12 DYNAMICS OF ASSERTIVE COMMUNICATION (ADULTS AND CHILDREN) - GEOGRAFÍA - 2025

The dynamics of communication Assertive very useful as they provide the opportunity to practice this communicative style and to generalize in our relationships and our daily lives.

Assertiveness implies that we respect the opinion of others and that, at the same time, we make our opinion is respected. It is very important that we are clear and concise. Knowing the steps that lead to our speech being assertive and putting them into practice with different exercises, you will achieve greater successes.

In this post I show you 10 dynamics to practice assertive communication that can be used in groups or individually, adults or children. Taking into account the objectives of each one and using them at the right time, they will be quite useful.

Using an assertive communication style helps us to assert our opinion and be respected by others. This fact will have a positive influence on our self-esteem and will have multiple benefits in the medium and long term.

Any leader must use an assertive communication style. Furthermore, assertive people often take initiative and make decisions within the group. You may also be interested in these leadership dynamics or these self-esteem.

List of dynamics to practice assertive communication

1- Assertive rights

goals

Develop self-awareness.

Learn to assert personal opinion based on a situation of respect.

Time required

About 60 minutes.

Group size

Unlimited.

Place

Wide space where participants can work in subgroups.

Necessary materials

Folios and pen for each participant.

Steps to follow:

The group facilitator asks that each member of the group, individually, write on a sheet of paper the rights that they consider they have in the family, work and within society.

The group is divided into subgroups, depending on the number of participants and they are asked to identify five rights they have in common in the areas mentioned above (family, work and society).

After the time previously agreed upon, each group presents its conclusions. Group discussion is encouraged.

The facilitator asks them, once again, to put themselves into groups and think about what rights people around the family, work and society in general have.

Once they have finished, it is discussed how we can respect others, making ourselves respect.

2- Climbing

objective

Practice communication in a stressful situation.

Time required

90 minutes approximately.

Group size

Unlimited.

Place

Wide space where participants can work in subgroups.

Necessary materials

Folios and pen for each participant.

Steps to follow:

The facilitator presents the objective of the dynamic and guides a brainstorm about situations in which we feel tension.

It then defines assertive communication and presents a series of tips and formulas. Practice with a couple of examples is recommended.

Each one, individually, writes a situation (real or hypothetical) that causes them tension and in which they would like to practice assertive communication.

Subgroups of between 4 and 6 participants are formed. Each one, in the subgroup, will share the situation with their classmates.

Within the subgroup, two rows will be formed so that on one side there is a couple and on the other, the rest of the members of the subgroup. The group facilitator will designate a row as "disputant" in which from left to right there will be a gradient of degrees of dispute, from the mildest to the most severe.

In the other row are the volunteer and his partner. The volunteer must describe the stressful situation he or she chose and will respond to each disputer in turn, responding assertively.

The volunteer's partner offers support and makes sure that the disputants understand what the volunteer is exposing. In addition, it offers feedback to the volunteer on how he is developing.

There is a discussion with the large group in which the elements that have hindered communication and what tools and strategies have been used are identified.

If more time is available, the dynamic is repeated, changing the roles of each within the subgroup so that they can experience different points of view.

3- Photoprojection

goals

Allow each person to express themselves freely.

Identify how each one identifies.

Time required

About 20 minutes.

Group size: unlimited.

Place

Wide space where participants can work in subgroups.

Necessary materials

For each subgroup, a photograph of something that prompts participants to imagine a situation. Also, papers, pens and a blackboard with marker or chalk.

Steps to follow:

The facilitator divides the group into subgroups, depending on the number of participants in the activity.

He offers each subgroup a photograph and asks them individually to write down what happened before the photo, what happens at the time of the photo, and what will happen afterwards.

When they have finished, one by one they share their narration with their classmates. They debate among all and try to reach a common situation.

Each subgroup chooses a partner to present in front of the other partners.

Discussion: the facilitator should guide the debate so that each one can apply these situations to their daily life.

4- Passive, aggressive and assertive

objective

Discern between the different types of communication.

Time required

Around 120 minutes.

Group size

Unlimited.

Place

Wide space where participants can work in subgroups.

Necessary materials

Folios, pens and a blackboard with marker or chalk.

Steps to follow:

The facilitator leads a brainstorming on assertiveness.

Then, individually, each one should think about the most submissive person they know and write down characteristics about their behavior.

They are all asked to get up and act from one side of the classroom to the other with a submissive attitude, using exclusively non-verbal language.

The facilitator asks them to stand still, like statues, adopting a submissive gesture. He comments and takes note of how the group has characterized this behavior.

He then changes from submissive to aggressive behavior. Previously, they have to write individually the characteristics of aggressive communication.

Again, they have to remain paralyzed and the facilitator will comment and ask for the collaboration of the group to take notes.

The members of the group take their seats and draw up, as a group, a list of behaviors of an assertive person, especially in relation to non-verbal behavior.

Again, they have to move around the classroom taking an assertive attitude and in silence. The facilitator repeats asking them to stand as statues and take note of the non-verbal behavior.

The facilitator leads a debate in which the different communication styles are analyzed and how the participants of the dynamic have felt in each of them. Subsequently, situations in which the behavior is assertive are introduced and practiced. Also, examples of situations in which to practice the assertive style can be used.

5- Collective history

goals

Share feelings with the rest of the classmates.

Create a common story.

Strengthen ties and relationships.

Time required

About 30 minutes.

Group size

Unlimited.

Place

Wide space in which the members of the group can sit in a circle.

Necessary materials

A ball of wool.

Steps to follow:

The group facilitator will introduce the topic in question. This technique is applicable in different areas and moments that a group goes through. The important thing is that there is trust and everyone can express themselves freely. For example, it can be used as an outlet, emotional expression, to close a group, etc.

It consists of the person who has the ball of yarn sharing with the group what they want and keeping the end of the ball.

He must then pass the ball to the partner he wants.

He must comment on what he wants and take the ball. You will then pass it on to another partner.

The dynamic ends when everyone has participated.

The final reflection must be accompanied by the fabric that arises around a team and the relationships that arise within it.

6- 3 steps towards assertiveness

objective

Practice assertiveness.

Time required

About 30 minutes.

Group size

Unlimited.

Place

Large room or classroom.

Necessary materials

Folios, pens and a blackboard with marker or chalk.

Steps to follow:

The facilitator exposes the three steps that lead to assertive dialogue. Express feelings, ask what we want to happen and say how we would feel after the change.

Daily situations in personal and work life that usually generate conflict are exposed and, among all, are resolved through assertive dialogue.

Other comments: it can be done first in subgroups or individually and later, resolve and discuss the situations with the rest of the classmates.

7- Obstacles

goals

Identify the obstacles that appear in the communication process.

Develop tools and instruments to solve them.

Time required

About 45 minutes.

Group size

Unlimited.

Place

Large room or classroom.

Necessary materials

Folios, pens and a blackboard with marker or chalk.

Steps to follow:

The facilitator introduces the dynamics by explaining that they have to think about situations in which they have not felt satisfied with a conversation or communication process.

Each person shares with the group and, together, they identify what elements or situations led to failure.

Some of the examples presented are represented below with mimicry. It can be individually or in a group.

The person whose example is being carried out, must alter the state of the figures towards assertive communication.

Finally, a debate is held in which everyone can express their opinion and feelings.

8- Dialogue drawn

objective

Enhance creativity and empathy.

Use drawing as a method of expression.

Time required

About 30 minutes.

Group size

Unlimited. It is important that they get to know each other.

Place

Large room or classroom.

Necessary materials

Colors (markers or pencils) and continuous paper.

Steps to follow:

Each person will pick a color. When everyone has it, they should pair up with people who have a color other than their own.

They will sit in pairs, facing each other and in the middle they will have a piece of continuous paper.

They should draw something that they want to share or tell that person.

During this time it is not allowed to speak. Relaxing music can be used to help create a comfortable climate.

The facilitator must be aware of how relationships flow and how they are drawing the pictures.

Final reflection on what they have felt and how they have expressed it through drawing. Also, about how they felt unable to speak while drawing.

9- Assertive opposition

objective

Learn to say "no".

Time required

30 minutes approximately.

Group size

Unlimited.

Place

Large room or classroom.

Necessary materials

Folios, pens and a blackboard with marker or chalk.

Steps to follow:

The facilitator will introduce the dynamics explaining that within assertiveness it is important to say no if we do not want to do something.

Different day-to-day situations are introduced in which it may happen that we don't really want to go. For example: accompanying a friend to buy Christmas gifts one afternoon when the mall will be full of people.

Individually, the members of the group write how they would act in this situation and what they would say to their interlocutor.

Together, under the supervision of the facilitator, they elaborate what they could say in those situations.

10- Free

objective

Promote group cohesion through reflection on a specific topic.

Time required

About 40 minutes.

Group size

Unlimited.

Place

Large room or classroom.

Necessary materials

None in particular.

Steps to follow:

Subgroups are formed, depending on the size of the group.

The facilitator begins to talk to them about freedom and introduces the dynamics.

In groups, they should address the following topics:

-A moment in my life in which I felt free.

-A moment of life in which I felt oppressed.

-A moment in my life in which I oppressed other people.

After all the members of each subgroup have shared their experiences with the others, they work together a definition for the word freedom and another for oppression.

All the subgroups present their definitions and a debate takes place until they reach a common agreement.

The facilitator should emphasize how to approach these aspects in relation to assertive communication.

11- Non-verbal communication

goals

Recognize movement and body gestures.

Time required

About 60 minutes.

Group size

Maximum 30 people.

Place

Ample space in which participants can work.

Necessary materials

Cards with common phrases, pages and pens.

Steps to follow:

The dynamic is simple and will be led by one person. This will give each student a card with phrases such as: "I'll go to the dentist tomorrow", "I liked having dinner with you yesterday" or "I don't like what you say."

Participants should try to imitate these phrases with their body for a few minutes. The observers should then write on a sheet of paper what they think the "actor" means.

12- Perspective

goals

Visualize other people's perspective.

Time required

About 60 minutes.

Group size

3 people.

Place

Ample space in which participants can work.

Necessary materials

Folios and pens.

Steps to follow:

The three participants are placed around an object, and asked to write a short description of a part of the object. Later each one will read aloud what they have written.

It is about implying that what each person describes or what they perceive depends on the perspective they have, and that we do not all see the world in the same way.

Here is a video with the most outstanding dynamics:

Other dynamics of interest

Group dynamics for young people.

Motivational dynamics.

Dynamics of self-esteem.

Dynamics of emotional intelligence.

Group integration dynamics.

Dynamics of creativity.

Trust dynamics.

Leadership dynamics.

Dynamics of conflict resolution.

Dynamics of values.

Presentation dynamics.

Teamwork dynamics.