Deinhibitizers

Bumpity Bump Bump Bump
Circle the Circle
Elbow Tag
Get the Point
Impulse
Macro Rock/Paper/Scissors
Morphing
Screaming Toes
Speed Rabbit
Twizzle

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Bumpity Bump Bump Bump
Focus	Name reminder; Barrier breaking
Materials	None
Directions	The group forms a circle and the teacher/facilitator stands in the middle. She asks the group to make sure they know the name of the person on their right and left. She then points at someone and says, "Right!" That person must name the person on their own right. If she says "Left!" then they must name the person on their left. Once people understand the game, then add the phrase "bumpity bump bump bump" after saying "Right" or "Left." The person being pointed to must say the correct name before the person in the middle finishes the phrase. If they don't make it, they take the place of the person in the middle. After a while a "you" (they must say their own name) and "me" (they say the name of the person pointing to them).
Sample processing questions (Bumpity Bump Bump Bump)	Did anyone feel anxious during this activity? What caused you to feel anxious or nervous? Do you think being put on the spot is good or bad? In what context would it be good and in what context would it be bad?
Facilitation notes	This is another one of those "being put on the spot" activities that provide some good experiences for processing. This game can be a good indicator of how well a group is coming together. If people are kind to each other and are able to laugh together, it is a sign that group members are developing trust and comfort. If they are nervous about making a mistake and generally laugh and point at each other, this is a signal that the group needs more work together to deal with trust issues. Top
Circle the Circle
Focus	Barrier breaking; Working together
Materials	Hula Hoops
Directions	The group stands in a circle and everyone holds hands. One pair lets go so that a hula hoop can be placed between them. They then rejoin through the middle of the hoop. The task is then for the hula hoop to travel around the group without anyone letting go of hands. After a group has figured this out, try timing it. Add another hula hoop traveling in the opposite direction.
Sample processing questions (Circle the Circle)	How did we work together to accomplish this? Was it easy or difficult for you to hold hands with the people next to you? Did it matter? What if some of us had refused to hold hands with the people next to us? Why is it important to be able to work with everyone else in the group?
Facilitation notes	A group must be ready to hold hands in order for this activity to work. It can be very threatening to some people and the option of holding wrists at the outset is sometimes useful. Many times, those who are uncomfortable with hand-holding at the outset will do so later for ease in solving the problem. Top
Elbow Tag
Focus	Mixing with others in group
Materials	None
Directions	Everyone in the group gets a partner and stands with the partner in a large circle. Each pair hooks elbows with their partner and puts their other hand on their hip. One pair is chosen as "it." They unhook, with one person chasing the other. These two run around, while everyone else remains stationary. In order to avoid being tagged, the person being chased hooks on to the arm of someone. The other person in the pair then unhooks and becomes the new person being chased. If the chaser tags the person being chased, then the roles change, just as in a regular tag game "Tag, you're it!" Sometimes this activity can get confusing, with more than two people running and no one sure about who is chasing and who is being chased. This is a good opportunity to practice some simple problem solving as a group.
Sample processing questions (Elbow Tag)	How did you choose who to hook on to? Did you think about it? When working together, why might it be important to be able to work with everyone else in the group? What steps can we take to develop a working relationship with everyone here?
Facilitation notes	One of the biggest issues any group must deal with is the idea that everyone must be able to work together, even if they generally do not hang out together or even like each other. This activity can highlight the idea of developing a working relationship with everyone. The caveat, of course, is that we are not asking people to be best friends with everyone, just attempting to develop relationships that allow us to work together. Another issue that can arise in this activity is one of touching others and of each individual's level of comfort with touching others. A Challenge by Choice reminder may be necessary with some groups, inviting members to stand next to their partner, rather than hooking elbows. Top
Get the Point
Focus	Having fun together
Materials	None
Directions	The group gets in a circle and members are asked to put their left hand out, palm up. They then place the pointer finger of their right hand in the palm of the person to their right. On a signal, they then attempt to catch the finger of the person to their left, while simultaneously trying not to get their own finger caught. Try this numerous times, then switch hands.
Sample processing questions (Get the Point)	Why might it be important for a group of people to have fun together? How can we make working with others more enjoyable?
Facilitation notes	This activity does not take much time and people seem to enjoy it. There is usually lots of laughter and quick conversation after an attempt. Make sure to give people some time to laugh together in between attempts. Once a group is used to your signal, change it, just for a change of pace. Top
Impulse
Focus	Barrier breaking; Working with others
Materials	None
Directions	The group stands in a circle and holds hands. The teacher/facilitator begins an impulse by squeezing the hand of the person next to him/her. That person then passes the squeeze to the next person, and so on, until it gets all the way around the circle. Try it in the other direction, then try it in both directions at once. For another twist, add a sound or a word along with the hand squeeze. Have a different sound for each direction or even have each person use their own sound.
Sample processing questions (Impulse)	How did we work together to accomplish this task? When someone became confused, how did we help/not help them? Did anyone feel put on the spot?
Facilitation notes	As with many of the Deinhibitizer activities, a group must be ready to hold hands and act silly with the group. Many times when impulses are going in both directions, one person gets stuck with both impulses at the same time and gets confused. Sometimes a group is patient and helpful, other times people begin yelling at the person, which only makes things worse. How a group handles that situation is good information for processing the activity. Top
Macro Rock/Paper/Scissors
Focus	Working with others; Barrier breaking
Materials	Rope and boundary markers
Directions	You will need a gym or a field for this activity. Two teams are formed at random. Explain that this activity is like rock/paper/scissors, but with different motions. Then show them the macro actions: rock:squatting down, paper: standing straight with hands at sides, and scissors: standing with arms and legs spread out. Remind them that rock beats scissors, scissors beats paper, and paper beats rock. Lay out the rope between the two groups as a boundary that they may not cross until the time is right. The boundary markers are placed about 15 - 20 feet on either side of the rope. Then each team goes back to the boundary markers to huddle up. They decide on one action to do as an entire group. When they are ready they line up along the rope, face-to-face with the other group. On a signal they all do their motion. Whoever wins then chases the other team and tries to tag people. Anyone who makes it past the boundary markers without being tagged is safe. Those tagged before getting to the boundary markers then join the other team for the next round. Play until people get tired of it or you are left with only one team.
Sample processing questions (Macro Rock/ Paper/Scissors)	Was there an element of competition to this activity? What side were you hoping would win? Why? Did you have a strategy? What was it and how did you develop it? Do you think people were playing fair? Why or why not? Were you ever confused? If so, how did you deal with it?
Facilitation notes	There is the potential for some arguing in this activity when people feel they were tagged after the boundary markers, while the person who tagged them felt they were tagged before the boundary markers. If this should happen, it is a great time to stop the action for a discussion of how to deal with this particular situation. Later you can then discuss how to handle similar situations when they arise without having to rely on teacher/ facilitator intervention. Top
Morphing
Focus	Having fun; Breaking down barriers
Materials	None
Directions	It is necessary first to teach rock/paper/scissors to the group and then to agree on how that will be done. One way is to show "rock" (closed fist), "paper" (open hand), and "scissors" (fingers in a "V"). Pairs count to three and flash one of the signals. Rock beats scissors, scissors beats paper, and paper beats rock. After practicing for a bit, show the group some full body poses. Everyone starts out as "eggs" (squatting or bending over). They can morph into "chickens" (elbows flapping and making chicken noises) to "dinosaurs" (arms in the air and roaring) to "superheroes" (your favorite superhero pose) and, finally, to "omniscient know-it-alls" (arms folded, looking smug). The game begins with everyone as eggs. Everyone finds another egg and does rock/ paper/scissors. Whoever wins then morphs into a chicken. The person who loses stays as an egg. Everyone then looks for another like-being and begins the process again. If you win, you morph to the next level. If you lose, you morph down to the next level. When someone reaches the last stage, he/she stands on the outside of the group, arms folded and looking smug. Do this activity for two minutes or until there are no longer enough people to pair up.
Sample processing questions (Morphing)	How did it feel to be acting like a chicken or other being? Did you think this game was fun/not fun? What made it fun/not fun? Would you have been willing to do this activity in public? Why or why not?
Facilitation notes	This activity is usually a favorite of groups if they are ready to act silly in front of each other. Since everyone is "in this together," it is a good activity to use if you wish to explore what it means to be able to be comfortable with a group of people. As a group begins to develop trust, people are willing to take more risks, both physically and psychologically. Top
Screaming Toes
Focus	Breaking down barriers by acting silly in the group
Materials	None
Directions	The group stands in a circle. Everyone is asked to look down at someone's toes (not their own), then to look up at that person. If they do not make eye contact (i.e., the person they are looking at is looking at someone else), they do nothing. If they make eye contact (i.e., they are looking at each other), they let out a short scream or yell. Try this for 10 - 15 rounds. If the group is over 10 - 12 members and few people are making eye contact, here is a variation. Have each person identify a partner across the circle from them. Each person can only have one partner (if there is an odd number of people, then you can step out). After they look down, they then look at the feet of their partner or the person on their own right or own left. This way, the number of people they can look at has been limited to three. Another variation is to have two smaller groups. Every time a person makes eye contact with someone, they scream, and then change circles.
Sample processing questions (Screaming Toes)	Was this activity risky for you? Why or why not? Why might it be important to be able to laugh together as a group?
Facilitation notes	Many times it is difficult for people to relax in a group setting, thus limiting their risk-taking abilities. This activity is a hands-down favorite, since it encourages group members to laugh with each other. Later, when engaged in more intense tasks, the ability to laugh with the group, and at oneself, can be invaluable. This activity can be used as a tension-reliever and energizer at any time. The only time this activity may not work is during the first hours of a group's existence, when people are still trying to get to know each other and before the ice has been broken. Top
Speed Rabbit
Focus	Breaking barriers; Working together
Materials	None
Directions	The group stands in the circle with the teacher/facilitator in the middle. Point to someone and say you will show them how to form an animal with the help of the people on either side of them. Then say, "Rabbit" the person being pointed to makes rabbit ears, and the people on either side stomp a foot (like Thumper in Bambi). Then point to someone else and say, "Rabbit." They must form the same thing. Next teach them "Moose" the person in the middle (being pointed to) holds their hands to their face, elbows pointed out (this is the moose nose), the people on either side turn their back to that person and put their hands in the air (forming antlers). A third can be taught before the game really begins. Try "Palm Tree" the person in the middle puts their arms in the air to form a tree, while the people on either side do the hula dance. Once they have learned these three actions, then add that you will now point to someone, call out an action, and then count to ten as fast as you can. If they make whatever you call before ten, no problem. If they do not, then the slowest of the three will take your place. After awhile, add more actions: "Ostrich" side people hold hands in front of middle person, who puts head in the sand, "Elephant" middle person forms trunk with arms, while side people hold up hands to make elephant ears, "Flight Attendant" middle person mimes putting on oxygen mask, while side people point to exits, "Jello" side people hold hands around middle person, forming a bowl, while middle person shakes, "Roller Coaster" middle person holds face and cheeks back to simulate g-force, while side people hold hands in air and scream. It's also fun to make up your own.
Sample processing questions (Speed Rabbit)	Did you hope that no one would point at you or were you hoping they would? Did you ever feel like you were put on the spot during this activity? How did you handle being put on the spot? Did you find this activity fun, stressful, or both? When someone messed up, how did we deal with it? Was it in fun or making fun? Why might we need to have some degree of trust in each other before attempting this activity?
Facilitation notes	Speed Rabbit is a classic activity that is usually one of the favorites of a group. However, if a group is not ready to take the risk of being put on the spot or if members are afraid of "making fools of themselves," this activity will not work. If people are not ready, they might stand around, refusing to do the actions or they might point and laugh at each other. Either way, there are good opportunities for processing the experience. Top
Twizzle
Focus	Barrier breaking
Materials	None
Directions	The group forms a circle with the teacher/facilitator in the middle. He announces that everyone needs to learn to follow a certain set of directions. First, have everyone face the same way so that they can move either clockwise or counterclockwise. Teach the following commands: "Walk" means to walk forward. "Stop" means to stop and freeze in one's tracks. "Turn" means to turn 180 degrees and freeze in one's tracks. "Jump" means to jump 180 degrees and freeze. Finally "twizzle" means to jump 360 degrees and freeze. A twizzle can be accomplished by doing a full 360-degree, two 180-degree, or four 90-degree jumps, as long as people freeze at the end. Now the game starts. Start issuing commands for the group to follow. If someone does the wrong command or if they do not totally freeze when necessary, they join the teacher/facilitator in the middle. Continue until there are a few people left.
Sample processing questions (Twizzle)	How did we monitor ourselves for misses? Were people honest about messing up or did we have arguments about it? What was the object of this activity? (Winning? Doing our best? Having fun? A combination? etc.) Was there a common goal? How can we make sure we have a common goal?
Facilitation notes	Even though competition is never mentioned as a goal in this activity, it can get quite competitive. This provides an opportunity to discuss the ideas around the importance of discussing and setting common goals when working in groups. Later, a discussion such as this can help when dealing with the idea of creating a common vision. Arguments can crop up during this activity as well: "You moved!" "I did not!".... These can develop into mini power struggles which offer a chance to discuss how the group might wish to deal with conflicts such as these. Top