How to run simulations

Simulations are at the core of this methodology. But run poorly, they can be harmful: embarrassing a participant, causing disproportionate stress, or undermining trust. This chapter shows how to do it well.

The Czech programme "Nedame se" (Mazalová 2016, n=260, with a control group) showed that seniors who underwent simulation training were more than twice as cautious as the control group. Inoculation theory explains the mechanism: a weakened version of manipulation in a safe environment builds resistance to real manipulation. A broader meta-analysis spanning fifty-four studies (Banas and Rains) confirms the effectiveness of this approach.

2× more cautious after simulation training than the control group (Mazalová 2016, n=260)

54 studies in Banas and Rains' meta-analysis confirming the effectiveness of inoculation theory

n=144 participants in the ROLESafe model study (2025) comparing three roles in simulations

Three steps for introducing the exercise

Explain what you'll be doing

"In a moment, we'll act out a short scenario. I'll pretend to be someone calling from the bank. One of you will try to react as you would in real life. The rest of you will observe."

Establish a safe environment

"This is an exercise. There are no right or wrong answers. Mistakes are normal and encouraged, because that's how we learn the most."

Ask for consent

Offer three roles: the participant, the helper, and the observer.

A study based on the ROLESafe model (2025, n=144) showed that all three roles provide educational benefits, but the "helper" role most strongly builds a sense of agency. Encourage participants to rotate roles between scenarios.

Don't correct during the simulation

If a participant "falls for it," that's material for discussion, not a mistake to correct.

Don't comment judgementally

Neither overly positively ("Fantastic! Bravo!") nor negatively ("That would be a problem").

Don't force anyone

If someone doesn't want to participate, offer them the observer role.

Don't ignore signs of severe stress

If a participant's voice breaks or their eyes fill with tears, gently interrupt.

You can say

After the simulation: "Thank you. Now let's see what the observers noticed."
If they refuse: "Of course. Would you like to observe and then tell us what you noticed?"
If they stop: "Thank you. That was a very good exercise. Let's take a short break."

End the simulation after three to five minutes. Don't let it drag on — a longer simulation loses momentum and can lead to unnecessary stress. Thank the participant and the observers. Move immediately to the debrief.

Phase 1: Emotions

You ask the participant: "How did you feel?" You don't expect an analysis. You expect emotions. You acknowledge every response: "That's exactly how we feel when a scammer actually calls."

Phase 2: Analysis

You ask the observers: "What did you notice? What warning signs were there in this conversation?" You gather responses. You fill in the gaps. You draw up a shared map of "red flags."

Phase 3: Application

You ask the whole group: "Let's imagine this is really happening. What do we do, step by step?" Together, you build a procedure. You formulate an "if-then" plan.

Full methodology

This was Chapter 8. The full methodology covers 19 chapters. Released under a Creative Commons CC BY-SA 4.0 licence.

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