Group work can be divided into three segments: Preparation, Facilitation, and Conclusion. Below, we cover the tasks and skills involved in all three.

Preparation

Any worthwhile endeavor requires preparation. Before all group meetings, conduct an inventory of the following considerations to ensure a productive, intentional experience.

• Know your crew. Review information about each student and the typical behaviors of adolescents so that you know what to expect and can tailor your approach accordingly. Also, please familiarize yourself with the typical learning barriers so you can spot them early.

• Identify the goal of the session. If it’s the first session, the goal will be to clarify the group’s purpose, establish the rules of engagement, and conduct introductions. In later sessions, your goal may be to help students to:
  • • Clarify their interests, abilities, and compatible job goals.
    • Explain their disabilities and accommodations with clarity and confidence.

• Select activities to match the goal. Activities for the first meeting could include introductions, fun icebreakers, and a review and discussion about proposed rules and roles. In later sessions, to align with the goals above, you may choose the following topics of discussion:
  • • What is my dream job, and what makes it a good match for me?
    • How can I explain my disability and accommodation to make sense to others?

• Check in with yourself. What do you bring to the group? What challenges you, especially when it comes to the behaviors of others? Considering these things will keep you from being caught wrong-footed.

Facilitation

This segment involves the bulk of the activity and follow-up discussion.

• Be yourself. Remember: if you try to be somebody else, students will smell your inauthenticity like wet paint.

• Assume a positive, neutral, respectful, and curious stance. Positivity builds hope (see the unit on Positive Psychology). Neutrality avoids judgment. Respect breeds trust. Curiosity encourages engagement.

• Explain the intent of each proposed group rule. The goal here is buy-in. People don’t readily agree to something they don’t understand.

• Be clear about the meeting's intent and your role. Use simple, straightforward language to ensure understanding. Then, verify understanding by asking, “Any questions?”

• Be consistent in manner and procedures. Being consistent establishes a safe and stable environment.

• Use questions as your tools. Asking questions can help build self-awareness and create lively discussions in a group of adolescents. Questions show you are curious and have an interest in their lives. Questions types include:

• • • Open-Ended Questions: You learned about these in the OARS discussion in Module 2.1. Youths share more when you use open-ended versus closed questions. An example is “What could get in the way of graduating high school?”
    • Closed-Ended Questions: These are also important when checking in with the youth. For example, you might ask, "Do you find math difficult?"
    • Meaning-Based/Socratic Questions: These are open-ended questions that deepen a discussion. With these, you are searching for critical thinking or introspection. Examples include: “What might that mean?” “What facts support that idea?” “What would a difference scenario be?

Not sure what question to use? Check in with your gut. It is actually healthy for you to use all three types. Use open-ended, meaning-based questions the most. Use close-ended questions as follow-ups for those youth who don't want to share too much but still want to be involved.

• Allow time for answers. Some may need more time than others to process the questions. Give the group time to gather their thoughts before jumping in. Some facilitators suggest waiting 10 seconds. Try it!

• Watch for verbal and non-verbal cues of discomfort or discontent. Is someone dominating the meeting? Is somebody tuned out, looking at their phone? Are people looking bored, angry, or impatient? How do you address it? Here are some suggestions:

• • • “Thank you for sharing, (dominator’s name). Would somebody else like to contribute?”
    • “You all seem a bit restless. What d’ya say we take a break and stretch?”
    • “It looks like some might be uncomfortable with our topic. Am I reading that right?
    • “The energy in the room seems low. I suggest we finish up for now. Is that okay with everybody?”

Conclusion

This segment highlights the main points of any activity or discussion during the meeting. It’s good to solicit the highlights from the group members. Sample wrap-up questions include:

• • • Is there anything you learned today that surprised you?
    • What did you learn today that you didn’t know before?
    • Is there anything you’d like to discuss more in a future meeting?

It is also the time to inform the group of upcoming activities or topics of discussion. Lastly, it’s essential to end the session positively by sharing a positive observation about the group during the meeting.