Regulation Mastery Slides Session 04: Mastery
Social Skills Masterclass
Reviewing bullying criteria and mastering emotional regulation in difficult situations.
Review: The "RIP" Criteria
Repeated
Happens more than once.
Intentional
Done on purpose to hurt.
Power
An unfair advantage.
Activity: Give an Example & Non-Example for each
Practice Zone: RIP
Repeated
Example?
Non-Example?
Intentional
Example?
Non-Example?
Power
Example?
Non-Example?
Difficult Feelings
Sometimes emotions are harder to manage. Practice naming the feeling and choosing your move.
Case Study:
"You worked hard on a drawing. Someone walks by, calls it 'terrible,' and laughs. They do this every time they see you drawing."
1. The Feeling?
Sad? Angry? Frustrated?
2. The move?
Walk away? Self-talk?
Your Mastery Toolkit
Tell an Adult
Safety is at risk or it is RIP behavior.
Walk Away
You need an immediate cool-down to stay safe.
Strategy
Use a breathing tool or self-talk *before* you react.
Final Check
Finish the worksheet activities, then complete your final Mastery Assessment.
Identify Emotion
Select Strategy
Protocol Facilitator Guide Counselor Reference // Lesson 04
Facilitator Guide
Final Mastery & Generalization
20 Minute session
Learning Targets
01 Give example/non-example of RIP criteria.
02 Identify emotions in intense situations.
03 Choose Coping Moves independently.
IEP Goal Status
"Independently identify emotion and utilize coping strategy... with 80% accuracy across 5 situations."
Pacing (20m Total)
00-03m
RIP Rapid Review
Quickly check definitions. Student writes examples/non-examples on worksheet Part 1. Focus on "Power Imbalance" as the key differentiator between conflict and bullying.
03-10m
The "Difficult" Shift
Use Slides 4-5.
Discuss situations where it is harder to stay calm (betrayal, false accusations). Practice naming the emotion and choosing from the Mastery Kit: Adult, Walk Away, or Strategy.
10-20m
Goal Assessment
Administer the 5-scenario assessment. Do not provide prompts or reminders. Student must name the specific emotion and a valid strategy. Score 4/5 for mastery attainment.
Clinical Guidance
Independence Check : If the student asks for help, respond with: "What tool in your kit fits this feeling?" If they still cannot choose, mark the trial as Prompted .
Emotional Vocabulary : Accept synonyms (e.g., "Upset" for "Frustrated") if they match the social situation context.
Lesson 04 Facilitation Documentation // Professional Series
Response Decoder Worksheet Skill Mastery Practice
Session 04 // Practice Activities
Name:
Part 1: Bullying Criteria (RIP)
Bullying must meet all three criteria. Write a real-world Example and a Non-Example for each.
Criterion Example Non-Example Repeated Intentional Power imbalance
Part 2: Practice Case Studies
Generalization: Use your skills in these 4 challenging moments.
"A peer spills water all over your finished project right before you present it."
Identify Emotion
Coping Move
"The teacher blames you for talking, but it was actually the person behind you."
Identify Emotion
Coping Move
"You lose a gaming competition you worked hard for. The winner brags in your face."
Identify Emotion
Coping Move
"Your best friend cancels your plans at the last minute to go with a new friend."
Identify Emotion
Coping Move
Regulation Series // Mastery Training Lesson 04 Activities
Decoder Final Mission Final Assessment
Self-Regulation Mastery // Session 04
Student:
Instructions: Read each situation. 1) Identify the Emotion (Anger, Frustration, Sadness, Confusion, Stress, or Anxiety). 2) Choose a Coping Strategy (e.g., Tell an Adult, Walk Away, or a taught strategy).
1
"You worked hard on a drawing. A peer says, 'That looks like a toddler drew it,' and laughs. You feel heat in your chest."
Identify Emotion
Coping Strategy
2
"The teacher announces a pop quiz on a topic you missed. Your stomach feels tight and you can't focus."
Identify Emotion
Coping Strategy
3
"A group of friends are talking about a party you weren't invited to. You feel a lump in your throat."
Identify Emotion
Coping Strategy
4
"The teacher blames you for talking, but it was someone else. You get a demerit and feel like shouting."
Identify Emotion
Coping Strategy
5
"A peer shares your private message with a group chat. Everyone is whispering when you walk by."
Identify Emotion
Coping Strategy
Professional series // Final Certification Mastery Pass: 4/5 (80%)
Mission Accomplished Key Internal Use Only
Assessment Master Key
Final Mastery // Session 04
Data Log Key
1
Drawing Critique
Emotion: Anger, Frustration, or Sadness.
Strategy: Walk Away or Positive Self-Talk.
2
Pop Quiz
Emotion: Anxiety, Stress, or Confusion.
Strategy: Tell an Adult or Breathing.
3
Party Exclusion
Emotion: Sadness, Stress, or Frustration.
Strategy: Positive Self-Talk or Tell an Adult.
4
False Accusation
Emotion: Anger, Frustration, or Confusion.
Strategy: Tell an Adult (calmly) or Breathing.
5
Cyber Betrayal
Emotion: Anxiety, Stress, or Anger.
Strategy: Tell an Adult or Walk Away (Digital Break).
Mastery Scoring
Criteria: Student meets the 80% target if they independently identify BOTH a context-relevant emotion AND a valid regulation strategy for 4 out of 5 trials.
Scoring is binary: Full credit is given only for trials where BOTH components are correct and independent.
Regulation Series Lesson 04 Mastery Key
Practice Activity Key Teacher Reference // Answer Key
Practice Activity Key
Lesson 04 // RIP Criteria & Case Studies
Reference Only
Part 1: Bullying Criteria (RIP)
Criterion Acceptable Example Acceptable Non-Example Repeated "A peer hides my backpack every single Monday morning for a month." "A peer hides my backpack once as a joke and gives it right back." Intentional "Someone trips me in the hall on purpose so everyone laughs at me." "Someone accidentally trips over my foot because they weren't looking." Power imbalance "A group of older students won't let one younger student sit at 'their' table." "Two friends in the same grade argue over who gets to use the basketball."
Part 2: Practice Case Studies
1. Spilled Water
Emotion: Frustrated, Angry, Stressed.
Strategy: Walk Away (cool down), Deep Breathing.
2. Teacher Blame
Emotion: Frustrated, Confused, Unfairly treated.
Strategy: Tell an Adult (explain calmly later), Breathing.
3. Competition Loss
Emotion: Angry, Sad, Embarrassed.
Strategy: Walk Away, Positive Self-Talk.
4. Cancelled Plans
Emotion: Sad, Frustrated, Left Out.
Strategy: Positive Self-Talk, Activity planning.
Mastery Note
Accept any synonyms that accurately fit. Goal: 80% independent mastery.
Regulation Series // Lesson 04 Answer Key
Emotion Strategy Slides Emotion Strategy Mission
Mastering your internal code for maximum regulation.
Objective: Mastery
Mission Intelligence: The RIP Code
To protect yourself, you must first decode the situation.
R
Repeated
It happens over and over. It’s a pattern, not a one-time thing.
I
Intentional
The person is trying to hurt your feelings on purpose.
P
Power
One person has more control or influence than the other.
The Mission Objective
Mission Statement
"When things get tough, I will identify my emotion and use a strategy to stay in control."
80% Mastery Target
Step 1: The Internal Scan
What code is your body sending right now?
Anger
Hot face, clenched fists, fast heart.
Frustration
Gritted teeth, sighing, feeling "stuck."
Sadness
Heavy chest, wanting to hide, tears.
Confusion
Brain fog, "I don't get it," frowning.
Stress
Tense shoulders, racing thoughts.
Anxiety
Shaky hands, stomach butterflies.
Step 2: Strategy Selection
Your counter-moves for emotional control.
Tell an Adult
Use when: You feel unsafe, you're being bullied, or a problem is too big to fix alone.
Walk Away
Use when: You feel your anger rising, someone is being mean, or you need space to cool down.
Taught Strategy
Use when: You feel stressed or overwhelmed in class. (Breathing, grounding, positive talk).
Expert Tip:
Identify the feeling BEFORE it becomes an action.
Strategy Lab
Ready to decode your first mission scenarios?
1. Read Brief
2. Scan Emotion
3. Choose Strategy
Regulation Mission Guide Regulation Mission Guide
Social Decoder Program: Session 3 (20-Minute Sprint)
Teacher Resource
Mission Focus
This high-impact, 20-minute session targets the mastery of emotional regulation and independent strategy application.
Target IEP Goal:
"When experiencing anger, frustration, sadness, confusion, stress, or anxiety, student will increase positive behaviors by independently identifying the emotion and utilizing an appropriate coping strategy in 80% of opportunities."
20-Minute Mission Pacing
0-3m
RIP Recap
Warm-up using Slides 1-2. Quickly review bullying criteria (Repeated, Intentional, Power).
3-8m
Internal Scan
Slide 4: Scan for the 6 target emotions and body cues. Focus on physiological markers.
8-12m
Strategy Match
Slide 5: Select counter-moves (Tell an Adult, Walk Away, or Taught Strategy).
12-20m
Data Collection
Administer Situation Decoder Assessment. Observe for independence for IEP goal data.
Sprint Mission Strategy
Strict Timing
In a 20-minute session, don't allow for side-bars. Use a timer to ensure you reach the Assessment by minute 12.
Mastery Mark
The goal requires independent identification. Prompting resets the progress for that specific opportunity on the tracker.
Situation Decoder Assessment Situation Decoder Assessment
Mission: Strategy Mastery (IEP Data Goal)
Confidential Briefing
REG-SEC-03
Student Name:
Date:
MISSION: For each scenario, identify the primary internal emotion (what your body feels) and select the best strategy (Tell an Adult, Walk Away, or use a Taught Strategy).
1
You are in Math class and the teacher explains a new way to solve long division. You try three times, but your answer is wrong every time. You feel your jaw clenching and your face getting hot.
Internal Emotion Scan:
Strategy Selection:
2
Walking to the cafeteria, a group of students you don't know starts laughing and pointing at your shoes. They follow you for a few minutes. Your heart starts racing and your hands are shaking.
Internal Emotion Scan:
Strategy Selection:
3
You find out that your best friend had a party over the weekend and invited everyone except for you. You feel a heavy weight in your chest and you don't feel like talking to anyone.
Internal Emotion Scan:
Strategy Selection:
4
You have a huge science project due tomorrow, but you lost your notes and don't know how to start the conclusion. Your mind is racing with all the things that could go wrong.
Internal Emotion Scan:
Strategy Selection:
5
During basketball in P.E., a teammate gets in your face and says, "You're ruining the game for everyone." You feel like you want to push them or yell back.
Internal Emotion Scan:
Strategy Selection:
Your Strategy Toolkit
Tell an Adult
Walk Away
Taught Strategy
Situation Decoder Key Situation Decoder Key
Counselor Answer Guide & Criteria
Answer Key
IEP Mastery Criteria
A response is recorded as a "Success" only if the student:
Identifies the target emotion or a similar feeling (e.g., "Mad" for Anger).
Selects a strategy that logically fits the situation.
Completes both steps without prompting from the adult.
Scenario 1: Math Struggles (Long Division)
Brief: Student tries division 3x, fails, hot face, clenched jaw.
Target Emotion:
Frustration / Anger
Best Strategy:
Taught Strategy (Breathing) or Ask for Help
Scenario 2: Cafeteria Teasing (Power Play)
Brief: Group laughs at shoes, follows student, heart racing, shaking hands.
Target Emotion:
Anxiety / Stress / Embarrassment
Best Strategy:
Walk Away or Tell an Adult
Scenario 3: Social Exclusion (The Party)
Brief: Best friend invited everyone else, heavy chest, no desire to talk.
Target Emotion:
Sadness / Hurt / Loneliness
Best Strategy:
Tell an Adult or Self-Talk (Taught)
Scenario 4: Project Panic (Science Project)
Brief: Notes lost, project due tomorrow, mind racing with "what ifs."
Target Emotion:
Stress / Anxiety / Overwhelm
Best Strategy:
Taught Strategy (Grounding) or Ask for Help
Scenario 5: P.E. Confrontation (Basketball)
Brief: Teammate yells in face, "ruining the game," feels like yelling/pushing.
Target Emotion:
Anger / Frustration
Best Strategy:
Walk Away (Priority) or Tell an Adult
Mastery Tracker Sheet Mastery Tracker Sheet
IEP Goal: Regulation Strategy Selection
SOCIAL-DEC-03
Student:
Date:
IEP Goal: When experiencing anger, frustration, sadness, confusion, stress, or anxiety, student will independently identify emotion and utilize coping strategy in 80% of opportunities (4/5 situations).
# Scenario Brief ID Emotion ID Strategy Success? 1 Math (Frustration) I P
|
I P
| |
| 2 | Cafeteria (Anxiety) |
I P
|
I P
| |
| 3 | Exclusion (Sadness) |
I P
|
I P
| |
| 4 | Science (Stress) |
I P
|
I P
| |
| 5 | P.E. Game (Anger) |
I P
|
I P
| |
Independent Hits
/ 5
Mastery %
%
80% Met?
Mission Log / Observations
* Only Independent (I) markings count toward the 80% mastery target. Counselor Signature: _______________________
Social Decoder Slides Social Decoder
Lesson 1: Defining the Drama
Analyzing Social Interactions
System Check-In
Before we decode the behavior of others, how are you feeling right now?
Stressed
Confused
Angry
Sad
Frustrated
Neutral
The Bully Code
Bullying isn't just someone being "mean." To be classified as bullying, it must meet 3 specific criteria:
1
Intentional
The person is doing it on purpose to cause harm or distress.
2
Repeated
It happens more than once or shows a pattern of behavior over time.
3
Power Imbalance
The person bullying has more "power" (social status, size, age, or a group vs. one).
Conflict vs. Bullying
Normal Conflict
Equal power between people
Happens occasionally
Both people feel upset
Usually unintentional harm
Both want to solve the problem
Bullying
Power imbalance (unequal)
Happens repeatedly
Target feels hurt; Bully feels powerful
Intentional harm
Bully does not want to solve it
The Response Matrix
When you decode a situation as bullying, your goal is regulation, not retaliation.
T.A.G. An Adult
Tell a trusted teacher, counselor, or parent immediately.
Tactical Retreat
Walk away calmly. Do not give them the reaction they want.
Internal Reset
Use deep breathing or a "cool down" thought to stay regulated.
Simulation Lab
"The Social Media Sabotage"
A student repeatedly posts embarrassing photos of you on a group chat and laughs when you walk by in the hallway.
Task 1 Identify the Emotion
Task 2 Is it Bullying? Why?
Task 3 Choose a Strategy
Decoder Final Test
1. Does bullying happen only once?
Yes No (It's Repeated)
2. What is the main goal of using a strategy?
Getting Revenge Staying Regulated
3. If you're angry, what's a "positive behavior" strategy?
"Tell an adult, walk away, or use a reset breath."
Bullying Lesson Briefing Guide Counselor Briefing
Lesson: Decoding Drama & Regulation
30-MINUTE SESSION
Mission Pacing (30 Mins)
0-5 MINS
Check-In & Hook
Assess student's current emotional state. Use Slide 2 to name feelings. Set the "Social Decoder" theme.
5-15 MINS
Direct Instruction
Slides 3-5. Define Intentional, Repeated, and Power Imbalance. Contrast with normal peer conflict.
15-30 MINS
Practice & Check
Worksheet & Role Play. Student identifies emotions in scenarios and selects regulation strategies.
Answer Key & Teacher Guide
01
Worksheet Part 1: Bullying Criteria
Intentional: Doing it on purpose.
Repeated: Pattern over time.
Power Imbalance: Size, age, or social status difference.
02
Inquiry Question Prompts
"If it's conflict, we can fix it together. If it's bullying, your only job is to stay safe and regulated while getting adult help."
IEP Goal Progress Tracker
TARGET: 80% SUCCESS
Opp # Scenario / Situation ID Emotion? Strategy? Regulated? 1 Record scenario code (A-E) 2 3 4 5
WALK AWAY ADULT HELP TAUGHT STRATEGY DEEP BREATHING
IEP Scenario Bank
Use these for assessment & tracking
SCENARIO A: The Daily Mockery BULLYING
"Every day during Math, a peer mocks your voice when you answer a question. Today, they did it again and the class laughed. They've done this for a week straight."
Criteria: Repeated, Intentional harm.
Success Look-For: Student names 'Anxiety' or 'Anger' and chooses 'Walking Away' or 'Adult Help'.
SCENARIO B: The Recess Clash CONFLICT
"You and a friend both want the last football. You argue for two minutes and call each other 'unfair'. Eventually, a teacher takes the ball away."
Criteria: Peer status equal, No repeated pattern.
Success Look-For: Student names 'Frustration' and suggests 'Compromise' or 'Cool Down'.
Bullying Breakdown Worksheet Social Decoder Lab
Confidential File: Interaction Analysis
AGENT NAME:
DATE:
Part 1: Defining the Code
To classify a behavior as BULLYING, it must meet three specific criteria. Fill in the missing words:
1
I_____________________: The person is doing it on purpose to hurt someone.
2
R_____________________: It happens more than once or shows a pattern over time.
3
Power I_____________________: One person has more social status, size, or age than the other.
Part 2: Case File Decoding
CASE #101
"Leo and Sam both want to sit in the same seat at lunch. They argue for a few minutes and then Leo decides to sit somewhere else, but they are both still annoyed."
Is this bullying or normal conflict?
Bullying Conflict
Why?
CASE #102
"Every day during PE, a group of 8th graders calls a 6th grader names and blocks them from joining the game while the group laughs."
Is this bullying or normal conflict?
Bullying Conflict
Why?
Part 3: Inquiry Investigation
1. When someone is being mean to you repeatedly, what emotion do you feel most often? (Anger, Sadness, Anxiety, Confusion?)
2. How does staying "regulated" (keeping your cool) help you handle a bully better than exploding in anger?
3. What is one "Positive Behavior" you can do independently when you start to feel frustrated by someone else's actions?
Part 4: Role Play Simulation
SCENARIO: The "Fake News" Whisper
"You overhear a student telling others a lie about you for the third time this week. They stop talking and smirk when you walk by."
Your Identified Emotion:
Chosen Regulation Strategy:
Self-Check Knowledge Point
"By identifying my emotion and picking a strategy, I control my reaction, even if I can't control the bully."
Social Decoder Scenario Cards Social Decoder: Scenario Cards
IEP Goal Assessment & Role-Play Tools
MISSION: REGULATION
Case File #A
"Every day during Math, a peer mocks your voice when you answer a question. Today, they did it again and the class laughed. They've done this for a week straight."
Identify Emotion
Choose Strategy
TYPE: BULLYING REPEATED / INTENTIONAL
Case File #B
"You and a friend both want the last football. You argue for two minutes and call each other 'unfair'. Eventually, a teacher takes the ball away."
Identify Emotion
Choose Strategy
TYPE: CONFLICT EQUAL POWER / ISOLATED
Case File #C
"An 8th grader purposefully bumps into you every day at your locker. Today, they bumped you hard and said, 'Move it, shrimp,' before laughing with their friends."
Identify Emotion
Choose Strategy
TYPE: BULLYING POWER IMBALANCE / REPEATED
Case File #D
"You left your hoodie on the bench. You saw a classmate find it, but instead of bringing it to you, they just left it on the ground and walked away."
Identify Emotion
Choose Strategy
TYPE: CONFLICT NO CLEAR INTENT / ONE-TIME
Case File #E
"You are kicked out of a project group chat. When you ask why, the group leader says, 'Nobody wants your help anyway,' and blocks you. This is the third project they've done this."
Identify Emotion
Choose Strategy
TYPE: BULLYING SOCIAL POWER / REPEATED
Case File #F (Blank)
Write a custom scenario
Instructions: Cut these cards out to use during IEP goal tracking. Present a card to the student, have them decode if it is Bullying or Conflict, identify their Emotion, and select a Regulation Strategy. Record the results in the IEP Goal Progress Tracker.
Power Logic Slides Power Logic
Social Decoder Program: Session 2
Mission Recap
R
Repeated
Happens more than once. A pattern of behavior.
I
Intentional
Done on purpose to hurt someone's feelings or body.
P
Power Imbalance
One person has more "power" than the other.
What is "Power"?
👥
Social Power
Popularity, having more friends, or being "higher up" in a group.
💪
Physical Power
Being bigger, stronger, or older than the other person.
🔢
Numerical Power
A group of people picking on one person (Many vs. One).
🧠
Information Power
Knowing a secret or having something to use against someone else.
The Decoder Scale
Is the power balanced or unbalanced?
⚖️
Conflict
"Fair Fight"
Both have same "status"
Disagreement between friends
Power is equal
VS
📉
Bullying
"Power Trip"
One has more social status
One is being "picked on"
Power is NOT equal
Your Regulation Tools
Step 1 Identify the Feeling
😡Angry
😩Frustrated
😢Sad
😵💫Confused
😰Stressed
Step 2 Deploy a Strategy
🚶♂️ Walk Away
🗣️ Tell an Adult
🌬️ Deep Breaths
Decoder Mission
We are going to analyze 5 scenarios. Your job: Identify if there is a Power Imbalance and decide how to stay Regulated.
ARE YOU READY?
Power Play Facilitator Guide Session 2 Facilitation Guide
Power Play Scenarios
SESSION 2
Focus Objective
To master the "P" (Power Imbalance) in the RIP criteria and practice emotional regulation during simulated power-imbalanced social situations.
IEP Goal Connection
Increasing positive behaviors by independently identifying emotions and using coping strategies in 80% of opportunities.
Session Pacing & Workflow
05 mins
Recap & The "Power" Hook
Review the RIP acronym. Use the "Power Logic" slides to introduce the 4 types of power (Social, Physical, Numerical, Information). Ask: "Who has the remote control in this situation?"
15 mins
Deep Dive: The Power Imbalance
Work through the "Decoder Scale" slide. Contrast Conflict (Fair Fight/Equal Power) with Bullying (Power Trip/Unbalanced). Use real-world examples (e.g., 2 friends arguing vs. an older student teasing a younger one).
15 mins
Role-Play Workshop
Use the Power Shift Roleplay Worksheet . Act out two scenarios together. Focus heavily on the "Pause" – where the student identifies their emotion before responding.
10 mins
Final Decoder Assessment
Student completes the Power Imbalance Tracker independently. Use this for your 4/5 data point for the IEP goal.
Counselor Quick-Tips for Power Imbalance
Visual Metaphor: Use a literal scale or heavy/light objects to show how one person "weighs more" socially or physically.The "Friend Test": Ask, "Is this person usually your friend? If yes, it's likely a conflict. If no, look for a power imbalance."Role-Play Pivot: If the student gets stuck, play the "Aggressor" yourself but make it "low-heat" initially, increasing the "power" once they show regulation.
Coping Strategy Scripting
Identification
"I feel _______ right now because they are _______."
Strategy Choice
"I am going to [walk away / tell an adult / breathe]."
Internal Self-Talk
"I don't have to win this 'power trip'. I can stay regulated."
Power Shift Roleplay Worksheet Power Shift
Role-Play Planning Sheet
Name: ___________________________
Date: ___________________________
📱
Social Power
🏫
Physical/Age
💬
Numerical
🤫
Information
Case #1: The Digital Gatekeeper
SOCIAL POWER
The Situation: You’re sitting at a table with four other kids. They are all laughing at memes in a group chat that you aren't in. When you ask to be added, the "leader" of the group looks at you and says, "Sorry, this chat is only for the OG squad." They keep laughing and showing each other their screens right in front of you.
Decode the Power
How is the "leader" using power here?
The Regulation Pause
Name your feeling (Frustrated? Sad? Confused?)
The Strategic Move
What is a regulation strategy you can use to stay in control of yourself?
Case #2: The Bus Bench Boss
AGE/PHYSICAL POWER
The Situation: Every morning while waiting for the bus, an 8th grader who is much taller than you stands directly in your personal space. If you try to move, they follow you and say, "6th graders don't get the good spots, move back." They make you stand in the dirt every single day while their friends watch.
Decode the Power
Identify the power imbalance (Age? Size? Numbers?)
The Regulation Pause
How does this "Power Trip" make you feel?
The Strategic Move
How can you stay regulated and get help without making it a fight?
Stay in the Driver's Seat
Regulation is about keeping power over YOUR emotions, even when someone else is trying to take it. Don't give them control of your reaction.
🧘♂️ 🧠
Power Imbalance Tracker Power Imbalance Tracker
Session 2 Assessment & IEP Data Collection
Student: ___________________________
Date: ___________________________
Target IEP Goal:
When experiencing feelings of anger, frustration, sadness, confusion, stress, or anxiety, the student will increase positive behaviors by independently identifying the emotion and utilizing an appropriate coping strategy (e.g., telling an adult, walking away, or using a taught strategy) in 80% of opportunities across 4 out of 5 situations, as measured by teacher observation and data collection.
Social Decoder Assessment: Middle School Edition
1. You and your best friend are both trying out for the last spot on the basketball team. You've stopped talking and are giving each other the "cold shoulder" because you're both competitive and nervous.
Type:
Conflict
Bullying
Emotion & Strategy:
I feel _________. I will _________.
2. A group of students in the band room hide your instrument every day before practice. When you get upset, they all record you on their phones and laugh, saying "it's just a prank."
Type:
Conflict
Bullying
Emotion & Strategy:
I feel _________. I will _________.
3. A former friend starts posting "vent" videos on social media that don't name you, but use your specific secrets and catchphrases, encouraging others to guess who they're talking about.
Type:
Conflict
Bullying
Emotion & Strategy:
I feel _________. I will _________.
4. You are assigned to a science project with a classmate. One wants to make a poster, the other wants to build a model. You end up yelling at each other because neither will compromise.
Type:
Conflict
Bullying
Emotion & Strategy:
I feel _________. I will _________.
5. A popular 8th grader constantly "shoulders" you in the crowded hallway, knocking your books down every morning while their friends watch and snicker.
Type:
Conflict
Bullying
Emotion & Strategy:
I feel _________. I will _________.
Teacher Answer Key & Explanations
Scenario 1: CONFLICT
Why: Balanced Power. Best friends are peers with equal social status. The disagreement is a typical friendship stressor rather than a one-sided abuse of power.
Scenario 2: BULLYING
Power Shift Roleplay Key Power Shift Key
Facilitator Guide & Acceptable Answers
Teaching Note:
The goal of this planning sheet is to help the student "slow down" the social interaction. By naming the power type and the emotion before acting, they are practicing the "Pause" required for their IEP goal. Acceptable answers should focus on prosocial, non-aggressive regulation strategies.
Case #1 Guide: The Digital Gatekeeper
Decode the Power
"The leader is using Social Power and Numerical Power. They have the group on their side and are 'gatekeeping' the group chat to make me feel like an outsider."
Regulation Pause
"I feel excluded, frustrated, and maybe a little embarrassed because it's happening in front of other people."
Strategic Move
"I will take a deep breath, say 'Okay, whatever,' and walk away to find my other friends who don't act like that. I won't beg to be in the chat."
Case #2 Guide: The Bus Bench Boss
Decode the Power
"This student is using Age and Physical Power. They are older (8th grade) and taller, using their size to intimidate a younger student (6th grade)."
Regulation Pause
"I feel anxious, small, and stressed. My heart might be racing because they are in my personal space."
Strategic Move
"I will move to a different area near the bus driver or a teacher. I'll use self-talk to remind myself that their bullying isn't about me, and then I'll report the pattern to a counselor."
Role-Play Observation Criteria
What "Success" Looks Like:
Student can name 1 specific power type.
Student identifies feeling (angry/sad/etc).
Strategy is non-verbal or calm verbal.
Strategy does not escalate the conflict.
What "Redirection" Looks Like:
Strategy involves "fighting back" or insults.
Student shuts down and refuses to plan.
Strategy requires teacher prompting to be safe.
