Deborah’s Next Chapter Session Script

1. Warm-Up: Identifying Blame Patterns (10 minutes)

Teacher: “Hi Deborah! Welcome back. Today is all about shifting from feeling punished and pointing fingers to owning your part in each situation. This can free you from stuck feelings and help you focus on your own growth. Ready?”

Teacher: “Here are your Deborah’s Mindset Warm-Up Prompts. Take a moment to write down two situations where you felt punished or hurt and found yourself blaming someone else.”

Teacher: “Great. Would you like to share one of those situations?”

If Deborah hesitates: “No pressure—share only what feels comfortable. This is a safe space.”

Teacher: “Thank you. Now, let’s reframe it together. Instead of saying ‘They punished me for my mistake,’ how could you say it so you acknowledge your part? For example: ‘I feel upset when I miss a step. Next time I can double-check my work before sending it.’”

Teacher: “Go ahead and reframe your situation now.”

Teacher: “How did that new statement feel compared to your first thought?”

Follow-up if needed: “Notice how naming your own action can bring back some control and calm.”

2. Mindset Exploration (15 minutes)

Teacher: “You mentioned before that sometimes you feel envy when you see others making progress. Let’s explore that.”

Teacher: “On a fresh page in your journal, complete this prompt: ‘When I see someone else succeed, I feel ___ because ___.’”

Teacher: “Can you read aloud what you wrote?”

Teacher: “Thank you. What does focusing on someone else’s growth cost you?”

Possible Deborah response—guide: “It takes energy away from my own goals.”

Teacher: “Exactly. Now: ‘How can you redirect that energy inward?’”

Teacher: “Let’s turn that insight into an affirmation—something you can say when envy rises. Write one new, self-focused affirmation.”

Teacher: “Would you share your affirmation?”

Teacher: “Beautiful. That’s yours to carry forward.”

3. Personalized Reading (15 minutes)

Teacher: “Next, we’ll read your personalized passage: Turning the Page: Deborah’s Reading Passage. This passage uses examples like yours—holding onto mistakes and blaming others.”

Teacher: “First, read it silently. Mark any lines that catch your attention.”

Teacher: “Now, let’s read aloud together. I’ll read the first paragraph, then you read the next.”

(Pause after each section to notice key phrases.)

Teacher: “Which line resonated most with you?”

Follow-up: “What does that phrase mean for you when you feel stuck in negative thoughts?”

4. Discussion & Reflection (20 minutes)

Teacher: “Let’s talk about what you read and your experiences. Using your Deborah’s Discussion Guide, let’s explore three questions.”

Question 1: “How has blaming others kept you stuck?”

Teacher: “What feelings came up as you answered?”

Question 2: “Remember a time you projected your insecurities onto someone else. What happened?”

Teacher: “If you could go back, what might you say differently to own your part?”

Question 3: “What would it look like to celebrate your own progress instead of envying others?”

Teacher: “Please journal one key insight under each question.”

Teacher: “Thank you for sharing. Recognizing these patterns is the first step to change.”

5. Role-Play Practice (20 minutes)

Teacher: “Now, let’s practice in real-life scenarios. Here are your Deborah’s Role-Play Scenario Cards. Shuffle and draw one.”

(Deborah draws a card.)

Teacher: “Read the scenario aloud. Then respond as yourself, owning your part instead of blaming.”

(After Deborah responds:)
Teacher: “How did that feel? What words helped you claim responsibility?”

Teacher: “Let’s do one more card to build more confidence. Remember, it’s okay to stumble—this is practice.”

6. Perspective-Taking Game (15 minutes)

Teacher: “Time for the Perspective-Taking Game Board for Deborah. Lay out your token on Start.”

Teacher: “Draw one scenario card and then one ‘Perspective Card’—for example, your future self or a supportive friend.”

Teacher: “Answer: ‘How might [Perspective] view your actions and feelings?’”

Teacher: “Next: ‘What accountability step would they suggest?’ Name one specific action to move your token forward.”

Teacher: “Great! If you named a clear step, move an extra space. Keep going until you reach Finish.”

7. Action Planning (15 minutes)

Teacher: “You’ve done amazing work. Now let’s put it into a plan. Here’s your Deborah’s Accountability Worksheet.”

Teacher: “Choose one behavior to own this week—maybe pausing before blaming. Write your goal and two action steps.”

Teacher: “Also note any reminders or supports you’ll use, like alarms or check-ins.”

Teacher: “What goal have you picked?”

Teacher: “Perfect. You’re setting yourself up for success.”

8. Cool-Down Reflection (10 minutes)

Teacher: “Finally, let’s reflect and celebrate progress. Here’s your Deborah’s Cool-Down Reflection Sheet.”

Teacher: “Write your top insight, a concrete next step, and rate your confidence.”

Teacher: “Choose one personal trigger question or affirmation you’ll use when negativity creeps in.”

Teacher: “Deborah, you’ve taken big steps today—owning your story and planning for change. I’m proud of you. Let’s schedule our follow-up next week to see how you’re doing.”

Teacher: “Remember: your next chapter is yours to write. You’ve got this!”

Accountability Worksheet

1. Reframe a Negative Thought

Think of one recent negative thought. Write it below, then reframe it as a more positive or balanced statement.

Negative Thought: _________________________________



Positive Reframe: _________________________________

2. Reflect on Blame and Projection

Recall a time you blamed someone else for a problem. Describe the situation and your feelings. Then, explain how taking responsibility for your own emotions could change what happens next.

Situation & Feelings: ___________________________________________






How I could own my feelings instead of blaming: ___________________

3. Role-Play Reflection

Pick one of the Teen Role-Play Scenario Cards. In your own words, write how you would respond by owning your action instead of blaming.

Scenario Title: ________________________________

What I would say to take accountability: ___________________________

4. Personal Action Plan

Choose one behavior you will own this week. Write your goal and two clear steps you will take to practice accountability.

Accountability Goal: ____________________________________________



Step 1: _______________________________________________________



Step 2: _______________________________________________________

5. Confidence & Support

On a scale of 1 (Not confident) to 5 (Very confident), how sure are you that you’ll follow through with your plan? 1 2 3 4 5 ☐ ☐ ☐ ☐ ☐

What reminders or support will help you stay accountable? _______________

Date: _______________ Signature: _______________

Turning the Page

Every day offers a fresh start. Imagine your life as a book. Yesterday’s chapters are written and cannot be changed. We can’t change what happened, but we can decide what to write next. Letting go of the past opens space for new possibilities.

When we hold onto mistakes, we often carry heavy feelings of guilt, anger, or shame. These emotions can become a lens through which we view every new moment. Yet blaming others or projecting our insecurities onto someone else only deepens our hurt. Projection sends us off course, making it harder to see our own role in creating change.

Accountability means pausing to ask ourselves: “What part did I play?” It takes courage to answer honestly. It takes strength to admit, “I handled that poorly.” Owning our choices sets us free. When we stop pointing fingers, we step into a place of control. We become authors of our own story, rather than characters reacting to someone else’s script.

Consider a situation where you felt blamed or blamed another person. What patterns emerged? Did anger ease? Or did it grow? Choosing responsibility is not the same as punishment. It is an act of kindness toward yourself. By acknowledging what we did, we learn what to do differently next time.

Shifting focus from what went wrong to what can go right brings hope. Each day, start with a simple question: “What can I do now?” When negative thoughts arise, notice them and gently reframe: “I am learning,” or “I can try again.” With each small step, you turn the page on regret.

Forget the idea that you must be perfect before moving forward. Progress comes from practice, not perfection. Embrace accountability as a tool for growth. The next chapter is yours to write—what will you choose to include?

Discussion Guide

Time: 20 minutes
Purpose: Deepen understanding of the reading while encouraging personal reflection on negativity, projection, and accountability.

1. Opening Reflection

Question: What emotions did you notice while reading “Turning the Page”?






• Follow-up: In what ways can these emotions either motivate you or hold you back from taking positive action?

2. Examining Blame

Question: Recall a time when you blamed someone else for a problem you faced. What happened?






• Follow-up: Looking back, what part did you play in creating or escalating that issue?

3. Understanding Projection

Question: Projection is when we attribute our own insecurities or feelings to others. Can you think of a recent moment when this happened to you?






• Follow-up: How might the outcome have changed if you had recognized those feelings as your own?

4. Defining Accountability

Question: What does the phrase “owning your choices sets us free” mean to you?






• Follow-up: How could taking responsibility for a mistake improve your self-confidence or relationships?

5. Impact on Relationships

Question: How do you think practicing accountability could change your interactions with others (friends, family, coworkers)?






• Prompt: Consider both the positive results and possible challenges of admitting a mistake.

6. Action Planning

Question: Based on our discussion, what is one concrete step you feel ready to take to stop focusing on negativity or blaming others?






• Follow-up: What obstacles might you face, and how can you prepare to overcome them?

Teacher Tips:
• Maintain a nonjudgmental tone and validate all responses.
• Provide examples or prompts if the learner needs support.
• Record key insights visually (whiteboard or digital slide) to reference during the action-planning activity.

Materials:

• Turning the Page Reading Passage
• Notebook or digital device for notes

Teen Role-Play Scenario Cards

Use these cards to practice taking accountability instead of blaming others. Shuffle the deck and draw one card at a time. Read the scenario, then role-play your response while focusing on owning your part.

1. Missed Homework Deadline
You forgot to turn in your English homework and blame your friend for not reminding you, even though it was posted online a week ago.
• Your Role: Student who missed homework
• Other Person: Classmate/friend

2. Late to First Period
You walk into first-period class late and tell your teacher that the hallway was too crowded, even though you overslept.
• Your Role: Late student
• Other Person: Teacher

3. Group Project Trouble
Your group’s presentation isn’t ready because you didn’t research your section, and you blame your teammates for starting too late.
• Your Role: Group member
• Other Person: Teammates

4. Lost Basketball Game
Your team lost the game, and you blame your teammate for missing a shot, even though you skipped practice last week.
• Your Role: Teammate
• Other Person: Fellow player

5. Cafeteria Spill
You spill your juice on a friend’s notebook at lunch and say they left it too close to your tray, even though you bumped the table.
• Your Role: Friend who spilled
• Other Person: Friend with the notebook

6. Text Miscommunication
You sent a rude text message and told your friend that autocorrect changed your words, though you typed that way.
• Your Role: Text sender
• Other Person: Recipient friend

7. Chore Neglect at Home
You didn’t clean your room as promised and blame your sibling for not cleaning theirs first, even though your chore was separate.
• Your Role: Teen at home
• Other Person: Sibling

8. Quiz Mistake
You did poorly on the science quiz and claim the teacher’s questions were unfair, even though you didn’t review your notes.
• Your Role: Quiz taker
• Other Person: Teacher

Perspective-Taking Game

Time: 10 minutes
Purpose: Explore different viewpoints to reduce projection, build empathy, and reinforce accountability.

Materials

• Role-Play Scenario Cards
• Perspective Cards (see list below)
• Game Board: A simple path with 10 spaces from Start to Finish
• Player Token (learner’s marker)
• Die or Spinner (optional for extra movement)

Sample Perspective Cards

• Friend
• Coworker
• Family Member
• Roommate
• Partner
• Supervisor
• Self (future you)
• Data Team Member
• Classmate
• Stranger

Setup

1. Lay out the Game Board and place your token on Start.
2. Shuffle the Role-Play Scenario Cards and place face down.
3. Shuffle the Perspective Cards and place them face down.

How to Play

1. Draw a Scenario: Pick the top card from Role-Play Scenario Cards and read it aloud.
2. Draw a Perspective: Pick one Perspective Card and read whose point of view you will take.
3. Reflect: Answer these prompts:
   • “How might a [Perspective Card] see this situation?”
     
     
     
     
     
     
   • “What feelings or concerns might they have?”
     
     
     
     
     
     
4. Accountability Connection: Discuss—“If you were that person, how would you feel about taking accountability here?”
5. Move: Advance your token one space.
   • If you name a specific accountability action (e.g., “I would say, ‘I’m sorry I was late; here’s how I’ll prevent it next time’”), move an extra space.
6. Repeat: Continue drawing Scenario and Perspective cards until you reach Finish.

Debrief Questions

• Which perspective felt most challenging to understand?
• How did seeing the situation through someone else’s eyes change how you think about blame?
• How can you use perspective-taking in real life to take responsibility more easily?

Mindset Warm-Up Prompts

Purpose: Identify unhelpful thoughts and practice reframing them into balanced, positive statements.

1. List three recent negative thoughts you’ve had:
   a. ____________________________________________
   
   
   
   b. ____________________________________________
   
   
   
   c. ____________________________________________
   
   
   
2. Choose one of the thoughts above and rewrite it in a more positive or balanced way:
   • Original Thought: ____________________________________________
   
   
   
   • Positive Reframe: ____________________________________________
   
   
   
3. Reflection:
   How does the reframed thought make you feel compared to the original?
   
   
   
   
   
   
4. Insight:
   Why do you think changing the language we use matters for our mindset?
   
   
   
   
   
   

Tip: Notice how small shifts in wording can open up new possibilities and reduce self-criticism.

Quiz and Test Answer Key

This answer key provides correct responses for the Accountability Quiz and model responses with scoring guidelines for the Reflection Test. Use these to evaluate learner understanding and provide targeted feedback.

Part 1: Accountability Quiz Answer Key Accountability Quiz

1. Which of the following best describes projection?
   Correct Answer: Attributing your own feelings or insecurities to someone else
   Rationale: Projection involves shifting personal emotions onto others rather than acknowledging them internally.
2. What does taking accountability mean in the context of this session?
   Correct Answer: Pausing to ask yourself what part you played in a situation
   Rationale: Accountability requires self‐reflection to own one’s role rather than blaming external factors.
3. Describe a way you could reframe a recent negative thought into a more balanced or positive statement.
   Sample Response:
   • Original thought: “I’m always late, so I’ll never improve.”
   • Reframe: “I’ve been late a few times, but I can set reminders and leave earlier next time.”
     Scoring Criteria:
     • Clear identification of a negative thought (1 pt)
     • Balanced or positive reframe addressing the thought (1 pt)
     • Use of actionable language or plan (optional +1 pt)
4. Provide a personal example of a situation where you could take accountability instead of blaming someone else. What might you say or do differently?
   Sample Response:
   • Situation: Missed a friend’s call because I was distracted.
   • Accountability: “I’m sorry I missed your call. I was caught up in another task, but next time I’ll set a timer to pause and answer.”
     Scoring Criteria:
     • Situation clearly described (1 pt)
     • Statement of accountability using “I” language (1 pt)
     • Plan or corrective action described (1 pt)
5. On a scale from 1 (Not confident) to 5 (Very confident), how confident are you in practicing accountability for your actions after this session?
   No single correct answer.
   Use learner’s rating to gauge self‐confidence and determine if further support or reminders are needed.

Part 2: Reflection Test Answer Key Reflection Test

Use the following model answers and scoring guidelines to assess learner responses. Aim to provide constructive feedback that reinforces strengths and identifies areas for growth.

Question 1: Personal Accountability Plan

Prompt: Describe one specific accountability goal you will commit to this week. What is the behavior or action you will own when it comes up?

Model Response Example:

• Goal: “When I realize I’ve interrupted someone, I will pause, apologize, and let them finish speaking.”
• Why it matters: “Interrupting can make others feel unheard. Owning that behavior will improve my communication.”

Scoring (3 points total):

• Clearly stated behavior or action to own (1 pt)
• Specificity and relevance to session themes (1 pt)
• Reflection on impact or purpose (1 pt)

Question 2: Action Steps

Prompt: List three concrete steps you will take to move past negative thinking and stay focused on your accountability goal.

Model Response Example:

1. Morning check‐in: Spend 2 minutes each morning writing one positive affirmation and one accountability reminder in my journal.
2. Prompt reminder: Set a phone alarm labeled “Own It” to go off mid‐day, prompting me to pause and reflect on my actions.
3. Evening reflection: Before bed, journal one situation where I held myself accountable and note any adjustments for tomorrow.

Scoring (3 points total):

• Three distinct, detailed steps (1 pt each)
• Each step includes when, where, and how it will be implemented

Question 3: Projection Awareness

Prompt: Think of a situation in which you may be tempted to project your feelings or insecurities onto someone else. Describe the situation and explain how you will recognize those feelings as your own and choose accountability instead of blaming.

Model Response Example:

• Situation: “I felt ignored when my coworker didn’t respond immediately to my email.”
• Projection recognition: “I realize I was insecure about my competence and assumed they were judging me. Next time, I’ll check my feelings first and, if needed, ask politely for feedback instead of assuming negative intent.”

Scoring (3 points total):

• Clear description of the projected scenario (1 pt)
• Identification of personal feelings or insecurities (1 pt)
• Plan for self‐awareness and accountable response (1 pt)

Question 4: Mindset Reframing

Prompt: When a negative thought arises, what question or statement will you use to reframe it? Provide the original negative thought and your personalized reframe.

Model Response Example:

• Original Thought: “I’m not good enough to lead this meeting.”
• Reframe Statement: “What skills do I bring, and how can I prepare to contribute confidently?”

Scoring (2 points total):

• Negative thought clearly stated (1 pt)
• Reframe is constructive and prompts growth or action (1 pt)

Question 5: Confidence Rating

Prompt: On a scale from 1 (Not confident) to 5 (Very confident), how confident are you that you can follow through with this plan over the next week?

No single correct answer. Use this rating to plan follow‐up support:

• Ratings 1–2: Learner may need additional reminders or coaching.
• Ratings 3–4: Moderate confidence—reinforce strategies and check in midweek.
• Rating 5: High confidence—affirm progress and encourage autonomy.

Total Possible Points (open‐response scoring):

• Quiz open‐responses: up to 6 points
• Reflection Test: up to 14 points

Grading Tip: Provide feedback on each criterion, celebrate specific strengths (e.g., detailed steps), and offer suggestions for gaps (e.g., clarifying a plan or deepening self‐reflection).

End of Answer Key

Cool-Down Reflection Sheet

Purpose: Consolidate your learning, celebrate progress, and set clear next steps for practicing accountability.

1. Key Insight
   What is the most important thing you learned or experienced today?
   
   
   
   
   
   
2. Concrete Next Step
   What is one specific action you will take this week to practice accountability and stay focused on the positive? Be as detailed as possible (when, where, how).
   
   
   
   
   
   
   
   
   
   
   
3. Confidence Check
   On a scale from 1 (Not confident) to 5 (Very confident), how confident are you that you will follow through with your next step?
   1 2 3 4 5 ☐ ☐ ☐ ☐ ☐
4. Support & Reminders
   What support, reminders, or resources will help you stay accountable? (e.g., alarm labels, a check-in buddy, note on your mirror)
   
   
   
   
   
   
5. Reflection Trigger
   Choose a question or statement you will use when you notice negative thoughts or the urge to blame others. Write it here so you can refer back to it:
   
   
   
   
   
   

Thank you for your commitment.
Remember: small, consistent steps lead to lasting change. Keep this sheet somewhere you can see it every day.

Deborah’s Mindset Warm-Up Prompts

Purpose: Notice your patterns of blame, negativity, and comparison—and practice shifting to self-accountability and inner focus.

1. List two recent situations where you felt punished or wronged and found yourself blaming someone else. For each, name the situation and the blame thought.
   a. Situation & Blame Thought: ____________________________
   
   
   
   
   
   
   b. Situation & Blame Thought: ____________________________
   
   
   
   
   
   

2. Choose one of the situations above. Reframe your blame thought by acknowledging your part in the outcome.
   • Original Thought: ____________________________
   
   
   
   • Self-Accountability Reframe: ____________________________
   
   
   

3. When you see someone else succeed or make progress, what feelings come up in you? Describe your reaction, then answer:

   • What does this feeling tell you about your own goals?
   • How can you redirect that energy toward your own growth?
     
     
     
     
     
     
     
     
     
     
     

Tip: Small shifts in language—from “They did this to me” to “I choose to…”—build your inner strength and focus.

Turning the Page: Deborah’s Next Chapter

Deborah, imagine your life as a book that you alone get to write each day. Yesterday’s chapters—full of moments when you felt punished, hurt, or left behind—are already printed. You cannot change what happened, but you can choose the words and actions of the next pages.

You’ve carried heavy feelings of blame—telling yourself that others punished you for mistakes, or that life is unfair because of your disability. Holding onto those thoughts can feel like carrying a backpack full of stones. Each time you replay “They did this to me,” you sink deeper into negativity and miss the chance to own your part in what happened.

Blame often masks our own fears: fear that we aren’t good enough, fear that others think the worst of us, fear that we’ll never catch up to our goals. When you focus on what others have—when you envy their progress—you reinforce the belief that happiness lies outside you. But real freedom starts when you pause and ask yourself, “What can I do now?”

Accountability is an act of kindness toward yourself. It means acknowledging, “I handled that poorly” instead of “They made me mess up.” Saying, “I can double-check before I send my work” gives you power. It reminds you that you have choices, even when situations feel stuck or painful.

Consider a time you blamed someone—maybe a friend, a family member, or even a teacher—for how things went wrong. What happened next? Did anger fade? Or did it grow? By owning your role, you learn exactly what to do differently next time. You turn guilt and shame into insight and growth.

When negative thoughts arise—“They don’t like me,” or “I’ll never succeed”—notice them without judgment. Then gently reframe: “I am learning,” or “I can try again tomorrow.” With each small reframe, you clear space for hope.

Let go of the idea that you must be perfect before moving forward. Progress comes from practice, not perfection. Each time you choose accountability, you turn the page on regret and open the door to new possibilities.

Deborah, your next chapter is yours to write. What strength, wisdom, and kindness will you give yourself today?

Deborah’s Discussion Guide

Time: 20 minutes
Purpose: Dive into how blame, projection, and envy show up in your life and brainstorm ways to shift toward self-accountability and inner happiness.

1. Exploring Blame

Question: Think of a recent situation where you blamed someone else for how you felt. How did that keep you stuck or upset?






• Follow-up: What feelings came up as you replayed the moment in your mind?

2. Recognizing Projection

Question: Recall a time when you thought “They don’t like me” or “They judge me,” yet it was really your own fear or insecurity talking. Describe that moment.






• Follow-up: How might owning those feelings yourself have changed the interaction?

3. Unpacking Envy

Question: When you see someone else’s progress (at work, in a hobby, in relationships), what thoughts or emotions come up? What does that envy reveal about your own goals?






• Follow-up: How could you redirect that energy toward your own growth?

4. Defining Accountability

Question: In your own words, what does the phrase “owning your choices sets us free” mean to you, specifically as someone striving for independence?






• Follow-up: How could taking responsibility for a mistake boost your confidence or well-being?

5. Action Brainstorm

Question: Based on today’s conversation, what is one concrete action you commit to taking before blame or negative thoughts take over?
Support & Reminders: What tool or practice (alarm reminder, journaling prompt, supportive friend) will help you follow through?

Teacher Tips:
• Listen without judgment and validate Deborah’s experiences.
• Encourage honesty and remind her that vulnerability builds strength.
• Refer back to highlighted lines in Turning the Page: Deborah’s Reading Passage as discussion anchors.

Materials:

• Turning the Page: Deborah’s Reading Passage
• Journal or notebook

Deborah’s Role-Play Scenario Cards

Use these cards to practice responding with accountability instead of blame, envy, or projection. Shuffle the deck and draw one card at a time. Read the scenario, then role-play Deborah’s response by owning her part.

1. Missed Support Appointment
Deborah forgot to confirm her mobility-equipment appointment and tells the support coordinator, “You never reminded me,” even though she agreed to follow up herself.
• Your Role: Deborah
• Other Person: Support Coordinator

2. Envy of a Friend’s Job Offer
Deborah’s friend landed a paid internship and Deborah says, “They got it because they’re lucky,” instead of acknowledging her own efforts.
• Your Role: Deborah
• Other Person: Friend

3. Blaming Family for Past Mistakes
Deborah mentions she dropped out of a class and blames her family for “always pressuring me,” ignoring her own decision to stop attending.
• Your Role: Deborah
• Other Person: Family Member

4. Project Delay in Peer Group
A community-service project is late because Deborah didn’t share her portion; she says, “They didn’t ask for my input,” even though she never reached out.
• Your Role: Deborah
• Other Person: Peer Group Member

5. Driving Test Frustration
After not passing her driving assessment, Deborah tells the instructor, “You set impossible rules,” instead of owning preparation steps she missed.
• Your Role: Deborah
• Other Person: Driving Instructor

6. Projection at Social Event
Deborah sees classmates whispering, assumes they’re talking about her, and says, “They don’t like me,” when in fact she’s anxious about fitting in.
• Your Role: Deborah
• Other Person: Classmates

7. Comparison in Skill Workshop
At a cooking workshop, Deborah thinks, “Everyone’s better than me,” and tells the instructor, “You teach too quickly,” instead of acknowledging her own pace.
• Your Role: Deborah
• Other Person: Workshop Instructor

8. Mistaken Text Message
Deborah texts a peer “I hate this,” then blames autocorrect and says, “It’s your fault you misunderstood,” instead of owning her words.
• Your Role: Deborah
• Other Person: Peer

Perspective-Taking Game Board for Deborah

Time: 15 minutes
Purpose: Help Deborah step outside her habitual blame and projection by seeing situations through supportive perspectives, strengthening accountability and self-compassion.

Materials

• Deborah’s Role-Play Scenario Cards

• Perspective Cards (tailored to Deborah):
  • Future Deborah (one year from now)
  • Supportive Friend
  • Family Member
  • Therapist/Counselor
  • Driving Instructor
  • Workshop Instructor
  • Peer Group Member

• Game Board: Path of 10 spaces from Start to Finish

• Player Token (Deborah’s marker)

Setup

1. Lay out the Game Board and place your token on Start.
2. Shuffle Deborah’s Role-Play Scenario Cards and place face down.
3. Shuffle the tailored Perspective Cards and place face down.

How to Play

1. Draw a Scenario: Pick one card from the scenario deck and read Deborah’s situation aloud (e.g., “I failed my driving test and blamed the instructor’s rules”).
2. Draw a Perspective: Pick one tailored Perspective Card. Note who you’ll “become” (e.g., Future Deborah).
3. Reflect: Answer in Deborah’s voice:
   • “How would [Perspective] view my actions and feelings here?”
   
   
   
   
   • “What words of kindness or accountability would they offer?”
   
   
   
   
4. Action Step: Name one specific accountable response Deborah could use (e.g., “I’ll practice extra driving drills and schedule a new test”).
5. Move Token: Advance one space for completing the reflection. If the response is clear and kind, move an extra space.
6. Continue: Repeat until Deborah’s token reaches Finish.

Debrief Questions

• Which perspective felt most helpful or surprising?
• How did stepping into someone else’s shoes shift your thoughts about blame or envy?
• How can you use these perspectives in real-life moments to choose accountability and kindness toward yourself?

Deborah’s Accountability Worksheet

Purpose: Transform today’s insights into your personal action steps for accountability, self-focus, and inner happiness.

1. Reframe a Blame Thought

Recall one recent situation where you said, “They did this to me.” Write it below, then reframe it by naming your part in the outcome.

Original Blame Thought: _______________________________________



Self-Accountability Reframe: _________________________________

2. Reflect on Projection & Envy

Think of a moment when you felt someone didn’t like you, or you envied another’s success. Describe the situation and your feelings. Then note how owning your feelings could change what happens next.

Situation & Feelings: ________________________________________






If I owned my feelings, I might… ________________________________

3. Role-Play Reflection

Choose one card from Deborah’s Role-Play Scenario Cards. Summarize the scenario title, then write how you would respond by owning your part instead of blaming.

Scenario Title: _____________________________________________

My Accountable Response: ___________________________________

4. Personal Action Plan

Select one behavior to own this week (for example: pausing before blaming, celebrating your progress). Write your goal and two specific steps you will take.

Accountability Goal: _______________________________________



Step 1: ___________________________________________________



Step 2: ___________________________________________________

5. Confidence & Support

On a scale of 1 (Not confident) to 5 (Very confident), how sure are you that you will follow through? 1 2 3 4 5 ☐ ☐ ☐ ☐ ☐

What reminders or supports will help you stay accountable? (e.g., alarm label, journal note, check-in buddy)
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Date: _______________ Signature: _______________

Deborah’s Cool-Down Reflection Sheet

Purpose: Consolidate your learning, celebrate progress, and set clear next steps for practicing accountability and self-kindness.

1. Key Insight
   What is the most important thing you learned or experienced today?
   
   
   
   
   
   

2. Concrete Next Step
   What is one specific action you will take this week to practice accountability and show yourself kindness? Be as detailed as possible (when, where, how).
   
   
   
   
   
   
   
   
   
   
   

3. Confidence Check
   On a scale of 1 (Not confident) to 5 (Very confident), how sure are you that you’ll follow through with your next step?
   1 2 3 4 5 ☐ ☐ ☐ ☐ ☐

4. Support & Reminders
   What tools, people, or reminders will help you stay accountable and practice self-kindness? (e.g., alarm labels, journaling, check-in buddy)
   
   
   
   
   
   

5. Self-Kindness Trigger
   Write a question or affirmation you will use when you notice negative thoughts or the urge to blame others.
   
   
   
   
   
   

Deborah, you’ve taken big steps today. Remember that every act of accountability is also an act of kindness toward yourself. Keep this sheet somewhere visible and revisit it often. You’ve got this!