Unit Plan 20 (Grade 2 Counselor): My Personal Coping Plan

Focus: Help students choose coping strategies that work for them personally. The counselor reviews tools such as breathing, counting, taking a break, movement, drawing, self-talk, and asking for help. Students create a simple coping plan with two or three strategies they can use at school when feelings become strong.

Grade Level: 2

Subject Area: School Counseling (Coping Strategies • Self-Regulation • Help-Seeking)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This Grade 2 counseling lesson helps students understand that coping tools can be personal. One student may feel calmer after slow breathing, while another student may need to draw, count, move safely, use self-talk, take a short break, or ask a trusted adult for help. The counselor emphasizes that coping plans help students know what to do before feelings become too big.

Students review several coping strategies and choose two or three that are safe, respectful, and realistic to use at school. They also learn that coping tools are helpful, but some feelings, worries, or problems need adult support. The goal is for each student to create a simple coping plan that names strategies they can try and a trusted adult they can go to when a feeling feels too big to handle alone.

Essential Questions

• What coping tools can students use when feelings become strong?
• How can students choose coping strategies that work for them personally?
• Why should coping tools be safe and respectful at school?
• When should students ask a trusted adult for help?
• How can a coping plan help students before a feeling becomes too big?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify coping strategies such as breathing, counting, positive self-talk, taking a break, movement, drawing, problem-solving, and asking for help.
2. Practice at least two coping tools that can be used safely at school.
3. Choose two or three personal coping strategies that may help when feelings become strong.
4. Create a simple coping plan for school situations.
5. Recognize when a feeling, worry, or problem feels too big to handle alone.
6. Identify an appropriate trusted adult who can help when coping tools are not enough.
7. (Optional Session) Apply personal coping plans to realistic Grade 2 scenarios through matching, role-play, or reflection.

Standards Alignment — Grade 2 (ASCA-based Custom)

• C:S2.2b — Choose and Practice Coping Strategies
  • Use coping tools such as breathing, counting, positive self-talk, taking a break, problem-solving, movement, or asking for help.
  • Example: A student chooses to take three slow breaths and say, “I can try again,” after making a mistake.
• C:S2.2c — Know When Feelings Need Adult Support
  • Recognize when a feeling, worry, or problem feels too big to handle alone and identify an appropriate trusted adult.
  • Example: A student says, “If I keep feeling scared at recess, I can tell my teacher or counselor.”

Success Criteria — Student Language

• I can name coping tools I can use at school.
• I can practice coping tools safely.
• I can choose two or three coping strategies that may work for me.
• I can tell when a feeling feels too big to handle alone.
• I can name a trusted adult I can ask for help.