Cracking the “G” Code – Integrated Cognitive Behavior Change & Peacekeeping Curriculum

1. Executive Summary

Cracking the “G” Code is an evidence-informed, trauma-aware, social-emotional learning (SEL) and conflict-resolution curriculum designed for middle school, high school, and alternative education settings. The program addresses youth violence, social media conflict escalation, emotional regulation, decision-making, and empathy through a unique blend of cognitive behavioral skill-building, story-based learning, and guided peer discussion.

Developed by Katina Wedgeworth and collaborators with decades of experience in behavioral health, criminal justice reform, peer mentoring, and recovery services, the curriculum is specifically suited for urban, high-risk, and opportunity-gap communities—while remaining appropriate for broader student populations.

Built for modern realities

Social media conflict escalation • community stressors • school climate

12 lessons Facilitator-led Pre/Post checks

2. The Problem We Are Solving

Schools across Alabama face growing challenges:

Conflict escalation

Increased youth violence, reactive behavior, and classroom disruption.

Social media–driven disputes

Online conflicts spill into hallways and neighborhoods.

Skill gaps

Limited emotional regulation and coping skills under stress.

Punish without rehabilitating

Discipline often removes students but does not build replacement skills.

Bottom line

Traditional discipline models alone are not sufficient. Schools need preventative, skill-based curricula that teach students how to think, respond, and resolve conflict—before it becomes destructive.

3. The Solution: Cracking the “G” Code

The “G Code” is reframed from a destructive mindset associated with toughness, aggression, and retaliation into a framework for Growth, Grace, and Good Decision-Making.

Students learn:

How thoughts influence behavior (CBT foundations)
How to identify triggers and warning signs
How to de-escalate conflict without losing dignity
How empathy, accountability, and self-mastery build real strength
How choices create consequences—often unintended ones

4. Curriculum Design & Instructional Model

Format

12 structured lessons
Facilitated group discussions
Role-play scenarios
Guided reflection worksheets
Story-based learning through The Coroner’s Office

Core Pedagogical Elements

Cognitive Behavioral Techniques (CBT)
Social-Emotional Learning (SEL)
Trauma-informed instruction
Restorative dialogue practices
Active listening & empathy training

Facilitation tone is a feature, not a footnote.

Lessons establish clear authority with a supportive approach, emphasize respect, open-mindedness, and confidentiality to create psychologically safer learning spaces.

5. Sample Lesson Frameworks (Excerpted)

Representative samples to demonstrate instructional approach, content appropriateness, and alignment with Alabama school priorities. Full lesson materials and facilitator guides are available upon adoption.

Sample Lesson 1: Emotional Regulation & Identifying Triggers

Grade Range: Middle–High School

Self-regulation Stress recognition Controlled responses

Objective

Students identify emotional triggers, recognize stress responses, and practice strategies for regulating emotions before conflict escalates.

Classroom Activities

Guided discussion on common stressors at school and in the community
Identify physical and emotional warning signs
Practice de-escalation techniques: breathing, pausing, reframing
Reflection: how emotional control impacts decisions

Expected Outcomes

Improved emotional awareness, reduced reactive behavior, and increased ability to pause before responding to conflict.

Sample Lesson 2: Conflict Resolution & Decision-Making

Grade Range: Middle–High School

Problem-solving Accountability Non-violent communication

Objective

Students learn how to assess conflict situations, evaluate choices, and apply non-violent resolution strategies that preserve safety and dignity.

Classroom Activities

Scenario discussions illustrating common peer conflicts
Identify choice points and possible consequences
Guided role-play practicing calm communication and de-escalation
Group reflection on decisions and community impact

Expected Outcomes

Improved ability to resolve disagreements without escalation and stronger understanding of how choices create consequences.

Sample Lesson 3: Empathy, Accountability & Restorative Thinking

Grade Range: Middle–High School

Empathy Social awareness Repair of harm

Objective

Students develop empathy, understand the impact of their actions on others, and explore healthy ways to repair harm and rebuild trust.

Classroom Activities

Perspective-taking and guided discussion
Impact reflection: peers, families, communities
Forgiveness and accountability framed as strengths
Writing or discussion-based self-reflection

Expected Outcomes

Greater empathy, reduced antagonistic behavior, and increased willingness to take responsibility for actions.

6. Key Learning Outcomes

After completing the program, students can:

Identify and regulate emotional responses
Apply non-violent conflict resolution strategies
Recognize social media manipulation and escalation patterns
Demonstrate empathy and accountability
Make decisions aligned with long-term goals
Articulate the real-life consequences of violence

7. Alignment With School & State Priorities

The curriculum supports:

SEL competencies (self-awareness, self-management, social awareness)
School safety & violence prevention initiatives
Restorative justice frameworks
Mental health and wellness programming
Character education requirements

It integrates seamlessly into:

Advisory periods
Health education
Alternative education programs
Juvenile justice–connected school programs
After-school or enrichment programs

8. Implementation Model

Pilot → Evaluate → Scale

Phase 1 – Pilot Program

Select schools or districts (6–12 weeks) • Facilitator training • Pre- and post-assessments

Phase 2 – Evaluation & Adjustment

Behavioral and engagement metrics • Teacher and student feedback

Phase 3 – Scaled Rollout

District-wide adoption • Train-the-trainer model • Optional digital/hybrid delivery

9. Target Student Populations

Middle & High School

Core SEL, safety, and conflict-resolution skill-building.

Alternative & Continuation

Re-engagement, behavior supports, and structured reflection.

Trauma-impacted students

Emotion regulation, coping skills, and safe communication pathways.

At-risk of removal

Prevention-first alternatives that build replacement skills.

10. Why This Program Works

Unlike lecture-based curricula, Cracking the “G” Code meets students where they are culturally and emotionally, uses storytelling to create engagement, encourages reflection instead of compliance, and builds skills students can use immediately.

This is prevention, not punishment.

Teach a better response before a bad moment becomes a life-changing outcome.

11. Call to Action

We are seeking:

Pilot partnerships in Alabama
District-level curriculum adoption
Funding or grant alignment for implementation

Together, we can replace cycles of conflict with pathways to growth.

Contact Katina Wedgeworth