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 Flip Chart
A Psychoeducational Tool for Teaching Kids and
Families How to Handle Stress, Anxiety, and Anger

Janine Halloran, MA, LMHC

Copyright © 2022 by Janine Halloran
Published by
PESI Publishing, Inc.
3839 White Ave
Eau Claire, WI 54703

Cover: Emily Dyer & Amy Rubenzer

Editing: Jenessa Jackson & Alissa Schneider
Layout: Emily Dyer

ISBN: 9781683735359 (print)

ISBN: 9781683735366 (epub)
ISBN: 9781683735373 (epdf )
ISBN: 9781683735434 (KPF)

All rights reserved.

Printed in the United States of America.

 TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Relaxation Coping Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Why Deep Breathing Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Deep Breathing Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Shape Breathing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Imagine and Draw Your Favorite Place. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
5-4-3-2-1 Grounding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Trace a Pattern. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Distraction Coping Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Play Dots. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Complete the Squiggle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Would You Rather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Movement Coping Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Small Body Movements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Big Body Movements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Head, Shoulders, Knees, and Toes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Sensory Coping Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Calming Jar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Clapping in Rhythm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Yoga Poses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Processing Coping Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Worry Box. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
How Do I Feel? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Where Do I Feel Things in My Body?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Feelings Thermometer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Comic Strip Chain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
 INTRODUCTION
I’m thrilled to share with you the Coping Skills for Kids Flip Chart, which I created
for therapists as a way to help young clients explore and build their coping skills.

The coping skills in this chart fall into five different styles: relaxation, distraction,
movement, sensory, and processing. Just as kids have different learning styles,
they also have different coping styles. By exploring the ways kids can manage
feelings, thoughts, and situations, you can help them build the necessary skills to
cope in safe and healthy ways.

How to Use the Digital Edition

Each page in this flip chart contains (1) a client-facing version, which
contains a coping activity, worksheet, or checklist, and (2) a therapist-facing
version, which provides more detailed information about the ideas featured
on the client page. The therapist page also provides tips the client’s family
members can use to extend the practice of coping skills beyond your office.

What’s exciting about this chart is that you can use the digital markup tools
found in your ebook reading app or telehealth platform to write on each
page again and again, instead of constantly having to copy or scan pages.

To keep track of each client’s work, I encourage you to save screenshots as a

way to preserve any writing or drawings; you can review these over time as
you work together.

Thank you for all you do to support your clients!

1
 RELAXATION COPING SKILLS
Relaxation coping skills focus on the use of calming activities to help kids relax
their minds and bodies. Relaxation coping skills may include:

• Deep breathing: Deep breathing helps kids get out of “fight, flight, or
freeze” mode and back to “rest and digest” mode. Some kids respond better
when they have a structure for breathing, like using shapes.

• Using your imagination: Imagination-based skills are great because kids

can do them anytime, anywhere, and no one knows they’re even doing
them.

• Mindful moments: Mindfulness has been shown to shrink the amygdala,

which is the part of the brain that’s responsible for the fight, flight, or
freeze response.

• Grounding techniques: These strategies can help kids reconnect to the

present moment when they are having big emotions.

On the opposite page, ask your client to draw or write how they like to relax, as
well as any new ways of calming down that they want to try. This will give you a
starting point to explore which skills a child already has and which ones they are
interested in learning more about.

Parent/Caregiver Note: Families can practice relaxation coping skills together

at home. Have families pick one new relaxation coping skill to try and encourage
them to practice it a few times at home this week.

2
 RELAXATION COPING SKILLS
How do you like to relax and calm your mind and body?

Are there any new relaxation strategies that you want to try?
 WHY DEEP BREATHING MATTERS
Before beginning deep breathing exercises with your client, explain the rationale
behind these exercises by describing their impact on the autonomic nervous
system. Introduce the two parts of the autonomic nervous system, and explain
how deep breathing exercises have a physical effect on the body that can move
us from “flight, fight, or freeze” mode back to “rest and digest” mode.

Part 1: Rest and Digest

When we are calm, our bodies are in what is known as “rest and digest” mode. In
this state:

• Muscles are relaxed

• Heart rate is normal

• Digestion is happening at a normal rate

• Breathing is calm and deep

Part 2: Fight, Flight, or Freeze

When we get anxious or overwhelmed, our bodies can go into what is known
as “flight, fight, or freeze” mode. In this state:

• Muscles tighten

• Heart rate increases

• Stomach slows down and digestion stops

• Breathing becomes shallower

Parent/Caregiver Note: Deep breathing exercises work for everyone! When things
are stressful or starting to get overwhelming, adults can also take deep breaths.
They can even take deep breaths with their kids to connect and regulate together.

3
 WHY DEEP BREATHING MATTERS
Rest and Digest: Fight, Flight, or Freeze:
Parasympathetic Sympathetic

Deep breathing can help you go from:

Fight, Flight, or Freeze…

…back to Rest and Digest

 DEEP BREATHING STRATEGIES
Sometimes kids may need a little more help to figure out how to properly take
a deep breath. How can we teach them to do this?

On the opposite page is a checklist of some of my favorite ways to introduce

deep breathing. These ideas give a little more structure and instruction around
how to take a deep breath.

Have your client go through the list and:

• Check off the strategies that work for them

• Cross out the strategies that don’t work for them

• Circle the strategies they want to try

Quick Note: We want kids to take deep belly breaths, not shallow chest
breaths. When they breathe in, their belly should expand, and when they
breathe out, their belly should contract.

Parent/Caregiver Note: Encourage adults to practice these skills when kids are
calm and relaxed. Some natural times to do this are at bedtime, before school,
before starting homework, or when they are transitioning from one activity to
another.

4
 DEEP BREATHING STRATEGIES
Use a pinwheel and watch it spin as you breathe out.

Blow bubbles as you slowly breathe out and watch

them float away.

Breathe in and imagine smelling hot cocoa, then

breathe out and imagine cooling the hot cocoa.

Lay on your back, put a stuffed animal on your belly, and watch
the stuffy move up and down as you breathe in and out.

Breathe in and imagine waves rolling in, then breathe out and
imagine the waves rolling out.

Breathe in and imagine a calm, happy, positive color. Breathe out

and imagine a color that represents stress, worry, and negativity
leaving your body.

Breathe in blue skies, then breathe out gray skies.

Take a short breath in through your nose and then

a longer breath out through your mouth.
IN
Breathe in like you’re smelling a flower,
then breathe out like you’re blowing out candles.
T
OU
 SHAPE BREATHING
Shape breathing is a popular and effective way for kids to explore deep
breathing. Kids can simply trace the shape with their finger while following along
with the directions to breathe in, hold their breath, or breathe out. By doing this,
they learn to take deep breaths in a playful, interactive way.

On the opposite page, you’ll find four different shapes to use for this activity:

• Square

• Triangle

• Star

• Lazy eight/infinity symbol

Have your client try each shape to figure out which one they like the best or
feels the best to them.

Parent/Caregiver Note: If the child responds well, adults can encourage them to
trace the shape from memory at other times and in other locations. For example,
at school, kids can use their finger to draw the shape on the palm of their hand or
on their desk. At home, they can use their finger to draw the shape on a wall, on
their bed, or in a sandtray.

5
 SHAPE BREATHING

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Breathe out
Breathe in for 4
Breathe out for 4

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B rea
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Br
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Breath
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Breath

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Start
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IMAGINE AND DRAW YOUR FAVORITE PLACE
A child’s imagination is a powerful tool they can use anytime, anywhere to help
them calm down. The beauty of this coping skill is that they can use it in any
situation, and those around them will have no idea.

Have your client imagine their most favorite calming place. It could be a beach, a
garden, or some other place in nature. It could even be on a theater stage! Take
a few minutes and discuss what it would be like to be there.

Here are some questions to get your conversation started:

• Where are you?

• What do you see?

• What’s under your feet?

• Is it light or dark?

• What do you smell?

• What do you hear?

• How warm or cool does it feel?

Encourage your client to draw or write about their favorite place on the opposite
page.

Parent/Caregiver Note: Encourage families to help kids remember more

information about their favorite place by discussing what they see, feel, hear, taste,
and smell when they are there. If possible, families can even take pictures of this
place to provide kids with visual reminders of their calming spot.

6
IMAGINE AND DRAW YOUR FAVORITE PLACE
In the space below, draw or write about a place that makes you
feel calm and relaxed.

ACH! OCEAN
BE HOME !
!
 5-4-3-2-1 GROUNDING
In this grounding technique, kids use their five senses to reorient themselves
.

to the present moment. This straightforward coping skill can help them get
through overwhelming or stressful moments.

To begin, have your client take a deep belly breath and then ask them to do
the following:

5 LOOK Look around for five things they see and say them out loud.

Pay attention to their body, notice four things they can feel
4 FEEL and say them out loud.

3 LISTEN Listen for three sounds and say them out loud.

2 SMELL Name two things they can smell or their two favorite scents.

1 TASTE Name one thing they can taste or their favorite food to eat.

Your client can track where they are in the grounding activity by pointing to or
checking off the boxes on the opposite page. Once they get through all the steps,
have them take another deep belly breath at the end.

Parent/Caregiver Note: Encourage adults to try this activity with their child a few
times over the next week or two, perhaps after dinner, at bedtime, or when riding
in the car. This way, the child gets a chance to try the skill in a few different places

Then check in with the family to see how the child responded to using the skill in
various locations. Did it work better in some places than others?

7
5-4-3-2-1 GROUNDING
 TRACE A PATTERN
Tracing patterns is one way for kids to focus on something right in front of them
in the present moment. The repetitive nature of the activity can be seen as a
moving meditation practice.

Patterns can be connected so the client can move their fingers in infinite
directions, or they can involve a line that the client traces back and forth with
their finger.

Have your client use their finger to trace one of the patterns on the opposite
page for a few minutes to help them relax. When they’re done, check in to see if
there is one pattern they enjoyed more than the others.

Parent/Caregiver Note: Encourage adults to practice tracing patterns with their

child at home, such as in between homework assignments or as part of their
morning or bedtime routine. They can also encourage their child to try it at school
when they need a moment to relax or settle down.

8
TRACE A PATTERN
 DISTRACTION COPING SKILLS
Distraction coping skills involve the use of playful activities to allow kids to take a
break until they can process their feelings. Since play is a natural stress reliever for
kids, these strategies can break the cycle of worry.

Some examples of play-based distraction techniques include:

• Games: These activities involve simple board, card, or paper games like
Sudoku, word searches, tic-tac-toe, or connect the dots.

• Fun activities: Kids can create their own comic strip, write a story, plan
fun events for the future, and so on. The possibilities are endless.

• Creative interventions: To engage their creative side, kids can use arts
and crafts supplies to create artwork, make up knock-knock jokes, or even
invent their own game.

On the opposite page, ask your client to draw or write about the types of play
activities they enjoy, as well as any new ways of playing that they want to try. This
will give you a starting point to explore which skills a child already has and which
ones they are interested in learning more about.

Parent/Caregiver Note: Encourage families to leave some free time in their

schedules so kids have an opportunity for unstructured play. Structured activities
are wonderful, but there are benefits to having unstructured play as well. It
provides kids a chance to use their imagination, practice flexible thinking, and
enhance creativity.

9
 DISTRACTION COPING SKILLS
What kinds of play do you enjoy?

Are there any new types of play that you want to try?

Paint! Games
Write a poem! !
 PLAY DOTS
Sometimes kids need a distraction to help them refocus and reset. Playing games
is one such form of distraction that can provide their brains with a much-needed
break. A fun and simple game you can use to take a break with your client is
called dots. Here’s how to play:

For this game, the goal is to take turns connecting dots to create as many
different squares as possible.

To begin, you and your client will each pick a letter that you will use to mark
your squares with. Make sure you pick two different initials so you can tell who
completed each square.

Then take turns with your client drawing one line at a time, either vertically or
horizontally (not diagonally), to connect two dots. Each time someone completes
a square, they should write their initial in it. Once they mark their square, they get
an extra turn as well!

The person who has the most squares once the whole page has been completed
wins.

Parent/Caregiver Note: Kids (and adults!) can play this game while waiting for food
to be served at a restaurant, while sitting in a doctor’s or dentist’s waiting room, or as
a break in between homework or after-school activities. Encourage families to give it
a try!

10
PLAY DOTS
 COMPLETE THE SQUIGGLE
When kids are in “fight, flight, or freeze” mode, another way to help them refocus
and reset is to have them do something fun and creative. Not only does this give
their minds a chance to settle, but it also challenges them to work on important
skills like being flexible thinkers and understanding someone else’s perspective.

On the opposite page is a squiggle. Ask your client to complete the drawing in
any way they want. The following are some ideas:

When the client finishes their drawing, ask them to tell you about it and to walk
through you through their process in completing it.

Parent/Caregiver Note: This activity is easy to try at home too. Make a copy of
the squiggle drawing and see how many different designs each family member
can come up with. Families can also use a different kind of squiggle to use for this
activity. Encourage them to get creative!

11
COMPLETE THE SQUIGGLE
 WOULD YOU RATHER
Playing “Would You Rather” is a great way to connect with your client while
having fun. Not only does this game build rapport, but it is also a great ice
breaker activity that can give their stressed out mind some relief.

This game simply involves asking your client to pick which option out of a set of
two they would prefer. After they answer each question, you can follow up by
asking why they made that choice. This gives you a chance to explore more about
how they think. You can then share your choice with them as well!

On the opposite page are some “Would You Rather” questions you can answer
with your client. There is also space for you and your client to create your own
questions. Encourage their inventiveness and spark their creativity!

Parent/Caregiver Note: This is a great activity that families can play together to
pass the time while waiting in line, riding in the car, or sitting at the dinner table.
Encourage them to use it as an opportunity to get little bit silly together! All it
requires is a bit of imagination to come up with questions.

12
 WOULD YOU RATHER
Would you rather...
Walk OR run
Skip OR hop
Read a paper book OR a digital book
Eat something salty OR sweet
Eat something crunchy OR soft
Sing OR dance
Perform in front of people OR watch people perform
Go to the mountains OR the beach
Eat fruit OR vegetables
Eat potato chips OR popcorn
Watch a TV show OR a movie
Do magic tricks OR watch a magic show

r own!
Make u
p you Would you rather...
OR
OR
OR
OR
OR
 MOVEMENT COPING SKILLS
When children experience big emotions, their bodies can fill with pent-up
energy, resulting in the need to find ways to safely expend that energy.
Movement coping skills provide kids with small and big ways to do just that.

Movement coping skills can take one of two forms:

• Small body movements: These activities focus on moving isolated parts of

the body at one time, like the feet, shoulders, or hands.

• Big body movements: These activities involve full-body movements that

engage the child’s entire body at once, like biking, running, or skipping.

On the opposite page, ask your client to draw or write how they like to move their
bodies, as well as any new ways of moving that they want to try. This will give you
a starting point to explore which skills a child already has and which ones they
are interested in learning more about.

Parent/Caregiver Note: Encourage adults to add movement to their child’s day,

whether it’s in between homework assignments, at transition times, or as part
of other daily or weekly routines. For example, this can involve stretching before
bedtime or taking a quick scooter ride after homework time.

13
 MOVEMENT COPING SKILLS
How do you like to move your body? What do you like to do to
stay active?

Are there any new forms of movement or physical activity that

you want to try?
 SMALL BODY MOVEMENTS
Small movement coping skills are a great tool for kids to expend energy in a safe
and healthy way, especially when doing bigger movements may not be feasible.
For example, kids can use these small movements when sitting at their desk at
school or listening to a class presentation.

On the opposite page is list of small movement strategies that kids can
incorporate into their coping repertoire. There is also space for them to add in
their own ideas.

Have your client go through the list and identify one strategy they’d like try in
session. Once they’ve identified a strategy:

• Check in with them to see how they are feeling before trying
out the skill.

• Practice using the chosen skill for a minute or two.

• Check in with your client again. Did their feelings change? Do they
feel anything new or different? Have their feelings stayed the same
size, gotten bigger, or gotten smaller?

Parent/Caregiver Note: Encourage families to practice small movement coping

skills together at home. Have them choose one new small body movement to try
this week and ask them to practice it together at home.

14
SMALL BODY MOVEMENTS
Move Your Head and Shoulders
 Roll your head in one direction and then the other
 Move your shoulders up and down
 
 

Move Your Hands

 Make a fist, then release it
 Pop bubble wrap
 Play with a fidget
 
 

Move Your Feet

 Flex and point your feet
 Wiggle your toes
 Push your feet down on the ground, then relax
 
 
 BIG BODY MOVEMENTS
Not only can big body movements help kids release excess energy from
their bodies, but movement breaks—such as those offered during recess—
can enhance children’s academic performance and improve their ability to
concentrate and take in new information.

On the opposite page is list of big movement strategies that kids can incorporate
into their coping repertoire. There is also space for them to add in their own
ideas.

Have your client go through the list and identify one strategy they’d like try in
session. (Make sure to pick one you can do together. Some activities, like biking,
may not be accessible in the moment.) Once they’ve identified a strategy:

• Check in with them to see how they are feeling before trying out the skill.

• Practice using the chosen skill for a minute or two.

• Check in with your client again. Did their feelings change? Do they feel
anything new or different? Have their feelings stayed the same size, gotten
bigger, or gotten smaller?

Parent/Caregiver Note: Encourage families to practice big movement coping skills

together at home. Have them pick one new big movement coping skill to try this
week and encourage them to practice it together at home.

15
 BIG BODY MOVEMENTS
 Do wall push-ups

 Do jumping jacks

 Take a dance break

 Do body stretches

 March in place

 G
 o biking, rollerblading,
or scootering

your own!
Th ink of
 

 

 

 
 HEAD, SHOULDERS, KNEES, AND TOES
For a quick and fun movement activity you can do in session, try singing aloud
to “Heads, Shoulders, Knees, and Toes” as you touch each corresponding part of
your body and encourage your client to do the same with theirs:

Head, shoulders, knees, and toes,

knees and toes!

Head, shoulders, knees, and toes,

knees and toes!

Eyes and ears and mouth and nose,

head, shoulders, knees, and toes,

knees and toes!

For some variation, you can also try speeding up or slowing down the song. You
can even mix it up by substituting different body parts into the song like ears,
wrists, hips, or ankles. Don’t be afraid to get creative!

Parent/Caregiver Note: This quick body break activity can be used in between
homework assignments, in the morning before school, or whenever the child has
some extra energy they need to get out in a safe and healthy way.

16
 HEAD, SHOULDERS, KNEES, AND TOES

HE A D !
SHOULDERS!
KNEES!
TOES!
MORE IDEAS...
Ears, wrist, hips, and ankles
Forehead, ears, nose, and chin
Thin
k of y
our
own
 !


 SENSORY COPING SKILLS
Sensory coping skills help children regulate their emotions by focusing on their
five senses (sight, sound, touch, smell, and taste), as well as their proprioceptive
sense (awareness of body position and movement) and vestibular sense (sense of
balance and orientation).

The following are some examples of coping skills that draw on the various senses:

• Touch: Play with sequined fabric, hold toasty hand warmers, wrap yourself
in soft blankets and pillows

• Taste: Sip something warm (like tea or soup) or cold (like ice water)

• Smell: Breathe in calming scents, identify different scents in nature

• Visual: Name as many colors as you can in your environment, shake

up a calming jar and watch the glitter settle

• Auditory: Listen to music, clap in rhythm to a song

• Proprioception: Do wall push-ups, jump on a trampoline

• Vestibular: Do a crab walk, do a handstand, use a rocking chair

On the opposite page, ask your client to draw or write which sensory activities
they find most appealing, as well as how they might like to use their senses in
new ways. This will give you a starting point to explore which skills a child already
has and which ones they are interested in learning more about.

Parent/Caregiver Note: Encourage families to try using their senses in different

ways throughout the day. For example, they can pet the family dog or cat, listen
to different types of music, or pause to take in the aroma of a delicious meal. Each
family member can check in about how they feel before and after using a sensory
coping strategy to see how they respond.

17
 SENSORY COPING SKILLS
What are some ways you like to use your five senses (sight,
sound, touch, smell, and taste)?

Are there any new ways of using your senses that you want to try?
 CALMING JAR
When your client feels like their mind is whirling and they can’t concentrate on
anything, a calming jar is a wonderful visual aid that can help them share what’s
on their mind and get settled.

Using the image of the calming jar on the opposite page, ask your client to write
everything that is on their mind inside the jar. Then make a calming jar in session
using these basic ingredients:

• Empty container with a lid

• Warm water

• Glitter glue

To make the calming jar, add about ¼ cup of glitter glue to the bottom of the
jar and then fill with warm water. Put the cover on, and then shake vigorously to
help the ingredients combine.

Explain to your client that whenever they are feeling stressed out, they can shake
the jar and imagine that their mind is settling down as they watch the glitter fall
to the bottom.

Parent/Caregiver Note: Kids can use their calming jar at home too! Great moments
to use the jar include right before homework time, in between assignments, or
before bedtime.

18
CALMING JAR
 CLAPPING IN RHYTHM
Clapping along to the rhythm of a song is an easy and fun way to expend some
energy. This great sensory activity not only engages kids’ sense of touch as they
feel the vibrations of the music and clap their hands together, but it also taps into
their auditory skills as they work to clap to the beat. And the great thing about
clapping your hands is that you don’t need any extra equipment!

Kids can create a clapping routine to any song. For example, try this routine to
“Row, Row, Row Your Boat”:

ROW, ROW, ROW YOUR BOAT

CLAP CLAP CLAP CLAP CLAP

GENT-LY DOWN THE STREEEEAM,

CLAP- CLAP CLAP CLAP CLAP-CLAP-CLAP-CLAP

MER-RIL-Y, MER-RIL-Y, MER-RIL-Y, MER-RIL-Y,

CLAP-CLAP-CLAP CLAP-CLAP-CLAP CLAP-CLAP-CLAP CLAP-CLAP-CLAP

LIFE IS BUT A DREEEEAM!

CLAP CLAP CLAP CLAP CLAP-CLAP-CLAP-CLAP

On the opposite page, your client can create their own pattern of clapping with a
song you choose to use during the session.

Parent/Caregiver Note: Families can use their senses to interact with different
types of music at home too. As they listen, they can try moving in different ways
by dancing, clapping, tapping their toes, marching, snapping their fingers, and so
forth. Encourage families to pay attention to how it feels in their bodies to interact
with the music in different ways. They can check in with their child after they listen
and move and share their reactions together to connect with one another.

19
 CLAPPING IN RHYTHM
Song Title: 

Create your clapping routine for the song in the space below!
 YOGA POSES
Yoga is a powerful yet simple way to engage children’s vestibular and
proprioceptive systems, which not only play a role in body awareness but in
overall self-regulation as well. By twisting, stretching, and balancing their bodies
in various poses, kids will have an opportunity to settle, focus, and regulate their
nervous systems. The following yoga poses are perfect for beginners to yoga, and
you can even use them during sessions with clients:

• Warrior pose: Start with your feet wide apart and pointed forward. Stretch
your arms straight out from your shoulders, palms down. Turn your left foot
90 degrees, and bend your left knee into a lunging position.

• Cobra pose: Lie down on your stomach with your legs straight out behind
you, with your feet pointed. Put your hands flat on the floor underneath your
shoulders. Lift up your head and chest as far as feels comfortable for you.

• Easy pose: Sit on the floor with your legs in a crisscross position. Put your
hands together with your palms facing each other, and place your hands in
front of your chest.

• Seal pose: Lie down on your stomach with your legs slightly apart. Put
your hands flat on the floor underneath your shoulders. Lift your head and
shoulders up, and bend your knees to bring your feet toward the ceiling.

• Downward dog: Start by standing with your feet slightly apart and bent
over at the waist. Put your hands out in front of you and walk your hands out
in front of you.

• Camel pose: Start by kneeling on the ground with your lower legs straight out
behind you. Reach your arms back toward your feet, and do a slight backbend.

Your client can follow along using the images on the opposite page.

Parent/Caregiver Note: Yoga poses or stretches can be a great activity at bedtime

to help kids relax and wind down at the end of the day. You can also use them to
gently stretch as part of a wake-up routine.

20
 YOGA POSES

warrior pose

cobra pose

seal pose

easy pose

downward dog

camel pose
 PROCESSING COPING SKILLS
Processing coping skills focus on helping kids work through difficult or
uncomfortable thoughts, feelings, and behaviors. When kids are able to process
what’s happening in their bodies and minds, they’re better able to manage
overwhelming situations in the future.

There are three different ways you can use processing coping skills:

• Explore thoughts: Help kids identify what they are thinking about a certain
situation or experience by writing in a journal or making a worry box.

• Explore feelings: Help kids get a better understanding of the emotions they
are feeling in any given moment by using a feelings charts and asking them
to tune into their internal body signals.

• Explore behaviors: When kids are stressed out, they can exhibit challenging
behaviors. To explore these behaviors and their impact on others, conduct
a behavioral “comic strip” chain of what they could do differently next time.

On the opposite page, ask your client to draw or write how they typically work
through challenging thoughts, feelings, or behaviors, as well as new strategies
they want to try. This will give you a starting point to explore which skills a child
already has and which ones they are interested in learning more about.

Parent/Caregiver Note: Although processing coping skills can some of the most
challenging to teach, they are essential in helping kids learn how to express their
thoughts and feelings in a safe manner. Encourage families to check in with their
kids about what they are feeling and thinking at different times throughout the
week. Labeling their emotions and expressing their thoughts on a regular basis will
help kids to learn how to self-regulate.

21
 PROCESSING COPING SKILLS
How do you currently work through difficult thoughts, feelings,
or behaviors?

Are there any new strategies you’d like to learn to work through
difficult thoughts, feelings, or behaviors?
Other documents randomly have
different content
truck units. After the 3rd and 4th Mobilization day 6 further divisions
will be brought up to the 2nd and 3rd line and can be employed
where success is in the balance.
The Fuehrer: We should not plan the action on the operations as we
desire them, but take into consideration the probable course of
action pursued by the enemy. With regard to his course of action
two factors are decisive: 1. At the time of our rearmament between
1934 and 1938 our opponent must have endeavoured to secure
himself against a tearing of the East-West Communication, in his
case probably between Trappau and Nikolsburg. Against us this
would imply the building of fortifications on the Upper Silesian
frontier. In the South an agreement with Austria would achieve a
defense north of the Danube, or an advance to the Danube to
protect the Southern flank.
2. The latter is no longer possible. Therefore, as a result of the
situation created in March 1938, it is all the more probable that they
have increased their fortifications opposite our 2nd army. The enemy
must hold there—otherwise there is no sense in holding the
remaining front. Hence here the best regiments and fortifications are
to be expected. Holding of the front facing the 2nd Army will decide
the "To be or Not to be" of Cz. There is no doubt that the planned
pincer movement is the most desirable solution and should take
place. But its success is nevertheless too uncertain for it to be
depended on. Especially as a rapid success is necessary from a
political point of view. The first 8 days are politically decisive; within
that week a far-reaching territorial gain must be achieved. Our
artillery (210cm Howitzers) not adequate against fortifications.
Where an attack is expected the element of surprise is ruled out.
Besides from experience it is difficult to refrain from an action that
achieves only part-success. More and more units are thrown into
breaks, and bleeding-to-death which one wanted to avoid sets in
(Verdun!!). Tanks are used up and are not available for the
subsequent territory-gaining operation. The consequence is that
motorized divisions have to advance without tanks. ("Tables Turned")
Also the objectives of the motorized units are not too far-removed
and can be gained without fighting, so that they could be equally
well gained by infantry troops. The motorized divisions will not be
able to influence a decision to any extent. It is the task of motorized
forces to bridge areas free of the enemy. Where an attack opens up
a large free space, the commitment of motorized forces is justified.
Compare with the use of army cavalry at the beginning of the 1914
war. It is catastrophic for tanks to have to stop and wait for infantry.
This contradicts all laws of logic. In the 14th army sector
fortifications can only have been begun since March. Hence, thrust
toward Brunn will be easier. 2nd Pz Div can therefore be left there.
However, this division should operate with the 29th motorized
division. Therefore the 29th must not arrive on the evening of the
2nd day. The 2nd Pz must constitute the advance column of the 29th
Div (Mot.). Are the road conditions suitable for the 29th? The 13th
Division, which has no prospects of success as a Mot. division with
the 12th Army, is to be transferred to the Reichenau Army together
with 2nd Motorized Div. Thus 2 chances for victory will be created.
If pincer movement has no success, 10th Army will open way for
12th Army, bringing strong forces into the heart of the country. If
both operations are successful, this means the end of Cz. In place of
the two motorized divisions it is preferable to mobilize two further
divisions which are to be brought up in trucks and buses. For the
10th Army the turn Northeast toward Prague may become
necessary.
General Oberst v. Brauchitsch: Employment of motorized divisions
was based on the difficult rail situation in Austria and the difficulties
in getting other divs. (ready to march) into the area at the right
time. In the West vehicles will have to leave on the 20th of Sept., if
X-Day remains as planned. Workers leave on the 23rd, by relays.
Specialist workers remain according to decision by Army Command
2.
The Fuehrer: Doesn't see why workers have to return home as early
as X-11. Other workers and people are also on the way on
mobilization day. Also the RR cars, they will stand around
unnecessarily later on.
General Keitel: Workers are not under the jurisdiction of district
commands (Bezirks Kdos.) in the West. Trains must be assembled.
v. Brauchitsch: 235,000 men RAD [Labour Service] will be drafted.
96 Construction Bns will be distributed (also in the east). 40,000
trained laborers stay in the West.
Fuehrer: Trained men should be distributed among newly formed
divisions on 2nd line.
Brauchitsch: Will be investigated. Implies change of mobilization
orders if war orders already in the hands of the people.
General Construction Inspector Dr. Todt (late brought into the
conference): Delays in unloading of material through slow
changeover in timetable of RRs only from 15 September. Transports
must be in their appointed positions by X minus 11. Air zone to take
2nd place to the Infantry zone. Build battery positions.
Certified
/s/ SCHMUNDT
Major on Gen. Staff

[ITEM 20] [Typescript]

Schm [initialled by Schmundt]
Nurnberg, 10 September 1938
[Stamp]

Office of the Armed Forces Adjutant attached to the

Fuehrer Reich Chancellor

Received 19 September 1938

The Fuehrer and Supreme Commander of the Armed Forces
 TOP SECRET
1. The whole RAD organization comes under the command of the
Supreme Command of the Army effective 15 September.
2. The Chief of OKW decides on the first commitments of this
organization in conjunction with the Reichs Labor Leader
(Reichsarbeitsfuehrer) and on assignments from time to time to the
Supreme Commands of the Navy, Army and Air Force. Where
questions arise with regard to competency he will make a final
decision in accordance with my instructions.
3. For the time being this order is to be made known only to the
departments and personnel immediately concerned.
[signed] ADOLF HITLER

Supreme Command of the Armed Forces

No. 2038/38 Most Secret WFA/L IIc
T 9.9
Distribution:
C-in-C of the Army
Reich Minister for Air and C-in-C of the Air Force
C-in-C of the Navy
Reichsminister of the Interior
for the attention of Ministerial Director Dr. Danckwerts
Head of Reich Labor Service through Admin Office (VOA)
Distribution:
Adjutant to the Fuehrer—1st Copy
WZ, WH, WR—2nd to 4th Copies
Armed Forces Ops. Dept.—5th Copy
LIa, Ib, Ic, IV, VOA—6th to 10th Copies
WNV—11th Copy
Office for Ausl/Abwehr—12th to 14th Copies
General Armed Forces Office—15th to 17th Copies
 Armed Forces Staff—18th to 20th Copies
Spare—21st to 25th Copies
25 Copies 1st Copy
A true copy:
Hofmann
Oberst (Reserve)
[ITEM 21] [Typescript]

Berlin, 14 September 1938

12 Copies

Supreme Command of the Armed Forces

No. 2044/38 Most Secret WFA/L IIc

[Stamp]

Office of the Adjutant of the Armed Forces attached

to the Fuehrer and Reichs Chancellor

Received 19 Sept. 1938

Reg. No. 198/35
Despatched Schm
Clerk [initialled by Schmundt]
Subject: Employment of Reich Labor Service for Manoeuvres with
Wehrmacht.
I. Effective 15 September the following units will be under command
of the C-in-C of the Army
1. The RAD forces of the light road construction battalions.
2. Those parent units of construction troops which are to be formed
from personnel from 2 Gau Commands, 21 RAD Group Commands,
and 91 RAD Battalions of Wehrkreis HQs VII, IX and XIII, and set up
at Army Group HQ 2 (Heeresgruppenkommando) for the purpose of
carrying out exercises within the areas of Wehrkreis HQs V and XII.
3. a. The staff of Labor Gau W (Arbeitsgaustab) and the section and
group staffs of the RAD employed on the construction of the
Western fortifications and also RAD Battalions with the exception of
those branches of the RAD attached to the Reich Minister for Air and
the C-in-C of the Air Force (compare Section 8).
b. Labor Gaus XXI, XXIV, XXV, XXVI, XXVII, and XXXII come under
the Supreme Command of the Army only in matters affecting the
defence of the country. Those RAD units from these Labor Gaus
employed at the moment for purposes of the country's Kultur, etc.,
will retain these tasks for the time being, Labor Service for Girls
[AWJ] is excepted from coming under the control of the Supreme
Command of the Army.
c. It must be borne in mind, when allotting military tasks to those
sections of the RAD named in a and b above, that in accordance
with Appendix 7 to the Army Mobilization Plan for Deputy Gau
Commands, Deputy Group Commands and Guard Units will remain
with the RAD if and when mobilization takes place.
4. The C-in-C of the Army and Reichs Labor Leader are requested to
discuss all details under 1 and 3 direct.
II. 5. Light road construction battalions are training-units of the
Army. Their members are regarded as having been drafted into the
Armed Forces for manoeuvre purposes and are soldiers.
6. The members of remaining formations as per 2 and 3 who have
been taken exclusively from the RAD will remain RAD leaders or men
until mobilization.
But it is possible that they will have to be attached to the Army for
administration or that the army must furnish money if difficulties are
encountered in prompt payment of the men.
The C-in-C of the Army and the Reich Labor Leader are requested to
settle details by direct agreement.
7. In case of mobilization the regulations laid down in Appendix 7 of
the plan for the mobilization of the army come into effect
automatically and apply also to those exercise formations for which
there have up to now been restrictive regulations with regard to
their coming fully under the command of the Army.
III. 8. Those RAD staffs and Battalions made over to the Luftwaffe in
the Limes area will be under command of the Reich Minister for Air
and the C-in-C of the Air Force beginning September 15. The same
regulations apply in essence to them.
The Chief of the Supreme Command of the Armed Forces
By Order

Signed Keitel
Distribution:
C-in-C of the Army—1st to 3rd Copy
Reich Minister for Air and C-in-C of the Air Forces—4th to 6th Copy
Head of Reich Labor Service—7th to 8th Copy
L Ia, II, IV—9th to 11th Copy
Draft (VOA)—12th Copy
Distribution 2: 25 Copies
Adjutant to the Fuehrer—1st Copy
WZ, WH, WR—2nd to 4th Copy
Armed Forces Ops Dept—5th Copy
Armed Forces Ops Dept/L Ib, Ic—6th Copy
Armed Forces Communications (WNV)—7th Copy
Office of Ausl/Abwehr—8th to 10th Copy
General Armed Forces Office—11th to 13th Copy
Armed Forces Staff—14th to 16th Copy
Draft—17th Copy
Spare—18th to 25th Copy
A true Copy:
HOFMANN
Oberst (Reserve)
[ITEM 22] [Typescript]

MOST SECRET

Berlin, 16 September 1938

Supreme Command of the Armed Forces

WFA No. 194/38 Most Secret S.O. Only L Ia

S.O. Only
Access only through Officer

7 Copies 5th Copy

19.9.38
Schm
Subject: Preparations on part of Reichsbahn etc.
The Reichsbahn must provide trains of empty trucks in great
numbers by September 28 for the carrying out of mobilization
exercises. This task now takes precedence over all others.
Therefore the train-loads for the Limes-job will have to be cut down
after September 17 and those goods loaded previous to this date
unloaded by September 20.
The Supreme Command of the Army (5th Division of the Army
General Staff) must issue further orders after consultation with the
authorities concerned.
However, in accordance with the Fuehrer's directive, every effort
should be made to continue to supply the materials in as large
quantities as feasible even after 20th September 1938, and this for
reasons of camouflage as well as in order to continue the important
work on the Limes.
Reports should be submitted on what can be done in this direction.
Chief of the Supreme Command of the Armed Forces
Signed Keitel
Distribution:
Supreme Command of the Army—1 (Copy 1)
C-in-C of the Air Force (Ketzinger's staff)—1 (Copy 2)
General Inspector for Roads—1 (Copy 3)

Certified
Zeitzler
Oberst on the General Staff

Major Schmundt
[There is no ITEM 23 in the file]
 [ITEM 24] [Typescript]

MOST SECRET

Berlin, September 16, 1939

30 Copies 4th Copy
T 9.9

[Stamp]

Schm
[initialled by Schmundt]

Office of the Armed Forces

Adjutant attached to the Fuehrer and Reich Chancellor

Rec. 19th Sept. 1938,

Enclosures
Reg. No. 199138
Despatched
Clerk

Supreme Command of the Armed Forces

No. 2120/38 Most Secret WFA/L IIc
Subject: Employment of the Reich Labor Service (RAD)
1. The following RAD forces will receive military training; in
accordance with the instructions of the C-in-C of the Army:
From the area of the—
IInd Army Korps (AKs) 7 Battalions
IIIrd 2 Battalions
IVth 31 Battalions
Vth 1 Battalion
VIth 78 Battalions
VIIth 1 Battalion
IXth 65 Battalions
Xth 84 Battalions
XIth 33 Battalions
For the time being these battalions are still part of the RAD in
matters regarding personnel, administration, and discipline.
2. The C-in-C of the Army and Reich Labor Leader are requested to
settle all details by direct agreement.
For the Chief of the Supreme Command of the Armed Forces
By Order

Jodl
Distribution:
Supreme Command of the Army—1st Copy
Reich Minister for Air and C-in-C of the Air Forces—2nd Copy
Head of Reich Labor Service—3rd Copy
WZ, WH, WR—5th-7th Copies
Armed Forces Ops Division—8th Copy
L Ia, Ib, Ic, IV, VOA—9th-13th Copies
Armed Forces Communications Dept.—14th Copy
Office of Ausl/Abwehr—15th-17th Copies
General Armed Force Office—18th-20th Copies
Armed Forces Staff—21st-23rd Copies
Spare—24th-30th Copies

[ITEM 25] [Telegram]

[Handwritten note]

MOST SECRET

S.O. ONLY
LAST NIGHT CONFERENCE TOOK PLACE BETWEEN FUEHRER AND
OBERSTLEUTNANT KOECHLING. DURATION OF CONFERENCE 7
MINUTES. LT. COL. KOECHLING REMAINS DIRECTLY RESPONSIBLE
TO OKW. HE WILL BE ASSIGNED TO KONRAD HENLEIN IN AN
ADVISORY CAPACITY. HE RECEIVED FAR-REACHING MILITARY
PLENARY POWERS FROM THE FUEHRER. THE SUDETEN GERMAN
FREE CORPS REMAINS RESPONSIBLE TO KONRAD HENLEIN ALONE.
PURPOSE: PROTECTION OF THE SUDETEN GERMANS AND
MAINTENANCE OF DISTURBANCES AND CLASHES. THE FREE CORPS
WILL BE ESTABLISHED IN GERMANY. ARMAMENT ONLY WITH
AUSTRIAN WEAPONS. ACTIVITIES OF FREE CORPS TO BEGIN AS
SOON AS POSSIBLE.
[Pencil Note] 1045, 18 Sept 38
RADIOED to Capt.
Engel, Berlin.

[ITEM 26] [Telegram]

[Handwritten note]

MOST SECRET
S.O. ONLY

[In Ink]
18.9
38
1030
vb
GERMAN 2nd ARMY—COSEL—7 Inf. Div's, 1 Armd Div, 1 Inf Div on
trucks, 1 Light Div, of these the following arrive on 1st X day: Two-
thirds of one Inf Div, 1 Armd Div, and 1 Inf Div on trucks.
On 2nd X Day: one-third of one Inf Div.
On 3rd X Day: 1 Inf Div
On 4th X Day: 1 Inf Div
On 5th X Day: 2 Inf Divs from 7th day on 1 Inf Div and one light Div.
8th Army:—FREIBURG—4 Inf Divs. The following is the timetable for
arrival:
On 2nd X Day: two-thirds of one Inf Div
On 3rd X Day: one-third of one Inf Div
On 4th and 5th X Day: One Inf Div each day.
4th Army Corps—Herrenhut, 2 Inf Divs of which one will arrive on
the 1st day, the other on the 3rd day.
10th Army:—SCHWANDORF—3 Inf Div's, 1 Armd Div, 1 Light Div, 3
Mot Inf Divs. They will arrive as follows:
On 1st X Day: 1 Inf Div and 1 Armd Div. 1 Light Div, 2 Mot Inf Divs.
On 2nd X Day: 1 Inf Div., 1 Mot Inf Div.
On 4th X Day: 1 Inf Div.
12th Army:—PASSAU—7 Inf Div's, 1 Mountain Div, 1 Inf Div on
trucks, Regt. They arrive as follows:
On 1st X Day: 1 Inf Div, 1 Mountain Div.
On 2nd X Day: 2 Inf Div, 1 Inf Div on trucks
On 4th X Day: 2 Inf Div's.
On 7th X Day: 1 Inf Div.
On 8th X Day: 1 Inf Div.
14th Army:—VIENNA—1 Inf Div, 2 Mountain Div's, 1 Armd Div, 1
Light Div, 1 Mot Inf Div. N N Mot [?] They will arrive as follows:
On 1st X Day: one-third of one Inf Div, 1 Armd Div, 1 Mot. Div.
On 2nd X Day: 2/3 of one Inf Div, 1 Light Div.
On 3rd X Day: 2 Mountain Divs.
 END

Reich War Ministry/Naval Communication Service

MOST SECRET 18.9

Renewed attention is called to strictest observance of secrecy
regarding following message. Noted. Message begins—
[There follows a repetition of the above telegram in its exact form.]
Any questions?

[ITEM 27] [Typescript]

Army Appointments Held
Army Group Command: C-in-C: Gen. of Inf. Adam
CofS : Gen. of Inf. Wietersheim
G-3 : Lt. Col. Muller

1st Army HQ: C-in-C: Gen. of Arty Beck

CofS : Maj. Gen. v. Apell
G-3 : Col. v. Greiffenberg

2nd Army HQ: C-in-C: Gen. v. Rundstedt

CofS : Brig Gen v. Salmuth
G-3 : Lt. Col. Hasse

3rd Army HQ: C-in-C: Gen. of Arty v. Kuechler

CofS : Brig. Gen. Hollidt
G-3 : Lt. Col. Wagner

4th Army HQ: C-in-C: Gen. (for special duties)

v. Hamerstein
CofS : Maj. Gen. Viebahn
 G-3 : Lieut. Col. Metz

5th Army HQ: C-in-C: Gen. of Inf Liebmann

CofS : Brig. Gen. v. Sodenstern
G-3 : Col. Duvert

7th Army HQ: C-in-C: Gen. of Inf. (for special

duties) Baron Zeutter
v. Lotzen
CofS : Brig. Gen. Modl
G-3 : Col. v. Witzleben

8th Army HQ: C-in-C: Gen. v. Bock

CofS : Brig. Gen. Felber
G-3 : Col. Hauffe

10th Army HQ: C-in-C: Gen. of Arty v. Reichenau

CofS : Brig. Gen. Bernard
G-3 : Col. Dostler

12th Army HQ: C-in-C: Gen. Ritter (for special

duties) v. Leeb
CofS : Maj. Gen. v. Lewinsky,
known as v. Manstein
G-3 : Lt. Col. Blumentritt

14th Army HQ: C-in-C: Gen. of Inf List

CofS : Maj. Gen. Ruoff
G-3 : Col. Wohler

[ITEM 28: One Page Mobilization Schedule, not translated]

 Berlin, 21 Sept 1938

[ITEM 29] [Typescript]

Chief, OKW
If the Czech Government accepts terms:
a. Cession of Sudeten German territory
b. Plebiscite in Czech-German territories,
The following military measures are to be considered:
1. The withdrawal by the Czechs from this territory of troops, police
and Gendarmerie and other military units.
2. The immediate surrender of arms in these territories.
3. The immediate surrender of all fortifications in the areas with all
arms and equipment.
4. The immediate evacuation of fortifications by the military outside
the above territories.
5. The withdrawal of all military power behind a security line, which
will include the fortifications under (4).
6. The right of the German Wehrmacht to use all public
transportation and communications, especially the railroads, for
military purposes.
7. The right to fly over the above territories and to maintain Air
security up to the security line.
8. The occupation of territories to be ceded including the adjoining
railroad junctions, communications installations, towns, airfields, etc.
inland beyond the last fortification line.
9. Pacification and security of the Plebiscite Areas by:
a. German Police (originally)
b. International Police (later for plebiscite)
10. Demobilization of the entire Czech armed forces in the remaining
area of the country, discharge of all reserves, etc.
11. Immediate discharge of all Sudeten-Germans in the armed
forces from the whole of Czechoslovakia to be sent home into
Sudeten-Germany.
12. Closing down of entire armament industry until after the end of
all negotiations.
13. a. Prohibition of any new fortifications and field fortifications
opposite the security line.
b. Destruction of all existing fortifications which are situated beyond
the future German borders.
14. Demand further cession of territory on military grounds, namely
the Pressburg bridgehead, the area northwest of Pilsen, the Eger
sector west of the Elbe to Laun.
15. Security line must be 25 km from the territory being ceded to
Germany or the territory being put to the vote. (See number 5.)
16. Cessation, immediately, of all military Intelligence work against
Germany. Violation will be considered breach of neutrality.
17. Immediate pardon and release of all Germans and Sudeten-
Germans, convicted of espionage.
18. Transfer of all Czech Air Force personnel to their peace time
garrisons and prohibiting of all military flying operations.
19. Prohibition of destruction or sabotage of any military
installations, including ground installations of the Air Force, in the
territories to be ceded.
20. The closing down and handing over to the German armed forces
of all radio transmitters of a military, official or private nature in the
areas to be ceded.
21. The handing over of all Railroad networks including rolling stock,
undamaged.
22. The handing over of all Public Utilities (power houses, gas works,
etc.) undamaged.
23. No materials of any kind to be transferred (such as raw
materials, provisions, livestock, etc.).
24. Prohibition of import of war equipment of any kind.
25. Demobilization of Danube patrol and security vessels.

[ITEM 30] [Typescript]

Bayreuth 134
[Pencil note written by Schmundt:] Not sent off. Schm

26 September 1938
HEADQUARTERS OF THE SUDETEN-GERMAN FREE CORPS
Herr Benesch has dissolved the Sudeten-German Party and believes
that he will thus be able to destroy the unity of the Sudeten-German
radical group and to deal the death blow to the Sudeten-Germans.
Konrad Henlein knew the answer to this. He issued a call on 17.9.38
for the formation of a Sudeten-German Free Corps. Within a few
hours, thousands of Sudeten-Germans had already rallied to the
colors all along the border. Thousands who were burning to fight for
their tortured homeland were forced, to their great disappointment,
to remain at their places of work, because it was impossible, in such
a short period of time, to induct, equip and arm the masses of
enthusiastic volunteers. For even in the first few hours after the
appeal (probably the first instance in the history of the Free Corps)
shock troops of the Free Corps began, in extremely daring
operations, to secure the escape of their countrymen who had been
hounded out of their homeland by their torturers.
Since 19 Sept.—in more than 300 missions—the Free Corps has
executed its task with an amazing spirit of attack (defense)* and
with a willingness often reaching a degree of unqualified self-
sacrifice. The result of the first phase of its activities: more than
1500 prisoners, 25 MG's and a large amount of other weapons and
equipment, aside from serious losses in dead and wounded suffered
by the enemy (The Czech Terrorists).*
Thousands of members of the Sudeten-German Free Corps stand
shoulder to shoulder on the frontiers of Germany. They are inspired
by but one desire: The freedom of the homeland within Adolf Hitler's
Greater Germany.
For Konrad Henlein
The Chief of Staff
[*The superimposed corrections represent actual ink corrections on
the original manuscript.]

[ITEM 31] [Typescript]

Adj to the Fuehrer

[Note in pencil]
28/7
Schm.
Supreme Command of the Armed Forces Berlin 27.9.1938

MOST SECRET 1920 hours.

WFA/L No. 2305/38 Most Secret II 45 copies, 16th copy
The Fuehrer has approved the mobilization without warning of the
five regular west divisions (26th, 34th, 36th, 32, and 35th). The
Fuehrer and Supreme Commander of the Armed Forces has
expressly reserved the right to issue the order for employment in the
fortification zone and the evacuation of this zone by workers of the
Todt organization.
It is left to the OHK—to assemble as far as possible first of all the
sections ready to march and subsequently the remaining sections of
the divisions in marshalling areas behind the western fortifications.
CHIEF OF THE SUPREME COMMAND OF
THE ARMED FORCES.
Signed: Keitel

Distribution: II.

[ITEM 32] [Typescript]

[Stamp]
Office of the Armed Forces
Adjutant attached
To the Fuehrer and
Reich Chancellor
Recd. 3 Oct 1938
Reg. No. 259/38 Most Secret

[pencil note] Adjutant to the Fuehrer

Supreme Command of the Armed Forces

No. 2288/38 Most Secret WFA/L II

MOST SECRET

Berlin, 27 Sept. 1938

Subject: Mobilization Measures
To: The Deputy Fuehrer, via Administrative Offices (J)
The Reischsfuehrer SS and Chief of German Police attn: S.S.
Oberfuehrer Petri.
Express
47 copies, 18th copy
As a result of the political situation the Fuehrer and Chancellor has
ordered mobilization measures for the Armed Forces, without the
political situation being aggravated by issuing the mobilization (X)
order or corresponding code-words.
Within the framework of these mobilization measures it is necessary
for the Armed Forces authorities to issue demands to the various
Party authorities and their organizations, which are connected with
the previous issuing of the Mobilization order, the advance measures
or special code names.
The special situation makes it necessary that these demands be met
(even if the code word has not been previously issued) immediately
and without being referred to higher authorities.
OKW requests that subordinate offices be given immediate
instructions to this effect so that the mobilization of the Armed
Forces can be carried out according to plan.
Following are several examples of cases where previous mobilization
measures were delayed and a recurrence of which might seriously
endanger the mobilization of the Armed Forces:
1. The SA in Wehrkreis XI refused to give up equipment
requisitioned by the Armed Forces in accordance with mobilization
regulations, because mobilization has not yet taken place.
2. Billets which were prepared for troops under mobilization
regulations were not evacuated because mobilization has not taken
place. (NSKK-School Kreischwitzsilesia).
3. Police authorities refused to give up Police Radio Stations for the
A/C reporting network, although the A/C reporting service had
already been called up.
The Supreme Command of the Armed Forces further requests that
all measures not provided for in the plans which are undertaken by
Party Organizations or Police units as a result of the political
situation, be reported in every case and in plenty of time to the
Supreme Command of the Armed Forces. Only then can it be
guaranteed that these measures can be carried out in practice.
The Chief of the Supreme Command of the
Armed Forces.
KEITEL

Further:
Distribution II

[ITEM 33] [Typescript]

28.9.38

MOST SECRET
MEMORANDUM
At 1300 September 27 the Fuehrer and Supreme Commander of the
Armed Forces ordered the movement of the assault units from their
exercise areas to their jumping-off points.
The assault units (about 21 reinforced regiments, or 7 divisions,)
must be ready to begin the action against "Gruen" on September 30,
the decision having been made one day previously by 1200 noon.
This order was conveyed to General Keitel at 1320 through Major
Schmundt.
[pencil note by Schmundt]
 [ITEM 34] [Typescript]
[Stamp:] Office of the Armed Forces Adjutant Attached to the
Fuehrer and Reich Chancellor
[initialled] Schm.

Recd: 3 October 1938

Req. No.: 261/38 Most Secret

Adj. to the Fuehrer

Berlin, 28 Sept 38

Supreme Command of the Armed Forces,

No. 2310/38 Most Secret L I a 45 copies, 16th copy

MOST SECRET
To define spheres of responsibility on the Cz-German frontier, the
following orders are issued:
Through mobilization of the frontier guard (Grenzwacht)
responsibility has shifted entirely on to the army, that is on to the
competent general staff corps. All the units operating on the frontier
are subordinate to them.
No new units of police, customs or party may be shifted into the
immediate frontier area without the knowledge of the army
headquarters concerned, nor may units already in the area be
reinforced without such knowledge. In addition no one may cross
the frontier without the knowledge of the army headquarters.
For the Henlein Free Corps and units subordinate to this the principle
remains valid, that they receive instructions direct from the Fuehrer
and that they carry out their operations only in conjunction with the
competent general staff corps. The advance units of the Free Corps
will have to report to the local commander of the frontier guard
immediately before crossing the frontier.
Those units remaining forward of the frontier should—in their own
interests—get into communication with the frontier guard as often as
possible.
As soon as the army crosses the Cz border the Henlein Free Corps
will be subordinate to the OKH. Thus it will be expedient to assign a
sector to the Free Corps even now which can be fitted into the
scheme of army boundaries later.
The frontier guard has orders only to protect the German frontier,
and not to take part in operations on the other side of the border.
Any support to the Free Corps by the frontier guards anywhere over
the frontier is prohibited.
Chief of the Supreme Command of the
Armed Forces
Keitel

Distribution II
plus:
Reich Minister of the Interior.
Reich Finance Minister
Deputy of the Fuehrer
S.A. Hqs.
Reichsfuehrer SS
Reich Labour Service
Free Corps Henlein (Oberstlt Koechling)

[The following 2 pages are an exact duplicate: Copy 33]

[ITEM 35] [Typescript]

[Stamp:] Office of the Armed Forces Adjutant

Attached to the Fuehrer and Reich Chancellor
(pencil noted: Adjutant to the Fuehrer)
 Recd: 3 October 1938
Req. No: 262/39 Most Secret

Berlin, Sept. 28, 1938

Supreme Command of the Armed Forces

No. 2315/38 Most Secret WFA/L II

MOST SECRET.
Re: Advance Measures Pertaining to Mobilization Plan (Army) Special
Appendix 5
Following advance measures may be carried out:
On the Franco-German border (WEHRKREIS V and XII)
1. Special Group Siegfried, Kz9148—preparation of organization for
the reception of refugees.
2. Special Group Siegfried, Kz9145—Preparation of employment of
district offices and staffs of collecting areas for the discharging of
reservists.
Chief of the Supreme Command
of the Armed Forces

(Signed) Keitel

Distribution II

[ITEM 36] [Typescript]

[Stamp:] Office of the Armed Forces Adjutant

 Attached to the Fuehrer and Reich Chancellor

[pencil note:] Adjutant to the Fuehrer

Schm.

Recd: 3 Oct. 1938

Req. No: 260/38 SECRET

Berlin, Sept. 28, 1938

Supreme Command of the Armed Forces.

No. 2335/38 Most Secret WFA/L II

MOST SECRET

45 copies, 16th copy

Subject: 4 SS-Totenkopf Battalions subordinate to the C in C Army.
To: Reichsfuehrer SS and Chief of the German Police. (SS Central
Office) (36 copies)
By order of the Supreme Command of the armed forces the
following battalions of the SS Deaths Head organization will be under
the command of the C in C Army with immediate effect.
II and III Bn. of the 2nd SS-Totenkopf Regiment Brandenburg, at
present in Brieg (Upper Silesia)
I and II Bn. of the 3rd SS-Totenkopf Regiment Thuringia, at present
in Radebeul and Kotzenbroda near Dresden.
C in C Army is requested to deploy these Bn's for the West (Upper
Rhine), according to the Fuehrer's instructions.
These SS-Totenkopf units now operating in the Asch promontory (I
and II Bn of Oberbayern Regiment) will come under the C in C Army
only when they return to German Reich territory, or when the Army
crosses the German-Cz. frontier.
It is requested that all further arrangements be made between C in
C Army and Reichsfuehrer-SS. (SS Central Office)
For the Chief of the Supreme Command
of the Armed Forces.

Jodl

Further:
Distribution II

[ITEM 37] [Typescript]

L II b

28.9.38

MEMORANDUM
SA-General Herzog answers question of Adjutant's Office, Chief of
Staff of the SA, 1600:
Reichsfuehrer SS, on the 26th of Sept., issued order to Chief of Staff
of Sudeten German Free Corps, Ref. Diary 38/Most Secret, according
to which the Volunteer Corps would come under the command of
the Reichsfuehrer SS in case of German invasion of the Sudeten
German territory.
The order was signed by Berger, SS-Colonel.
J. [initialled by Jodl]

[ITEM 38] [Typescript]

[Stamp—as usual]
 Recd 3 Oct 1938
Req No. 263/38 MOST SECRET
Supreme Command of the Armed Forces
No. 2385/38. Most Secret. L I a

Adjutant to the Fuehrer

Berlin 30.9.38
1600 hrs
120 Copies, 16th copy

MOST SECRET
Subject: Supreme Commander of the Armed Forces No. 2371/38
Most Secret. OKW/WFA L I a dated 30.9.38
SPECIAL INSTRUCTIONS NUMBER 2 TO DIRECTIVE NO I.
1. Attachment of Henlein Free Corps:
The Supreme Commander of the Armed Forces has just ordered that
the Henlein Free Corps in its present composition be placed under
command of Reichsfuehrer-SS and Chief of German Police.
It is, therefore, not at the immediate disposal of OKH as field unit for
the invasion, but is to be later drawn in like the rest of the police
forces for police duties in agreement with the Reichsfuehrer SS.
The instructions OKW No. 2310/38 Most Secret of the 28th Sept (last
paragraph but one) and OKW No. 2371/38 Most Secret of Sept 30
are amended accordingly.
2. Rate of Exchange for the Cz. Krone:
The following rate of exchange will apply for all transactions and
payments: 100 Cz. Kronen—10.00 Marks (1 Cz. Krone—10 Rpfg)
The Chief of the Supreme Command
of the Armed Forces

Keitel
 Distribution III

and Special Distribution

(including Henlein Free Corps and
Reichsfuehrer SS through OKW/L II)

[ITEM 39] [Typescript]

[Stamp:]
Recd 3 Oct 1938
Req No 265/38 Most Secret

Adj. to the Fuehrer

Berlin, 30 Sept 1938

The Fuehrer and Supreme Commander of the Armed Forces

OKW No. 2367/38 Most Secret
WFA/L I A

MOST SECRET

60 copies, 16th copy

DIRECTIVE #1
Subject: Occupation of territory separated from Czechoslovakia.
1. The sectors separated from Czechoslovakia will be occupied by
the Armed Forces as follows:
The sector marked I to be occupied on the 1st and 2nd of Oct, the
sector marked II on Oct 2 and 3rd, the sector marked III on Oct. 3,
4 and 5, the sector marked IV on Oct. 6 and 7th. The remaining
area up to Oct 10.
The extent of the area I-IV is shown on the attached map. The
extent of the remaining areas will be announced later.
2. The Armed Forces will have the following tasks:
The present degree of mobilized preparedness is to be maintained
completely, for the present also in the West. Order for the rescinding
of measures taken is held over.
The entry is to be planned in such a way that it can easily be
converted into operation "Gruen".
The depth of the territories to be occupied daily depends on the
details of the evacuation, which are being settled by the
international committee.
a. Army: First of all the following units are available for the invasion:
Training Bns.
Motorized and Armoured Units
Adolf Hitler SS Bodyguard Regiment
I and II Bns of SS Deaths Head Regiment (Oberbayern)
Henlein Free Corps
All combat action on the part of the Free Corps must cease
as from 1st October.
b. Air Force: Those ground installations (including supply and signal
installations) situated in the separated areas are to be occupied
immediately and prepared for the use of our own units. Flying units
can be transferred if this becomes necessary for the air defense of
the territory yielded or for the possible switch to "Fall Gruen" in
accordance with fig. 2. Flights over territory not yet cleared for
occupation by German troops must be avoided at all costs. Flak must
be assigned to those objectives which cannot be protected by Flak
under the command of the Army.
3. Those units of the Armed Forces intended for the occupation of
sector I must cross the former Czech-German frontier by 1200 noon
Oct 1st.
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