CBT emotional regulation activities help teens notice a feeling, make sense of what happened and practise one response they can use in real life. Start with a fictional situation, choose one skill and give the teen a choice to write, point, speak or pass.
Use these exercises in individual or group sessions. Practise while the teen has enough room to think and choose. If a situation is unsafe or unfair, work on the situation and support as well as the response. A feeling does not need to disappear for an activity to be useful.
Choose by the goal
- Notice and name what’s happening: 1, 2, 4, 5 or 11.
- Check a thought: 3 or 6.
- Find and practise a response: 7, 8, 9, 12 or 14.
- Plan for next time: 10, 13 or 15.
1. Thought–Feeling–Behaviour Triangle
How it works: The teen maps what happened, what they thought, how they felt and what they did. Then they try a different action, even if the feeling stays the same.
You need: Paper with four boxes.
- Label the boxes Event, Thought, Feeling and Action. Say, “The group chat goes quiet after a message. What might the sender think?”
- Have the teen fill the remaining boxes. Ask, “Which box is something we can observe, and which is a guess?” Mark the guess with a question mark.
- Change only the action. Ask the teen to rehearse a response they could use even if the feeling stayed.
What it looks like: ‘They’re annoyed’ goes with embarrassment and deleting the message. An alternative action is leaving it and getting on with lunch.
Make it easier: Use a fictional scene and let participants point to prepared answers.
2. Emotion Thermometer
How it works: The teen marks how strong a feeling is and names what it looks like as it builds. They use their early warning signs to decide when to try a coping step or ask for help.
You need: Paper marked 0–10.
- Ask, “What would a three, a six and a nine look like for this feeling?” Invite the teen to write their own words or visible signs at three points.
- Ask, “At which point could you still choose what to do?” Write one usable action there and one support another person can offer at a higher point.
- Read a mild fictional situation. Have the teen point to a possible number and practise the chosen action once.
What it looks like: At six, Jo starts typing fast and chooses to put the phone down. At nine, Jo wants a quiet space and fewer questions.
Make it easier: Use three labels: manageable, building, need support. Don’t compare ratings between teens.
3. Thought Detective
How it works: The teen sorts what they know from what they’re guessing. They practise choosing a next step without needing to know exactly what someone else meant.
You need: Two slips marked Know and Guess.
- Read: ‘A friend didn’t wave back, so they must be angry.’ Say, “What would a camera have seen? What did our mind add?”
- Have the teen write or place each part under a slip. Ask what evidence would matter and name one thing still unknown.
- Pick a response that works without settling the guess. Rehearse it in one sentence.
What it looks like: They know the friend didn’t wave; the reason is unknown. They decide to say hello later rather than send several messages.
Make it easier: Use neutral scenes first. If there is real bullying or danger, respond to it directly.
Get our done for you thought detective game
4. Name That Feeling
How it works: The teen picks a word for what a character might be feeling, then checks whether a new detail changes their answer. They use that word to think about what support might help.
You need: Six slips with feeling words and one blank.
- Lay out irritated, worried, hurt, embarrassed, disappointed and relieved. Say, “Pick one or two words that could fit a person whose plans were cancelled.”
- Ask, “What detail would make you change the word?” Add that detail to the scene. Let the teen choose again or write their own word.
- Ask, “If that word fits, what kind of support might the person want?” Record one option.
What it looks like: A last-minute cancellation feels disappointing; being left out of the replacement plan might also feel hurtful. The person wants someone to listen.
Make it easier: Use fewer words or images. ‘Not sure’ is an acceptable response.
5. Trigger Log
How it works: The teen records one moment: what happened just before the feeling, the first sign they noticed and what they did next. They choose one thing to notice or change next time.
You need: A slip with Before, First sign and Next move.
- Say, “Pick a manageable moment or use this example: a teacher changes the deadline.” Ask what happened immediately before the reaction.
- Write the first sign the person noticed and what they did next. Ask, “Was there a point when someone could have made this easier?”
- Circle one thing to notice next time and one practical change. Stop after one entry.
What it looks like: The teen noticed they stopped reading the instructions. Next time they’ll ask for the new date in writing.
Make it easier: Use a spoken or scribed entry. Do not require private stories in a group.
6. Thought Reframe
How it works: The teen rewrites an all-or-nothing thought so it includes more of what actually happened. Then they pick an action that fits the new thought.
You need: Paper and pen.
- Write ‘I messed up one line, so the whole presentation was awful.’ Say, “Which part is supported? Which part goes further than the facts?”
- Ask the teen to write a new sentence that acknowledges the difficulty without treating it as the whole story.
- Ask, “Would you believe that on a hard day? What could you do with it?” Edit the wording and choose a small action.
What it looks like: ‘I lost my place once and finished the talk’ supports asking for feedback on one section.
Make it easier: Offer two realistic rewrites to edit. Skip positive affirmations that don’t fit.
7. Coping Toolbox
How it works: The teen makes a small menu of coping options for two places they spend time. For each place, they choose something they can do themselves and something they can ask for.
You need: Two index cards labelled with settings.
- Say, “Choose two places where this feeling comes up. What could you do in each place without needing special equipment?”
- Write two options per card: one action the teen can take and one request for support. Check availability and permission.
- Role-play one request. Ask the teen to keep, revise or discard the card.
What it looks like: At school, ask to move seats or quietly read the first instruction. At home, ask for ten minutes alone or a walk with someone.
Make it easier: Use one place and two choices. Include environmental changes adults can make.
8. Pause Button
How it works: The teen rehearses a signal and a short sentence to ask for time before answering. The therapist models what it looks like when the other person respects that pause.
You need: Two chairs or no materials.
- Say, “I’ll play someone asking a mildly annoying question. Choose a pause signal and a sentence before we start.”
- Ask the pretend question once. The teen uses the signal and says their line. Respond by giving the agreed space.
- Ask what sounded natural. Repeat once with their edited line, then name where it might be safe to use.
What it looks like: ‘Can you answer now?’ gets ‘I need a minute; I’ll come back to you.’ The teen chooses a shorter version for school.
Make it easier: Let the teen direct your role-play or hold up a card. Don’t surprise them with a personal scenario.
9. Coping Skills Match
How it works: The teen matches a response to a situation, then changes their choice when a new detail is added. They practise deciding when to act, ask for help or wait.
You need: Three scenario slips and three response slips.
- Write scenarios such as missed bus, noisy room and upsetting message. Offer response slips: change something, get support and wait before acting.
- Say, “Place an option beside each situation. More than one can fit. What detail would change your choice?”
- Have participants switch one card after you add a detail, then explain or show why.
What it looks like: Waiting may help with the message, but a missed bus needs a practical next step. If stranded somewhere unfamiliar, getting support becomes the priority.
Make it easier: Use one scenario with two options and allow ‘something else.’
10. What Helped?
How it works: The teen names something difficult and looks for one detail that made it easier, if there was one. They decide whether that support is worth asking for again.
You need: Paper with two columns.
- Say, “Name one thing that was hard. Now, was there anything that helped even a little? It’s fine if there wasn’t.”
- Write both details without balancing them against each other. Ask, “What did that helpful detail make possible?”
- Choose whether to repeat the support, ask for more of it or leave the observation as it is.
What it looks like: A group project still felt stressful; written roles made the first step clearer. The teen plans to ask for roles next time.
Make it easier: Use a fictional example. Don’t ask teens to find gratitude in distress.
11. Body and Room Check
How it works: The teen chooses to notice one body sensation, one detail in the room, or neither. If the detail tells them what they need, they choose one next step.
You need: Optional outline and pen.
- Say, “Would you rather notice one sensation, look around the room, or pass?” Let the teen choose before continuing.
- Ask for one neutral detail and reflect it back without assigning it a meaning. If noticing inside feels uncomfortable, stop or switch to an outside detail.
- Ask, “Does this tell you anything about what you need next?” Agree one option without insisting on calm.
What it looks like: The teen notices a tight grip and chooses to rest their hands. Another notices the room is loud and asks to move.
Make it easier: Keep eyes open and offer pointing or moving. No full body scan is required.
12. Response Rehearsal
How it works: The teen acts out two possible responses to the same situation. They compare what each makes easier or harder, then practise the one they’d rather use.
You need: Two cards and a fictional scenario.
- Read: ‘A teammate makes a sharp comment after a mistake.’ Say, “Pick two possible responses we could safely rehearse.”
- Role-play each response for one turn. Ask, “What did each make easier? What might it cost?” Keep the teammate’s reply neutral.
- Have the teen choose a response or combine them. Rehearse the chosen first sentence once more.
What it looks like: One option is asking what the teammate meant; another is pausing and talking privately later. The teen chooses the latter for a crowded room.
Make it easier: Write the dialogue instead of acting. Don’t use active conflict between group members as practice material.
13. Emotion Regulation Ladder
How it works: The teen plans what they and others can do at three points: when a feeling starts, when it builds and when it feels like too much. They rehearse asking for support before reaching the hardest point.
You need: Paper with three rungs.
- Label the rungs Early, Building and Too much. Say, “Let’s plan what helps at each point, including what other people can do.”
- Write an action beside each rung and check who can make it happen. Ask, “Which option gets harder as the feeling grows?”
- Practise asking for the middle-rung support. Put a copy somewhere the teen agrees is useful.
What it looks like: Early: reread the task. Building: ask for it one step at a time. Too much: pause with an agreed adult and revisit later.
Make it easier: Use pictures or two rungs. Keep urgent support needs in the appropriate individual care plan.
14. One-Minute Rewind
How it works: The teen replays one low-stakes moment and changes just their first action. They work out what cue or support would make the new action possible.
You need: Three boxes on paper.
- Label them What happened, My first move and Another move. Say, “Pick a low-stakes moment you’d like to replay, or use a pretend one.”
- Fill in the first two boxes. Ask the teen to change only the first move, then show what that would look or sound like.
- Ask, “What support would make that possible?” Write one cue or request in the final box.
What it looks like: After a rude comment, the character first replies immediately. On replay they set the phone down and ask a friend to listen.
Make it easier: Draw it as a comic rather than reliving a distressing incident. Pass is allowed.
15. Values Compass
How it works: The teen chooses what matters to them in a difficult moment, such as fairness or friendship. They practise one safe action that fits, even if they still feel upset.
You need: Two slips labelled What matters and Next move.
- Say, “Imagine you’re angry about an unfair team decision. What matters here: fairness, friendship, space, or something else?”
- Have the teen choose a value and write two actions that could fit it. Ask which action is safe and possible right now.
- Practise the opening line or write it down. Check whether the choice still fits if the feeling doesn’t change.
What it looks like: Fairness matters. The teen chooses to ask the coach privately how decisions were made rather than demanding an answer in front of everyone.
Make it easier: Offer two values and a blank slip. The goal is a workable choice, not a morally correct answer.
A short group session
Use five minutes to explain the option to pass. Spend ten minutes on the facts-and-guesses sort with an invented example, then ten minutes rehearsing one pause response in pairs or with the facilitator. Close by asking each teen to choose one response they might keep or change. For more session formats, see adolescent group therapy activities. For more examples of checking interpretations, see CBT thought-challenging examples for teens.
Optional printable worksheets
The CBT Activities for Teens workbook includes worksheets on the thought–feeling–behaviour triangle, thought reframing, emotion regulation and coping. All the activities here can be run without it.
Common questions
What if a teen doesn’t want to talk?
Offer a fictional scenario and let them sort cards, point to a scale or direct your demonstration. Ask what would make the task more useful and accept a pass.
Should I use these during an intense moment?
Practise when the teen can choose and take part. When they are overwhelmed, pause the task, reduce demands and attend to safety and support. Revisit the activity later if it fits.
Do these activities replace a CBT treatment plan?
No. These are original teaching and rehearsal exercises. The NHS overview of CBT describes the broader work of exploring thoughts, feelings and actions with a therapist. Select exercises within the teen’s assessed needs and agreed care.