Chapter 2, Section 3: Group Work with Adolescents

Many teen pregnancy prevention programs are group-oriented and there is a great deal of literature pointing to the benefit of a group model for adolescents. Groups can be a highly successful form of support for adolescents (Wood, 2003). Because a predominance of the adolescent life stage involves the evolution of self-identity, a group can be a healthy, supportive environment in which teens gain increased self-esteem and a support network based on authentic interactions (Springer & Orsbon, 2003). Since youth who demonstrate positive behavior would be likely to promote similarly positive behaviors among their peers (Abbott, 2003), it would stand to reason that this “modeling” may have a profound effect in helping adolescents make better, more conscious choices around sexual behaviors. Also, because adolescents place high value on being part of a group (Holmes et al., 1991), watching others model positive behaviors may be the most effective way to help improve behavior and social skills.

The kind of group and the information provided depends greatly on the training of staff. Group leaders should at the very least be well-prepared with correct information regarding pregnancy, anatomy, sexually transmitted infections, or other information depending on the topic of the group. Because so much is changing in this field, it is important that staff receive ongoing and up-to-date “refreshers” on the information. It is also important that staff who lead groups be trained in group dynamics, group facilitation skills, adolescent development, conflict management, boundary setting, and communication skills. Each of these knowledge areas or skills is important to facilitating effective groups.

Consistency on the part of group leaders is of paramount importance. Adolescents are more likely to trust actions than words, and being consistent in terms of timeliness sends a nonverbal yet very clear message of respect. Lateness or inconsistency on behalf of the group facilitator will most certainly result in group attrition and participant acting-out. Teenagers require a level of stability and routine to feel engaged and supported (Abbott, 2003). To be most effective, the group should be held at the same time and same place for the prescribed length of the group.

In a group setting, it is very important that facilitators set and maintain clearly-stated rules and boundaries. Adolescents often test authority and respond well to boundaries that are clear and held firm (Abbott, 2003). In addition, whenever possible, rules will be better followed if created by the teens themselves. Adult leaders should guide the discussion, but the adolescents will feel more empowered if asked to come up with the rules that govern their behavior.

Staff who work with adolescents in group settings will benefit from having conflict
resolution skills. The most important factor in a situation involving conflict is that the group facilitator handles the situation decisively and calmly. Remember that problems among participants will generally escalate if not addressed. Handling the situation effectively means managing the situation by employing a negotiation or problem-solving process (Scott, 2003). Conflict resolution tactics may vary significantly depending on the demographics of your population. It is important to research cultural customs that may affect how individuals communicate or handle conflict, and to assess the frustration tolerance and developmental ability of the group.

The following components have been identified as essential to constructive conflict resolution:

• Ability to articulate one’s own needs and feelings;
• Ability to manage/diffuse one’s own anger;
• Ability to listen to the needs and feelings of another;
• Ability to see the other person’s point of view;
• Ability to reframe conflicting interests into a joint problem to be solved together; and
• Desire to find a mutually beneficial solution.

Resolving conflict utilizing these negotiation-based components allows the involved participant to “save face” (Cooper, 1997). He or she can leave the situation unharmed and without feeling humiliated, but also with some resolution of the problem. This minimizes the risk of losing participants either emotionally, when they “check out” of the process or physically if they leave and do not return.

Group leaders can “set the tone” when it comes to communication and conflict
resolution. Speaking to the group as you would like them to speak to one another models appropriate behavior. Teaching them how to resolve conflict nonviolently is a tool that will help these adolescents throughout the rest of their lives.

Research Demonstrates

The following are important components of effective group work with adolescents:

• Begin any group with ground rules to clarify how participants should treat one another (Cooper, 1997). Ground rules or group norms should ideally come from the adolescent participants themselves. Adolescents are much more likely to respect the rules if they created them in the first place. As the leader, you may have some ideas of ground rules you would like included. You can try to see if the group will come up with them on their own, or suggest them yourself if the group does not.
• Use trust-building activities and exercises to enhance group cohesiveness. Adolescents are more likely to remain in a group where they feel a sense of trust and belonging (Stone, 2001). Using trust-building activities can increase participant engagement and commitment to the group.
• Develop responses to negative adolescent behaviors that help them understand their behavior and its effects on others (CSR Inc., 1997). Simply forbidding a particular behavior misses the opportunity for learning that is provided by explaining why the behavior was offensive or inappropriate. Giving the target of the behavior an opportunity to express how it felt to be treated or spoken to in a hurtful manner can create empathy and understanding among participants.
• Teach adolescents to give and receive feedback in a helpful manner. Groups that allow interpersonal interaction between participants are more likely to foster behavioral change (Springer & Orsbon, 2003). Groups provide an opportunity for feedback from other group members. Hearing this feedback from other adolescents can decrease defensiveness and increase incentive to change negative or destructive behaviors. Staff need to be skilled in giving and receiving feedback in order to demonstrate and teach this process to adolescent participants.
• Encourage interaction among adolescent participants in order to help them learn social skills. Groups provide an ideal environment in which to practice and develop social skills (Wood, 2003). Participants in adolescent group programs are given an opportunity to explore basic identity questions such as “Who am I?” “With whom do I identify?” “What are my values/beliefs?” and “Where am I going?” In groups, they must also learn to deal with envy, aggression, cooperation, and compromise, and are given a chance to compare their ideas and responses with those of their peers.