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1. What do typical or expected group member behaviors look or sound like in this stage?
During this stage, group members have become more comfortable with each other, which can trigger push back against established group boundaries.  Member conflict and confrontation can arise as a result of difference in personalities, opinions, preferred ways of working or an individual's lack of knowledge on expression of emotions. These defensive behaviors can also be a result of a group member's fear of playing it safe within the group or the risk of vulnerability by getting involved. This stage is particularly difficult for the leaders of the group,  but is a normal part of the group process. Group leaders will manage these problematic behaviors using appropriate conflict resolution in order to provide support, build trust and move the group into the Working Stage. A failure to resolve these conflicts can hold the group in this stage with no further progression.

This photo represents a school counselor dealing with the intensity of the Storming Stage of the group process. The counselor is managing all of the different emotions and conflicting personalities of the group members for the positive progression of the group process.

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1. What do typical or expected group member behaviors look or sound like in this stage?

During this stage, group members are trying to get to know one another. So it is important to create  low risk activities(Thompson & White,2010).
The facilitator in this stage should provide safety for all group members and provide a level of psychological safety(Thompson & White,2010).

2. What are overall group characteristics in this stage?

Embarrassed

Nervous

uncertain

awkwardness

(Corey, et al, 2018).

3. What things would you avoid as a group counselor in this stage?

Avoiding judgment during tough conversations. Treating the conversations with acceptance and being non defensive(Corey, et al,2018).

negative reactions, can loose trust in group members (Corey, et al, 2018).

Never "assume", some members could be holding back for cultural reasons.(Corey, et al,2018).

4.What is the depth of group process in this stage?

To facilitate "Trust" in the group.

This stage we are only focused on building a rapport with our group members and understanding the client (Young, 2013).

We can use O.A.R.S which stands for open questions, affirmations, reflections and summary statements (Young,2013).

5. What are some ways to create trust in a group? What is “trust”?

Trust is allowing oneself to be vulnerable, allowing others to be apart of ones story or experience (Cruwys, et al,2021). It also means believing individuals will meet their obligations or promises (Cruwys, et al, 2021).

Ambivalence is something that can hold back a client/group member from fully committing themselves or feeling vulnerable in group.

To help them with trusting their fellow group members we can use these techniques double-sided reflections, amplified reflections and intentional reflections (Young,2013).

Double sided reflections: using "on one hand....." this help's the client reflect on how they feel about the group (Young, 2013).

Amplified reflection: reflecting on what the client is saying and encourage the arguing to be lessen (Young, 2013).

Intentional reflection: Listening to self motivated statements from the hesitant group member and use that against them in a argument (Young, 2013).

6. How does diversity impact the development of this stage of group counseling?

Group members of another race, culture and of ethnic populations may be hesitant to speak out in their group because of the experiences of oppression by the dominate group ( Corey, et al, 2018).

Some members may hold back for cultural reasons. As group leaders we need to be patience, understanding and allow them to participate in a alternative way that wont affect their culture (Corey, et al, 2018).

7. Share something about the concept of confidentiality in small groups.
1. It is important to reiterate from time to time about confidentiality for group members. Group leaders should find appropriate ways to approach the topic from time to time(Corey, et al, 2018).
2.Group members must explain the parameters and importance of confidentiality (ACA,2014).
3.The group leaders have a ethical and legal responsibility to inform group leaders for and if potentially breaching confidentiality(Corey, et al, 2018).
4. Privileged communication: Professionals cannot break the confidentiality of a client unless, client is at risk to harming themselves, others or property, abuse to children or elderly, ordered by court, supervises or supervisor relationship or clients give specific permission(Corey, et al, 2018).
5. Before a minor joins a group(12 and over) best practices expect school counselors to notify parents or guardians that their participating in a group counseling(ACA, 2014). '

In this photo it describes the forming stage as the first step of group orientation. Group members will be using this as a way to get to know one another. They can try to form a surface relationship. The orientation is also a way for group members to know what to expect out of group.

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This photo represents the stages and what each stage is supposed to experience. During the Forming stage, the team members are greeting one another. They also use this to size up one another and see who they can relate too and or tolerate during the group sessions.

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Jack is a project manager who is experiencing conflict, no trust, no clear goals and free-riders in Jacks group. Jack uses the Tuckman model to create structure. He has a better outcome using this model because it can show Jack how to focus on organizing the group meetings.  The Forming stage starts off with positivity and being polite, excited and feeling nervous. It is important to delegate each task but also allowing the group members to be independent eventually.

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Tuckman Model: understanding the stages of team formation

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This is a fun video that shows the stages in group development using the Tuckman model on the movie "The Avengers". The idea is showing how the Avengers members are focusing on first impressions and how it can be very surface. We tend to give people limited of information about ourselves.

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Tuckman Model Stage 1: Forming and the Avengers

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This video is very helpful for parents and their children. Since our group members are 9th graders this video can help explain Anger to them on their level. Managing Anger we can focus on the ABCDE-Steps. A stands for awareness and we need to focus on the anger and think about it as a sign for loosing temper. "B" is for breathing this helps  relax your mind and body to come back to a calmer stage. "C" stands for counting, this is another tool we can use to get back to a more calm manner. "D" is for distance which helps step away from that person, place or thing that is making us upset and taking a break. Lastly, "E" stands for express. Once you are calm you can express what frustrates you in a calm manner.

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This is a lesson on Anger from a parents point of view. This father uses a useful visual tool to help his son work on his anger. So whenever his son is upset he tell him to hammer a nail into their backyard fence. He then tells his dad he realized he hasn't had to put a nail in the fence for a week. The dad then delivers positive feedback and tell him "great" now remove all those nails. Once his son removed all the nails he shows his son how bad the fence looks. He tells him that when you say mean things out of anger, then it creates damage to others.

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A Father's Lesson To His Son About Anger Management

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In this a video explains the 4 stages of group development. Team goals can be questioned if they are not clearly identified. When going from Forming to Storming the group needs to have team charters and personal goals established during the first or second meeting.

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You can't just switch on teamwork. It takes time for a new team to "gel" and work to its full potential. What's more, team members go through stages as they move from strangers to co-workers.

Bruce Tuckman's Forming, Storming, Norming, and Performing model describes these stages. When you understand Tuckman's model, you'll know how to help your new team to become effective - faster. Let's look at how.

Click here to view a transcript of this video.

Where Does Forming, Storming, Norming, and Performing Come From?

Psychologist Bruce Tuckman came up with the memorable phrase "forming, storming, norming, and performing" in his 1965 paper, "Developmental Sequence in Small Groups." [1] It describes the path that teams follow on their way to high performance. Later, he added a fifth stage, "adjourning" (also known as "mourning") to mark the end of a team's journey.

What Happens at Tuckman's Forming Stage?

In the beginning, when a new team forms, individuals will be unsure of the team's purpose, how they fit in, and whether they'll work well with one another. They may be anxious, curious, or excited to get going. However they feel, they'll be looking to the team leader for direction.

This may take some time, as people get to know their new colleagues and one another's ways of working.

What Did Tuckman Mean by Storming?

In the storming stage, people start to push against the established boundaries. Conflict or friction can also arise between team members as their true characters - and their preferred ways of working - surface and clash with other people's.

At this stage team members may challenge your authority or management style, or even the team's mission. Left unchecked, this can lead to face-to-face confrontations or simmering online tensions.

If roles and responsibilities aren't yet clear, individuals might begin to feel overwhelmed by their workload or frustrated at a lack of progress.

How Do I Recognize the Norming Stage?

Gradually, the team moves into the norming stage. People start to resolve their differences, appreciate one another's strengths, and respect your authority as a leader.

Now that they know one another better, your team members will feel more comfortable asking for help and offering constructive feedback. They'll share a stronger commitment to the team's goals, and they should make good progress toward it.

What Does the Performing Stage Look Like?

Now your team is in flow and performing to its full potential. With hard work and structured processes, the team is likely to achieve its goals efficiently.

Judith Stein, from MIT's HR department, says of this stage, "Roles on the team may have become more fluid, with members taking on various roles and responsibilities as needed. Differences among members are appreciated and used to enhance the team's performance." [2]

What About Tuckman's Adjourning (or Mourning) Stage?

Many teams reach this stage naturally. For example, projects come to an end, or permanent teams are disbanded and people redeployed.

People who like routine, or who have developed close working relationships with colleagues, may find this time difficult.

Using the Forming, Storming, Norming, and Performing Tool

Follow the steps below to ensure that you're doing the right thing at the right time:

1. Identify the stage that your team is at from the descriptions above.

2. Consider what you need to do to move on to the next stage.

3. Schedule regular reviews of where your team is at, and adjust your behavior and leadership approach accordingly.

Tuckman's model isn't a one-way street - teams may go back and forth between stages. When you hit the performing stage, keep observing your team's progress in case it slips back. For example, a new team member can disrupt the group dynamic, or a new business direction might mean you have to reevaluate your team roles and goals.

Leading Through the Forming, Storming, Norming, and Performing Stages

Forming to Storming

To establish clear objectives for the group at this first stage, create a team charter. And help team members to set personal goals so that they can see how their work will fit with the bigger picture.

Storming to Norming

Storming can make or break a team, so it's essential that you establish processes to track the progress and success of tasks.

Norming to Performing

Use your regular one-on-ones to encourage individuals to step back, review their goals, and take responsibility for them.

Performing to Adjourning

When the team has settled into the performing stage, you can focus on other goals and new areas to benefit the business. Free up more time for yourself - and boost team engagement - by delegating tasks and projects.

You should also make time for the group's personal development. Discuss with your team what opportunities and resources are available to them, such as the Mind Tools toolkits.

Adjourning (or Mourning)

If any team members feel uncertain about what's ahead, boost their confidence and career prospects by praising them at company meetings. And offer to provide LinkedIn recommendations and references if they're moving on.

Key Points

Psychologist Bruce Tuckman described how teams move through stages known as forming, storming, norming, and performing, and adjourning (or mourning).

You can use Tuckman's model to help your team to perform better. First, identify the stage your team is at, then use our tips to move them through the stages.

Remember, teams can slip back a stage, too. Use Tuckman's model to continually review where you team is at - and make any necessary changes to get back on course.

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Forming, Storming, Norming, and Performing: Tuckman's Model for Nurturing a Team to High Performance

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You can't just switch on teamwork. It takes time for a new team to "gel" and work to its full potential. What's more, team members go through stages as they move from strangers to co-workers. Bruce Tuckman's Forming, Storming, Norming, and Performing model describes these stages.

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Go guardian is a great site for Teachers, Admin and school counselors. The website shows different tools you can use during group therapy for Anger Management. The age range goes from Elementary through High school.

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Anger Management Activities for Elementary, Middle School, and High School Students

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Anger is one of the most common and easily identifiable emotions that we all experience. One of the reasons it is so common and recognizable is that it is often not a primary emotion, but a masking one. This means that our anger is usually a means of covering up other, more uncomfortable emotions we might be feeling.

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2. What are the overall group characteristics in this stage?

Anxiety

Defensiveness

Ambivalence

Resistance

Control Issues

Inter-member conflict

Challenge of leadership

(Corey, et al, 2018).

This photo represents the conflicting actions to the characteristics associated with the Storming Stage. The emergence of these characteristics causes conflict and turmoil which creates internal group fighting. Fighting over the teddy bear in this photo symbolizes two group members with differences, and the inability to resolve their issues.

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6 Ways to Overcome the Fear of Confrontation

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6 Ways to Overcome the Fear of Confrontation

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https://www.psychologytoday.com/us/blog/what-mentally-strong-people-dont-do/201610/6-ways-overcome-the-fear-confrontation

This article provides an individual with best practices on handling confrontation and getting through it in a positive manner. The article has a connection to Anger Management and the Storming Stage of the group dynamic as individuals are displaying multiple types of emotions that can turn into confrontation within the group process. This article sheds light on how to identify problems that lead to confrontation, benefits of deciding not to stay quiet and speaking up, how to approach confrontation because every situation is different and, the area which pertains most to the Storming Stage, staying calm and using "I" statements to stick up for yourself, be assertive and not aggressive or accusatory.

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4. Share how you interpret six problem behaviors at this stage. How can leaders work with these behaviors?

Defensiveness - Members may display defensive behaviors simply because they have no experience being involved in any type of group setting. Their lack of understanding of this environment and having to conform to new group patterns can come off as being defensive. Taking things slow for this member and providing clear direction, without judgement will likely help this member become more comfortable in their adjustment to the group environment.

Non-participation - Members may choose not to participate in the group setting, this can be a sign of anxiety, fear or cautiousness to respond in this environment. It can also be a lack of knowledge on how to participate in the best manner. Slowly encouraging this member to get involved without singling them out or embarrassing them in front of the group. Reassure them that they are doing a good job when they participate to encourage inclusion and build trust.

Challenging Leadership -  Members may begin to challenge the group leaders to determine exactly how safe the environment is through the leader's response. Their gauging of the group environment can be linked to whether or not the member will become more involved in the process and risk revealing more with the group or shutting down. It is important that the group leaders do not allow their egos to respond incorrectly in these instances. Rather, they should stay calm and work through these issues to promote trust and cohesion.

Inter-member conflict - Conflicts may emerge as a result of clashing personalities within the group. Also, subgroups of multiple members can form and go against other members or leadership of the group. These are attempts to obtain control and power within the group. Young (2013) states that staying positive and successfully navigating conflicts using Motivational Interviewing techniques during this stage will aid the group in transition to more productive stages of group development.

Inability to control emotions - Some members, especially in an Anger Management counseling group, may not be able to regulate their emotions  in any type of setting. This ranges from members that may lash out or become extremely angry which can change the mood of the room and affect others, as well as the members that suffer from anxiety or depression and may present as standoffish, scared or disinterested. No matter the member, their comfortability should be considered in the group setting. Making sure that  the environment is safe for everyone, with the freedom to express themselves without judgement and avenue in which to recognize and work through their feelings is most important.

Silent, Defers to Authority or Gives a Lot of Advice - These three separate members are different, but may all be displaying what can look like problematic behaviors for the same reason. Corey et. al. (2018) explains that all of these individuals may be doing these things due to normative behaviors within their culture rather than exhibiting difficult behaviors. In order to work with these members, allow them to voice their past and present experiences and acknowledge their feelings prior to categorizing the behaviors as lack of trust in the leaders or group members.

This photo is a representation of the the counseling professionals working with the students to move the puzzle pieces, that signify the perceived problem behaviors, into the correct places. The counselor's correct responses to these areas will build trust and positive transition.

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3. What does your personal reaction to confrontation look like? What does your personal reaction to conflict look like? (Be sure not to discuss how you resolve conflicts; rather, discuss how you react when you see or are involved in conflict.)

Patrick's Reaction
My personal reaction to confrontation and/or conflict is to keep myself calm and give the other party an opportunity to match my state of being. Showing that I can remain calm promotes positive solutions to our confrontation or conflict, through listening, understanding each other's point of view and having to willingness to compromise.

Cherise's Reaction
I was always someone who would deal with conflict right away. When I was a preteen/teenager I would handle it by yelling and sometimes try to be "the smartest person in the room"(condescending). Both ways were very immature of me and not helpful to the situation. As I grew up and realized that my own opinion does matter, the other person's matters just as much also. I then began to realize some conflicts need to be listen to and if I simply do not agree its best to tell them "we can agree to disagree then" or be silent to defuse the situation. I feel like when someone does not agree with me or we are in an argument I get "offended" easily. It sounds weird but I feel like " this person is trying to attack me or put me down as a person" when really they are just trying to state their own opinion.  Conflict is something that can make us all uncomfortable but it is also important to understand the opinions of others as well.

Tammy's Reaction
It has always been my personal strategy to react to conflict or confrontation by "nipping it in the bud." Handling conflict or confrontation upfront, and before it has a chance to grow into a bigger problem is important to consider. Although it is uncomfortable, I always try to stay in that moment and environment in which the issues exist to handle them immediately.

Sharon's Reaction
Dealing with conflict can seem daunting, but the most important thing to remember is to remain calm. When I deal with conflict, I remain calm because I don't want the situation to  escalate and turn out to be worst than what the issue is at hand.  I try to give specific and descriptive demands as to what I want my students to do. I always keep a safe distance and allow my students to have their ownr personal space. I speak loud when I'm teaching, but when I'm dealing with a conflict I watch my tone of voice to make sure I'm not being over powering. If the situation takes place in the classroom, I softly talk with the student and clearly state the rule that was broken. If the student complies, I give a verbal reward by thanking that student for complying with the situation at hand. When conflicts occurs with adults, I try to be the peace maker. If we couldn't come up with an agreement I would kindly thank them and walk away.

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5. How does working through conflict lead to trust in small group counseling? (Be sure not to discuss how you resolve conflicts.)
Working through the conflicts that arise during the Storming Stage in an effective manner can help bring trust and cohesion to the group. As the leader, especially working with an anger management group, modeling effective conflict resolution techniques will add to teaching the members of the group. Corey et. al. (2018) describes confrontations on leadership of the group as members taking their initial steps towards testing the leader and becoming less dependent on their approval. The leader's manner of resolving these confrontations will have a significant impact on the trust level of the group. Although conflict and confrontation may be looked at as negative to the group process, resolving those issues effectively can result in making deeper interpersonal relationships  and increase the trust in the group. As group trust and cohesion become stronger, members will be more comfortable to engage and share with less hesitation.

This photo represents the positive that can come out of the conflict and confrontation that is so often associated with the Storming Stage. Once issues are effectively worked out between parties a sense of trust and cohesion can be a foundation moving into the next stage.

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https://www.youtube.com/embed/v4DBJ47ZlD4?start=137&amp;end=238"

This video is a reference from the Padlet example provided in the Required Media for this assignment. The video provides the viewers with a clear explanation of the Storming Stage and what to expect from all viewpoints. The two speakers in this video made some important statements that correlate with the importance of having good conflict resolution within the group if they want to make it through the Storming Stage, emphasizing that this stage is the make-or-break for a group's development.

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6. What things would you avoid as a group counselor in this stage?

Avoid the assumption that any conflicts will resolve themselves without intervention. Leaders should intervene using efficient conflict resolution techniques at the sight of a conflict that can't be handled between parties.

Corey et. al. (2018) states to avoid overly sensitive responses to criticism from group members. A counselor professional with a fragile ego will be more likely to take criticism personally, which will have an effect on their effectiveness with the group as well as the ability to establish required trust and openness with each other.

Avoid giving direct advice or personal opinions. The counselor should not seem as though they are giving members of the group the avenues in which to travel. Instead, use motivational interviewing techniques to help the group members find their own answers and avenues. The group members will be more likely to follow an idea in which they spoke themselves rather than something that the counselor projected onto them.

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The ASCA's Ethical Standards for School Counseling is best practice as a guideline for all practicing counseling professionals. This document is referenced as required reading almost every week for this course work. It covers all areas of the school counseling field, with all of the dos and don'ts for counseling professionals. The section A.7.f. specifically,  handles Group Work and relates to the Storming Stage, stating that the counseling professional should take all precautions to protect all group members from harm as an outcome of interactions with others in the group. This concept ties into the counselor making a mistake like avoiding intervention between member conflicts.

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7. How does diversity impact the development of this stage of group counseling?

Group members of different race, culture and ethnic populations are likely to handle conflict differently from each other. Depending on these factors, someone may handle issues in an upfront manner, compared to another that may bottle issues up without addressing them.

Diversity can be an obstacle that turns into a tool for building group trust and cohesion. Having meaningful conversation about diversity can promote positive motivation on moving towards a greater self-awareness and an understanding of other points of view in relation to diverse cultural contexts and lives.

This photo represents the diversity that is present at Walden High School and our Anger Management group counseling. Promoting inclusion and understanding of different perspectives will build trust and self-awareness.

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The Transition Stage in Group Counseling in Terms of Congruence Theory

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The Transition Stage in Group Counseling in Terms of Congruence Theory

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This Peer-reviewed journal details the happenings within the transition stage, otherwise known as the Storming Stage. It explains the use of the Theory of Congruence as a possible solution to the conflicting behaviors exhibited during this stage of group development. The Theory of Congruence comes into play during the "incongruous situation", which is the critical point of group development or transition stage. The incongruity is shown through the group members' positive attitude toward the counselor, which is built through the counselor providing a safe environment, and a negative attitude toward the client expectations of the counselor for the members of the group. This has a connection to a democratic government, which performs well if the authority patterns within that government have a balanced disparity, or a combination of democratic and non-democratic traits. This can be achieved in our Anger Management group through planned group sessions in which the topic is set and given to the group members to focus on. The author describes that through the structuring of the group sessions by the leaders, it can alleviate the crisis proportions of this transition stage.

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American School Counselor Association. (2016). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/getmedia/f041cbd0-7004-47a5-ba01-3a5d657c6743/Ethical-Standards.pdf

Bonney, W. C., & Foley, W. J. (1963). The transition stage in group counseling in terms of congruence theory. Journal of Counseling Psychology. 10(2), 136-138.

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

HumberEDU. (2015, November 17). Four stages of group development. [Video]. Youtube. Retrieved from https://www.youtube.com/embed/v4DBJ47ZlD4?start=137&amp;end=238"

Morin, A. (2016). 6 ways to overcome the fear of confrontation. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/what-mentally-strong-people-dont-do/201610/6-ways-overcome-the-fear-confrontation

Young, T. (2013). Using motivational interviewing within the early stages of group development. Journal of Specialists in Group Work. 38(2), 169-181.

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

Cruwys, T., Greenaway, K. H., Ferris, L. J., Rathbone, J. A., Saeri, A. K., Williams, E., Parker, S. L., Chang, M. X.-L., Croft, N., Bingley, W., & Grace, L. (2021). When trust goes wrong: A social identity model of risk taking. Journal of Personality and Social Psychology, 120(1), 57–83. https://doi-org.ezp.waldenulibrary.org/10.1037/pspi0000243.supp (Supplemental)

Thompson, P., & White, S. (2010). Play and Positive Group Dynamics. Reclaiming Children & Youth, 19(3), 53–57.

Young, T. (2013). Using Motivational Interviewing Within the Early Stages of Group Development. Journal for Specialists in Group Work, 38(2), 169–181. https://doi-org.ezp.waldenulibrary.org/10.1080/01933922.2013.764369

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What do typical or expected group member behaviors look or sound like in this stage?

No one is on the same level of readiness. An advanced group may have someone who is willing and ready to share productive work. Some students may be willing to take a risk and others may not be ready for that commitment.

What are the overall group characteristics in this stage?

Members are provided with challenges and support. They are reinforced to make positive behavior change. The leader has interventions which leads to new behavior. Members interact with others more frequently and become more independent. If there is a conflict within the group, members opt to work through the conflicts instead of avoiding them.

What are the tasks of this stage?

The group may be functioning at an advance level but doesn't mean it will stay there. Remaining stagnant is normal in this stage. Members have the task of assessing the group's character and effectiveness.

What are Yalom’s nine therapeutic factors?

Feedback occurs when group member and leaders share their observations and reactions. Cohesion and University provides the climate where members feel free to complete work. Hope is belief something positive will happen. Willingness to Risk and to Trust this means opening up and being vulnerable and acting upon change. Caring and Acceptance is accepting someone for their flows and offering support. Power some members enter the group feeling powerless but become empower when they learn the steps to leading a better life. Catharsis is the release of pressure and pain. This occurs when members are willing to admit to their feelings and let it go.  The Cognitive Component

explaining, clarifying, interpreting, formulating ideas, and providing the cognitive framework for creating a new perspective on problems. Commitment to Change
is being willing to use the tools being taught for change.

Share something specific about one of Yalom’s nine ?Commitment to Change if members find solving their problems isn't working out, they should consult the group for more support.  Everyone doesn't accept change at the same time and often time it may take one longer to accept change. However, it's important to have that group support to encourage change.

What is your personal leadership style? How does your style change in small group counseling? How do you see your style impacting a group?

My leadership style is to make sure I have a safe environment for all people. I make sure everyone feels comfortable sharing their ideas and concerns. Lastly, I make sure everyone feels respected. The only thing that would change would be the size of the group but the leadership style will still be the same. My leadership style would impact the group by making everyone feel important, valued, and safe.

What things would you avoid as a group counselor in this stage?

One thing I would avoid in this stage is passing judgement. In addition, I would avoid making decisions for the members and allow them to come with their own solutions.

How are member interactions in a small group counseling session a microcosm of the world?

The social microcosm hypothesis, in particular, claims the interpersonal therapy group becomes a reflection of group members' general tendencies, and can be used as information about members' interpersonal functioning as well as an opportunity for learning and behavior change Goldberg & Holt (2015).

How does diversity impact the development of this stage of group counseling?

Diversity issues are addressed respectfully and questions are asked like "Tell me more about what you mean" Wah (2014).

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

Chapter 8, “Working Stage of a Group"

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. https://doi.org/10.1037/a0038808

Wah, L. M. (2014) Group process from a diversity lens retrieved from
https://ct.counseling.org/2014/04/group-process-from-a-diversity-lens/

https://i.pinimg.com/564x/2b/a0/cf/2ba0cf29e29274b4c554105a74a335fa.jpg

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Cruwys, T., Greenaway, K. H., Ferris, L. J., Rathbone, J. A., Saeri, A. K., Williams, E., Parker, S. L., Chang, M. X-L., Croft, N., Bingley, W., & Grace, L. (2021). When trust goes wrong: A social identity model of risk taking. Journal of Personality and Social Psychology, 120(1), 57–83.

In the article it explains how risk taking can low risk perceptions and risky behavior. When group members are joining a group they look for integrity as the number one  things to make them comfortable. This study focuses on inner and outer group members and how they view the groups they are in. The intergroup seem to have better outcome with risk taking behaviors.

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

In the book forming was discussed in Chapter 6. This is the initial stage   it talks about building trust. Members are focusing on acceptance in this stage and fears. When there is conflict it is important to address it early so it doesn't interfere with the group. It discusses how we need to focus on here and now. To be present in the moment of group.

Thompson, P., & White, S. (2010). Play and Positive Group Dynamics. Reclaiming Children & Youth, 19(3), 53–57.
This Article focuses on the importance of play in group. It explains how play therapy can help groups emerge better. There are 11 factors that go into play therapy that is discussed in this article first universality, imparting of information, altruism, development of socializing techniques, imitative behavior, interpersonal learning, and group cohesiveness. Also explaining how it is important to be in group because it helps with encouragement, support and positive attitude's towards feeling safe.  Children can form interpersonal relationships,  healthy relationships towards peers and family and even self-awareness.

Young, T. (2013). Using Motivational Interviewing Within the Early Stages of Group Development. Journal for Specialists in Group Work, 38(2), 169–181. https://doi-org.ezp.waldenulibrary.org/10.1080/01933922.2013.764369

This article I loved because it was able to show us how groups need each stage of group development to accomplish goals. It help prepare group members for the working stages of group development. It expresses how group therapy can help identify personal goals identify and resolve group conflicts, help navigate member resistance and strengthen group member to change.

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Create and publish online surveys in minutes, and view results graphically and in real time. SurveyMonkey provides free online questionnaire and survey software.

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1. The Group Leader has a process for sharing information with all team members?

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Anger Management Group Summary

This psychoeducational anger management group targets high school ninth graders identified as persons who could benefit from the group experience. Group members will be provided with information regarding anger management, activities that will promote the understanding of emotions, impulses, behaviors and aggression, and tools and coping skills to apply to their everyday lives.

Picture Citation: (Anger Management, n.d.)

This picture represents an adolescent who cannot manage her anger.

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1.	What do typical or expected group member behaviors look or sound like in this stage?

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1.	What do typical or expected group member behaviors look or sound like in this stage?

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The adjourning stage is the final stage of a group and is equally as important as the initial stage. The group leader’s theoretical orientation influences the “termination” process (Corey, et al., 2018).  The typical or expected group member behaviors vary as individuals process endings differently.  The following behaviors are typical during the adjourning stage:

·         Emotionally charged

·         Separation anxiety

·         Distant

·         Problematic

·         Argumentative

·         Diminish the work that was accomplished

(Corey, et al., 2018)

Some members may utilize mechanisms that make it easier for them to leave the group.

Reference

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

CA:  Brooks/Cole.

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2.	What are the overall group characteristics in this stage?

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2.	What are the overall group characteristics in this stage?

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The adjourning stage involves group members being concerned with wrapping up activities rather than task performance.  The overall group characteristics include:

·         Sadness

·         Less intense participation

·         Making decisions about future courses of action

·         Expressions of fears, hopes, and concerns for fellow group members

·         Role playing and behavioral rehearsal

·         Evaluating the group process

·         Possible discussion about follow-up meetings

(Corey, et al.,2018)

Reference

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

CA:  Brooks/Cole.

Peer Reviewed Article

In this article, Tucker, et al. (2020) explored the impact of client variables, group characteristics, and the pattern of change in cohesion across time.  The participants included 128 volunteer clients and 14 group therapists.  They participated in 23 separate 8-week-long counseling groups.  Tucker, et al. (2020) found that even though the change in cohesion was largely due to client characteristics, group bonding was compromised when leaders neglected to encourage emotional belonging but instead focused on structuring.  In other words, leaders have a small but significant impact on cohesion development.  Additionally, their study indicated that gender perception similarities between group members served as a predictor of initial perceptions of cohesion.  Therefore, group leaders must ensure that members of diverse backgrounds and experiences are represented.

Reference

Tucker, J. R., Wade, N. G., Abraham, W. T., Bitman-Heinrichs, R. L., Cornish, M. A., & Post,B.

C. (2020). Modeling cohesion change in group counseling: The role of client characteristics, group variables, and leader behaviors. Journal of Counseling Psychology, 67(3), 371–385. https://doi.org/10.1037/cou0000403

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The major tasks at this stage include:

·         Clarifying and integrating the meaning of their experiences in the group

·         Consolidating the gains they have made

·         Deciding what newly acquired behaviors and changes they are committed to bring to their everyday lives.

Corey, et al., (2018)

The general tasks at this stage include:

·         Avoid distancing themselves from the group by dealing with feelings of separation

·         Generalize learning to everyday life

·         Settle unfinished business in the group

·         Assess the impact of the group

·         Finalize personal changes needed to be made

These tasks may differ slightly depending on whether the group is closed or open.  For closed groups, members review their individual work and evolving patterns from the first session to the last.  However, for open groups, the termination process should also include members having opportunities to explore their feelings and thoughts when a member is leaving, and a new member enters.  Group leaders can teach members how to process endings and have a sense of closure both in the group and in relationships outside of the group (Corey, et al., 2018).

Reference

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

CA:  Brooks/Cole.

Picture Citation: (Adjourning Stage, n.d.)

This picture represents the adjourning stage of group development.  Group members prepare to take what they have learned and apply it to their real-world settings.

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4.	How does member group work transfer to the world outside of the group?

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4.	How does member group work transfer to the world outside of the group?

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Successful member group work transfers to the world outside of the group by members having new directions to follow in dealing with problems as they occur.  Additionally, members acquire tools and resources to assist with continuing the process of their personal growth and development.  The technique of “future projection” is helpful with group members expressing themselves and addressing concerns they may have about their future.  Group members either write a letter to themselves or express their thoughts in the group.  Another suggestion for group members’ work to transfer to the world outside of the group is to use a contract and homework.  The contracts could be established during one of the final group sessions and the member will agree to specific steps that will increase the probability of successfully meeting their goals.   Homework is recommended during all the stages of the group.  However, it can also be included in the contract as a means of helping group members respond appropriately when the assignments they have established are not completed (Corey, et al., 2018).

Reference

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

CA:  Brooks/Cole.

Picture Citation: (Great things are done by a series of small things brought together, n.d.)

This photo represents Vincent van Gogh’s belief working together to accomplish a goal.  The same applies to successful group work.

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5.	What things would you avoid as a group counselor at this stage?

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5.	What things would you avoid as a group counselor at this stage?

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According to Corey et al. (2018), co-leaders must ensure that they are working together. Therefore, group counselors at this stage, must work closely with their co-leaders to avoid bringing up new material that could not be sufficiently addressed before the end of the group.  Group counselors must also avoid the absence of a clear purpose and establishing objectives, rules, and structure during the initial stage.   Group counselors must avoid unfairly dividing time among group members and being insensitive to diversity within the group and to groups members who are emotional.  Additionally, group counselors must avoid breaking boundaries and confidentiality (except when mandated).

Reference

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

CA:  Brooks/Cole.

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6.	How does diversity impact the development of this stage of group counseling?

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6.	How does diversity impact the development of this stage of group counseling?

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According to Corey, et al. (2018), acknowledging and dealing with diversity is ethical and results in more effective group work.  Group leaders must consider cultural diversity because it directly effects the way members may respond in the group setting.  The American Counseling Association (2014), The Association for Multicultural Counseling and Development (2015), and The Association for Specialists in Group Work (2012) provide guidelines for competence in diversity issues in group practice.

Closure may be experienced differently due to a member’s cultural background.  Racial and ethnic minority youth may experience unique challenges that are related to their social, cultural, and structural positions in the US.  Group leaders must be aware of these cultural differences. so that they effectively assist group members in achieving their goals.  For example, African Americans tend to come from a communal background.  This could positively impact the development of the adjourning stage of group counseling by fostering emotional support and social identification among group members.

Picture Citation: (Diversity, n.d.)

This photo represents the reality of human diversity in our society.

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7.	Include an example of a closing activity.

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7.	Include an example of a closing activity.

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An example of a closing activity is an “art activity” in which group members co-create a piece of art and each member takes a piece of the creation home.  This closing activity helps group members process the ending and provides a keepsake that members can take with them.

One way this art activity could be used is to have each group member create their own card with an image and writing about what they got out of the group.  Another way this art activity could be used is to pass the cards around to each group member and they contribute to the art on one side and a brief message on the other.  Each group member will have a card that everyone contributed to.

Picture Citation: (Expressive Goodbyes:  Group Therapy Termination, n.d.)

This picture represents a closing activity for the final group session.

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In this article, Cheng, et al. (2020) provides a conceptual framework for working with African American adolescents in groups across different settings.  African American Adolescents make up 14% of the U.S. adolescent population and they may experience challenges that are the result of their social, cultural, and structural positions.  Some of these challenges may include poverty, racial discrimination, community violence, an increased risk of dropping out of school, and the lack of mental health services.  Cheng, et al. (2020) noted three reasons why group work can be beneficial to African American Adolescents:  1.  The context of group work is consistent with the African American culture regarding the concept of community, 2.  Groups may serve as a platform of empowerment where African American adolescents are provided with the opportunity to voice their lived experiences and to feel understood and heard.  This is especially important when one considers the racial discrimination, inequities, and stereotypes that are prevalent in today’s U.S. society, and 3.  Peer relations and interpersonal learning fostered in the group process are crucial to help African American adolescents achieve identity development and a sense of belonging.

Reference

Yi-Ju Cheng, LaToya Smith, Rochelle Ritzi, Terra Wagner & Terry L. Pertuit

(2020) Counselor Preparation in Working with African American Adolescents in Group Counseling, The Journal for Specialists in Group Work, 45:1, 3-21,

DOI: 10.1080/01933922.2019.1699620

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2.As a group member I understood ways to work affectively with others.

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3.Group members were able to openly express their ideas and opinions.

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4.Group Members were encouraged to express different points of view

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5.Do you feel the skills learned during these group sessions helped you to manage your anger in healthier ways?

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6.Can you notice a positive difference in areas of your life that your anger may have had negative effects on in the past?

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7. I can identify attitudes and behaviors that lead to successful learning.

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8.  I can use conflict management skills to achieve desired outcomes.

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9. Given the following events, which one gave you the most negative response?

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10. Which of the following gives you the most intense feeling?

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Stages of Change
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The additional resource could be used for the working stage and it could also be used for the Anger Management Group to address anger issues. In these stages it start off with denying the problem and at the end strategies to resolve and accept the problem.

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This is the breakdown of how it may look for students in a group session and for the working stage. Many times when students come to counseling they may not open up to what's really lying deep under the surface, but it's important for the counselor to build rapport with students and trust the process. One thing to remember with counseling is the first session may not resolve the problem but it will lead to finding techniques to resolve the problem.

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This Anger Triggers worksheet could be an activity to allow students to express how they feel when they encounter each situation. This also gives the counselor and idea of strategies to use to alleviate anger outburst.

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Deffenbacher, J., Lynch, R., Oetting, E., & Kemper, C. (1996). Anger reduction in early adolescents, Journal of Counseling Psychology, 149-157.
This article states the contributing factors that could cause anger. Some of those factors are  Positively or negatively, social support, bullying, family interactions, personality, and home environment. Excessive anger can promote health problems, damage relationships, and the inability to work productively. Students who have been exposed to anger management sessions have been able to decrease their disruptive behavior at home and at school.

Hauber, K., Boon, A., Vermeiren, R. (2019). Therapeutic factors that promote recovery in high-risk adolescents intensive group psychotherapeutic MBT programme. Child and Adolescent Psychiatry and Mental Health Vol. 13, Jan 10, 2019
In this article, a group of high-risk adolescents with personality disorders used Yalom's Therapeutic Factors to help resolve issues related to anger. Towards the end of the sessions, it was unclear if the factors actually promoted behavior change.