Small Group Cheat Sheet

Confidentiality
Confidentiality is one of the key norms of behavior in a group. It should be clearly explained every time you meet with a
group of students even if you have met with the same group before.

Mandated Reporter
As a UNITY member, you are an extension of Mrs. Thompson. All school employees are mandated reporters. Please
explain to your group that if they disclose that someone is hurting them (child abuse), they are going to hurt themselves
(suicidal ideation, self-injury, eating disorders, etc.), or if they state they are going to hurt someone (physical violence)
you will have to tell an adult and they will file a report. Let them know this is because we care and want them to receive
help but also that if you dont you can lose your job. If you have any questions or concerns ask the UNITY teacher or the
safety counselor.

How to Facilitate Group Discussions

As the group facilitator you can help provide the opportunity to connect people through shared experience, genuine
dialogue and potentially healing interactions. As facilitator, your main role is to help the group evolve towards a positive
direction. Below are some ideas to help facilitate a small group:
Use Ground Rules/Group Norms, and Enforce Them
It is essential to have ground rules. And it is essential that you enforce them. Be sure you go over the ground rules at the
beginning of the meeting; this should only take a couple of minutes. Also, be sure that you get verbal or non-verbal
agreement from everyone e.g., students nodding their heads yes if not actually saying yes. Here are some simple but
helpful ground rules:
1) The discussion stays in the room. (Vegas Rule)-What is shared in the room stays in the room. Agree that
people can speak for themselves outside the room, but they will not presume to speak for others. This is when you
explain confidentiality and mandated reporting to the group.
2) Listen respectfully- At the very least this means allowing people to finish their thoughts, without interruption. If
youre concerned that the discussion could be particularly divisive, this is where you can introduce the Dialogue
model where the goal is not to debate, but to really listen, so that each person in turn can be truly heard.
3) Speak from your own perspective- Encourage the use of I statements, such as I think, I feel, I believe
etc.
4) Agree to disagree- In any group we expect different feelings and opinions, and its no different on this occasion.
Remind students that it is our commonalities that connect us, but it is our differences that teach us. Nudge
students to genuinely consider the possibility of learning something, but that in any event, if they want to be heard
its in their best interest to listen, too.

Communication Styles to Avoid when Facilitating a Group or being a Unity Camp Facilitator:
1) Commanding: In commanding communication, we order students to do things as we say, threatening
punishment if we are questioned or disagreed with. The problem with this style is that it does not encourage
independent learning and creative thinking.
2) Preaching: In preaching communication, we try to teach by platitudes and clichs. You can recognize
preaching communications when you hear words like should, always, never, and ought. Students get the
feeling they are one of a number and not an individual with unique feelings and needs. Since most people
want to be treated as individuals, they will usually turn off and tune out after a few sessions of preaching.
3) Advice-giving: Unlike the commander, the advice-giver tells students what to do in a kind way, but this style
discourages independent learning and creative thinking.
USE THIS COMMUNICATION STYLE:
Facilitating: The group facilitator who uses this style lets the student know his/her interest and care through
verbal and nonverbal signs. He/she uses feedback listening to let the student know he/she is listening, that he/she
cares, and to help the student clarify his/her feeling. He/she directly states his/her feelings, wants, and opinions,
and shows respect for those of the student.

The Group Process

1) Become aware of your own personal feelings and attitudes. Since you are a group member, your feelings and
attitudes can affect the group.
2) Allow the group some freedom. Do not expect to control the entire process of the group.
3) Be alert to the feelings of your members. Occasionally glance at the members to see what their nonverbal
signs say.
4) Encourage members to be open. This is done by being friendly, warm, responsive to what members say, and
accepting their contributions.
5) When the group seems to be at a low, initiate new ideas, initiate new ways of looking at the groups process,
or initiate activities to stimulate group discussion.
6) Clarify a group and individuals opinions or comments. At times, clarification of a students concern is
needed, thereby putting it into perspective which will allow the entire group to understand what is being
expressed. This can easily be accomplished by rephrasing the comments. (Example-Liz, I hear you saying
that you feel sad because you have been lonely lately.)
7) It is important to remember to focus on individual behaviors rather than the person. Refer to what a person
does rather than comment on what you think he/she is.
8) Accept a leadership role as a facilitator. This does not mean that you are responsible for the entire group.
What it does mean that as an adult and trained facilitator, you lead the group towards healthful change.

At times, it may be necessary for you to assert your leadership role in order to direct the group back to the
issue at hand. Occasionally, different personality traits of the students will cause interruptions. Below is a
brief outline of these personality traits and suggestions on how to handle the situation.
a. Side-talker: Bring the student into the conversation, or let them know by a glance or comment that it is
not acceptable to be talking while someone else is talking.
b. Rambler: Point out that it is important to stay on the immediate subject and it is also very important to
talk about the feelings associated with the incident. (Example-It sounds as though you had fun at your
birthday party Jose, but why dont you talk about how you felt when you were called the racial slur.)
c. Nonparticipant: If the student seems bored or shy, ask for his/her comment on the topic being discussed.
If the student is shy, attempt to bring him/her into the group discussion. Sincere, quiet group members
will also learn from active listening.
d. Monopolizer: Praise the student for showing interest, but suggest that other members need to have time
to share with the group as well.