Deviance Scenario Cards

Below are six scenario cards depicting moderate deviant behaviors relevant to 7th graders. Use these during the Scenario Exploration step in the Deviance Dialogue Lesson Plan.

Card 1: Skipping Class for a Quick Break

Scenario:
Alex decides to skip the last period of the day to hang out with friends at a nearby park. They tell no one and plan to sneak back before the bell rings.

Motivation & Questions:

• Why might Alex feel tempted to leave class early?
• What could happen if Alex gets caught?

Card 2: Spreading an Anonymous Online Rumor

Scenario:
Maya anonymously creates a social media poll that encourages classmates to rate each other’s “weirdest habits.” The poll mentions one student by name and sparks hurtful comments.

Motivation & Questions:

• What pressures lead Maya to start this poll?
• How might the targeted student feel? What are the consequences?

Card 3: Cheating on a Quiz

Scenario:
Jamal glances at a classmate’s quiz answers during a pop quiz. When the teacher asks if anyone cheated, Jamal denies it even though he scored much higher than usual.

Motivation & Questions:

• What factors pushed Jamal to cheat?
• What are short-term benefits vs. long-term risks?

Card 4: Graffiti on School Property

Scenario:
Jordan draws a cartoon character on the inside of a bathroom stall with permanent marker during lunch. They do it “for fun” but know it’s against school rules.

Motivation & Questions:

• What satisfied Jordan about tagging the wall?
• Who might have to clean it up? What consequences could follow?

Card 5: Pressuring a Friend to Share Homework

Scenario:
Sofia tells her friend that she’ll stop being friends with her unless she copies the answers to the English worksheet. The friend feels trapped.

Motivation & Questions:

• Why is Sofia using friendship as leverage?
• How could this affect their relationship now and later?

Card 6: Sharing Private Messages Without Permission

Scenario:
Leo screenshots a private text exchange between two friends that contains an embarrassing secret, then shares it in a group chat “as a joke.”

Motivation & Questions:

• What made Leo think it was okay to share?
• What trust issues could arise, and how might the friend react?

Use these cards to guide discussion. After reading a card, note the deviant action, possible motivations, and consequences on your notepad before moving to the reflection questions in the Reflection Worksheet.

Reflection Worksheet

Scenario Title: _________________________________

1. What factors influenced the behavior?
   
   
   
   
   
   
2. What are the immediate (short-term) outcomes of this behavior?
   
   
   
   
   
   
3. What might be the long-term outcomes or consequences?
   
   
   
   
   
   
4. Have you ever faced a similar choice? Describe your experience.
   
   
   
   
   
   
5. How would you feel if you were in this scenario?
   
   
   
   
   
   
6. What actions could you take to respond responsibly if this happened to you?
   
   
   
   
   
   

Next Steps: Use the Decision-Making Flowchart to map out the steps you would take when facing a similar situation.

Decision-Making Flowchart

Follow these steps when you face a difficult choice. Use this guide to respond responsibly.

Start Here


1. Pause & Think

• Take a deep breath.
  
• Describe what’s happening.
  
  
  2. List Possible Actions
  
• Write down at least 2–3 actions you could take.
  
  
  3. Evaluate Outcomes
  
• For each action, list short-term and long-term positives and negatives.
  
  
  4. Seek Support
  
• Identify someone you trust (friend, teacher, parent).
  
• Ask for advice or help.
  
  
  5. Decide & Act
  
• Choose the action with the best outcome.
  
• Carry it out responsibly.
  
  
  6. Reflect & Learn
  
• Think about what happened.
  
• What did you learn?

Session Script: Deviance Dialogue

Introduction (5 minutes)

Teacher: “Hi [Student Name], today we’re going to talk about something called deviant behavior. That’s just a fancy way of saying actions that go against what most people think is normal or acceptable.

Teacher: “Can you think of any examples of behavior that might seem unusual or break the rules?”

• Wait for response.
  Teacher: “That’s a great example! [Student’s Example] could be considered deviant because it goes against our school expectations.”

Teacher: “By the end of today’s chat, our goals are to:

1. Understand why people sometimes act against norms.
2. Reflect on the impact of those actions.
3. Plan ways to respond responsibly if you ever face a tough choice.”

Scenario Exploration (8 minutes)

Teacher: “Now, please pick one card from the Deviance Scenario Cards. Read it silently to yourself, then tell me:

1. What is the deviant action?
2. What might have motivated this person?
3. What could happen next?”

• Give the student a moment to read.

Teacher: “Okay, let’s talk through it. First, what happened here?”

• Follow-up if needed: “What pressures—like peer pressure or stress—might have led to this choice?”
• If the student struggles: “Imagine you were in their shoes. What would you be feeling?”

Teacher: “Great thinking. Now, what do you think could happen right away if they got caught? And what about later on?”

Reflection Discussion (10 minutes)

Teacher: “Let’s turn to the Reflection Worksheet. Write down the title of your scenario at the top. Then we’ll go question by question.”

1. What factors influenced the behavior?
   • Teacher prompt: “Were they bored? Scared? Trying to fit in?”
2. Immediate (short-term) outcomes?
   • Teacher prompt: “Did they get what they wanted right away? At what cost?”
3. Long-term outcomes?
   • Teacher prompt: “Could this affect their grades, friendships, or reputation?”
4. Have you ever faced a similar choice?
   • Teacher prompt: “Tell me about a time you felt stuck between following rules and doing what you wanted.”
5. How would you feel in this scenario?
   • Teacher prompt: “Would you feel nervous, guilty, or something else?”
6. What could you do to respond responsibly?
   • Teacher prompt: “Who could you talk to? What other actions could you take?”

• Allow time for the student to write and share each answer.
• Use follow-ups such as: “Can you say more about that?” or “What else might happen?”

Strategy Planning (7 minutes)

Teacher: “Excellent reflections! Now we’ll use the Decision-Making Flowchart to plan a different path if this happens to you.”

1. Pause & Think
   • Teacher: “Take a deep breath. Describe the situation in one sentence.”
2. List Possible Actions
   • Teacher: “What are at least two or three things you could do instead of the deviant behavior?”
3. Evaluate Outcomes
   • Teacher: “For each action, what are the short-term and long-term positives and negatives?”
4. Seek Support
   • Teacher: “Who could you ask for help or advice? A friend, adult, or teacher?”
5. Decide & Act
   • Teacher: “Which action seems best? How will you carry it out?”
6. Reflect & Learn
   • Teacher: “Afterward, what will you think about to learn from the choice?”

• Guide the student through each step, writing their ideas on your notepad.

Wrap-Up & Takeaways (Remaining Time)

Teacher: “Let’s review our key takeaways:

• Understand why deviant behaviors happen.
• Reflect before you act.
• Use supports like friends and adults.
• Plan positive choices.

Teacher: “Which step from our flowchart do you think will help you most when you face peer pressure?”

• Wait for answer.

Teacher: “Wonderful. When do you think you might use this process next?”

• Encourage a real-life example.

Teacher: “Thank you for your thoughtful work today. Remember: whenever you feel pressured, pause, think through your options, and reach out for support. You’ve got the tools to make positive choices!”

End of session.