Choices & Consequences
Understanding Addiction Risks
Purpose: This activity serves as an interactive learning experience aimed at helping participants understand how everyday decisions can gradually lead to addiction. It creates a safe space for exploration, discussion, and reflection on risky behaviours and their consequences, while encouraging active participation and critical thinking.
Issue addressed: The gradual development of addictive behaviours among young people, often driven by peer pressure, curiosity, emotional needs, or lack of awareness about long-term consequences.
Relevance to mental health: Addictive behaviours—whether related to substances (e.g., alcohol, drugs) or activities (e.g., gaming, gambling, social media)—are closely connected to mental health. They can negatively affect emotional stability, increase anxiety, reduce self-control, and interfere with daily functioning and relationships. Understanding how such behaviours develop is essential for prevention and early intervention.
Intended change: The tool aims to increase awareness of how addiction develops over time through small, seemingly harmless choices; strengthen critical thinking and the ability to evaluate consequences; enhance decision-making skills, especially in situations involving peer pressure; promote healthy alternatives and adaptive coping strategies.
Context of pilot implementation
Students were divided into pairs and each pair received a scenario card describing a challenging real-life situation (e.g. peer pressure, risky online behaviour or substance use). Using a decision tree format, pairs explored different positive and negative choices a person could make, discussed immediate and long-term consequences, and identified healthier alternatives. After working through the options, each group presented their reflections, focusing on what made certain decisions difficult and how small everyday choices can influence larger outcomes. Students agreed that people become addicted because it makes them happy and they need a constant supply of dopamine. Some pairs explored emotional factors behind risky choices, such as peer pressure, low self-esteem or fear of missing out, showing depth in their analysis. Through the decision tree activity, students practiced critical thinking, emotional reasoning, and empathy, recognizing the complexity behind seemingly simple decisions. Students identified healthy coping strategies and positive alternatives to risky behaviour, showing growth in self-awareness and problem-solving.
Theoretical background
Addiction is rarely the result of a single decision. Instead, it develops gradually through a series of small choices that may initially seem harmless or socially acceptable. These decisions are often influenced by external factors such as peer pressure, as well as internal factors such as emotional distress, curiosity, or the need for belonging. From a psychological perspective, this process can be understood through decision-making theory; social influence and peer dynamics; risk and protective factor frameworks in prevention. This tool uses experiential learning, specifically role-playing and decision-tree analysis, to help participants actively explore the consequences of different choices. By simulating real-life situations, participants are able to better understand how behaviours evolve over time and how alternative decisions can lead to healthier outcomes.
The activity addresses both:
- Substance-related addictions (e.g., alcohol, drugs)
- Behavioural addictions (e.g., gaming, gambling, excessive social media use).
It also emphasizes the development of resilience and healthy coping mechanisms as protective factors.
Target group
- Age: 14–30 years old (adjustable for different age groups)
- Profile: Students, young people at risk of engaging in addictive behaviours, or general youth populations participating in prevention programs.
- Context: Formal and non-formal education settings, including workshops, training sessions, prevention programs, and group counselling environments.
Context of use
Location: Classrooms, youth centres, community settings, therapeutic groups, or online platforms.
Types of skills and dimensions addressed:
- Socio-emotional skills: Awareness of emotional triggers, managing impulses, understanding emotional responses
- Relational skills: Communication, discussion, perspective-taking, resisting peer pressure
- Self-regulation skills: Decision-making, evaluating consequences, self-control
- Awareness skills: Recognition of addiction risks, understanding behavioural patterns, identifying protective strategies.
Activity description – step by step
Step 1: Preparation
Duration: 5 minutes
Procedure: The facilitator prepares the activity space and all necessary materials before the discussion begins. Scenario cards describing situations in which a person may be at risk of developing an addiction are printed, distributed, or displayed digitally. A “Decision Tree” template is also prepared in advance, either on paper, on a whiteboard, or through an online collaborative tool. Participants are then divided into small discussion groups of three to five people to ensure that each person has enough space to contribute. At this stage, the facilitator briefly introduces the organizational structure of the activity and creates a safe, respectful atmosphere for participation.
Table 1. Actions – Step 1.
| Facilitator’s Actions | Participants‘ Actions |
|---|---|
| Prepare the scenario cards describing situations in which a person may be exposed to addiction risk. | Listen to the facilitator’s initial instructions and get ready for the activity. |
| Prepare and display the “Decision Tree” template in paper, whiteboard, or digital form. | Move into the assigned small groups of 3–5 participants. |
| Arrange the room or online setting so that small-group discussion is possible. | Take their place in the group and organize themselves for discussion. |
| Divide participants into small groups and explain the practical organization of the activity. | Pay attention to the structure of the activity and clarify any practical questions if needed. |
| Establish a safe, respectful, and non-judgmental atmosphere before beginning the content-related work. | Accept the group setting and prepare to participate respectfully in discussion and reflection. |
Reflection: At this stage, the focus is on creating a safe and structured environment that encourages open discussion and participation.
Step 2: Introduction
Duration: 10 minutes
Procedure: The facilitator opens the activity with a guided group discussion about addiction and risky behaviour. Participants are encouraged to reflect on what addiction means, what forms it can take beyond drugs and alcohol, and why people begin engaging in potentially addictive behaviours. This step activates prior knowledge, broadens participants’ understanding of addiction, and prepares them for the scenario-based work. The facilitator then explains that the activity will focus on real-life choices and on how seemingly small decisions may gradually lead to serious consequences over time.
Table 2. Actions – Step 2.
| Facilitator’s Actions | Participants‘ Actions |
|---|---|
| Begin with an open discussion by asking participants what they think addiction is. | Reflect on the question and share their own understanding of addiction. |
| Ask participants what kinds of addictions exist besides drugs and alcohol, such as gaming, gambling, social media, or shopping. | Contribute examples of different forms of addiction and listen to the ideas of others. |
| Ask why people start addictive behaviours and encourage participants to think about peer pressure, curiosity, stress, emotions, or the need to belong. | Share possible reasons why people engage in risky or addictive behaviours. |
| Validate different answers and help connect them to the broader topic of addiction prevention. | Compare their own views with those of other participants and expand their understanding of the issue. |
| Explain that the activity will explore real-life decision-making and how addiction risks may develop step by step through everyday choices. | Listen to the explanation and prepare to apply these ideas in the next part of the activity. |
Reflection: Participants begin to recognize the complexity of addiction and understand that it can take many forms beyond substance use.
Step 3: Scenario Role-Play
Duration: 20–30 minutes
Procedure: Participants work in small groups. Each group receives a scenario describing a situation in which a person is faced with a decision that could lead to addictive behaviour.
The group discusses:
- What decision the person should make
- What the possible consequences are (short-term and long-term)
- What healthier alternatives exist.
Using the Decision Tree approach, each decision leads to further consequences, which are gradually revealed by the facilitator.
Example scenarios include:
- Peer pressure at a party involving alcohol or substances
- Excessive gaming leading to neglect of responsibilities
- Online gambling and the temptation of quick financial gain
- Overuse of social media and associated anxiety.
Table 3. Actions – Step 3.
| Facilitator’s Actions | Participants‘ Actions |
|---|---|
| Divide participants into small groups and provide each group with a scenario card. | Read the assigned scenario carefully within their group. |
| Explain that each group should analyze the situation by discussing what the person in the scenario should do next. | Discuss the situation together and suggest possible decisions the person could make. |
| Ask groups to consider the possible short-term and long-term consequences of each decision. | Reflect on what might happen immediately and what consequences could develop over time. |
| Use the Decision Tree approach by revealing how each decision may lead to further consequences as the discussion unfolds. | Propose alternative actions, coping strategies, or sources of support that could help the person in the scenario. |
| Move between groups, support discussion, and ask prompting questions when deeper reflection is needed. | Follow the decision-making path and observe how one choice can influence future outcomes. |
| Ensure that all groups remain focused on the meaning of the activity: how addiction risks develop gradually through repeated or seemingly small choices. | Respond to prompting questions, refine their ideas, and continue discussing possible outcomes. |
| Connect the scenario to the broader theme of addiction risk and decision-making. |
Reflection: Participants gain insight into how small, repeated decisions can accumulate and lead to significant consequences, often without immediate awareness.
Step 4: Reflection
Duration: 15 minutes
Procedure: After the scenario work is completed, each group shares its reflections with the larger group. The facilitator guides a structured discussion focused on the most difficult decision points, the ways in which small choices can escalate into larger problems, and the kinds of alternatives or support systems that can help prevent addiction. Participants are also invited to identify one important lesson they learned from the activity. Where relevant, the facilitator may additionally provide examples of healthy coping strategies and information about local support services such as helplines, youth centres, or counselling resources.
Table 4. Actions – Step 4.
| Facilitator’s Actions | Participants‘ Actions |
|---|---|
| Invite each group to present its scenario and summarize the main decisions discussed. | Share the main points from their group discussion with the larger group. |
| Ask participants what the hardest decision in the scenario was and why. | Reflect on the most difficult choice and explain why it seemed challenging. |
| Ask how small choices can gradually lead to bigger and more serious problems. | Discuss how repeated or seemingly minor decisions may escalate over time. |
| Encourage participants to name healthier alternatives to addictive behaviours. | Suggest healthy coping strategies such as sport, creative hobbies, mindfulness, or talking to someone. |
| Ask what support systems can help prevent addiction, such as friends, hobbies, mentors, family members, or professional services. | Identify personal and social sources of support that may protect people from risky behaviour. |
| Invite each participant to write down one key lesson learned from the activity. | Write down one important takeaway or insight gained from the exercise. |
| Summarize the main learning points and, if needed, provide information about local resources such as helplines, youth centers, or counselling services. | Listen to the summary, connect the discussion to real-life situations, and consider how the learning may apply personally or socially. |
Reflection: This stage helps participants connect the activity to real-life situations, reinforcing the understanding that everyday choices play a crucial role in long-term outcomes.
Required Materials:
- Scenario cards (printed or digital)
- Decision Tree template (paper, whiteboard, or digital tool)
- Pens and optional sticky notes.
Possible Adaptations
- Use simpler language and scenarios for younger participants
- Adapt scenarios to reflect local trends (e.g., vaping, online betting)
- Allow anonymous participation in sensitive groups
- Use digital tools (e.g., Kahoot, Miro) in online settings.
Impact Evaluation of the Activity
| Indicator | Evaluation method |
|---|---|
| Awareness of addiction risks | Participant reflection and discussion |
| Decision-making skills | Observation of scenario analysis |
| Ability to identify coping strategies. | Written or verbal feedback. |
Trainer's reflection
- Level of engagement. Most students were highly engaged with the decision-tree activity. They interacted actively with the scenarios, discussed possible outcomes, and showed genuine interest in understanding the motivations behind different choices.
- Group dynamics. Pairs collaborated effectively, with many groups showing strong cooperation and willingness to consider diverse perspectives. Some pairs demonstrated deeper analytical thinking by exploring emotional and social influences on decision-making.
- Openness in sharing. Students showed a good level of openness when discussing sensitive topics such as peer pressure, online risks, and reasons people might turn to substance use. The activity allowed them to express personal insights and reflect on real-life challenges in a supportive environment.
Reactions observed during the pilot activity
Participants typically show high engagement, particularly during the scenario discussions. Many become aware of how easily risky behaviours can develop through everyday decisions. Some participants may initially approach scenarios lightly but gradually demonstrate deeper reflection, especially during the final discussion phase. The activity often stimulates meaningful conversations about peer pressure, personal responsibility, and alternative choices.
Risks and warnings
- Avoid creating a judgmental atmosphere
- Do not pressure participants to share personal experiences
- Be mindful that some participants may have lived experience with addiction
- Provide support or referral if distress arises
- Avoid fear-based messaging; focus on awareness and prevention.