I have noticed a significant difference in the students’ abilities to identify feelings and express them. They have used different strategies, taught in the program, to understand and regulate these feelings. The activities and feelings strategies were so cleverly weaved into the program that it didn’t feel disjointed or forced.
One student I work with in wellbeing sessions recently came to me following feeling dysregulated and said he used the three Cs to regulate himself. This student has found it difficult to express his feelings and has punched a classroom wall out of frustration in the past. I have had a few students who participated in the program mention that they have used the three Cs to check and change their feelings.