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Navigating Emotions

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,i i iv “ i i , Linda Lantieri writes of adolescents: “If there is one
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the young person’s sense of his emerging self as an adult, not a child.” -…i i i]
“Adolescents have many sources of stress in their lives. At the same time that their bodies are
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the consequences.”

All this means that adolescence is a good time to explore the inner world of emotions and the mind:
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“Emotion is a process, a particular kind of automatic appraisal in uenced by our evolutionary and
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physiological changes and emotional behaviors begins to deal with the situation.” i
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thoughts, there is a sense of investment in emotion: we, or our bodies, care about something. If
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tends to be. This chapter therefore focuses on what can be called “emotional hygiene.” First of all,
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discernment and emotion regulation for the bene�t of both oneself and others.

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“feelings,” sensations are physical and tend to be located in speci�c parts of the body. Emotions, on
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chapter, emotions will be explored in two ways: �rst by thinking about and discussing emotions from
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mind directly (taking a �rst-person approach). For the latter, the students will use the attention skills
developed in Chapter 3, particularly the �nal skill of watching and becoming aware of what arises in
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and then build out “families” of emotions by adding more emotion terms that are related to the
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a richer vocabulary of emotion terms. Psychologists also use the idea of “emotion families” to
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minds. In the third learning experience, “Sparks of Emotion,” a story is used to illustrate moments
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Students listen to the story and snap their �ngers when they notice something that could spark an
emotion (connecting back to the idea of the spark and the forest �re from Chapter 3). They then
stand on a map of the three zones on the oor to indicate where the character in the story might
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engage in activities that allow them to identify needs and re ect on how met or unmet needs
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will examine the scienti�c basis for emotions arising from a process that occurs along a timeline.
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called an “appraisal.” Appraisals are typically judgments of something as positive or negative, and
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unintended problems, whereas if we have more awareness, then we may be able to create a “gap”
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potentially problematic outcomes into less harmful and even bene�cial ones. Through awareness
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Exploring the “activation/feeling tone” chart is one way of doing this. The chart contains an axis of
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questions and investigating the emotion closely: what impulses does it lead to? What would society
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then examine what strategies they have for dealing with emotions they have identi�ed as potentially
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are speci�c to certain emotions.

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trap engaging in “cognitive restructuring,” meaning a reframing and reappraisal of a situation.
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everyone has these emotions, and that having an emotion, even if one identi�es it as potentially
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good “emotional hygiene.” This does not mean suppressing uncomfortable emotions. Rather, it
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recognition they can decide whether or not to give more “fuel,” to the emotions and thus manage
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such, the �rst four learning experiences explore the idea of needs and what feelings (sensations
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that are destructive, learning how to regulate emotions when possible, and if not, then to �nd a gap
between stimulus and response can be very healthy. This leads to the �nal concept of the chapter,
the idea of an “ethics of restraint,” restraining from doing harmful things under the in uence of

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what is bene�cial to themselves and others.

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The re ective practices in this chapter are important for integrating students’ conceptual
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in themselves. The �nal two re ective practices focus especially on connecting “third-person”
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re ective practices especially when you have time.

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It is recommended that you engage in the �nal two re ective practices yourself before leading your
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friends, family members and colleagues how they would de�ne emotion and whether they think
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Learning Experience 1: Exploring Emotions
Learning Experience 2: Emotion Families
Learning Experience 3: Sparks of Emotions
Learning Experience 4: Emotions and Needs
Learning Experience 5: Emotion Timelines
Learning Experience 6: Emotion Timelines in Action
Learning Experience 7: Mapping Emotions and Core Affect
Learning Experience 8: Cognitive Restructuring to Promote Wellbeing
Learning Experience 9: Exploring the Ethical Dimensions to Emotions

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Exploring Emotions
274215

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thoughts, and sensations. This will occur through re ection, using personal and small
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Students will:
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and observe it.
think about it, helps you feel better,
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closed your eyes, I now invite you to open
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to capture the feelings. The idea is that i i … i ]
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you named will come alive for you again, emotions and create a working de�nition for
bringing back the feelings, the memory, “emotions.”
the sensations of that experience.

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or begin grounding —bringing your
attention to your body and what it is in
contact with. Perhaps you feel the chair
against your back, your hand on your leg.
Possibly the coolness of the table, the
softness of your shirt, maybe the air
going in and out of your nostrils.
about emotions, which are a natural part of
being human and are common to all humans
everywhere, the more we can build our
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in just one part of the body.

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localizable in a speci�c part of the body,
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our left hand and not our right hand, but we i i … …i i …i
can’t feel anger in one hand and not the other. Li
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When we feel an emotion like anger, we tend explain emotions?
to feel it in ourselves as a whole. Today we
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�t into each of these three categories. Students
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each person in your group agrees belong
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De�ne: De�ne: De�ne:

List examples: List examples: List examples:

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Emotion Families
274215

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vocabularies can be expanded by creating charts of “emotion families” and recognizing
how emotion terms can help describe how emotions vary in speci�c ways, such as intensity.

. #40 0) 176 1/ 5 24 /#4 14 1/210 065

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words listed below:
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and in an alert position. What does your
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focus to another place that feels better.
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or if you feel like it, leaning against a wall, * 1- R
sitting or lying on the oor. Please take a
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moment to make yourself comfortable in
are human and it’s okay to get distracted.
an alert position. Feel free to move if you
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try to bring your attention back to your
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something that makes you feel better, in your body. , * 1- R
safer, happier, or stronger.
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something about yourself, or a memory make them feel better.
of a kindness you experienced. It can be
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real or imaginary. Notice the details of this
closed your eyes, I now invite you to open
resource and any sensations associated
them. Thank you.q
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what do you notice happening inside your
body? Notice the sensations. * 1- R
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to your body and what it is in contact
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with. Perhaps you feel the chair against
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U pToday we’re going to explore Emotion
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in some way. When we group emotions
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understand what impacts they may have.
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other often describe variations of how
strongly the base emotion is being
experienced.
U Today we’re going to use this list of
common emotions to brainstorm Emotion
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U Before we split up into groups we will do
one together as an example. We will look
at fear and answer the following prompts.
- What are other emotion words that are
similar to FEAR or that describe a
feeling related to FEAR?
- What might we call it if some felt a
tiny bit fearful? Extremely fearful?
Think of some circumstances in between
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describe those feelings.q
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U pIn small groups, you will create an
Emotion Family poster for one of these
six emotion words.
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everyone has a group, write down as many
words as you can come up with that relate
to your chosen word.
U You can make a list, use drawings, facial
expressions, emojis and representational
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U As you are creating your Emotion Family
poster, you may want to ask each other
questions like:
- What is this emotion like?
- What would we call a little bit of this
emotion (or a spark of this emotion)?
- What would we call a lot of this emotion
(or a forest �re of this emotion)?
- What might this emotion make a
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- What sensations might this emotion
make a person feel inside their body?
- What might this emotion make a person
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- How might this emotion affect a
relationship between two people?
- How might this emotion affect a group
of people?q
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U pIn your small groups, you will have
2-3 minutes to visit each Emotion
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respectfully add any additional words or
pictures to describe each Emotion Family.
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U pTalking about emotions can sometimes
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brief re ective practice in silence to check
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your eyes or lower them to the ground in a
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restful way.

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answer one or more of the prompts to
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complete an exit ticket.q

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learned to help regulate themselves: Help
Now! Strategies, grounding, resourcing, or
…v i i i
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they created to the “Emotion Families”
Li * i iL i
“Atlas of Emotions,” available at YYY
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- …

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 #26 4 0CXKIC KPI OQ KQPU
. #40 0)
:2 4 0
Sparks of Emotions
274215

… i i i i Vi] i i v …i vvi i … V… i V i
This can be from current events or be in uenced by past events. The emergence of emotions
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v V i ] …i i i … V… …i i i i i V
ii …i i

. #40 0) 176 1/ 5 24 /#4 14 1/210 065

Students will:
U i V Li … i V iv
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U i v … i i i Vi V
in uence current emotions Recognizing
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U … … i
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v i i
/#6 4 #.5 4 37 4 &

U Images previously used for the “Spark

and Forest Fire” story in Chapter 3,
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U i i …i
“Resilient Zone” on the oor.

U “Ra� and Ronan” story and questions

i ®

U “Robin’s Dif�cult Day” story and questions

. 0)6 i ®

x i U Copy of blank Resilient Zone

 - Nx i U Scan your body for a pleasant or neutral
* 1- R V Li iV i V…
5GVVNKPI EVK KV
U pLet’s take a moment to get comfortable
and in an alert position. What does your
body need right now? * 1- R
U For you it may be settling into your chair,
or if you feel like it, leaning against a wall,
sitting or lying on the oor. Please take a
moment to make yourself comfortable in
an alert position. Feel free to move if you
PGGF V * 1- R
U Now I invite you to think of a resource,
something that makes you feel better, safer,
CRR GT T UVT PIGT
U It could be a person, place, thing,
something about yourself, or a memory
of a kindness you experienced. It can be
real or imaginary. Notice the details of this
resource and any sensations associated
YV V * 1- R
U Now, when you think about this resource,
what do you notice happening inside your
body? Notice the sensations. * 1- R
U Next, I invite you to bring your attention
to your body and what it is in contact
with. Perhaps you feel the chair against
your back, your hand on your leg. Possibly
the coolness of the table, the softness of
your shirt, maybe the air going in and out
of your nostrils. What sensations do you
P V EG P V G PU FG! * 1- R
sensation and just pay attention to that
and observe it. See if it changes or stays
V G UCOG * 1- R
U You can always shift your body and your
focus to another place that feels better.
You can always focus on your resource.
* 1- R
U If you get distracted, remember that you
are human and it’s okay to get distracted.
Just acknowledge you’re distracted and
try to bring your attention back to your
TGU WTEG T C RNGCUCPV T PGWVTCN UGPUCV P
in your body. , * 1- R
U As we do this, we’re learning more about
our bodies and how to calm them and
make them feel better.
U Now we’ll �nish the practice. If you closed
your eyes, I now invite you to open them.
Thank you.q
PRESENTATION/DISCUSSION x i
PUVTWEVKQPU CPF )WKFKPI .CPIWCIG
U pToday we’ll be exploring emotional
reactions: what contributes to them, and
what can be done to empower ourselves
in response to them. We recently talked
about sparks and forest �res as a metaphor
for how emotions can arise. Think for a
moment about what you remember from
V CV E P GTUCV P CV CTG U OG FGCU
that you remember about the ‘spark and
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 forest �re’ metaphor and how it relates to vvi i i V … i …i i
WOCP GO V PU! L i …i i … i

U Something all human beings have in

These scienti�c �ndings are useful for explaining
common is that we all experience emotions
and understanding our emotional reactions:
connected to the experiences we have. It’s
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i
that while we all experience emotions, we
don’t all experience the SAME emotions U *i iV i Li i V
during any given experience. People can i i i
be in the same place, sharing an external
U i i i i …i V…
(outside) experience, yet have a very
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different internal (inside themselves)
experience. U 7… i i i v i
i
U Individual past history contributes to how
we experience a situation. In many cases, U The state of our nervous system in uences
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experiences when they were occurring.
Also, the current state of our nervous
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system impacts how we experience a
pIn pairs or small groups, read the Scenario 1:
U VWCV P CPF V CV U U OGV PI YG F
Ra� and Ronan resource and verbally answer
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the accompanying questions.q
we may have the most control over is how
we respond to the emotions we are feeling
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5) 6 686 x i
FG GN R q
Scenario 2: Robin’s Dif�cult Day
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Read “Robin’s Dif�cult Day” aloud or ask
5) 6 686 x i i i i …i
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Revisiting the spark and forest �re metaphor i i V… v …i i
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can in uence individual reactions to the same
U pAs you listen to or read the story together,
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notice where the character may be

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 experiencing a “spark” by pausing and
discussing it with your group, snapping
your �ngers or placing an asterisk on
V G RCRGT
U Each time you notice a spark, move along
the zones that are mapped out on the oor
or identify where Robin might be on your
paper copy of the resiliant zone.
U V GCE URCTM O G CN PI V G pTGU N GPV
zone map” on the classroom oor. Discuss
what zone you think the character is in and
why. Use the questions below to prompt
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- What was the spark?
- Why did you choose to stand where
you are?
- What emotion(s) might Robin be feeling
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- What might happen if Robin had more
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- If Robin has worked to decrease the
spark in the moment, how do you
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- What might Robin do to help themself
CV V U O OGPV!q
4 (. 6 8 24 6 N i
PUVTWEVKQPU CPF )WKFKPI .CPIWCIG
U pWe all experience dif�cult days sometimes.
Each little thing can add up until we feel
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might do things that we wouldn’t ordinarily
do, like lose our temper. That’s why we
practice methods for balancing our body
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VTC P PI WT CVVGPV P CPF EWNV CV PI
WT CYCTGPGUU
U That way, anytime there is a spark, we
can notice it and maybe we can relax
ourselves or help ourselves feel calmer
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U Let’s do a practice in silence now. * 1- R
U If someone did something kind for you
recently, or if you were kind to someone
else, you may want to use that as your
resource. If you’d rather do grounding,
you can �nd a comfortable way to sit or
something comfortable to hold or touch.
U Let’s now take a few moments to think
about our resource or pay attention to our
IT WPF PI * 1- i iV R
U Now let’s do tracking and pay attention to
the sensations inside our bodies. * 1- R
U If you �nd a pleasant or neutral sensation,
pay attention to that and watch it. See if it
changes or stays the same. * 1- R
U If you haven’t found a pleasant or neutral
sensation, see if you can shift to another
KIJ 5EJQQN … i N
 part of your body to �nd a place that feels
better. * 1- R

U If you’d like, focus on your breath as you

breathe normally. Count your breaths
if you wish. If you �nd paying attention
to the breath uncomfortable, make your
own choice to go back to your resource
or grounding, or just take a small break,
thinking your own thoughts in the way
that’s comfortable for you. * 1- v x
iV R

U Re ect for yourself: What did you notice on

V G PU FG!q

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one or more of these questions as a guide:
Up CV CTG U OG V PIU V CV YGTG CRRGP PI
for you during the story about Robin’s
dif�cult day? Any sensations in your body at
particular times? What were they and when
did they arise?

U What about feelings? What were some

emotions you felt and when did they
E OG WR!

U Any thoughts that went through your mind

as you were hearing this story?

U How are you like Robin and how are others

like Robin?

U Have you learned anything about emotions

that you hadn’t thought of before?q

i i i Vi N - v
 5EGPCTKQ
Ra� and Ronan

Ra� and Ronan go to the same school. One day when they are on the playground, they hear a dog
barking. Ra�’s family has a dog at home that they love very much.

The barking makes Ra�’s heart beat faster and Ra� hopes the dog might want to play.

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, L i i ] … …i i … Li i L

3WGU KQPU
U What emotion or emotions might Ra� be feeling? What about Ronan?

U What kind of ‘spark’ is the dog’s bark for Ra�? For Ronan? Why?

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L … Li vvi i 7… … … Li V i i …i Li V VV …i … i i
i …i …i i ii V i i i i vi ®

U What do you think is happening in Ra�’s nervous system? Where might Ra� be in the three zones?

U 7… L ,

U It’s the same dog, making the same bark, but Ra� and Ronan judged or evaluated it differently.
Ra� didn’t evaluate it as dangerous, but maybe Ronan did. Our nervous systems are constantly
evaluating what is going on around us. This is called “appraisal.”

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 5EGPCTKQ
Robin’s Dif�cult Day

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“Robin, get up! You’re going to be late for school!” Robin’s mother shouted.*
Her voice was so loud!

“Okay, okay, I’m coming,” Robin grumbled, but too softly for Mother to hear.

“Robin!” Mother’s voice was inside the room now. Her voice sounded even louder, like a horn
blasting the ears, hurting them. “Get up right now!” she shouted.*

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V … ] v i V v … … i i i , L i … vi …
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“Wait, you forgot your cell phone, and I can pick you up today so you don’t have to ride the bus,”
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V i v …i L V V

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 5EGPCTKQ
Robin’s Dif�cult Day

, L i i …i i V…i … …ii v i vi …i i i i i 7…
… i

“Do we have a test?” Robin asked Bailey.

Bailey nodded. “Yeah, didn’t you study for it?”

“No, I completely forgot. I didn’t study at all!” Robin grimaced.

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But the scarf wasn’t there! Robin realized that it must have fallen off in the dash to get away from the
older kids. Now Robin felt completely de ated and even more sad and angry. There was no way to
V Vi i …i i

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from school. “Please don’t let those students that hang out in front of the school entrance be out
here,” Robin thought. “That’s the last thing I need today.”

ii …] …i i …i ii …i i i …i , L

“Where’s my mother?” Robin wondered, watching them get closer.

“Hey, Robin!” one of the kids called out.

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 5EGPCTKQ
Robin’s Dif�cult Day

Just then Robin’s mother arrived. Quickly opening the door, Robin jumped into the car.

“Where were you?” Robin shouted at her. “You’re late!”

Robin’s mother looked surprised. “Robin! Why are you shouting?” Robin dropped the backpack onto
the car oor and gave it a hard kick, yelling, “I hate this school!”

“Robin! Calm Down!” Mother said sharply.

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“Oh honey, I can see you’re very upset,” said Mother. “It looks like you’ve had a really dif�cult day.
Maybe you want to rest on the way home, and then we can talk whenever you are ready.”

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 #26 4 0CXKIC KPI OQ KQPU
. #40 0)
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Emotions and Needs
274215

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i /… …i i L i L … i vi i
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allow them to identify needs, re ect on how met and unmet needs affect feeling states.

. #40 0) 176 1/ 5 24 /#4 14 1/210 065

Students will:
U i V Li …i i i i
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U Explore how dif�cult feelings, setbacks,

iV vi i v Self-Compassion
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/#6 4 #.5 4 37 4 &

U “Shared Human Needs” handout

(2 copies: one copy per student and
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U 7… iL V… i i

U “Robin’s Dif�cult Day” handout

i i ®
. 0)6 U i V iVi v i
v i V… i
x i
 - N i U Scan your body for a pleasant or neutral
* 1- R V Li iV i V… sensation and just pay attention to that
5GVVNKPI EVK KV i ® and observe it. See if it changes or stays
U pLet’s take a moment to get comfortable V G UCOG * 1- R
and in an alert position. What does your
U You can always shift your body and your
body need right now? * 1- R
focus to another place that feels better.
U For you it may be settling into your chair, You can always focus on your resource.
or if you feel like it, leaning against a wall, * 1- R
sitting or lying on the oor. Please take a
U If you get distracted, remember that you
moment to make yourself comfortable in
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an alert position. Feel free to move if you
Just acknowledge you’re distracted and
PGGF V * 1- R
try to bring your attention back to your
U Now I invite you to think of a resource, TGU WTEG T C RNGCUCPV T PGWVTCN UGPUCV P
something that makes you feel better, safer, in your body. , * 1- R
CRR GT T UVT PIGT
U As we do this, we’re learning more about
U It could be a person, place, thing, our bodies and how to calm them and
something about yourself, or a memory make them feel better.
of a kindness you experienced. It can be
U Now we’ll conclude the practice. If you
real or imaginary. Notice the details of this
closed your eyes, I now invite you to open
resource and any sensations associated
them. Thank you.q
YV V * 1- R

U Now, when you think about this resource,

what do you notice happening inside your
5) 6 686 i
body? Notice the sensations. * 1- R EVK KV 1 GT KGY
U Next, I invite you to bring your attention By co-creating lists of “Shared Human Needs”
to your body and what it is in contact i L v v ii i
with. Perhaps you feel the chair against V i L … ii …
your back, your hand on your leg. Possibly i …i ii i i i
the coolness of the table, the softness of i i …i ii i i]
your shirt, maybe the air going in and out … … vviV vi
of your nostrils. What sensations do you
P V EG P V G PU FG! * 1- R … Li … iL V ii … i
V v i i … … i

KIJ 5EJQQN … i N
of our needs may be speci�c to ourselves,
i ii … …i … i]
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…i ii i - Write those emotion words on your list,
PUVTWEVKQPU CPF )WKFKPI .CPIWCIG
U pToday we will discuss basic human needs.
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to ourish, and to be happy. Here’s a
graphic organizer that you’ll use in pairs
or small groups to brainstorm needs that
could fall under each category. (Surviving
/ Flourishing / Happiness / Other). Take a
look now at the starter list that you’ll be
adding to. What do you notice about the
headings? Can you think of an example
that can go under one of the headings?
Is the example a shared need or a
RGTU PCN PGGF!
- “What emotions might arise if this need
7i v i U P V OGV!q
i i
by that need.
U Let’s do an example together �rst.
G
U Take a look at the need for “safety.” If I
have a need for safety, and if my need
for safety is not met and I feel unsafe,
what emotions might I experience? [fear,
anxiety] If my need for safety is met
and I feel safe, what emotions might I
experience? [contentment, happiness, joy]
U Now select the two needs you will think
about and what emotions might come up
if that need is met or unmet.q

U In pairs or small groups, make a list of &GDTKGH

needs under each category. Put a star next i i … ii i …i i i i
to any need that your group considers to vi … iv i i
be a “shared need,” something that all ii
RG RNG PGGF U pWhat have you noticed about needs and
GO V PU!
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U If someone who didn’t study emotions said
i
to you “Emotions just come and go. I don’t
U Let’s explore the connection between
think there’s any relationship between my
PGGFU CPF GO V PU
emotions and my needs,” what might you
U In pairs, choose two or more needs from say to them?q
your list, and discuss the following:

- “What emotions might arise if this need 6GCEJKPI 6KRU

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L i V… …
L V i …i V 1 i …i

i i i Vi N ii
 i i …i V… ] 4 (. 6 8 24 6 i
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1 GT KGY
In a brief re ective practice, each person will
i v ii …i vii i
5) 6 686 x i …i … ] … …i …i ii
ii ] … vii i v …i ii
EVK KV 1 GT KGY V ii i /…i …i V L i …
Using the familiar story “Robin’s Dif�cult Day,” … V i v …i L ®
i i i i, L ii i i i i i Li ii iL iV
… … i ii i Li i i give students enough time to write and re ect.
… i i i i v V
PUVTWEVKQPU CPF )WKFKPI .CPIWCIG
PUVTWEVKQPU CPF )WKFKPI .CPIWCIG U G PGGFU V CV CTG O UV OR TVCPV V C
U p P UOCNN IT WRU T RC TU YG Y NN TG U V V G person can vary from time to time, and
story “Robin’s Dif�cult Day”. needs also vary from person to person. It
is valuable to think about how our needs
U The last time you read the story, you
being met or unmet affects our emotional
P V EGF CPF F UEWUUGF URCTMU U V OG YG
state and our nervous system.
Y NN TG U V V G URCTMU CPF GO V PU V CV
go with them, and also focus on looking U We’ve been thinking about this idea from
for met and unmet needs that accompany the perspective of needs that people share.
V UG GO V PU T WI C RT CVG YT VG YG Y NN OCMG
it more personal, and apply this idea to
U We will share one �nding with the rest of
WTUGN GU
the group by sharing one of Robin’s needs
that you identi�ed, the emotional response U Write your name on an index card and then
connected to it, and what (if anything) identify for yourself one particular need
Robin did to address it.q that is especially important to you right now.

After each group shares, ask the class to re ect
i …i Li
U pHave you learned anything about the
relationship between needs and emotions
that you hadn’t thought of before?q
- Re ect silently on what in life is helping
OGGV V U PGGF T I V P Y CPF YT VG V CV
on your card.
- If you can’t think of anything helping to
meet that need, write what you can
imagine happening that would help you
OGGV V

KIJ 5EJQQN … i N
U How would it feel to have that need
completely met? Write down anything that
E OGU V O PF

U Notice what this feels like on the inside, do

you notice any sensations? Can you track
V GO! * 1- R

i i i Vi N ii
 1WT . UV H 5JCTGF 0GGFU

QORCUUKQP 2J UKECN 9GNN GKPI (TGGFQO

SWCNKV 5CHGV GCPKPI

Play/Fun Trust Other

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 5CORNG . UV H 5JCTGF 0GGFU

QORCUUKQP 2J UKECN 9GNN GKPI (TGGFQO

VVi Vi V… Vi
affection exercise con�dence
Li v i V
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v i … …i i Vi
V ii
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i … … i iV
v i i Vi i …i
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KIJ 5EJQQN … i N
 #26 4 0CXKIC KPI OQ KQPU
. #40 0)
:2 4 0
Emotion Timeline
274215

… i i i i Vi] i i i… i ii V i v
…i L i] …i i … i V - i i i …i
scienti�c basis for emotions arising from a process that occurs along a timeline. Learning
…i i v … i i iV …i i …i i vi
iV i …i i …i V L i i i i … V …i i i i …i
i i i … …i …

. #40 0) 176 1/ 5 24 /#4 14 1/210 065

Students will:
U ,iV i … i VV v
Vi

U i V Li …i i vi Vi i
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U i V Vi … V Vi i
5GNH #YCTGPGUU
bene�cial ‘gap’ or ‘pause’ between
i i

/#6 4 #.5 4 37 4 &

U / i i V i ®
(one for the Ra� and Ronan story and one
for personal re ection)

U Ra� and Ronan story handout in

v … i ] i i i Vi
i… i ®

U 7 i i
. 0)6

x i
 - N i and observe it. See if it changes or stays
* 1- R V Li iV i V… V G UCOG * 1- R
5GVVNKPI EVK KV
U You can always shift your body and your
U pLet’s take a moment to get in a
focus to another place that feels better.
comfortable and alert position. What does
You can always focus on your resource.
your body need right now? * 1- R
* 1- R
U For you it may be settling into your chair,
U If you get distracted, remember that you
or if you feel like it, leaning against a wall,
are human and it’s okay to get distracted.
sitting or lying on the oor. Feel free to
Just acknowledge you’re distracted and
move if you need to. * 1- R
try to bring your attention back to your
U Now I invite you to think of a resource, TGU WTEG T C RNGCUCPV T PGWVTCN UGPUCV P
something that makes you feel better, safer, in your body. , * 1- R
CRR GT T UVT PIGT
U As we do this, we’re learning more about
U It could be a person, place, thing, our bodies and how to calm them and
something about yourself, or a memory make them feel better.
of a kindness you experienced. It can be
U Now we’ll conclude the practice. If you
real or imaginary. Notice the details of this
closed your eyes, I now invite you to open
resource and any sensations associated
them. Thank you.q
YV V * 1- R

U Now, when you think about this resource,

what do you notice happening inside your
body? Notice the sensations. * 1- R 24 5 6 61 i
/ i i i V
U Next, I invite you to bring your attention 6 V L i i i
to your body and what it is in contact PUVTWEVKQPU CPF )WKFKPI .CPIWCIG
with. Perhaps you feel the chair against 7…i V i i i]
your back, your hand on your leg. Possibly it can be helpful to use the terms “beginning,”
the coolness of the table, the softness of “middle” and “end.” An initial stimulus and
your shirt, maybe the air going in and out appraisal is the “beginning”; the emotion and
of your nostrils. What sensations do you impulse is the “middle”; and the response/
P V EG P V G PU FG! * 1- R behavior and result is the “end.”

U Scan your body for a pleasant or neutral

sensation and just pay attention to that

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Up Wo G UGGP GN PG before, used as a
tool to help understand the stages of a
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U Where have you used or seen timelines
already? * 1- v R Like most
timelines, you’ll notice that this one has a
beginning, middle and end. -…
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the timeline? What do you notice, wonder,
or want to clarify? * 1- v
U Today we’ll be looking at timelines as a way
of understanding the stages of a particular
process — the process of how an emotion
arises and in uences behavior. We’re going
to examine emotions and slow that process
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stage. It’s as if we were placing an emotion
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U Please join your work partner for today.
* 1- v i Li i i
First, let’s review a few vocabulary terms
together. Talk with your partner about
what you think the de�nition of these
terms are: stimulus, response, context.
* 1- v i V R
U Thumbs up if you have heard of the word
pUV OWNWUq! CV U C UV OWNWU! * 1- v
R
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Usually this is something novel (new,
different, unusual) in the environment (like
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saying something), but stimuli can also
be internal (thinking about something or
remembering something).
U For Example: One day, I heard a loud
sound, and I jumped up in fright and
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i
my response? * 1- v R
U The stimulus can also be called a trigger
R but this word is more speci�c and is
generally only used for negative stimuli.
U Who has heard the word “context” before?
What are some ideas of what “context”
might mean in terms of the emotion
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U Context here means “the current state
of things based on what’s come before.”
We have an inner context and an outer
context. The outer context is what is going
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U Our inner context might include how
we’re feeling that day or thoughts and
feelings about what just happened or
connections we are making, intentionally
or ‘automatically’ to something that
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U Let’s think about my example. The loud
sound was the stimulus and my response
was jumping in surprise or fright. After I

i i i Vi x N / i i
 N MGF CT WPF UCY V CV V G N WF U WPF didn’t feel scared. Since I didn’t get scared,
came from some nearby construction I didn’t jump. I had a different response.q
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I didn’t jump and I wasn’t afraid. Why?
That’s because of context. Now I already
5) 6 686 x i
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i / i i
nothing to be afraid of. The stimulus was
Use the Ra� and Ronan Story to map out an
the same, but the context was different,
i i i
my knowledge and understanding about
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what was currently going on was different
will get a copy of the story and choose to
— so my response was different.
highlight either Ra� or Ronan’s name to
U Who found the word “appraisal” new decide whose perspective you will base
to them? You may not have heard of it your timeline on. Complete the emotion
before, or may have heard it in another timeline based on the character you are
context, like getting an appraisal on a car focusing on.q
or house. This de�nition of appraisal is a
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very important concept for understanding
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emotions. Based on where it is in the
match pairs who developed Ra�’s timeline
timeline, what do you think it means? It
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comes between “stimulus” and “emotion.”
i …i … i …i … …i
iv … R
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evaluate a situation. In the context of
Take time to Debrief with students:
emotions, appraisals often happen really
U pWhat were some of the reasons you
fast, so we’re going to slow the process
decided the differences existed between
down and really think about that as we
V G VY GO V P V OGN PGU!q iv
look at the Ra� and Ronan story.
… /…i i i vvi i Vi LiV i …i
U So the �rst time when I heard the loud … i vvi i V i LiV i …i … i
sound, my appraisal was that it could be vvi i i i i Vi LiV i …i
dangerous and I felt scared. But the second … i vvi i i i iVR
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it was from the construction work. So my
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U Was anything interesting about the idea of U Track any sensations in your body,
an emotion timeline, did it help create any particularly positive or neutral ones.
new thinking for you? Explain. * i iV R PM V
yourself: what do you notice on the
U How does awareness �t in, if at all? Being
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aware of what’s happening in our bodies
and in our minds. What role do you think U Open up your journal and respond to
awareness plays in the emotion timeline?q the following prompt(s):

- What would happen if more people

in our society had more awareness of
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1 L i i i] i today that you’d like to be sure to
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… i ] i ] V
/…i …i i i i V
V Vi

U pUsing a blank emotion timeline, we are

going to independently map out a process
of our own.

U You will choose a time you experienced

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V GT R U V G GO V PCN UVCVG

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detail as you can. i ®

U Now let’s sit for a moment and be

intentional about using this memory as a
TGU WTEG

U Pay attention to how your body feels in

space right now, moving to �nd a position
that is comfortable.

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 #26 4 0CXKIC KPI OQ KQPU
. #40 0)
:2 4 0
Emotion Timeline in Action
274215

… i i i i Vi] i i … iV i i i i …i
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potentially problematic outcomes into less harmful and even bene�cial ones. Students will
examine emotion timelines by applying the process to �ctional characters and to their own
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. #40 0) 176 1/ 5 24 /#4 14 1/210 065

Students will:
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* 1- R V Li iV i V… sensation and just pay attention to that
5GVVNKPI EVK KV and observe it. See if it changes or stays
U pLet’s take a moment to get comfortable V G UCOG * 1- R
and in an alert position. What does your
U You can always shift your body and your
body need right now? * 1- R
focus to another place that feels better.
U For you it may be settling into your chair, You can always focus on your resource.
or if you feel like it, leaning against a wall, * 1- R
sitting or lying on the oor. Please take a
U If you get distracted, remember that you
moment to make yourself comfortable in
are human and it’s okay to get distracted.
an alert position. Feel free to move if you
Just acknowledge you’re distracted and
PGGF V * 1- R
try to bring your attention back to your
U Now I invite you to think of a resource, TGU WTEG T C RNGCUCPV T PGWVTCN UGPUCV P
something that makes you feel better, in your body. , * 1- R
safer, happier, or stronger.
U As we do this, we’re learning more about
U It could be a person, place, thing, our bodies and how to calm them and
something about yourself, or a memory make them feel better.
of a kindness you experienced. It can be
U Now we’ll conclude the practice. If you
real or imaginary. Notice the details of this
closed your eyes, I now invite you to open
resource and any sensations associated
them. Thank you.q
YV V * 1- R

U Now, when you think about this resource,

what do you notice happening inside your
body? Notice the sensations. * 1- R 5) 6 686 i
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U Next, I invite you to bring your attention
/… …v V V Li ivviV i
to your body and what it is in contact
v i i v …i
with. Perhaps you feel the chair against
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your back, your hand on your leg. Possibly
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the coolness of the table, the softness of
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your shirt, maybe the air going in and out
vvi i i iV i
of your nostrils. What sensations do you
P V EG P V G PU FG! * 1- R

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PUVTWEVKQPU CPF )WKFKPI .CPIWCIG &GDTKGH 9KVJ UVWFGPVU
U p GoTG I PI V Y TM P VGCOU V ETGCVG U i … i … i … Vi
emotion timelines based on the different i …i …i i ii … i
emotion families we generated together …i … … …i … i
last time we met. Please quickly get settled
U pThere are predictable paths to the ways
into your small group, with one person
emotions can build and be responded to.
picking up your group’s poster paper
What are some thoughts you’re having
CPF OCTMGTU
about this right now?q
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emotion family your group wants to create
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an emotion timeline for. When your group
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has decided, raise your hand please and
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keep it up until I catch your eye to show
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I know you’re ready.
…ii v i ® v ] …i V… Vi i
U Your team will build two emotion timelines
that showcase the Emotion Family that
your group is illustrating.
4 (. 6 8 24 6 i
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*i / i i
same (context, stimulus, emotion, etc.).
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1 …i i i i …ii ] i
when people use their tools of mindfulness,
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awareness, heedfulness, tracking etc., and
challenging stimulus or an emotion and re ect
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… …i i i … …i
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-Vi …i …i i i i i U pDeveloping awareness skills — like
mindfulness and heedfulness — allows us
U When each group has �nished creating their to prevent responding immediately to a
i i] … i …i i i i stimuli. People can always develop deeper
…i i i …i i v …i V /…i levels of awareness through intentional
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V i i …i i …i V…

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U Re ect on a time when you experienced
a challenging stimulus and when you felt
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acting in a destructive way that you might
later regret, but you were able to react in
a neutral or more productive way.

U Write about how you responded and what

you might do differently, if anything, if it
CRRGPGF CIC P

U If you prefer, think of a challenging

situation that could happen in the future
to which you might be able to respond
productively and with awareness. How
might you increase the chances of
responding productively?q * 1- R

&GDTKGH
U pWhat are we learning about emotions that
you may not have thought about before?

U What’s something that you learned today

that you’d like to remember later?q

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shout “SURPRISE!” He looks around and
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un attering video of her on TikTok. i Vi i …i ii

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around the room to �nd 6 colors with i i x ii L i … … L
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. #40 0)
:2 4 0
Mapping Emotions and Core Affect
274215

… i i i i Vi] i V i i i i i i
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. #40 0) 176 1/ 5 24 /#4 14 1/210 065

Students will:
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be placed on the “activation/feeling
tone” core affect chart

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i i V Li … …i )NQDCN PICIGOGP
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x i
 - N i and observe it. See if it changes or stays
* 1- R V Li iV i V… V G UCOG * 1- R
U pLet’s take a moment to get comfortable
U You can always shift your body and your
and in an alert position. What does your
focus to another place that feels better.
body need right now? * 1- R
You can always focus on your resource.
U For you it may be settling into your chair, * 1- R
or if you feel like it, leaning against a wall,
U If you get distracted, remember that you
sitting or lying on the oor. Please take a
are human and it’s okay to get distracted.
moment to make yourself comfortable in
Just acknowledge you’re distracted and
an alert position. Feel free to move if you
try to bring your attention back to your
PGGF V * 1- R
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U Now I invite you to think of a resource, in your body. , * 1- R
something that makes you feel better, safer,
U As we do this, we’re learning more about
CRR GT T UVT PIGT
our bodies and how to calm them and
U It could be a person, place, thing, make them feel better.
something about yourself, or a memory
U Now we’ll conclude the practice. If you
of a kindness you experienced. It can be
closed your eyes, I now invite you to open
real or imaginary. Notice the details of this
them. Thank you.q
resource and any sensations associated
YV V * 1- R

U Now, when you think about this resource,

what do you notice happening inside your 24 5 6 6 1 x i
body? Notice the sensations. * 1- R PUVTWEVKQPU CPF )WKFKPI .CPIWCIG
U pToday we’re going to explore a tool for
U Next, I invite you to bring your attention
mapping emotions and what they feel like
to your body and what it is in contact
in our minds and bodies. Why are we doing
with. Perhaps you feel the chair against
this? Consider the bene�ts of having a map
your back, your hand on your leg. Possibly
when you’re traveling. You’re much more
the coolness of the table, the softness of
likely to reach your destination. Instead of
your shirt, maybe the air going in and out
being surprised by obstacles like rivers or
of your nostrils. What sensations do you
lakes, you’ll know how to navigate around
P V EG P V G PU FG! * 1- R
V GO W Y PoV TWP PV FGCF GPFU WoNN
U Scan your body for a pleasant or neutral know how to prepare for your journey.
sensation and just pay attention to that

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U Similarly, we can develop maps of our own 5) 6 686 i
mind and emotions. Since each of us is 1 i /… …
different, our maps may vary. But since EVK KV 1 GT KGY
we’re all human beings and have bodies, i i i i v… …i
brains and nervous systems, there will i Vi i V i v …i
likely be a lot of overlap too. … i i
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U Just like a map for traveling the outside
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world, a map of the mind helps us identify,
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feelings and thoughts. If we take the time
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to create these maps, we might not be so
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surprised when inner emotional obstacles
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arise for us. Instead, we’ll be better
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equipped to deal with them. They can
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emotions better too, thereby helping us
pGraphing emotions and experiences along
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an axis of low to high energy and along a
U By better understanding emotions, we can continuum of strongly unpleasant to very
develop greater emotional hygiene. This RNGCUCPV ECP RT FG C ENGCT UWCN OCIG
means we develop better awareness about that reinforces our opportunity to examine
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manage them more proactively, rather than awareness (the state of deliberate attention
NGVV PI V GO E PVT N WU U CNN YU WU CNU towards what you are experiencing) and
to better choose our behavioral responses interoception (the ability to perceive what’s
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behaviors be driven purely by our emotions
with little discernment or deliberation A single emotion can exist across different
from our side.q levels of activation and feeling tone.
Emotions vary in levels of activation in the
body (high to low energy, or neutral) and in
feeling tone (pleasant, neutral, unpleasant).
We can learn about our emotional state
by tracking our level of activation and
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helped me with a problem that I was
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really worried about.
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- I’m having unpleasant feelings but not
…i … i i
overwhelmed. I feel just a little tired
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because something that’s been bothering
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me for a while.
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- I’m feeling slightly disappointed because
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U Use speci�c examples to show how the same - I’m feeling angry because someone was
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on the map. For example: I am feeling tired
LiV i i i v VVi - I’m feeling very relieved because
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V… Vi i i turned out to be no problem at all.

- I’m feeling carefree because the sun is

- I feel a lot of fear of rejection because
shining and I’m out for a walk.
I want to join a particular group but I
don’t know if they’ll accept me.q
- I’m feeling a little curious because I’m
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U Ask the following debrief questions:

- I’m feeling very excited and happy - pWhat bene�ts might come from
because I just found out that someone mapping emotions in this way?
I care deeply about is coming for a visit.
- What is revealed by this chart?

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 - What’s left out by this chart? 4 (. 6 8 24 6 i
9TKVKPI 2TQORV
- Could the same emotion exist at different U 7… i i … Li v
places in the chart? Why or why not? …i ii i i V V… i
i
- If someone realizes where they are on
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the chart, what might they do to move
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themselves to a different place on
iv V V
V G E CTV!q

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U pUsing the emotion family lists and any
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independently graph emotion words and
symbols on your map.

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places on the chart. So choose a speci�c
example of that emotion to help you place
it on the chart. For example, “Someone
is feeling X because Y.” You can use
“Someone” or “I” for these statements as
you prefer. Write down your example for
V CV GO V P V GP OCR V Y V C R PV T C
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sharing where you placed it on the graph
and why.

U Notice the similarities and differences in

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U Repeat the process using a new vocabulary

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 #26 4 0CXKIC KPI OQ KQPU
. #40 0)
:2 4 0
Cognitive Restructuring to Promote Wellbeing
274215

/ V i i v … V iV VVi v iv i
our thinking trap by engaging in “cognitive restructuring,” meaning a reframing and
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… … iv V… i i

. #40 0) 176 1/ 5 24 /#4 14 1/210 065

Students will:
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Self-Compassion
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engage in analysis, and challenge the
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thinking trap. If we try to push away
wish to relieve or prevent the suffering of
upsetting thoughts, or try to just not think
another out of a genuine concern for their
about them, the thoughts often just come
well-being and a sense of tenderness and
back into our mind. Or if we try to push
care for them q
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U Ask students to re ect and discuss on the pretending they don’t exist, we may notice
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U pThink about a current event in the local,
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you to have a feeling of compassion.q iL /… /
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avoid falling into thinking traps. When I
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things appear in ways that are not really thoughts and choose: Do I accept these
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makes things appear differently to how YCPV V NGV IT Y!
they really are. It exaggerates or minimizes.
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with thinking traps is by expanding our
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examine the thoughts that are connected GNUG U VTWG!q
to our emotions. We fall into a thinking
U We can also reframe negative thinking
trap when we try to make sense of, or
traps by practicing and using a lens of
justify, those emotions as evidence of a
compassion and self-compassion.q
truth, such as “I feel helpless, so I must be
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 5) 6 686 i headings, descriptions, and accompanying
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as outlined in this document do you
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think would be helpful to apply to the
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restructuring’) by reviewing and re ecting on
thinking traps that might arise out of the
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experience of receiving a failing grade?
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groups. Be sure to tell why you choose that
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U pThink about and relate to a student who
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might they think about and how they might 4 (. 6 8 24 6 i
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U pQuietly re ect on the following:
student who is failing feel?
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they develop as a result of the - What can you conclude about the variety
challenging experience (failing) and of strategies chosen?q
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that come with that experience.q 9TKVKPI 2TQORV
pChoose one component of self-compassion
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U pToday we will practice approaching and would like to try and improve. Write
reframing negative thinking traps by using about it.q
a lens of compassion and self-compassion.

U Take a look at the Steps to Self-Compassion

document. Independently, look at the

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 Personal Re ections for Self-Compassion

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U “I am not alone.”

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Re ection 7 N Having con�dence in one’s decisions and good qualities

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 #26 4 0CXKIC KPI OQ KQPU
. #40 0)
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Exploring the Ethical Dimensions to Emotions
274215

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decide whether or not to give those emotions more “fuel,” and to manage their emotions
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. #40 0) 176 1/ 5 24 /#4 14 1/210 065

Students will:
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sitting or lying on the �oor. Please take a
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U pOpen up your journal to our “personal
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core affect maps” Take a look at how you
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to how they could be felt or experienced.
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Refresh your thinking on your process.
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 that you graphed. Think now about which 5) 6 686 i
ones you’d like to share. PUVTWEVKQPU CPF )WKFKPI .CPIWCIG
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about cultivating a stance of opposition
contribute to how different people might
that helps us gain more agency and
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are feeling.
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preparation for small group discussions.
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moving away. one section that you found interesting and
one section you found challenging. Take
U We can also experience more than one
turns discussing your �ndings.q
emotion at a time when we feel a “mixed
resource.” A person might think of their
best friend and how happy they are when
they’re together, but then in the next
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moment, think of how their friend has
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moved away, and feel sadness that they
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can’t be together as often. Happiness and
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they come from focusing on two different
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aspects of the resource.
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deeply felt at the same time. For example,
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friend and happy at missing them at the U pWhat is an emotion and when do I feel
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tenderness. If I’m �lled with rage towards
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someone, it’s unlikely that I will be feeling
state of mind, how could identifying this
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emotional state or experience be helpful
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to me for understanding my current reality
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and for creating a change that I desire?

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 (For example, “I’m feeling sadness and am
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speci�c action I could take?q

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cultivate (intentionally develop) the skills of
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not to give those emotions more ‘fuel’, and
manage our emotions in ways that align
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this way will also help us develop within
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believe are harmful to ourselves and others.

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pay attention, can lead us toward harmful
ways of acting toward ourselves or one
another and identify a paired emotion that
we can cultivate so that when we feel the
risky emotion gaining strength, we can
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Write them down (on our shared chart/in
your journal).q

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In SEE Learning we identify certain emotions as “risky.” Emotions are risky when, if left unattended
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discerning for ourselves what counts as a “risky emotion” for us.

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We can call this “the ethic of non-violence.” This is a foundational concept that is also often called
“the Golden Rule”: to treat others as you yourself would want to be treated. This means treating
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We can even develop a “stance of opposition” towards those emotions and mindsets (including
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The stance of opposition also helps us maintain “emotional hygiene.” Physical hygiene means the
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