Welcome students to Session 1 of Flip Your Thoughts. Introduce yourself and set a supportive tone. Briefly describe the purpose and structure of today’s session.

Read each objective aloud. Emphasize that today is about building awareness and practicing a new technique.

Ask: “What kinds of thoughts pop up when you feel anxious or down?” Write responses on the board. Then define negative thoughts.

Introduce each distortion with a simple example. Encourage students to share quick examples from their own experience.

Explain how thoughts influence feelings and actions. Connect the dots between negative thinking and increased anxiety or sadness.

Use the facilitator script to introduce the Thought Stopping concept clearly.

Walk through each step slowly, modeling with a real example: e.g., “I’m going to say ‘stop’ now.”

Show an actual cue card or project an image of a stop sign. Pass around the Thought Stopping Cue Cards.

Explain the icebreaker instructions and distribute the cards. Circulate to support pairs as they work.

Hand out the Thought Awareness Worksheets. Encourage honest reflection and guide students who need help.

Model a pair demonstration: one student shares a thought, partner practices the stop cue and helps reframe.

Guide students to write briefly and share if they choose. Reinforce progress and set homework expectations.

Preview Session 2: challenging distortions more deeply. Thank students for their participation and end on a positive note.

Welcome everyone to Session 2. Reintroduce the purpose of Flip Your Thoughts and set a collaborative tone.

Read objectives aloud and emphasize building on thought stopping by using evidence to challenge distortions.

Introduce the warm-up. Distribute the reflection warm-up sheet and guide pairs.

Quickly review each distortion. Ask students to name a personal example for one.

Explain why evidence matters when challenging a thought. Use simple examples.

Walk through each step as a class with a sample thought, e.g., “I never do anything right.”

Explain the worksheet. Distribute [Distortion Challenge Worksheet](#distortion-challenge-worksheet).

Guide pairs to use their Detective Cards. Circulate to support accurate distortion ID.

Explain the relay rules. Ensure teams know how to alternate running and writing.

Prompt students to reflect on challenges and strategies for next week.

Preview Session 3 (thought reframing practice) and remind homework of tracking distortions.

Welcome back! Introduce Session 3 and its focus on combining Thought Stopping with evidence to fully reframe negative thoughts.

Outline today’s goals: reflection, demonstration, practice, role-play, game, and planning for next session.

Guide pairs to share one distortion they challenged, focusing on how evidence shifted their view.

Model the full reframing process on the board, soliciting student input at each step.

Summarize the three core steps for clarity and future reference.

Explain the independent worksheet practice and circulate to support deeper thinking.

Demonstrate one scenario if needed, then let pairs practice and swap roles.

Introduce the rules and start the timed team challenge.

Encourage honest reflection on today’s practice and concrete planning.

Preview Session 4’s focus (maintaining gains and planning ongoing practice) and set homework.

Welcome back to your final session of Flip Your Thoughts. Set a supportive tone and explain today’s focus on maintaining and building on your skills beyond this program.

Read each objective and emphasize that today is about planning for lasting change.

Guide pairs to complete the warm-up reflection, then invite volunteers to share.

Quickly recap each skill with a brief class discussion of which feels easiest and hardest.

Introduce the Maintenance Action Plan Worksheet and explain each section.

Explain the role-play steps and encourage use of action plan details.

Show an example hub-and-spoke map, then let students work independently.

Explain the race rules and keep it fast-paced.

Prompt students to write a concrete commitment for the coming week.

Close the program by congratulating students and encouraging ongoing practice.