|
|
1. Topic-
|
|
|
2. Content-
|
| Helping children manage emotion.This happens by children being able
to identify emotions (emotion bingo, the ability to identify others
emotions and their own) understanding what other emotions means, how
different situations can bring up certain emotions, how to handle
those emotions properly and without rift, and the ability to deal
with/cope with the emotions in certain environments. |
| |
|
3. Goals: Aims/Outcomes-
|
1. Children should be able to identify emotions (their own and others)
2. Understanding what emotions mean and how it influences daily life
3.Types of emotions and where they may occur
4. What emotions may occur in everyday life
5. What are coping skills?
6. Learning appropriate and healthy coping skills to use when their
emotions become to much.
7. Putting it into action!
|
| |
|
|
4. Objectives-
|
1. When children are able to understand and comprehend their emotions
and others they begin to understand what emotions means and looks
like.
2. Understanding emotion and how it influences everyday life can help
students understand how their feelings and emotions influences their
behavior
3. Once students are successfully able to identify and understand
the meaning of emotions, they should be able to identify and state
what emotions may occur in certain situations
4. Students should be able to identify what emotions or feelings they
experience most
5. Students will learn what coping skills are and how they are helpful
in managing their emotional process which will help them in the long
run.
6. Finding and learning about different coping skills that work best
for them. |
| |
|
5. Materials and Aids-
|
| Emotional bingo, Feelings wheel, YT videos, activity worksheets, |
| |
|
6. Procedures/Methods-
|
|
Practice-
1.Practice will be done weekly in the therapeutic process
2. Practice will be done at home with family |
| |
|
|
Independent Practice-
| Parents should measure their child's progress throughout the week
during conversations or when the child is visibly upset. |
| |
|
|
Checking for understanding-
| 1Therapist should check in and explain what the student may not
understand and explain it on the level where they are better suited
to understand |
| |
|
7. Evaluation-
|
| When parent or student reports using their coping skill or has the
ability to report what emotion they felt in situations outside of
the therapeutic process, therapist will then know progress has been
made consecutively for six weeks. |
| |
|