ELSA HAS A BLUE DRESS

Lesson plans included for KS1 and KS2

I gave them all a copy of the finished table to allow them to practice the new statements outside of the session.

Externalising helps young people see that they are not the problem; the problem is separate from them.

Key ways to use it:

• Name the problem: e.g., The Critic, The Overthinker, The Pressure, The Doubt Voice.

• Explore its influence:

  • When does it show up?

  • What does it make you think, feel, or do?

  • How does it affect school, friendships, revision, or future plans?

• Identify strengths and resistance:

  • When is the problem weaker?

  • What helps you challenge it?

  • Who supports you?

• Use scaling:

  • "How much influence does The Overthinker have over you today?" (0-10)

  • Revisit throughout the intervention to monitor progress.

• Link to Preparing for Adulthood:

  • Externalise barriers such as Fear of Failure, The Worry, or The Comfort Zone and explore how they affect independence, employment, college, and self-advocacy.

• Combine with homunculi:

  • Ask, "Where does The Pressure live in your body?" to connect thoughts, feelings, and physical sensations.

Benefits

• Reduces shame and self-blame.

• Increases self-awareness and emotional literacy.

• Promotes agency and problem-solving.

• Provides a useful framework for target setting and outcome monitoring.

Example question:

"If The Critic wasn't in charge, what would you be doing differently?"

This helps shift the conversation from difficulties to strengths, goals, and future possibilities.