Mr. Wong Man Yuen

Applied Social Worker

Please remind your group members to be aware of the dress code, adjusting their cameras, and the setup of their workstations at home. For example, avoid only wearing underclothes, position the camera to ensure only the face and upper body are visible onscreen, and pick a quiet place to set up for the duration of the meeting. This will prevent embarrassing/uncomfortable situations and facilitate the group process.

Ms. Cheung Shuk Ha Shandy

Applied Social Worker

Prior to the start of the group, distribute the materials (e.g., instruction sheets and worksheets) to the participants and troubleshoot any potential technical difficulties that may arise.

Wong Kon Chi (“Chi Sir”)

Applied Social Worker

Take the key features of the video teleconferencing platform being used into account when designing activities. For example, virtual meetings rely on video and audio to communicate. Social workers could take ideas from games that involve the use of pictures and sound to brainstorm new activities for a virtual setting.

It can be helpful to incorporate body movements and actions into the games. “Ring the Phone”, as illustrated in the student sample video, is a great example of this.

Think about how to utilize pitch and intonation in designing games that target communication. “Two Truths and a Lie”, as illustrated in the student sample video, is a great example of this.

Social workers could consider the advantages of holding virtual groups, compared to in-person groups. Most of the group members are attending the group remotely at home, which provides the opportunity for social workers to learn more about and evaluate the home environment of their members. Try to increase engagement by asking participants to interact with other people or make use of items/objects in their space. For example, “Find and Show an Object”, as illustrated in the student sample video, invites group members to randomly pick an item at home and encourages them to share it with others.

In addition to the initial goals set for the group, social workers can aim to improve members’ competency in navigating the features and functioning of the teleconferencing platforms (e.g., voting, raising one’s hand, the chat function, and the virtual whiteboard) through participating in the activities/games. Teaching members how to use these functions during the main discussion section saves time. Therefore, it is necessary to carefully arrange the order/sequence of the games. Social workers should introduce the features and functions of the communication platforms gradually, moving from easy to difficult, while keeping the stages of group development in mind, in order to build rapport and establish relationships with the members.

Ms. Cheung Shuk Ha Shandy

Applied Social Worker

• Reference previous materials and resources for game ideas; revise and modify the games to make online-friendly versions (e.g., “Scavenger Hunt”, “Auctioneer”, “Party Guess”).


• Utilize the reaction buttons on Zoom (e.g., use the “clap”, “raise hand”, “thumbs up”, and “heart” buttons to play “The Mind Card Game”; invite participants to use the emoji reaction buttons to express their feelings and give feedback to the group).


• Have fun with online psychological/personality tests (e.g., the Holland Code (RIASEC) Career Test, the Enneagram Personality Test, the Perceived Stress Scale).


• Incorporate logic puzzles, riddles, and brainteasers (e.g., “Guess the Song”).


• Play Pictionary using the drawing/whiteboard function.


• Play a fun quiz game after watching a short video clip.


• Design the games based on participants’ interests and abilities.


• The games should be simple and fun.


• Design games that promote interaction, engagement, and sharing.


• Clearly explain the game rules/directions to the participants.


• Allow the participants to ask questions; make sure everyone understands the rules of the game being played.


• The instructor should give a demo of the game and invite participants to join in.


• If possible, designate a helper to handle technological issues/challenges.


• Ensure the participants turn on their cameras and microphones.


• Remind the participants to find a quiet, private place to set up for the virtual group.


• Encourage the participants to use their headphones to minimize distractions from the environment.


• For groups involving children, remind the participants’ parents and siblings that they are not allowed to join the group.


• To avoid overlapping speech and interruptions when many participants are speaking at the same time, introduce the “raise hand” button and ask the participants to unmute themselves only after the instructor invites them to speak.

Mr. Leung Kar Wah Tony

Applied Social Worker

• This game allows group members to learn more about one another. Members can discover commonalities and gain a deeper understanding of each other’s backgrounds when they take turns explaining their statements.


• Some students encountered difficult situations in which participants expressed that they do not tell lies. Therefore, it is critical to consider the participants’ ages and characteristics; for example, this game may not be suitable for primary school children or participants with autism spectrum disorder.

• Not only is this game good for livening up the atmosphere, it also helps group members to familiarize themselves with the video teleconferencing platforms. However, internet connection and speed might affect how quickly and smoothly the participants can turn their cameras on, which would impact the fairness of the game. The instructor should emphasize that the goal of the game is to get to know one another, not to win the competition.

Mr. Wong Man Yuen

Applied Social Worker

• Test the video and audio to ensure the camera and microphone are working correctly before the start of the online group, since this can significantly impact the participation and performance of the group members. In the first session, allow participants to log on to the Zoom meeting earlier and arrange for staff members to assist those with technological difficulties, in order to ensure all participants are ready to attend the group on time.


• The instructor’s camera should be positioned straight on, ensuring only the face and upper body are visible in the camera area. Additionally, be mindful of the surroundings and what can be seen in the background, to minimize distractions and help participants to stay focused.


• The instructor should use simple and clear sentences to describe and explain the activities. Given the differences in the education levels of the participants, do not mix Cantonese and English in the same sentence, especially when there are elderly people in the group. For example, some participants might not understand what the English word “game” means.


• Another student, assigned as the helper of the group, could also take on the role of an observer, to evaluate the group members’ performance and assist the instructor in facilitating the feedback/reflection section of the meeting. Remember to define the responsibilities/expectations of each role before implementing it in the group. Additionally, consider if it is necessary for the helper to show their face on camera.


• The instructor should pay more attention to members who are shy and hesitant about sharing their thoughts. Increase their opportunities to engage and contribute by inviting them to participate in the activities. Helpers can also communicate with the instructor via text if they notice participants who are less involved in the group.


• For activities related to art therapy or crafting, the instructor can zoom the camera in to give the participants a closer look at the artwork and better explain the procedures/steps.