Title of Lesson: Changing Your Thinking Arguing Against Negative Thoughts- (13) Grade Level: 9” — 12" grades Duration: 45 minute class ASCA/NYSSCA National Standards and Competencies: Academic Standard A; Students will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span. Competencies: A: A3 Achieve School Success + A: A3.2 Demonstrate the ability to work independently, as well as the ability to ‘work cooperatively with others. Standard C: Students will understand the relationship between personal qualities, education, training and the world or work. Competencies: C:C2 Apply Skills to Achieve career Goals + C:C2.3 Lear to work cooperatively with others as a team member Personal/Social Standard A: Student will acquire the knowledge, attitudes, and interpersonal skills to help them understand and respect self and others. Competencies: PS:A2 Acquire Interpersonal Skills + PS:A2.1 Recognize that everyone has right and responsibilities + PS:A2.2 Respect alternative points of view + PS:A2.3 Recognize, accept, respect and appreciate individual differences. New York State Learning Standard: Health, Physical Education, and Family and Consumer Science Standard 2: A Safe and Healthy Environment: Students will acquire the knowledge and ability to create and maintain a safe healthy environment, English Language Arts Standard 1: Language for Information and Understanding: Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationshi concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information, English Language Arts Standard 4: Language for Social Interaction: Student will listen speak, read, and write for social interaction, Students will use oral and written language that follows the accepted convention of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communication of others to enrich their understanding of people and their lives. Learning Objective: This lesson will help students change their negative thoughts into positive thoughts. Students will see the effect of magnifying a small problem or bother, Instead student will use positive counter thoughts to combat negative thoughts,Co-Leaders: Another small group leader. Material: 1, Markers 2. Worksheets from session T3 3. Chart Paper 4, Pencil Accommodation: Student with Speech and Language Impairment: In order to properly accommodate a student with speech and language impairments (i.e, difficulties in projection, stuttering, stammering and difficulty in articulating particular words or terms), a school counselor must consider the following: * Depending on impairment, modifications of lesson may include one-to-one presentation or use ofa computer with voice synthesizer * Ask the entire class to provide cues if they wish to speak. For the speech- impaired student, allow opportunities for them to engage including use of a computer with a voice synthesizer, if needed. + Permit time for the student to speak as well as encourage patience, + The counselor should address student naturally without an assumption that they cannot hear or comprehend. ‘They should, however, be explicit with all directions and ask for cues if they need clarification as well as check in for comprehension, Developmental Learning Activity: Introduction: School counselor will pass back ABC worksheets with feedback (if possible) from the previous lesson. The school counselor begins by greeting the class and stating the today’s lesson will focus on jumping to conclusions. The best way to engage the group may be to start with a small skit worked out with your co-leader, or an exaggerated story told by the counselor. ‘Activity: ‘The counselor and the students will go through the two comic strips (13.2 and T3,3). The counselor could lead the group to do the first comie activity together and explain how the diagram works. The next comic about Spiderman could be done in groups of 2, Counselor will blow up poster of T3.5 or write the eight questions out on the board. Group Work Time Each group of two will be asked to rewrite a siatement on T3.4, (You should divide the statements up evenly between groups. For example, one group might do 1 and 2. Another 3 and 4, etc.) Individual Work Time Students will each be given the following scenario by the counselor and they will have to answer the “Bight Tough Questions” (T3.5) “You come home from school with your mom and your dog has torn the garbage to pieces that you were supposed to take out, You asked your sister Lilly to do it for you atthe last second because you were in a hurry in the morning and she simply forgot. Your ‘mom grounded you for the night. No electronics. You respond by saying, “That's so stupid! It’s not my fault. I told Lilly to do it! She said yes! I hate you!” Conclusion: The professional schoo! counselor will lead a discourse with the group coming up with scenarios and everyone will work through the negative beliefs and how you could challenge the belief. Students will be asked to do at least on ABC worksheet for homework before next week for a special prize!ADOLESCENT WORKBOOK CHANGING YOUR THINKING SESSION T3 Practice in Arguing Against Negative ThoughtsChanging Your Thinking Session T3 Page T3.2 ‘The Garfield cartoon below contains an example of an unrealistic belief involving JUMPING TO CONCLUSIONS. The conclusion here has to do with being popular and liked. GARFIELD [eoges waeae werRe Gone, Ganerelo? WERE com ers cet Garfield: © 1986, United Feature Syndicate, Inc. Al rights reverved. Reprinted by permission of UFS, Ine Activating Event Beliefs sequences (whole belief) Garfield feels ashamed, embarrassed - - v Positive Counterthoughts Good Feelings poreChanging Your Thinking Session T3 Page 13.3 ‘The Spiderman cartoon below contains another example of an unrealistic belief involving JUMPING TO CONCLUSIONS. Sec if you can define the irrational belief and replace it with a more rational positive counterthought. THE AMAZING Spiderman AT LEFT WITHOUT GIVING MEAN en LAG BOON fe KY HEAD stops v INNING L | HU ‘The Amazing Spiderman; TM & © 1986, Marvel Entertainment Group, Inc, All rights reserved. Reprinted by pernission Activating Event Beliefs Consequences (whole belief) Spiderman feels rejected - - v Positive Counterthoughts ™ [| Good FeelingsChanging Your Thinking Session T3 Page T34 Write a more realistic thought for each of the unrealistic thoughts below. 1, “All the important people in my life (especially my parents and/or my friends) must always approve of what I do.” 2. “Thave to be popular or smart (the smartest) all the time in everything I do in order to feel ! like I'm worth something.” “People (including me) who do even one thing that I disapprove of should feel guilty, and should be punished severely.” 4. “My unhappiness is someone else's fault. [ can't help feeling the way I do.” 5. “It’s terrible when things aren't the way I'd like them to be.” 6. “When something seems dangerous or something could go wrong, I must constantly worry about it.” 7. “There must be a perfect solution to human problems (including mine). I can't settle for less than the perfect solution,Changing Your Thinking Session T3 Page T3.5 Eight Tough Questions 1, Am Lexaggerating? ‘What is the evidence for this belief? 3. What is the evidence against this belief? 4. Will this make a big difference to me in a week, month, year? 5. Are there other possible interpretations of this situation? How likely is this (awful thing I'm anticipating) to really happen’ 7. Will Lbe okay, even if this is the case? 8. What would happen if I didn’t believe this anymore? What would change?Changing Your Thinking Session T3 Page 13.6 LIFE EXPERIMENT When, Where, How Often? 1, Use “Rapid Fire Technique” Practice Worksheets to argue against common negative thoughts, 2. Use the A-B-C Worksheets to write down and argue against your negative thoughts (ones that need more work). 3. Fill out your Mood Diary every day.Changing Your Thinking Session T3 Page T3.7 RAPID FIRE TECHNIQUE PRACTICE Y Activating Event: Negative Beliefs: Your Challenge to that Belief:Changing Your Thinking Session T3 Page T3.8 A RAPID FIRE TECHNIQUE PRACTICE WY Negative Beliefs: Your Challenge to that Belief:Changing Your Thinking Session T3 Page 13.9 A-B-C Form Step 3: Finally, ry and list al she Step 1: Iti offen helpful Step 2: ll chis in after thoughis, self-talk and beliefs you were to start here writing down your eelingstbcxC) saving inthis situation v A B c The Situation Your Thoughis Your Feelings (Aotivating Event) } (Belief) (Emotional Consequence) >|x Y. 3. z + What are some OTHER WAYS to think about this situation? * What is the EVIDENCE for and against your beliefs? Evidence FOR Evidence AGAINST «If these beliefs were TRUE, .... ---What is the WORST thing that could happen? ---What is the BEST thing that could happen? + Wwhat is the MOST LIKELY thing that would happen? What is a PLAN OF ATTACK that you can use to help with this situation? «Write your POSITIVE COUNTERTHOUGHTS Here: