This Cognitive Behavioral Therapy (CBT) resource includes evidenced based tools to help one identify and dispute their negative thoughts with the purpose of improving bad moods and unhelpful behavior. The poster, worksheet, and handouts present any easy and effective way to teach CBT by using the "Catch It, Check It, and Change It" strategy to may be used by tweens, teens, and adults struggling with depression, anxiety, anger, or fear. Resource includes: 2 "Catch It, Check It, Change It" POSTERS. 2 Thought distortions HANDOUTS (color/color friendly). 1 "Catch It, Check It, Change It" HANDOUT for teaching. White board lesson idea List of trigger scenarios for group discussion and worksheets. 1 "Catch It, Check It, Change It" WORKSHEET for application . BONUS "Catch It, Check It, Change It" reminder CARDS for later reference. This resource is a great addition to the Thought Distortion Posters. For additional products that address CBT and Depression, save 20% on the Anxiety and Depression BUNDLE. Related Products . See It, Say It, Soothe It: Emotional Regulation Posters • ANGRY ANTS: Cognitive Behavioral Therapy CBT Group for Negative Thinking • Attack The Jealousy Zombie (CBT) Activities and Worksheets for Friendship Groups • CBT Decor Posters: Challenge Negative Thinking • Cognitive Therapy (CBT) for Negative Thinking: Brain Bugs and Super Hugs • Cognitve Behavioral (CBT) Art Therapy Worksheets to Improve A Bad Mood • Rejection Infection: A CBT Game for Hypersensitive Children • The Black or White Thinkers: CBT and Growth Mindset Activity • Worry Windshields: Anxiety Management Activities using CBT Copyright © Mental Fills. All rights reserved by author. This product is to be used by the original downloader only. Copying for more than one user is prohibited. This product may not be distributed or displayed digitally for public view. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. See product file for clip-art and font credits.
Welcome to one of my hundreds of character building posts. Today we focus on respect. These 20 ways to teach kids about respect include my previous lessons, crafts, activities, book collections and thoughts about teaching kids the importance of showing respect. I am also including other ideas I’ve found around the web so you are...Read More
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I thought Chicken Fajitas were nothing but a sizzly showman at the Mexican restaurant: WAY overrated with their steamy smoky cast iron entrance. (Like, get over yourself already.) Then I tried making a recipe at home with my own marinade. Whoa! Tender juicy blackened chicken, partying in your tortilla with perfectly cooked peppers and onions. I didn't even like fajitas, and now I'm going to run away with them (we're never coming back)! I will show you just how to make them!
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We have a lovely school counselor this year who came to visit each of our classrooms and explain a common "Peace Process" for conflict resolution. I loved this for so many reasons and can't wait to share it with you! For one, common language across all grades is invaluable, especially when kids experience conflict at recess, in the lunch room, or even in the hallway when they are away from their classroom teacher and intermixed with other grades. Also, the fact that this process is broken down into such simple and manageable parts gives kids the confidence to go through it themselves, complete with sentence starters and all. I want to share this Peace Process with you in case you are looking for a way to help manage conflict and empower your students to problem-solve with one another. Feel free to download the freebie to share with others in your school, or even send home to parents... this can work with anyone in any situation! Step 1: Breathe The first step is the most important: make sure your body is calm enough to engage in the process of making peace. In the heat of the moment, the "fight or flight" response is in high gear, anger may be driving the show, and there is no way the rest of the process can be successful. By stopping to breathe, everyone can get back into a more calm state. How you breathe is just as important. Start by "smelling a flower" by breathing in through your nose and counting to three slowly. Then, hold for one count, and exhale our your mouth as if you're "blowing out a candle" for four counts. Practice this with your students and see how it changes the feel in the classroom. Some may be silly for the first breath or two, but after practicing for several breaths, the whole tone of the class will be calmer and more subdued. It's a good practice to keep on hand for other times during the day, too! Remind kids to take as many breaths as they need. This process can't be rushed, so even if they need some time alone to compose themselves, that's a-okay. I would still encourage a few common breaths together at the start of the process to be sure there's lots of fresh oxygen in the brain! Step 2: "I" Statements This is the first back-and-forth conversation that takes place. The person who feels harmed begins with a statement about how they felt. The framework of: "I feel ____ because ____" always gives kids a good place to start. During this time, the other person must stay silent and practice listening. This is important, because the second part of this step is to repeat what that person said. When the first person is done with their "I" Statement, the second person repeats what they heard, including all of the important parts, not just generalities. "I heard you say you felt ___ because ___" is a perfect launching point. At the end of their retell, they need to ask if they got it right. Person 1 needs to feel confident enough to say no, if needed, and retell the parts that were left out. This may need to happen a few times, especially at the beginning. The inclusion of "I heard you say..." is also crucial because it reinforces the idea that this is a listening exercise, not just an airing of grievances. Step 3: Repairing the Harm We want to encourage kids repair the harm, and sometimes "sorry" is enough. Other times, they may need an apology and an additional follow-up about what will happen if this occurs again. There may be something that they need or can do for one another, like get an ice pack or take turns with the item in question. There are other alternatives, too, and usually two or three actions are needed to repair the harm that was done. The important part is to make sure they are reasonable, and that both are agreeable to the ideas. Person 1 should feel that the harm is indeed repaired, or on the way to being repaired as best as possible. Step 4: Moving Forward While a physical touch may not always be appropriate, it is often a useful and effective starting point for moving forward. A handshake, high five, or fist bump can be powerful "wrap up" gestures that solidify the discussion and resolutions discussed. The important part, like the rest of the steps, is that both parties agree on the common gesture. Even a thumbs-up or peace sign can work. ... Always be sure to offer your presence and guidance, especially at at the beginning, as kids are working on practicing and internalizing these steps. After a while, you will not need to be as present, although you should always need to be available to help. Some conflicts go beyond the Peace Process and will need additional intervention by you or others to be truly effective and safe. However, I think you will find that this can be an excellent tool for navigating issues throughout the day. * As you introduce this to your classroom, have kids role-play through the Peace Process with common conflicts and/or issues that you have been hearing about. Extend the areas beyond the classroom and onto the playground, bus, neighborhood, and lunchroom. This activity will also get them more familiar with the steps and language in real-life scenarios. * An even more powerful way of incorporating this schoolwide is to have older student be "Peace Aides" and help younger students work through the process. How powerful for all parties involved! If you're interested in the freebie, click HERE to find it in my Teachers Pay Teachers Store. Have you used a process like this at your school? Do you have additional steps or any feedback? Please leave a comment and share your experiences!
I don't know about you, but one of the reasons I wanted to become a teacher is because I find the "aha" moment (also known as the "lightbulb" moment) so exhilarating. I love it when a student finally understands something he has found difficult in the past. I feel a rush seeing the delight on a child's face when she masters a topic in class. Oh, the triumph! But some students, and you know you've had a few, are so beaten down by past failures that the "I can't" attitude is difficult to break through. In college, I remember learning about the growth mindset vs. the fixed mindset. If someone has a fixed mindset, she believes that some people are smart and some are not. Period. (Oftentimes, this person also feels that she is not smart.) If a person has a growth mindset, she believes that people can improve and get better at things. (Thus, she can improve and get better at things.) There's a chart floating around the interwebs (I've seen it pop up on both Pinterest and Twitter.) It's a way to move kids from a fixed mindset into a growth mindset way of thinkin'. I love this! I love it so much that I made a copy to put in my classroom. But then I stepped back and thought a little more about doing that. Here was my inner dialogue: What if this just becomes visual clutter? Well, I'll go over it the first few days of school. That will be nice. But what if they don't listen to you? Well, they are going to be precious little angels and hang on every word I say. They won't be so rude to ignore me! Okay, but what if they are just pretending to listen, but it doesn't really sink in? Well, then... I will just... Um... You see... I'll... I'm quite used to having two sides of my brain debating and having an inner dialogue. Does this only happen to me? I digress... So, I didn't want this to just be visual clutter. I want this to make an impact. So, in order to do that, I want the students to get more involved in this chart. I typed it up in a sweet little document like this. I want to spend some time - on one of the first days of school - to go over this. I want the kids to know the difference between fixed and growth mindset. I want the students to know that after I failed the "gifted test" twice in 5th grade, I found myself STUCK in the fixed mindset. Those kids were smart. Obviously, I was not. Add in the fact that I really struggled with math in middle school and high school, and I was convinced I was no longer part of the "smart kids club." Then, in college, I started to move over toward a growth mindset. With unbelievably hard work, I went from being a failing math student to making a 99 average in statistics and a 101 average in an environmental logarithms class. WHAT ON EARTH? I found out that it was true. It IS possible to get better at things. If I can become smart at math, then by gosh, anybody could! The growth mindset is for real, y'all. So I want the kids to recognize the things they think and say. Those things are in the left column. I want them to brainstorm with partners or in small groups how they could CHANGE THEIR THINKING into a growth mindset point of view! If they work on putting together a growth mindset list of things they could say instead of that "stinkin' thinkin'" - well, they might be more likely to use those phrases. Later in the year, if I hear someone say, "I can't do this math problem," or "I can't understand this book," then I can gently say, "Hey, love, why don't you turn this into a growth mindset phrase? What can you say instead?" I'm hoping that having a REAL dialogue about this with the kids - and letting them discuss it with each other - will make this an idea that lasts all year. Have you seen this chart floating around? Do you teach your kids how to think in a growth mindset frame of mind? Tell us what you do! (Oh, and if you want a free copy of this chart for your students to use in your classroom, you can download it here.)
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