Emotion Wheel
A person says, “I’m just mad.” Name one more specific emotion they may actually be feeling.
Hurt, embarrassed, rejected, disappointed, jealous, overwhelmed, afraid, disrespected.
Name one internal trigger that could make someone more likely to overreact.
Hunger, tiredness, headache, stress, negative thoughts, memories, anxiety.
Name two body signals that can show someone is becoming escalated.
Answer: Fast heartbeat, tight fists, hot face, tense body, loud voice, pacing, crying, stomachache, shaking.
What is the purpose of grounding?
Answer: To bring your mind and body back to the present moment and help calm your nervous system.
Name the four escalation zones in order.
Answer: Green, yellow, orange, red.
Why might anger be called a “cover emotion”?
Because anger can hide deeper emotions like sadness, fear, shame, embarrassment, or hurt.
Name one external trigger that could happen in an afterschool program.
Answer: Being teased, losing a game, being corrected, loud noise, peer conflict, being left out, someone touching their things.
Why are body signals important to notice before behavior happens?
Answer: They give an early warning that emotions are rising, so the person can use a skill before they lose control.
Why does the 5-4-3-2-1 method use the senses?
Answer: The senses help shift attention away from the trigger and back to what is happening right now.
What is the goal of using coping skills in the yellow zone?
Answer: To prevent the feeling from growing into orange or red.
A student gets quiet after being laughed at. They say, “I don’t care.” Name two emotions they may be feeling underneath.
Embarrassed, rejected, hurt, ashamed, sad, anxious, disappointed.
A student becomes upset after being told “no.” Is the word “no” an internal or external trigger? What internal trigger might also be happening?
“No” is external. Internal triggers could be disappointment, embarrassment, feeling rejected, feeling powerless, or thinking “nobody cares about me.”
A student is clenching their jaw, breathing fast, and staring at another student. What zone might they be in, and why?
Answer: Yellow or orange. Their body is showing warning signs that they are becoming angry, tense, or ready to react.
A student says, “Grounding won’t fix my problem.” What could you say back?
Answer: “Grounding may not fix the problem, but it can help calm your body so you can think clearly and choose what to do next.”
Turn this into an I-statement: “You embarrassed me in front of everyone.”
Answer: “I felt embarrassed when that was said in front of the group because I didn’t want attention on me.”
Explain the difference between feeling frustrated and feeling disrespected.
Frustrated means something is not going how you want or feels difficult. Disrespected means you feel someone crossed a boundary, ignored your worth, or treated you unfairly.
Two students lose the same game. One laughs, and one yells. Why can the same trigger cause different reactions?
Answer: People have different thoughts, past experiences, coping skills, stress levels, expectations, and emotional tolerance.
Explain the difference between a body signal and a behavior.
Answer: A body signal is what happens inside or physically before reacting. A behavior is the action someone takes, like yelling, walking away, hitting, crying, or shutting down.
Name a grounding skill that could be used quietly without anyone noticing.
Answer: Pressing feet into the floor, counting colors, slow breathing, naming objects silently, feeling the chair, noticing sounds.
Why does an I-statement still need a respectful tone?
Answer: Because even the right words can become harmful if they are said aggressively, sarcastically, or disrespectfully.
A student says, “I hate everyone in this room.” What might be a more accurate feeling statement?
Answer: “I feel overwhelmed,” “I feel embarrassed,” “I feel left out,” “I feel hurt,” or “I feel angry because I feel disrespected.”
A student says, “They made me hit them.” What is a healthier way to explain what happened?
Answer: “I was triggered by what they did, but I am still responsible for my reaction. I could have used a coping skill or asked for help.”
A student says, “I go from 0 to 100.” What could you teach them to look for before they reach 100?
Answer: Early warning signs like tight chest, fast heartbeat, thoughts becoming negative, face getting hot, feeling restless, getting louder, or wanting to leave.
A student is in the orange zone and is too upset to talk. What grounding skill would you choose and why?
Answer: A simple body-based skill like breathing, taking space, holding something cold, pressing feet into the floor, or naming 5 things they see because it does not require a lot of talking.
A student is in the red zone and throwing objects. Should staff focus first on processing feelings or safety? Explain
Answer: Safety first. Processing feelings comes later when the student is calmer and able to think clearly.