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The Forming Stage is the 1st stage of group development.  In this stage orientation and getting to know each other happens.

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The Forming Stage is the 1st stage of group development.  In this stage orientation and getting to know each other happens.

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Group Behaviors at the Forming Stage: Initial Session

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Group Behaviors at the Forming Stage: Initial Session

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School counselors can use warmup puzzles as a tool/activity for students to complete as they are attending the group for the first time and waiting for other members to arrive (American School Counselor Association, n.d.). Having students complete a coloring page like the mandala or incorporating artistic "activities provide counselors with opportunities to encourage client self-expression, awareness, and growth" (Cook, Mayorga, & Ball, 2016). In addition, students at this stage are probably feeling uneasy and anxious about the process of group counseling and uneasy about what to expect.

References:
American School Counselor Association. (n.d.). ASCA Webinar Series. Retrieved from Get Your Group On!: Facilitating Psychoeducational Groups in Schools: https://www.schoolcounselor.org/asca/media/asca/Webinars/GetYourGroupOnHandouts.pdf

Cook, K., Mayorga, M. G., & Ball, V. (2016). Mandala Mornings: A Creative Approach for Elementary School Counselor . Journal of School Counseling, 1-25.

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The 3rd stage in group development is called the Working Stage.  In this stage, conflict has been resolved and students know what part they play in the project.

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The 3rd stage in group development is called the Working Stage.  In this stage, conflict has been resolved and students know what part they play in the project.

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This video explores facilitation techniques for successful small group intervention. "Running small groups in schools requires a strong set of leadership skills, the most important being the ability to make groups interesting and engaging. Running small groups  is about the art of engagement and control. Hear specific skills, such as drawing out, cutting off and using rounds, that are necessary for school counselors" (ASCA, 2018)  Activities that can be used to make group leading effective and fun are also explored in this video.

Reference:
American School Counselor Association. (2018). The Art of Group Counseling in Schools. Retrieved from https://videos.schoolcounselor.org/the-art-of-group-counseling-in-schools

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Running small groups in schools requires a strong set of leadership skills, the most important being the ability to make groups interesting and engaging. Running small groups is about the art of engagement and control. Hear specific skills, such as drawing out, cutting off and using rounds, that are necessary... more

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Running small groups in schools requires a strong set of leadership skills, the most important being the ability to make groups interesting and engaging. Running small groups is about the art of engagement and control. Hear specific skills, such as drawing out, cutting off and using rounds, that are necessary...

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The 2nd stage of group development is called the Storming Stage.  In this stage conflict occurs.  Students may disagree o how to move forward with the project.

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The 2nd stage of group development is called the Storming Stage.  In this stage conflict occurs.  Students may disagree o how to move forward with the project.

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Group Characteristics: Establishing Group Rules

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Group Characteristics: Establishing Group Rules

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Establishing group rules/norms is a critical step in this stage. Bringing students together and not establishing and modeling expectations can be detrimental to the success of the group. Students, especially elementary school students need direction, constant modeling, and expectation setting. Allowing group members to input additional group norms that are agreed upon, adds accountability in the event that a student is not following the rules and their behavior needs to be addressed.

Reference:
Elementary School Counseling. (2017). Additional Documents. Retrieved from Small Group Counseling Forms: http://www.elementaryschoolcounseling.org/small-group-counseling-documents.html

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The Adjourning Stage is the last stage in group development.  This is the stage where the project wraps up and the team is seeing and feeling their accomplishments.

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The Adjourning Stage is the last stage in group development.  This is the stage where the project wraps up and the team is seeing and feeling their accomplishments.

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Allowing unethical & inappropriate topics to be discussed during group sessions

Failing to establish group norms and expectations

Not using positive communication skills & techniques

Placing siblings or close relatives in the same group

*Selecting students with behavioral histories that could interfere with the group’s benefits to other members, e.g., extreme aggression or extreme shyness, deep hostility or destructiveness (unless the specific behavior is the focus of the group)

*Selecting students who have experienced recent trauma or crisis (unless the trauma or crisis is the focus of the group)

References:
Missouri Professional School Counselors and Counselor Educators. (2015, May). Missouri Comprehensive Guidance and Counseling Program:. Retrieved from Professional School Counselor Small Group Counseling Guide: A Professional School Counselor's Guide to Planning, Implementing & Evaluating School-Based Counseling Groups: https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Sink, C. A., Edwards, C. N., & Eppler, C. (2012). School Based Group Counseling. Belmont, CA: Brooks/Cole.

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During the working phase, it is expected that group members are now genuine and have a deep concern for one another. Students within our elementary school small group would be kind and respectful to one another during this phase. Members will now be able to self-disclose when discussing certain topics. Members will be open and excepting of others ideas and suggestions. Active listening and participating are occurring at this stage. Members (students) feel supported in a positive environment by all members and the leader (counselor).

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During this stage, members avoid discussing issues pertaining to themselves. They tend to discuss external issues instead of opening up about themselves and their
issues (Barbender, Smolar, & Fallong, 2004). During the forming stage, the purpose of our group is discussed (divorced/separated parents), group norms and rules are established, introduction of group members, and trust building occurs during this stage as well. Importantly, the forming stage allows counselors to facilitate short-term groups to address either students’ academic, career and/or social/emotional issues. (A.7.a) as required by ASCA.

References:
American School Counselor Association. (2016). Ethical standards for school counselors.
Retrieved
https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
Brabender, V., Smolar, A., & Fallon, A., (2004). Essentials of Group Therapy.

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Expected Behaviors in the Storming Stage:

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Expected Behaviors in the Storming Stage:

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This video certainly shows a great example of Storming.  The player does not realize that this is a team sport.  He feels that he has to look out for himself.  You can see the frustration in both.  This is one behavior expected in the Storming Stage.  Others include conflict, hurt feelings, and even group members siding with each other and separation of the group.

Reference:
(n.d.). Retrieved from https://www.youtube.com/watch?v=guA_4AzXqh0&feature=youtu.be.

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The picture below represents the Storming Stage.  Some helpful strategies include good communication skills, allow the students to storm, and check in with each individual member of the group to see how things are developing. 

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The picture below represents the Storming Stage.  Some helpful strategies include good communication skills, allow the students to storm, and check in with each individual member of the group to see how things are developing. 

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Reference:
5 Tips to Manage the Storming Phase of Group Development. (2015, March 13). Retrieved January 5, 2020, from http://www.shawnstratton.ca/storming-phase-of-group-development/.

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Much like a graduation ceremony from elementary, middle, or high school signals moving to the next phase, the group process will come to an end. Normally, groups conducted for  6, 8, or 12 week sessions and begin with the end in mind. At the end of the sessions, group members should be at the place where they have learned skills that will increase their ability to cope in the aftermath of divorce and family changes.

This song causes one to reminisce and may inspire group members to think back on the overall group process, where they started, and where they are going on their journey to coping with family changes.

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Group Behaviors: Building Trust & Cohesion

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Group Behaviors: Building Trust & Cohesion

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Although students have been screened for group composition and participation, in the initial stages of the group, students that may or may not know each other have been brought together to process and receive intervention for a common issue. Building trust and cohesion in group development is a step that should not be ignored. Icebreaker activities or get to know you activities "are designed to promote the group process and the development of sufficient rapport so that students can readily engage in group discussion and problem solving (Bergin, 2000).

Reference:
Bergin, J. J. (2000). Building Group Cohesiveness Through Cooperation Activities. Counseling and Human Development, 33(2), 1-3.

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This picture represents the Storming Stage.  Conflict, disagreements, and hurt feelings are part of the Storming Stage.  The group may be divided and do not see away to all get on the same page.

Reference:
The 4 Stages of Team Development & How to Make It Through Them. (2018, April 23). Retrieved January 11, 2020, from https://www.n-spro.com/blog/the-4-stages-of-team-development-how-to-make-it-through-them

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Sometimes a little conflict is needed.  The groups need some conflict to work through the issues.

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Sometimes a little conflict is needed.  The groups need some conflict to work through the issues.

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Reference:
The 4 Stages of Team Development & How to Make It Through Them. (2018, April 23). Retrieved January 11, 2020, from https://www.n-spro.com/blog/the-4-stages-of-team-development-how-to-make-it-through-them.

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Personal Reaction to Confrontation and Conflict

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Personal Reaction to Confrontation and Conflict

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Typically, my personal response to professional confrontation and conflict is to become defensive, especially if deep down it is something that is challenging a stance, principle, or is unethical. However, the intensity of the response may vary depending on who is on the other end of the reaction. On all occasions, I am a person who wears that emotions, so if I do not agree with a statement or action, it will be shown on my face.

Within professional settings and within group settings, "problem-focused coping responses to conflict may see positive outcomes with regards to targets’ psychological forgiveness following an interpersonal conflict" (Hershcovis, Cameron, Gervais, & Bozeman, 2018, 173). The article shares how addressing conflict and confrontation can be beneficial to resolving the conflict, as opposed to running away from it. In group work, conflict is sometimes needed to identify issues that may arise and constructively resolve them.

Reference:
Hershcovis, M. S., Cameron, A.-F., Gervais, L., & Bozeman, J. (2018). The Effects of Confrontation and Avoidance Coping in Response to Workplace Incivility. Journal of Occupational Health Psychology, 163-174.

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"Members need to

face  the  reality  of  termination  and  learn  how  to  say  good-bye" (Corey, Corey, Corey, 2018, p. 317)

While group members are focusing on the group ending, it does not mean that they have to leave empty handed. The strategy pack activity can be a helpful resource for students when the group is completed and provide needed support and strength when the group setting is no longer available.

Reference: Corey, M. S., Corey, G., & Corey, C. (2018). Groups Process and Practice (10th ed.). Belmont, CA: Brooks/Cole.

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Each member of the group will be concerned and worried about acceptance, power, identity, and intimacy. Informed consent is paramount when creating trust within a group. Informed consent gives the group members clear perimeters of the counseling
relationship (Tyson, Perusse, Whittledge, McDonnell, Craig, Lee, and Forkner, (2004). Spending time meeting with parents and clients during a pre-group stage will help build trust. During the initial group meeting, the counselor should be genuine, caring and supportive, this will help build trust (Heitler, S., 2012). According to Heitler (2012), trust within group counseling relationships grows when the students feel that the counselor
will nourish positive feelings of hope and self-esteem.

References:
Heitler, S., (2012). 3 Ways a Therapist Establishes Trust in Therapy. Psychology Today.
Tyson, L., Perusse, R., Whittledge, J., McDonnell, K., Craig, S., Lee, R., & Forkner, C.,
(2004). Establishing Trust: “Trust Me, I’m Your Counselor.”

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Conflict is normal during the storming stage. As the group members attempt to
organize for the task, conflict inevitably results in their personal relations. Members will
need to bend and mold their feelings, ideas, attitudes, and beliefs to benefit the group
objective. Therefore, when conflict arises, the leader should search for a common ground
to resolve the conflict fair and honestly. Resolving conflict amicably can help establish
trust, improve the process and build stronger bonds with members.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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Six problem behaviors & working with them:

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Six problem behaviors & working with them:

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Members are reluctant to participate due to their fear of being confronted.

Members keep their reactions to themselves or express them in indirect ways.

Members frequently show up late, leave early, or miss sessions.

Members are excessively quiet.

Some members may say they have problems too big for the group; others may
say they have no problems.

Members avoid dealing openly with conflict and may not even acknowledge it.

"In this stage, members may have an emotional response to the task, especially when goals are associated with self-understanding and self-change" (Bonebright, 2010, 114).  Corey, Corey, Corey (2018), challenges group leaders to react and confront conflict within the group to model expectations of conflict resolution. "Honesty from the leader is crucial to creating a working climate" (Corey, Corey, & Corey, 2018, p. 241).

References:
Bonebright, D. A. (2010). Perspective: 40 years of storming: a historical review of Tuckman's model of small group development. Human Resource Development International, 13(1), 111-120.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups Process and Practice (10th ed.). Belmont, CA: Brooks/Cole.

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During this stage personalities may clash. Group members will disagree on how to complete task/activities, they may not agree with what one members says about a topic being discussed amongst the group. Members may even
become confrontational with the leader as well as other members. It is vital during this stage that the leader (counselor) exerts authority and guidance. The leader must remind members that disagreements are normal and model how to resolve those conflicts. It is important to note that the leader, as well as group members should never avoid conflict. Avoiding conflict will make the problem worst. The key is to
recognize conflicts and resolve them sooner rather than later.
The blog site, Elementary School Counseling, list several ways to build positivity in a small group. Creating an environment that is positive and supportive will help alleviate many moments of conflict.

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It is very important that the leader is attentive and mindful during the storming stage, particularly, in a multicultural or diverse group setting. Group members may skip over uncomfortable situations or topics. during sessions. This happens often out fear, not knowing what to say, how to react or misunderstandings. One major goal is to address issues that may have been misunderstood or misinterpreted due to cultural i.e. relational, social, political or emotional perspective.
"By noticing the cultural aspects of communication and/or relationships and learning how to be culturally responsive, we deepen the conversation and the personal
connection of all those involved" (Wah, 2014). The leader (counselor) must also be sensitive and mindful to member's immature processioning and developmental dynamics (Anderson, 2007).

References
Anderson, D., (2007). Multicultural group work: a force for developing and healing.
Wah, L. M. (2014, April 2). Group process from a diversity lens - Counseling Today.
Retrieved from https://ct.counseling.org/2014/04/group-process-from-a-diversitylens/

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An effective working group is focused on goal identification and attainment (Corey et al.,
2004). At this point members can identify goals, concerns and issues. Members know what is expected and will take responsibility for setting and reaching goals. They
complete homework and share the difficulties they experienced. Members feel as if they are part of the team - regardless if they are not as active as other members in the group. During this stage, leaders will challenge members who are less active or distant to deal
with the issues that contribute to withdrawal. Members are now are aware that their activity and personal growth is their own responsibility; if they are not satisfied it is their own responsibility to make the necessary changes. Also, it is important to note that
while working with the millennial generation they respond best to collaborative learning and group activity. Students of this generation need structured assignments to give them the confidence to proceed through step-by-step learning activities ( Anstadt,
White & Medley, 2013)

References:
Alle-Corliss, M, Cortis, R. (2009) Group work: A practical guide to developing groups in
agency setting. John Willey & Sons.
Anstadt, S. P., White, J. L., & Medley, L. L. (2013). Millennial Students: A Course Design
Logic Model Utilizing Group Work Skill Development. Currents In Teaching & Learning,
5(1&2), 65.

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Once the group reaches the working stage, they are able to work on complex task together to achieve a productive goal. There are
activities or task that include problem solving. One example of a group task would be an
activity called "Egg Drop" in which the group gets straws, masking tape, eggs, tissue, container, egg carton, and scissors. The group has to figure out how to position things
around the egg in order for it to withstand a drop from at least 8 feet which is the average size of a top supermarket shelf. This and other activities will help the group's
cohesion and reach cooperative learning goals. Homework is common during this stage
to help produce group products.

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EGG DROP CHALLENGE!  Try not to break it!

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At this stage the group should have established the goals and objectives that it set to reach in initial sessions. Though it may not be easy to leave the comfort zone that was established, another activity such as the "family changes survival kit," may be a humorous way to address separation on a positive note.

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During this final stage of our divorce small group, the goal of the leader would be to help group members review and integrate what they have learned (Corey et. al, 2018). Group members may begin to feel a sense of accomplishment as they work to complete tasks in this phase (Keene, 2017). In order for that to occur several tasks should take place during this final phase:

Discuss with group members their thoughts and feelings about the group’s ending.

Discuss and model how members are to apply their new behaviors in their daily lives.

Create a list of techniques that can help members consolidate their learning and deal with any unfinished topics.

Make sure to evaluate the effectiveness of the group and gain feedback from group members.

Reference:

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.
Keene, B. M. (2017). Tuckman’s stages of group development. Salem Press Encyclopedia.

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Transferring Group Member Work to the World Outside of Small Group:

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Transferring Group Member Work to the World Outside of Small Group:

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Group members have learned how different people come together into a cohesive group to achieve goals and make progress; even though they are a diverse group and have very different backgrounds. Members realize that others have pain and struggles just as they do, and these realizations can be taken out into the world to help members apply that knowledge to life. Members now have a newfound confidence in their own abilities and of themselves. Due to the group process, members are now equipped with the tools to deal with difficult issues in everyday life and are able to move forward in a productive manner (Alle-Corliss, Lupe, & Fandall, 2009).

Reference:

Alle-Corliss, Lupe, and Randall Alle-Corliss. Group work: A practical guide to developing groups in agency settings. John Wiley & Sons, 2009.

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As a school counselor, it is my responsibility to increase my knowledge of culturally diverse students.  It is important that students show respect to all group members regardless of their race, age, gender, religion, and socioeconomic background.  If diversity is not addressed in the beginning then issues may arise in later stages.

Reference:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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1. Instillation of hope -
increasing clients' belief and confidence in the efficacy of the group mode.

2. Universality -
having similar thoughts, feelings, and behaviors as others; not being "the only one".

3. Imparting information -
didactic instruction about mental health, mental illness, and general psychodynamics given by the therapists as well as advice, suggestions, or direct guidance from either the therapist or other group members.

4. Altruism -
providing help for others in the group and being a benefit to them.

5. The corrective emotional recapitulation of the primary family group -
the group resembles a family and serves as a way to correct earlier dysfunctional patterns.

6. Development of socializing techniques -
developing basic social skills through social learning.

7. Imitative behavior -
a group member acting like the therapist or another group member.

8. Interpersonal learning -
insight, working through the transference, and the corrective emotional experience.

9. Group cohesiveness -
the analogue of the therapeutic alliance in individual therapy; the attractiveness of a group for its members.

10. Catharsis -
the process of releasing, and thereby providing relief from, strong or repressed emotions.

11. Existential factors -
learning how to just exist as part of something larger than oneself.

References:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Team, G. T. E. (2011, November 11). Irvin Yalom. Retrieved December 27, 2019, from https://www.goodtherapy.org/famous-psychologists/irvin-yalom.html.

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Specifically Yalom Instillation of Hope:

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Specifically Yalom Instillation of Hope:

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It is hard when you feel all alone and no one understands what you are experiencing.  Instillation of Hope happens when you learn that other people are experiencing some of the same issues as you.  Hope begins to emerge that you can get through this time.

References:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

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This article discusses the findings of a study that indicate different therapeutic processes in group and individual treatments.

https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=23&sid=c9ef0e0c-a173-4300-9df0-7c5a7cfcc045%40pdc-v-sessmgr03&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#

Reference:
Holmes, S. E., & Kivlighan, D. M., Jr. (2000). Comparison of therapeutic factors in group and individual treatment processes. Journal of Counseling Psychology, 47(4), 478–484. https://doi-org.ezp.waldenulibrary.org/10.1037/0022-0167.47.4.478

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What is your personal leadership style?
My personal leadership style is Democratic also known as Participative Leadership.  This type of leadership is when the leader offers guidance but also allows participation from the student.

How does your style change in small group counseling?
I do not think my style really changes to much in small group counseling.  In small groups, it is important to help guide the students, but also allow their input.

How do you see your style impacting a group?
I feel that my style will work well for a group.  My guidance for them is there to help, but they can also think and have input too.

Reference:
Cherry, K. (2019, July 17). What Are Prominent Leadership Styles and Frameworks You Should Know? Retrieved January 7, 2020, from https://www.verywellmind.com/leadership-styles-2795312.

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The adjourning stage of group development is just as important as the other stages.
Do not allow the group to dissolve without closure.  Allow time for the group members to reflect on their individual participation and growth. It is also important to recognize the growth, progress, and achievements of the group as a whole.

References:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.

Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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By the Adjourning Stage of group development, the impact of diversity can be positive.  By this stage students have learned to respect and honor the differences.  Students appreciate the different perspectives of all group members.  Hopefully, friendships have developed by now.

References:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.
Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.

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Celebrate the success of the process:

The dissolution of teams may be bittersweet for students. There may be happiness and pride at finishing the course, but sadness at no longer regularly seeing and interacting with ones team mates. A small in-class party might be a fun way to bring closure to the teams. You could ask each student to bring an item of food or drink, thus creating a communal, celebratory atmosphere. This also provides the opportunity for students to make plans to get together with classmates in the future, perhaps even forming collaborations that last beyond the course.

Reference:
Says, O. E., & Evorter, O. (2019, September 6). Closure Activities. Retrieved January 12, 2020, from https://mrsbellthecraftycounselor.com/2019/09/closure-activities/.

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Closure activities are a great way to end a small group, lesson, or class activity. They help aid in the successful end of a group or lesson while leaving a lasting impression on all students. The leader of the group/lesson can use closure activities to check for understanding, clear up any misconceptions or misunderstandings, tie up loose ends and highlight key information. Closure activities benefit group members or lesson participants by allowing them to synthesis and link together all the new ideas and skills learned. It also gives group members time to think and reflect on how they can transfer these new skills across various types of situations and settings.

Closure activities can be done at the end of lessons, as an end to small groups, as a transition, or when you line class up a bit too early and need to fill a few minutes with something meaningful.

Here are twenty examples of closure activities you can use during your next group and/or lesson:

Elevator Pitch

Have each student sum up all they have learned about the group into a 60-second speech.

Snowball Fight

Everyone writes three things they have learned from the group on a piece of paper. They then wad it up and throw to the center of the room. Everyone takes a turn opening and reading each other's ideas.

So What

Have each student answer the question, What have you learned from this group that will matter to you in one year? In three years? Five years?

Sequence It

Break students into two teams. Give each team one sticky note for each session you had together (six group sessions = six sticky notes). Have students write one thing they learned from each session on each sticky note. For example, on one sticky note, they write that they learned to be friends, on the second sticky they write that they learned how to introduce themselves, etc. In the end, they would have six sticky notes highlighting the lessons of each session. Groups take turns putting each other's sticky notes in sequence.

Teach a Tot

Have each group member summarize what they have learned from the group in terms so simple a toddler would understand.

Write It

In 200 words or less, have students summarize what they think is the most important lessons learned that day/lesson.

Snapshot

Have students create a snapshot of what they have learned. This can be done using pictures or words.

Movie Release

Have students create a movie poster featuring all they learned that day as if it were going to be a box office hit.

Teach It

Ask students, "What would you say if you were teaching this lesson to students? How would you plan it out and what would you say?" Let students present their versions of the lessons to the group.

Extra! Extra! Read All About It!

Have students create a newspaper article featuring all they learned during the lesson/class/day.

Postcard

Have students write a postcard to someone in a faraway land recapping the lessons learned from the day.

Stand Up/Hands Up/Pair Up

Students all stand up and put their right hand in the air. They move about the room looking for a partner. Once they find one, they put their hands down. Once everyone has a match, have the students share three takeaways from the day.

Gallery Walk

Have students create a visual representation of all they have learned that day. Hang them around the room and have students check out each other's understanding and takeaways of the lessons.

2-2-2-2-Doodle

Have students fold a piece of paper in half horizontally, open and fold in half vertically, leaving students with four equal size squares. Pick four key concepts or facts you want students to take-away from your lesson. Tell students the first concept and give them two minutes to doodle in one box about that fact or topic. When the two minutes are up, tell students the next concept and give them two minutes to doodle about that topic. Repeat until all four boxes have been doodled in or all four two-minute time intervals have passed.

Ball Toss

Have students toss a small ball to one another. When they catch the ball, they tell one fact they have learned from the lesson/group.

Fishbowl

Have students write one question they still have or something they have learned on a slip of paper. I then have students pull one out at a time and read it to the class. Have them answer it if it is a question and add on to it if it is something they learned.

Lesson List

Have students create a cheat sheet of sorts that highlights all the key topics of the lesson.

5 W's

Have students explain the who, what, where, when, and whys of the lesson you taught.

Rap It Out

Have students write a rap or jingle outlining what they have learned.

Clock It

Ask the students a question about the lesson and give them 15 seconds to answer. Call on a random student to answer the question and repeat.

Takeaway

The main takeaway I would like for you to have from this blog post is that closure activities should be meaningful and help students to summarize all they have learned. Closure activities should help students to solidify their skills and make sense of all information learned.

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Let's Connect:

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Closure activities are a great way to end a small group, lesson, or class activity. They help aid in the successful end of a group or lesson while leaving a lasting impression on all students. The leader of the group/lesson can use closure activities to check for understanding, clear up any misconceptions or misunderstandings, tie up loose ends and highlight key information.

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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

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Common Ground
This is a good activity for changing families group (divorce, separation, and other family changes). In this activity, students are paired with one person and they have a given amount of time (3-5 minutes) to find at least 4 things they have in common. Then, they move to a new partner and have a little less time to find at least 3 things they have in common. This continues until students have been paired with 3-4 others (depending on your group size). This is a great icebreaker to get to know each other.  Students are always so surprised by how much they have in common with others in the group!  It’s a good starting point for building connections and developing entry-level trust for group.

Reference:
(n.d.). Retrieved January 6, 2020, from https://www.counselorkeri.com/2019/06/20/counseling-icebreakers/.

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Common Ground Activity from Teacherpayteacher:
This activity found on Teacherpayteacher is good for elementary age students, especially 4th and 5th grade.

Reference:
Common Grounds Student Icebreaker Activity. (n.d.). Retrieved from https://www.teacherspayteachers.com/Product/Common-Grounds-Student-Icebreaker-Activity-753379.

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This blog has many great activities for the Adjourning Stage.

Reference:
Finley, T. (2015, December 15). 22 Powerful Closure Activities. Retrieved January 12, 2020, from https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley.

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Quick activities that can be used to check for understanding or emphasize key information at the end of a lesson.

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This article discusses a great activity for students to learn to work together to get to one common ground.

https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=5&sid=6dec6365-072c-4f58-96aa-47fbbc1c5c3b%40pdc-v-sessmgr02

Reference:
McClure, R. (2013). Spaghetti and Marshmallow Towers, Group Formation, Competition, and Enhancing Peer Evaluation Effectiveness. Society for Marketing Advances Proceedings, 25, 5. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=bth&AN=93451481&site=eds-live&scope=site

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This blog is a great resource for information about the stages of group development.

Reference:
https://blog.trello.com/form-storm-norm-perform-stages-of-team-productivity

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Below is an example of a step-by-step guide that counselors can use as they progress through the stages of the group development process.

Reference:
Getting Started with Small Groups in Schools - A Step-By-Step Guide. (n.d.). Retrieved January 12, 2020, from https://www.teacherspayteachers.com/Product/Getting-Started-with-Small-Groups-in-Schools-A-Step-By-Step-Guide-4515442.

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This is a step-by-step guide for creating, running, and concluding small counseling groups in schools. It includes ASCA-aligned Professional School Competencies addressed with small groups as well as a discussion on how to determine who will participate and figuring out logistcs. Each of the 5 stages of groups (Forming, Storming, Norming, Performing, and Adjourning) is addressed, and the Appendix includes everything from a sample letter that can be sent home to parents to open-ended and specific-response assessments that can be used for formative-summative data analysis.

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Getting Started with Small Groups in Schools - A Step-By-Step Guide

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This is a step-by-step guide for creating, running, and concluding small counseling groups in schools. It includes ASCA-aligned Professional School Competencies addressed with small groups as well as a discussion on how to determine who will participate and figuring out logistcs. Each of the 5 sta...

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A novice school counselor that is facilitating a group for the first time, "may exhibit the need to be liked and to be right" (Wagner and Hill, 2015, p.  190), as opposed to demonstrating learned counseling skills. Because the group process varies with each group led, counselors should avoid expecting perfection and providing the perfect facilitation techniques. The working stage is a learning stage for all members, including the group facilitator.

Not implementing skill work or activities, such as the activity below, which connect the dots for the purpose of the group and learning skills to deal with the issues that the group is seeking to address, can be detrimental to group success.

Reference:
Wagner, H. H., & Hill, N. R. (2015). Becoming Counselors Through Growth and Learning: The Early Transistion Process. Counselor Education & Supervision, 54(3), 189-202.

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Member interactions in a small group counseling session a microcosm of the world:

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Member interactions in a small group counseling session a microcosm of the world:

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The hypothesis that group members outside communication styles is reflective of their group communication styles, can provide insight for leaders and group members through active listening on how members can learn, grow, and evoke change.

Reference:
Goldberg, S. B., & Hoyt, W. T. (2015). Group as social microcosm: Within-group interpersonal style is congruent with outside group relational tendencies. Psychotherapy, 52(2), 195-204.

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It is good practice for group leaders to remind students from time to time of the tendency to inadvertently reveal confidences in subtle ways.  Educating students about how confidentiality can be unintentionally breached is critical.  Group leaders are responsible for educating members about the importance and advantages of keeping information pertaining to the group private.

References:
Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.
Group Counseling rules posters. (n.d.). Retrieved January 8, 2020, from https://www.teacherspayteachers.com/Product/Group-Counseling-rules-posters-3231291.

The picture below shows posters that would be appropriate in an elementary school setting.

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As part of the screening and selection of group members, the result should be a diverse selection of students. With varying backgrounds and everyone's story and status of their family change differing, diverse topics will be discussed and explored.

This resource from Teachers Pay Teachers is a "Family Changes Games" for Students and Parents who are separated, opens the conversation around each student's individual experiences and feelings. https://www.teacherspayteachers.com/Product/Family-Changes-Game-for-Students-Whose-Parents-are-Divorced-or-Separated-1028234

The picture below represents the various levels that students are at, as well as the diverse experiences that students have been through.

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Advocate, T. (2017, July 1). the five stages of team development: forming, storming, norming, performing, and adjourning. Retrieved January 8, 2020, from http://sbsheilabrantley.blogspot.com/2017/06/the-five-stages-of-team-development.html.

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Advocate, T. (2017, July 1). the five stages of team development: forming, storming, norming, performing, and adjourning. Retrieved January 8, 2020, from http://sbsheilabrantley.blogspot.com/2017/06/the-five-stages-of-team-development.html.

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Advocate, T. (2017, July 1). the five stages of team development: forming, storming, norming, performing, and adjourning. Retrieved January 8, 2020, from http://sbsheilabrantley.blogspot.com/2017/06/the-five-stages-of-team-development.html.

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Advocate, T. (2017, July 1). the five stages of team development: forming, storming, norming, performing, and adjourning. Retrieved January 8, 2020, from http://sbsheilabrantley.blogspot.com/2017/06/the-five-stages-of-team-development.html.