Reducing anxiety & building resilience thinking skills

PREFACE
The following 7 lessons complement Parentshop®’s training RESILIENCE IN OUR TEENS™. The lessons’ core purpose is the development of a strong Internal Locus of
Control (ILOC) as a protective factor against teenagers’ anxious thoughts, feelings and behaviours.

The lessons help teenagers to understand the origins and development of anxious habits. They draw upon reliable neuro-psychological information and the two most-
common cognitive therapies, namely Cognitive Behaviour Therapy and Rational Emotive Behaviour Therapy.

The lessons help teenagers to distinguish between anxiety that is driven by limbic (automatic) and by cortical (thinking) processes. With this knowledge they can draw on
simple behavioural or cognitive strategies to manage events that otherwise would precede the all-too-prevalent descent into a sense of failure and inadequacy.

Although this resource is arranged as 7 separate Lessons, secondary schools will make their own decisions about the ways in which they will implement them. It is
important, however, that the integrity of the content be preserved if the desired endpoint is to be achieved. Most importantly, it is important that secondary students work
with the concepts through activities; it is through activity that the important concepts and skills are learned and practised.

No program of 7 lessons will solve teenagers’ anxiety. It is important that the key concepts and strategies are rehearsed and practised frequently. Through rehearsal and
practice the knowledge and skills necessary for success will be at the students’ fingertips – ready to be used.

Michael Hawton, MAPS

Parentshop®’s Founder & Director

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 The program developer
Michael Hawton is a registered Australian psychologist, trained teacher, author of Talk Less Listen More™ and
Engaging Adolescents™, international speaker, media commentator and a father of two. With 30 years
experience working with children and families including in his private practice, working with the United
Nations in Seychelles, and preparing child welfare reports for the Family Court, Michael is one of Australia’s
foremost experts in managing difficult behaviours in children, adolescents, and adults. Featuring regularly as a
panel guest advisor on shows such as Today, Sunrise and more, Michael teaches teachers, family workers, early
years educators, and parents based the latest research in behavioural science, covering a range of topics such as
positive cultural change in schools, how to have tough conversations in the workplace, improving self-
regulation in children, reducing anxiety in children, managing tricky adolescent behaviours, and tackling family
of origin issues in child protection. Michael’s training programs have equiped over +12,500 professionals and
teachers and +110,000 parents across Australia, NZ, UK and USA since 2006 through 1-2-3 Magic® and
Emotion Coaching, Engaging Adolescents™ and Tough Conversations™.

Please note: While the Resilience in Our Teens™ course provides evidence-based
strategies for assisting teenagers with mild-to-moderate level anxiety to help them feel
stronger, there is a place for a professional referral to a psychologist or mental health
professional.

To find your nearest psychologist go to the APS website:

www.psychology.org.au/find-a-psychologist

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 Lesson 1
“I FEEL ANXIOUS.” What does that mean?
Learning intentions
Students will:
• Have a personal definition of anxiety.
• Know a reputable definition of anxiety.
• Have a personal profile for anxiety.
Success criteria
Students will be able to:
• Talk about anxiety in my own words and
using the experts’ words, too.
• Talk knowledgably about Australian teens’
and tweens’ anxieties.
• Talk about or mind-map / concept map my
areas of anxiety and confidence.
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Resources
• The Stress Bucket – a metaphor for the tools that lower and fail to lower feelings of anxiety:
www.youngminds.org.uk/parent/a-z-guide/anxiety/
• Tweens and teens: What do they worry about? A 38-second video illustrating teens’ and tweens’ worries,
published by Australian Institute of Family Studies: aifs.gov.au/publications/tweens-and-teens-what-do-they-
worry-about (Key findings are included below at step 2, point 6.)
• The Adolescent Brain – a 4 min 37 sec video spoken by Dan Siegel and illustrated with cartoon drawings:
www.youtube.com/watch?v=0O1u5OEc5eY
• Pads of sticky notes
• Mobile phones (If you choose to use the word cloud activity at step 1.)
• Some things that anxious kids want you to know – 1 min 30 sec video showing young people’s subjects of
anxiety: medium.com/@pmg9696/the-neuroscience-of-anxiety-in-adolescence-a18fb3050262
 Introduction
Manage regular Establish the purpose of this series of 7 lessons: Growth of
everyone’s capacity to manage regular stress with a

stress with a
minimum of anxiety.

Present each Learning Intention (above) and ask students to

turn them into personal “I will ..” statements for the class.
(These “I will” statements are our success criteria.)
minimum of Show your preliminary success criteria (above) after the
students have produced their own.

anxiety. Complete a set of success criteria for the class. They are
‘open’ and might be modified as part of the lesson closure.

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 Step 1: Definition
#1 Lead the class through a personal and then a group
process of defining ‘anxiety’.

Possible processes (or use a process with which you have

used successfully:
• Each student has 3 Sticky Notes to write 3 brief
responses to the task. Place the Notes on a large
surface for clustering according to ‘likeness’.
Compose a draft class definition.
• Use your favourite Word Cloud generator with
mobile phones for example
www.wordclouds.com. Ask students to insert
words that come to mind when they think of the
word ‘anxiety’. Compose a draft class definition.

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#2 Introduce 2 ‘professional’ definitions for comparison.

Example 1 - Anxiety is an emotion characterized by feelings of tension, worried thoughts and physical changes like increased blood pressure. People with anxiety
disorders usually have recurring intrusive thoughts or concerns. They may avoid certain situations out of worry. (www.apa.org/topics/anxiety)

Example 2 - Anxiety is the feeling of worry, apprehension or dread that something bad is going to happen or that you can’t cope with a situation. It’s also the physical
reactions that go with the feeling, like ‘butterflies in the stomach’, tension, shakiness, nausea and sweatiness. And it’s behaviour like avoiding what’s causing the
anxiety or wanting a lot of reassurance. Anxiety can happen in response to a specific situation or event, but it continues after the situation has passed. It can happen
without a specific situation or event too. Anxiety is a common and natural part of life. Everyone feels anxious sometimes. (raisingchildren.net.au/pre-teens/mental-
health-physical-health/stress-anxiety-depression/anxiety)

#3 Compare and contrast the draft (sketchy) definition with one of the ‘professional’ definitions and produce a new one that the students prefer. Remind the students that they
might adjust this definition as they learn more about anxiety. Keep the current definition handy for later reference.

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Step 2: “What do we worry about? What do we become anxious about?”
#1 Tell the class some of the worries you had as a teenager. This is to
‘humanise’ yourself to the class so that they some evidence that “everyone
feels anxious sometimes” (definition 2 above).

#2 Ask the class to use sticky notes or a word cloud to write about the
things that they become anxious about. (Note: To be consistent with the
CBT explanations that come later in the series, do not tell students that
‘things’ (people, situations) make them feel anxious. Simply accept that
we feel anxious ABOUT people or situations or WHEN situations occur or
when people do things that we don’t like.)

#3 Place the sticky notes in no order onto a large surface and across
enough space for the class to inspect them.

#4 After inspection, ask the class, “What do you notice when you read the
sticky notes? What do we become anxious about?”

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#5 Introduce the class to The Longitudinal Study of Australian Children Teenagers. Ask the class to predict what Australian research shows about Tweens and Teens worries.
Show the 38 sec video at aifs.gov.au/publications/tweens-and-teens-what-do-they-worry-about. Ask if there were any surprises. Briefly discuss.

#6 One by one, reveal the key findings (below) on your screen and invite discussion to the question, “Why would they worry about these things?”
• Tweens and teens worried most about issues affecting their families.
• Two in three 10–11 year-olds were worried about a family member becoming seriously ill or injured and over half were worried about fighting in their family.
• Just over two in five 10–11 and 12–13 year-olds were worried about terrorism or war, and around a third were worried about the environment.
• Family-related issues were particularly concerning for children from less advantaged and culturally and linguistically diverse (CALD) backgrounds.
• Children from CALD backgrounds were more likely to be concerned about global issues, and alcohol and drug use.
• Anxiety about changing schools was higher among 10–11 year-olds, while 12–13 year-olds were more likely to worry about not doing well at school.
• Girls worried more when it came to their appearance and fitting in with friends.

#7 Show the 1 min 30 sec video medium.com/@pmg9696/the-neuroscience-of-anxiety-in-adolescence-a18fb3050262 (read extra information on the Neuroscience of Adolescent
Anxiety on the website.)

#8 Ask the class to privately mind map (concept map) themselves for their areas of anxious behavior and confident behavior. Give each student an envelope into which the mind
map/concept map can be placed and sealed. Return sealed envelopes to the teacher. These will be used the beginning of Lesson 2 and at Lesson 7.

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 Growing Up in Australia – Tweens and teens: What do they worry about? - www.youtube.com/watch?v=h3cdltKR8yM

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 The Neuroscience of Anxiety - https://www.youtube.com/watch?v=2wCbwpnIJsA

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Step 3: Buckets and Taps
#1 Explain that this series of lessons is not about creating a perfect world
where there’ll be no stress or anxiety. Rather, we are here to increase our
coping capacities so that we manage the regular stresses of life … and
school … enough to do well, keep going, and be reasonably happy and
content.

#2 Introduce the idea of bucket and taps – view the video -

www.youngminds.org.uk/parent/a-z-guide/anxiety/ - which is made for
adults but is easily translated by you for explanation to your teens. Explain
that this series of lessons is not about controlling the world; it’s about
controlling our preparation for life’s events and our self-management
when they occur.

#3 Ask the teens to predict what might be the effective taps (the ones at
the bottom of the bucket) that we might teach. Simply leave their
predictions as ideas that can be considered in the rest of the lessons.

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 Stress Bucket - www.youtube.com/watch?v=1KYC5SsJjx8

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Step 4: Build optimism
#1 Begin by telling the class that amazing things are happening to them
in their teen years. Say that the video you’re about to show is made for
adults (even though it uses kiddie cartoons!) and comes from a world-
renowned brain scientist, Dan Siegel.

#2 Having previewed the video yourself, prime the class for some key
points by asking some key questions that help them to focus on their high
potentials to leave the old ways (anxious ways) behind and build new
selves.

#3 Show the video – The Adolescent Brain from

www.youtube.com/watch?v=0O1u5OEc5eY and check that the key points
have been seen.

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 The Adolescent Brain - www.youtube.com/watch?v=0O1u5OEc5eY

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Step 5: Closing with anticipation
#1 Return to the agreed class definition of anxiety. Anything to add, delete, or modify?

#2 Return to the Success Indicators. Ask students to consider each and, perhaps, give
themselves a score out of 10 for success. To be kept private or shared. Optional.

#3 Preview the next lesson.

#4 Close with any comments or questions.

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 Things People With Anxiety Want Their Friends to Know - www.youtube.com/watch?v=wBwa4Mphf08&t

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 Lesson 2
Bottom-up thinking
Learning intentions
Students will:
• Have a hand-model of the brain and describe
its relationship to anxiety.
• Understand the key roles of the limbic
system in driving anxious behaviour.
• Students will have a simple plan for
recognising the lead-up to anxious behaviour
and stemming its advance.
Success criteria
Students are able to:
• talk about their brain and how it’s working
when they’re anxious.
• Demonstrate 3 methods for calming their
nervous system when they feel anxious.
• Have a plan to sabotage anxious feelings and
behaviour.
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Resources
• Video 3 min 5 sec - Dan Siegel’s Hand Model of the Brain www.youtube.com/watch?v=FTnCMxEnnv8 Suitable
for years 7-10. Style more suited to a younger audience …. but ask teens to tolerate that.
• Word Search – Hand Model of the Brain – appended at end of this lesson.
• Handout – Understanding the Brain – Hand Brain Model, Dr Dan Siegel – appended at end of this lesson:
www.adventurousschoolcounselor.com/adventures-in-counseling/a-model-for-mindfulness
• Here’s what happens in your brain when you feel anxious: kidshelpline.com.au/teens/issues/anxiety uses middle
school students to help a young adult manage her anxiety.
• Cold Spring Harbor Laboratory DNA Learning Center at http://www.g2conline.org/3dbrain/
• Videos:
1. To teach belly-breathing (advocated by CBT practitioners): blissfulkids.com/mindfulness-exercises-for-
kids-teddy-bear-belly-breathing/ Teens MIGHT regard these as too young for them, BUT they might be
willing to suspend judgement if they see Daniel Goleman (Emotional Intelligence) advocate and, also, if
they listen to the young boy’s father telling how his son taught belly breathing to his grandmother who was
having trouble sleeping. It might be helpful if you ‘normalise’ this practice through your own repeated
demonstration with your class. Over time, invite students to participate with you while others patiently
observe. Gradually, the proportion of students who practice might increase.
2. An excellent video for secondaries on the same topic is at https://www.youtube.com/watch?
v=_xQJ2O4b5TM
• Sealed envelopes containing students’ mind/concept maps from Lesson 1 plus a fresh set of envelopes.
Review Introduction
• Return the sealed envelopes from Lesson 1 and ask students to review their areas of anxious behaviour and Present each Learning Intention (above) and ask students to
confident behaviour. Provide a new envelope into which the mind maps/concept maps can be placed for the turn them into personal “I will ..” statements for the class.
final lesson of the series. (Each envelope must be named and sealed.) (These “I will” statements are our Success Criteria.)
• Revisit the success criteria from Lesson 1 and ask pairs to.
• Practise giving a definition of anxiety in their own words and using the experts’ words, too.
• Recall some of the common anxieties expressed by tweens and teens (The Longitudinal Study of Australian Show your preliminary Success Criteria (above) after the
Children & Teenagers in Lesson 1). students have produced their own.
• Present on screen the definition(s) from Lesson 1 and ask students to comment on the definitions they gave
at 2. a. above.
• Present on screen the 7 Key Findings from The Longitudinal Study of Australian Children & Teenagers and Complete a set of Success Criteria for the class. They are
emphasise the point from definition 2 (Lesson 1) that “Everyone feels anxious sometimes”. ‘open’ and might be modified as part of the lesson closure.
• Revisit the concept of the Stress Bucket and Taps that are effective/ineffective in reducing anxiety.
• Revisit the 2 key ideas from Dan Siegel’s video on the Adolescent Brain: Pruning & Myelination – and good
reason to anticipate that anti-anxiety learning can be successful.
• Ask if there are any Comments or Questions arising from Lesson 1.

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Step 1 : Introducing a Hand-Model of the Brain A Cautionary Note:
“All models are approximations. Assumptions, whether
implied or clearly stated, are never exactly true. All
models are wrong, but some models are useful. So, the
question you need to ask is not “Is the model true?”
(it never is) but “Is the model good enough for this
particular application?”

The Hand-Model of the brain is a very simplified

representation of the brain that has practical use2. It
should not be equated with the now-refuted Triune
Brain Theory3 that has been taught for some 40 years.

#1 Explain that a model approximates reality and that

today’s model is used by many professionals to explain in
simple terms something that is much more complex than
the model suggests.

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 #2 Show the video Dan Siegel’s Hand Model of the Brain www.youtube.com/watch?v=
FTnCMxEnnv8 This video might appear to be made for a younger audience, but the language is
simple rather than complicated, is well-paced AND makes a very important point for this series
of lessons: Most of the time the threats we ‘see’ are false alarms.

#3 Ask the class to re-construct the main points of the video using the word search. (Appended
at end of this lesson.)

#4 Provide the handout ‘Understanding the Brain’ – appended at end of this lesson.

#5 In pairs, students ‘re-construct’ the images using their own hands and wrists.

#6 Call for volunteers (individuals or pairs) to explain the 5 images handout that you have on
the class screen.

1 Box, G. E. P., Luceño, A., del Carmen Paniagua-Quiñones, M. 2009,

Statistical Control By Monitoring and Adjustment, John Wiley & Sons. #7 Introduce the interactive 3D model from the Cold Spring Harbor Laboratory DNA Learning
2 Siegel, D. 2015, Mindsight – Change your brain and your life, Scribe, Center at http://www.g2conline.org/3dbrain/ . Ask volunteers to control the screen image to
Melbourne.
explain what they have learnt through the Hand Model of the Brain.

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 Dan Siegel’s Hand Model of the Brain - www.youtube.com/watch?v=FTnCMxEnnv8

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A 3D Interactive Model of the Brain

View at Cold Spring Harbor Laboratory DNA Learning Center :

http://www.g2conline.org/3dbrain/

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 Step 2 : Applying the Hand-Model of the Brain
#1 Ask the class to recall how the video presenter used the Model to settle the limbic system, especially the amygdalae. (Her method was deep breathing.)

#2 Ask how this method might relate to the Bucket and Tap Model. (Have the Bucket and Tap Model on the screen.)

#3 Explain again that the Hand Model of the brain is a simplification of something that is very complex BUT we use it because it is HELPFUL.

#4 Introduce the video ‘Here’s what happens in your brain when you feel anxious’ to see a practical application of Hand-Model information. ‘Star Breathing’ is shown –
another ‘deep’ strategy.

#5 Ask the class to think about the contents of their sealed envelopes. Ask how the Hand Model of the Brain might help us to understand what’s happening when we’re feeling
anxious ….. which is often about a false alarm.

#6 Add one more limbic-calming practice – Belly Breathing With A Buddy – See notes above when previewing at blissfulkids.com/mindfulness-exercises-for-kids-teddy-bear-
belly-breathing/ . NOTE: See resources above for alternative video.

#7 Explain to the class that all behavioural methods for inducing a Relaxation Response (limbic calming/autonomic nervous system calming) depend upon practice. Repetition.
Breathing techniques need to be well-practised so that, when the need arises, the practised-behaviour is ready to go.

Haim Omer4 calls this ‘striking when the iron is cold’. Prepare when the going is good. The same idea put another way goes like this:

4 Omer, H. 2011 The New Authority – Family, School, and Community, Cambridge

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 5 Cutler, H. C., Dalai Lama 2014, The Essence of
Happiness – A GUIDEBOOK FOR LIVING, p. 79

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Step 3 : Having a plan in your pocket
#1 Ask the class for the early signs of anxiety. List them.

#2 Ask the class for the relevance of the 3 anxiety-reducing (limbic system calming) practices in today’s lesson.

#3 Tell the class that you will try to make these 3 practices – and others that the students suggest – automatic so that when the storm appears on the horizon, the anti-anxiety
roots are already deep in the ground. Tell the students you are committing yourself to these 3 practices and others as a normal part of your time with them each lesson.

Step 4 : Closing with anticipation

#1 Return to today’s Success Indicators. Ask students in pairs to briefly discuss their achievements for the lesson

#2 Preview the next lesson.

#3 Close with any Comments or Questions.

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Step 3 : Having a plan in your pocket
#1 Ask the class for the early signs of anxiety. List them.

#2 Ask the class for the relevance of the 3 anxiety-reducing (limbic system calming) practices in today’s lesson.

#3 Tell the class that you will try to make these 3 practices – and others that the students suggest – automatic so that when the storm appears on the horizon, the anti-anxiety
roots are already deep in the ground. Tell the students you are committing yourself to these 3 practices and others as a normal part of your time with them each lesson.

Step 4 : Closing with anticipation

#1 Return to today’s Success Indicators. Ask students in pairs to briefly discuss their achievements for the lesson

#2 Preview the next lesson.

#3 Close with any Comments or Questions.

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 Hand Model of the Brain

SMART PART
LIMBIC SYSTEM
TENSE MUSCLES
RELAX
FLIGHT
PRE-FRONTAL
FALSE ALARM
HAND MODEL
FLIP YOUR LID
FIGHT
AMYGDALA
SAVE YOUR LIFE
DANGER
BRAIN
FREEZE
BELLY
CORTEX
BREATHE

Appendix 1 – Word Search

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Understanding the Brain Hand Brain Model, Dr. Dan Siegal

Appendix 2 - Understanding the Brain – Hand Brain Model, Dr Dan Siegel - www.adventurousschoolcounselor.com/adventures-in-counseling/a-model-for-mindfulness

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 Lesson 3
Understanding top-down
& how to manage it
Learning intentions
Students will:
• Know the role and function of the medial pre-
frontal cortex and its role in generating anxious
thoughts and feelings.
• Know the capacity of the medial pre-frontal
cortex to regulate anxious behaviour.
• Have a cognitive procedure for regulating
anxious thoughts and feelings.
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Success criteria
Students are able to:
• Describe how their medial pre-frontal cortex can misunderstand events and people
and how they then become anxious.
• Describe how their MPFC can help them to see events and people in ways that
reduce anxious thoughts and feelings.
• Have a flowchart that helps him get his thinking straight – necessary, helpful, and
true to the ‘facts’ (as best they can know them).
 Resources
• The Teenage Brain and Decision-Making… The Science Behind Why You Do What You Do. A PowToon video – 2min 3 sec - that explains the connection between the
limbic system and the prefrontal cortex: www.youtube.com/watch?v=trAs25Ls1ts
• Cookie Monster Practices Self-Regulation - a 5 min 6 sec fun video to illustrate cognitive processes (prefrontal cortex) to apply behavioural processes to overcome
Cookie Monster’s anxious/compulsive behaviour. Interesting relevance to the idea of delaying gratification: www.npr.org/2019/10/23/772789491/how-to-help-a-child-
struggling-with-anxiety
• Handout – Understanding the Brain – Hand Brain Model, Dr Dan Siegel – appended at end of Lesson 2: www.adventurousschoolcounselor.com/adventures-in-
counseling/a-model-for-mindfulness
• A tree with strong roots image download quotesgram.com/deep-roots-quotes/
• 3D interactive model of the brain – used in lesson 2: Cold Spring Harbor Laboratory DNA Learning Center at http://www.g2conline.org/3dbrain/
• Video – 5 min 29 secs - How to Stop Cognitive Distortions: Bad Thoughts and Poison Minds - Cartoon description and discussion on cognitive distortions:
www.youtube.com/watch?v=Niy54VJWPFE
• Video – 5 min 4 sec - What Are Cognitive Distortions? - Description and discussion on Cognitive Distortions: www.youtube.com/watch?v=otFrNM7PnME
• Handout/worksheet www.reddit.com/r/coolguides/comments/8or766/types_of_cognitive_distortions/ and appended at the end of this lesson.
• CBT planning sheet - appended at the end of this lesson.

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 Review
• Refresh the Understanding the Brain – Hand Brain Model
– Dr Dan Siegel from previous lesson.
• Refresh students’ knowledge of the limbic system and,
particularly, the amygdalae with Cold Spring Harbor
Laboratory DNA Learning Center from previous lesson:
http://www.g2conline.org/3dbrain/ Recall and briefly
demonstrate the 3 methods (lesson 2) of calming the
amygdalae:
a) Deep breathing from the video
b) Star breathing
c) Belly breathing.
• Use the tree in the storm metaphor/image (lesson 2) to
refresh the idea that skills practice to be ready to handle
our emotions is important.

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 Introduction
Establish the purpose of this lesson: To understand and be
able to use well our ‘Smart Part’ (our medial pre-frontal
cortex).

Present the Learning Intentions (above) and ask students to

I will…..
turn them into personal “I will…” statements for the class.
(These “I will” statements are our success criteria.) Show
your preliminary success criteria (above) after the students

I wi
have produced their own.

Complete a set of Success Criteria for the class. They are

‘open’ and might be modified as part of the lesson closure.

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 Step 1 : Introducing the
‘Smart Part’ (the pre-
frontal cortex – the PFC)
#1 With the interactive 3D model (see resources above)
show the external view of the outer brain lobes and refer to
the frontal lobes. This is what some call, “The Smart Part”.

#2 Use the video The Teenage Brain and Decision-

Making… The Science Behind Why You Do What You Do)
to explain the role of the PFC.

#3 Key points to clinch:

a. Stop and think – to allow the PFC to ‘get a handle’ on the
limbic impulses
b. Stopping EARLY is important …. before we flip our lids
(lesson 2).
c. The PFC calls out, “Wait for me”. What does that mean?
Who (or what) is being asked to wait?

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 Teenage Brain and Decisions - https://www.youtube.com/watch?v=trAs25Ls1ts

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 #4 Allow 5 minutes for individuals or pairs on computers to
search, “What does the prefrontal cortex do?” Allow 5
minutes with a countdown timer on the screen.

#5 Have a prepared list of functions to reveal on the class

screen and interact with the class to compile a joint list. Your
prepared list could contain these words: planning,
organisation, decision-making, problem-solving, impulse
control, goal-setting, plan-making, orchestra conducting,
checking (monitoring) where we are up to, reasoning,
comprehension, creativity, perseverance.

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 Step 2: Helping the PFC to ‘get
it right’)
#1 Many times, the PFC sees people or happenings
‘accurately’ or ‘right’ but there are times when our PFCs can
get things ‘wrong’ or ‘distorted’ …. like looking at people or
happenings through the base of a Coke bottle.

#2 Choose from these video suggestions to introduce your

students to ‘Cognitive Distortions’:
a. www.youtube.com/watch?v=Niy54VJWPFE
b. www.youtube.com/watch?v=otFrNM7PnME

#3 Review the video by using the Cognitive Distortions

check sheet (appended at the end of this lesson).

#4 Work an example of a CBT worksheet for a hypothetical

problem faced by a year 9 student. (Worksheet appended at
the end of this Lesson.)

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 Cognitive Distortions - www.youtube.com/watch?v=Niy54VJWPFE

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 What are cognitive distortions? - www.youtube.com/watch?v=otFrNM7PnME

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 …. …. #5 Provide your own unworked, hypothetical problem on the
screen and use the CBT worksheet with the class. Be sure to
identify and label all cognitive distortions.

#6 Let the class know that the CBT worksheet is something

that you will use with them to manage anxiety at school.
Encourage them to see you as a co-worker on their anxious
thinking, feeling, and behaving.

#7 Ask pairs of students to explain how the PFC can mis-

understand people or events. Ask students to use their ideas
about Cognitive Distortions.

#8 Before closing this step, explain that your teaching on

Cognitive Distortions is to support the functions of the PFC:
planning, organisation, decision-making, problem-solving,
impulse control, goal-setting, plan-making, orchestra
conducting, checking (monitoring) where we are up to,
reasoning, comprehension, creativity, perseverance.

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 I can’t
stand the
tension!
Step 3: Finish with fun
#1 Tell the class that anxious thinking (in this instance, “I
can’t stand the tension!”) is not just relevant to humans. Ask
the class to look for any Cognitive Distortions in the video of
Cookie Monster.

#2 Set the scene for the next session – lesson 4.

a. The lesson will start with a review of lesson 3.
b. Lesson 4 returns to bottom-up responding.

#3 Ask for any comments or questions.

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 Cookie Monster Practices Self-Regulation - https://www.youtube.com/watch?v=j0YDE8_jsHk&t=118s

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46
47
 Cognitive distortion checksheet 1-5

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 Cognitive distortion checksheet 6-10

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 Lesson 4
Understanding bottom-up & how to manage it
Learning intentions
Students will:
• Interpret their mind-maps for anxiety (lesson
1) by using the the bottom up hand-model of
the brain (lesson 2).
• Understand and apply the concept of
controlled exposure (through Exposure
Ladders) to anxious feelings and behaviors.
• Understand the purpose and procedures of
teachers’ challenges to manage in-school
anxious feelings.
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Success criteria
Students will:
• I will explain my mind-map for anxiety using the hand-model of the limbic
(especially amygdala) brain concepts.
• I will set up and discuss an exposure ladder for a 14-yer-old boy who is anxious
about talking to girls.
• I will set up a personal, private exposure ladder for myself to manage one aspect of
my anxious behaviour.
• I will collaborate with my teacher(s) in anxiety-reducing strategies.
 Resources
• Video - Anita part 1 – 1 min 34 sec - Anita describes her anxiety over bees and wasps: www.anxietycanada.com/articles/anitas-story/?
_ga=2.126825163.773264130.1642333434-1517418795.1642333434
• Video - Anita part 2 – 2 min 56 sec - experiencing bees and wasps – virtual and then real. Anita describing her exposure ladder: www.anxietycanada.com/articles/anita-
learning-to-manage-fears-exposure/
• Anita’s Exposure Ladder – This ladder is appended at the end of this lesson: www.anxietycanada.com/articles/anitas-fear-ladder/
• Video – Rob – approx. 15 years – 1 min 53 sec – Rob explains his anxiety about talking with girls. Shows first step on Exposure Ladder:
www.anxietycanada.com/articles/rob-making-steps-to-social-success-exposure/
• Exposure Ladder blank worksheet – appended at the end of this lesson.

52
 Review
• The position and processes of the PFC.
• The idea that the PFC can misunderstand/misjudge
happenings and people.
• When we misjudge or misunderstand, we are probably
using Cognitive Distortions.
• These are some common Cognitive Distortions: refer to the
previous lesson’s sheet of 10 Distortions.
• We have a process for DISPUTING Cognitive Distortions:
Use the worked example and the template.
• We will use the template for managing anxious feelings
and behaviors.

• Use the Hand-Model (with students’ hands) to describe

bottom-up responding to people and events. Contrast that
with top-down thinking.
• Explain that this lesson extends our knowledge and skill in
managing limbic reactivity.

53
 Introduction
Establish the purpose of this lesson: To understand and be
able to use well our ‘Smart Part’ (our medial pre-frontal
cortex).

Present the Learning Intentions (above) and ask students to

I will…..
turn them into personal
“I will…” statements for the class. (These “I will”
statements are our Success Criteria.)
Show your preliminary Success Criteria (above) after the

I wi
students have produced their own.

Show your preliminary Success Criteria (above) after the

students have produced their own.

Complete a set of Success Criteria for the class. They are

‘open’ and might be modified as part of the lesson closure.

54
Step 1 : Producing a by-pass around the amygdala
#1 Explain to your class that the amygdala stores emotional memories that the cortex has no knowledge of. This knowledge can help teenagers better understand some of their
emotional reactions. Sometimes the cortex has a complete lack of understanding of the origins or purposes of the emotional reactions created by the amygdala.

#2 Explain that we can bypass the amygdala to create non-anxious behaviour in the face of stimuli that usually lead to anxious behaviour. The bypass method is often referred
to as ‘Exposure Ladders”.

#3 Listen to Anita as she describes her anxiety around fees and wasps:
www.anxietycanada.com/articles/anitas-story/?_ga=2.126825163.773264130.1642333434-1517418795.1642333434

#4 Ask the class if there is any evidence of Cognitive Distortions in Anita’s account of her anxious thoughts and behaviours. Consider the possibility of Emotional Reasoning (I
feel anxious and so I am at a real risk), Disqualifying the Positive (Millions of people are not stung when there are bees or wasps around) or Over-generalising (I’ve been stung
once and so I will always be stung). Although this method of Exposure Ladders does not require restructuring Cognitive Distortions, nevertheless, it is likely that distorted
thinking has some association with limbic reactivity even though Anita might be completely unaware of the possibility. Consequently, Exposure Ladder work is essentially
behavioural more than cognitive. It is possible for feelings to follow behaviour change.

55
#5 Explain to the class that they will now see Anita voluntarily engage in an Exposure Ladder to manage her anxiety associated with bees and wasps. Explain to the class that
this is a behavioural strategy rather than a thinking strategy and is designed to create a neural pathway to gradually replace the old pathway that stimulates anxious behaviour
towards bees and wasps.

#6 Show Anita experiencing bees and wasps – virtual and then real. Refer to Resources: Anita Part 2 - Describing her exposure ladder.

#7 Provide the class with copies of Anita’s Exposure Ladder (appended at the end of this Lesson) and ask them, in pairs, to say why they think the strategy works. Explain how
Anita becomes successful.

#8 Explain to the class that Exposure Ladders work best when exposure is:
1. gradual,
2. repeated and
3. prolonged.
These three points are important for Step 4 to follow.

56
Step 2 : Making an exposure ladder for Rob
(14/15 years old – High School student)
#1 Show video of Rob – exposure ladder to overcome anxiety over talking with girls.
www.anxietycanada.com/articles/rob-making-steps-to-social-success-exposure/

#2 In the video, Rob is successful on the first rung of his Exposure Ladder. On a blank worksheet (attached to the end of these lessons), ask the class in pairs to work out a
possible Exposure Ladder for Rob where the goal is that Rob approaches classmate girls and talks to them for 1 minute. Remind the class that Rob’ success is more likely if his
exposure is gradual, repeated, and prolonged.

#3 Arrange a paper-swapping procedure so that the class members can see 5 of their peers’ Exposure Ladders. Discuss commonalities and differences.

57
Step 3 : Personal application
#1 Provide students with their sealed envelopes that contain their original mind-maps/concept maps about their
school-based anxieties. These are to be kept private.

#2 Ask students to identify one anxiety that could be improved by using an Exposure Ladder technique.

#3 Provide an Exposure Ladder template and ask students to create a personal Ladder. Ask them to keep their
Ladders confidential.

#4 Give 5 minutes of the task. Use a 5-minute timer on the class screen.

#5 When the Ladders are completed, place them into fresh envelopes and seal them.

58
Step 4 : Forecasting Exposure Ladders in ‘real’ class life
#1 Refer to Justin’s story in lesson 3 and the CBT worksheet that you produced.

#2 Explain that running out of class would have no personal benefit to the student. In fact, successful running out would probably mean more running out in future. The
student would remain anxious – a very uncomfortable feeling.

#3 Explain that an Exposure Ladder approach would probably be very helpful, provided the student was appropriately supported by a knowledgeable and caring teacher. (That
is, you.)

#4 Explain to the class that your plan is to help students bypass their regular amygdala responses by employing Exposure Ladders. Explain that you are taking responsibility
for identifying appropriate rungs on the ladder. Explain that that YOU are taking responsibility if a student is unsuccessful on any rung. Being unsuccessful on any rung means
that YOU mis-judged the student’s capacity and that you will work with the student to find the first rung where the student can be successful. Taking responsibility is reasonable
because you are the comparative expert in these things. This doesn’t mean that you can predict perfectly a student’s success on a rung, but it does mean that you are probably in
the best position to make the appropriate adjustments. The adjustments must be made in consultation with the student. The work is collaborative; imposing is inappropriate.
These points will need considerable discussion with the class.

59
Step 5 : Closing the session
#1 Very briefly summarise today’s Success Criteria. Ask the class to
privately assess their individual levels of success. The students should not
make any public statement about this.

#2 Alert the students to the theme for the next lesson in the series.

#3 Ask if there are any Questions or Comments to be made.

60
 Anita's exposure ladder

https://www.anxietycanada.com/articles/anitas-fear-ladder/

61
62
 Lesson 5
Understanding top-down
& how to manage it
Learning intentions
Students will:
• Understand another CBT explanation (Rational
Emotive Behaviour Therapy or REBT) of
helpful/unhelpful behaviour.
• Demonstrate privately the personal relevance
of top-down thinking using an REBT
framework.
Success criteria
Students are able to:
• I will explain the Event – Thinking – Feeling – Behaving – Result chain.
• I will use Thumpin’ Thinkin’ to explain Anxious thinking and behaving.
• I will use Cool Cognition to explain return to Calm and Movin’ On.
• I will analyse an ‘anxiety’ story using REBT concepts and language.
• I will identify my best and worst top down thoughts when I‘m anxious.
• I will complete a private REBT template for a personal experience of anxious behaviour.

Resources
• Interactive 3D model of the Brain – from a previous lesson - http://www.g2conline.org/3dbrain/
• Video – Cognitive Distortions - https://www.youtube.com/watch?v=j0g9J4kXQas
• Emotional Thermometer – appended at the end of this lesson.
• Video – The Teenage Brain Explained – 10 min 6 sec – an energetic presentation on the changes that occur in the brain during teenage years. Preview at
www.youtube.com/watch?v=hiduiTq1ei8&t=548s

64
Review
• The amygdala holds memories that are IMPLICIT rather than EXPLICIT. That means that we
can be anxious without knowing the reason. The reason is in history, and we mightn’t
remember it.
• Anxious nerve pathways’ to and from the amygdala can be replaced through practice with
Exposure Ladders
• The new practices that we used in Lesson 3 were Exposure Ladders. They were used by Anita
(bees and wasps) and Rob (anxious about talking to girls).
• You thought about an Exposure Ladder for yourself.
• These processes were not mainly about thinking; they were about behaving.
• The Belly Breathing exercises (Lesson 2) are also for calming the amygdala.
• Reminder – cognitive and behavioural practices must be practise for immediate use when
anxious thoughts and feelings arise.

65
 Introduction
Establish the purpose of this lesson: To understand and be
able to use well our ‘Smart Part’ (our medial pre-frontal
cortex).

Present the Learning Intentions (above) and ask students to

I will…..
turn them into personal “I will…” statements for the class.
(These “I will” statements are our success criteria.) Show
your preliminary success criteria (above) after the students

I wi
have produced their own.

Complete a set of Success Criteria for the class. They are

‘open’ and might be modified as part of the lesson closure.

66
Step 1 : Producing a by-pass around
the amygdala
#1 In Lesson 3 we learnt about the medial pre-frontal cortex (MPFC). (Show
the frontal lobe/PFC with the interactive at Cold Spring Harbor Laboratory DNA
Learning Center at http://www.g2conline.org/3dbrain/

#2 Ask students to recall some of the functions of the MPFC. [planning,

organisation, decision-making, problem-solving, impulse control, goal-setting,
plan-making, ‘orchestra conducting’, checking (monitoring) where we are up to,
reasoning, comprehension, creativity, perseverance].

#3 Remind the class that the PFC can make mistakes. It can misunderstand or
misjudge events and people. Sometimes those mistakes are due to Cognitive
Distortions.

#4 Remind the students of the Cognitive Behavioural Therapy flowchart from

previous lesson. Use the ABCDE image on the screen for discussion.

67
Step 2 : More top-down learning - monitoring,
modulating and modifying anxious emotions.
#1 Tell the students that everyone needs to know how to:
a. Monitor emotions for anxiety – that means be constantly aware of how we are feeling
b. Modulate anxious emotions – that means be able to turn down anxious emotions like
we turn down the volume on our music
c. Modify anxious emotions – that means change them into other helpful emotions.

#2 Introduce the idea of an emotional thermometer. The thermometer is appended for inclusion
on your class screen and for a worksheet if desired. Point out that ‘nervous’ or ‘worried’ or
‘anxious’ feelings (level 2) noticed (monitored) early are easier to modulate to ‘calm’ or ‘okay’
feelings (level 1) much easier than trying to modulate ‘angry’ or ‘furious’ feelings (levels 4 and
5). We might not modulate our feelings to ‘happy’ or ‘pleased’, but if we can modulate to
‘calm’, ‘satisfied’ or ‘okay’, then we are in a good place to overcome our problems.

68
#3 Ask the class to suggest ways in which they can Monitor their feelings and, perhaps, Monitor the
feelings of their classmates. Ask the class for ways in which a teacher can Monitor people’s feelings.
Perhaps even the class for ways to help the teacher Monitor his/her feelings. (Consider opening the subject
of empathy.)

#4 Acquaint the class with ‘R U OK’ day to illustrate that Monitoring emotions is as important for adults as
it is for teenagers and as it is for children.

69
#5 Remind the class that monitoring is a function that improves as the Pre-Frontal Cortex develops.
Remind the class that each will become better and better at monitoring with experience (learning) and with
maturation of the nervous system. That is, as the links between the Pre-Frontal Cortex and the limbic
system become better connected. Their capacity to monitor, modulate and modify their emotions is on a
steep trajectory to the age of approximately 25 years. Illustrate that point with the video at 7 below.

#6 Before showing the next video help the students to know the meanings of the following technical
terms: pre-frontal cortex, amygdala, brain cells, neurons, synapses, pruning, cortisol, melatonin and the
brain’s reward centre – the nucleus accumbens. These diagrams (all scalable) that can be shown on your
screen might help before showing the video:

www.recoveryanswers.org/recovery-101/brain-in-recovery/

70
 www.pinterest.co.kr/pin/334814553543260521/?d=t&mt=login

71
 Click to add text

The Teenage Brain Explained - www.youtube.com/watch?v=hiduiTq1ei8&t=548s

72
#7 Starting from 3min 47sec show part of the video, ‘The Teenage Brain Explained’: www.youtube.com/watch?v=hiduiTq1ei8&t=548s

#8 Debrief the key points from the video. Reiterate point 5 above. (“Remind the class that Monitoring ……. Their capacity to monitor, modulate and modify their emotions are
on a steep trajectory to the age of approximately 25 years.” See above for full text.)

73
Step 3 : Getting a handle on catastrophe

#1 Introduce the concept of Catastrophe Scales. (A full-size A4) In case any of the
students think that such a simple scale might be ‘beneath them’, tell them that
Emotional Thermometers & Catastrophe Scales are used by psychologists for children
all the way through to senior-aged people.

#2 Provide each student with an A3 coloured copy and ask each to enter school events
that they personally would rate from 0 through to 10. Emphasise that it is important
that they produce THEIR OWN entries. Comparisons will come later and it’s
important that the Catastrophe Scales are unique for each student.

#3 Ask the students to go on a Gallery Walk and notice any similarities and
differences between the Scales.

74
#4 After the Walk, ask the students to briefly comment on the similarities and differences that they see in the scales.

#5 Make the point that we all have our own views about good and bad events.

#6 Make the point that our views about how good or bad events are have a direct effect on our Emotional Thermometers. Discuss the link with the class.

#7 Emphasise that each student is entitled to view events personally – there is no right or wrong about this – BUT – when students are feeling anxious about events (actual or
imagined) it’s important for them to ask, “Are these anxious feelings necessary, helpful, or true to the ‘facts’?” &, “Could my Emotional Temperature drop if I had a
necessary, helpful, or ‘true’ view about these events?” [The first question relates to the Catastrophe Scale and the second question relates to the Emotional Thermometer.]

#8 Explain that these questions are handled by the Pre-Frontal Cortex and remind the students that they will get better and better at managing these questions through
experience and natural maturation.

75
Step 4 : A PFC strategy for managing anxiety

#1 Explain that this summary of the strategy will close this part of the 5th lesson and the strategy will be used in the 6th lesson. (Points 2,3, and 4 are written as a script for
you.)

#2 The strategy for the 6th lesson will use 10 beliefs that we all use at times – 10 beliefs that are untrue because they have no evidence to support them. Or they are
unnecessary. Or they are unhelpful. When we Monitor our emotions and see that we are becoming Nervous, Worried, or Anxious (Level 2 on the Emotional Thermometer), it
is likely that we are using one or more of these 10 beliefs. You might think that some of the 10 beliefs are like the Cognitive Distortions that we have talked about.

#3 The strategy that I will teach you is like the CBT strategy of Disputing. That means we challenge these 10 thoughts to see if they are helpful, necessary, or true. If they’re
not, we can change our thoughts about events and we can lower our Emotional Thermometers, become Calm and more Relaxed, and behave in ways that are good for us.

76
Step 5 : Anticipating the 6th lesson (a script)

#1 I’ve given you an idea of where we are going in the 6th lesson. Are there any questions about
today’s lesson? Are there any comments about day’s lesson?

#2 You’ll notice that I’m not giving homework after these lessons. The follow-up work will
happen during our normal, everyday life in school. I’ll be giving you plenty of practice ‘when the
iron’s cold’ so that we’re all skilled when the temperature (the emotional temperature) rises.

77
 Lesson 6
Understanding top-down
& how to manage it
 NOTE: This lesson builds on the work of a contemporary, Albert Ellis, of Aaron Beck who developed the CBT model that was used in Lesson 3. Ellis’ work is known as
Rational Emotive Behaviour Therapy, or REBT.

Learning intentions Success criteria

Students will: Students will be able to:
• Understand and apply an REBT explanation • Explain the Event – Thinking – Feeling – Behaving – Result chain.
of behaviour.
• Use Thumpin’ Thinkin’ to explain Anxious thinking and behaving.
• Use Cool Cognition to explain return to Calm and Movin’ On.
• Analyse an ‘anxiety’ story using REBT concepts and language.

79
 Review
• Explain the template that was used in
Lesson 3 focused on Cognitive
Distortions. This lesson uses a similar
template and uses some common
thoughts that explain our anxious
behaviour.

80
 Introduction
Show the following thought and ask students how it might
explain a student feeling anxious about a test:
“I must always be good at what I do and if I’m not, I’m
worthless.”

Ask the students to suggest an opposite thought that would

be helpful, or necessary, or ‘true’.
(An example: “I like to be good at what I do, but there’s no
rule that says that I MUST be sooo good ALL the time.”)

Ask students for the difference the new thought would

make for the student’s feelings and behaviour
• before the test AND
• during the test AND
• after the test.

81
82
Step 1 : Provide a practice example

#1 Repeat the Step 2 procedure with this thought:

a) “Things and people make me feel anxious and I can’t do anything about feeling like that.”
An example of a thought that would be helpful, or necessary, or ‘true’:
b) “Actually, no-one and nothing can MAKE me feel anything. Only I have that power.”
We can use the term is thumpin’ thinkin’ for a) and Cool Cognition for b) although the
terms rational and irrational can be used and are used by REBT people.

#2 The example in Steps 2 and 3 are critical if students want to understand their anxiety. The idea that we, and not events or people, disturb ourselves is one of the most
difficult concepts for students to understand. Most teaching at home and school supports the view that situations or people cause our feelings. As an exercise with students
who say that people or events can cause their feelings, ask how that is possible. Ask them for an explanation. Consistently they will recite an event as if that is the evidence of
cause. We know that an event that quickly follows another does not necessarily mean that the first event causes the second. Correlation does not imply causation.

#3 Explain to students that their feelings are caused by the way that they think about events. If we think about events in ways that are helpful, necessary, or ‘true’ to the
facts (as best we can know them), then we are likely to handle adversity without becoming upset, angry, anxious, or frightened.

83
Step 2: Relate to the
emotional thermometer
and catasthrope scale
Ask the students to compare the Emotional
Thermometer and Catastrophe Scale levels they would
expect to be associated with each of the two thoughts at
Step 3.

Step 3 : Present an REBT

flowchart
Present and discuss this flowchart, which is similar to
the CBT flowchart, but which uses what are often called
‘irrational thoughts’. Explain that irrational simply
means “unnecessary, unhelpful, or not matching the
facts as best we know them”.

84
 REBT flowchart

85
Step 6 : Practice with a flowchart
Use the same situation (The teacher says there’ll be a test in a week) but this time ask the students to produce a flowchart that starts with the thinking, “I must always be good
at what I do and if I’m not, I’m worthless.” They can use the rational substitutes that they suggested at 2. above. Emphasise that the situation is not changed; they don’t try to
avoid the test – be ‘sick’ on the day – ask to leave the class half-way through the test; they side-step ‘Ican’tstandititis’ and show that they CAN stand the test.

Step 7: Introduce the remaining rational-irrational thought pairs

(A landscape copy of text from Johansen, J and Hay, L Mind Your Mind Australian Scholarships Group Oakleigh Victoria pp 94-95 – Highly recommended for purchase – is
provided at the end of this lesson plan.) Present and discuss the Head Hassler/Mind Master resource on screen, paper, or both.

Ask the class in pairs to produce (very) short stories to illustrate the powerful effect of challenging (disputing) unnecessary, unhelpful and untrue thoughts about events.
Discuss the short stories and emphasise these points:
a. Events and people don’t make my feelings. My feelings are real – but no-one and no-
thing makes them but I.
b. Helpful, necessary, or true thoughts about events or people keep anxiety at bay.
c. This does not mean that I might feel a little nervous or a bit tense, but it DOES mean that
I can face up to regular, normal challenges in life and even the bigger ones, too.

86
 From Johansen, J and Hay, L Mind Your Mind Australian Scholarships
Group Oakleigh Victoria pp 94-95 – Highly recommended for purchase

Rational and Irrational Thought pairs are Color-Coded.

87
Step 8 : Closure
Ask for Questions and Comments.

Tell students that you will help them use their REBT knowledge through the year to help them cope with anxious thoughts and feelings.

Explain that Lesson 7 will be used to bring together the thoughts that have been developed in Lessons 1-6.

88
 Lesson 7
Drawing everything together
Learning intentions
Students will:
• Integrate their knowledge from Lessons 1-6
• Apply their integrated knowledge to
representative examples of school’s challenges
for Secondary students.
• Review their personal growth in knowledge
and strategy with respect to anxiety.
Success criteria
Students are able to:
• Identify Lesson concepts that are relevant to brief stories of challenges faced by Secondary school
students.
• Identify the dominant source of anxiety (e.g. cortical versus limbic)
• Discuss story-relevant self-management practices
• Complete a questionnaire to assess their personal growth in knowledge and strategy with respect to their
own levels of anxiety.

Resources
• Four brief stories printed for each student. (Appended at the end of this lesson.)
• The sealed envelopes from lesson 1 step 1.
• PowerPoint if you wish.
• Questionnaires and fresh envelopes for each student.

90
Review
Provide your own summary (suggested – a ppt drawn from previous lessons) of the following key points that been developed from Lessons 1-6:
• A definition of anxiety • Disputing using CBT’s Cognitive Distortions and
• What teens and tweens worry about • Disputing using REBT’s Irrational Thoughts
• Two sources of anxiety – top-down & bottom-up • The Catastrophe Scale
• The hand-model of the brain • The Emotional Thermometer
• Top-down concepts: • Bottom-up concepts:
• The role of the Pre-frontal Cortex • Calming the limbic system
• Cognitive distortions • Star-breathing
• Irrational thoughts • Deep breathing
• The CBT flowchart – especially in relation to Cognitive Distortions • Breathing with a buddy
• The REBT flowchart – especially in relation to Irrational Thoughts • Exposure ladders

91
Step 1 : Applying the concepts

#1 Explain that you want students in groups to apply some of these concepts to 1 of 4 brief stories that you are about to present. Explain that you want them to:
• Identify the evidence of anxious behaviour
• Decide if the behaviour is mostly top-down or bottom-up
• Suggest an appropriate top-down or bottom-up strategy(ies) for the student who is feeling anxious
• (If a CBT (e.g. Cognitive Distortions) or REBT (e.g. Irrational Thoughts) approach is suggested, ask students to) use the relevant template.

#2 When the group time is finished, ask students to make a brief ‘presentation to the rest of the class.

#3 Emphasise the key points as you hear them.

92
Step 2 : Personalising
#1 Return the sealed envelopes that were used in earlier lessons. Before students open their envelopes, remind them that the contents are private and do not have to be
discussed with anyone.

#2 Explain that you want the students to think about the growth they have made over Lessons 1-6 and that you have prepared a brief questionnaire to be used after students
privately reflect on their ‘starting points’ that were recorded and enveloped.

#3 Distribute the questionnaires and ask students to complete them. Emphasise that there is no space for self-identifying; the information is to enable you to assess the
effectiveness of the program. Explain to students that you will make a summary that you will provide to the students. If your summary will be provided to others on staff,
explained that, too. EMPHASISE ANONYMITY. ADD THAT THERE IS NO COMPULSION TO COMPLETE THE QUESTIONNAIRE. PRIVATELY, STUDENTS MAY
MAKE NO MARKS ON THE QUESTIONNAIRE AND PLACE THEM INTO INDIVIDUAL ENVELOPES THAT YOU SUPPLY.

Step 3 : Closure
Congratulate the students for their contributions during the lessons. Tell them that you will use the knowledge and strategies to support students with their schoolwork and
relationships.

93
Mohamed's story
Mohamed is 15 and in Year 10. His one of five children who emigrated with his parents as Afghani refugees in 2021. Mohamed’s English is fine for casual talk with the class,
but he finds lessons in English to be difficult. Although he hasn’t told anyone, the teacher speaks too quickly for Mohamed to understand. Mohamed has trouble with the
teachers’ accents because he has much more familiar with Americans’ accents. (In Afghanistan, his father was an interpreter and so Mohamed spoke with many American
service people.)

When Mohamed enters the school grounds his chest starts to feel tight, and he has some trouble breathing. He hyperventilates and feels just a little dizzy – not enough to
faint but just enough to feel uncomfortable. When he is in class, he sits at the back hoping that the teacher will not call upon him to answer questions. He keeps his head
down pretending to be looking at his book when the teacher is talking to the class. When the teacher circulates around the room Mohamed feels worried that the teacher
will stop at his desk and so he often asks if he can go outside to get a drink because he feels thirsty.

Yesterday Mohamed skipped school because there was a test coming up and he was worried that he wouldn’t do well.

94
Elise's story
Elise is 13 and has been placed in a Year 9 class with students who are 12 months older than she. She was placed in this class because she was handling Year 7 work so well
that the school decided she could skip Year 8. In Year 7 she was confident and always willing to give every challenge a hot shot but now, in Year 9, she has changed. She is
hardly paying attention in class and often says that she has forgotten to bring her necessary textbook or exercise book. Secretly she knows that she has deliberately left her
textbooks or exercise books at home under her bed.

On test days she has been faking feeling unwell and her mother, believing Elise, has allowed her to stay at home. The last time this happened the teacher was absent on test day
and, when Elise returned to school on the following day, the absent teacher was back and proceeded to hand out the test papers. Elise freaked out, pushed her seat back, and
ran out of the classroom crying.

95
Jordan's story
Jordan is 14 and thinks he is not ‘smart’. He’s just waiting for the day that he turns 15 and is no longer compelled to be at school. Years ago – when he was about 7 or 8 – he
remembers someone who said that some kids are just “not cut out for book learning. They’re okay with their hands but that’s all.” That’s what Jordan thinks about himself.

He’s very good with numbers and does maths in a flash. He reads electronics magazines and has built a metal detector and an electric beam ‘security system’ for his bedroom.
He watches scientific YouTube videos and can talk about all sorts of scientific things but, when it comes to English, History, Geography, Art & Design – he hardly ever does
his homework, and he usually gets E on his report. When it’s time for those subjects he’ll go missing for 50 minutes or tell his teacher some story to get out of class. The
problem seems to be that he can’t be bothered with writing. He says it’s a waste of time. Why can’t he just tell people what he knows? He doesn’t tell his parents or his
teachers or other kids that he thinks it’s just too hard for him and that he must be just dumb. “I can’t stand it! It’s the worst thing out just having to write stuff”.

Unfortunately, he’s not only frustrated for about half the time he’s at school; he’s making it really hard to become the scientist that he’d really like to be.

96
Jazmina's story
day they were trying to work out what they would do on the last day of the holidays. They could go window-shopping at the local Westfield. They could go to the swimming
pool for the day. They could go to the movies. They could catch buses and trains for a Mystery Tour. Jaz wanted to go window-shopping but the other three thought it would be
a great idea to map out a Mystery Tour. Rather typically – for Jaz – there was a blow up. Three girls went on the Mystery Tour and Jaz stayed home.

She complained to her mother, “They make me so mad! I can’t stand them! I hope I never see them again!” She meant the last bit about never seeing them again BUT next
Monday was the first day of school and 3 of the 4, including Jaz, were in the same home class. Jaz thought that was poison!

On Monday morning Jaz refused to get dressed for school. “It’s not my fault! I’m not the problem! It’s them! They’d make anyone mad and angry, and they make me mad and
angry, too. I can’t go to school if they’re there. I feel sick in the stomach just thinking about it! And I’ve got a headache, too! See what they do to me?”

This isn’t the first time that Jaz has been like this.

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