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Colton was a 4th grade student who struggled 

academically and socially.   He battled depression and 

anxiety.   His home situation was not dismal, but it was 

also not ideal.   His mother was not in good health, and 

most of his time away from school was spent with adults 

who had negative attitudes.   While his depression and 

anxiety was being treated medicinally, he still had many 

negative thoughts and a low self-esteem.   His struggles 

often escalated to him shutting down when he thought 

an assignment was hard or did poorly on an assignment 

and when he disagreed with someone.

Mrs. Brown, Colton’s teacher, having no other ideas left 

decided to try to teach Colton positive self-talk, hoping that 

positive thoughts would decrease Colton’s shut-downs and 

increase his self-esteem.   Mrs. Brown partnered with the 

guidance counselor to create a “think sheet” for Colton to use 

in reflection and allow him track his responses and thoughts 

over time.   One day after school Mrs.   Brown asked Colton to 

stay late for a few minutes.   During the meeting she praised 

Colton for the good things he had done that day and for his 

overall academic and social progress.   She used the questions 

and prompts on the think sheet to guide her conversation with 

Colton.   She shared the sheet with Colton and asked him to fill 

out a copy of the sheet the next day. That the end of the day 

she meet with Colton to review the sheet.

Colton continued to fill the sheet out daily.   At least 

once a week Mrs. Brown and Colton met to discuss 

his response the questions on his sheets.   Soon he 

noticed patterns emerging – good things 

associated with positive thoughts and self-talk and 

bad unpleasant things associated with negative 

thoughts and self-talk.   In time, Colton had more 

positive thoughts and fewer negative thoughts.   He 

shutdown less and looked for solutions more.  

Additionally, his peers found him to be more 

enjoyable.

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