10 group dynamics for teenagers and young adults

Several group dynamics designed for young people, perfect for working on communication skills.

The younger you are, the more shy you are. Many teenagers have difficulties interacting with others, either due to lack of assertiveness, self-esteem or confidence.

For this reason, introducing in the classroom or in other group contexts activities that help to make contact with others and learn while doing it can be a very useful tool for teachers and other related professionals.

In this article we will look at a few group dynamics for young people and adolescentsThe following are some of them, classified according to the situation and explained in depth.

How to raise group dynamics?

Before going into detail and seeing some examples, it is necessary to emphasize that it must be taken into account that each group is a world. That is why, before choosing a group dynamic, it is necessary to know how are the people to whom the activity is addressed and what is the objective to be achieved with it.

For example, the effectiveness of the same dynamic can vary depending on whether it is proposed to be carried out at the beginning of the course, in the middle or at the end. It does not make sense to carry out a dynamic to introduce the members of a group when the course is about to end. Nor would it make sense to try out a dynamic to evaluate the trust of the group members if it is known beforehand that there have been conflicts and tension.

Types of group dynamics for young people

Here we will see several group dynamics designed for young people, explained and with examples.

Presentation dynamics

These dynamics are especially recommended for newly formed groups.

1. People to people

Two circles are formed with the same number of people. The inner circle faces outward and the outer circle faces inward.

It is very important that both circles have the same number of people, since pairs will be formed.It is very important that there are the same number of people in both circles, since pairs will be formed. The people who are face to face should introduce themselves, according to what the activity facilitator has proposed.

When the facilitator says "people to people", one of the two circles should move one place to the right. Thus, the pairs are changed and are presented again according to the preset rules.

The main objective of this dynamic, ideal for the beginning of a school year or an extracurricular subject, is for everyone to get to know each other.The main objective of this dynamic, ideal for the beginning of a school year or an extracurricular subject, is for everyone to get to know each other, know each other's names and know some of the hobbies of their classmates.

A recommendation is that, in the case of odd numbered participants, the facilitator of the dynamic should join in as an additional participant.

2. Let's go to a party

This dynamic, in addition to making it easier for the members to get to know each other, allows them to test their memory.

A circle is formed and one of the members begins by saying aloud his or her name and what he or she would take to an imaginary party.. Then, the partner next to him introduces himself and says what he would take to the party, as well as repeating the name and what the one before him has said.

Dynamics to generate relaxation

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

1. Serious faces

Form two lines with the same number of members, who look at each other. Everyone makes serious faces at first, but they are free to make any gesture or grimace or even tell a joke.

The objective of this dynamic is to to get a member of the opposite row to laugh.generating an informal and fun situation.

2. Fears and Hopes

Each participant should write on a sheet of paper about their fears and hopes in relation to something they have experienced. The facilitator will invite the young people to say what they have written on their papers.

It is expected that at the beginning almost no one will want to. This is why the facilitator should focus on the member of the group who is the most assertive and suggest that he/she be the first to speak.. Once this is done, it is more likely that the rest of the group will want to comment on what has been pointed out.

The facilitator will write down what the young people say on a blackboard.. Once they have spoken, those emotions that have been the most commented will be marked and discussed.

Dynamics to work on communication and conflict

Several activities to work on communication skills.

1. Bringing order

Two parallel lines are marked on the ground, separated by a short distance, but enough to fit the participants in a row. The members of the group may not leave these two lines.. The task facilitator will say aloud a criterion by which the participants must put themselves in order, such as date of birth, height, color of clothes forming a rainbow....

Once they have done it, they will comment on how they have done it. If they have talked to each other to find out or discuss what the order should be, how they have managed to change places without getting out of the stripes or getting in each other's way?

2. The submarine

Although it is a dynamic used more for children, the truth is that adolescents and young adults can find it teenagers and young adults may find it fun.

The partners are placed in different parts of the room, standing at least one meter apart from each other, and they will be the submarine mines. One person will go around the room blindfolded and will have to go from one end of the room to the other without bumping into each other, playing the role of a submarine.

The idea is that if the submarine approaches an underwater mine, the mine will have to say "pi, pi, pi" to avoid colliding.

It's a pretty good dynamic in case there has been a conflict.. The reason for this is that in case there has been a conflict between group members, they will have to interact with each other anyway to avoid colliding and getting hurt badly.

Dynamics of group reflection and collective creativity

These are exercises to find creative solutions to a problem.

1. Let's describe a landscape

Participants will stand in a circle. One will begin by giving three basic characteristics of a landscape he or she is visualizing. The next one should do the same, but repeating what repeating what the first one has 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. Stimulating critical thinking

The facilitator asks questions related to ethical and moral aspects, such as: what would you do if you saw a wallet with 500€? Which historical character do you think would be the most appropriate for our times? How would you act if you saw someone mistreating another person in the street?

The participants, who can be divided into groups or form a large circle around the facilitator, should reflect on an answer to the question posed.. The objective is for the debate to flow, for the group members themselves to give their opinions and to refine 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 fostering cooperation.

Treasure hunt

The facilitator has hidden a treasure somewhere. Teams are formed and they must try to find out where the booty is.

To make it more interesting, it is recommended to make this dynamic in the form of a gymkhana, by putting notes or clues to activate curiosity and also give information so that the groups can think about where they are looking for what they are looking for.

The objective is that through teamwork they manage to find what the facilitator has hidden..

2. Things in common

Groups are formed with 5 or 6 members each. These groups should come up with a list of about 10 things that their members share. To avoid going easy, it is strictly forbidden to mention body parts, clothes or work.

When everyone has made their lists, they should dictate them aloud to the facilitator, who will write them on the board. In this way, it will be clearer to see what things the whole group has in common, and from here to address future activities aimed at shared interests.

Bibliographical references:

• Morales Pérez, A. (1999) Group Dynamics: Exercises and Techniques for all Ages. Madrid: Ediciones San Pablo.
• Vanman, E.J., Paul, B. Y., Ito, T.A. and Miller, N. (1997). The Modem Face of Prejudice and Structural Features That Moderate the Effect of Cooperation on Affect. Journal of Personal and Social Psychology, 73(5), pp. 994 - 959.