Inner Space Facilitator Guide SESSION 1 • REGULATION
INNER SPACE
Nervous System & Somatic Self-Regulation
20 MIN TOTAL
6th Grade Space Club
SESSION OBJECTIVE
Students will identify physical "warning signs" of dysregulation and use the Inner Thermometer to scale their emotional and physical state.
CLINICAL GROUNDING
Dysregulation precedes boundaries violations. Framing arousal levels through a "space tech" metaphor removes shame and builds self-reflective capacity.
FLIGHT PATH & PACING PROTOCOL
0-3 MIN
Space Check-In & Group Agreements
Establish Safety. Lead a rapid, non-threatening check-in.
"Welcome to Space Club! In space, astronauts have to constantly monitor their ship and surroundings to stay safe. In this crew, we practice 'Inner Space' and 'Outer Space' navigation. Our rule here is simple: respect the cockpit (everyone's physical space) and co-pilot safely."
3-8 MIN
Concept Launch: The Inner Thermometer
Introduce the somatic scaling system. Distribute the Inner Thermometer Chart .
"Every rocket has a temperature gauge. When the engine is green (Cool), everything is smooth. Yellow (Warm) means the engine is working hard, maybe getting a bit tense. Red (Overheated) means warning! We are losing control. Our bodies have the same system."
8-15 MIN
Flight Practice: Scanning for Warnings
Lead students in locating somatic feelings. Use concrete, non-stigmatizing physical symptoms.
"Where do you feel the 'Warm' level first? Is it clenched fists? Shaky legs? A fast heartbeat? Or laughing too loud when things aren't funny? Let's trace it. If we can catch the engine heating up, we can use 'Engine Cooling' breathing (inhale for 4, hold for 4, exhale for 6) to stay in orbit."
15-18 MIN
Co-Pilot Reflection: Space Log
Direct students to open their Space Logs (Student Reflection Journal) and fill out the Week 1 entry. Encourage drawing or shading.
18-20 MIN
Landing & Crew Checkout
Brief check-out. Have students say one somatic cue they will track this week.
RESTORATIVE GUIDELINES FOR HIGH-AROUSAL / INAPPROPRIATE BEHAVIORS
Somatic Interruption (Overheating) If a student displays dysregulated physical behavior (e.g., getting too close, intrusive touch, silly boundary-testing), immediately interrupt the behavior calmly without naming it as sexualized: "Let's check the engine level. I'm seeing a lot of physical heat right now. Let's stand up, take two deep breaths, and re-establish our orbits."
Repairing Orbits If the boundary-testing behavior persists, use restorative scaling: "In Space Club, we keep the cockpit safe. When we crowd our co-pilots, our engines run too hot. What can we do right now to help your crewmates feel comfortable and keep your own engine in the green?"
Inner Space Student Journal SPACE LOG • WEEK 1
MISSION CONTROL
Tracking my personal flight system
CREW LOGbook
CO-PILOT NAME:
MISSION DATE:
1. MY ENGINE TEMPERATURE
Where is your engine needle pointing today? Circle your temperature level:
COOL
Calm & steady. Ready to fly.
WARM
Faster heartbeat. Fidgety energy.
OVERHEATED
Tense fists or jaw. Need a brake.
2. WHERE DO I FEEL THE HEAT?
When your engine heats up, where do you feel it? Draw a circle or an arrow on the space silhouette below to show where the energy builds up (like your chest, hands, head, or feet).
Somatic Map Canvas
3. MY ENGINE COOLING TOOL
What is your go-to flight correction tool when things get too hot? Check exactly one cooling tool to practice this week:
Take 3 deep, slow breaths Step back to classmate orbit
Do a silent shoulders roll Clench & release my muscles
Space Club Logbook • Session 1 Complete CO-PILOT APPROVED: _________________
Inner Space Anchor Chart Space Club Flight Systems
The Inner Thermometer
Monitor your somatic engine levels to navigate safe connections
RED
YELLOW
GREEN
OK TO FLY
LEVEL 3: OVERHEATED CRITICAL SYSTEM WARNING
Somatic Signals (How it feels):
Hands shaking, tensed muscles
Feeling completely "zoned out"
Urge to touch, push, or crowd
Flight Correction (What to do):
EMERGENCY SHUTDOWN. Step back. Take 3 slow, deep "cooling" breaths. Ask a leader for space.
LEVEL 2: WARM ENGINE CAUTION • CHECK COCKPIT
Somatic Signals (How it feels):
Heart starts racing or pounding
Loud/silly voice or high laughter
Leaning too close to co-pilots
Flight Correction (What to do):
ENGINE ADJUSTMENT. Check your orbit. Take one slow breath. Adjust physical spacing immediately.
LEVEL 1: COOL / IN ORBIT SYSTEMS STABLE • CRUISE
Somatic Signals (How it feels):
Breathing is calm and even
Can easily listen and follow rules
Body feels comfortable and steady
Flight Mode (What to do):
SMOOTH MISSION. Perfect state for learning, sharing, and respecting co-pilot boundaries.
COCKPIT SECURITY RULE: Every astronaut controls their own temperature and personal orbit.
SPACE CLUB POSTER SERIES
Personal Space Facilitator Guide SESSION 2 • BOUNDARIES
PERSONAL SPACE
Physical Boundaries & Personal Orbits
20 MIN TOTAL
6th Grade Space Club
SESSION OBJECTIVE
Students will identify the four physical "Space Orbits" (Cockpit, Shuttle, Orbit, Deep Space) and practice verbal and non-verbal commands to maintain their orbit.
CLINICAL GROUNDING
Many students with boundary issues lack spatial awareness and cannot read peer cues. Concrete, circular distance models help students visualize safety parameters.
FLIGHT PATH & PACING PROTOCOL
0-3 MIN
Thermal Check & Entry
Have students quickly rate their temperature on their fingers (1 = Cool, 3 = Overheated).
"Crew check! Hold up 1, 2, or 3 fingers to show your engine temperature. Excellent. Remember, to co-pilot safely today, we want to stay in the green zone. Let's launch into today's mission: Personal Space!"
3-8 MIN
Concept Launch: The Four Orbits
Introduce the physical distance zones using the Personal Orbit Map .
"Planets don't crash because they stay in their orbits. We have four orbits: 1) The Cockpit (your body autonomy), 2) The Shuttle (close friends/family), 3) The Orbit (classmates/teachers—arm's length), and 4) Deep Space (public). Entering the cockpit without permission triggers engine heat."
8-15 MIN
Flight Practice: Gravity & Thrusters
Activity: Have students stand. Practice setting boundary verbal cues without aggression.
"When someone stands too close, how does your body feel? Tense? That's your engine warming up. We can use verbal thrusters: a firm, calm voice that says, 'Hey, can you step back an orbit?' or 'I need a little more space.' Let's try saying that with a neutral face."
15-18 MIN
Co-Pilot Reflection: Space Log
Have students complete the Week 2 entry in their Space Logs . They will draw their own orbit concentric circles and categorize people.
18-20 MIN
Landing & Orbit Commitment
Check out by having each student state their preferred distance for class group work (e.g., "Full arm's length!").
RESTORATIVE ORBIT ADJUSTMENT (PHYSICAL INTRUSION)
Physical Intrusion Intervention If a student crowds another, enters their cockpit, or makes contact: "Co-pilot, check your coordinates. You've entered [Student Name]'s Cockpit zone. Let's reverse thrusters and return to the Classmate Orbit. Take a step back and check where your arms can reach."
Repair & Practice Follow up with a clear restorative prompt:
Personal Space Student Journal SPACE LOG • WEEK 2
ORBIT COORDINATES
Mapping my boundaries & deflector shields
CREW LOGbook
CO-PILOT NAME:
MISSION DATE:
1. MY PERSONAL ORBITS
Draw a small star or star sticker inside Zone 3 (Classmate Orbit) on the scanner below. This is where classmates should travel while working together.
Zone 4: Deep Space (Strangers)
Zone 3: Classmate Orbit
Zone 2: Shuttle
ME
Orbit Scanner
2. DEFLECTOR SHIELD CHARGERS (VERBAL BOUNDARY)
If someone stands too close or crowds your space cockpit without asking, select one deflector shield phrase you will use to ask for your orbit back:
"Hey, can you step back an orbit?" "I need an arm's length of space." "Let's work right here, thanks!"
Create your own short shield word or phrase:
Keep it polite, short, and clear.
Space Club Logbook • Session 2 Complete CO-PILOT APPROVED: _________________
Personal Space Anchor Chart Space Club Navigation Systems
My Personal Orbit Map
Every astronaut owns their boundary coordinates. Respect the orbits!
DEEP SPACE
CLASSMATE ORBIT
SHUTTLE ZONE
COCKPIT
ZONE 1: THE COCKPIT (MY BODY)
Who: Only Me. This is my body autonomy. No one enters, touches, or sits in this zone without my explicit, clear, enthusiastic permission.
ZONE 2: THE SHUTTLE (TRUSTED)
Who: Close Family & Best Friends. High-trust connections. Sitting close, side-hugs, or high-fives are okay here with verbal agreement.
ZONE 3: THE ORBIT (WORKING DISTANCE)
Who: Classmates, Teachers, and Groupmates. Safe arm's-length working distance. Handshakes, polite gestures, and collaborative discussions live here.
ZONE 4: DEEP SPACE (PUBLIC)
Who: Strangers or Public Contacts. We keep our physical distance, offering a friendly wave or a polite smile from across the space sector.
COCKPIT SECURITY RULE: When in doubt, ask before you land in another astronaut's orbit!
SPACE CLUB POSTER SERIES
Shared Space Facilitator Guide SESSION 3 • CONSENT
SHARED SPACE
Communication Beacons & Mutual Consent
20 MIN TOTAL
6th Grade Space Club
SESSION OBJECTIVE
Students will identify the "Consent Traffic Light" signals (Green = enthusiastic consent, Yellow = hesitation, Red = stop) and practice sending and reading these communication beacons.
CLINICAL GROUNDING
Understanding peer verbal and non-verbal cues is essential to preventing boundary transgressions. Reframing consent as "checking co-pilot beacons" bypasses defensiveness.
FLIGHT PATH & PACING PROTOCOL
0-3 MIN
Thermal Check & Orbit Re-alignment
Open with quick finger scale check (1-3).
"Crew, let's verify our engine temperatures. Perfect. Last week we mapped our Personal Orbits. Today, we're talking about how two rocket ships communicate when they enter Shared Space. We use the 'Consent Traffic Light' system."
3-8 MIN
Concept Launch: The Traffic Light
Introduce the three consent signals using the Consent Traffic Light Poster .
"Green means Go! The other co-pilot is enthusiastic and smiling. Yellow means caution or check-in. They might be quiet, looking away, or saying 'I guess' or 'Maybe.' Red means Stop immediately! It is a hard limit. In space, if you ignore a Red light, a serious collision happens."
8-15 MIN
Flight Practice: Checking the Beacon
Lead students in "Checking the Beacon." Practice asking clearly and reading the response.
"Let's practice checking. Before sitting next to someone or high-fiving: 'Beacon check: Is it cool if I sit here?' If they say 'Sure!' with a smile, that's Green. If they shrug, look down, and don't say much—that's a Yellow beacon. We stop and say, 'Hey, looks like you might want some space, no worries!'"
15-18 MIN
Co-Pilot Reflection: Space Log
Have students complete the Week 3 entry in their Space Logs , identifying non-verbal indicators of Yellow and Red lights.
18-20 MIN
Landing & Closing Circle
Check out by having each student state one way they will send a "Green light" signal to classmates.
RESTORATIVE BEACON ALIGNMENT (OVERRIDING CUES)
Overriding Cues Intervention If a student pushes past a boundary or ignores a yellow/red cue: "Co-pilot, pause right there. I noticed a Red/Yellow light signal from your teammate when you [behavior]. Let's respect the beacon. Pull back your engines immediately and check in."
Repair & Restorative Action Direct the restorative repair:
Shared Space Student Journal SPACE LOG • WEEK 3
COMMUNICATION BEACONS
Reading green, yellow, and red crew signals
CREW LOGbook
CO-PILOT NAME:
MISSION DATE:
1. DECODING CREW SIGNALS
Draw a line from the co-pilot's body language or words to their correct Consent Traffic Light zone:
"Crossing arms, looking away, and saying: 'No, stop.' "
RED LIGHT
"Smiling, nodding head, and saying: 'Yeah, that's awesome!' "
GREEN LIGHT
"Quiet shrugging, looking down, and saying: 'I guess so...' "
YELLOW LIGHT
2. THE BEACON CHECK
When I want to sit close, borrow an item, or join group work, I will ask clearly first. If I receive a Yellow or Red signal, I will:
My orbit repair plan...
E.g., "Take a step back, say 'no worries,' and respect their personal orbit zone."
"I agree to respect all classmate communication beacons. If a teammate tells me to stop or signals caution, I will reverse my engines and give them space immediately."
Space Club Logbook • Session 3 Complete CO-PILOT APPROVED: _________________
Shared Space Anchor Chart Space Club Communication Panel
Consent Traffic Lights
Every co-pilot sends a signal beacon. Read the lights to navigate safely!
GREEN
YELLOW
RED
GREEN LIGHT: ENTHUSIASTIC YES GO • IN SYNC
Crew Signals (What you see):
Smiles, energetic nods
Clear verbal: "Sure, let's do it!"
Active participation & sharing
Your Response (What to do):
CONTINUED FLIGHT. Engage safely, checking in periodically to make sure the light stays green.
YELLOW LIGHT: CAUTION / HESITATION PAUSE • CHECK IN
Crew Signals (What you see):
Silence, shrugged shoulders
Avoiding eye contact, looking down
Verbal: "I guess so," "Maybe later..."
Your Response (What to do):
STOP & INQUIRE. Say: "Hey, looks like you might want some space, no worries! We can work on this later."
RED LIGHT: HARD STOP STOP • REVERSE THRUSTERS
Crew Signals (What you see):
Verbal: "No," "Stop," "Leave me alone."
Physically pulling back or away
Frowns, crossed arms, tensed jaw
Your Response (What to do):
EMERGENCY REDRECTION. Stop the behavior instantly. Back away. Say: "Got it, my bad. Stepping back."
COCKPIT SECURITY RULE: Only a clear, enthusiastic Green light means "Go". Yellow means "Stop and Ask."
SPACE CLUB POSTER SERIES
Digital Space Facilitator Guide SESSION 4 • DIGITAL SAFETY
DIGITAL SPACE
Data Transmissions & Online Boundaries
20 MIN TOTAL
6th Grade Space Club
SESSION OBJECTIVE
Students will categorize digital transmissions into "Private Servers" (private texts/DMs) vs. "Public Broadcasts" (social feeds) and learn DMs consent guidelines.
CLINICAL GROUNDING
Many 6th graders send uninvited or highly explicit digital content because digital space feels low-risk. Framing phones as "broadcasters" creates psychological distance and filter controls.
FLIGHT PATH & PACING PROTOCOL
0-3 MIN
Thermal Check & Data Link
Quick finger scale check. Remind students that space communication extends through text.
"Crew, welcome back. We've mastered our physical orbits and reading consent lights in person. Today, we're extending our sensors to Digital Space—the text messages, DMs, photos, and gaming feeds we broadcast every day."
3-8 MIN
Concept Launch: Private Server vs. Public Orbit
Define boundaries of digital transmissions using the Digital Boundaries Map .
"In space, we have Private Servers and Public Broadcasts. Direct text messaging is a Direct Transmission. If you send an uninvited message, photo, or silly joke to someone, you are knocking on their private airlock. If you post online on TikTok or Discord, that's a Public Broadcast—it floats in Deep Space forever."
8-15 MIN
Flight Practice: Text Beacon Check
Lead students in reviewing digital consent: "The Digital Ping."
"When you send a text, that's a 'ping.' If they text back immediately with jokes (Green light), the conversation is in sync. If they leave you on 'read,' give a brief shrug, or say 'k' (Yellow light), pause your transmissions! If they block you or say 'Stop texting me' (Red light), you must immediately shut down your transmitters. No more pings."
15-18 MIN
Co-Pilot Reflection: Space Log
Have students fill out their Week 4 Space Logs . They will analyze texting screenshots and choose positive, non-threatening safe options.
18-20 MIN
Landing & Digital Flight Agreement
Have each student state one digital filter they will use (e.g., "Think 3 seconds before hitting send!").
RESTORATIVE DIGITAL FIREWALLS (DIGITAL INTRUSION)
Digital Intrusion Intervention If a student sends uninvited, highly inappropriate, or spammy messages/DMs: "Co-pilot, check your transmitters. You sent multiple messages/images when your crewmate's beacon was on Yellow/Red. That is a digital airlock breach. We need to shut down transmissions immediately and adjust your digital filter."
Digital Space Student Journal SPACE LOG • WEEK 4
DIGITAL COORDINATES
Securing my digital signals & text filters
CREW LOGbook
CO-PILOT NAME:
MISSION DATE:
1. PRIVATE SERVERS VS. PUBLIC BROADCASTS
Where do these digital rules apply? Select the correct zone for each rule:
PRIVATE SERVER (DMs & Texts)
Direct 1-on-1 transmissions. Access is closed!
Must ask before entry & never spam
PUBLIC BROADCAST (Feeds & Comments)
Social feeds with no borders. permanent trails!
Post only what is safe for anyone to see
2. THE DIGITAL TRANSMISSION LIGHT
If someone leaves your direct text on "Read," shrugs, blocks you, or tells you to stop sending messages, what is the safe flight protocol? Circle your action:
OUT OF SYNC
Send more messages, texts from different apps, or make spam calls.
PAUSE & STOP
Shut down direct transmissions, step back, and give them orbit space.
3. MY DIGITAL FILTER
Write down your personal rule to keep your digital space respectful (e.g., "I will ask before sending group invites," or "I will stop texting if left on read").
Space Club Logbook • Session 4 Complete CO-PILOT APPROVED: _________________
Digital Space Anchor Chart Space Club Firewall Systems
Digital Boundaries
Every message is a transmission. Map your online flight path!
Public Broadcast
Private Server
AIRLOCK
Private Server (Direct Texts / DMs)
Direct messages, private chats, group texts, and private gaming lobbies. This is a closed communications zone .
Firewall Rules:
Requires express consent to enter (no spamming/uninvited DMs).
Stop transmissions instantly if you get a Yellow/Red beacon.
Never send uninvited/unsolicited photos or explicit messages.
Public Broadcast (Feeds & Streams)
Social media profiles (TikTok, Instagram), public servers, streams, and lobby comments. This is deep space .
Firewall Rules:
No privacy filters. Posts leave a permanent trail in the cosmos.
If you wouldn't say it aloud in front of teachers, don't broadcast it.
Respect classmate boundaries: never post photos of others without asking.
COCKPIT SECURITY RULE: Every text leaves a trail. Keep your digital cockpit respectful and secure.
SPACE CLUB POSTER SERIES
Future Space Facilitator Guide SESSION 5 • INTEGRATION & GRADUATION
FUTURE SPACE
Synthesis, Commitments & Crew Graduation
20 MIN TOTAL
6th Grade Space Club
SESSION OBJECTIVE
Students will synthesize core group skills (somatic regulation, personal orbits, consent lights, and digital boundaries) and make a formal personal safety commitment.
CLINICAL GROUNDING
Ritualizing completion of a clinical sequence builds self-efficacy and strengthens commitment. Solidifying their identity as "Safe Co-Pilots" anchors long-term behavioral change.
FLIGHT PATH & PACING PROTOCOL
0-3 MIN
Thermal Review & Final Launch
Final check-in. Invite students to hold up fingers (1-3) to show their thermometer reading.
"Crew, welcome to our final flight. Look back at where we started: we learned to monitor our somatic engine levels, map our orbits, check co-pilot consent beacons, and secure our digital servers. Today, we put it all together to graduate."
3-8 MIN
Synthesis: Landing the Mothership
Review how regulation, orbits, consent lights, and digital boundaries connect to form a cohesive system of personal power and respect.
"When our engine is Cool (Green), we can easily respect classmate Orbits (Zone 3) and check their communication lights. When we run Hot (Red), we are more likely to drift into other people's Cockpits or send bad text signals. Every part of Space Club is connected."
8-15 MIN
Flight Graduation & Commitment Cards
Distribute the Space Logs (Week 5 Graduation Page) . Lead students in completing their "Co-Pilot Flight Agreement" and signing it.
"In space, co-pilots have to sign a flight safety covenant. Your Commitment Card is your personal promise to keep your engine under control, respect other orbits, read beacons, and safeguard your digital links. Let's sign these covenants."
15-18 MIN
Credential Handout
Formally present each student with their completed "Mission Flight Certificate" (located in the student log). Lead a brief round of applause for each member.
18-20 MIN
Final Closing: Crew Salute
Do a final group checkout. Have each co-pilot share one thing they loved about Space Club.
RESTORATIVE GRADUATION & RE-ENTRY POLICY
Post-Group Behavior Expectations Make sure students know that graduating means they are equipped to make repairs when they slip up: "We are officially safe space co-pilots now. If we make a mistake and crowd someone or text when their beacon is Red, we don't ignore it. We pause, apologize, and reset our orbit."
Future Space Student Journal SPACE LOG • WEEK 5
CREW GRADUATION
Final commitments & safe co-pilot certification
CREW LOGbook
CO-PILOT NAME:
MISSION DATE:
Official Credential
MISSION FLIGHT CERTIFICATE
This credentials that the co-pilot named above has completed the 5-week flight sequence
_______________________________________________
Graduated Space Club safe co-pilot
2. SAFE CO-PILOT COVENANT
I make this personal promise to keep our school shared space safe. Check each point to sign:
Somatic Regulation: I will monitor my engine temperature and use my cooling tool when I run hot. Personal Orbits: I will stay in Zone 3 (Classmate Orbit) and respect the space bubbles of others. Consent Lights: I will respect Yellow/Red lights and only proceed on clear, enthusiastic Green lights. Digital Firewalls: I will keep my texts and DMs safe, and never send uninvited data transmissions.
CO-PILOT SIGNATURE: _______________________________
FACILITATOR SIGNATURE: _______________________________
Space Club Progress Tracker CLINICAL DATA TOOL • ADMIN
SPACE CLUB PROGRESS TRACKER
Weekly Behavioral & Relational Efficacy Monitor
GROUP DATA LOG
Confidential Clinical Use Only
Tracking Instructions:
Record clinical metrics for each student weekly. Score students from 1 to 3 based on active participation, self-regulation capacity, and peer interaction boundaries.
Scoring Legend:
1: Emerging / Needs High Support
2: Developing / Needs Prompting
3: Autonomous / Safe Co-Pilot
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Qualitative Trend Mapping & Intervention Efficacy
1. Somatic Impulses What to observe: Do students' bodily arousal markers shift over the weeks? Monitor the frequency of rapid verbalizing, physical pacing, crowding, or hyper-aroused responses.
2. Boundary Repair What to observe: When physical boundaries are crossed, do students respond positively to "orbit" adjustments? Observe if repair occurs with minimal shame and rapid restorative alignment.
3. Shared Space Consent What to observe: Do students actively "check the beacon" before touching items or invading classmate spaces? Note transitions from unprompted actions to active permission checking.
