This document discusses types of groups for adolescents and considerations for creating effective groups. It outlines two main types of groups: 1) developmental psychoeducational groups which are voluntary and focus on skill-building topics, and 2) nondevelopmental counseling/psychotherapy groups which focus more on addressing problematic behaviors. Key factors for setting up adolescent groups include considering verbal vs nonverbal communication, providing structure and engaging activities, properly recruiting and screening members, ensuring appropriate session length and group size, and considering gender dynamics. The overall goal is to help adolescents develop identity, skills, and support through the group process.

2. GROUPS for ADOLESCENTS
Types of Groups for Adolescents
and pertinent subtopics by
Emmanuel R. Gamana

3. Our objectives:
Knowledge:
To recall ways of creating groups of adolescents in the context of Guidance
and Counseling;
Skills:
To compare the parity and disparity of Psychoeducational and Psycotherapy
Groups ;
Attitude:
To integrate in one’s life the contextualized learning of handling adolescent
groups in the here and now.

4. Let’s sing for a while
Song: The Show by Lenka
Motivational Activity

5. Process Questions:
1. What did you feel about the song?
2. Were there lines that struck you
most?
3. What did you remember when while
singing along with your classmates?

6. - as the age span from 13 to 19
- a difficult period in the life of many
young people
- It is a time of both continuity and
discontinuity marked by extensive
personal changes (Graber & Brooks-Gunn, 1996)
ADOLESCENCE

7. Few Undeniable Scenarios:
=30% of 14 to 17 –year-
olds engage in
multiple-problem high –
risk behaviors

8. = coming-to-age ceremonies (18-
21)
= facing combat in the military
(pressured into adult roles too
soon)

9. = oftentimes they forgot to establish sense
of individuation from others due to fads and
crazes

10. How can we help them
understand the happenings in
their lives?
“By participating in groups,
they may develop a
greater sense of identity
and intimacy.”(Erikson, 1963)

11. By using the process of increased
self-awareness and self-
disclosure to others in the group
(Jourard, 1971).

12. “By having the opportunity to prove
they can translate their ideas into
actions in the context of a
community, enables adolescents to
achieve new or refined personal and
interpersonal skills.” (Erikson ,1968)

13. Within the groups, adolescents often
find “genuine acceptance and
encouragement” from peers and a
trustworthy adult who seems to trust
and respect” them (George & Dustin,
1998,p.142).

14. Types of Groups for Adolescents

15. 1.Family Group at home
2.Learning Group at school
3.Work Group
4.Social Group
Aforesaid groups are natural groups ,
whose peers are influencing the
developing young person for better or
for worse (Santrock, 2006).

16. 2 Main Types Groups
1.Developmental Psychoeducational
Group
2. Nondevelopmental Counseling or
Psychotherapy Group

17. Developmental
Psychoeducational
Group
= voluntary and self-focused
Why Joined?
= sense of need, desire to gain knowledge and experience (Carty,
1983)
Where to Join?
= community agencies, school settings (Berube,1997)
What are the Topics?
= career, communication, skills and peer helping, decision making,
study skills, and self-concept (Bowman, 1987)

18. 1. Vital and practical to
implement in High Schools
(Bowman, 1987)
2. Students with disabilities
increased their disability
awareness and became better
self-advocates (Akos, 2004)
3. Can help students learn skills
related to resolving
problematic situations they
arise and thereby avert major
crises (Baker et. al., 1983)
Unrealistic due to lack
of time and scheduling
(Dansby, 1996)
Advantages: Disadvantage

19. Exemplary School District Model by Philipps (1992)
Characteristics:
= focused on the personal concerns of students
= 8 to 16 met for 50 minutes(one class period) a week
= conducted for 10 weeks during school hours
= groups were co-led, with co-led teachers, with counselors and mental health
staff
= during sessions, group leaders used the basic counseling skills such as :
a. Reflecting content and feelings,
b. Clarifying messages,
c. Helping members recognize their own strengths and outside resources
d. Encouraging members to take actions that are helpful to themselves

20. Group Processes
= reminded of the Group Rules (Confidentiality)
= allowed to talk freely and openly about their
concerns
Result:
“The outcome was both personal growth and
prevention (Philipps and Philipps, 1992).”

21. Nondevelopmental
Counseling
or Psychotherapy
Groups

22. Nondevelopmental
Counseling/Psycho
therapy Group
= focus on life skills for adolescents
Why Joined?
= to concentrate more on concerns related to adolescents deviant
behaviors and other issues like drugs or alcohol use, school
problems (poor grades, truancy)
Where to Join?
= schools, agencies or courts (Jacobs,2006)
What are the Topics?
= developing self-esteem, managing stress, making friends and
coping griefs, and loss (Smeads 1996)

23. Listening to the
adolescents’
complaints about
having been referred
to the group is a
good place to start.
(O’ Hanlon 1989)
Making this kind of
group usually
results to
reluctance and
resistance.
(Weiner-Davis,
1989)
Advantages: Disadvantage

24. Tips of handling Negative
Feelings and
Resistance
by (Corey and Corey, 2006)

28. 1. Psychoeducational groups are
always choice oriented, whereas
pyschotherapy groups are usually
geared towards both choice and
change.
2. Leaders of these groups face more
of a challenge if the groups are
involuntary life psychotherapy
groups.
Let’s take note of some things
here:

29. Setting Up Groups
for Adolescents

30. Factors to be considered:
1. Verbal versus Nonverbal Communication
2. Group Structure and Materials
3. Recruitment and Screening
4. Group Session Length
5. Number of Members
6. Gender and Age Issues

31. = to handle a group of adolescents, we can’t avoid seeing
some resistant actions or gestures. These gestures should
be given priority attention in a way an adolescent could
really participate in the group even in a subtle way.
= For example if one of the students is yawning , he or she
might got bored with the activity, so call her name and use
the “I statement.”
“Emmoy, I want you to show to the group what
happens when you are being rejected by JoonRey.”
Note: Nonverbal cues are important as verbal.
Verbal versus Nonverbal
Communication

32. Themes = center around the genuine interests of participants. With
the help of themes we can vary from those that are serious to funny
interactions.
Limit flexibility:
= too much choice can result in the group becoming bogged down
and members losing interest.
Note 1: Many adolescent groups work best when they are structured
around themes.
Structured Activities and Associated Materials:
Note 2: Materials needed in groups also vary according to the type of
group to be led and the personalities of the members and leaders.
Note 3: Creative arts are a natural means also for helping to attract
and retain adolescents in a variety of insightful ways.
Group Structure and Materials

33. Handling adolescents in a meeting should not exceed 90 minutes
otherwise they get bored.
What to do when and if works be done more than 90 minutes?
= decorating a for a social event or coordinating a teen walkathon for
funding cancer patients can benefit longer group meetings
Note: The frequency of the group sessions and also the duration of the
sessi0ns are directly related to the intensity of group involvement and
growth (Gazda, 1989, p. 153).
Group Session Length

34. The number in a group ultimately affects its outcome and rate of
progress.
Note1: With increased size, member interaction and relationships
decrease and the group becomes “leader centered (Gladding, 1994).”
6months = the group may include 7 to 10 members
As a “rule” the smaller the group the more frequently it meets, and
the longer it meets , the greater the opportunity for intensity of group
involvement and growth (Gladding, 1994, p. 152).
Number of Members

35. The purpose of the grouping of primary importance.
Note 1:Sometimes one gender groups will be more appropriate. For
example in counseling group dealing with trauma and recovery from
rape, it may be in the best interest of the group that only girls be
included.
Note 2: Based on research, boys play in large groups, whereas girls
play in small ones.
Note 3: Boys friendship groups is more extensive or accepting , girls
friendship groups are more stable and exclusive (Gigliotti, 1998p.277).
Note 4: In mixed-gender groups it has been found that adolescent
boys are less comfortable than girls in sharing interpersonal
relationships.
Gender and Issues

36. ANALYSIS
• How did you handle your adolescent students kids in
the class /house?
• Which of the adults assistance have you done so far?
• Which of group of adolescents you have handle the
best?

37. Are there any questions so
far?
Thank you so much for your very
kind attention.

38. Gladding, Samuel T. Group Work:
(8th edition.) New York,
NY:Pearson pp. 265-276)
Reference