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Expected group member behaviors in this stage can be very emotional (School of Education, 2018).  Emotions are high because students know that their time in the group is coming to an end and some students may not be ready to leave.  Throughout the termination process, it is an opportunity for students to show what behaviors they have improved on, use the skills they have learned in the group, and grow from the experience.

School of Education, Syracuse University. (2018). Termination of counseling. Retrieved from https://soe.syr.edu/departments/academic/counseling-human-services/modules/termination/

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In the initial stage of group counseling, there is going to be some hesitation at first due to not knowing what to expect (Corey, Corey, & Corey, 2018).  Being that these children are in special education and some of their behaviors may reflect them not liking to share with other individuals, it could make it difficult to develop meaningful rapport in the first session.

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

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What things would be avoided in this stage?

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What things would be avoided in this stage?

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Due to this being the initial stage of group counseling, structure and teaching should try to be avoided (Corey, Corey, & Corey, 2018). If there is too much structure and teaching, it could cause the students to not open up and share. This stage should be used for students to become comfortable with one another as well as with the counselor who will be leading the group.

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How does diversity impact the development of this stage?

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How does diversity impact the development of this stage?

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In this stage of counseling, the students and the counselor are getting to know each other.  If individuals are not culturally competent, there will be a difficult time with developing meaningful rapport within the group.  “Considerable harm is probable when human variability exists within groups (Anderson, 2007).”

Anderson, D. (2007). Multicultural group work: A force for developing and healing. Journal for Specialists in Group Work, 32(3), 224-244.

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An opening activity that the group would participate in would be playing Deserted Island.  In this activity, the counselor will set up the scene where the student has won a trip.  Then, the group will go around in the circle and say what they would bring to the island with them such as one family member, top 3 books, top 3 movies, etc (Confident Counselors, 2019).

Confident Counselors. (2019). 10 quick and easy group counseling activities. Retrieved from https://confidentcounselors.com/2019/01/30/10-quick-and-easy-group-counseling-activities/

The image below is a worksheet that students could look at when participating in the desert island opening activity. This worksheet gives examples of items that they could bring in an effort to get the ball rolling on the conversation.

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This video depicts a group counseling session participating in an opening activity to learn each other's names.

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Fun Group NAME-GAME - Name Impulse Ice-Breaker Will Trigger Bursts of Laughter | playmeo

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In this stage, defensiveness and anxiety are common behaviors that are seen (Corey, Corey, & Corey, 2018).  To get past this, a goal of the counseling should be to establish trust and try to work past the anxiety that they are feeling.  As the sessions go forward, students begin to open up more which could cause some of the anxiety and defensiveness.  With the special population of special education students, it is possible that they will show anxiety due to hearing or sharing more information than they are comfortable with.

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

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1. Conflict: Conflict can begin to arise in this stage of counseling.  Conflict can be a good way for students to interact with each other, however, it can get to be very disruptive as well.  The leader can work with this behavior by trying to divert the conversation or keep the conversation meaningful and respectful when it gets to be intense.

2. Silence or Lack of Participation: Some members may choose to stay silent or may be shy depending on the topic being discussed.  Leaders can work with this behavior by speaking with the student after the session to see what they would like to see happen differently.  By doing this, the counselor can get a better understanding about why the student is not participating.

3. Storytelling: This behavior can be very disruptive to the group because the student is telling stories and not telling the full truth.  By students telling stories, it make it difficult to develop trust within the group.  The leader can work through this behavior by pulling the student aside and figuring out why they are telling stories.  This can, again, help the counselor to understand the student better and their needs.

4. Disrespect: Disrespect can be a big problem in group counseling, especially in the transition stage when students are starting to open up.  To address disrespect within the group, the leader can make a statement during the group or have the group come up with rules and expectations so that everyone knows the guidelines to follow.  This is a good time to explain to the group how their actions hurt others and ask them how they would like to be treated when they are sharing.

5. Scapegoating: Scapegoating is when something goes wrong and a student tries to place blame on another instead of taking ownership for their actions.  Scapegoating can be a way for students to target one person in the group which can cause that member to withdraw themselves.  To prevent or address this, the leader should talk about the guidelines and expectations of the group.  By doing this, the group will come to an understanding again about why they are there and how they should behave.

6. Monopolizing: This is when one person in the group takes control of the conversation and does not give others the opportunity to speak up.  To avoid this, the leader should try to keep the conversation going and get others involved.  To do this, the leader can speak up and say something which will direct the conversation in another way which will give other students the opportunity to speak.

SkillsYouNeed. (n.d). Difficult group behaviors. Retrieved from https://www.skillsyouneed.com/ips/difficult-group-behaviour.html

The picture below depicts individuals speaking with one another. This can be looked at either them working collaboratively, resolving conflict, or having meaningful conversation. This image leaves a lot of room for the interpretation.

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How does diversity impact the development of this stage?

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How does diversity impact the development of this stage?

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During this stage of group counseling, the transition stage can refer to the first crisis situation that the group has come across (Bonney & Foley, 1963).  When the group comes across a crisis, the diversity can affect student reactions.  Depending on the students’ culture, beliefs, or values, the group could be placed into a situation where there is some uncomfortableness. To get through this, the leader should work with the group and students to become culturally competent of the situation so they can be sensitive to the student who is having a difficult time with the situation.

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

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What are the overall group characteristics in this stage?

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What are the overall group characteristics in this stage?

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The overall group characteristics in the first stage, the forming stage, are mostly made up of students being unsure, hesitant, and not knowing what to expect, etc. The students are always more apprehensive than we think they will be (Microtraining Associates, 1991). With this age group, junior high students are always focused and concerned with looking good to peers, so in a group of peers, they are especially aware of this and nervous it won’t happen. They are nervous that they won’t be accepted by leaders and fellow group members (Young, 2013). The students are just beginning the group, so there is an overall sense of apprehension and insecurity (Young, 2013). This also means that the counselor talks more during this stage and explains more to the group members.

References

Microtraining Associates (Producer). Developmental aspects of group counseling: Early development, transition/working stage [Video file]. (1991). Alexandria, VA: Microtraining Associates. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsasp&AN=edsasp.ASP1778896.marc&site=eds-live&scope=site

Young, T. L. (2013). Using motivational interviewing within the early stages of group development. Journal for Specialists in Group Work, 38(2), 169-181. Retrieved from https://doi-org.ezp.waldenulibrary.org/10.1080/01933922.2013.764369

Below, the picture, though only one student, represents how some students start in a group counseling setting. Even if they don't show it physically, most students are uncomfortable and nervous in the initial stage of the group.

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What is the depth of group process in this stage?

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What is the depth of group process in this stage?

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Overall, the group does not have a deep process at this stage; there is not really a possibility of the students going very deep because they don’t know one another yet. They are just getting to know one another, which means the students are asking themselves if the other group members are people they can trust. The students are processing who one another is and how one another perceive themselves, often wondering what the other people think of them (Young, 2013). As the leader, the school counselor can reassure the students and work on just getting them talking with one another even about shallow topics.

Great activities in the forming stage of group are activities that are breathing activities. Such activities help kids think about their breathing and let go of the stress or anxieties they have coming into group. This also creates a habit that is good for the students. Then, in the session of practicing these breathing exercises, they are more willing to simply share what’s going on in their lives, etc.

Reference

Young, T. L. (2013). Using motivational interviewing within the early stages of group development. Journal for Specialists in Group Work, 38(2), 169-181. Retrieved from https://doi-org.ezp.waldenulibrary.org/10.1080/01933922.2013.764369

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What are some ways to create trust in a group? What is 'trust'?

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What are some ways to create trust in a group? What is 'trust'?

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Trust is tricky. The best ways to create trust in a group is through clear communication, straightforwardness, kindness, and time. Trust is the ability to feel safe letting others into a certain part of your life, heart and mind. It’s relying on another to not let you down or hurt you. Trust is what relationships are built on; without trust, no one can have a successful, deep relationship with anyone else. According to James Davis (2014), trust is the “choice to be vulnerable and take risks” with another person, business, etc. “Vulnerability and risk drive trust” (Davis, 2014). The biggest question junior high students dwell on in a situation like this is, “Do they care about me?”

This specifically applies to group counseling in schools because students do not understand this in a way that they can communicate. School counselors need to give them the language and tools to understand and develop this within the group. In the first stage, the school counselor needs to be intentional about directing the group toward trust. One way to do so is to create and guide the group in creating and keeping norms, or a set of ideas and standards the group will stick to (Microtraining Associates, 1991). In these norms, the school counselor can ask the students if they would like to be vulnerable and take risks with one another, then add it into the group’s norms.

References

Davis, James. [TEDx Talks]. (2014, December, 6). Building trust [Video file]. Retrieved from https://www.youtube.com/watch?v=s9FBK4eprmA

Microtraining Associates (Producer). (1991). Developmental aspects of group counseling: Early development, transition/working stage [Video file]. Alexandria, VA: Microtraining Associates. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsasp&AN=edsasp.ASP1778896.marc&site=eds-live&scope=site

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Something about the concept of confidentiality in small groups...

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Something about the concept of confidentiality in small groups...

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Confidentiality needs to be communicated and explained to students. Clear boundaries need to be communicated in confidentiality, especially for our age of student being junior high students with mild disabilities. During the first session, the school counselor needs to take the time to tell students what the group being confidential means, then have them agree to it before going any further (ASCA, 2014). The school counselor needs to explain this in understandable terms, such as explaining that everything said in group is a secret that you can’t tell anyone else outside of group, not even your parents or best friends. Help the students understand that they can trust each other because they each keep one another’s secrets.

Reference

American School Counselor Association. (2014). The school counselor and group counseling. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Group-Counseling.pdf

Below, the picture represents the feelings associated with keeping secrets amongst themselves in a group of junior high students. They feel a stronger sense of connection and the specialness that comes with that confidential group.

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Anderson, D. (2007). Multicultural group work: A force for developing and healing. Journal for Specialists in Group Work, 32(3), 224-244.

This article gives a brief overview of multicultural counseling.  It goes into more detail about assessments and other aspects of group counseling that should be considered when working with diverse individuals.

Confident Counselors. (2019). 10 quick and easy group counseling activities. Retrieved from https://confidentcounselors.com/2019/01/30/10-quick-and-easy-group-counseling-activities/

This article gives different ideas about what a counselor could use for different activities in a group session. Some of the activities are good for opening activities, however, they can also be used throughout the weeks for different sessions.

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What are the overall group characteristics in this stage?

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What are the overall group characteristics in this stage?

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According to an article written by Howard (2010), the Transition stage is the time during which the school counselor starts to change from a high directive, low supportive role into a low directive, high supportive role. In other words, the school counselor starts to talk less and let the students take over much of the conversation. Furthermore, according to (Corey, et. al., 2018) this stage needs to have the characteristic of students starting to take ownership for the group and starting to trust one another if it will continue through all four stages.

If not already done, the school counselor can lead the students through goal setting for the group, then let the students start to take ownership of their SMART goals. This can cause another characteristic of conflict as students start to feel comfortable with one another to disagree on subjects and even how to go about reaching goals (Howard, 2010). It is up to the school counselor to guide the group through healthy disagreement in this stage, so the students continue to build trust and understand that disagreement is not a communication of identity.

References

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

Howard, L. G. (2010). Group dynamics: Navigating students through the storm. Campus Activities Programming, 42(8), 16-19. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=3&sid=41dae2a7-ba0a-432a-9ab9-8182ff8af4a1%40pdc-v-sessmgr05

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What does your personal reaction to confrontation look like? What does your personal reaction to conflict look like?

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What does your personal reaction to confrontation look like? What does your personal reaction to conflict look like?

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Personally, my reaction to confrontation or conflict is immediately desiring and, most of the time, trying to fix whatever conflict or confrontation is going on. I am a natural peace keeper and attempted peace maker. As a school counselor, I imagine this would turn into me naturally trying to work students through their conflict and taking over in the process.

This reaction comes from an immediate gut-feeling I get when conflict arises, or someone confronts me on something. it’s a negative feeling of something wrong that drives me to get rid of it as quickly as possible.

A blog post, by ‘The Responsive Counselor,’ describes teaching students how to resolve conflict in order that the school counselor is not always the one reacting and working to solve the conflict. This resource was very beneficial to me in helping me know how to prevent my natural reaction to confrontation and conflict, and, rather, teach my students to react differently.

Reference

The Responsive Counselor. (2019, April 4). Teaching conflict resolution: Strategies for school counselors [web log comment]. Retrieved from https://confidentcounselors.com/2019/04/04/teaching-conflict-resolution/

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During the working stage, group members show more behaviors of respect towards one another.  Over the initial and transition stages, they have learned how to effectively communicate to where they now know how to work together in an effective way (Corey, Corey, & Corey, 2018).  Another behavior that has been worked on is conflict.  While conflict was difficult to resolve in the first few sessions, we are now at a point where conflict is recognized, addressed, and in most cases, resolved (Corey, Corey, & Corey, 2018).

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

The picture below shows students working collaboratively in a group therapy setting.

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During this stage, group members typically show higher levels of trust which helps them to disclose more about themselves.  Group members also tend to talk more amongst themselves and the counselor there is more of a mediator to ensure the conversation continues in an effective way (Corey, Corey, & Corey, 2018).  More emotions will be brought out in this stage because that trust is being built on (Live Rehab, 2010).

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

Live Rehab. (2010). Group therapy. Retrieved from https://www.liverehab.com/group-therapy/

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Tasks in the working stage include deepening the trust within the group.  When the trust is deepened, communication can be more meaningful and more beneficial to all who are included (Corey, Corey, & Corey, 2018).  When trust is maintained or developed in the group, there are more opportunities for members to take risks and care more for each other (Corey, Corey, & Corey, 2018).

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

Below is a picture that labels characteristics that can aid in developing trust within a group setting.

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The video below provides descriptions of Yalom's therapeutic factors.

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GROUP PSYCHOTHERAPY  - YALOM's 11 Therapeutic Factors

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One of Yalom’s therapeutic factors is the Instillation of Hope.  In this factor, it is important that the group environment provided is optimistic and motivating.  The goal of counseling is to ensure that the client does not feel traumatized and they are given the opportunity to feel connected to everyone and the experience of group counseling (Gradinaru, 2017).

Gradinaru, I. A. (2017). Yalom and his lessons: Supportive communication and psychotherapy. Argumentum: Journal the Seminar of Discursive Logic, Artumentation Theory & Rhetoric, 15(2), 52-62.

The picture below is a picture of Irvin Yalom.

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

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

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My personal leadership style is one of indirect guidance. I tend to be more laid back than direct and pushy. In a group setting, this will change due to the needed directness and heavy leadership of the school counselor in the first two stages (Howard, 2010). However, in the working stage, this will fit the group dynamics better as it allows the students to respond more and add more of their own direction (Corey, et. al., 2018).

My style might impact a group for the worse if I am unable to be direct enough with the students in the beginning stages of the group. If my leadership fails to explain to students the elements of confidentiality or trust, they may not make it to the final stages of group work.

References

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

Howard, L. G. (2010). Group dynamics: Navigating students through the storm. Campus Activities Programming, 42(8), 16-19. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=3&sid=41dae2a7-ba0a-432a-9ab9-8182ff8af4a1%40pdc-v-sessmgr05

The image below depicts a good example of a counselor acting with the appropriate amount of directness when needed.

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

Gradinaru, I. A. (2017). Yalom and his lessons: Supportive communication and psychotherapy. Argumentum: Journal the Seminar of Discursive Logic, Artumentation Theory & Rhetoric, 15(2), 52-62.

This article discusses Yalom's therapeutic factors along with some of the other contributions he made to the field of psychotherapy.

Live Rehab. (2010). Group therapy. Retrieved from https://www.liverehab.com/group-therapy/

This website talks about the different stages of group counseling and what can be expected in each stage along the lines of behaviors and characteristics.

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https://www.surveymonkey.com/r/Z77DW8V

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How does working through conflict lead to trust in small group counseling? 

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How does working through conflict lead to trust in small group counseling? 

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Working through conflict in groups is tricky, but beneficial. Group members will most likely struggle the first time they encounter conflict, especially if it seems against them as they work through their own ability to trust other members (Corey, et. al., 2018). According to Corey, et. al. (2018) a high amount of trust in the group is needed for healthy conflict to even arise. Then, when disagreements do come up, solving them while continuing to make sure that each member of the group understands that others disagreeing with him or her does not discredit or comment on his or her identity actually deepens trust in one another (Corey, et. al., 2018).

Reference

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

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An additional resource for school counselors when conflict does arise within a group is below. This article describes a conflict resolution model that started in Hawaii, solving conflict between tribes of people. It specifically breaks the model down for school group counseling. This is an example of how school counselors can help young people not judge one another within a group counseling setting.

Reference

Brinson, J., & Fisher, T. A. (1999). The Ho’oponopono group: A conflict resolution model for school counselors. Journal for Specialists in Group Work, 24(4), 369. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=0&sid=83cb3f80-9247-43ee-9619-5bd3627ce1c0%40pdc-v-sessmgr01&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=edb&AN=2609564

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SkillsYouNeed. (n.d). Difficult group behaviors. Retrieved from https://www.skillsyouneed.com/ips/difficult-group-behaviour.html

This article goes into detail of different behaviors that could pose a problem during group counseling.

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

This article gives a brief overview of what the transition stage is and what types of situations can arise in this stage. With having a better understanding of the transition stage and what it entails, this article gives the information needed to understand how diversity may impact the development of this stage.

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This video provides an example of an affirming closing activity for group counseling. Although the video doesn’t describe the process, each member of the group receives cards with affirming adjectives about themselves from others written in Elmer’s glue. Then the group member uses watercolor to find out what the affirming adjectives are. For a closing session of our junior high, self-management group, I would tweak this activity just a bit and make the group members pick adjectives or descriptive phrases that will encourage one another to continue in the specific goals each of them set for self-management, whether schoolwork, future, or social situations.

Reference

Counselor Keri. (2017, November 14). Watercolor affirmations small group counseling activity [Video file]. Retrieved from https://www.youtube.com/watch?v=WQC1zyeB8_w

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Watercolor Affirmations Small Group Counseling Activity

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

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

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In the working stage, it is essential that students are communicating clearly with one another. As the group counselor in this stage, I would avoid letting any students leave things unclear. If students are continually unclear with one another, it is a nonworking group (Corey, et. al., 2018, Howard, 2014). Using immediacy and reframing, I will be sure to avoid letting students sit in indirect, unhelpful conversation with one another.

References

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

Howard, L. G. (2010). Group dynamics: Navigating students through the storm. Campus Activities Programming, 42(8), 16-19. Retrieved from https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=3&sid=41dae2a7-ba0a-432a-9ab9-8182ff8af4a1%40pdc-v-sessmgr05

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

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

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Corey, et. al. (2018) describe the need for application and continuing on with the goals met and lessons learned after the final stage of group counseling. Working with the junior high group of students with mild disabilities, I would be sure to avoid failing to give them the needed resources for after the counseling group has ended. Corey, et. al. (2018) specifically suggest the idea of writing contracts and using them for each student to help him or her know what specific steps to take in his or her daily life after group. I will specifically avoid failing at this for this group of students because these students will need specific boundaries and steps to take in order to understand how to continue to make the needed changes to their lives.

Reference

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

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Group characteristics during this stage overall would be emotional. The overall feeling surrounding this stage would be emotional and maybe anxious as students prepare to be ending the group. Anxiety is caused because students are now responsible for using the information and skills they have learned in the group and applying them to their everyday life.

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Tasks of the final stage are to ensure that all students feel their needs have been met.  To do this, the leader will notify students when it is time to terminate the group which will lead into discussion about anything that has been left unfinished or unresolved (Corey, Corey, & Corey, 2018).  Another task of this stage is allowing students to give their reactions and emotions to what the group meant to them or what the group provided them (Corey, Corey, & Corey, 2018).

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

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How Does Member Group Work Transfer to the World Outside of the Group?

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How Does Member Group Work Transfer to the World Outside of the Group?

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When group members are out of the group and have gotten through their sessions successfully, they will be able to use the techniques they learned to be able to resolve conflict and communicate in the outside world.  Group counseling will help the student to develop useful life skills that will increase their awareness of their surroundings and behaviors which will in turn help to regulate their behaviors (DuBois et al., 2017).

DuBois, J. B., Briesch, A. M., Hoffman, J. A., Struzziero, J., & Tobak, R. (2017). Implementing self-management within a group counseling context: Effects on academic enabling behaviors. Psychology in the Schools, 54(8), 852-867.

The image below depicts students coming together after a session to continue working with each other in the real world. By these students continuing to help each other after the group is terminated, success will be more likely because there is support backing them up.

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

School of Education, Syracuse University. (2018). Termination of counseling. Retrieved from https://soe.syr.edu/departments/academic/counseling-human-services/modules/termination/

This article gives a description of the different behaviors and characteristics that take place during the termination process.

DuBois, J. B., Briesch, A. M., Hoffman, J. A., Struzziero, J., & Tobak, R. (2017). Implementing self-management within a group counseling context: Effects on academic enabling behaviors. Psychology in the Schools, 54(8), 852-867.

This peer-reviewed article goes over information regarding different self-management interventions that have been used in counseling settings. It also describes how the interventions can be fixed to work with group settings and work with students on self-management skills that they can carry with them.

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

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

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According to an article by Prytherch, et. al. (2012), a component of diversity that has a large impact on group counseling, specifically in the working stage, is gender. Boys tend to reach the working stage quicker than girls due to their ability to directly face conflict and move past that conflict faster on average than girls (Prytherch, et. al., 2012). For the whole group to reach this stage, however, the gender diversity makes it more difficult in mixed groups, such as the one suggested for junior high students with mild disabilities.

Reference

Prytherch, A., Sinnott, E., Howells, A., Fuller-Love, N., & O’Gorman, B. (2012). Gender differences in early group formation. International Journal of Gender and Entrepreneurship, (2), 128. https://doi-org.ezp.waldenulibrary.org/10.1108/17566261211234643

The image below is simple, but expresses the difference that girls and boys can feel from one another. This makes having both girls and boys in one group an aspect of diversity that should be intentionally thought about.

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

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

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Once students have reached this final stage of group development, they are very united as a group, with diversity being acknowledged and celebrated rather than separating and divisive. Therefore, at this stage, diversity most impacts the group in how each member will be affected by his or her time in the group due to the diverse parts of each member’s life. Diversity will be a topic of conversation depending on the goals for each member. For example, in the junior high group, each member will have different goals for self-management based on his or her background, culture, etc. Therefore, in the final stage of group, the post-group application for each student will look different based on that, as well.

The graphic below shows an example of multiple people coming from the same place, but ultimately going in different directions. That's what diversity in the final stage of group counseling looks like.