Session 1 Lesson Plan Session 1 Lesson Plan
Spotting Stressors
Stress Detective Quest
Objective
Introduce the concept of stress and stressors, build rapport, complete a baseline worksheet to identify personal stressors and intensity, and reinforce learning with a quick sorting game.
Session Info
Time: 30 MinutesFormat: Individual Tier 3Topic: Identification
The "Why"
Establishing a clear understanding of stress and identifying personal stressors provides a foundation for self-awareness and targeted coping strategies, tailored to the student’s needs.
Prep
Review Session 1 Lesson Plan
Print worksheets: Baseline & Thermometer
Cut out Stressors Matching Game Cards
Prep Time: 10 minutes
Materials
Baseline Stressors Worksheet
Stress Thermometer Worksheet
Stressors Matching Game Cards
Pens/Pencils
Quiet workspace
Session Procedure
Step Time Details Build Rapport 5m Greet warmly; discuss interests. Explain program purpose: spotting stressors and building skills. Confirm confidentiality and support. Define Concepts 7m Ask "What comes to mind when you hear 'stress'?" Define stress as a reaction to demands. Introduce 'stressor' with examples (tests, noise). Baseline Activity 10m Complete Baseline Worksheet. List 3-5 stressors and emotions. Rate intensity (1-10). Support as needed. Thermometer 5m Intro Stress Thermometer. Explain 1-10 scale. Transfer baseline ratings to the visual. Discuss what levels feel like. Sorting Game 3m Draw 5 cards. Sort into Low, Medium, High piles. Explain one choice. Congratulate and wrap up.
Baseline Stressors Worksheet Case File: #001
Stress Evidence Log
Identifying Personal Stressors & Emotions
Detective:
Date:
Investigation Instructions
List 3–5 recent situations that felt stressful. For each one, describe what happened, how you felt (emotion words like worried, frustrated, or tense ), and rate your stress intensity from 1 (low) to 10 (high).
Situation / Event What Happened? How Did I Feel? Intensity (1-10)
Detective Notes
Which of these stressors happens most often?
Is there a specific emotion that shows up most for you?
Stress Thermometer Worksheet Stress Thermometer
Measuring the Heat of the Case
Name:
Date:
10987654321
Think about what each level feels like. Record examples or feelings for each stage of the thermometer.
10
Emergency / Peak Stress
9
8
7
6
5
Manageable / Moderate
4
3
2
1
Calm / Cool
Stressors Matching Game Cards Evidence Cards: Stressor Sorting
Cut along the dashed lines. Draw 5 cards and sort into Low, Medium, or High stress piles.
Misplacing a pencil
Waiting in line at lunch
Mild snack not available
Wearing mismatched socks
Homework assigned for tomorrow
Getting a B on an assignment
Having to ask a question in class
Being slightly late to class
Unannounced pop quiz
Presenting a project to the class
Unexpected office visit
Major test affecting grade
Low Stress
Manageable / Small Thing
Medium Stress
Noticeable / Challenging
High Stress
Significant / Overwhelming
Define Stress Discussion Guide Discussion Guide: Defining Stress
Purpose
Help the student build a shared understanding of what “stress” means, recognize personal signals of stress, and prepare to identify real-life stressors in a safe, supportive environment.
Safe Space Guidelines
Rule #1
Confidential Space
Rule #2
No Wrong Answers
Rule #3
Honest Sharing
1. The Opening
"What comes to mind when you hear the word ‘stress’?"
Follow-up: "Can you give an example of a time you’ve felt that way?"
2. Body Signals
"How does your body let you know you’re feeling stressed?"
Follow-up: "Do you feel anything in your chest, stomach, or head?"
3. Identifying Moments
"Think of a recent stressful time. What was happening?"
Follow-up: "What part of that situation felt most challenging?"
4. Emotional Reactions
"What emotions do you notice when you’re stressed?"
Follow-up: "Where do you notice these? In your thoughts? Your mood?"
5. Coping Ideas
"When you feel stressed, what helps you calm down?"
Follow-up: "Have you tried deep breaths or talking to someone?"
Next Step: Transition to Worksheet
Move to the Baseline Stressors and Emotions Worksheet to record these insights.
Session 2 Lesson Plan Session 2 Lesson Plan
Body Signals
Investigation Phase
Objective
Help the student recognize and map physical stress signals through a guided body scan and reflective journaling to increase self-awareness of the stress response.
Session Info
Time: 30 MinutesMethod: Sensory AwarenessOutcome: Body Map
The "Why"
Identifying bodily cues of stress early empowers the student to catch stress in the moment and manage it proactively, strengthening mind-body awareness and preventing escalation.
Session Procedure
Step Time Details Rapport & Recap 5m Check-in on their week. Recap Session 1: identifying stressors and 1-10 intensity. Intro today: how stress shows up in the body. Guided Body Scan 10m Use the Guided Body Scan Script. Move attention from toes to head. Observe tension, warmth, or jitters without judgment. Physical Discussion 5m Ask: "Where did you feel most tension?" Validate observations. Link sensations to the "Early Warning System" of the body. Journaling Activity 8m Hand out Stress Response Journal. Record sensations, thoughts, and emotions from the scan. Identify 2-3 personal "warning signals." Wrap-Up 2m Summarize main body signals discovered. Preview Session 3: First coping strategies (Breathing & PMR).
Prep Tasks
• Print Guided Body Scan Script
• Print Stress Response Journal Worksheet
• Arrange quiet, comfortable seating
Tier 3 Modification
Focus specifically on any sensations that the student reports feeling before a seizure event to help them differentiate between stress and aura/prodrome symptoms.
Guided Body Scan Script Script: Guided Body Scan
Teacher Guide
Instructions
Read at a slow, calm pace. Pause for 3–5 seconds between each instruction to allow the student to shift their focus. Ensure the environment is quiet and the student is comfortable.
Intro:
“Find a comfortable position. You can close your eyes or find a spot on the floor to look at softly. We’re going to take a detective’s tour of your body to see what signals it might be sending.”
1
The Feet
“Bring your attention down to your feet. Notice your toes... the soles of your feet... the heels. Do they feel warm, cold, heavy, or light? Are they pressing into the floor? Just notice.”
2
Legs & Knees
“Let that focus move up to your calves... your knees... and your thighs. Notice if there’s any tightness or tension here. If you find some, just acknowledge it and move on.”
3
The Stomach
“Shift your focus to your stomach. This is a common spot for stress signals. Does it feel tight? Fluttery? Quiet? Notice the gentle rise and fall as you breathe.”
4
Hands & Arms
“Move your attention to your hands. Are they clenched or relaxed? Notice your fingers... your wrists... and your arms all the way up to your shoulders.”
5
Shoulders & Neck
“Focus on your shoulders. Are they pulled up toward your ears, or are they resting down? Check your neck for any stiffness.”
6
The Face
“Finally, notice your face. Is your jaw clenched? Is your forehead wrinkled? Let your facial muscles soften if they can.”
Conclusion:
“Take one deep breath. When you’re ready, gently open your eyes or bring your focus back to the room. Take a moment to think about which part of your body felt the most 'loud' or noticeable.”
Stress Response Journal Worksheet Case File: #002
Stress Response Journal
Mapping the Body's Warning Signals
Classification
Restricted: Detective Eyes Only
The Body Map
Circle or shade the areas where you felt tension, heat, or "signals" during the body scan.
Sensation Log
What were the strongest sensations you felt?
Emotional Analysis
What emotions did those sensations remind you of?
The "Aha!" Moment
What is the very FIRST signal your body sends when you start to feel stressed?
(This is your Early Warning System)
Ref: SQ-SESSION-02
Confidential Investigation
Session 3 Lesson Plan Session 3 Lesson Plan
Chill Out Basics
Skill Building Phase
Objective
Teach and practice two evidence-based relaxation techniques—deep breathing and progressive muscle relaxation—to help the student calm physical and emotional stress responses.
Session Info
Time: 30 MinutesMethod: Active PracticeTopic: Physical Regulation
The "Why"
Introducing practical relaxation strategies empowers the student to self-regulate their body’s stress response, reduce tension, and build confidence in managing stress physically.
Session Procedure
Step Time Details Check-In 5m Greet warmly. Recap Session 2 (Body awareness). Explain today's focus: learning how to calm the body once signals are noticed. Deep Breathing 10m Introduce Deep Breathing Guide. Model the 4-count inhale / 6-count exhale. Lead 3 practice cycles. Discuss "how it felt." PMR Practice 10m Use PMR Script. Guide through tensing and releasing muscle groups from feet to head. Notice the difference between tension and relaxation. Reflection 5m Ask which felt most helpful. Encourage daily practice at home (5 min). Preview Session 4: Grounding & Mindfulness.
Materials Needed
Deep Breathing Guide
PMR Script
Quiet, private space
Comfortable chair or mat
Deep Breathing Guide Tool 1: Tactical Breathing
Why it works:
Deep breathing sends a signal to your brain to "calm down." It’s like a manual override switch for your stress response. It slows your heart rate and helps your muscles relax.
The 4-6 Method
4s
Inhale Deeply
Breathe in slowly through your nose for 4 seconds. Fill your belly like a balloon.
6s
Exhale Slowly
Blow out through your mouth for 6 seconds. Imagine you're blowing a giant bubble.
Pro Tips
Keep your shoulders down and relaxed.
Place a hand on your belly to feel it rise.
Try to make your exhale longer than your inhale.
Close your eyes to focus better.
Stress Detective Quest • Resilience Building
Progressive Muscle Relaxation Script Script: Muscle Reset (PMR)
Facilitator Guide
Technique Overview
Progressive Muscle Relaxation (PMR) involves tensing a muscle group for 5 seconds and then releasing it suddenly. This helps the brain recognize the difference between stress (tension) and calm (relaxation).
Note: If the student has any injuries, skip that muscle group.
"Sit back and relax. We're going to practice resetting your body's tension. We'll squeeze each muscle group tight, hold it, and then let it go all at once."
1
Feet & Toes
"Curl your toes downward and squeeze the muscles in your feet. Hold it... 1, 2, 3, 4, 5... and RELEASE . Feel the tension drain away."
2
Legs & Thighs
"Squeeze your thigh muscles and calf muscles as hard as you can. Hold it... 1, 2, 3, 4, 5... and RELEASE . Let your legs go limp."
3
Hands & Arms
"Make tight fists with both hands and squeeze your arm muscles. Pull them in tight. Hold it... 1, 2, 3, 4, 5... and RELEASE . Fingers go soft."
4
Shoulders & Neck
"Shrug your shoulders way up to your ears. Tense your neck. Hold it... 1, 2, 3, 4, 5... and RELEASE . Let them drop all the way down."
5
The Face
"Scrunch up your face. Squeeze your eyes shut and clench your jaw. Hold it... 1, 2, 3, 4, 5... and RELEASE . Let your face be smooth."
Closing:
"Take a few seconds to notice how your body feels now compared to when we started. This is what 'relaxed' feels like."
Session 4 Lesson Plan Session 4 Lesson Plan
Stay Present
Skill Building Phase
Objective
Introduce grounding and mindfulness exercises to expand the student’s coping toolkit, helping them stay present and calm during moments of high stress or anxiety.
Session Info
Time: 30 MinutesMethod: Sensory GroundingFocus: Present Moment
The "Why"
Grounding techniques and mindfulness foster present-moment awareness, reduce rumination (racing thoughts), and provide practical tools to interrupt the stress cycle before it escalates.
Session Procedure
Step Time Details Check-In 5m Greet warmly. Recap Session 3 (Deep Breathing & PMR). Discuss any home practice. Explain today: "Staying in the Here and Now." 5-4-3-2-1 Grounding 5m Explain the 5-senses technique. Discuss how shifting attention to the physical world can calm racing thoughts or panic. Guided Practice 10m Use Grounding Exercise Script. Pause between each sense. Encourage specific details (e.g., "The blue chair," "The humming of the fan"). Mindful Breathing 7m Introduce Mindful Breathing Guide. Focus on the sensation of air moving in/out. Lead 3 cycles. Reflect on the difference from deep breathing. Wrap-Up 3m Ask which exercise felt most grounding. Encourage use when feeling "scattered." Preview Session 5: Thought Detective (Reframing).
Materials Needed
5-4-3-2-1 Grounding Script
Mindful Breathing Exercise Guide
Quiet space with various textures/objects
Detective Tip
"Grounding is like throwing an anchor from a boat during a storm. It keeps you from drifting away into worry."
5-4-3-2-1 Grounding Exercise Script Script: 5-4-3-2-1 Grounding
Instructions
Use this script to guide the student through a sensory countdown. This technique helps interrupt "fight or flight" by engaging the cognitive brain. Speak slowly and wait for the student to identify each item.
"When we feel overwhelmed, our brain often jumps into the future or the past. Grounding brings us back to right now. Let’s explore the room together using our senses."
5
Things You See
"Look around. Name 5 things you can see right now. They can be small, like a speck of dust, or large, like the door."
4
Things You Can Touch
"Now, notice 4 things you can feel. Maybe it's the texture of your shirt, the hard desk, or your feet on the floor."
3
Things You Hear
"Listen closely. Name 3 things you can hear. It could be my voice, the hum of the computer, or birds outside."
2
Things You Can Smell
"Notice 2 things you can smell. If you can't smell anything right now, what are 2 of your favorite scents?"
1
Thing You Can Taste
"Finally, notice 1 thing you can taste. Or imagine the taste of something cool and refreshing, like water."
Case Tool: Sensory Anchor #4
Mindful Breathing Exercise Guide Mindful Breathing Guide
Deep Breathing vs. Mindful Breathing
Deep breathing is about changing your breath to calm down. Mindful breathing is about noticing your breath exactly as it is. It helps you become a curious observer of your own body.
1
The Setup
Place one hand on your belly and the other on your chest. Close your eyes or look at a spot on the floor. Don't try to change your breath yet.
2
The Sensation
Feel the air entering your nose. Is it cool? Feel it leaving. Is it warmer? Notice your chest and belly rising and falling like waves on a beach.
3
The Drift
Your mind will drift. You might think about lunch or a test. That's okay! When you notice your mind drifting, just gently bring your attention back to the feeling of your breath.
4
The Return
Focus on the very end of your exhale... and the very beginning of your next inhale. Just one breath at a time.
Mindfulness Challenge
Try this for 60 seconds. Every time you bring your mind back to your breath, you are doing a "rep" for your brain's focus muscle!
Check off each successful 1-minute session
Session 5 Lesson Plan Session 5 Lesson Plan
Thought Detective
Investigation Phase
Objective
Help the student identify and challenge unhelpful thinking patterns (cognitive distortions) and practice reframing thoughts to reduce emotional stress and anxiety.
Session Info
Time: 30 MinutesMethod: Cognitive ReframingTopic: Mindset Mastery
The "Why"
Unhelpful thoughts can fuel anxiety and overwhelm. Teaching cognitive reframing empowers the student to spot distorted thinking and replace it with balanced, stress-reducing perspectives.
Session Procedure
Step Time Details Rapport & Recap 5m Check in on grounding/breathing practice. Explain how thoughts influence feelings and stress. "Our mind can be a tricky detective." Intro Distortions 7m Define "Unhelpful Thinking Styles" (e.g., Catastrophizing). Discuss how these thoughts act like blurry glasses that make things look scarier. Sorting Activity 8m Use Cognitive Distortion Cards. Sort into "I've used this" vs. "I haven't." Discuss 2-3 specific examples from the student's life. Reframing Practice 8m Use Reframing Practice Worksheet. Pick one unhelpful thought. Coach the student to create a "Balanced Thought" to lower stress. Wrap-Up 2m Encourage "catching" one unhelpful thought this week. Preview Session 6: Building the Coping Toolbox.
Materials
• Cognitive Distortions Cards
• Reframing Practice Worksheet
Detective Tip
Look for the evidence! Is that thought 100% true, or is your brain just jumping to conclusions?
Cognitive Distortions Cards Case Evidence: Unhelpful Thinking Styles
Cut along the dashed lines. Use these cards to identify "Mind Traps" that might be making your stress worse.
Mind Trap #1
Black & White Thinking
"If I'm not perfect, I'm a total failure."
Seeing things as only good or bad, with no middle ground. You use words like always , never , or every time .
Mind Trap #2
The Disaster Maker
"If I fail this quiz, I'll never graduate."
Blowing things out of proportion. You take a small problem and imagine the worst possible outcome as if it's already happened.
Mind Trap #3
Mind Reading
"They're laughing, so they must hate me."
Assuming you know exactly what others are thinking about you without any real evidence. Usually, you assume they're thinking something negative.
Mind Trap #4
Feeling = Fact
"I feel overwhelmed, so the situation is impossible."
Assuming that because you feel a certain way, it must be true. "I feel like a loser, so I am a loser."
Mind Trap #5
Labeling
"I made a mistake, I'm so stupid."
Assigning a global, negative label to yourself or others based on one event or mistake.
Mind Trap #6
Filter of Gloom
"I did okay on the test, but it was just luck."
Ignoring or dismissing the positive things that happen and focusing only on the negatives.
Haven't Used This
I've Used This
Reframing Practice Worksheet Case File: #005
Thought Reframing
Rewriting the Story with Real Evidence
NAME:
DATE:
Unhelpful Thought
The automatic thought that makes you feel bad. It often contains words like "always," "never," or "have to." It's usually one of the Mind Traps.
Balanced Thought
A thought based on ALL the evidence. It’s more realistic, helpful, and kind. It acknowledges the challenge but looks for a way forward.
Unhelpful Thought (Original)
Balanced Thought (New)
Unhelpful Thought (Original)
Balanced Thought (New)
Unhelpful Thought (Original)
Balanced Thought (New)
Detective Investigation Questions
To catch a Mind Trap, ask:
What is the evidence for this thought?
What is the evidence AGAINST it?
Am I 100% sure this is true?
To build a Balanced Thought, ask:
What would I say to a friend?
Is there another way to look at this?
What can I do to handle the situation?
Session 6 Lesson Plan Session 6 Lesson Plan
Toolbox Builder
Planning Phase
Objective
Review and reinforce previously learned coping techniques and guide the student to build a personalized, actionable coping plan for managing stress independently.
Session Info
Time: 30 MinutesMethod: Collaborative PlanningFocus: Integration
The "Why"
Developing a personal coping plan helps the student integrate strategies from previous sessions, promotes ownership over their wellbeing, and ensures they have concrete steps to follow when stressed.
Session Procedure
Step Time Details Check-In & Recap 5m Greet warmly. Review Sessions 1–5: Stressors, Body Signals, Breathing, PMR, Grounding, and Thought Reframing. Strategy Review 7m Use Coping Review Checklist. Student rates how helpful each technique was. Discuss "Favorites" vs. "Tricky" techniques. Toolbox Sorting 8m Use Coping Toolbox Cards. Sort into "Most Helpful," "Sometimes," and "Try Later." Student explains their top 2 picks. The Plan Builder 8m Complete Personal Coping Plan Template. Map triggers to specific strategies. Focus on "IF [Trigger] THEN [Strategy]" statements. Wrap-Up 2m Confirm plan details. Encourage use this week. Preview Session 7: Role-Play Skill Drills.
Materials
• Coping Strategies Review Checklist
• Coping Toolbox Cards
• Personal Coping Plan Template
Tier 3 Customization
Ensure the plan includes strategies that can be used discreetly in the classroom (e.g., grounding, mindful breathing) vs. at home (PMR).
Coping Strategies Review Checklist Coping Inventory
Checking the Toolkit for Readiness
Inventory #006
Review the strategies we've learned so far. Check off the ones you've tried and rate how helpful they felt on a scale of 1 (Not very) to 5 (Extremely).
Tried? Coping Strategy When to Use? Rating (1-5) Deep Breathing (4-6) Anytime; when heart races.
|
|
| Body Scanning | Early morning; to check signals. |
|
|
| PMR (Muscle Reset) | At home; before bed/tests. |
|
|
| 5-4-3-2-1 Grounding | During panic; in hallways. |
|
|
| Thought Reframing | When worrying; "What if" loops. |
|
The Winning Strategy
Which strategy felt most effective for you? Why?
Which one was the hardest to practice? How can we make it easier?
Coping Toolbox Cards Personal Toolbox Selection
Cut these cards out. Sort them into piles based on how much you like them: Most Helpful, Sometimes, or Try Later.
4-6 Breathing
Slow, deep breaths to quiet the heart.
Muscle Reset
Squeezing and releasing to drain tension.
5-4-3-2-1
Using senses to anchor to the "now".
Thought Reframe
Changing "Mind Traps" into fair thoughts.
Quiet Walk
Stepping away for a quick sensory break.
Ask for Help
Identifying a person to talk to.
Cold Water
Splashing water or a cold drink for shock.
Counting 1-20
A simple, repetitive task to refocus.
Calm Audio
Listening to white noise or calm music.
Most
Sometimes
Try
Personal Coping Plan Template TOP SECRET
My Coping Protocol
Standard Operating Procedures for High-Stress Situations
Phase 1: Identification
When I notice these triggers... (Events or Situations)
Phase 2: Early Warning
My body will tell me by... (Sensations)
Tight Chest
Sweaty Palms
Tense Shoulders
Racing Heart
Stomach Ache
Others: ___________
Phase 3: Tactical Response
I will use these tools:
TOOL #1:
TOOL #2:
TOOL #3:
My "Safe Person"
Detective's Motto
"I have the tools. I am in control of my reaction."
Session 7 Lesson Plan Session 7 Lesson Plan
Skill Drill
Simulation Phase
Objective
Guide the student to apply their personalized coping plan in realistic scenarios through role-play and reflective journaling, boosting confidence and flexible use of strategies.
Session Info
Time: 30 MinutesMethod: Scenario Role-PlayGoal: Generalization
The "Why"
Practicing coping skills in simulated and real-life contexts reinforces learning, builds confidence, and ensures the student can generalize strategies across different school and home situations.
Session Procedure
Step Time Details Check-In 5m Greet warmly. Review key elements of the Personal Coping Plan (Toolbox). Explain today is "Trial Run" day. Intro Role-Play 5m Present Scenario Cards. Explain that these are "test cases" to practice steps: 1) Notice Body, 2) Choice Strategy, 3) Apply Technique. Practice Drills 10m Student draws a card. Verbally walk through the protocol. Role-play the technique (e.g., actually doing the 4-6 breath). Give positive feedback. Reflective Journal 7m Use Stress Experience Journal. Recall a REAL recent event. Map what was used vs. what could be used next time. Wrap-Up 3m Summarize strengths. Mission: Use the plan once in real life before next session. Preview Session 8: Seizure Triggers.
Materials
• Scenario Role-Play Cards
• Stress Experience Journal Worksheet
• Student's Personal Coping Plan
Detective Tip
"Practice makes progress. Even if it feels a bit silly to role-play, it builds muscle memory for when things get real."
Scenario Role-Play Cards Skill Drill: Scenario Cards
Use these realistic scenarios to practice your coping plan. Draw a card and walk through your response protocol.
Scenario A
The Morning Rush
"You overslept, your bus is coming in 5 minutes, and you can't find your math homework. Your heart starts racing."
Trigger: Time Pressure
Scenario B
The Pop Quiz
"Your teacher unexpectedly announces a pop quiz on the chapter you didn't finish reading. You feel your stomach tighten."
Trigger: Surprise Task
Scenario C
Hallway Noise
"Between classes, the hallway is incredibly loud and crowded. You feel overwhelmed and worried about a seizure."
Trigger: Sensory Overload
Scenario D
Misunderstood
"A friend makes a joke that sounds mean. You start thinking 'Everyone hates me' (Mind Trap). Your face feels hot."
Trigger: Social Conflict
Scenario E
Public Speaking
"You have to stand in front of the class to give a 1-minute presentation. Your hands start to shake."
Trigger: Performance
Scenario F
Wait Time
"You're in the nurse's office waiting for your ride. It's taking longer than expected and you feel anxious."
Trigger: Uncertainty
Drill Protocol:
1. Read Scenario → 2. Identify Body Signal → 3. Open Personal Toolbox → 4. Use Technique → 5. Rate Stress (1-10)
Stress Experience Journal Worksheet Case File: #007
Field Report: Stress Event
Recording Real-World Application of Coping Skills
Confidence Level
The Trigger
What happened? Who was there? Where were you?
The Body Signal
What was the FIRST thing you felt in your body?
Tactical Response
Strategy Used:
How did you apply it? (Describe the steps you took)
Detective Analysis
What went well? Did your stress level go down?
What was the hardest part of using your strategy in the moment?
Improvement Plan
"Next time this happens, one small thing I will do differently is..."
Session 8 Lesson Plan Session 8 Lesson Plan
Seizure Safety Plan
Specialized Phase
Objective
Identify seizure-specific stress triggers and develop a personalized safety and coping plan to reduce anxiety around seizures and increase the student's sense of control.
Session Info
Time: 30 MinutesMethod: Analysis & PlanningFocus: Safety & Empowerment
The "Why"
Focusing on triggers and safety empowers the student to anticipate stressful situations related to seizures, feel more in control, and respond confidently with tailored strategies.
Session Procedure
Step Time Details Check-In 5m Greet warmly. Review progress. Explain that today we address the "Big Stressor": worry about seizures. Validate that it's okay to feel stressed about it. Specific Triggers 8m Use Seizure Triggers Worksheet. Identify situations, emotions, or sensations that precede or heighten seizure worry (e.g., lack of sleep, loud music). Coping Options 7m Review Calm-Down Reference Card. Ask which feel most realistic when worry starts. Combine strategies (e.g., Breathing + Quiet Spot). The Safety Plan 8m Complete Seizure Safety Plan Template. Map out: Warning Signs, Action Steps, Who to Tell, and Safe Locations. Wrap-Up 2m Confirm comfort with the plan. Encourage carrying a copy. Preview Session 9: Sharing the Plan with Supporters.
Materials
• Seizure Triggers Worksheet
• Seizure Safety Plan Template
• Calm-Down Reference Card
Collaboration Tip
Work closely with the student to ensure "Safe Locations" are actually accessible during their school day.
Seizure Triggers Worksheet CRITICAL FILE
Seizure Trigger Analysis
Detecting Patterns that Heighten Worry
Triggers aren't just things that "cause" seizures. They are also situations or feelings that make you worry about having one. Identifying these helps us know when to use our tools.
Physical Signals
Lack of Sleep
Skipped Meals / Hunger
Feeling Sick / Fever
Other: ___________
Surroundings
Flashing / Bright Lights
Very Loud Noise
Crowded Hallways
Other: ___________
Emotional States
Big Tests / School Stress
Getting Into an Argument
Feeling Rushed / Late
Other: ___________
Top 3 Worry Triggers
Seizure Safety Plan Template OFFICIAL PROTOCOL
Seizure Safety Plan
Empowerment Through Preparation
1. Awareness
My Warning Signs (Auras or Strong Worries):
2. Tactical Actions
If I feel a trigger or warning sign, I will:
STEP 1:
Move to a safe location (Describe: ____________)
STEP 2:
Use a coping tool (Which one? ____________)
STEP 3:
Notify a trusted person (Who? ____________)
Safe Locations
Trusted Allies
"I am prepared. I am safe. I have a plan."
Calm-Down Techniques Reference Card Rapid Response: Calm-Down Tools
Carry this card with you for quick reminders during stressful moments.
4-6 Tactical Breath
Inhale: Count to 4 slowly through your nose.Exhale: Count to 6 slowly through your mouth.Repeat 3 times.
5-4-3-2-1 Grounding
Identify: 5 things you see , 4 things you can touch , 3 things you hear , 2 things you smell , 1 thing you taste .
Detective Motto
"I am safe right now. This feeling will pass. I have a plan and I know what to do next."
Temperature Reset
Splash cold water on your face or hold a cold water bottle. The sudden change in temperature helps snap your brain out of worry.
Wallet Card Template
MY EMERGENCY TOOLS
1. Breathe 4/6 • 2. 5-4-3-2-1 • 3. Use Motto
Session 9 Lesson Plan Session 9 Lesson Plan
Support Squad
Collaboration Phase
Objective
Equip the student’s support network (trusted adults/peers) to reinforce coping and the seizure safety plan through collaborative practice and clear communication.
Session Info
Time: 30 MinutesMethod: MultidisciplinaryFocus: Social Support
The "Why"
Involving caring adults and peers fosters a safety net, increases accountability, and ensures the student has supportive allies to help implement and maintain their coping and safety strategies.
Session Procedure
Step Time Details Welcome & Recap 5m Introduce the "Supporter" (invited parent, teacher, or peer). Briefly recap the student's progress and the goal of today: sharing the plan. Plan Presentation 7m Student presents their Seizure Safety Plan step-by-step to the supporter. Supporter asks clarifying questions. Coach the student to lead. Role-Play Comm. 10m Use Communication Guide. Practice: 1) Student asking for help/explaining a trigger, 2) Supporter responding with reminders. Joint Worksheet 5m Complete Peer/Adult Support Worksheet. List agreed-upon check-in times or discreet signals for help in the classroom. Wrap-Up 3m Summarize commitments. Ensure everyone has a copy of the plan. Preview Session 10: Celebration and Long-Term Maintenance.
Materials
• Student's Seizure Safety Plan
• Support Network Communication Guide
• Peer/Adult Support Worksheet
Involvement Note
If the student is not comfortable inviting a peer, focus the session on a trusted adult (counselor, teacher, or parent) to build the safety net.
Support Network Communication Guide Support Network Communication Guide
How to Share Your Plan
"Sharing your plan isn't about asking for permission. It's about building a squad that knows how to back you up when things get stressful."
Script A: Noticing a Trigger
STUDENT SAYS:
"I'm noticing that it's getting really loud in here, and that's one of my triggers. I need to use one of my coping tools for a few minutes."
SUPPORTER RESPONDS:
"Thanks for letting me know. Do you want me to give you some space, or should I stay nearby while you do your breathing?"
Script B: Asking for Support
STUDENT SAYS:
"I'm feeling a lot of worry right now. Can we walk to the nurse's office together? It's on my safety plan."
SUPPORTER RESPONDS:
"Of course. Let's go. We'll take it slow. Remember your 4-6 breathing while we walk."
Effective Communication Tips
1
Be Direct
State exactly what you are feeling and what tool you need to use.
2
Be Early
Tell your supporter when you notice the first signal, not when you're overwhelmed.
3
Be Specific
Tell them what you need them to do (e.g., "Stay quiet," "Walk with me," "Remind me of my tools").
Peer Support Worksheet SQUAD AGREEMENT
Support Network Agreement
Working Together for Safety & Calm
STUDENT:
SUPPORTER:
Roles & Actions
The Supporter agrees to:
Listen without judgment when the student reports a trigger.
Help the student remember to use their 4-6 breathing.
Walk with the student to their designated "Safe Spot."
Other: _________________
The Student agrees to:
Use their communication script when they notice a signal.
Honestly share their stress level (1-10) with their ally.
Follow through with their chosen coping strategy.
Other: _________________
Our Secret Signals
Sometimes we can't talk openly. We'll use these discreet signals to check in:
Signal for "I'm Okay"
Signal for "I need help"
Scheduled Check-ins:
"We will check in briefly at these times to see how the day is going:"
Student Signature
Supporter Signature
Session 10 Lesson Plan Session 10 Lesson Plan
Mission Accomplished
Celebration Phase
Objective
Celebrate progress by reviewing learned stress-management skills, troubleshooting remaining hurdles, and developing a sustainable plan for ongoing practice beyond the program.
Session Info
Time: 30 MinutesMethod: Review & ReflectionOutcome: Graduation Plan
The "Why"
Reinforcing successes boosts confidence and commitment. Addressing hurdles ensures skills generalize effectively. A maintenance plan empowers the student to self-manage stress long-term.
Session Procedure
Step Time Details Celebrate 5m Greet warmly. Acknowledge the 10-session commitment. Highlight key milestones (e.g., creating the safety plan). Invite the student to share a proud moment. Progress Map 7m Use Progress Review Chart. Student maps their journey and confidence levels from Session 1 to 10. Discuss the "Big Wins." Skill Check 8m Complete Skill Review Checklist. Identify mastered tools vs. those needing more work. Brainstorm solutions for challenging skills. Long-Term Plan 8m Fill out Long-Term Maintenance Planner. Set SMART goals for ongoing practice. Identify "Accountability Partners." Closing Ceremony 2m Final encouragement. "You are officially a Master Stress Detective." Confirm any future check-in dates.
Materials
• Progress Review Chart
• Skill Review Checklist
• Long-Term Maintenance Planner
• Student's Finalized Safety Plan
Final Detective Tip
"The quest doesn't end today; you just have better equipment now. Keep investigating, keep practicing, and keep being awesome."
Progress Review Chart Case Closure: Progress Review
Tracking the Growth of a Master Detective
Final Report #010
Confidence Journey
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
Low Confidence Session # High Confidence
The Breakthrough
What was the single most important thing you learned about yourself?
Confidence Boost
What part of your safety plan makes you feel the most secure?
Graduation Note
"I came into this program to investigate my stress. I am leaving with a toolbox, a squad, and the knowledge that I can handle challenges—even the big ones."
Master Detective Signature:
Lead Investigator:
Skill Review Checklist Final Skill Certification
Verification of Mastered Coping Evidence
Skill / Concept I Can Do This Needs Work Identifying Personal Stressors (1-10 Intensity)
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| Recognizing Body Warning Signals Early |
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| Using 4-6 Deep Breathing Effectively |
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| Progressive Muscle Relaxation (PMR) |
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| 5-4-3-2-1 Grounding in Public Spaces |
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| Catching and Reframing "Mind Traps" |
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| Following the Seizure Safety Plan Protocols |
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| Communicating Triggers to My Support Squad |
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Hurdle Analysis
Pick one skill that still feels "Tricky." Why is it hard? What is one small change that might make it work better?
The Tricky Skill:
My Solution / Modification:
Long-Term Maintenance Planner Worksheet POST-PROGRAM PROTOCOL
Long-Term Maintenance
Keeping the Toolkit Sharp for the Future
Practice Schedule
My Commitment: How I'll Keep Using My Skills
Skill to Practice:
When / Where:
How Often:
Reminder Cues
"I will use these things to remind me to use my tools:"
Sticky note on my desk
Alarm on phone / tablet
Other: ____________
Accountability Squad
"These people will check in with me once a week:"
#1
#2
Quest
Completed
Master Stress Detective
