"Because..."
Identify the current (e.g., too much noise, a big idea, a mistake).
3. The Need
"I need..."
Ask for a tool or Safe Harbor (e.g., a break, headphones, quiet space).
Communication Missions
Mission: In the Classroom
Imagine it's loud and you can't focus. Practice your Captain's Code:
I FEEL:
BECAUSE:
I NEED:
Mission: At Home
Imagine you are feeling a "storm" of frustration. Practice your code:
I FEEL:
BECAUSE:
I NEED:
My Trusted Crew
Who are the adults or friends you can share your "Iceberg Map" with?
Mission Accomplished • Iceberg Captain Certification
Iceberg Captain Script Iceberg Captain Script
Verbatim prompts and conversational scaffolding for Lesson 4
I. The Final Check-In
"Captain, welcome to our final session! We have dived deep into your iceberg, looked at the currents, and even mapped out your internal weather. How are you feeling today? What’s your 'Internal Weather' like right now?"
[Allow time for response. Validate their current state.]
II. Becoming the Captain
1
"You are now the Captain of your iceberg. You are the expert on what’s happening underwater. But even the best Captain in the world needs a crew. Your 'Crew' are the people like your teachers, your parents, and your friends. They want to help you sail, but they can’t see what’s happening beneath the surface unless you tell them."
2
"Sometimes people might think you are just being 'difficult' or 'not paying attention,' but we know that it’s actually an 'External Current' or 'Internal Weather.' Your job as Captain is to explain that to them so they can help you navigate."
III. The Captain's Code (I-Statements)
"We use a special formula to speak to our crew. We call it the Captain’s Code. It goes like this: **'I feel...'**, **'Because...'**, and **'I need...'**. Let's try it together."
!
"Imagine you're in class and it’s way too loud for you to focus. Instead of just getting upset, you could say: 'I feel **overwhelmed** because there is a lot of **noise**, so I need **to put on my headphones**.' How does that sound?"
IV. Mission Accomplished
"Captain, you have completed the Iceberg Expedition! You have the map, the anchor, and the code. From now on, whenever things get rough, remember that you are the one steering the ship. I am so proud of the work you've done. You're ready for any ocean!"
Iceberg Expedition • Lesson 4 Script • Page 1 of 1
