10 Group Dynamics for adolescents and young people

The less age, the more shy. Many adolescents have difficulties interacting with others, either due to a lack of assertiveness, self-esteem or confidence.

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

In this article We will see a few group dynamics for young people and adolescents, classified according to the situation and explained in depth.

• Related article: "The 3 stages of adolescence"

How to raise group dynamics?

Before going into detail and looking at 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, you must know what the people for whom the activity is intended are like and what the objective is to be achieved with it.

For example, the same dynamic can vary its effectiveness 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 presentation of the members of a group when the course is about to end. Nor would it make sense to test a dynamic to assess the trust of group members if it is known in advance that there have been conflicts and there is tension.

Types of dynamics for young people

Here we will see several group dynamics designed for the youngest, 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 outwards and the outer one inwards.

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

When the facilitator says “people to people”, one of the two circles must move one place to the right. Thus, the couples are changed and presented again according to the pre-established rules.

The main objective of this dynamic, ideal for when you have started a school year or an extracurricular subject, is the one that everyone knows each other, knows the names and knows some hobby of their companions.

One recommendation is that, in the event that the participants are uneven, the dynamic facilitator himself joins as one more participant.

2. We're going to party

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

A circle is formed and one of the members starts saying out loud his name and what he would take to an imaginary party. Next, the partner next to him introduces himself and says what he would take to the party, in addition to repeating the name and what the person before him has said.

• You may be interested in: "How to maintain a friendship, in 6 tips"

Dynamics to generate relaxation

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

1. serious faces

Two lines are formed with the same number of members, who look at each other. They all make straight faces at first, but are free to make any gesture or grimace or even tell a joke.

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

2. fears and hopes

Each participant must write on a piece of paper about her fears and hopes in relation to something she has experienced. The facilitator in the dynamic will invite the young people to say what they have written down on their papers.

What is expected is that at first almost nobody wants to. This is why the dynamizer should look at the member of the group who is the most assertive, to propose that he be the first to speak. Once this is done, the rest are more likely to want to comment on what you have noted.

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

Dynamics for working on communication and conflict

Various activities to work on communication skills.

1. putting order

On the ground, two parallel lines will be marked and separated by a short distance, but enough to fit the participants in a row. Group members will not be able to get out of these two lines. The facilitator of the task will say out loud a criterion with which the participants must put themselves in order, such as date of birth, height, color of clothing forming a rainbow...

Once they have achieved 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 have they managed to change places without going out of line or bothering each other...

2. The submarine

Although it is a dynamic used more for children, the truth is that teens and young adults may find it amusing.

The companions are placed in different parts of the room, standing and separated by at least one meter from each other, and they will be the underwater mines. A person will go around the room blindfolded and will have to go from one end of the room to the other without colliding, acting as a submarine.

The idea is that if the submarine approaches an underwater mine, the mine should say “pi, pi, pi” to avoid colliding.

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

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. You will start one by giving three basic characteristics of a landscape you are visualizing. The next one should do the same, but repeating what the first has said, and so on.

This activity encourages creativity and can be used at any age, the only thing that must be taken into account 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? What historical figure do you think he would be the most suitable for our times? How would you act if you see someone mistreating another person on the street?

The participants, who can be divided into groups or forming a large circle around the facilitator, They should reflect on an answer to the question posed.. The objective is for the debate to flow, for the members of the group to give their opinions and qualify 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 facilitator has hidden a treasure somewhere. Teams are formed and they must try to find out where the loot is.

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

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

2. Common things

Groups are formed with about 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 parts of the body, clothing or work.

When everyone has made their lists, they must dictate them aloud to the facilitator, who will write them down on the board. Thus, it will be possible to see more clearly what things the whole group has in common, and from here to address future activities aimed at shared interests.

Bibliographic references:

• Morales Perez, A. (1999) Group Dynamics: Exercises and Techniques for all Ages. Madrid: Editions 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.