EDUCATION / BEHAVIORAL MANAGEMENT

Quotes

“The series is highly recommended and will prove invaluable to school professionals with structured lesson plans and supplementary materials to help all students succeed.” —Lori Ernsperger, Ph.D., BCBA-D, Executive Director of Behavioral Training Resource Center
“My colleagues and I have conducted several studies on the curricula in the Strong Kids series and have been impressed with how easily public school educators have been able to implement these with fidelity. We have also documented improvements in students’ internalizing symptoms (e.g., anxiety and depression) following implementation of Strong Kids.” —Paul Caldarella, Ph.D., Associate Professor, Brigham Young University

Curriculum Overview

Grades 9-12

Each social-emotional competence—the foundation of school and social success—with the NEW edition of the Strong Teens—Grades 9–12 curriculum! Part of the Strong Teens is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is:

• Low cost and low tech
• Proven to help increase students’ knowledge of social and emotional concepts and decrease their emotional and behavioral problems.

STRONG KIDS

Other programs in Strong Kids™:

• Merrell’s Strong Start—Pre-K: A Social & Emotional Learning Curriculum
• Merrell’s Strong Start—Grades K–2: A Social & Emotional Learning Curriculum
• Merrell’s Strong Kids—Grades 3–5: A Social & Emotional Learning Curriculum
• Merrell’s Strong Kids—Grades 6–8: A Social & Emotional Learning Curriculum
• Sample lesson from Merrell's Strong Start—Grades 9-12: A Social & Emotional Learning Curriculum, Second Edition by Dianna Carrizales-Engelmann, Ph.D., Laura L. Feuerborn, Ph.D., Barbara A. Gueldner, Ph.D., & Oanh K. Tran, Ph.D.

Lesson Overview

Merrell’s Strong Teens—Grades 9–12

By
Dianna Carrizales-Engelmann, Ph.D.
University of Oregon, Eugene

Laura L. Feuerborn, Ph.D.
University of Washington, Tacoma

Barbara A. Gueldner, Ph.D.
Successful Kids Today

Oanh K. Tran, Ph.D.
California State University

PAUL H BROOKES PUBLISHING CO.

About the Authors

Dianna Carrizales-Engelmann, Ph.D.

Dianna Carrizales-Engelmann is currently an instructor at the University of Oregon in Eugene specializing in performance assessment for teacher preparation.

Laura L. Feuerborn, Ph.D.

Associate Professor at the University of Washington, Tacoma.

Barbara A. Gueldner, Ph.D.

A licensed psychologist and nationally certified school psychologist.

Oanh K. Tran, Ph.D.

Professor, Department of Educational Psychology, California State University, East Bay.

Lesson 1: Clear Thinking 1

Purpose and Objectives

This lesson teaches students an awareness and understanding of common thinking traps. In this lesson, students will:

• Understand the influence of thoughts on emotions and behaviors.
• Develop an awareness of their own thoughts.
• Identify common thinking traps that affect behavior.

Materials Needed

• Supplements 6.1–6.2 (online download and handout)
• Additional props (dark glasses, binoculars, fortune cookie)

Key Terms and Definitions

Thinking traps

Thoughts or patterns of thoughts that are inaccurate, unrealistic, or distorted interpretations of events.

Self-talk

A type of thought aimed at oneself or the things we say to ourselves.

Example Situations

1. Mark’s parents are getting a divorce. He thinks this is all his fault.
2. Antonio’s advisor suggested that he apply for college. He decided not to because he feels underqualified.
3. Emiko’s friend did not side with her opinion during a group disagreement, leading her to feel isolated.

Putting It All Together

Activity

Put the learned concepts into practice by summarizing key situations and identifying the thinking traps involved through group discussions or individual assignments.