Discuss at least five best practices when leading groups for adolescents

Question

What will be an ideal response?

Answer 1

The best practices when leading groups for adolescents include:
Humor and a playful spirit are essential (Malekoff, 2004), see humor and/or absurdity in a situation and do not to take yourself too seriously as the leader. Adolescents are critical of adults in general, watching for when they make a mistake. Do not fall into the trap of replicating the negativity the adolescents may experience with other adults; teens love to tease and criticize but appreciate the modeling of how to take it in stride (Malekoff).
Think of adolescents as a different cultural group. Help them to help you understand their unique identity and perspective within the backdrop of being an adolescent.
Do not assume the parent role.
If you are a younger group leader, it is important not to identify too much with them, want to be their friend, or gain their approval.
They do not want to hear your stories of adolescence. Malekoff (2004) recommends accessing your feelings and experiences to better understand but do not share them.
Address diversity as a normative adolescent issue; help group members tune into ethnically and racially charges events affecting youth; confront prejudice, stereotyping, and oppression consistently, model effective cross-cultural communication and cultural self-awareness, promote understanding and respect for different worldviews, and tune in to the differential experiences of group members (Malekoff, 2004, pp. 206-207).
Assume a stance of uncertainty to help adolescents develop a relationship with you that goes beyond the group leader as the expert. Find your balance between tolerance and overcontrol (Malekoff, 2004).

Co-create a real relationship with them that is different than with teachers by asking them to call you by your first name in group and/or allowing certain language or topics of discussion not typically condoned. Because of their value of autonomy and being heard, group members should determine the content of the group related to group goals. To help adolescents determine what is important, I will sometimes ask: “Can we have this conversation with the door open? How will this conversation help you to change? If not, what can we talk about that would be helpful to you?” Provide structure to alleviate the anxiety of talking about their issues and trying out new ways of thinking and behaving but allow them freedom in determining the situations they need help with.
Invite the whole person to participate (Malekoff, 2014), not just the troubled, broken, or hurt parts.
Balance information, activities, and skill development with group member interaction and group process (Conyne, 2014). Adolescents need to learn skills, but it is best to teach them when they bring it up. These are the teachable moments that group members will learn the most from when emotional stimulation results in meaning attribution.
Risk-taking and experimentation are typical for adolescents, so it is important to not over-diagnose or overreact. However, listen carefully as group members discuss their experiences. Peers may often express concern for others before the individual does. Such concern and/or feedback from other group members is valuable. Also note that risk-taking is a way to combat stress (Laser & Nicotera, 2011) and so, it may be useful to explore when and why these behaviors are occurring.
Adolescents feel their emotions intensely and so emotional regulation and self-regulation are important to teach and practice.
Reframe resistance as reluctance. Adolescents, like the rest of us, are unsure about change, trying out new behaviors, and taking risks. They may also not have the necessary skills to be different. Begin with teaching skills and then if they can perform the skill in group but don’t apply it in their “real life,” ask why. Encourage members with support, ask if they want help from others, who would they like help from, would they like to see someone role-play for them, etc. If reluctance results in limited participation, use structure to help all participate easily with check-ins at beginning and end of each session.