Less age, more shyness. Many adolescents have difficulty interacting with others, whether due to a lack of assertiveness, self-esteem or confidence.

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

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

How to set up group dynamics?

Before going into detail and looking at some examples, it should be stressed that each group is a world . That is why, before choosing a group dynamic, it is necessary to know what the people for whom the activity is intended are like and what the objective is that we want to achieve with it.

For example, the same dynamic may vary in effectiveness depending on whether it is proposed to carry it out at the beginning of the course, in the middle or at the end. It does not make sense to carry out a dynamic of presentation of the members of a group when you are about to finish the course. Neither would it make sense to try a dynamic to evaluate the confidence of the group members if it is known before 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 circle faces inwards.

It is very important that both circles have the same number of people , as they will be paired up. 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. This way, the pairs are changed and presented again according to the prescribed rules.

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

One recommendation is that, in the case of odd-numbered participants, the facilitator of the exercise himself should be incorporated as another participant.

2. We’re going to party

This dynamic not only makes it easier for members to get to know each other, but also allows memory to be tested.

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

Dynamics 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, who look at each other. They all make serious faces at first, but are free to make any gesture or grimace or even tell a joke.

The aim of this dynamic is to get a member of the opposite row to laugh , generating an informal and funny 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 in the exercise will invite the young people to say what they have written on their papers.

Hopefully, at first, hardly anyone will want to. This is why the facilitator must look at the member of the group who is the most assertive, to propose that he be the first to speak . Once this has been done, it is more likely that the rest will want to comment on what you have pointed out.

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

Dynamics for working on communication and conflict

Several activities to work on communication skills.

1. Tidying up

Two lines will be marked on the floor, parallel and separated by a short distance, but enough to fit the participants in a row. The members of the group cannot leave these two lines . The facilitator of the task will say aloud a criterion with which the participants must put themselves in order, such as date of birth, height, colour of clothes forming a rainbow…

Once they have done so, there will be a commentary 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 line or bothering each other…

2. The submarine

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

The companions are placed in different parts of the room, standing at least one meter apart from each other, and they will be the underwater 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, acting as a submarine.

The idea is that, if the submarine approaches an underwater mine, the mine should say “pi, pi, pi” to prevent it from crashing.

This is 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 the members of the group, they will have to interact with each other anyway to avoid bumping into each other and getting 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 with one, giving three basic characteristics of a landscape you are visualizing. The next one should do the same, but repeating what the first one said, and so on .

This activity encourages creativity and can be used at any age, the only thing to take 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 euros? Which historical character do you think would be the most suitable for our times? How would you act if you saw someone mistreating another person in the street?

The participants, who may be divided into groups or form a large circle around the facilitator, should reflect on an answer to the question posed .
The objective is that the debate flows, that the members of the group give their opinions and clarify them every time a new reflection arises. It is very important that the facilitator does not give his/her opinion or influence what the group thinks.

Cooperation dynamics

These dynamics for young people are aimed at fostering cooperation .

1. Scavenger hunt

The dynamist 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 that this dynamic be presented in the form of a gymkhana , putting notes or clues to activate curiosity and also giving data so that the groups can 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. Things in common

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

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

Bibliographic references:

  • Morales Pérez, A. (1999) Dinámicas de Grupo: Ejercicios y Técnicas para todas las Edades. 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.