Ways to Improve Social Support in Groups

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Ways to Improve Social Support James Neill

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Last updated:
Growth=Challenge in Groups 28 Jul 2004
+Support
Trust Activities

1. Code of behavior (Group contract): Establish a code of behavior, such

as the “Full Value Contract”, the Outward Bound motto, the organization’s
code, or a code developed by the group early in the program.
2. Model supportive behavior: Students will follow your behavior, so make
sure your instructional team is seen by students as sharing a high level of
social support.
3. Encourage supportive physical contact: “Trails need to be wider so
people can walk while holding hands.” (written on a National Forest Service
comment card). Silly as this suggestion may sound, it is a reminder to look
for opportunities to encourage genuine supportive physical contact between
group members. Trust activities can be very helpful.
4. Only discuss group issues in group discussions: In an early debrief,
explain that it is only appropriate to talk about group issues, not about
problems with individuals in the group setting. If there are any problems
between individuals then these should be sorted out before or after group
discussions, on their own or with the instructors. In other words, group
discussions are for talking about the group. Positive comments about
individuals are of course very acceptable!
5. Early intervention: When a pattern of negative social behavior starts to
develop, act to change that pattern earlier rather than later.
6. Positive comments: When instructing or facilitating discussions,
complement individual participants on their contribution. Try to use their
name each time, e.g., “That’s a really well thought through idea, John, well
done….”. Encourage others to provide positive feedback where
appropriate. This may seem corny and fake, but if it is consciously used
when there is real justification for compliment, particularly with low self-
esteem groups, then it can help to raise the general level of self and other
respect.
7. Anonymous positive feedback: Have everyone stick a blank sheet of
paper on their back. Students are then asked to then mill around and write
honest, positive feedback on people’s backs. Student can then read and
discuss the feedback they received.
8. Lineup: Ask the students to line themselves up in order from the student
who is contributing the most to the group through to the person who is
contributing least to the group. This can be a controversial and socially
challenging task! Once the students agree on the lineup, then say that each
student will get a chance to choose one another student who they believe
should move further up towards the student who contributed most. Debrief.

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Ways to Improve Social Support in Groups

9. Individual counseling: Take someone who is not socially supporting the

group aside and chat with them about ways in which they can be more
positively involved through the program.
10. Removal of participant: If a participants’ behavior continues to
significantly disrupt the development of the group and other individuals,
then remove the student from normal group activities (e.g. ask them to sit
out of an activity, through to removal for rest of the program).

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Trust Lean: Description of a Trust-building Activity

Back to James Neill

Games Index Trust Lean Last updated:
Trust Activities Description of a Trust-building Activity 13 Nov 2004

Trust Lean Equipment: large area

preferably with soft ground e.
● Create a careful, concentrating, g, grass.
respectful tone. Watch out for bravado; Time: ~20-30 mins
focus on trust and care.
Brief description:
● Sequence appropriately e.g., after In pairs of similar size, one
icebreakers, name games and initial get becomes a Faller and one the
to know you activities, but often before or Catcher. Teach methods for
spotting, falling and catching.
as part of team building activities.
Start small and build to bigger
falls, then swap. Debrief - what
● If possible, use Trust Lean as part of a made you feel more or less
progression of trust-related activities, e. trusting?
g., from Willow in the Wind to Trust Lean
to Running Free to Slice N Dice

● Ask participants to find a partner of

similar height and weight; same-sex pairs
are not essential, but often occur

● One person is the Faller and one the

Catcher.

● Faller must have adopt the falling

posture:

❍ standing upright

❍ feet together

❍ hands across chest, resting on

shoulders

❍ tight butt cheeks and keep body

stiff (to avoid buckling)

Catcher is taught "spotting"

❍ one leg in front of the other,

❍ arms extended,

❍ "give" with the weight, taking it

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Trust Lean: Description of a Trust-building Activity

mostly through the legs.

● Start with small falls, then build.

● Establish clear communication calls (like

climbing calls), e.g.,
❍ Faller: "I am ready to fall. Are you
ready to catch me?"
❍ Catcher: "I am ready to catch you.
Fall away."
❍ Faller: "Falling."
❍ Catcher: "OK"

● After about 5-10 minutes, swap

Catchers and Fallers.

● Can progress to Trust Falls & Dives from

chairs, tables, etc. with whole group
catching.

● Debrief

❍ Ask partners to share with each

other:

■ What made you feel

trusting? (e.g., clear
communication, positive
encouragement, etc.)

■ What made you feel less

trusting (e.g., laughing/
joking, lack of
communication, etc.)

❍ Invite people to contribute to a

group discussion about what things
their partner did to make them feel
more or less trusting.

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Willow in the Wind: Description of a Trust-building Activity

Back to James Neill

Games Index Willow in the Wind Last updated:
Trust Activities Description of a Trust-building Activity 13 Nov 2004

Willow in the Wind Equipment: large

area preferably with
● Provides a gentle, but important and challenging soft ground for falling,
activity to begin building genuine trust amongst e.g, grass.
people. Requires good facilitation and fairly
Time: ~5 mins per
mature group.
person in group
● Group members should already have spent time Brief description:
together, know each other's names, etc. In groups of about 8,
a person in the middle
● Establish a genuine tone; whilst fun is allowed, closes his/her eyes,
the primary objective is looking after and caring does a "trust lean"
for one another. This requires a calm, supportive and is "passed
atmosphere. If particpants are unable to around" the group.
genuinely sustain this kind of atmosphere, then Requires good
look for a less serious activity. There is the facilitation and fairly
potential for physical and psychological injury. mature group.

● The group needs to be taught correct spotting

technique:
❍ one foot in front of another
❍ arms outstretched, elbows locked, fingers
loose
❍ ready and alert

● In groups of about 8, one person volunteers to be

the "willow" in the middle. Facilitator
demonstrates the "willow":
❍ feet together

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Willow in the Wind: Description of a Trust-building Activity

❍ closes his/her eyes

❍ arms crossed and hands on shoulders
❍ keep butt cheeks tight and body straight
❍ establishes contract with group (see below)
❍ does a "trust lean" and allows him/herself
to be "passed around" the group.

● The final step before leaning is to create a

contract between the "willow" and the group. It
can go like this:
❍ Willow: "I am ready to fall. Are you ready
to catch me?"
❍ Group: "We are ready to catch you. Fall
away."
❍ Willow: "Falling."
❍ Group: "OK"

● Important: Ensure the group is tight, should-to-

shoulder, arms outstretched. In this position,
hands should almost touch the person standing in
the middle. This ensures that the initial fall will be
very gentle. Gradually the group can ease back
to allow a more expansive lean. Distribute large
and small people evenly, to avoid weak points in
the circle.

● The "willow" should allow him/herself to be

passed around by the group as long as she/he
likes (usually a couple of minutes). When he/
she has had enough, simply open eyes, stand
up, and thank the group.

● The quality of the atmosphere and caring will

generally determine the proportion of people
prepared to volunteer. Above 80% is usually a
sign of a reasonably healthy group.

● As a debrief or an intervention if a group isn't

creating a trusting atmosphere, I've asked people
to individually rate out of 10 how supported they
felt by the group -- and show this to the group by
holding the number of fingers up. This allows the
facilitator to draw out more objectively which
people felt supported and what else the group
might do to support more people.

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Willow in the Wind: Description of a Trust-building Activity

Back to James Neill

Games Index Willow in the Wind Last updated:
Trust Activities Description of a Trust-building Activity 13 Nov 2004

Willow in the Wind Equipment: large

area preferably with
● Provides a gentle, but important and challenging soft ground for falling,
activity to begin building genuine trust amongst e.g, grass.
people. Requires good facilitation and fairly
Time: ~5 mins per
mature group.
person in group
● Group members should already have spent time Brief description:
together, know each other's names, etc. In groups of about 8,
a person in the middle
● Establish a genuine tone; whilst fun is allowed, closes his/her eyes,
the primary objective is looking after and caring does a "trust lean"
for one another. This requires a calm, supportive and is "passed
atmosphere. If particpants are unable to around" the group.
genuinely sustain this kind of atmosphere, then Requires good
look for a less serious activity. There is the facilitation and fairly
potential for physical and psychological injury. mature group.

● The group needs to be taught correct spotting

technique:
❍ one foot in front of another
❍ arms outstretched, elbows locked, fingers
loose
❍ ready and alert

● In groups of about 8, one person volunteers to be

the "willow" in the middle. Facilitator
demonstrates the "willow":
❍ feet together

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Willow in the Wind: Description of a Trust-building Activity

❍ closes his/her eyes

❍ arms crossed and hands on shoulders
❍ keep butt cheeks tight and body straight
❍ establishes contract with group (see below)
❍ does a "trust lean" and allows him/herself
to be "passed around" the group.

● The final step before leaning is to create a

contract between the "willow" and the group. It
can go like this:
❍ Willow: "I am ready to fall. Are you ready
to catch me?"
❍ Group: "We are ready to catch you. Fall
away."
❍ Willow: "Falling."
❍ Group: "OK"

● Important: Ensure the group is tight, should-to-

shoulder, arms outstretched. In this position,
hands should almost touch the person standing in
the middle. This ensures that the initial fall will be
very gentle. Gradually the group can ease back
to allow a more expansive lean. Distribute large
and small people evenly, to avoid weak points in
the circle.

● The "willow" should allow him/herself to be

passed around by the group as long as she/he
likes (usually a couple of minutes). When he/
she has had enough, simply open eyes, stand
up, and thank the group.

● The quality of the atmosphere and caring will

generally determine the proportion of people
prepared to volunteer. Above 80% is usually a
sign of a reasonably healthy group.

● As a debrief or an intervention if a group isn't

creating a trusting atmosphere, I've asked people
to individually rate out of 10 how supported they
felt by the group -- and show this to the group by
holding the number of fingers up. This allows the
facilitator to draw out more objectively which
people felt supported and what else the group
might do to support more people.

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 First Steps Training & Development, Inc. -- Building Better Workplaces!

Enhance
Blind Crossing Your
Facilitation
What: A series of trust activities suitable for all groups. Skills!
Attend
Group Size: 2 + Our
Facilitator
Time: 30 Minutes
Training
Props: One blindfold per person. May 24-
28, 2006
Site: a level open space, clear of any obstacles.

Instructions:

1. Ask participants to find a partner for the activity.

2. Ask participants to face their partners so that there are two straight lines, each person facing his/her
partner. The lines (and therefore the partners) should be approximately three yards away from each other
at the start.

3. On cue, the line you designate will walk towards the other line with blindfolds on. For them to do this
safely, they will use the "bumpers up" position.
● "Bumpers up" means that the person has both arms extended straight forward from the shoulders

with elbows slightly bent and the palms turned forward (like you were motioning "stop" with both
hands at once). Demonstrate for them the "bumpers up" position and check for understanding.

4. The "stationary" line will meet the walking line with its "bumpers up," that is, if all goes well, each
sighted partner will meet their blind counterpart palm-to-palm.

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 First Steps Training & Development, Inc. -- Building Better Workplaces!

● Note that I put "stationary" in quotes above and I noted that the sighted partner meets the
blindfolded walker. The person with sight must take the responsibility for shifting to either side in
order to meet his/her partner. Blindfolded walkers don't necessarily walk in a straight line, hence
the responsibility on the sighted partner. This point is CRUCIAL for the safety of this exercise.
Make sure your group understands this clearly.

● Once the first line of walkers completes their blind crossing, they remove their blindfolds and go
back to their starting point. Once they are resituated, the lines will switch roles and repeat the
exercise. At the end of this step, everyone has made the crossing once.

● Instruct both lines to move backwards until they are 5 yards apart. Repeat steps 1-5.

● Instruct both lines to move backwards until they are 10 yards apart. Repeat steps 1-5.

Facilitator Notes:

1. Whenever you have blindfolded participants, you as facilitator must be extra conscious of safety. Before
doing this exercise, review with the group your use of the "s- word," i.e., STOP. Should the group ever
hear you say this, they are to freeze in their tracks - you have seen a potential safety issue (e.g., a
participant about to walk into another participant) that you will need to correct and you will tell the
group when to begin again.

1929 Spillway Road - Suite F - Brandon, MS 39047

Phone: (601) 992-9337 - Fax (601) 992-9339
Toll Free: (800) 211-0871
E-mail Click Here
© 2006, First Steps Training & Development, Inc., All Rights Reserved.
Site design by Speedsoft.com.

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 file:///E|/ice%20breakers/blind_walk.htm

ALIKE AND DIFFERENT

Teacher of lesson: Megan Matthys
Lesson Topic/Subject: Blindness/Social Studies
Grade Level: Kindergarten
Estimated Time: 30 minutes

BLIND WALK
OBJECTIVES:

● Students will experience what it would be like to be without the sense of sight.
● Students will be good partners and will safely guide each other on blind walks.
● Students will identify three things on their blind walk by using their other senses besides sight.
● Students will discuss what they learned from their blind walk with the whole class.
● Students will think about what kinds of questions they would like to ask our blind visitor, who
will be coming to talk to the students the following day.

MATERIALS:

● eight blind folds

● whistle
● chart paper and marker

PROCEDURES:

Introduction /Anticipatory Set

1. Have students come meet on the carpet and assign everyone a partner.
2. Tell the students that they have learned a lot about why their senses are important to them, now
you want them to experience what it might be like to be without one of their senses. Explain that
everyone is going to have a chance to see what it feels like to be blind.
3. Inform the students that they will be going on a blind walk. Tell them that you are going to pass
out blind folds, one to each set of partners, after you are through giving the directions
4. Now, tell the students that one partner will be the guide while the other partner wears the
blindfold. It is very important that the guides keep their partners safe. They must tell them when
steps are coming and they absolutely cannot allow them to bump into anything.
5. Explain to the guides that their job is to lead their blind partners outside to the playground, where
they will choose three things for their partners to try to identify using their other senses besides
their sight. Ask the students to quickly review what these other senses will be.
6. Tell the students that you will blow a whistle after 10 minutes and then the partners should switch

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 file:///E|/ice%20breakers/blind_walk.htm

jobs so that everyone has the chance to be blind.

7. Explain that when the students are blindfolded, you want them to pay close attention to what is
going on around them. What kinds of sounds do they hear when they are outside. What do
different areas of the playground feel like under their feet.
8. Ask the partners to decide who will want to be blind first. Distribute the blind folds to the
appropriate partner.

Sequence of Instruction

1. Tell the students to help each other put on their blindfolds. Then ask the guides to lead their
partners carefully to the line. Before leading the students outside, explain that if they can still see
under their blindfold, they should close their eyes, because you really want them to have a chance
to see how it feels to be blind.
2. Allow the students to lead their partners around on the playground for about 10 minutes. Suggest
to them that they take their partners to all different areas, on the grass, on the blacktop, and on the
play equipment.
3. Remind the students that the guides need to find three things for their blind partner to identify.
4. After 10 minutes, blow the whistle and ask everyone to switch their blindfolds.
5. Allow the students to roam around for 10 more minutes, and then blow the whistle again,
signaling all of the guides to lead their partners into line. Tell the students to leave their
blindfolds on until they get back to the classroom.

Closure

1. Group the students at the carpet once again and collect the blindfolds. Begin a discussion about
their blind walk. How did it feel to not be able to see? What kinds of sounds did they notice
outside. Could they tell what part of the playground they were on by the way the ground felt
under their feet? Were they able to correctly identify the objects their guides gave them? What
senses did they use to identify the objects?
2. After exhausting all of the student comments about their blind walk, explain to them that they are
going to have a visitor come and talk to them tomorrow that is actually blind and uses a seeing
eye dog to help her get around. Tell the students that you are excited that they are going to learn
more about what it is like to be blind by listening to her and by asking her some good questions.
3. Prepare the students for the visit by asking them if they can think of some questions
they would like to ask the blind woman ahead of time. You can write down the questions
as they think of them on a piece of chart paper.
4. After the students are done volunteering different questions they would like to know
more about, read over the list you have made out loud to the students, and then ask
them to try to read it along with you once again.

EVIDENCE OF STUDENTS ACHIEVING OBJECTIVES:

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 file:///E|/ice%20breakers/blind_walk.htm

1. Students will gain insight on what it would be like to be without their sense of sight by
keeping their blindfolds on and cooperatively going on a blind walk with a guide for 10
minutes.
2. Students will demonstrate that they can be good guides by safely guiding their blind
partners around the playground.
3. Students will demonstrate that they can use their other senses other than sight by
identifying three unknown objects without using their eyes, and then discussing what
they discovered with the class.
4. Students will express what they learned on their blind walk by discussing what it felt like
to not be able to see and by discussing what other senses they used.
5. Students will become prepared for their visitor by thinking of several questions that they
think they would like to know more about in order to help them learn what it must be like
to be blind, and how a blind person gets around.

ADAPTATIONS/RETEACHING IDEAS:

1. A lot of prompting might be necessary when thinking of questions for the blind visitor.
Prompt the students to ask questions that might help them learn how blind people get
around on their own and do daily chores. Also arouse their interests to ask the visitor
about her favorite hobbies so they can discover if blind people enjoy doing some of the
same things they do.

EXTENSIONS:

1. This activity might be a good one to refer back to and write a short class story about.
2. Explain to students that many blind people donÕt need a person to guide them because they use a
cane which they move back and forth in front of them. Allow the students to take turns
throughout the day trying to get around the room with their eyes closed using a cane.

REFLECTIONS:

1. Did this turn out to be a safe lesson? Were the students good guides?
2. Was the lesson run efficiently?
3. How did the students respond to the lesson?
4. Were the students adequately prepared for the visitor?

Return to the Alike and Different Unit page

Return to the Exemplary Lesson Plan page

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Hug A Tree: Description of an Environmental Education Activity

Back to
Games Index Hug A Tree James Neill
Environmental Education
Description of an Environmental Last updated:
Activities 27 Aug 2004
Education Activity
Trust Building Activities

Hug A Tree Equipment:

Forested area. Blindfolds.
Start on a track in a pleasant forested area.
●
Time:
● This activity works well as a break Total ~ 10-30 minutes.
during a hike. Plus to location.
● The purpose is to get people Discussion (optional) ~
engaged in non-visual, intimate 10 min.
encounter with trees, as well as
Brief description:
the terrain.
In a forested area, pairs
● The activity also works well as a take turns being
trust-building activity. blindfolded, lead to a tree
● The groups needs reasonable maturity, such (for touch and feel) and
that the blindfolded people are cared for then lead away. After
(golden rule: a blindfolded person must always removing the blindfold,
be holding someone else's hand - or a tree) - the tree hugger tries to
watch out for careless guiding especially from locate his/her tree.
macho males.
Related links:
● For mature groups, a briefing may be enough;
for less mature groups, do a demonstration.
● How to hug a tree
● In pairs, one is blindfolded. The blindfolded
person is to be the tree-hugger. (Holistic healing
activity)
● The tree-hugger is lead through the trees and ● Hug a tree exercise
then placed next to a special tree. The tree-
(from "Dancing with
hugger touches the tree and tries to memorize
the Wheel")
its size, shape, location, texture, etc.
● The tree-hugger person is lead back to the
starting point, takes his/her blindfold off and
tries to locate his/her tree.
● Swap. Usually participants like to have a
couple of turns at being blindfolded and trying
to find a tree.

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Running Free: Description of a Trust-building Activity

Back to James Neill

Games Index Running Free Last updated:
Trust Activities Description of a Trust-building Activity 28 Jul 2004

Running Free Equipment: large

area preferably with
● Find a large, flat area with soft ground, e.g., grass soft ground for falling,
e.g, grass.
Make sure people are warmed up, stretched and
●
Time: ~20 mins per
ready for running
person in group
● Invite participants to find a partner Brief description:
In pairs, one person is
● Hand out one blindfold per pair blindfolded. Holding
hands, the blindfolded
● One person puts the blind fold on and holds hands person is lead
with participant gradually from a slow
walk up to fast
● Ask the seeing person to take their partner on a: running. Swap.
❍ slow walk (~a couple of minutes)
❍ a normal-paced walk (~1 minute)
❍ a fast walk (~30 secs)
❍ a jog (~30 secs)
❍ a run (~15 secs)
❍ a fast run (~15 secs)

● Allow participants time to relax, swap over, and

then take them through the same sequence

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