Calming Skills Practice

Grade Level

K-5 Small Group Counseling (2 students)

Duration

30 minutes

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Learning Objectives

By the end of the session, students will:

• Identify and describe at least two coping strategies: deep breathing, asking for a break, and/or positive self-talk (ASCA Mindsets & Behaviors: Self-Management B-SMS 1, B-SMS 5).
• Demonstrate the use of selected coping strategies with no more than 3 prompts during role-play of common school challenges (peer distraction and change in routine) (ASCA B-SMS 6, B-SS 5).
• Reflect on which coping strategy they prefer and why, developing self-awareness and mindset for managing emotions (ASCA M 1, B-SMS 7).

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Standards Alignment

Common Core State Standards (CCSS):
While coping strategies are primarily social-emotional skills, this lesson intentionally supports the following CCSS domains where feasible by embedding social communication and comprehension skills:

• Speaking & Listening (K-5 SL.1, SL.2):

  • Participate in collaborative conversations about coping strategies and role-play scenarios.
  • Follow agreed-upon rules for discussion when listening and speaking.

• Language (K-5 L.1, L.3):

  • Use age-appropriate vocabulary to describe feelings and coping strategies.
  • Understand and use positive self-talk words or phrases during practice.

ASCA Mindsets & Behaviors:

• Mindset (M 1): Self-confidence and growth mindset about managing feelings.
• Self-Management (B-SMS 1, B-SMS 5, B-SMS 6, B-SMS 7): Managing emotions and stress.
• Social Skills (B-SS 3, B-SS 5): Engaging in positive interactions during role-play.

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Materials Needed

• Feelings chart with simple faces (happy, sad, angry, calm)
• Coping strategy visual cards with pictures & simple captions
• Role-play scenario cards (peer distraction, change in routine)
• Timer or visual countdown (optional)
• Reflection worksheet: "The strategy I liked best was..." (with sentence starter and space to draw)
• Data collection sheet for counselor prompts

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Lesson Procedure

1. Quick Check-In: Feelings Rating (5 minutes)

• Use the feelings chart to ask each student: “How are you feeling right now?”
• Students point or say their feeling and rate intensity (e.g., 1-5 fingers).
• Counselor models the rating too and validates all responses.
• Purpose: Activate emotional awareness and build rapport.

2. Teach & Practice Coping Strategies (10 minutes)

• Introduce 3 coping strategies using visual cards:

  1. Deep Breathing: Model “smell the flower, blow out the candle.” Have students practice 3 deep breaths.
  2. Asking for a Break: Demonstrate how to politely ask, “Can I take a break, please?”
  3. Positive Self-Talk: Teach a short phrase like, “I can do this,” or “It’s okay to feel upset.”

• Use guided questioning to check comprehension: “When might you use this?” “How does it help you?”

• Practice each strategy with student participation twice.

3. Role-Play Scenarios: Applying Strategies (10 minutes)

• Present 2 role-play scenarios, one at a time:

  Scenario A: Peer Distraction (e.g., a classmate is talking while you try to work)
  Scenario B: Change in Routine (e.g., the schedule changes unexpectedly)

• Students take turns role-playing themselves and the peer, applying 2 coping strategies per scenario.

• Counselor supports with no more than 3 prompts total per student (use data sheet to record).

• Encourage students to name the coping strategy they are using during role-play.

4. Reflection Activity: Strategy Preference (3 minutes)

• Provide the “The strategy I liked best was…” worksheet.
• Students complete the sentence and draw a picture of themselves using the strategy.
• Briefly share with counselor and peer if comfortable.

5. Closing & Reinforcement (2 minutes)

• Summarize the three strategies and praise students for practicing.
• Encourage students to try their favorite coping strategy during the school day.
• Remind them coping skills help us feel calm and ready to learn.

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Assessment & Data Collection

• Record number of prompts needed for each student during role-play using a simple checklist.
• Note student ability to identify and explain coping strategies during discussion.
• Review reflection worksheet for understanding and preference.

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Adaptations for IEP Goals

• Use visuals and modeling repeatedly for clarity.
• Allow extra wait time for responses.
• Provide physical or verbal cues as needed.
• Keep role-plays brief and concrete, tailored to students’ comfort level.

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Extension Ideas for Classroom Teachers

• Create a “calm corner” with visuals of strategies practiced.
• Incorporate daily calming check-ins using the feelings chart.
• Encourage peer buddy systems to ask for a break or remind friends with positive self-talk.

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This lesson integrates explicit social-emotional learning grounded in ASCA Mindsets & Behaviors and supports Common Core speaking, listening, and language standards by fostering discussion skills and vocabulary development around feelings and coping. It is practical, interactive, and designed to seamlessly fit into a busy elementary school counselor’s schedule while addressing key self-management goals for students with IEPs.