Working with Groups ● 97singing and performance abilities can be utilized as icebreakers during the
group forming stages and the spirit of camaraderie that exists in these other
groups can be drawn on to enhance a “positive group identity” (Healy
2012, 153).
The second myth assumes that the close bonds shared by Pacific people
in their communal, cultural, and religious settings naturally translate into
trusting relationships. In addition, the passive demeanor of Pacific young
people can be interpreted as indicating trust, when in truth it can be a real
indication of mistrust, particularly toward elders, authority figures, and out-
siders. Group members’ trust of facilitators and of fellow group members is a
critical element of group work and should not be taken for granted in group
work settings. Gaining the trust of Pacific young people is vital during all stages
of group work. Demystifying the perceived authoritative role of the facilita-
tor is helpful in this, as is establishing clear ground rules and confidentiality
boundaries for the group. Healy (2012) identified three additional practices
group facilitators can use to promote trust within groups: modeling behav-
ior such as effective listening and communication; supporting safe spaces;
and managing conflict, ensuring that group members have confidence in
the group’s coherence. Although Healy was not writing specifically about
group work with Pacific young people, the practices she recommended are
nonetheless useful.
The third myth is the assumption on the part of Pacific young people
themselves that young people are to be seen and not heard. This stems from
the fact that the homes, schools, and cultural communities that Pacific young
people access are authoritarian in nature. As a result, young people can be
controlled and dictated to in group situations. Any group work that replicates
this dominant perspective is doomed for failure from the outset. Group facili-
tators need to be aware that Pacific young people may believe that they are
required to be compliant and silent at the beginning and middle stages of
group work; facilitators will need to work to counteract this and ensure that
the group processes promote group ownership (Healy 2012, 154). Many
young people may not be accustomed to group experiences in which their
status and contribution are considered to be as valid as that of other group
members. In other group situations in which they are present, their participa-
tion may be minimal or nonexistent. It is important that nonparticipation is
not misinterpreted; there are also young people who prefer to see results and
action in group activities, as opposed to engaging in a lot of verbal discussion
without perceptible concrete results. The onus is therefore on the group facilita-
tor to be aware of the multiple possible reasons for nonparticipation and to
draw on appropriate group work facilitation skills to promote full involve-
ment by all members—for example, by setting brainstorming activities such