Coping Skills - 2

Foundational

Table of Contents

Teachers

Definition: Coping skills are needed to help us handle life situations successfully.

Discussion Points

  • We all have ways we try to cope with strong feelings.
  • Some coping approaches are successful and some are not.

Discuss with students what coping skills are. Review the discussion point questions.

Possible activities to review the discussion point:

  • The group should form a circle. Ask a question and allow students to toss a bean bag to those who would like to answer the question.
  • Play tic-tac-toe by dividing the group into teams. Write discussion questions on a post-it note and place them on the tic-tac-toe grid. Allow a representative from the team to select a post-it note and as a team develop an answer to the question. If they get it right they may put their teams marker (x or o) on the grid.

Activity 1: Coping Strategies

Ask students to raise their hand if they have ever had a bad day. Ask students to share how they handle bad days. List responses. Explain to students that there are three types of coping strategies and present the list below. Discuss each strategy and what they mean.

Utilize the list students generated on how they handle bad days to identify which type of coping strategy it is.

Materials Needed:
  • Coping strategies terms on chart paper or chalkboard
  • Chart paper or chalkboard

Helpful coping strategy: Allows you to regain emotional control. You feel better about yourself and you are respectful to yourself and others.

Harmful coping strategy: Does not allow for emotional control. You may be physically and verbally aggressive towards yourself, others, or property.

Time-out strategy: Allows you to calm down. It is temporary and should be used with a positive strategy.

Activity 2: Coping Strategies Sort

Allow students time to complete student activity sheet A. Select students to share when finished.

Materials Needed:
  • Student Activity Sheet A - 1 per group
  • Red, Green and Blue crayon or colored pencil per group

Activity 3: Comic Strip Worksheet

Allow students time to complete student activity sheet B. Select students to share when finished.

Materials Needed:
  • Student activity sheet B - 1 per student
  • Pencil for each student

Lesson Extension: Listening Comprehension and Grammar Review

Explain that a script is a form of dialogue writing between characters in a movie, play, or broadcast. Utilizing the immersive reader students should listen carefully as the teacher plays the example scripts below. Replay the script if needed. Allow students time to answer the questions on student activity sheet C.

After students have finished, discuss the listening comprehension questions together.

Materials Needed:
  • Student Activity Sheet C - 1 per student
  • Pencil for each student
  • Student activity sheet D - 1 per student
  • Red and purple colored pencil or crayon

Example script demonstrating helpful coping skills:
Chris: Hi Donny, how are you today?
Donny: I’m very worried about my dog. She is sick.
Chris: That’s so sad. Have you tried some helpful coping strategies?
Donny: I’ve been thinking about things that make me happy, like ice cream!

Example script demonstrating harmful coping skills:
Chris: Hi Donny, how are you today?
Donny: I’m very worried about my dog. She is sick.
Chris: That’s so sad. Have you tried some helpful coping strategies?
Donny: (Yelling) Coping strategies are stupid. They don’t help me at all.

After completing the listening comprehension portion of this activity provide students a copy of student activity sheet D. Point out to students the features of script text to indicate which character is talking. Remind students that this is a dialogue between characters.

Allow students time to complete activity sheet D.

Display the script using the immersive reader, highlight the nouns in the script. Students should self check their work to determine if they correctly named two nouns. Repeat the process for verbs and syllables.
If time allows students may partner together and role play the script.

Script Writing and Animation

Review and discuss example scripts from lesson extension.

In small groups, have the students create scripts demonstrating helpful and harmful coping skills. Use the script sheet to create students scripts.

Have students record their scripts using SiLAS software for social skills. Remember to name and save their work. Premiere the movies with the group members at the end of each session.

Materials Needed:
  • Script sheet for each group
  • Pencil for each student

Lesson Review

Allow students to complete the student lesson review sheet

Materials Needed:
  • Student Lesson Review Sheet
  • Pencil for each student

Read Aloud Recommendations: Completing a read aloud with students is a great way for them to see and learn social skills as well as incorporating reading skills. Below are some books that could be used to reinforce the concept. Read and discuss as appropriate for level and as time allows throughout the lesson.

  • I Can Handle It by Laurie Wright
  • My Day is Ruined!: A Story Teaching Flexible Thinking by Bryan Smith
  • Of Course It’s a Big Deal by Bryan Smith
  • How Do Dinosaurs Say I’m Mad? by Jane Yole & Mark Teague
  • Grumpy Pants by Claire Messe
  • Oh No, George! by Chris Haughton

Students

Go to only student curriculum

Student Activity Sheet A

Directions: As a group, look at each coping strategy. Determine if it is a positive coping strategy, negative coping strategy, neutral coping strategy, or time-out strategy. Circle the strategy with the following colors:

  • Helpful coping strategy - Red
  • Harmful coping strategy - Green
  • Time-out strategy - Blue
Hit someone Go to a peaceful place
Talk with a trusted adult Hurt myself
Become silent Take deep breaths
Cry Glare at people
Be with friends Exercise
Stomp feet Stretch
Take a walk Get a drink
Kick someone Throw objects
Take a walk Scream
Cuss Sleep
Think of things that make you happy Run away

Student Activity Sheet B

Directions: In the top box draw a comic strip that demonstrates a helpful coping strategy. In the bottom box draw a comic strip that demonstrates a harmful coping strategy.

Student Activity Sheet C

Who are the characters in this script?

Why is Donny worried?

What helpful coping strategy is Donny using?

How do you think Chris feels when Donny yells at him?

Student Activity Sheet D

Remember:

A noun names a person, place, thing, or idea.

A verb names describe an action, state, or occurrence.

Example script demonstrating helpful coping skills:
Chris: Hi Donny, how are you today?
Donny: > I’m very worried about my dog. She is sick
Chris: That’s so sad. Have you tried some helpful coping strategies.
Donny: I’ve been thinking about things that make me happy, like ice cream!

Example script demonstrating harmful coping skills:
Chris: Hi Donny, how are you today?
Donny: I’m very worried about my dog. She is sick
Chris: That’s so sad. Have you tried some helpful coping strategies.
Donny: (Yelling) Coping strategies are stupid. They don’t help me at all.

Directions: How many syllables do you hear in the words below?

Student Lesson Review Sheet

Directions: Complete the questions.

List three helpful coping strategies:

List three harmful coping strategies:

List three time-out strategies: