Session 1 Lesson Plan Detective Basics Session 1 Lesson Plan
Case File: Stress Basics
Tier 3 Support
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.
Objectives
Define stress and stressors
Identify personal stressors
Establish baseline intensity
Logistics
Time: 30 Minutes
Audience: 7th Grade (Individual)
Approach: Interactive Discussion
Materials Prep
Baseline Stressors and Emotions Worksheet
Stress Thermometer Worksheet
Stressors Matching Game Cards (cut & shuffled)
Pens, pencils, and quiet workspace
Time Activity & Instructions 5 min
Build Rapport
Greet the student warmly and engage in light conversation about their day/interests.
Explain program purpose: learning to spot stressors and build coping skills.
Confirm the session will be supportive and confidential.
|
| 7 min |
Define Stress & Stressors
Ask: "What comes to mind when you hear 'stress'?" Note responses.
Definition: Stress is the body's reaction to demands or challenges.
Stressor: Any event or situation that causes stress.Offer examples: tests, loud noises, time pressure.
|
| 10 min |
Baseline Worksheet Activity
Hand out Baseline Stressors and Emotions Worksheet .
Instruct student to list 3-5 recent stressful situations.
Rate intensity on a scale of 1-10.
Support identifying/describing stressors as needed.
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| 5 min |
Stress Thermometer Introduction
Present Stress Thermometer Worksheet .
Explain the 1-10 scale measuring stress levels.
Transfer earlier ratings onto the visual thermometer.
Discuss what different levels look or feel like.
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| 3 min |
Stressors Sorting Game
Use Stressors Matching Game Cards .
Student draws 5 cards and sorts into Low, Medium, High piles.
Ask student to explain one choice to reinforce learning.
Congratulate student on completing the first session.
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Baseline Stressors Worksheet Clue List Top Secret
Baseline Stressors & Emotions
Name:
Date:
Instructions
List 3–5 recent situations that felt stressful. For each one, describe what happened, how you felt, and rate your stress level on a scale from 1 (low) to 10 (high) .
Situation/Event What Happened? How Did I Feel? (Emotion Words) Stress Intensity (1–10) / 10 / 10 / 10 / 10 / 10
Detective Note: Look for clues in your body and thoughts. Sometimes stress is big like a storm, and sometimes it's small like a pebble in your shoe.
Stress Thermometer Intensity Gauge Stress Thermometer
Measuring your inner temperature
Name:
Chill
Instructions
Think about what each level feels like. Write a few words or describe a situation for each number.
Level What This Feels Like / Example 10 9 8 7 6 5 4 3 2 1
Stressor Sorting Cards Activity Stressor Sorting Cards
Evidence Collection Game
Detective Instructions
Cut out each card below. Shuffle them face down. Draw five cards and sort them into Low, Medium, or High stress piles based on how they would feel to YOU.
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
Called to principal's office unexpectedly
Major test affecting your grade
Stress Detective Quest | Game Material
Low Medium High
Define Stress Discussion Guide Define Stress Discussion
Teacher Resource
Goal: Establish a shared vocabulary and build comfort.
Purpose
Help the student build a shared understanding of what “stress” means, recognize personal signals, and prepare to identify real‐life stressors.
Safety Guidelines
Maintain a safe, confidential space.
Validate all emotions (no "wrong" answers).
Active listening & open-ended follow-ups.
1
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 when you’re under stress?"
3
Identify a Stressful Moment
"Think of a recent time you felt stressed. 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 (e.g., worried, frustrated, upset)?"
Follow-up:
"Where do you notice these emotions? In your thoughts? Your mood?"
5
Coping Ideas (Pre-Assessment)
"When you feel stressed, what helps you calm down or feel a bit better?"
Follow-up:
"Have you ever tried taking deep breaths, talking to someone, or stepping away? Which felt most useful?"
Transition to Worksheet
"Great discussion! Now let’s put these ideas on paper. We’ll use the Baseline Stressors Worksheet to list situations and rate how they made you feel."
Session 2 Lesson Plan Body Signals Session 2 Lesson Plan
Case File: Body Signal Search
Tier 3 Support
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.
Objectives
Recognize physical stress signals
Map sensations via body scan
Increase self-awareness via journaling
Logistics
Time: 30 Minutes
Approach: Guided Body Scan
Materials Prep
Guided Body Scan Script
Stress Response Journal Worksheet
Quiet, comfortable seating area
Time Activity & Instructions 5 min
Build Rapport
Greet warmly and ask how they've been since Session 1.
Recap: Identifying stressors and rating levels.
Explain today: Noticing how the body talks to us.
|
| 10 min |
Guided Body Scan
Introduce the concept: A body scan helps notice physical sensations.
Use Guided Body Scan Script (toes to head).
Observe tension, warmth, or relaxation without judgment.
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| 5 min |
Discuss Sensations
Ask: "What did you notice? Any tight shoulders or fluttery stomach?"
Question: "Where was the most tension?"
Validate and link to stress signals.
|
| 8 min |
Journaling Activity
Hand out Stress Response Journal Worksheet .
Record sensations, thoughts, and emotions from the scan.
Offer prompts if student struggles to articulate.
|
| 2 min |
Wrap-Up
Summarize key sensations observed.
Preview Session 3: Learning to calm the body down.
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Guided Body Scan Script Teacher Resource Guided Body Scan Script
Teacher Resource
Facilitation Tips
Read slowly. Pause for 3-5 seconds after each prompt. Encourage the student to close their eyes or look at a fixed point on the floor.
Introduction:
"Sit comfortably in your chair. Let your hands rest on your lap. If you feel comfortable, you can close your eyes. We are going on a search for clues in your body. We aren't trying to change anything—we are just noticing what is there."
Feet & Legs:
"Start with your toes. Wiggle them slightly. How do they feel? Heavy? Light? Cold? Warm? Now move your attention up to your ankles and calves. Is there any tightness there? Just notice it."
Stomach & Chest:
"Bring your focus to your stomach. Does it feel relaxed? Or maybe fluttery like butterflies? Now notice your chest. Can you feel your heartbeat? Is it fast or slow? Notice the air moving in and out of your lungs."
Shoulders & Arms:
"Check your shoulders. Are they hunched up toward your ears, or resting low? Notice your arms and your hands. Are your fists clenched or open? Just observe the sensations."
Jaw & Head:
"Now move to your face. Is your jaw tight? Are you squinting your eyes? Notice the top of your head. Imagine a soft light scanning from the top of your head all the way back down to your toes."
Closing:
"Take one deep breath in... and out. When you're ready, wiggle your fingers and open your eyes. You've completed your body signal search."
Follow-Up Questions
"Which part of your body was easiest to feel?"
"Did you find any 'hidden' tension you didn't know was there?"
Stress Response Journal Worksheet Body Map Stress Response Journal
Body Signal Log
Case #
Detective Name:
Date:
Mark your signals
Draw arrows to where you felt tension, warmth, or tingling
1. Physical Sensations
What did you feel? (e.g., tight chest, shaky hands, hot face)
2. Associated Thoughts
What were you thinking? (e.g., "I can't do this," "I'm worried")
Emotional Connection
How would you name the overall feeling you noticed? (Worried, Frustrated, Nervous, etc.)
Finding the physical signal is like catching a criminal before they commit a crime. If you notice the tight shoulders, you can start your coping skills before the stress gets too high.
Session 3 Lesson Plan Tension Takedown Session 3 Lesson Plan
Case File: Tension Takedown
Tier 3 Support
The "Why"
Practical relaxation strategies empower students to self-regulate, reducing the physical tension that fuels stress and anxiety.
Objectives
Master 4-6-8 breathing
Practice Progressive Muscle Relaxation
Identify preferred technique
Logistics
Time: 30 Minutes
Approach: Instruction & Practice
Materials Prep
Deep Breathing Guide
PMR Script
Quiet practice area
Time Activity & Instructions 5 min
Build Rapport
Greet warmly and recap body awareness from last session.
Explain: "Now that we can spot stress, we need tools to handle it."
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| 10 min |
Deep Breathing Practice
Introduce Deep Breathing Guide .
Model the 4-count inhale, hold, 6-count exhale pattern.
Lead three practice cycles.
Ask: "How does your body feel now compared to before?"
|
| 10 min |
Progressive Muscle Relaxation
Present the PMR Script .
Guide tensing/releasing from feet to head.
Contrast the feeling of "hard" vs. "soft" muscles.
|
| 5 min |
Reflection
Ask: "Which technique felt most helpful? Why?"
Encourage daily practice at home or between classes.
Preview Session 4: Grounding.
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Deep Breathing Guide Calm Breath Breathe Deep
The 4-count Reset
4
Hold
6
Calming the nervous system is like rebooting a slow computer.
1
Inhale
Breathe in slowly through your nose for 4 seconds. Feel your belly expand.
2
Hold
Pause and hold the breath gently for 2 seconds. Relax your shoulders.
3
Exhale
Blow the air out slowly through your mouth for 6 seconds. Like you're blowing through a straw.
4
Repeat
Do this 3 to 5 times until you feel your "inner temperature" drop.
Why this works
When we are stressed, our breathing gets shallow and fast. Taking long, slow breaths tells our brain that we are safe. It physically forces the body to relax.
Practice Goal: 3 times a day
Success: Feel calmer
PMR Script Muscle Release Progressive Muscle Relaxation (PMR) Script
Teacher Resource
PMR Basics
Have the student tense each muscle group for 5 seconds, then release and relax for 10 seconds. Focus on the sensation of the muscle becoming "soft."
1
Feet & Toes
"Curl your toes tightly into the floor. Feel the tension in the bottom of your feet... Hold it (5, 4, 3, 2, 1)... Now, let it go. Imagine all the stress melting out through your toes. Feel them get soft and heavy."
2
Legs & Thighs
"Squeeze the muscles in your legs. Make them hard like stone... Hold them tight (5, 4, 3, 2, 1)... And release. Feel your legs sinking into your chair. Let them be completely still."
3
Stomach
"Tighten your stomach muscles as if you're about to be poked. Make it firm... Hold (5, 4, 3, 2, 1)... Relax. Take a deep breath. Feel your stomach move with the air."
4
Hands & Arms
"Make tight fists with both hands. Squeeze your arm muscles... Hold them (5, 4, 3, 2, 1)... Open your hands. Let your fingers rest on your lap. Notice the difference between 'hard' and 'soft'."
5
Shoulders & Face
"Hunch your shoulders to your ears and squeeze your eyes shut. Clench your jaw... Hold everything! (5, 4, 3, 2, 1)... Drop your shoulders. Relax your face. Feel the peace moving through your body."
Technique: Squeeze and Release
Session 4 Lesson Plan Grounding Mindfulness Power Session 4 Lesson Plan
Case File: Present Moment Power
Tier 3 Support
The "Why"
Grounding and mindfulness interrupt the "stress cycle" by shifting attention from racing thoughts to physical reality in the present moment.
Objectives
Learn 5-4-3-2-1 Grounding
Practice Mindful Breathing
Build present-moment awareness
Logistics
Time: 30 Minutes
Approach: Guided Practice
Materials Prep
Grounding Exercise Script
Mindful Breathing Exercise Guide
Timer and quiet workspace
Time Activity & Instructions 5 min
Build Rapport
Greet warmly and check in on home practice (Breathing/PMR).
Recap: Body awareness and calming techniques.
Explain: Grounding as an "emergency brake" for stress.
|
| 5 min |
Intro: 5-4-3-2-1
Explain: Shifting focus to senses stops "thought storms."
Overview: 5 see, 4 touch, 3 hear, 2 smell, 1 taste.
|
| 10 min |
Guided Exercise
Lead through Grounding Script slowly.
Pause between each sense for full observation.
Encourage descriptive details (colors, textures, sounds).
|
| 7 min |
Mindful Breathing
Use Mindful Breathing Guide .
Hand on belly, hand on chest.
3 cycles of slow, mindful breaths.
Ask: "What did you notice when you slowed down?"
|
| 3 min |
Wrap-Up
Discuss which felt most grounding.
Preview Session 5: How our thoughts fuel stress.
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Grounding Five Senses Script Teacher Resource 5-4-3-2-1 Grounding Script
Teacher Resource
"When our mind is racing toward a worry or a memory, we can use our five senses to pull ourselves back into the room. This exercise is like an anchor for a boat in a storm."
5
Things You Can See
"Look around you. Name five things you can see right now. Try to pick something small or something you don't usually notice."
4
Things You Can Feel (Touch)
"Name four things you can feel. It could be the texture of your shirt, the hard chair under you, or the smooth surface of the table."
3
Things You Can Hear
"Listen closely. Name three things you can hear. It might be a clock ticking, traffic outside, or even the sound of your own breath."
2
Things You Can Smell
"Take a breath. Name two things you can smell. If you can't smell anything right now, name your two favorite scents."
1
Thing You Can Taste
"Name one thing you can taste. Or, name one thing you're looking forward to tasting today."
Closing Prompt:
"Notice how your feet feel on the floor. Notice how you are here, in this room, and you are safe."
Mindful Breathing Exercise Guide Student Resource Mindful Breathing
The Anchor Breath
Stay Anchored
Step 1: Get Settled
Sit upright but relaxed. Place one hand on your belly and the other hand on your chest.
Step 2: Notice
Breathe naturally. Feel your hands rise and fall. Don't try to change your breath—just watch it like you're watching waves at the beach.
Step 3: The Anchor
When your mind starts to wander (and it will!), gently notice the thought and then return to the feeling of your breath in your hands.
Detective Hint
The "wandering" is normal. Every time you bring your focus back to your breath, you are making your focus-muscles stronger!
Calm Level
Session 5 Lesson Plan Cognitive Reframing Power Session 5 Lesson Plan
Case File: Thought Shift
Tier 3 Support
The "Why"
Unhelpful thoughts fuel anxiety. Cognitive reframing empowers students to spot distorted thinking and replace it with balanced, stress-reducing perspectives.
Objectives
Identify common distortions
Practice reframing thoughts
Understand thought-feeling link
Logistics
Time: 30 Minutes
Approach: Sorting & Practice
Materials Prep
Cognitive Distortions Cards
Reframing Practice Worksheet
Pens and quiet workspace
Time Activity & Instructions 5 min
Build Rapport
Greet and ask about mindfulness/breathing practice.
Explain: "Today we look at the voice in our head."
|
| 7 min |
Unhelpful Thoughts
Define Distortions (thinking errors).
Examples: All-or-Nothing, Catastrophizing.
|
| 8 min |
Sorting Activity
Use Distortions Cards .
Sort into "I've used this" vs. "I haven't."
Discuss the feelings linked to used cards.
|
| 8 min |
Reframing Practice
Distribute Reframing Worksheet .
Pick one unhelpful thought and rewrite it as a balanced thought.
|
| 2 min |
Wrap-Up
Preview Session 6: Building your Coping Plan.
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Cognitive Distortions Cards Sorting Activity Thinking Traps
Identifying Distortions
Cut out these cards. Sort them into two piles: "Thoughts I've Had" and "Thoughts I Haven't Had."
Catastrophizing
The "World is Ending" Trap
"I got one answer wrong, now I'm going to fail the whole year and never graduate."
All-or-Nothing
The "Perfect or Zero" Trap
"If I can't do this project perfectly, there's no point in even trying."
Mind Reading
The "I Know What They Think" Trap
"They're looking at me; they must think I'm weird or doing something wrong."
Labeling
The "Sticker" Trap
"I made a mistake. I'm just a loser. I'm never going to be good at this."
Emotional Reasoning
The "I Feel It, So It's True" Trap
"I feel overwhelmed, so this situation must be impossible to handle."
Fortune Telling
The "Crystal Ball" Trap
"I just know I'm going to mess up the presentation tomorrow. I can already see it."
Stress Detective Quest | Thought Evidence
Reframing Practice Worksheet Thought Shift The Great Reframe
Challenge the Trap
Case ID:
Detective Mission
Catch an unhelpful thought in the act! Write it in the "Thinking Trap" box, then use your detective skills to find a more balanced, helpful way to see the situation.
Thinking Trap (Unhelpful Thought)
Reframe
Balanced Thought (Helpful & True)
Thinking Trap (Unhelpful Thought)
Balanced Thought (Helpful & True)
Questions to help you reframe:
What is the evidence for this thought?
What would I tell a friend in this situation?
Is there another way to look at this?
Will this matter in 6 months?
Session 6 Lesson Plan Strategy Blueprint Session 6 Lesson Plan
Case File: Strategy Blueprint
Tier 3 Support
The "Why"
Developing a personal coping plan promotes ownership and ensures the student has concrete steps to follow when stress levels rise.
Objectives
Review all learned strategies
Evaluate strategy effectiveness
Create a personalized coping plan
Logistics
Time: 30 Minutes
Approach: Planning & Collaboration
Materials Prep
Coping Strategies Checklist
Coping Toolbox Cards
Personal Coping Plan Template
Time Activity & Instructions 5 min
Build Rapport
Greet and discuss any use of prior techniques. Recap highlights of Sessions 1-5.
|
| 7 min |
Strategy Review
Hand out Coping Strategies Checklist .
Student rates helpfulness of each technique tried.
Discuss why certain ones feel easier or better.
|
| 8 min |
Explore Toolbox
Sort Toolbox Cards into "Helpful," "Sometimes," "Try Later."
Reinforce the top 2 choices.
|
| 8 min |
The Blueprint
Distribute Personal Coping Plan Template .
Fill in triggers, chosen strategies, and reminder cues.
|
| 2 min |
Wrap-Up
Preview Session 7: Putting the plan into action with role-play.
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Coping Strategies Review Checklist Evaluation Strategy Review
Evaluating Your Toolkit
Name:
Date:
Put a checkmark next to the strategies you have tried. Then, rate how much they helped you feel calmer on a scale of 1 to 5 stars.
Tried? Strategy / Tool Helpfulness Rating 4-2-6 Deep Breathing ★ ★ ★ ★ ★
| Progressive Muscle Relaxation | ★ ★ ★ ★ ★ |
|
| 5-4-3-2-1 Grounding | ★ ★ ★ ★ ★ |
|
| Mindful Breathing (Anchor) | ★ ★ ★ ★ ★ |
|
| Thought Reframing | ★ ★ ★ ★ ★ |
My Favorite Tool
Which strategy felt easiest to do or made the biggest difference?
Coping Toolbox Cards Reference Set Coping Toolbox
Strategy Reference Cards
Deep Breathing
"Inhale for 4, hold for 2, exhale for 6. Reset your nervous system."
Muscle Tense/Release
"Squeeze your muscles tight, then let them go. Feel the tension leave."
5-4-3-2-1 Grounding
"Find things you can see, feel, hear, smell, and taste. Anchor yourself here."
Anchor Breath
"Notice the air entering and leaving. Gently bring your mind back."
Thought Shift
"Catch the unhelpful thought. Challenge it with a balanced one."
Self-Check-In
"Rate your stress from 1 to 10. Decide if you need a tool now."
Sorting Instructions: Sort into "Helpful," "Sometimes," or "Try Later" piles.
Personal Coping Plan Blueprint Template Final Blueprint
Personal Coping Plan
Name:
Date:
My Stress Triggers
What events or situations usually stress me out?
My Early Warning Signs
How does my body/mind feel when stress starts?
My Top 3 Strategies
Which 3 tools work best for me?
Reminder Cues
What will remind me to use my tools?
I commit to trying these steps when I feel stressed.
Session 7 Lesson Plan Real-World Practice Session 7 Lesson Plan
Case File: Real-World Practice
Tier 3 Support
The "Why"
Practicing coping skills in simulated contexts builds confidence and ensures the student can generalize strategies across different life situations.
Objectives
Apply coping plan to scenarios
Reflect on real stress events
Troubleshoot strategy hurdles
Logistics
Time: 30 Minutes
Approach: Role-Play & Reflection
Materials Prep
Scenario Role-Play Cards
Stress Experience Journal Worksheet
Student's Personal Coping Plan (from Session 6)
Time Activity & Instructions 5 min
Check-In
Greet warmly. Review key elements of their Personal Coping Plan .
|
| 5 min |
Intro: Scenarios
Present Role-Play Cards .
Explain: "We're going to practice using your tools in these specific moments."
|
| 10 min |
Role-Play Practice
Student draws a card.
Walk through coping steps: Notice signals → Choose strategy → Apply.
Debrief: What felt easy? What was hard?
|
| 7 min |
Experience Journal
Use Experience Journal Worksheet .
Reflect on a real recent event and how it was handled.
|
| 3 min |
Wrap-Up
Summarize strengths. Preview Session 8: Seizure-specific triggers.
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Scenario Role-Play Cards Practice Activity Mission: Practice
Scenario Role-Play Cards
Cut out these cards. For each one, imagine it is happening to you right now. Use your Personal Coping Plan to decide what to do.
Scenario A
"You are handed a surprise quiz in your hardest subject. You feel your heart start to race."
Scenario B
"You are in a crowded cafeteria and it's very loud. You start to feel dizzy and overwhelmed."
Scenario C
"You realize you forgot a big assignment that is due in five minutes. Your palms get sweaty."
Scenario D
"Your teacher calls on you unexpectedly to answer a question in front of the class."
Scenario E
"You overhear a group of classmates whispering and looking at you. You feel a lump in your throat."
Scenario F
"You feel a specific physical sensation that reminds you of a previous seizure warning sign."
Discussion Guide: 1. Notice Signal | 2. Select Tool | 3. Visualize Action
Stress Experience Journal Worksheet Reflection Log Experience Journal
Field Report: Real Life
Entry #
Detective Mission
Think of a real situation this week where you felt stressed. Fill out this field report to see how your tools worked in the "real world."
The Trigger
What happened? Who was there? Where were you?
The Signals
What did you notice in your body or your thoughts?
The Tools Used
Which strategies did you try?
The Outcome
How did you feel after? What went well?
Detective Refinement
What is one thing you would do differently next time?
Session 8 Lesson Plan Safety First Session 8 Lesson Plan
Case File: Safety First
Tier 3 Support
The "Why"
Addressing seizure-related stress specifically empowers the student to feel in control and reduces the generalized anxiety often associated with medical uncertainty.
Objectives
Identify seizure-specific triggers
Develop a medical safety plan
Connect coping tools to safety
Logistics
Time: 30 Minutes
Approach: Analysis & Planning
Materials Prep
Seizure Triggers Worksheet
Seizure Safety Plan Template
Calm-Down Reference Card
Time Activity & Instructions 5 min
Check-In
Acknowledge progress. Explain: "Today we look at seizure-related stress triggers and build a specific safety net."
|
| 8 min |
Seizure Triggers
Hand out Triggers Worksheet .
Identify situations (loud rooms) or feelings (aura signs) that cause worry.
|
| 7 min |
Coping Options
Review Calm-Down Reference Card .
Select tools that work specifically for medical worry (e.g., finding a quiet spot).
|
| 8 min |
The Safety Plan
Collaboratively fill out Seizure Safety Plan .
Include: warning signs, coping steps, who to tell, safe spots.
|
| 2 min |
Wrap-Up
Preview Session 9: Bringing in a supporter to share the plan.
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Seizure Triggers Worksheet Identification Log Specific Triggers
Seizure-Related Evidence
Case ID:
Detective Goal
Identify situations, emotions, or physical sensations that make you worry about a seizure or make a seizure more likely for you.
Environmental Clues
Are there places or settings that increase your stress? (e.g., loud music, bright flashing lights, crowded hallways)
Physical Clues
What does your body feel like? (e.g., lack of sleep, skipping breakfast, a specific "aura" sensation, feeling dizzy)
Emotional Clues
What emotions increase the worry? (e.g., feeling rushed, being embarrassed, test anxiety)
Knowing your triggers is like having a map of a minefield. You can't always avoid the field, but you can see where the danger is and walk carefully.
Seizure Safety Plan Template Protocol Guide Confidential
Seizure Safety Plan
My Personal Protocol
Warning Signs
If I feel...
Safe Locations
I will go to...
Coping Steps
What I will do to stay calm:
Who to Notify
I will tell...
Special Instructions
Example: "Don't crowd me," or "Call my mom."
Emergency Contact Info:
Name: _______________________ Phone: _______________________
Calm-Down Techniques Reference Card Portable Tool Calm Down Fast
Emergency Toolkit
Breathe
4s Inhale through nose
2s Hold gently
6s Exhale through straw-lips
Move
Walk to a quiet hallway
Get a drink of cold water
Squeeze and release fists
Ground
The 5-4-3-2-1 Technique
5
SEE
4
FEEL
3
HEAR
2
SMELL
1
TASTE
Reframing
Catch It:
"I'm going to have a seizure."
Check It:
"I feel stressed, and I have a safety plan ready."
Keep this card in your pocket or backpack.
Session 9 Lesson Plan Support Squad Session 9 Lesson Plan
Case File: Support Squad
Tier 3 Support
The "Why"
Involving caring adults and peers fosters a safety net. Supporters provide accountability and help the student implement strategies in real-time.
Objectives
Share safety plan with a supporter
Practice communication skills
Define specific supporter roles
Logistics
Time: 30 Minutes
Approach: Collaborative Practice
Materials Prep
Support Network Communication Guide
Peer Support Worksheet
Finalized Seizure Safety Plan (from Session 8)
Time Activity & Instructions 5 min
Welcome
Greet student and supporter. Recap the goal: Practicing sharing the safety plan so everyone knows their role.
|
| 7 min |
Review Safety Plan
Student presents their plan step-by-step.
Supporter asks clarifying questions.
|
| 10 min |
Role-Play
Use Communication Guide .
Practice: Student explains a trigger and asks for specific help.
Switch roles to practice listening.
|
| 5 min |
Collaborative Sheet
Use Peer Support Worksheet .
Agree on check-in times and discreet signals for help.
|
| 3 min |
Wrap-Up
Summarize commitments. Preview final celebration session!
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Support Network Communication Guide Ally Building The Ally Guide
Sharing Your Plan
How to start the conversation
The Intro:
"I've been working on a Stress Detective Quest to help me manage my stress, especially around seizures. Can I share my safety plan with you?"
When you feel triggered:
How the Ally helps:
Stay calm and acknowledge the signal immediately.
Walk with the student to their safe location if needed.
Remind them of their top 3 strategies.
Practice Prompt
"Ally, try saying: 'I've got you. Let's head to the library for 5 minutes of grounding.' Student, try saying: 'Thank you for noticing the signal. I'm going to start my breathing now.'"
Peer Support Worksheet Ally Contract Support Ally Contract
Mission: Mutual Support
Support Ally Details
Name
Role (Teacher/Peer/Adult)
Our Discreet Signals
How will I let my ally know I need help without everyone else knowing?
The Ally Agreement
I agree to help by:
Checking in after class
Reminding to use tools
Sitting in a quiet spot
Other: __________________
Check-In Times
When will we quickly chat to see how things are going?
Student Signature
Ally Signature
Session 10 Lesson Plan Quest Complete Session 10 Lesson Plan
Case File: Quest Complete
Tier 3 Support
The "Why"
Reinforcing successes boosts confidence and commitment. A long-term maintenance plan empowers the student to self-manage stress and maintain resilience.
Objectives
Review progress and successes
Troubleshoot ongoing hurdles
Set SMART maintenance goals
Logistics
Time: 30 Minutes
Approach: Reflection & Planning
Materials Prep
Progress Review Chart
Skill Review Checklist
Long-Term Maintenance Planner
Time Activity & Instructions 5 min
Celebrate
Greet warmly. Acknowledge the 10-session commitment. Invite the student to share one thing they're most proud of.
|
| 7 min |
Progress Review
Use Progress Review Chart .
Map the journey: Confidence ratings and skills mastered.
|
| 8 min |
Troubleshooting
Use Skill Review Checklist .
Check off strategies used. Brainstorm solutions for 1-2 remaining challenges.
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| 8 min |
The Future Plan
Fill out Maintenance Planner .
Set goals for practice (when, where, how often). Identify accountability partners.
|
| 2 min |
Wrap-Up
Celebrate Quest Completion! Provide any final encouragement.
|
Progress Review Chart Reflection Tool Progress Review
The Detective's Journey
Mission Status: Complete
"Look back at where you started in Session 1. You've uncovered so many clues about your stress and added powerful tools to your kit. Let's see how much you've grown."
My Confidence Map
Session 1
Session 5
Session 10
High Low
Draw bars to show how confident you feel managing stress at each stage.
Major Successes
Biggest Discovery
What did you learn about yourself?
Quest Completed
Skill Review Checklist Troubleshooting Guide Skill Review
Inventory Check
Which detective tools are ready for action? Check off the skills you've mastered and note any that still need practice.
4-2-6 Breathing
Body reset button
Muscle PMR
Releasing tension
5-4-3-2-1 Grounding
Present moment anchor
Thought Reframing
Thinking trap removal
Safety Planning
Seizure protocol ready
Support Squad
Communication with allies
Troubleshooting Toolkit
Which skill is still a bit tricky? Let's brainstorm a fix.
Tricky Skill:
The Fix (New context, reminder, or ally help):
Long-Term Maintenance Planner Worksheet Sustainability Plan Sustainable Growth
Maintenance Planner
Sustaining the Quest
My Practice Goals
WHAT skill?
WHEN & WHERE?
HOW OFTEN?
Reminder Cues
What will remind me to keep practicing? (e.g., phone alarm, sticky note on mirror)
Accountability Ally
Who can I check in with once a week to share my progress?
Final Commitment
"I promise to keep using my Stress Detective skills. I know that managing stress takes practice, and I am worth the effort."
Signature
Date
