Noticing the difference between a prank that is funny for everyone involved and one that upsets or embarrasses someone.
Thinking about how a reputation for pranking can affect the way people see you, even when you have done nothing wrong.
Exploring how making fun of someone's fears or worries is different from a harmless joke.
Considering what it looks like to take responsibility and apologise when your actions have affected someone else.
Thinking about how it feels to be blamed for something, and how it feels to be the one who has caused a problem.
Kyle decides that camp is the perfect opportunity for pranks. He plays a series of jokes on his friends and teachers. Mr McGillick's phone goes missing. Kyle is immediately blamed because everyone assumes it must be one of his pranks. Kyle is forced to sit at the Teacher's table even though he did not take the phone.
• Which of Kyle's pranks did you think were funny, and which ones felt unkind?
• What is the difference between a prank and being unkind to someone?
• Why do you think Kyle was the first person Mr McGillick suspected when the phone went missing?
• How do you think Kyle felt when he was blamed for something he did not do?
• Have you ever done something as a joke that turned out to affect someone more than you expected?
• Has anyone played a prank on you that you did not like?
The questions within this guide are designed to open dialogue and facilitate discussion around the relevant topics. It is up to the user to adapt as needed to best suit the person they are supporting. A neuroaffirming approach was central to the design of these resources and remains essential to their application. This means recognising and respecting the diverse ways people think, communicate, and experience the world, ensuring all conversations are led with curiosity, respect, and without judgement. These resources are a starting point. Trust your knowledge of the person you are supporting to shape the conversation from there.
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