DEAL WITH FRUSTRATION 3.11
Goal: To improve skills for expressing feelings
1. The student will be able to identify situations which cause frustrations.
2. The student will be able to identify body cues which signal the feeling of frustration.
3. The student will be able to maintain self control when in a frustrating situation.
1. Stop and think. "How does my body feel."
2. Take a deep breath.
3. Assess why you feel like this.
4. Think about choices you can make.
a. Say "I feel frustrated because. . . "
b. Ask someone for help.
c. Find something else to do.
d. Practice relaxation.
5. Do it.
Definition: Frustration can occur when you can't do what you want to, when something is really hard or when you're really disappointed.
Rationale: When you learn to deal with frustration you learn to be in control of yourself and to problem solve effectively to avoid further negative outcome.
• Discuss possible legal and social consequence of responding to frustration with anger or out of control behavior. • Discuss body signals with students (i.e. rapid heartbeat, muscle tension, etc.) and have students list individual physical reaction to stress.
• Ensure that students have had practice with relaxation strategies such as deep breathing, counting, and relaxation exercises.
• Engage students in one of the following activities: • Play game with level of difficulty - ask how they felt.
• Get examples from kids - things that are hard.
• Set up exaggerated situation where entire class pays consequence for inappropriate actions of one (i.e. student isn't sitting up straight, so the whole class will miss recess). Ask class how they feel.
• Discuss examples of past frustration, how it was handled and the final outcome.
• Use these as basis for later role-plays.
Model/Role-play with Feedback
Role Play Situations:
• Your school work is too hard.
• You get blamed for drawing on the bathroom wall.
• Your best friend dumps you and talks behind your back.
• You're not able to shoot baskets as well as others.
• You get turned down for a date.
• You can't use the family car.
• You can't tie your shoes.
• Your little brother pulls out a toy you just put away.
• You have to clean your room instead of playing.
• You did homework all wrong.
• Your paper is too sloppy.
• You tear your paper while erasing.
• You keep striking out.
• You can't jump rope as well as others.
• You can't ride a two wheeler.
• You can't write your name.
• You have trouble learning cursive.
Application with feedback
• Provide scripted or prompted role play situations. Given a few minutes to prepare, students pair up and perform process steps with cueing from teacher. Rest of class would consist of the teacher and self-feedback using a rating sheets with steps. • If possible, paired students practice process steps with new role play situations, give each other feedback and present final "performance" before the whole class. rating. Phase out cues and prompts in the new role play situations. If not possible to do group pairing, have students "practice" in pairs before the group. • Five students get buttons to pin on when they feel frustrated.
• Teacher monitors and completes checklist. • Students play games: scrambled letters, Labyrinth, water games, word searchers - with time limits to increase frustration.
• Set up situations with other teachers to watch for examples of skill use. Example: teacher gives huge amount of homework, refuses privileges, changes lock on locker, and changes daily schedule. Monitor student's behavior outside classroom.
• Homework activity: Students write process steps on homework sheet. Use steps in frustrating situation with "outside person" to sign homework sheet and make comments about student's ability to deal with frustration. Share with class, self-evaluate. Positive reinforcement provided for successful completion.