Boundaries

Population: Adolescent girls that do not recognize how to set and

maintain boundaries for themselves and in relationships.
Age: 13-18
Group Size: 8+
Setting Considerations: A large room is best for this activity. This
activity can be done inside or outside.
Group Stage Considerations: This activity can be done in norming,
performing, or adjourning. The activity requires that the group have
some comradery; therefore it would not be affective in forming or
storming.
Purpose/Goals:
Clients will be able to recognize that having boundaries set
beforehand will help them to keep their desired boundaries when
put in situations that test them.
Clients will be able to recognize that your boundaries do not
have to change from person to person, but rather your
relationships change from person to person.
Supplies Needed: Dependant on the obstacles made up.
Intervention Description: The RT will make 5 or more obstacles that the
students will have to cross in order to move onto the next obstacle.
Each obstacle will have very specific boundaries that will NOT be made
know to the students. Once the intervention starts the RT will tell the
student that they have to get from point A to point B, passing through
each obstacle. When a student breaks a boundaries they will be send
back to the beginning. Once the students have each tried several time
to get through the obstacles the group will gather and process what is
happening. After processing the RT will tell the students and they will
get from point A to point B very quickly. The group will then come
together again and process how setting boundaries and KNOWING your
boundaries before hand will lead to more success than just jumping
into a situation and hoping to come out successful.
Special Considerations or Risks: Make sure everyone is wearing
sunscreen if the intervention takes places outside.

Possible discussion Questions (using Blooms Taxonomy):

Knowledge:
o What is happening?
o Why do you keep getting sent back?
Comprehension:
o Why do you think I am not telling you the boundaries?
o How long do you think if would take you to find success in
this intervention if I never tell you the boundaries?
Application:
o How many of you have not set boundaries in a situation
and it lead to you being in a situation you didnt like?
o How could that situation have been different if you would
have set boundaries from the beginning?
Analysis:
o Do you think setting boundaries is a good idea? Why?
o How can boundaries help you in relationships?
Synthesis:
o What would happen if you established boundaries BEFORE
you were in the situation?
o How would you tell someone what your boundaries are
without sounding weird?
Evaluation:
o Do boundaries help relationships? How?
o How are relationships and boundaries connected?
Possible Group or Individual Assignments: This activity should be
followed by a journaling assignment where the students write down the
boundaries that they want to set and keep.
Modifications/Adaptations: You can use various obstacles for this task.
The point is that they dont know the boundaries and therefore cannot
be successful without knowing them.