7 C's of Resilience
name two of the seven C's
character
contribution
Please provide a description of this curriculum.
irrational thoughts that can influence your emotions
our mind convincing us of things that are untrue
thoughts that cause individuals to perceive reality inaccurately
Is WRAP required or optional for BHIS and FCS clients?
Required for both BHIS and FCS clients.
What are the colors of the four zones?
Blue
Green
Yellow
Red
What are the three colors of the stop and think stoplight and what do they mean?
Red-stop
Yellow-slow down/think
Green-go/make a choice
name 5 of the 7 C's
character
confidence
contribution
coping
control
What is a phrase or internal thought a client struggling with cognitive distortions may think/say?
"Nobody cares about me"
"I'm not good at math"
"People always bully me"
"I know I'm going to fail this test"
When is WRAP due?
within 30 days
Describe each of the zones
blue: low state of alertness
green: ideal state of alertness
yellow: heightened state of alertness
red: extremely heightened state of alertness
when they are excited
under pressure
immediate trigger
bored
Name a benefit of teaching this curriculum
Clients can utilize these skills to excel in current habits and take these skills with them throughout adulthood.
Name 3 cognitive distortions
Overgeneralization
Filtering
Catastrophizing
Blaming
Emotional reasoning
etc.
How often does WRAP need updated?
Every 6 months
Name three standard feelings for each zone
blue: sick, depressed, lonely
green: happy, proud, loved
yellow: anxious, frustrated, energetic
red: mad, out of control, overwhelmed
Name a typical goal that an FCS or BHIS client may have that you could use the stop and think curriculum for
Client will will sustain attention and concentration by increasing the frequency of on-task behaviors from 1x/daily to 4-5x/daily.
Client will reduce inattention from 5x/daily to 1-2x/daily.
Client will learn and implement impulse control skills (i.e., 'stop and think,' understanding consequences) to reduce impulsive behaviors (i.e., grabbing things without permission, etc.) from daily, 5-6x per day to 2-3x per day or fewer
Please name the C you teach most and two activities that can go along with this.
open ended
Share an activity you could use with an elementary aged client
Affirmations they can read when experiencing a cognitive distortions.
What are the three crisis resources listed at the bottom of the WRAP?
988, Foundation 2, Your Life Iowa hotline
Identify three activities you can use for an elementary aged child you are teaching the zones to.
zones bingo
uno
sorting feelings into zones
If a client struggles with appropriately maintaining attention/energy in a classroom, what could you suggest?
fidget strips
touchpoint
affirmations sticky note
Identify an activity that would work towards coping and control
Example: How can we manage our disappointment when a friend declines to hang out with us?
Share an activity for a middle/high school aged student with this curriculum
Replacing negative thoughts with positive
Role play
Name all of the steps on the WRAP and an example for each prompt.
Wellness/recovery tools: journaling
Trigger: getting told no
Warning sign: face turning red
Who to contact: grandma
What helps: getting to take a break
Please don't: yell at me
Identify three activities you can use to teach the zones to a middle/high school aged client.
mood tracker
posters for each zone
coping toolbox for each zone
Name three activities that could help a client or family to implement stop and think in conflicts.
Role play scenarios
increase awareness of their warning signs
identify conflict helpers vs breakers
review pros and cons of choices
grounding exercises