Hey Warrior Group Resources

Students learned that worry often appears as "what if" thoughts in their brains. These what if thoughts often spiral "what if that" to "what if this" and so on. Have your student think about which what if thoughts pop into their brains the most at home and at school.

You can use this page as a reference or to help process worries. For example: "That sounds like a what if thought. How can you challenge it?" or "Oh, that bothersome what if thought is back again!?"

Students learned the jobs of their Brain Team members - the PFC (prefrontal cortex) or wise leader of their Brain Team, the amygdala or brave warrior/guard dog, the hippocampus or memory saver. 

For the second activity, have your child consider one common worry they might have. Then have them consider what each part of their brain might say to them in response to that worry.

I've sent home this activity pack with each child. Each activity pack includes several different pictures that can be used to describe physical sensations or body signals they might experience. Click on the link below, for how each picture can be used. 

You can use this as a processing tool after (not during) they've regulated from expressing big emotions. You could also use this to help practice recognizing body signals during challenging events (pre-teach). 

For example: Sometimes, when I'm about to try something new, I feel worried. When I feel worried, my brain feels like it's pounding (hammer), my eyes feel tight like I'll cry (eye), and my teeth and jaw are tight (clenched teeth) . When I feel worried, sometimes I can't stop asking the same questions (volcano) again and again. My body feels hot and sweaty (fire), my heart is pounding like it's going to burst from my chest (heart), my belly feels sick  (vomit emoji), and I feel like I have to pee (water) . I notice my fists are clenched and my muscles feel tight and tense. My feet and legs feel jittery (spider) like I want to run away. 

Students created a visual to show their amygdala responding to worry, sending signals to their adrenal glands ("party hats") and the adrenaline coursing through their body. Students were encouraged to think of their amygdala as characters (either nervous "guard dogs", angry "guard dogs", or "brave warriors"). They were encouraged to think of their adrenal glands as "party hats" that spray ("super juice" or "silly string" or "confetti") through their body to get their bodies ready to fight, flight, or freeze .

Ask your child to explain their "stress response" to you. I will message each adult with a picture of their student's activity.

Using the list to the right:

1. Ask your child to identify which stressors are most stressful for them (on a scale of 1 (none) to 5 (overwhelming))

2. Have your child identify how it feels in their body when they are stressed

3. Ask your child how it effects their friendships and schoolwork when they are stressed

When your child expresses a worry, use the worksheet to the right to process:

1. Name the worry. 

2. Ask your child to write or draw four things that are in their control and four things that are outside their control. 

3. Help your child focuses on/problem solve for the things they CAN control (changing their thoughts, breathing, preparing a plan, etc.)

When your child expresses a worry, use the worksheet to the right to process:

1. Name the worry. 

2. Ask your child to write their thought in the the thought bubble. To help children understand thoughts, I ask them to pretend their brain has a voice (i.e. "Hey Mrs. T! They all laughed at you!)

3. Ask your child to identify their emotion AND their physical sensations/body signals

4. Ask your child to identify what they did (how they acted in the moment or how they wanted to act)

5. On the reverse side is how they could change their thoughts or feelings to change their actions/reactions.

When your child expresses a worry, use the worksheet to the right to process:

1. Name the worry. 

2. Ask your child to write their thought in the the thought bubble. To help children understand thoughts, I ask them to pretend their brain has a voice (i.e. "Hey Mrs. T! They all laughed at you!)

3. Ask your child to identify their emotion AND their physical sensations/body signals

4. Ask your child to identify what they did (how they acted in the moment or how they wanted to act)

5. On the reverse side is how they could change their thoughts or feelings to change their actions/reactions.