Stages of Change
A teen attends every required session but says, “I’m only doing this so I can get my privileges back.” What can and cannot be concluded about readiness?
Attendance shows participation, but not necessarily internal motivation or recognition of a problem. The stage cannot be established from attendance alone.
A student says, “I didn’t turn it in because I forgot.” What information would you need before deciding whether this is an explanation or an excuse?
Whether forgetting is accurate, what barriers existed, whether reminders/support were available, and whether the student acknowledges impact or plans repair.
A student spreads a rumor after someone spreads one about them. Explain how responsibility can be shared without being equal.
Both own their own actions, but initiating harm, power, severity, and consequences may differ; shared responsibility does not mean equal blame.
You realize you are not ready to change a behavior that worries people around you. What is one honest next step that is not a false promise?
Name the ambivalence, explore benefits and costs, ask questions, or agree to a specific small safety-oriented step.
“Consequences teach responsibility better than conversations.” Argue for and against this claim.
Strong answers weigh predictable consequences against connection, developmental needs, safety, and opportunities for skill-building.
Someone says, “I hate the consequences, but I still think the behavior helps me.” Which stage is most consistent, and what competing motivations are present?
Contemplation is plausible: perceived benefits of the behavior compete with its costs.
“I snapped because I was overwhelmed.” Explain how this statement can be both truthful and incomplete.
Overwhelm may accurately explain a reaction, but accountability may still include recognizing harm and identifying safer responses.
A parent sets a rule that feels unfair; a teen breaks it and lies. Identify three separate issues that should not be collapsed into one.
Fairness of the rule, safety/autonomy, and the teen’s dishonesty are distinct issues. Each deserves context-sensitive consideration.
A friend asks you to cover for something risky. Refusing could cost the friendship. Offer two options and compare their trade-offs.
Possible responses include declining, setting a boundary, seeking adult help if safety is at risk, or offering non-enabling support; each has relational and safety costs.
“If you do the right thing for the wrong reason, it still counts as change.” Defend or challenge this statement.
Distinguish observable behavior from internal motivation; externally motivated action can have value without proving lasting commitment.
A teen has decided to change, identifies triggers, and arranges a ride to a support activity, but has not yet started the new behavior. Identify the stage and what would mark the next one.
Preparation; action begins when the planned behavioral changes are implemented.
A friend says, “Everyone pressured me into it.” Identify one part they might own and one part others must own.
They may own a choice if it was genuinely voluntary; others own their pressure or coercion. Threats and power differences may substantially reduce freedom to choose.
A group project fails because one student did little work and another refused to ask for help. Who is accountable for what?
Each person may own different contributions; workload, expectations, accessibility, and communication affect the analysis.
Someone changes for two weeks, slips once, and decides to quit trying. What information would you collect before recommending a next step?
Triggers, context, supports, what worked, barriers, current safety, and whether the goal remains personally meaningful.
“Understanding trauma makes accountability impossible.” Evaluate the logic of this claim.
False dichotomy: trauma-informed care recognizes context and supports while identifying realistic, safe opportunities for agency and repair.
A student has avoided an old habit for three weeks, but only because access was removed. Are they in action, precontemplation, or something else?
Behavior may resemble action, but readiness is unclear. External restriction does not establish internal commitment; coerced action may be relevant.
Someone apologizes sincerely, then repeats the behavior. Does repetition prove the apology was fake? Explain.
Not necessarily. Intent may be sincere while skills, supports, or follow-through are inadequate. Impact and need for repair still matter.
A teenager is frequently late because they care for a younger sibling before school. A teacher says, “Be more responsible.” What is missing from that judgment?
The teen may have limited control and substantial family responsibilities. Support, transportation, and adult obligations must be considered before assigning blame.
A teen wants more independence but repeatedly misses agreements. Design a response that balances autonomy and accountability.
Collaboratively set clear, realistic agreements; discuss barriers, proportional consequences, repair, and opportunities to rebuild trust.
“If two people contribute to a conflict, both are equally responsible.” Give a counterexample and explain why it matters.
Power imbalance, coercion, threats, severity, and ability to choose can make responsibility unequal even when both people acted.
A person has maintained a change for months, experiences a setback, and says, “I’m back at zero.” Identify two flaws in that reasoning.
Stages are not a linear scorecard; a setback does not erase learned skills or prior progress. Reassess current needs and supports rather than automatically labeling them.
A teen says, “I had no choice,” after a conflict with an adult. Give two very different situations in which that statement might be true or misleading.
It may be true in threats, abuse, or unsafe conditions; it may be misleading when several safe, realistic options existed. Avoid judging without context.
Someone says, “If you understood my past, you wouldn’t hold me accountable.” Construct a response that is both compassionate and firm.
“Your experiences matter and may explain why this is hard. You do not deserve blame for what happened to you. We can still look at what support and choices are possible now.”
You are asked to “take ownership” of a situation where another person harmed you. What would a healthy boundary sound like?
Example: “I can decide what support I need and what I do next, but I am not responsible for what they did to me.”
A teen says, “I’m changing because I have to, not because I want to.” Is that failure, progress, both, or neither? Defend a nuanced answer.
No single required conclusion. Strong answers distinguish compliance, behavior, readiness, autonomy, and the possibility of later internal motivation.