Life Skills Training Managing Stress

Sample
Lesson
About the Developer

Gilbert J. Botvin, Ph.D., developed the Botvin LifeSkills Training program and created National Health
Promotion Associates as the national training center to support providers teaching the program.
One of Americas foremost experts on drug abuse prevention, Dr. Botvin is a professor of Public Health
and Psychiatry and Chief, Division of Prevention and Health Behavior, Department of Public Health,
Weill Cornell Medical College, Cornell University. He has served as adviser and consultant to a host
of renowned organizations including the World Health Organization, the National Centers for Disease
Control, the National Institute on Drug Abuse, and the White House Office of Drug Control Policy. He
has been honored with the FBIs National Leadership Award for his work in drug abuse prevention and
received a prestigious MERIT award from the National Institute on Drug Abuse for his achievements as
an outstanding prevention researcher.
Dr. Botvin earned a Ph.D. from Columbia University, has training and experience in developmental and
clinical psychology, and has published more than 200 scientific papers and book chapters concerning
prevention.
LifeSkills Training Transitions Program

Program Overview
The Botvin LifeSkills Training Transitions program is a highly
interactive, skills-based program designed to promote positive
health and personal development. This program helps adolescents
navigate the transition from high school into the workforce
and higher education. The program guides students to achieve
competency in the skills that have been found to reduce and
prevent substance use and violence.
Program Structure
n
Grades 11-12
Consists of 6 class sessions
Approximately 40-45 minutes for each session
Taught either as an intensive mini-series or on a more extended

schedule
Can be used alone or in combination as maintenance to the

LifeSkills Training High School program
Program Learning Objectives

The Botvin LifeSkills Training Transitions program uses a
developmentally appropriate integrated approach designed
to strengthen student abilities in the following areas:
n
Personal Self-Management Skills

Provides students with strategies for decision-making,
managing stress, and anger.
General Social Skills

Enables students to strengthen their communication skills
and build healthy relationships.
Drug Resistance Skills

Empowers students to understand the consequences
of substance use and risk-taking, and the influences of
the media.
Program Components
n
Comprehensive, easy-to-use Teachers Manual
Student Guide
Companion website
Podcasts
Promoting Health and

Personal Development
s
Contain ns
Lesso
Sample t Guide
uden
from St nd
a
Manual
s
r
e
h
c
a
Te
Transitions
Gilbert J. Botvin, Ph.D.
Professor of Public Health
Professor of Psychiatry
Chief, Division of Prevention

and Health Behavior,
Department of Public Health,
Weill Cornell Medical College
Cornell University
Princeton Health Press

1.800.293.4969
www.lifeskillstraining.com
01.10
Copyright Gilbert J. Botvin, 1979-2010. All Rights Reserved. No part of this manual may be reproduced in any form or by an means,
electronic or mechanical, including photocopying, recording, or by any information storage or retrieval system, without permission in writing.
Sample Lesson Only - Not Intended for Duplication
Acknowledgments
We would like to acknowledge the assistance of the following individuals
at National Health Promotion Associates:
Christopher Williams, Ph.D.

Senior Vice President
Jessica Samuolis, Ph.D.
Research Scientist
Janine Bennett, M.A.
Research Coordinator
Brian Cesario, M.A.
Research Coordinator
Allison Metz
Research Assistant
Alayne MacArthur
Curriculum and Instructional Design Specialist
Kathleen Silloway
Developmental Editor
Jennifer Donato, M.A.
Assistant Editor
We gratefully acknowledge the assistance of the following professionals and educators:

Martha Tingen, Evans, GA
Angela Croce, San Diego, CA
Finally, we would like to thank our design consultants at Page2.
Copyright 2010 Gilbert J. Botvin. All Rights Reserved. No part of this manual may be reproduced in any form or by any means, electronic
or mechanical, including photocopying, recording, or by an information storage or retrieval system, without permission in writing.
Managing StreSS
Transitions bring with them new opportunities as well as potential

sources of stress. By learning to develop resilience as well as
stress management techniques, you can take advantage of the
opportunities that come with transitions.
In this unit, you will:
examine resilience and self-assess various traits associated

with it
explore the challenges and opportunities that may accompany

the common transitions of young adulthood
learn and apply stress management techniques that can

help cultivate resilience
understand how the use of substances can undermine resilience
Think About It
Activity A: Resilience Inventory
Resilient people find a way to benefit from the opportunities presented them without acting
in ways that are harmful to themselves or others.
Resilience is the ability to respond to a challenge and adapt to changed circumstances.
Read the statements, and indicate how often you recognize these thoughts and behaviors in yourself.
Circle the number that fits for each statement: 1 = rarely | 2 = sometimes | 3 = almost always
1 2 3
I can handle stressful times, which can have a lot of uncertainty.
1 2 3
I possess skills to help me relax and handle stress.
1 2 3
I have a supportive network of people with whom I interact regularly.
1 2 3
I keep a positive attitude even in difficult situations.
1 2 3
I stick to routines and take good care of myself.
1 2 3
I rely on myself and have confidence in myself.
1 2 3
I communicate how I feel in a variety of ways, like talking or making music.
1 2 3
I keep my eye on the big picture even in challenging situations.
1 2 3
I know what my priorities are, and my actions help me achieve them.
1 2 3
I help others, which helps keep my problems in perspective.
These behaviors and thoughts are often found in resilient people, but no one has them all.
Being aware of your own strengths is an important part of cultivating resilience, as is working
on developing areas you identify as needing improvement.
L i f e S k i l l s Tr a i n i n g : Tr a n s i t i o n s S t u d e n t G u i d e
Figure It Out
Activity B: Stress Management Techniques
A trigger is a situation, person, place, or thing that can cause you to feel stress.
Deep Breathing and Being Your Own Best Friend are two techniques for responding to triggers.
They will help you calm your body and your mind during moments of stress and anxiety. Use them
in combination with the 10 Bounce-Back Techniques (page 6) to give you a powerful toolset for
navigating stressful situations.
Deep Breathing
1
Put your hand on your stomach, just above your waistline.
Inhale slowly and gently for a count of four so that you feel
the air expanding into your lower chest and abdomen.
Hold for a count of four.
Exhale slowly and gently for a count of four.
Repeat 4-5 times or until you feel calm.
Being Your Own Best Friend

We are often harder on ourselves and more likely to see our
own situation in a negative light than we would see it for others.
Help yourself just as you would a good friend. Answer these
questions:
Would I say these things to a close friend who was

in a similar situation?
What would I say to a friend that would be helpful?
3: Managing Stress
Figure It Out
(continued)
Activity C: 10 Bounce-Back Techniques* for Managing Stress

Work with your group. Suggest three ways to make the techniques work for you.
1. Get together, get connected with friends, family, community,

religious, and/or social groups.
2. Cut yourself some slack when youre feeling stressed. Go easy on
yourselfand on your friends and family.
3. Create a hassle-free zone, a place where you feel safe and
comfortable and free from stress and anxiety.
4. Stick to the program: During a time of major stress, make sure you
have a routine.
5. Take care of yourselfphysically, mentally, and emotionally.
6. Take control so you can maintain your balance and focus on steps
toward your goals.
7. Express yourself and your emotions, be it through writing or by
creating something.
8. Help somebody either by volunteering in your community or at your
school, or by helping a friend.
9. Put things in perspective: Eventually, things change and hard times
end. Remember a time when you successfully handled a challenge.
10. Turn it off: Try to limit the amount of media you take in, including
television and the Internet.
How might using substances impact these techniques effectiveness?
*Adapted with permission from Resilience for Teens (See http://www.apahelpcenter.org/articles/article.php?id=160.) Copyright 2004
by the American Psychological Association. For more information on health and emotional wellness, go to www.APAHelpCenter.org.
Do It Now
Make It Happen
Activity D: Bounce-Back Practice

With your group, choose three triggers from those identified by your class in Activity B.
Which Stress Management and Bounce-Back Techniques (pages 5-6) would you advise
a person to use to help handle each trigger? What benefit would each technique provide?
Trigger(s):
What causes stress?
Stress Management / BounceBack Technique(s) to use
Benefit of technique
Meeting with a
supervisor
Deep breathing
Put things in perspective
Calms nerves
This is part of my job
Its our first meeting
and Ill get used to it
Trigger(s):
What causes stress?
1.
2.
3.
Wrap Up
3: Managing Stress
tea
Teachers Manual
Managing
anaging StreSS
treSS
KEY TO ICONS
Facilitation
Coaching
BR
Behavioral
Rehearsal
Assessment
OVERVIEW
Timing: 45 minutes
Concepts
resilience
triggers
Activity A:
Activity B:
Activity C:
Activity D:
Materials
Appendix 3-1 (page 17): Bounce-Back
Technique Cards (Activity C).
Photocopy and separate.
Resilience Inventory
Stress Management Techniques
10 Bounce-Back Techniques for Managing Stress
Bounce-Back Practice
Background
The assumption of new responsibilities, new schedules, and new relationships
associated with transitions can lead to stress. Young adults will benefit from
having skills to manage stress in healthy ways. In this unit, students will
learn to manage stress in ways that help build resilience and allow them to
thrive, especially during challenging times. By learning and adopting healthy
and effective ways to cope with stress, students can take advantage of the
opportunities that also accompany times of transition.
Goals
In this unit, students will:
examine resilience and self-assess various traits associated with it

explore the challenges and opportunities that may accompany the
common transitions of young adulthood
learn and apply stress management techniques that can help
cultivate resilience
understand how the use of substances can undermine resilience
L i f e S k i l l s Tr a i n i n g : Tr a n s i t i o n s Te a c h e r s M a n u a l
Think About It
Suggested
Timing
10 minutes
Think About It
Activity A: Resilience Inventory
Activity A: Resilience
Inventory
Resilient people find a way to benefit from the opportunities presented them without acting
in ways that are harmful to themselves or others.
Read the statements, and indicate how often you recognize these thoughts and behaviors in yourself.
Circle the number that fits for each statement: 1 = rarely | 2 = sometimes | 3 = almost always
Goal
Students will:
examine resilience and self-assess various
traits associated with it
Teaching Strategy
Facilitation
Instructions
1. State the goal of the activity.
1 2 3
I can handle stressful times, which can have a lot of uncertainty.
1 2 3
I possess skills to help me relax and handle stress.
1 2 3
I have a supportive network of people with whom I interact regularly.
1 2 3
I keep a positive attitude even in difficult situations.
1 2 3
I stick to routines and take good care of myself.
1 2 3
I rely on myself and have confidence in myself.
1 2 3
I communicate how I feel in a variety of ways, like talking or making music.
1 2 3
I keep my eye on the big picture even in challenging situations.
1 2 3
I know what my priorities are, and my actions help me achieve them.
1 2 3
I help others, which helps keep my problems in perspective.
These behaviors and thoughts are often found in resilient people, but no one has them all.
Being aware of your own strengths is an important part of cultivating resilience, as is working
on developing areas you identify as needing improvement.
2. Invite students to offer examples of what

they think of as being resilient.
Elicit what in themselves demonstrates
their resilience. Facilitate the discussion to include the definition of resilience:
4
SG page 4

3. Invite students to discuss what benefits they think might result from developing resilience.
Prompt them to think about how having itor not having itmight affect their emotional,
mental, and physical health.
4. Inform students that resilient people find a way to benefit from the opportunities presented
without acting in ways that are harmful to themselves or others.
5. Have students turn to Activity A on page 4 of the Student Guide. Review the instructions
and ask students to complete the Resilience Inventory.
6. Invite volunteers to share an area that they marked as a 3 (almost always, or a strength), as
well as one they marked as a 1 (rarely, or needing improvement). Point out that resilient people
often possess some of these behaviors or
TIP
thoughts, but that no one has them all. Being
If students are hesitant to share verbally,
aware of personal strengths is an important
they can write their comments on a selfpart of cultivating resilience, as is developing
stick note and post them on a flip chart.
areas identified as needing improvement.
You can then read them aloud.
Solicit and summarize responses.
Points To Make
c
Being aware of personal strengths is an important part of cultivating resilience during

transitions.
Resilience allows us to handle challenges and take advantage of opportunities that

may come with a transition.
Figure It Out
Suggested
Timing
10 minutes
Activity B: Stress
Management Techniques
Figure It Out
Activity B: Stress Management Techniques
Deep Breathing and Being Your Own Best Friend are two techniques for responding to triggers.
They will help you calm your body and your mind during moments of stress and anxiety. Use them
in combination with the 10 Bounce-Back Techniques (page 16) to give you a powerful toolset for
navigating stressful situations.
Goals
Students will:
explore the challenges and opportunities that
may accompany the common transitions of
young adulthood
learn and apply stress management techniques
that can help cultivate resilience
Deep Breathing
1
Put your hand on your stomach, just above your waistline.
Inhale slowly and gently for a count of four so that you feel
the air expanding into your lower chest and abdomen.
Exhale slowly and gently for a count of four.

We are often harder on ourselves and more likely to see our
own situation in a negative light than we would see it for others.
Help yourself just as you would a good friend. Answer these
questions:
Teaching Strategies
Facilitation
Coaching
Behavioral Rehearsal
Assessment
Would I say these things to a close friend who was

in a similar situation?
What would I say to a friend that would be helpful?
SG page 5
3: Managing Stress
Instructions
1. Introduce the goals of the activity.

2. Ask students what effect they think stress might have on their ability to navigate transitions
in their lives, be they large or small. For example, does it help them handle the challenges
and opportunities, or does it slow them down?
3. Write column heads of Triggers, How is the stress felt? and How is the stress managed?
on a flip chart.
4. Elicit what might cause stress during a transition (for example, first day on a new job,
meeting a new roommate at college). Write the ideas under Triggers and define the term:
Point out that triggers are stressors. Triggers cause reactions that can be physical,
emotional, or both.
5. Ask students for examples of how they feel physically when they experience this or a similar
situation (for example, hands sweaty, excited, heart racing); write their examples under How
is the stress felt?
6. Elicit suggestions about how to handle these triggers (responses might include smoke
a cigarette, go for a run, leave the room). Write their suggestions under How is the stress
managed? Ask students whether these responses are healthy and help move them toward
a goal, or unhealthy and prevent them reaching a goal.
7. If students suggest substancesalcohol, drugs, cigarettesas a means to cope, address
how substances may seem to help handle stress, but in reality they can make the stress
worse. Emphasize that the use of substances can negatively affect how we think and
respond, as well as impair our ability to make sound judgments and take appropriate actions
to solve problems. Ask students what effect they think using substances might have on them
navigating a transition successfully.
10
8. Tell students they are going to learn two techniques they can use to effectively manage
stress: Deep Breathing and Being Your Own Best Friend. These are techniques they can
do anytime, anywhere, to help them deal with stressful situations.
C
BR
9. Ask students to sit comfortably and close their eyes if they wish. Introduce Deep Breathing;
read the steps aloud and lead the students through the technique.
10. When finished, have students open to Activity B on page 5 of the Student Guide.
Introduce Being Your Own Best Friend. Inform them that reframing a situation in
this way is an effective technique for handling emotional reactions to stress.
11. Have students work in pairs to identify a trigger situation for someone their age.
Have them discuss what they would say to a friend in this situation, and how their
advice would help the friend.
Deep Breathing

We are often harder on ourselves and
more likely to see our own situation in
a negative light than we would see it for
others. Help yourself just as you would a
good friend. Answer these questions:
Put your hand on your stomach, just

above your waistline.
Inhale slowly and gently for a count of

four so that you feel the air expanding
into your lower chest and abdomen.
Exhale slowly and gently for a count

of four.
Would I say these things to a close

friend who was in a similar situation?
What would I say to a friend that

would be helpful?
12. Process the activity with these open questions.
Observe
j
j
What do you notice about triggers?

What do you notice about the effect of each technique?
Analyze
j
What is the benefit of practicing stress management techniques during transitions?
Predict
j
What might happen if we didnt have a healthy way to respond to our triggers?
Suggest
j
How can these techniques help us cultivate resilience?
Points To Make
c
Stress is a normal part of life and can accompany times of transition.
Practicing simple stress management techniques that we can do anytime, anywhere,

can help us deal with stressful situations when they occur.
11
Suggested
Timing
15 minutes
Activity C: 10 Bounce-Back
Techniques for Managing
Stress
Figure It Out
(continued)

Work with your group. Suggest three ways to make the techniques work for you.
1. Get together, get connected with friends, family, community,

religious, and/or social groups.
Goals
2. Cut yourself some slack when youre feeling stressed. Go easy on

yourselfand on your friends and family.
Students will:
3. Create a hassle-free zone, a place where you feel safe and

comfortable and free from stress and anxiety.
learn and apply stress management

techniques that can help cultivate resilience
understand how the use of substances can
undermine resilience
4. Stick to the program: During a time of major stress, make sure you
have a routine.
6. Take control so you can maintain your balance and focus on steps
toward your goals.
7. Express yourself and your emotions, be it through writing or by
creating something.
Preparation
8. Help somebody either by volunteering in your community or at your

school, or by helping a friend.
9. Put things in perspective: Eventually, things change and hard times
end. Remember a time when you successfully handled a challenge.
Set up five stations around the room. At each

station, place one Bounce-Back Technique Card
(Appendix 3-1, page 17).
10. Turn it off: Try to limit the amount of media you take in, including
television and the Internet.
Teaching Strategies
Facilitation
Assessment
SG page 6
Instructions
1. Introduce the goals of the activity.

2. Inform students that there are additional techniques they can learn to manage stress.
Have students turn to Activity C: 10 Bounce-Back Techniques for Managing Stress on
page 6 of the Student Guide and read them.
BR
3. Place students into five small groups. Assign each group to a station and direct them to
go there.
4. Tell students that each group will generate three ideas on how to implement each of their
two techniques and then answer the question below the chart.
12
5. Invite each group to report their ideas. Facilitate a discussion of their answers about
how substance use might affect these techniques, as well as how the techniques help
cultivate resilience.
3: Managing Stress

Note: Only
information
that is
bolded here
appears in
the Student
Guide.
1. Get together, get connected with friends, family, community, religious, and/
or social groups. These are great resources for exchanging ideas, talking about
concerns, and learning how others have handled the challenges and opportunities
of change.
2. Cut yourself some slack when youre feeling stressed. Your emotions may feel
out of control. Be prepared for this and go easy on yourselfand on your friends
and family.
3. Create a hassle-free zone, a place that is a haven for you. It should be a place
where you feel safe and comfortable, and free from stress and anxiety.
Even when you cant be in your safe place, you can bring it to mind, and that
can help you feel calm and centered.
4. Stick to the program: During a time of major stress, make sure you have a
routine. You may be doing all kinds of new things, but dont forget the routines
that keep you tied to yourself, such as exercising after school, or chatting with
your friends in the evening.
5. Take care of yourselfphysically, mentally, and emotionally. Get enough sleep,
eat healthy foods, exercise, and above all avoid tobacco, alcohol, and drugs.
6. Take control: In the midst of stressful changes, you can still maintain your
balance. Even when parts of your life feel out of control, focus on accomplishing
your goals; taking small steps toward them will help you feel more powerful.
7. Express yourself: Change and transition can cause a multitude of conflicting
emotions. If youre finding it hard to talk about your feelings, do something else
to express your emotions, be it through writing or creating something.
8. Help somebody: Nothing gets your mind off your own problems like helping someone
else. Try volunteering in your community or at your school, or helping a friend.
9. Put things in perspective: Eventually, things change and hard times end.
Remember a time when you successfully handled a challenge, whether it was
asking someone out on a date or applying for a job. When you talk about bad
times, make sure you talk about good times as well. And if you can find something
humorous in it, make a great story out of it!
10. Turn it off: Sometimes, the media, with its focus on the sensational, can add to
the feeling that nothing is going right. Try to limit the amount of media you take
in, whether its television, newspapers or magazines, or the Internet.
13
6. Process the activity with these open questions.
Observe
j
j
What did you notice about all the stress management techniques?
Which techniques seem most comfortable? Which seem least comfortable?
Analyze
How can we improve our use of these techniques?
j What factors might undermine developing resilience?
j
Predict
What might happen if people were to try to manage transitions and any stress associated
with them by using drugs, alcohol, or other substances?
j How would people benefit from the ability to bounce back from the stress of challenging
situations?
j
Suggest
j
How might using stress management techniques help us in the workplace?
Points To Make
14
Substance use may feel like it helps handle stress, but in reality it can make the
stress worse and negatively affect our ability to make sound judgments and take
appropriate actions to solve problems.
The more resilient we are, the more we can handle stress and take advantage of
opportunities that may come with a transition.
3: Managing Stress
Do It Now/Make It Happen
Suggested
Timing
10 minutes
Activity D: Bounce-Back
Practice
Do It Now
Make It Happen
Activity D: Bounce-Back Practice

With your group, choose three triggers from those identified by your class in Activity B.
Which Stress Management and Bounce-Back Techniques (pages 15-16) would you advise
a person to use to help handle each trigger? What benefit would each technique provide?
Goal
Students will:
Trigger(s):
What causes stress?
learn and apply stress management

techniques that can help cultivate resilience
Meeting with a
supervisor
Deep breathing
Put things in perspective
Calms nerves
This is part of my job
Its our first meeting
and Ill get used to it
Trigger(s):
What causes stress?
Teaching Strategies
1.
Assessment
2.
3.
Instructions
1. Introduce the goal of the activity.
Wrap Up
2. Tell students that they will be taking on the

role of Bounce-Back Coach to practice their
stress management skills.
BR
3. Place students into small groups. Have

each group select at least three triggers
from the ones the class identified in Activity B.
SG page 7
3: Managing Stress
4. Have students turn to Activity D: Bounce-Back Practice on page 7 in the Student Guide.
Inform them that for each trigger, they will identify which Stress Management and BounceBack Techniques they would suggest a person use to handle each trigger and how it would
help manage the stress.
5. Invite groups to share their ideas.
6. Process the activity using these open questions.
Observe
j
What do you notice about the techniques that were selected?
Analyze
j
What is the advantage of knowing more than one Stress Management or Bounce-Back
Technique?
Predict
j
How might a persons reaction be different without the capacity for resilience?
Suggest
j
How might different people handle the same trigger?
15
Points To Make
c
Identifying our triggers and responses can help us determine which techniques work
well for us.
The benefits of these techniques vary with the person and the trigger. Knowing and
using multiple techniques provide a variety of solutions to draw from.
Cultivating resilience can help us seize opportunities and achieve success.
Resilience helps us address the stress in transitions and helps keep it from affecting
emotional, physical, and mental health.
Wrap Up
16
3: Managing Stress
Appendix 3-1
Bounce-Back Technique Cards
(Activity C)
1. Get together, get connected with friends, family, community, religious,

and/or social groups.
2. Cut yourself some slack when youre feeling stressed. Go easy on yourself
and on your friends and family.
Transitions
Unit 3, Activity C
3. Create a hassle-free zone, a place where you feel safe and comfortable and
free from stress and anxiety.
4. Stick to the program: During a time of major stress, make sure you have a
routine.
Transitions
Unit 3, Activity C

6. Take control so you can maintain your balance and focus on steps toward
your goals.
Transitions
Unit 3, Activity C
7. Express yourself and your emotions, be it through writing or by creating

something.
8. Help somebody by either volunteering in your community or at your school,
or by helping a friend.
Transitions
Unit 3, Activity C
9. Put things in perspective: Eventually, things change and hard times end.
Remember a time when you successfully handled a challenge.
10. Turn it off: Try to limit the amount of media you take in, including television
and the Internet.
Transitions
Unit 3, Activity C
17
Transitions
Scope and Sequence
Unit
Unit Goals
Key Skills
Unit 1: Goal-Setting
for Success
Introduce the LST Transitions program; examine

how goal-setting can assist in navigating
transitions; analyze the feasibility of a goal;
teach strategies involved in setting goals
Effective planning; differentiating

short-term and long-term goals;
enhancing perseverance
Unit 2: Effective
Communication
Understand the types of relationships and

communication that occur in personal and
professional environments; utilize effective
verbal and written communication skills
Preventing and reducing

misunderstandings; identifying
appropriate communication
behaviors; enhancing selfrepresentation
Unit 3: Managing Stress
Increase awareness of common transitions of

young adulthood and how they can cause stress;
teach how stress reduction techniques can help
to cultivate resilience; recognize how the use of
substances can undermine resilience
Coping with stressful situations;

behavioral monitoring; relaxation
and stress reduction techniques;
developing resilience
Unit 4: Decision-Making
and Risk
Examine personal and peer group attitudes

about risk; understand elements involved in
decision-making; teach how to analyze potential
consequences associated with taking risks;
increase awareness of the effects of substances
on decision-making
Analyzing the decision-making

process; reducing risky behavior;
reinforcing resistance to
substances
Unit 5: Managing Time

and Money
Examine the relationship between priorities

and managing time and money; increase
awareness of potential obstacles to budgeting
and scheduling; teach strategies for managing
financial resources and time
Prioritizing and planning;

impulse control; self-monitoring;
computational skills
Unit 6: Building
Relationships
Identify appropriate behaviors associated with

different types of relationships; teach the skills
and benefits of collaborating, negotiating, and
compromising
Differentiating types of
relationships; productive conflict
resolution; accepting differing
points of view
18
Transitions
Companion Website / Podcasts
Companion Website
http://www.lifeskills-transitions.com/
n
n
Podcasts
Interactive Online Activities
PODCAST
NHPA
00:00:04
Podcasts
n
Short (2-3 minutes) recordings that

provide a quick tour of the highlights
of each unit.
Provide students and teachers with
an easy-to-access reinforcement of
the skills learned in each unit.
19
Elementary School Program

Program Recognition
Model Program
Center for Substance Abuse Prevention
Program Overview
The Botvin LifeSkills Training Elementary School program is a
comprehensive, dynamic, and developmentally appropriate substance
abuse prevention program designed for children in grades 3 6. This
highly effective curriculum has been proven to help increase selfesteem, develop healthy attitudes, and improve knowledge of essential
life skills all of which promote healthy and positive personal
development.
Target Audience
Designed for children in grades 3 6, the program can be taught in
school, community, and after-school settings.

The Botvin LifeSkills Training Elementary School program uses a
scientific approach for addressing the critical factors found to promote
substance abuse through a combination of provider-led activities
and coaching with peer interaction. This highly interactive program
strengthens students abilities in the following areas:
Students develop skills that enhance self-esteem, develop problemsolving skills, help them reduce stress and anxiety, and manage anger.
The LST Elementary program is so easy to teach.

I have really enjoyed watching the kids have so much
fun with the lessons while gaining so much confidence
in themselves.
Elementary School Teacher
The Elementary School program can be used either alone or in
combination with the Middle School program. Under ideal conditions, it
should be implemented in a sequential manner across all three years of
upper elementary school. However, the elementary program is designed
to be flexible and can be implemented over one, two, or three years,
depending on the availability of time.
Program Components
Each level includes the following materials:
n
n
Students gain skills to meet personal challenges such as overcoming

shyness, communicating clearly, building relationships, and avoiding
violence.
Students build effective defenses against pressures to use tobacco,

alcohol, and other drugs.
Program Structure
The program consists of 24 class sessions (approximately
30 45 minutes each session) to be conducted over three years,
beginning in either grade 3 or 4.
Level 1 (Grades 3/4): 8 class sessions
The program can be taught either as an intensive mini-series
(consecutively every day, or two to three times a week) until the program
is complete, or on a more extended schedule (once a week for eight
weeks). Both formats have proven to be effective.
20

Student Guides
Additional Elementary School Resources

n
LST Elementary CD-ROM Levels 1 and 2
Middle School Program

Program Recognition
Exemplary Program
U.S. Department of Education
Model Program
Center for Substance Abuse Prevention
Office of Juvenile Justice and Delinquency Prevention
White House Office of National Drug Control Policy
Programs That Work

National Institute on Drug Abuse
Program Overview
The Botvin LifeSkills Training Middle School program is a
groundbreaking substance abuse prevention program based on more
than 25 years of rigorous scientific research and is one of the most
effective evidence-based programs used in schools today. LifeSkills
Training is comprehensive, dynamic, and developmentally designed to
promote positive youth development.
In addition to helping children resist drug, alcohol, and tobacco use, the
Botvin LifeSkills Training Middle School program also effectively helps to
reduce violence and other high-risk behaviors.
As a middle school teacher, Ive never been busier.

I would not give up valuable classroom time to teach
something unless I was sure it was going to make a
difference. LST is perfect. Its easy to teach, the kids
love it, and it works!
Middle School Teacher
taught sequentially to build on skills learned in the previous levels. The first
level should be implemented with 6th or 7th grade students, followed by
booster sessions (levels 2 and 3).
Level 1 (Grades 6/7): Core Level

15 class sessions plus 3 optional violence prevention sessions
Target Audience
Level 2 (Grades 7/8): Booster Level
Designed for children in grades 6 9, the program can be taught in school,

community, and after-school settings.

The Botvin LifeSkills Training Middle School program uses a scientific
approach and a combination of coaching with peer-interaction and providerled activities to address the critical factors found to promote substance
abuse. This highly interactive program strengthens student skills in the
following areas:

Students develop skills that help them enhance self-esteem,
develop problem-solving skills, reduce stress and anxiety,
and manage anger.

Students gain skills to meet personal challenges such
as overcoming shyness, communicating clearly, building
relationships, and avoiding violence.

Students build effective defenses against pressures to
use tobacco, alcohol, and other drugs.
Level 3 (Grades 8/9): Booster Level

The program can be taught either as an intensive mini-series (consecutively
every day, or two to three times a week) until the program is complete, or
on a more extended schedule (once a week). Both formats have proven to
be effective.
While one year of Botvin LifeSkills Training has been proven to achieve
measurable positive effects, multi-year implementation is strongly
recommended. For maximum effectiveness, the entire LifeSkills Training
Middle School curriculum should be implemented.
Program Components
Each level includes the following materials:
n
n
n
n

Student Guides
Smoking and Biofeedback video
Stress Management Techniques audio CD
Program Structure
The program consists of 30 class sessions (approximately 45 minutes each
session) to be conducted over three years. The curriculum is intended to be
21
High School Program

Program Overview
The Botvin LifeSkills Training High School program is a highly
interactive, skills-based program designed to promote positive health and
personal development for high school youth. Based on the remarkably
effective LifeSkills Training curriculum, this program helps adolescents
navigate the challenges of the high school years and prepares them for
the transition to work or college and the independence and responsibilities
that they will encounter as young adults. The LifeSkills Training High School
program uses developmentally appropriate, collaborative learning strategies
to help students achieve competency in the skills that have been found to
reduce and prevent substance use and violence.
Target Audience
Designed for use in the 9th or 10th grade, the Botvin LifeSkills Training
High School program can be taught in school, community, and afterschool settings.

The Botvin LifeSkills Training High School program is an integrated
approach that develops personal, interpersonal, and drug resistance
skills. The curriculum is designed to strengthen student abilities in the
following areas:
The activities in the high school curriculum are engaging

and easy to teach. The topics are relevant to the students,
and spark very valuable discussions in the classroom.
Substance Abuse Prevention Coordinator

Students develop strategies for making decisions,
reducing stress, and managing anger.

Students strengthen their communication skills
and build healthy relationships.

Students understand the consequences of substance
abuse, risk-taking, and the influences of the media.
Program Components
The Botvin LifeSkills Training High School program includes the following
materials:
n
n
n

Student Guide
Companion website
Program Structure
The program is designed to be implemented in 10 class sessions
(approximately 40 45 minutes each session). The program can be
taught either as an intensive mini-series (consecutively every day, or
two to three times a week) until the program is complete, or on a more
extended schedule (once a week for 10 weeks). The High School program
can be used alone or in combination with the Botvin LifeSkills Training
Middle School program as a maintenance program.
Botvin LifeSkills Training High School Companion Website

with activities and resources for students and teachers
Visit www.lifeskillstraining.com/hsweb
for more information.
22
Parent Program Workshop Set

A Guide for Raising Drug-Free Youth
Program Overview
The Botvin LifeSkills Training Parent Program Workshop Set is specifically
tailored for facilitated workshop delivery in either a school or community
setting. The resources provided in this multifaceted program are
designed to promote active parental involvement and strengthen family
communication. The activities focus on building a variety of protective
family factors and general life skills that are essential in decreasing a
childs risk for engaging in alcohol, tobacco, and substance abuse.
Target Audience
Designed for parents and guardians of students in grades 6 9.

The Botvin LifeSkills Training Parent Program Workshop Set contains the
following sessions:
n
Program Orientation
Family Communication
Parental Monitoring
Being a Good Role Model
Use of Appropriate and Consistent Discipline
Effects and Warning Signs of Substance Use
Taking a Clear Stand on Drugs
Program Structure
The Botvin LifeSkills Training Parent Program Workshop Set is designed
for workshop use. The program consists of seven sessions that are
designed to be delivered in sequence once per week consecutively;
however, individual sessions can be delivered either alone or in sets for a
targeted approach.
Program Components
Parent Program Leaders Guide
This is a user-friendly, step-by-step guide to implementing the
Botvin LifeSkills Training Parent Program Workshop. This valuable
resource also contains instructions for setting up a parent workshop,
comprehensive activities and black-line masters, an evaluation form
for participants, and a certificate of completion.
Workshop Parent Guide and DVD

also available in Spanish
Parent Guide
This engaging, activity-based workshop guide contains activities and
exercises that are designed to help parents enhance their parenting skills
and reinforce positive family communication. This guide is available in
English or Spanish.
Parent DVD
This DVD introduces each of the five protective family factors
through realistic examples and scenarios. This DVD is available
in English or Spanish.
23
LifeSkills Provider Training Workshops

Training Overview
LifeSkills Provider Training Workshops prepare teachers, school
counselors, prevention specialists, community youth educators, and
other program providers to effectively implement the state-of-the-art
prevention education activities and teaching strategies found in the
Botvin LifeSkills Training program with confidence and fidelity.
Each LifeSkills Provider Training Workshop plays an important role in
enhancing the confidence and skill capacity of participants, resulting
in optimal implementation of the Botvin LifeSkills Training program.
Training Locations
Online Training Workshops
Designed to help accommodate busy professionals, LifeSkills Online
Trainings can be accessed from your work or personal computer.
Parent Program. Facilitators will leave this workshop prepared to

assist parents in successfully applying the program in their homes.
Technical Assistance
On-site technical assistance is a customized support service
designed to help program providers identify pre- and post-adoption
strengths and challenges and develop action plans and strategies for
building institutional and instructional support specific to their site.
For more information on scheduling a Provider Training Workshop,
please call the National Health Promotion Associates Training
Department at 1-800-293-4969.
On-Site Training Workshops

Training workshops can be scheduled for organizations requiring
training for a minimum of 20 people.
Open Training Workshops
NHPA sponsors open Provider Training Workshops to the public
throughout the year. For more information on open training
workshops, please contact the Botvin LifeSkills Training National
Training Department at 1-800-293-4969, or visit our website at
www.lifeskillstraining.com.
Training Types
Core Training Workshops
Core Training Workshops are two-day workshops designed for
individuals preparing to implement the Botvin LifeSkills Training
program. This training provides participants with the opportunity to
practice teaching strategies using lessons from the curriculum.
Booster Training Workshops
Booster Training Workshops are one-day workshops designed to
introduce participants to the booster curriculum levels of the Botvin
LifeSkills Training Middle School program. These workshops are
designed for individuals who have completed a middle school core or
foundation workshop.
Training of Trainers Workshops
Training of Trainers (TOT) Workshops are three-day advanced training
workshops designed to prepare participants to deliver technical
assistance and conduct LifeSkills Provider Training Workshops for
their organization.
Parent Program Workshops
Parent Program Workshops are one-day workshops designed for
individuals preparing to implement the Botvin LifeSkills Training
Parent Program. This workshop teaches facilitators key components,
strategies, and principles learned through the LifeSkills Training
24
Visit lifeskillstraining.com for training schedule & workshops
The guided pace throughout the training workshop

made the tasks manageable and meaningful. I now have a
better understanding of the curriculum and the confidence
level I need to return to the classroom to teach LST to
students.
Middle School Teacher
Visit the
Botvin LifeSkills Training Website
Research. Browse. Download. Shop.
All of your prevention needs are one click away.
New Products Latest Research Access to Online Sample Lessons

Funding and Prevention News Up-to-date Training and Event Information Online Ordering
Visit us on the web: www.lifeskillstraining.com
711 Westchester Avenue

White Plains, NY 10604
The Experts Choice The Educators Choice The Educated Choice

To request sample materials, please visit us online at www.lifeskillstraining.com or call 1-800-293-4969.
Also available from LifeSkills Training

Middle and High School Programs
Effective
n Enjoyable
n Easy to Teach
n
The Experts Choice.

The Educators Choice.
The Educated Choice.
Middle School Program
Please visit us on the web at:
www.lifeskillstraining.com
or call 1-800-293-4969 to request a

complimentary LifeSkills Training
Overview CD-ROM.
High School Program

Life Skills Training Managing Stress

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Sample

About the Developer

LifeSkills Training Transitions Program

Consists of 6 class sessions

Approximately 40-45 minutes for each session

Taught either as an intensive mini-series or on a more extended

Can be used alone or in combination as maintenance to the

Program Learning Objectives

Personal Self-Management Skills

General Social Skills

Drug Resistance Skills

Comprehensive, easy-to-use Teachers Manual

Promoting Health and

Chief, Division of Prevention

Princeton Health Press

Sample Lesson Only - Not Intended for Duplication

Christopher Williams, Ph.D.

We gratefully acknowledge the assistance of the following professionals and educators:

Finally, we would like to thank our design consultants at Page2.

Transitions bring with them new opportunities as well as potential

examine resilience and self-assess various traits associated

explore the challenges and opportunities that may accompany

learn and apply stress management techniques that can

understand how the use of substances can undermine resilience

Sample Lesson Only - Not Intended for Duplication

I can handle stressful times, which can have a lot of uncertainty.

I possess skills to help me relax and handle stress.

I have a supportive network of people with whom I interact regularly.

I keep a positive attitude even in difficult situations.

I stick to routines and take good care of myself.

I rely on myself and have confidence in myself.

I communicate how I feel in a variety of ways, like talking or making music.

I keep my eye on the big picture even in challenging situations.

I know what my priorities are, and my actions help me achieve them.

I help others, which helps keep my problems in perspective.

Sample Lesson Only - Not Intended for Duplication

Put your hand on your stomach, just above your waistline.

Hold for a count of four.

Exhale slowly and gently for a count of four.

Repeat 4-5 times or until you feel calm.

Being Your Own Best Friend

Sample Lesson Only - Not Intended for Duplication

Would I say these things to a close friend who was

What would I say to a friend that would be helpful?

Activity C: 10 Bounce-Back Techniques* for Managing Stress

1. Get together, get connected with friends, family, community,

How might using substances impact these techniques effectiveness?

Sample Lesson Only - Not Intended for Duplication

Activity D: Bounce-Back Practice

Stress Management / BounceBack Technique(s) to use

Stress Management / BounceBack Technique(s) to use

Sample Lesson Only - Not Intended for Duplication

examine resilience and self-assess various traits associated with it

Sample Lesson Only - Not Intended for Duplication

1. State the goal of the activity.

I can handle stressful times, which can have a lot of uncertainty.

I possess skills to help me relax and handle stress.

I have a supportive network of people with whom I interact regularly.

I keep a positive attitude even in difficult situations.

I stick to routines and take good care of myself.

I rely on myself and have confidence in myself.

I communicate how I feel in a variety of ways, like talking or making music.

I keep my eye on the big picture even in challenging situations.

I know what my priorities are, and my actions help me achieve them.