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Regulation Blueprint • Sequence • Lenny.com

Counseling & Life Skills Self-Awareness Basic Emotion Recognition Complex Emotion Identification Emotional Nuance & Mixed Feelings Building Positive Self-Image Recognizing Strengths & Growth Areas Accurate Self-Assessment Personal Values Identification Cultural & Individual Identity Exploration Values-Based Decision Making Self-Management Stop-and-Think Strategies Delaying Gratification Independent Impulse Management Identifying Stress Triggers Short-Term Goal Setting SMART Goals Development Goal Monitoring & Adjustment Building Perseverance & Resilience Internal Motivation Development Comprehensive Stress Reduction Planning Social Awareness Recognizing Others' Feelings Demonstrating Empathy Respecting Individual Differences Understanding Cultural Diversity Complex Empathetic Responses Multiple Viewpoint Consideration Multi-Perspective Analysis Challenging Stereotypes & Bias Relationship Skills Active Listening Clear Verbal & Nonverbal Communication Building Positive Friendships Working Cooperatively in Groups Communicating Personal Boundaries Respecting Others' Boundaries Assertive Expression Peaceful Problem-Solving Contributing to Team Goals Complex Conflict Navigation Mediation & Negotiation Healthy Romantic Relationships Responsible Decision-Making Daily Problem Identification Brainstorming Multiple Solutions Evaluating Pros & Cons Recognizing Risks & Consequences Applying Ethical Frameworks Informed Risk-Benefit Decisions Root Cause Analysis Mindfulness Mindful Breathing Body Scan Meditation Daily Mindfulness Application Daily Self-Care Routines Balancing Life Demands Advocating for Wellness Needs Mental Health Support Understanding Anxiety Symptoms Worry Management Strategies Progressive Muscle Relaxation Recognizing Depression Signs Building Mood-Supporting Routines Behavioral Activation for Mood Understanding Grief Stages Healthy Grief Coping Creative Expression of Loss Behavioral Support Daily Check-In Procedures Daily Goal Setting & Review Recognizing Escalation Warning Signs Requesting Breaks & Support Self-Calming During Distress Understanding Positive Reinforcement Token Economy Implementation Behavior Chart Tracking Analyzing Behavior Patterns Identifying Antecedents & Consequences Determining Behavior Function Function-Based Interventions Individualized Behavior Contracts Data-Driven Behavior Adjustment Therapeutic Approaches Thoughts-Feelings-Behaviors Connection Recognizing Thinking Patterns Challenging Negative Thoughts Positive Self-Talk Practice Thought Record Tracking Advanced Cognitive Restructuring Comprehensive CBT Plans Behavioral Activation Techniques Building Positive Experiences Exposure Hierarchies for Anxiety Present-Moment Awareness Non-Judgmental Observation Self-Soothing & Distraction Complex Emotion Labeling Reducing Emotional Vulnerability (PLEASE)DEAR MAN Communication GIVE Skills for Relationships FAST Skills for Self-Respect Radical Acceptance Practice Crisis Survival Skills (TIPP)Understanding Trauma Effects Trauma Responses & Triggers Identifying Trauma Feelings Grounding Techniques Regulation During Trauma Distress Safe Place Visualization Processing Through Narrative Developing Trauma Story Personalized Safety Planning Group Support Turn-Taking & Sharing Group Conversation Skills Sharing in Supportive Environment Learning from Similar Challenges Building Community & Belonging Navigating Peer Relationships Group Skill Practice Group Mental Health Education Stress & Anxiety Understanding Crisis Support & Safety Knowing When to Seek Help Identifying Mental Health Crises Grounding During Crisis Using Crisis Hotlines Building Support Networks Accessing Mental Health Resources Warning Signs & Coping Strategies Developing Personal Safety Plans Understanding Suicide Warning Signs Gatekeeper Skills for Peers Digital Literacy Social Media Technology Basics Productivity Tools Internet and Online Research Web Design and Publishing Digital Citizenship Online Safety and Privacy Emerging Technologies Financial Literacy Making Financial Decisions Banking and Accounts Consumer Skills Saving and Investing Credit and Debt Employment and Income Taxes Insurance Major Purchases Economic Concepts Financial Planning College & Post-Secondary Planning Career Exploration Understanding Post-Secondary Options College Research & Selection Admission Requirements College Application Process Personal Statement Writing FAFSA Completion Scholarship Search & Applications Understanding Student Loans Continuing Education Planning Interview Preparation Researching Employers Common Interview Questions STAR Method Responses Professional Interview Presence Virtual Interview Skills Interview Follow-Up Job Search Skills Understanding Job Postings Effective Job Search Strategies Networking for Opportunities Resume Writing Basics Action Verbs & Achievements Tailoring Resumes to Jobs Cover Letter Writing Professional References Professional Communication Business Email Etiquette Phone & Voicemail Professionalism Meeting Participation Presentation Skills Professional Work Ethic Time Management & Productivity Teamwork & Collaboration Adaptability & Flexibility Problem-Solving at Work Constructive Feedback Workplace Rights Understanding Employment Laws Pay & Benefits Understanding Workplace Safety Anti-Discrimination & Harassment

Regulation Blueprint

A comprehensive 10-week curriculum designed for middle school students (specifically 7th-grade girls) to learn, practice, and master self-regulation strategies. Each session is a structured 20-minute module containing counselor-led discussion prompts, tabletop activities, and printable student worksheets.

Aaubry_Martinez

Rapport and Foundations

Establishing rapport with the student through connection activities and introducing the self-regulation blueprint. Includes the master clinician progress monitoring tool.

Emotion Mapping

Helping the student map out where emotions live in the body and identifying physical warning signs of dysregulation.

The Anchor Technique

Teaching the foundational skill of controlled, deep diaphragmatic breathing using physical anchors and visual strategies.

The Brake Pedal

Teaching the "Stop and Think" strategy to pause before reacting, helping students notice the gap between a trigger and their response.

The Reset Button

Introducing the strategy of taking a strategic, functional break to de-escalate high-stress states.

The Sensory Countdown

Teaching the "Count to 10" and 5-4-3-2-1 sensory grounding techniques to bring focus back to the present moment.

The Tool Selector

Helping the student match specific self-regulation strategies to her personal triggers and intensity levels.

Regulation Blueprint

A comprehensive 10-week curriculum designed for middle school students (specifically 7th-grade girls) to learn, practice, and master self-regulation strategies. Each session is a structured 20-minute module containing counselor-led discussion prompts, tabletop activities, and printable student worksheets.

Aaubry_Martinez

Clinician Progress Tracker

Clinical Resource

Clinician Progress Tracker

10-Week Self-Regulation Mastery Monitoring

Target Goal: 5/5 Strategies @ 100% Accuracy

Student: ____________________

Clinician: __________________

IEP / Treatment Goal

With counseling support, the student will improve her ability to identify and utilize self-regulation strategies (e.g., deep breathing, stop and think, take a break, count to 10) to manage emotions when dysregulated, demonstrating this by identifying 5 out of 5 self-regulation strategies with 100% accuracy during sessions over a 10-week period.

Core Target Strategies

1. Anchor

Deep Diaphragmatic Breathing

2. Brake Pedal

Stop & Think Pause Sequence

3. Reset Button

Strategic & Functional Break

4. Countdown

Counting/Sensory Grounding

5. Choice

Matched Strategy Selection

Session-by-Session Progress Logs

Wk	Session Focus	Identified Strategies (Tick /5)	Acc %	Prompt Level & Clinical Notes
1	Rapport & Foundations
_____%	Establish baseline rapport; introduce concepts.
2	Emotion Mapping

| _____% | Map physiological cues of anger/frustration. | | 3 | The Anchor Technique |

| _____% | Introduce breathing strategies. Focus on lung anchors. | | 4 | The Brake Pedal |

| _____% | Cognitive pausing sequence. Stop and Think drill. | | 5 | The Reset Button |

| _____% | Taking active, constructive breaks in classroom contexts. | | 6 | The Sensory Countdown |

| _____% | 5-4-3-2-1 Sensory Grounding and counting rules. | | 7 | The Tool Selector |

| _____% | Sorting strategies by level of dysregulation. | | 8 | The Practice Lab |

| _____% | Real-life scenario practice (peer stress, academics). | | 9 | The Strategy Showdown |

| _____% | Interactive board game session tracking mastery. | | 10 | The Graduation Ceremony |

| _____% | Final post-assessment of 5/5 strategies. Graduation. |

Copyright © 2026 Counselor Hub Page 1 of 2 Goal Mastery Code: SR-7-IEP

Clinical Rubric & Graph

Mastery Rubric & Goal Graph

Accuracy Measuring Guidelines & Visual Tracker

Evaluation Metric: Independence Level

Performance Level Definitions

Level 4: Mastery (100% Acc.)

Student independently names and correctly models 5 out of 5 self-regulation strategies with no therapist prompting. Explains the purpose of each strategy clearly.

Level 3: Proficient (80% Acc.)

Student names and models 4 out of 5 self-regulation strategies independently or with 1-2 minimal verbal/visual prompts. Shows functional understanding.

Level 2: Developing (40-60% Acc.)

Student identifies 2 to 3 self-regulation strategies but requires moderate prompting (e.g., choice lists or modeling) to demonstrate how to use them.

Level 1: Emerging (0-20% Acc.)

Student identifies 0 to 1 strategy; struggles to recall steps or purposes. Requires intensive guidance, constant model/repeat cues.

Visual Progress Graph (Percent Accuracy)

100% (5/5)

80% (4/5)

60% (3/5)

40% (2/5)

20% (1/5)

0%

W1

W2

W3

W4

W5

W6

W7

W8

W9

W10

Plot a point for each session to visualize progress toward 100% accuracy over 10 weeks.

Generalization Support

Note where strategies are practiced or mentioned outside sessions (e.g., classroom, home, cafeteria):

IEP/504 Accommodation Notes

Specify break passes or breathing cues used in classroom accommodation structures:

Copyright © 2026 Counselor Hub Page 2 of 2 Goal Mastery Code: SR-7-IEP

Connection Blueprint Guide

Session 1 • 20 Min Module

Rapport & Foundations Guide

Establishing the Self-Regulation Blueprint

Focus: Connection & Baseline

0:00 - 0:05 Warm-Up / Welcome

0:05 - 0:15 Blueprint Interview

0:15 - 0:20 Reflection & Wrap

Counselor Scripted Discussion

Step 1: The Hook (Warm Welcome)
"Hey! I'm so glad we get to spend some time together. Since we'll be meeting once a week, I wanted today to be all about getting to know each other. There is no right or wrong answer here, and absolutely zero homework. Let's start with a quick rapid-fire choice: Music streaming playlists or podcast audiobooks?"

Step 2: Introducing the 'Blueprint' Concept
"This term, we're building what I call a Regulation Blueprint. Think of your mind and emotions like a highly complex console. When things are calm, everything runs smoothly. But when stressors hit (like pop quizzes or drama with friends), the console starts flashing red. We're going to design a specific set of tools tailored just for you so you can hit 'Reset' whenever things feel overwhelming."

Step 3: Explaining the Goal
"Our master blueprint has a major landmark: by Week 10, you'll have identified and practiced 5 specific strategies that work best for you. Let's start mapping out what you already enjoy so we can build from there!"

Connection Checklist

Discuss favorite school subjects/hobbies
Note primary stressful triggers (e.g., math class)
Ask about her go-to coping strategy currently

7th Grade Rapport Tips

Middle school girls appreciate authentic dialogue. Avoid hyper-enthusiastic adult voices. Frame tools as empowering strategies to gain autonomy, rather than behaviors to correct.

Copyright © 2026 Counselor Hub Page 1 of 2 Session Module 1

My Blueprint Profile

Getting to know how I operate & what makes me tick

Name: ____________________

Date: ____________________

Favorite Ways to Unwind

When I need a break or want to relax, my favorites are:

Music / Playlists

Reading / Writing

Sports / Exercise

Talking with Friends

Everyday Triggers

Things that sometimes make me feel annoyed or overwhelmed:

Pop Quizzes / Tests

Public Speaking

Drama or Rumors

Being Rushed

Current Coping Strategies

What is one thing you already do that helps you stay calm during school stress?

Body Signals Map

Session 2 • 20 Min Module

Emotion Mapping Guide

Locating Physiological Signals of Stress

Focus: Physical Awareness

0:00 - 0:05 Review & Check-In

0:05 - 0:15 Body Warning Drill

0:15 - 0:20 Mapping Recap

Counselor Scripted Discussion

Step 1: Check-in on Session 1
"Hey! Great to see you back. Last week, we defined what a 'blueprint' is. Today, we're studying our body's built-in alarm systems. Before we feel a full explosion of anger, embarrassment, or anxiety, our bodies give us small warning lights. Do you have any guess what your own warning lights might be?"

Step 2: The Physical Alarm System
"Think of it like this: your heart rate might jump, your shoulders might tighten, or you might get a weird butterfly feeling in your stomach. It's not because something is wrong with you—it's actually your nervous system's way of trying to protect you. If we can spot these physical signs early, we can use our tools before we react."

Step 3: Guiding the Worksheet mapping
"Let's look at this body map outline. Together, we're going to label where these different sensations occur when we get anxious or frustrated. I'll read a few body parts and you can fill in what you feel there."

Clinical Observation Prompts

Watch for somatic manifestations as the student discusses stressful moments (e.g., shoulder tension, leg shaking, shallow breathing). Prompt her: "When you had that math quiz, did your face feel warm, or did you notice your fists clenching?" Help her link physical signals to specific emotional states.

Copyright © 2026 Counselor Hub Page 1 of 2 Session Module 2

My Body Signals Map

Mapping out where my emotions live and warning lights flash

Name: ____________________

Date: ____________________

Head

Torso / Heart

Arm

Arm

Leg

Leg

Head (Thoughts/Temples)

e.g., racing thoughts, headaches, warm face

Chest (Breathing/Heartbeat)

e.g., heart racing, heavy breathing, sighing

Stomach (Nerves)

e.g., butterflies, feeling sick, tight knot

Hands & Feet (Tension/Movement)

e.g., fists clenching, leg bouncing, fidgeting

My Smart Alarm System

Which of the body signals above is usually your FIRST warning sign of stress?

Copyright © 2026 Counselor Hub Page 2 of 2 Session Module 2

The Anchor Method

Session 3 • 20 Min Module

The Anchor Method

Diaphragmatic Breathing as a Physiological Reset

Strategy 1: Breathing Anchor

0:00 - 0:05 Map Review & Check-In

0:05 - 0:15 The Diaphragm Drill

0:15 - 0:20 Anchor Log Practice

Counselor Scripted Discussion

Step 1: Introducing Strategy 1 ("The Anchor")
"Hey! Great to see you. Remember last week when we mapped your body's early warning signs of stress? Today, we're building our first official regulation strategy: The Anchor. When a boat is in rough water, it drops an anchor to stay steady. Breathing is our physical anchor. It forces our racing heart rate to drop back down."

Step 2: The Two Hands Technique
"I want us to practice 'diaphragmatic' breathing—which is just a fancy word for breathing deep into our lower lungs. Let's put one hand on our chest, and one hand on our belly. When we breathe in, we want the hand on our belly to move, while the hand on our chest stays totally still. Let's try it together."

Step 3: Explaining the 4-4-4 Visual Tracker
"Now let's look at your activity sheet. This is the Anchor Breathing loop. We inhale for 4 counts, hold for 4 counts, and exhale for 4 counts. I'm going to track counts while you try 5 rounds."

Verification & Data Log Criteria

Verify that the student is actually using deep abdominal expansion (stomach hand rises, chest hand is stable). If the student completes 5 cycles with proper mechanics during session, check off Strategy 1 (The Anchor) on the Clinician Progress Tracker.

Copyright © 2026 Counselor Hub Page 1 of 2 Session Module 3

The Anchor Breathing Loop

My personal tool for slowing down heart rate and racing thoughts

Name: ____________________

Date: ____________________

Interactive 4-4-4 Anchor Loop

1. INHALE Slowly (4 sec) Belly hand rises

2. HOLD Pause (4 sec) Keep lungs calm

3. EXHALE Softly (4 sec) Belly hand sinks

Trace the loops above with your finger as you complete each step. Drop your anchor and breathe.

Diaphragm Breath Tracker (Color an anchor for each completed round)

Breath 1

Breath 2

Breath 3

Breath 4

Breath 5

Copyright © 2026 Counselor Hub Page 2 of 2 Session Module 3

The Brake Pedal

Session 4 • 20 Min Module

The Brake Pedal Strategy

Creating a Pause Between Stressor and Reaction

Strategy 2: Stop & Think

0:00 - 0:05 Breathing Anchor Warm-up

0:05 - 0:15 The Brake Pedal Concept

0:15 - 0:20 Brake Pedal Drill Sheet

Counselor Scripted Discussion

Step 1: Introducing Strategy 2 ("The Brake Pedal")
"Welcome back! Last week we mastered our breathing anchor. Today, we're building a mental strategy: The Brake Pedal. Imagine you're driving a fast car, and a brick wall appears. If you slam down on the gas, what happens? Boom! But if you tap the brake, you give yourself time to change direction. The Brake Pedal is our 'Stop and Think' tool."

Step 2: Exploring the Trigger Gap
"Usually, when someone rolls their eyes at us in the hallway, or a teacher grades our paper harder than we expected, we slam on the gas (immediate reaction). But there is a tiny, powerful space between that trigger and how we act. If we press the mental brake pedal, we get to choose our path."

Step 3: Explaining the STOP - THINK - CHOOSE Steps
"Let's break down how the brake pedal actually works. First, we STOP (freeze and drop our anchor breath). Next, we THINK (What is actually happening? Is there another side to the story?). Finally, we CHOOSE (What is the best way to handle this so things don't get worse?). Let's practice with the situations on your worksheet."

Verification Check

Ensure the student can articulate the difference between "Gas Pedal Reactions" and "Brake Pedal Decisions." Prompt her to model the 3 steps on at least two hypothetical scenarios during this module.

Copyright © 2026 Counselor Hub Page 1 of 2 Session Module 4

The Brake Pedal: Stop & Think

Choosing how to react, instead of letting a trigger choose for me

Name: ____________________

Date: ____________________

The Brake Pedal Formula

1. STOP (Drop Anchor Breath)

2. THINK (Ask "Is it a big deal?")

3. CHOOSE (React with calm power)

Scenario Mapping (Think about the difference)

Scenario A: You see friends talking in a circle, and they laugh when you walk past. Middle School Stressor

🔥 Immediate Gas Reaction

"They're talking about me. I'm going to text them something mean or roll my eyes back."

🛑 Brake Pedal (Stop, Think, Choose)

Scenario B: You get a low grade on a project you worked really hard on. Academic Stressor

The Reset Button

Session 5 • 20 Min Module

The Reset Button Strategy

Constructive Breaks vs. Academic Avoidance

Strategy 3: Strategic Break

0:00 - 0:05 Brake Pedal Review

0:05 - 0:15 Strategic Break Concept

0:15 - 0:20 Break Planner Selection

Counselor Scripted Discussion

Step 1: Introducing Strategy 3 ("The Reset Button")
"Hey there! We are officially halfway through our curriculum. Today we're learning about The Reset Button. In video games, if things get super glitched or slow, you hit 'Reset' to clear the memory. Sometimes in class, our brain gets glitched by stress or frustration. Taking a strategic 5-minute break is how we hit 'Reset'."

Step 2: Constructive Reset vs. Escaping
"Now, there's a big secret about breaks. A bad break is when you try to escape completely—like putting your head on your desk for the whole hour or asking to go to the bathroom and just wandering around for 20 minutes. A constructive break has a clear rule: 5 minutes of active reset, then you return to finish the work. It shows you're in control of your own focus."

Step 3: Scripting the Ask
"Let's look at the classroom menu. We'll design a specific break card you can use. We also need a polite, direct way to ask your teacher so they always say yes. For example: 'I need to press my 5-minute reset button. Can I step outside or get water and then come right back?' Let's practice saying that."

Teacher Collaboration Tip

Coordinate with the student's core classroom teachers. Give them a copy of her "Reset Pass." Explain that the student is practicing a 5-minute timed reset protocol to reduce academic emotional avoidance.

Copyright © 2026 Counselor Hub Page 1 of 2 Session Module 5

My Reset Break Menu

Choosing positive 5-minute breaks to clear my mind and return strong

Name: ____________________

Date: ____________________

Sensory Reset

Close eyes for 2 minutes
Put on noise-dampening earplugs
Focus on a quiet focal spot in room

Physical Reset

Get a cool drink of water
Do a slow, quiet shoulder stretch
Wall push-ups or hand presses

Mindful Reset

Drizzle or doodle on draft paper
Write down 3 facts in sight
Fidget with a textured binder strip

My Go-To Break Plan

When I feel highly overwhelmed, I will take a 5-minute break by:

The Sensory Countdown

Session 6 • 20 Min Module

The Sensory Countdown

Cognitive Distraction & Sensory Grounding

Strategy 4: Countdown

0:00 - 0:05 Break Menu Review

0:05 - 0:15 5-4-3-2-1 Grounding Concept

0:15 - 0:20 Grounding Practice Worksheet

Counselor Scripted Discussion

Step 1: Introducing Strategy 4 ("The Countdown")
"Hey! Great to see you. We are building our fourth major strategy: The Countdown. Have you ever had a moment where your thoughts are spinning so fast that you can't hear anything else? Grounding is a scientific trick that drags your brain out of its racing thoughts and drops it directly into the present room."

Step 2: Why Sensory Work Shifts Focus
"When we get anxious or angry, the emotional part of our brain (the amygdala) is screaming like an alarm. If we ask our brain to find 5 things we can see, or 4 things we can touch, we force our thinking brain (the prefrontal cortex) to turn back on. It makes it physically impossible for the emotional alarm to stay quite so loud."

Step 3: Guiding the 5-4-3-2-1 Sequence
"Let's practice the 5-4-3-2-1 sequence right now. Look around this counseling room. I want you to point out 5 things you see, 4 things you can feel, 3 things you hear, 2 things you smell, and 1 positive thought you have. Let's record them on your tracker sheet."

Somatic Regulation Check

Verify the student slows down her speech rhythm during the exercise. Notice if her shoulders relax as she shifts focus to tangible environmental anchors. Check off Strategy 4 (The Countdown) upon successful completion of the grounding sequence.

Copyright © 2026 Counselor Hub Page 1 of 2 Session Module 6

The 5-4-3-2-1 Grounding Radar

Tuning into my five senses to stabilize my focus and stop spinning thoughts

Name: ____________________

Date: ____________________

5

THINGS I CAN SEE

Look around the room: colors, shapes, posters, light patterns

4

THINGS I CAN FEEL

Physical textures: desk surface, shoe soles, jeans material, hair

3

THINGS I CAN HEAR

Ambient sounds: clock ticking, hallway murmurs, typing, AC hum

2

THINGS I CAN SMELL

Scents around: pencils, book pages, air freshener, fresh laundry

1

POSITIVE BREATH / STATEMENT

One thing you can say to yourself (e.g., "I can handle this right now")

Copyright © 2026 Counselor Hub Page 2 of 2 Session Module 6

The Tool Selector

Session 7 • 20 Min Module

The Tool Selector Guide

Matching Strategy to Stressor Intensity Levels

Focus: Strategy Allocation

0:00 - 0:05 Review the 4 Strategies

0:05 - 0:15 Intensity Matching Concept

0:15 - 0:20 Match Drill Sheets

Counselor Scripted Discussion

Step 1: Recapping the Toolbox
"Hey! Great to see you. Now that you've learned our 4 core tools—The Anchor (Breathing), The Brake Pedal (Stop & Think), The Reset Button (Taking a Break), and The Countdown (Grounding)—it's time to learn how to choose the right one for the job."

Step 2: Matching Trigger Intensity (1 to 5 Scale)
"If you have a tiny picture frame nail, you use a tiny hammer. If you're building a massive wooden deck, you need a heavy-duty drill. Stress is the same. A level 2 stressor (like losing a pencil) doesn't need a level 5 reset break. But a level 5 trigger (like getting in an argument in the hall) definitely needs more than just a quick count to 10."

Step 3: Guiding the Match Work
"On your worksheet, we have 4 different middle school situations. We need to evaluate how intense they feel, and then match them to the exact tool that makes the most sense. Let's look at the first scenario."

IEP Accuracy Check

The student must independently identify the appropriate strategy for each situation. To evaluate strategy naming accuracy, note if she recalls the names of the 4 tools. This matches our IEP objective directly.

Copyright © 2026 Counselor Hub Page 1 of 2 Session Module 7

The Tool Selector

Matching the right strategy to the level of emotional intensity

Name: ____________________

Date: ____________________

⚓ THE ANCHOR Deep Belly Breathing

🛑 THE BRAKE PEDAL Stop, Think, Choose

🔄 THE RESET BUTTON 5-Min Active Break

🔢 THE COUNTDOWN 5-4-3-2-1 Sensory

Match the Situations (Fill in the selected tool and your reasoning)

1 Situation: You realize you forgot your PE locker combination and locker time is in 2 minutes. Intensity Level: 3 / 5

Selected Tool:

Why this tool fits:

2 Situation: Your teacher calls on you to answer a question, and your mind goes completely blank. Intensity Level: 4 / 5

Selected Tool:

Why this tool fits:

3 Situation: You read a group text where someone claims you've been talking behind a friend's back. Intensity Level: 5 / 5

My Self-Regulation Compass

On a scale of 1 to 5, how easy is it for you to stay calm when you feel angry or anxious?

1

Very Hard

2

Hard

3

Sometimes OK

4

Easy

5

Very Easy

Copyright © 2026 Counselor Hub Page 2 of 2 Session Module 1

🔥 Immediate Gas Reaction

"This teacher hates me. I'm putting this in the trash and I'm not doing work anymore."

🛑 Brake Pedal (Stop, Think, Choose)

Copyright © 2026 Counselor Hub Page 2 of 2 Session Module 4

My polite script to tell the teacher:

OFFICIAL RESET PASS 5 MINUTE LIMIT

I am taking a quick, functional reset break. I will practice a strategy, take a breath, and return to work.

Student Signature: __________________ Teacher Initials: _______

Copyright © 2026 Counselor Hub Page 2 of 2 Session Module 5

Selected Tool:

Why this tool fits:

Copyright © 2026 Counselor Hub Page 2 of 2 Session Module 7

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