Brain Power 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.

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.

Students reviewed 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. 

They also talked about how worry feels in different parts of their bodies - heart, lungs, muscles, body temperature, head, eyes, and so on. They also explained how this might come out in words or behaviors. Consider having your child watch this video about "listening to your body".

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.