10 group dynamics for adolescents and young people

The younger you are, the more shy you are. Many teens have difficulty interacting with others, either because of a lack of assertiveness, self-esteem, or self-confidence.

For this reason, introducing activities in the classroom or in other group settings that help connect with and learn while doing them can prove to be a very useful tool for teachers and others. professionals concerned.

In this article we will see some group dynamics for young people and adolescents, Classified according to the situation and explained in depth.

    How to raise the group dynamic?

    Before going into details and seeing a few examples, it should be pointed out that it should be borne in mind that each group is a world. This is why, before choosing a group dynamic, it is necessary to know who are the people for whom the activity is aimed and what is the objective to be achieved with it.

    For example, the same dynamic can vary in effectiveness depending on whether it is proposed to do it at the beginning of the course, in the middle or at the end. It doesn’t make sense to make a dynamic presentation of group members when the class is about to end. It would also not make sense to test a dynamic to assess the confidence of the members of the group if one knows in advance that there have been conflicts and that there are tensions.

    Types of dynamics for young people

    Here we will see several group dynamics designed for the youngest, explained and accompanied by examples.

    Presentation dynamics

    These dynamics are particularly recommended for newly formed groups.

    1. Person to person

    Two circles are formed with the same number of people. The inner circle looks outward and outward to outward.

    It is very important that there are the same number of people in both circles, Since pairs will form. The people who are face to face should introduce themselves, according to what the activity leader suggested.

    When the facilitator says “from person to person”, one of the two circles should move from one place to the right. Thus, the pairs are modified and they reappear according to the pre-established rules.

    The main objective of this dynamic, ideal when a school year or extracurricular subject has startedEveryone knows each other, knows the names and knows a hobby of their peers.

    One recommendation is that, in case the participants are weird, the dynamics facilitator himself should be incorporated as an additional participant.

    2. We’re going to a party

    This dynamic, in addition to allowing members to get to know each other better, allows memory to be tested.

    A circle forms and one of the members begins say out loud his name and what would be taken to an imaginary party. Then the teammate introduces himself and says what he would bring to the party, in addition to repeating the name and what the previous one told him.

      Dynamic to generate distension

      These dynamics for young people are ideal for creating a relaxed atmosphere in which to bond.

      1. Serious faces

      Two rows are formed with the same number of members, looking at each other. They all put on serious faces at first, but are free to make any gestures or faces or even tell a joke.

      The goal of this dynamic is make a member of the opposite line laugh, Generate an informal and fun situation.

      2. Fears and hopes

      Each participant should write down their fears and hopes about something they have experienced on a piece of paper. The dynamic facilitator will invite the young people to say what they have underlined in their articles.

      The expected thing is that at first hardly anyone wants to. This is why the energizer you have to pay attention to this member of the group who asserts himself the most, suggest that he be the first to speak. Once you’ve done that, it’s more likely that others will want to comment on what you’ve highlighted.

      The dynamic facilitator will write down what the young people are commenting on a blackboard. Once they have spoken, the most discussed emotions will be tagged and discussed.

      Dynamics for work communication and conflict

      Various activities to work on communication skills.

      1. Place the order

      On the ground, two parallel lines will be marked and separated by a short distance, but sufficient to accommodate the participants in a row. Group members will not be able to leave these two lines. The task leader will say aloud a criterion with which the participants will have to put in order, such as date of birth, height, color of clothes forming a rainbow …

      Once they are successful, it will be discussed how they were successful. If they spoke to each other to find out or discuss what the order should be, how they managed to change places without getting lost or disturbed …

      2. The submarine

      If this is a dynamic used more for children, the truth is that teens and young adults may find it fun.

      The companions are placed in different parts of the room, standing and separated by at least one meter from each other, and will be the underwater mines. One person will circle the room blindfolded and will have to move from one end of the room to the other without crashing, acting like a submarine.

      The idea is that if the submarine approaches an underwater mine, the mine will have to say “pine, pine, pine” to prevent it from colliding.

      It’s a pretty good dynamic in case there is a conflict. The reason is that if there is a conflict between the group members, they will have to interact with each other anyway to avoid colliding and hurting each other.

      Group thinking dynamics and collective creativity

      These are exercises for finding creative solutions to a problem.

      1. Describe a landscape

      The participants will be placed in a circle. It will throw one, giving three basic characteristics of a visualized landscape. The next one will have to do the same, however repeat what the first one said, and so on.

      This activity encourages creativity and can be used at any age, the only thing to keep in mind is the level of difficulty.

      2. Stimulate critical thinking

      The facilitator asks questions related to ethical and moral aspects, such as: what would you do if you saw a portfolio of € 500? Which historical figure do you think would be most appropriate in our time? How would you act if you saw someone mistreating someone else on the street?

      The participants, who can be divided into groups or forming a large circle around the facilitator, they will have to think about an answer to the question asked. The aim is for the debate to flow, for the members of the group to give their opinion and clarify them each time a new reflection arises. It is very important that the facilitator does not give his opinion or influence what the group thinks.

      Cooperation dynamics

      These dynamics for young people are focused on promoting cooperation.

      1. Treasure hunt

      The energizer hid a treasure somewhere. The teams are formed and they must try to find out where the loot is.

      To make it more interesting, it is recommended to raise this dynamic in the form of a gymkhana, put notes or clues to activate curiosity and also to provide data for groups to think about what they are looking for.

      The goal is that thanks to teamwork, they manage to find what the host has hidden.

      2. Common points

      Groups are made up of around 5 or 6 members each. These groups will need to make a list of about 10 things that their members share. To avoid going in what is easy, it is strictly forbidden to mention body parts, clothing or work.

      Once everyone has made their lists, they should dictate them out loud to the facilitator, who will write them on the board. In this way, it will be possible to see more clearly what the whole group has in common, and from there to approach future activities aimed at common interests.

      Bibliographic references:

      • Morales Pérez, A. (1999) Group dynamics: exercises and techniques for all ages. Madrid: San Pablo Publishing.
      • Vanman, EJ, Paul, BY, Ito, TA and Miller, N. (1997). The modern face of prejudice and structural features that moderate the effect of cooperation on affection. Journal of Personal and Social Psychology, 73 (5), pages 994-959.

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