Recognize Emotions
Coping and Handling Hurtful Comments
Handling Peer Pressure
Safe Bystander Choices
Self-Calming Strategies
100

Name two facial cues you might see when someone is feeling embarrassed in a social situation at school.

blushing/flush on cheeks, looking down or away, quick nervous smile, covering face with hand, avoiding eye contact

100

One simple assertive sentence to handle teasing

 “Please stop — that’s not funny to me.” / “I don’t like that. Please stop.”

100

Short refusal phrase

 “No thanks.” / “I’m not into that.” / “Nah, I’m good.”

100

One helpful action witnessing hallway teasing

- Intervene verbally (“Hey, that’s not cool.”)

- Create a distraction

- Walk with the targeted student to show support

- Get an adult.

100

Name a quick breathing technique 

 Box breathing — inhale for 4, hold 4, exhale 4, hold 4; or 4-4-4.

200

What are three internal feelings you may feel after making a joke and experiencing silence

Hurt, embarrassed, excluded, anxious, embarrassed, ashamed, self‑conscious. 

*IMPORTANT: Internal feelings vs. External Cues (behavior)*

200

Difference between sarcasm and an "I" statement  

  • Sarcasm example: “Wow, hilarious — you’re so original.” (passive-aggressive; can escalate).
  • I‑statement example: “I feel hurt when you say that because it targets my clothes.” (direct, expresses feeling & effect).
200

Think of a “Delay” technique example line 

- (Think about how you can delay/avoid an immediate answer to someone)

Buy time to avoid immediate yes/no. Example: “I’ll pass for now — let me think about it,” or “Can I get back to you?”

Use delaying to check with values or trusted adult.  

200

How do we safely intervene without escalating risk?  

  • Definition/example: Intervention that reduces harm without escalating risk. Example: “I don’t think that’s funny — come on, let’s go,” or telling a staff member what you saw.
  • Emphasize choosing an approach based on the situation — avoid direct confrontation if the bully is physically aggressive.
200

Describe a grounding technique for hallway stress

5‑4‑3‑2‑1 grounding (name 5 things you see, 4 you can touch, 3 you hear, 2 you smell, 1 you taste or a positive affirmation). Or press feet into floor and name surroundings.

300

Difference between anger and frustration in body language

Anger often shows clenched jaw, tightened fists, rigid posture, direct glaring eye contact; frustration may show sighing, pacing, rubbing temples, softer or exasperated facial expression.

300

Give two private and two public responses to teasing

  • Private responses (one-on-one or away from crowd): a) “That comment makes me uncomfortable — please stop.” b) Ask a supportive friend: “Can we talk in private?” to get help.
  • Public responses (in front of group): a) Short assertive boundary: “That’s not okay.” b) Redirect: “Let’s talk about something else,” or use humor that defuses without attacking.
300

Discuss a brief plan to leave risky situation while preserving friendship (2–3 steps).

Example plan: 

a) Use an excuse to leave (“I need to meet someone/ I have homework”). 

b) Offer alternative: “Let’s do something else.” 

c) Follow up later: check in with friend one-on-one to explain your limits

300

Three bystander roles, what are they? (Positive helper, passive bystander, reinforcer)

  • Positive helper: Steps in to support the target, gets help, or distracts.
  • Passive bystander: Watches or laughs (contributes indirectly).
  • Reinforcer: Joins in teasing or encourages bully (escalates).
300

How does counting backward from 10 change physical response?

Counting engages the prefrontal cortex and interrupts the automatic fight‑or‑flight response, giving time for breathing to slow and heart rate to drop.

400

A friend is fidgeting, lip biting, glancing at exit, what are two emotion possibilities they are exhibiting?

  • Possibility A: Anxiety — clues: fidgeting, lip biting, scanning for exit (wanting to leave), tense posture.
  • Possibility B: Overwhelm/overstimulation or social discomfort — clues: avoidance of sustained eye contact, repetitive movements, need for escape.
400

Act out this 2–3 line role‑play script with correct tone of voice

  • Student: “Please stop. I don’t think that’s funny.”
  • Teaser: “What? It’s a joke.”
  • Student: “I’m serious — I want you to stop now.” (Teaser backs off.)
400

How would you reply to a friend who is trying to post an embarrasing video of you? They may think it is funny and nothing big, but it bothers you a lot, you don't feel comfortable and you feel that it may embarrass you.

  • Example reply: “I don’t want to post that — it makes me and others look bad. I’d rather not be part of this.”
400

Scenario where bystander de-escalates conflict

  • Example actions: Bystander calmly intervenes: “Hey, break it up — this isn’t cool,” physically positions themself between students at safe distance, asks the target a question unrelated to conflict to redirect, and seeks adult assistance.
  • Why it worked: Removes audience, provides neutral framing, offers immediate support, and signals adult involvement if needed.
400

What can you say to yourself to reduce panic from an upsetting message

“This message doesn’t define me. I’ll step away for a minute, breathe, and respond when I’m calm.”

500

Primary and secondary emotions for exclusion in group chat

Primary emotion — hurt/feeling excluded. 

Secondary emotion — embarrassment or anger, maybe shame or loneliness.

500

When to seek adult help — three signs

  • Signs: 
  • a) The teasing is ongoing or escalating (repeated incidents). b) Teasing involves threats, physical intimidation, or sexual content. 
  • c) The student is visibly distressed (crying, withdrawing, decline in school performance) or safety is at risk.
500

How does sticking to your values help resist peer pressure? Discuss as a group.

  • Explanation: Identifying values (respect, privacy, future goals) gives a default decision framework. 
  • Example: If a student values reputation and college applications, they may refuse risky behavior like posting humiliating content because it could harm future opportunities. Likely outcome: less regret, preserved relationships with respectful peers.
500

Three-step decision tree for cyberbullying, discuss!

  • Step 1: Assess safety — If threats of harm or explicit content, save evidence and tell an adult immediately.
  • Step 2: Support the target privately — reach out to the person being bullied, offer emotional support and resources.
  • Step 3: Report via school protocols or platform reporting tools; avoid sharing or amplifying content.
500

4-step calm-down plan, do you know what it is?

  • Step 1 (Sensory): Slow breathing for two minutes (4‑4 pattern) or hold a small object to feel texture.
  • Step 2 (Physical): Change location — step outside or go to a quiet area to reduce stimulation.
  • Step 3 (Cognitive): Use a grounding exercise or brief self-talk: “I am safe; this will pass.”
  • Step 4 (Action/Reflect): If needed, talk to a trusted friend/adult and plan one practical step (e.g., craft a short message or ask for help).
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