Adapting Response Patterns

Recognising and transforming sabotaging patterns into supportive, authentic responses

Everyone faces moments where their reaction doesn’t reflect who they truly are. This tool helps students recognise those automatic, self-sabotaging responses and consciously replace them with supportive behaviour that aligns with their authentic self. Using the ABC model of Albert Ellis, students analyse a personal situation, identify unhelpful beliefs and explore alternative, supportive responses.

In small groups, students share their sabotaging and supporting patterns and try out new responses in a guided simulation. Whether observing or actively participating (as supporter, saboteur or owner of the situation), students experience the impact of acting from their inner core.

By sharing, supporting and experimenting with authentic response patterns, students strengthen their ability to take a stance for who they are, what they value and the life they want to shape.

Learning outcome

The student is able to identify and apply supportive response patterns by reflecting on their thoughts, emotions, desires, self-image and actions

Through a simulation exercise, students learn to transform self-sabotaging response patterns into supportive behaviours in line with their authentic self.

1.Exploring the Automaticity of Being

20 mins

Ask students to sit in a circle and close their eyes. Say: “I will tap one person on the shoulder. That student will have to sing a song.”
You won’t actually tap anyone.

After a moment of silence, invite students to open their eyes and reflect on the experience using the following questions:

What did you notice?
What thoughts went through your mind?
What beliefs or judgments came up?
What emotions did you feel?
What did you sense in your body? What physical effects did you notice?

Allow about 5 minutes for students to share their reflections, either in pairs or in the full group, depending on the group size.

Afterwards, reflect together on the exercise using the ABC model. Choose one or combine the following options to introduce the model:

Let students read the handout on the transformative ABC model;
Show the YouTube video by Lewis Psychology (6:34);
Explain the model yourself, using a slide or drawing on the board that includes:

A = Activating event
B = Belief or belief system
C = Consequences (emotions, behaviour, thoughts)
D = Dispute the belief to find which are dysfunctional
E = Effective, new belief and emotional consequence

2.Exploring Sabotaging Response Patterns

15 mins

Using the ABC model worksheet, ask students to describe a situation in which they often show a response that feels ineffective, unsupportive or unpleasant, either for themselves or others. This is referred to as the sabotaging response pattern.

Instruct the students to describe this pattern using the ABCDE model.

Then, invite students to personify this sabotaging pattern:

If this sabotaging response pattern can be viewed as a character, what does this saboteur look like?
What name would you give it?
What typical sentences or thoughts does it express?

Tip: this can serve as a formative assessment, especially when the tool is used over multiple sessions. It works well as a first reflective hand-in after the initial introduction.

3.Exploring Supportive Response Patterns

20 mins

Using the worksheet, ask students to revisit the same situation from Step 2, but now imagine how it would unfold if their response came from a more authentic, supportive place. This new response is referred to as the supportive response pattern.

First, ask students to describe this pattern using the ABCDE model.

Then, invite students to personify this supportive pattern:

If this supporting response pattern can be viewed as a character, what does this supporter look like?
What name would you give it?
What sentences or thoughts does it express?

Tip: this can be used as a formative assessment, especially when the tool is used over several weeks. For instance, as a follow-up assignment after the introduction.

4.Simulating a New Response

30 mins

First, invite a student to share a personal situation—one where they responded in a way they’d like to change—for a plenary demonstration. If no one volunteers, prepare a fallback example.

Assign roles:

The student plays themselves;
Peers take roles as saboteurs, supporters or other relevant people involved.

Explain the setup:

The student shares both their sabotaging and supportive ABC patterns;
Saboteurs stand diagonally behind the student’s left side; supporters on the right;
Each uses short, clear statements during the simulation;
If others are part of the real situation, peers can play them too.

During the simulation (max. 2 minutes):

The student responds to the recreated situation;
Supporters and saboteurs whisper their statements;
The student focuses on the supportive input and notices their inner response (thoughts, emotions, bodily sensations).

Afterwards, the student shares what they experienced and the group reflects together on what they observed.

After the plenary demonstration, give students 30 minutes to work in groups of 4 to 6 in small group simulations. Each group selects one student-generated case to simulate, based on the personal ABC patterns shared within the group.

Assign roles:

One protagonist (case owner);
At least two saboteurs;
At least one supporter;
Optional: additional roles for specific people involved.

The small groups follow the same process as the plenary demonstration.

Tip: the given time frame typically allows each small group to do one full simulation. More time enables more rounds. The aim of the simulation is to create an experience for the case giver that closely reflects the real situation. This requires clear instructions on peer roles and, at times, several rounds of refinement. Make sure students understand the purpose and feel invited to adjust the setup if it helps the process.

5.Harvest, Reflect and Contemplate

1 hr, including assessment

First, give students 20 to 30 minutes to answer the reflective questions and integrate their insights individually.

Then, allow 10 to 15 minutes for students to share their experiences in pairs or small groups. This helps them process emotions, normalise vulnerability and gain new perspectives.

Optionally, take 10 minutes for a closing group reflection. You might ask:

What was your key insight?
What worked well for you in this exercise, and why?
What didn’t work so well for you, and why?
If you face a similar situation again, how will you stay close to your authentic self?
What did you learn from your peers?

Please note, you may choose to collect students’ responses in a reflection report for a formative or summative assessment. The group reflection can also serve as informal assessment.

Students describe sabotaging and supportive ABC patterns and reflect on their simulation experience through self-assessment and, optionally, a short report to deepen self-awareness and strengthen authentic responses.

Purpose

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their own learning and to become independent, critical self-assessors.

Roles

Self-assessment

Characteristics

Self-regulated learning, Authentic

Materials

Reflective assignment

Download Reflective assignment

The Transformative ABC model handout (Step 1) and ABC model worksheet (Step 3) can be downloaded below.

Download Transformative ABC model handout

Download ABC model worksheet

Zeeman, A. (2019) ABC Model (Ellis). Retrieved on 16 July 2025 from Toolshero: https://www.toolshero.com/psychology/abc-model/

Lewis Psychology. (2021, September 28) ABCDE model. Change negative thoughts and beliefs. CBT and REBT [Video]. YouTube.