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What Typical Group Member Behaviors Look and Sound Like in The Working Stage 

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What Typical Group Member Behaviors Look and Sound Like in The Working Stage 

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By the working stage, participants have learned how to involve themselves in group interactions without waiting to be invited/prompted into the group counseling session, voluntarily sharing information regarding problems/issues (Corey, Corey & Corey, 2018).  Although there still may be a few members whom might not be at that desired level of readiness (and continue to be reticent throughout group sessions), displays of accountability, respect, initiative, responsibility, trust/cohesion, and continuity can typically be observed throughout this phase of the counseling process.  So long as members have made a commitment to face and work through barriers that interfere with the group’s progress (Corey, et al., 2018), and display the confidence to explore problems/issues, significantly profound efforts will be made to ensure an effective learning experience.

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What Typical Group Member Behaviors Look and Sound Like in The Norming Stage 

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What Typical Group Member Behaviors Look and Sound Like in The Norming Stage 

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In the first – or forming stage – of group development, members are often positive, well-mannered, and reserved.  Typical or expected group member behaviors of middle school students may look anxious (avoiding eye contact), hesitant (fidgeting), and self-controlled (polite smiles) because they have never participated in a group experience and are uncertain as to what to expect (whether they will be accepted or rejected).  Their behaviors will likely sound careful or reticent in nature, as they will not want to present themselves to be contentious individuals in the unfamiliar and new environment of a formal group setting.

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This is a visual representation of  the anxiety a middle school student might be feeling throughout this stage of group counseling. A student in group might start to exhibit some of these symptoms. It is important for the group leader to be aware of these type of symptoms.

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Things to Avoid as a Group Counselor in this Stage 

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Things to Avoid as a Group Counselor in this Stage 

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One thing to avoid as a group counselor in this stage is taking on too many students or any non-screened group members.  Avoiding over-generalizations and considering students as individuals, to help meet their needs within the group setting, supports cultural competence.  It is important to avoid putting a student on the spot because they may not be open to sharing, or their culture may discourage any disclosure of personal issues.  Another thing to keep away from would be setting up the group’s rules alone, authoritatively.  Additionally, it’s important to refrain from providing too many instructions, when facilitating group activities, to evade disengagement or confusion.

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Overall Group Characteristics Throughout The Norming Stage 

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Overall Group Characteristics Throughout The Norming Stage 

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Group members are orientating themselves to the situation and each other, during the forming stage.  Group characteristics in this particular stage of development would be overly cautious as members get acclimated to one another, in search of their peers’ acceptance.  The group is governed by spoken and unspoken norms, which are established early on and determine the level of intimacy, trust, and safety that is provided.  Members might start to test limits, so-to-speak, expressing “fears and hesitations as well as hopes and expectations” (Corey, Corey & Corey, 2018, p. 176).  Participants will ideally look to the counselor’s leadership style for guidance, the modeling of accountability, and the development of group expectations.

Video 1 of 4:  The following video interviews a group of teenage students who discuss the important social skills of leaders.  This multimedia piece does a great job of bringing up ideas for group norms and highlights some expectations for middle school learners.  It can be a solid foundational piece that supplies young learners with relevant support (from peer-like figures) and one that could be referenced throughout the stages of group counseling.

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10 Social Skills for Student Leaders (Student Leadership Series)

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Depth of Group Process in The Norming Stage 

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Depth of Group Process in The Norming Stage 

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During this stage of the group process, members are still getting better acquainted with one another and the climate of the group is actively being established.  Realizing and working through some of the potential apprehensive feelings and thoughts that may further potential uncertainties within this new environment is part of the forming stage.  Furthermore, dealing with and approaching any discord amongst the group can prove crucial in enhancing the counseling experience.  Ultimately, looking to identify norms, establishing group cohesion, learning to work cooperatively, establishing ways of solving problems, and learning to express conflict openly (Corey, Corey & Corey, 2018) are the core objectives of the group process, within the forming stage.

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Trust and Ways to Create it at this Stage 

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Trust and Ways to Create it at this Stage 

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Trust is the shared ability to believe in and accept that someone else’s way/intent will be productive, reliable, and purposeful to your personal development.  One way to create trust in a group is to develop group boundaries/rules/regulations with the input of all the participants.  A strong alliance among group members will encourage growth, openness, allow/invite vulnerability, and create a supportive environment.  Another way to generate trust is to communicate group expectations – that are developmentally appropriate – clearly and allow the opportunity for all group members to share their understanding, in agreeing to the group’s terms.  Additionally, group facilitators could build trust by supporting each member in developing short-term goals that are specific to their individual needs.  Without trust, individuals will feel isolated, unwilling to share their thoughts or feelings, and will not benefit from the therapeutic process.

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Diversity and its Impact on Development at The Norming Stage 

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Diversity and its Impact on Development at The Norming Stage 

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Diversity impacts the development of the forming stage of group counseling as the context of each member’s culture must be taken into consideration. This process begins even in the pre-planning stage before the group meets.  Group facilitators must be – and remain – cognizant of the existent diversity amongst their students and understand how it will impact the cohesion of the group.  Some cultures believe it is distasteful to speak publicly about private matters.  These students may present as discouraged from expressing their feelings openly, talking about their personal problems with people they do not know well, or telling others how they perceive or react to them (Corey, Corey & Corey, 2018).  Since the group’s togetherness is such a vital factor during this stage, the effective establishment of trust is paramount.  The facilitator’s awareness and recognition of his/her members’ readiness (or abilities) to adapt any personal feelings of resistance to share openly, will determine the success of this process.  Furthermore, school counselors have an ethical and legal obligation to respect the values, beliefs and cultural background of their students and must take great care to avoid imposing personal bias (American School Counselor Association, 2016).
Video 2 of 4
This video highlights the multicultural facets a counselor must consider when formulating a group. It helps decipher the various cultural needs that arise and what role the leader plays in ensuring they are met.

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Confidentiality in small groups of young learners needs to be comprehensibly defined though its outcome depends on the cognitive and maturity levels of development, of the group participants.  Group leaders must educate students, and their families, on maintaining confidentiality as well as the limitations in such a setting, due to ethical and legal obligations.  It is a concept directly related to trust whose importance deserves to be discussed and stressed, as a factor that could contribute to the group’s purpose, continued growth, and anticipated success.  However, it is a critical expectation, which could never be truly or fully guaranteed.  Breach of confidentiality must have pre-determined consequences, so that the students are not caught off-guard, if this essential code of conduct is violated.

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An example of an opening activity that could be used with middle school learners is “the feelings game” (Pinterest Post, 2018).  First, the leader hands out a designated number of skittles candy.  Then, the group facilitator assigns each color to a feeling and asks the student to describe an associated feeling.  For example:

red skittles = one thing that makes you happy

orange skittles = one thing that makes you sad

green skittles = one thing that makes you angry

yellow skittles = one thing that makes you excited

purple skittles = one thing that makes you afraid.

This opening/icebreaker activity, appropriate for middle school students, could be a fun, creative, and lighthearted way for students to connect to one another and to the group facilitator (Sink, Edwards, & Eppler, 2012) as individuals. It's important to remember that students might not yet feel comfortable within the group and can opt to pass if they do not want to share.

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Specific Info for Social Media: Think Before You Post 

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Specific Info for Social Media: Think Before You Post 

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ASCA (2014) Position Statement on Student Safety and the Use of Technology

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ASCA (2014) Position Statement on Student Safety and the Use of Technology

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Additional Resource 1 of 6:  The American School Counselor Association supports our aspiring roles as school counselors and provides various documents that are vital to our positions, in advocating for - and promoting - students' achievement.  This document defines several positions critical to the role of a professional school counselor.

To be successful in school and prepared for postsecondary opportunities, students need to be proficient in the use of technology.

However, when students access web-based and mobile technology, they leave a digital footprint that makes them

vulnerable to privacy invasion. They are also exposed to negative content and significant risks that compromise their safety,

security and reputation. Technology exposes students to behavioral, safety and privacy risks such as:

• addictions (e.g., gaming, social networking)

• invasion of privacy and disclosure of personal information

• inappropriate online communications

• easy access to inappropriate content and media

• cyberbullying/harassment

It's critical to teach children and adolescents how to be good digital citizens and to consider the impact of what they post online.

This would be appropriate to review in the norming stage because students are still becoming comfortable with one another and understanding what the group is about.

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American School Counselor Association. (2014). ASCA position statements.

Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PositionStatements.pdf

American School Counselor Association (ASCA). (2016). Ethical standards for

school counselors. Retrieved from

https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

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

ed.). Belmont, CA: Brooks/Cole.

[Digital Image Hippo and Mouse Trust Fall] (2011). https://www.flickr.com/photos/skinnyandy/5601692518/?ytcheck=1&new_session=1

Digital Image of Cartoon Teens with Social Media and Smartphone Addition]. (2018). Illustration by Laurent of Deep Cereal. Retrieved from https://medium.com/@lisabuyer/what-happens-when-you-take-a-teens-phone-away-for-7-days-617262853122

[Digital Image of Cartoon Male with Anxiety] Retrieved from https://www.pinterest.com/tere1969/math-anxiety/

Flextalk. (2016, March 28).  10 Social Skills for Student Leaders (Student Leadership Series). Retrieved from https://www.youtube.com/watch?v=YOK0lZIg0Eo

Holmes, C. (2017, October 12).  3 Big Reasons You Need To Teach Digital Citizenship in CTE [Blog Post].  Retrieved from https://www.aeseducation.com/blog/teaching-digital-citizenship-in-cte

Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling.

Belmont, CA: Brooks/Cole.

The Feelings Game. (n.d.) [Pinterest Post].  Retrieved December 22, 2018 from https://www.pinterest.com/pin/86694361556803197/

[Mometrix Academy].  (2011, October 17).  Counseling:  Multicultural Clients [Video File].  Retrieved from https://www.youtube.com/watch?v=3n54C6rNito

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What Typical Group Member Behaviors Look and Sound Like in The Transition Stage 

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What Typical Group Member Behaviors Look and Sound Like in The Transition Stage 

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The transition/storming stage of group development is markedly one of the most challenging for group leaders because of the range of student behaviors that emerge as a result of the new environment, for a diverse set of students.  During this stage, middle school group members may still exhibit anxiety, guardedness, ambivalence, and even resistant (Corey, Corey & Corey, 2018) to self-disclose during sessions.  Moreover, others may demonstrate defensiveness, control issues, intermember conflicts, challenges to the leader, and various patterns of problematic behaviors (Corey, et al., 2018) for fear of exposure/rejection/failure.  This range of behaviors must be dealt with effectively in order for progression to occur.  Typical or expected behaviors of middle school learners may sound emotionally frustrated or overwhelmed for some members and completely silent for others, during this stage.  Often members lack the experience and understanding of what group involvement entails and can struggle with learning the new behavior patters that will help them be successful (Corey, et al., 2018).

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Overall Group Characteristics Throughout The Transition Stage 

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Overall Group Characteristics Throughout The Transition Stage 

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The group characteristics in this particular phase can be summed up as a time in which both members and leaders are learning about each other’s capacity and style for change (Corey, et al., 2018) and dealing with that stress in a number of individualized ways.  Due to the significant amount of insecurity and uncertainty about the group counseling process – and members having to adapt to group norms and expectations for behavior – this stage is a crucial time to start slowly by discouraging judgmental statements, prohibiting oppressive behavior, and effectively diminishing actions that inhibit others to openly participate (Corey, et al., 2018).  Nonetheless, the overriding goal is to build an entrusting environment – amongst group members and the group leader(s), alike – that promotes and supports developing learners to take risks, in a safe setting that realizes and counteracts self-limiting, while encouraging the growth/maturation of all participants. Processing conflict in the group setting, and among members is important for growth, reflection, and creating change.

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What the Personal Reaction to Confrontation and Conflict Must Look Like

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What the Personal Reaction to Confrontation and Conflict Must Look Like

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Julie Bell:  Overall, conflict is uncomfortable for most people and like most people, I tend to try to avoid conflict if at all possible. However, the avoidance of conflict can be problematic, especially in a group setting. It can prevent growth. Similarly confrontation forces one to look deeper and look at him/herself honestly and this is difficult for most people; however, this is where change occurs (Corey, et al., 2018). This can be difficult to hear and is something else I personally tend to try to avoid.

Sara Criser:  Everyone reacts differently when encountering confrontation or conflict.  One’s response often dictates if, or when, a resolution will transpire and determines how it will be received among the group members.  Appropriate conflict resolution early-on establishes expectations for management throughout the group duration.  Personally, I tend to avoid confrontation and conflict, which is not always possible, but I aim to create some common ground and move towards remediation.  When I see, or am involved in conflict, I tend to withdraw, or submit, to de-escalate the situation.  I react conservatively, rather than aggressively, and tend not to engage for long periods of time in a confrontational situation.  When I witness confrontation or conflict, I feel anxious, fearing that it could have a detrimental outcome and seek to help those involved find appropriate ways to engage that is less defensive.  This is an attempt to alleviate my own anxiety about the situation, rather than allowing a natural progression of discussion to occur.
Conrad Ferrer: Although the personal reaction to confrontation and conflict of group leaders may vary, as a facilitator, my direction must present calm, composed, and assertive, in assessing the moment/situation and applying a resolution.  I understand that as a group leader, my response is a key determiner in how my input will continue to be received by group members, throughout the counseling process, and I fell comfortable facing that challenge.  In a group setting, the avoidance of conflict is problematic as it directly impacts the opportunity for intervention and growth.  The poise and confidence that I demonstrate should help middle school learners to become conscious of the fact that this is a welcoming environment, whereby their viewpoints and feelings will be supported – albeit challenged – but, nevertheless, understood.  It’s paramount to remain mindful that the as the counselor I must productively work with/alongside every individual without judgment, to display a therapeutic leader and agent of change.

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Six Problem Behaviors that Leaders Will Work with During The Transition Stage

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Six Problem Behaviors that Leaders Will Work with During The Transition Stage

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1. Silence/Lack of participation:  Silence within a group setting can be interpreted as a mechanism utilized to hide something, on the part of the participant, because expressing vulnerabilities may be (culturally) learned.  Although this particular behavior is commonly and easily overlooked, it could be that the group member does not feel worthy of sharing their thoughts/feelings.  Furthermore, consistent silence is detrimental since it does not allow the counselor to accurately gauge/understand how group members are being affected by the session.  One way to help quiet members is to find and implement creative avenues of self-expression, such as art, poetry, or music (Corey, Corey & Corey, 2018) to help bring them in to the group experience.  Another way to encourage their participation would be to comment what is being observed – on the part of the group leader – in their nonverbal demonstrations, such as their reactions to what their peers are saying (Corey, et al., 2018).

2. Monopolistic behavior:  Monopolizing behaviors are typically self-centered displays of talking/rambling on about oneself without truly revealing anything that is telling.  Corey, Corey, and Corey (2018) affirmed that for both ethical and practical reasons, it is essential that the monopolizing person be respectfully challenged to look at the effects of such behavior on the group.  It is appropriate to ask the group to provide feedback to the monopolizer by communicating how they feel about the behavior and how it is impacting the group. The group leader must understand how to “block” this particular group members attempts at consistently talking by providing them the opportunity to share what they most want their peers to hear/know about them.

3. Questioning:  Continuous questioning within a group setting – that resembles an interrogation – is characterized as a counterproductive form of relating that involves intervening at inappropriate times in unhelpful ways (Corey, et al., 2018) and leads to feelings of withdrawal or conflict among participants.  This diversion tactic, which appears to take attention away from the member asking (deflecting) to the member being posed a question, is sometimes utilized to shift the group’s progress away from challenging tasks, such as expressing oneself.  It can be seen as a form of resistance, and should be addressed. One way to challenge these members is to constructively challenge their questioning, to find out the origin of their thought in formulating such an inquiry.  It is imperative that leaders educate group members on the purpose and intent of questions, how to pose them without arousing defensiveness, and instead sharing through statements.

4. Giving advice:  Giving advice – though seemingly harmless – is seen as problematic within a therapeutic setting as it does not benefit the recipient and can disapprove the feeling of another/other member(s).  Moreover, advice giving has the tendency to interrupt the expression of thoughts and feelings and to increase dependency (Corey, et al., 2018) among peer members.  Group participants who offer advice should be challenged to explore the nature of their offering views.  Corey, Corey, and Corey (2018) asserted that members and leaders must acquire the skill of assisting others in arriving at their own insights about actions they need to take, to bring about the changes they desire, versus telling someone how they should think/feel. This concept may be particularly difficult for middle school students to comprehend and they will likely require guidance to help them understand the difference between sharing an opinion, and advising a course of action.

5. Hostile behavior:  Hostility can take the form of caustic remarks, jokes, sarcasm, and other passive-aggressive tactics (Corey, et al., 2018) that can compromise the group counseling experience mightily, should it not be addressed swiftly and properly.  This can be a challenging range of behaviors to address within a group setting as some young learners are used to (and conditioned by) negative reinforcement so they repeat these familiar, proven behaviors to command attention.  One way to deal with the person who behaves in a hostile way is to request that he/she listen without responding while the group members tell how they are being affected by that individual (Corey, et al., 2018).

6. Acting Superior:  Putting on an air of superiority amongst peers is extremely problematic (to the point of mirroring hostility) as these members tend to find ways to judge/criticize others for their behaviors/struggles (Corey, et al., 2018), which causes major discomfort through the sharing process.  One manner to intervene in this scenario would be to address what it is like for this participant to be a part of this group, or how they are gaining from the experience.  Another constructive measure would be to encourage group members to respond honestly to this particular peer and help him/her understand how his/her behavior is affecting them, personally (Corey, et al., 2018).

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How Working Through Conflict Leads to Trust in Small Group Counseling

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How Working Through Conflict Leads to Trust in Small Group Counseling

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Conflict is not a sign that something is “intrinsically wrong” (Corey, et al., 2018) but is to be expected and should be processed/worked through, collectively.  Working through conflict can result in trust in a small group as long as the facilitator is leading the members back to a safe and supportive environment, constructively.  Being able to understand each learner’s struggle and guide (and encourage) them in facing those challenging emotions – and behaviors – is key during this phase, to help members learn that they can express their thoughts/reactions without fear or censure (Corey, et al., 2018).  Group members need to learn how to deal with and address conflict in healthy/productive ways as it plays a part in all relationships (Corey, et al., 2018).

This image provides a visual of conflict resolution strategies.  It can be used as a talking point during group, or provided to students as an ongoing reference when conflict arises.

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Things to Avoid as a Group Counselor in this Stage 

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Things to Avoid as a Group Counselor in this Stage 

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One thing to avoid as a group counselor in this stage is avoidance itself.  The practical dealing with individuals’ fears and the many conflicts that might accompany those attempts are critical to the process of group counseling.  Therefore, the leader should avoid feeling attacked, reacting defensively (Corey, et al., 2018), overgeneralizations, or forming assumptions about students’ behaviors.  Instead, group leaders should explore the students’ feelings further, to examine the reasoning behind his/her challenging statements and displays of problematic dynamics.  Overreacting or displaying frustration is counterproductive as it leads to mistrust and interferes with the cohesion of the group.  Moreover, these are not behaviors that model the appropriate reactions/responses becoming of a professional counselor.  Ignoring the impact that diversity plays in the group setting would be another crucial misstep, in helping developing learners to accept, respect, and remain open to one another’s differences.

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Diversity and its Impact on Development at The Transition Stage 

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Diversity and its Impact on Development at The Transition Stage 

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Diversity will more than likely impact the development of the transition stage of group counseling due to the fact that different cultures address conflict in different ways (Corey, et al., 2018).  Cultural variation exists regarding disclosure of personal issues, behavior in a group setting, participation, conflict resolution, and willingness to be vulnerable among others.  Moreover, gender, socioeconomic status, academic achievement, beliefs, values, personal opinions, and engagement styles may all be factors that potentially influence how various individuals approach and handle discord and levels of disagreement.  Regardless, group leaders need to learn how to assertively balance opposing sides and make sure that every participant feels heard, even if it is not a comfortable situation (Corey, et al., 2018).  All in all, group leaders should respect all aspects of students’ cultural background and take great care to avoid imposition of personal beliefs and values rooted within their own culture (American School Counselor Association, 2016), in order to maintain the respect and integrity of the group.

Diversity is significantly more than what we see, or think we know, about a person.  There are readily visible differences, as well as many underlying differences that make everyone unique.

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Reference to Course Learning Resource 2 of 8:
For more information regarding the transition stage, check out Chapter 7 of Corey, M. S., Corey, G., & Corey's textbook titled  Groups: Process and practice 10th ed.

This chapter of the course text focuses on the typical behaviors of group members in the transition stage.  Problematic behaviors must be addressed timely, and effectively, for the group to meaningfully move into the working stage

This is an excellent reference for group leaders, and co-leaders to reflect on how members are participating and engaging, the meaning behind certain behaviors, and how to overcome them effectively.

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Specific Info for Social Media: Think Before You Post

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Specific Info for Social Media: Think Before You Post

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Supporting Peers Lives and Solving Hassles

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Supporting Peers Lives and Solving Hassles

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Peer-Reviewed Journal from Walden Library Database 2 of 8: This article describes the unique ways to use concepts such as Positive Peer Culture to facilitate groups of various developmental levels.  It details a strength-based program that promotes problem solving skills via a peer-oriented approach.  The authors express the significance of allowing the "hassles" into the group environment so that all participants are able to identify issues and apply "solve-it" skills.  Furthermore, with the evolution of social media at such a rapid rate, young learners are interacting almost solely with one another through these platforms.  The group-oriented approach reinforces how valuable each student is to their respective peers, and aims to teach how critical it is that they learn from one another's struggles as well as abilities.  This resource identifies proven practices that can augment the group experience, if planned and executed effectively.

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It's Time to Confront Student Mental Health Issues Associated with Smartphones and Social Media

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It's Time to Confront Student Mental Health Issues Associated with Smartphones and Social Media

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Peer-Reviewed Journal from Walden Library Database 3 of 8:  It is absolutely vital to understand the risks of stress, anxiety, and depression the accompany young leaners' obsessive involvement with social media. However, creating ways to integrate technological advances into instruction will be paramount, as they will undoubtedly shape/influence the educational environment into the future.  This article realizes the importance of utilizing technologies for educational purposes and adapting their uses in a way that is both beneficial and psychologically healthy.  It speaks to several social norms that have evolved along with the growth of social media, many of which impact the interactions and relationships of human beings.  This information is significant to informing the content-planning for a group on social media use, as it is not solely based on the negative affect of said use, but also provides many "pros" that can be developed with the students.

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Reference to Course Learning Resource 3 of 8:

Foss, L., Green, J., Wolfe-Stiltner, K., & DeLucia, J. (2008).  School counselors share their favorite group activities:  A guide to choosing, planning, conducting, and processing.  Alexandria, VA:  Association for Specialists in Group Work.

This resource is an excellent reference for age-appropriate activities specific to areas of interest, topics/issues, and group stage specific.  It explains using and processing activities, as well as directions, goals and materials that can be adapted to suit  the group's needs.

The transition stage of the group is a critical stage for developing trust, establishing boundaries, managing behavior, and building rapport and activities are a great way to help the process.  This will be a valuable resource in helping with the activity selection and ensuring proper application in the group setting.

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Additional Resource 2 of 6:

This is a catchy song set to a cartoon that provides good reasons for not oversharing information on social media.

This would be a good video for this group because it discusses how oversharing your own personal information can affect others. For example, it can push people away because posting everything can become boring. One of the most profound lyrics that the group could focus on and discuss more in depth includes the following: "Your posts live forever and that's a long time" and "a moment still has meaning if you don't post it."

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American School Counselor Association (ASCA). (2016). Ethical standards for

school counselors. Retrieved from

https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

Cain, J. (2018). It’s Time to Confront Student Mental Health Issues Associated with Smartphones and Social Media. American Journal of Pharmaceutical Education, 82(7), 738–741. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=132137452&site=eds-live&scope=site

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

ed.). Belmont, CA: Brooks/Cole.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (7th

ed.).  [Digital Image].  Belmont, CA: Brooks/Cole.

Henkenlaible-Gotto, M. J., & Roggow, L. (2007). Supporting Peers Lives and Solving Hassles: The SPLASH Program. Reclaiming Children & Youth, 15(4), 220–226. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508026170&site=eds-live&scope=site

(2018).  Operation Respect: Cross the Line -We belong to many groups [Blog Post].  Retrieved from http://operationrespect.org/theme-4-celebrating-diversity/lesson-3-cross-line-belong-many-groups/

(n.d.).  Therapy Worksheets [Pinterest Post].  Retrieved January 8, 2019 from https://www.pinterest.com/swe411/therapy-worksheets/

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Overall Group Characteristics Throughout The Working Stage 

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Overall Group Characteristics Throughout The Working Stage 

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Group characteristics during this stage might look like the transition stage, as there is frequent overlap and no defining indication that the group has transitioned into the next phase.  That being said, the working stage is typically characterized by the commitment of members to explore the significant problems that they bring to the group sessions, by their attention to the dynamics within the group, and by the exploration of personally meaningful material (Corey, et al., 2018).  Moreover, the group norms (and even unspoken norms) that were formed in earlier stages are revisited, further developed, and solidified (Corey, et al., 2018).  The principal factor of which is the preservation of trust.

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Tasks within the working stage include:  the proper supports and reinforcements for making behavioral changes, integrating a myriad of therapeutic interventions that allow for members’ self-exploration, an enhancement of direct participant interactions, the commitment to dealing with conflict, and, lastly, a period of acceptance.  The objective is to more closely examine the issues creating the need for group counseling and building upon others’ experiences, insight, and feedback.  The leader must ensure that the group does not become stagnant, thereby hindering progression and should use interventions that explore members’ reactions.  Encouraging deeper exploration is the defining task of this stage, and provides the basis for processing and working through the issues with less direction from the leader(s), as members are challenged to make behavioral changes both inside and outside of sessions (Corey, et al., 2018).

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Yalom’s eleven therapeutic factors are:  universality, altruism, instillation of hope, imparting information, corrective recapitulation of the primary family group, development of socialization techniques, imitative behaviors, group cohesiveness, catharsis, interpersonal learning, and existential factors.

This resource provides deeper explanation and visuals of each factor and how it applies to group counseling.  This is important for the leader to consider in order to bring about change

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Yalom's Therapeutic Factor of Universality

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Yalom's Therapeutic Factor of Universality

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Universality provides group participants with the opportunity to realize connections to other group members whom share similar struggles and issues/problems.  This can be pivotal in the healing process as individuals are provided the environment and resources to learn to remove themselves from an isolated state of mind.  Furthermore, its intent to restore hopefulness could help guide these developing learners towards fulfillment.

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Group Leaders' Personal Leadership Styles

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Group Leaders' Personal Leadership Styles

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Julie Bell:  I would consider my leadership style to be person-centered. I tend to try to focus on strengths of the client. This style would change in a small group counseling setting by focusing on many different clients; however, focusing on the strengths of both the clients and the group would not change my style. When providing feedback I would not always be able to focus on strengths and would have to challenge clients and encourage them to do so for others. However, it is easier for someone to hear and apply feedback when no all of it seems negative. I would still balance strengths along with feedback. This style would impact a group because it might help establish trust early because they would know we are not in group to only focus on things that need to change.

Sara Criser:  My leadership style tends to shift and adjust to the need.  As a leader, I try to be empowering and encourage members to take on active roles, rather than relying on the leader’s constant direction.  A successful working group interacts more with each other and the leader should allow the group to appropriately evolve without interference.  In small groups, I feel the leader should be engaging, recognize the needs of individuals as well as the group holistically, and work to incorporate meaningful activity to encourage discussion.  If the leader tries to dominate the discussion, or blurs the boundary lines with over-disclosing, or does not take into consideration the needs of the group, it will jeopardize member involvement and adaptation of the therapeutic factors.  A group leader is only successful if their group is progressing, so one’s leadership style may have to alter, or adjust, to suit.

Conrad Ferrer:  My personal leadership style is democratic in that I appreciate others’ input in helping shape the culture of whatever undertaking is being experienced.  I think that my style will have to be supplemented by a transformational style – in a way – within a small group counseling setting, with respect to achieving positive/productive change.  I believe that my style will impact a group positively and help members/participants realize a higher understanding of self as well as others.

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Things to Avoid as a Group Counselor in this Stage 

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Things to Avoid as a Group Counselor in this Stage 

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As a group leader, you should avoid applying the same criteria in assessing the value of self-disclosure for all members equally (Corey, et al., 2018) within the working stage.  Only focusing on negative components when providing feedback would be another important action to evade.  Additionally, the group leader/facilitator must refrain from engaging in dual relationships that might impair their objectivity (American School Counselor Association, 2016).  Straying from the sharing of humorous and joyous moments (Corey, et al., 2018) could affect genuine experiences and are important to recognize for the continuity and morale of the group.  At this stage, it is critical for members to bring up their own thoughts, feelings, and problems so staying away from providing too much direction is paramount. Likewise, it is imperative to proactively hint at or introduce propositions for the eventual adjourning of the group.

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Even though this is a clip from a movie with the intent to provide humor, it effectively demonstrates how the transition stage can overlap with the working stage. There are established norms and throughout the video the leader enforces said norms. Conflict is present, but throughout the conflict the group members are still doing work. It also shows how group members can benefit from each other's experiences.
Video 3 of 4

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Group Member Interactions as a Microcosm of the World

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Group Member Interactions as a Microcosm of the World

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Member interactions in a small group counseling session could be looked at as a microcosm of the world in which participants live and function (Corey, et al., 2018).  Relevant problems and struggles are presented and discussed via a real-world/life context, whereby members learn that even though there are existing differences, there are still some commonalities shared among the challenges that group peers face.  Emotions, feelings, and behaviors vary, and there are varying degrees of openness and engagement, personality types, and cultural considerations that come into play throughout a small group counseling session.  Naturally, conflict will arise and need to be addressed within the group, and the skills learned, should be applied in members’ other relationships and world encounters. By allowing individuals to develop insights into themselves and others, group counseling makes it possible for more students to achieve healthier personal adjustment, cope with the stress of a rapidly changing and complex environment and learn to communicate and cooperate with others (ASCA, 2014).

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Diversity and its Impact on Development at The Working Stage 

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Diversity and its Impact on Development at The Working Stage 

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Willingness to risk and to trust will continue to be a critical factor that varies among people of different cultures, during the working stage.  Therefore, diversity could impact the development of this stage of group counseling in matters of self-disclosure.  Students of varying cultures and diverse backgrounds will adopt, or reject, therapeutic factors differently through the stages of group, which directly impacts the group dynamics and has implications on whether the group process progresses or becomes stagnant.  This can be especially true when it comes to members from marginalized groups, who have often been disempowered by various social systems (Corey, et al., 2018), attempting to self-disclose and receive feedback.  The group leader must not discount these differences, but rather embrace them to teach/model empathy, tolerance, increase support, and make everyone’s experience relevant and conducive to personal change.

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Specific Info for Social Media: Think Before You Post

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Specific Info for Social Media: Think Before You Post

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"Is a picture really worth a thousand words?".  A case study on classifying user attributes on Instagram

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"Is a picture really worth a thousand words?".  A case study on classifying user attributes on Instagram

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Peer-Reviewed Journal from Walden Library Database 4 of 8:  Instagram is a popular social media application that is used /visited on a daily basis, by a number of teenage boys and girls.  Many young learners see no problem with explicitly expressing themselves via this platform.  It is critical for professional school counselors to understand the topical and contextual differences in how their students are engaging via social media.  This study analyzes the implications that age and gender have on what content is shared via the social media platform of Instagram.  The researchers examined the differences in characteristics of what was being posted through text (language) as well as visually (photos/videos) between gender and age.  The statistics provided in this study are noteworthy when considering aspects of diversity, within social media use, and planning for activities throughout the groups' sessions.

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Example Anchor Activity for Working Stage

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Example Anchor Activity for Working Stage

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Throughout the working stage for the middle school group - Social Media: Think Before you Post, this video could be shown at the start of the group session to obtain group member's thoughts, reactions and connections. If/when the group does not seem to be moving forward, becomes, stagnant, or members are not sharing, the leader could pose questions based specifically on the video to get members to dig deeper.
Video 4 of 4

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How social media makes adolescence even harder

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Additional Resource 3 of 6:  The Morningside Center works hand in hand with educators to build students' social and emotional skills, strengthen the classroom and school community, and make our schools more caring and equitable through restorative practices.  The Morningside Center supports many aspects that school counselors cover, in developing programs, with respect to curricula for teaching social responsibility in the form of free, downloadable resources.  Their "Teachable Moments" lessons encourage the varying social responsibilities of developing learners, with a keen focus on current issues that are relevant in today's society.

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Homepage | Morningside Center for Teaching Social Responsibility

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It takes time and patience and attention. It takes a coalition of the willing, purveyors of hope, and believers.

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What Typical Group Member Behaviors Look and Sound Like in The Working Stage

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What Typical Group Member Behaviors Look and Sound Like in The Working Stage

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The final/adjourning stage of a therapeutic group can be emotionally charged as members face the reality of termination and learn how to say good-bye (Corey, Corey & Corey, 2018).  Ideally, group members should be reflective of their experience overall and acknowledge what they will carry with them afterwards.  However, some members may express trepidation over the ordeal and they may feel that this inevitable conclusion represents somewhat of a crisis.  Others might present themselves as distant, problematic, fearful, and argumentative (Corey, et al., 2018) as they defensively cope with the eventual disengagement/separation.  It is important to remember that each group participant will experience closure in his/her own way, so there must be adequate time built into the counseling sessions to process the sadness and loss.

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Overall Group Characteristics Throughout The Adjourning Stage 

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Overall Group Characteristics Throughout The Adjourning Stage 

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The group is typically bonded, and emotionally vested, by this stage.  Moreover, trust, as well as the unwritten and written group norms, are well established and there is mutual respect among members who are committing themselves to continuing in their personal growth and change.   Nevertheless, there are multidimensional variables that are still at play and critical to determining the success of a group experience, during the adjourning phase.  As members develop strategies for implanting what they have learned into their daily lives, they should be able to clarify and integrate the meaning of their experience, determine the gains they have made, and reflect on their newly acquired skills and behavior changes (Corey, et al., 2018).  However, it is equally important for the leader to be aware that some group characteristics marked by member behavior will make this stage challenging, as individuals’ leaving style can be just as unique and demonstrative as their initial joining behavior(s).

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As a leader, your task is to assist members in learning to put what has occurred in the group into a meaningful perspective (Corey, et al., 2018), reviewing each individual’s work and reflecting on their evolution from the first to the final session.  That being said, it is just as impactful for members to be able to express what the group experience has meant to them, and to state where they intend to go from here (beyond the group experience).  Additionally, exploration of the perceptions and understandings of endings is paramount, as there is often cultural variance on the permanence of such a momentous commencement.  Another key task of the adjourning phase is that feedback should be provided, and received, between members and the leader.  Lastly, throughout the final stage, it should be stressed to the group participants that it is indeed realistic and acceptable to have setbacks and to consider devising a plan – or coping strategies – if setbacks do occur (Corey, et al., 2018).  Therefore, the determination of appropriate referrals for ongoing counseling/support/community services should be completed by the leader and extending to the group members.

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Group Work Transfer to the Outside World

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Group Work Transfer to the Outside World

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At the conclusion of a successful group, members should be able to conceptualize how they will apply their new skills, and commitment to new behavior, within their daily lives in order establish a sense of control over their future and responsibility in attaining goals.  A central task of the leader at the time of group termination is to remind the members that the cohesion they now have is the result of active steps they took (Corey, et al., 2018).  It is imperative that group participants are reminded that close relationships do not happen by accident; rather, they are the product of considerable struggle and commitment to work through interpersonal conflicts (Corey, et al., 2018).  Defining the necessary steps to continue change in their lives will help put thought into action and give members new ways to deal with issues daily.  It is significant for the leader to emphasize the importance of developing and maintaining support systems outside the group, as for some, ongoing counseling will be necessary, and the appropriate referrals must be made, in collaboration with relevant stakeholders (American School Counselor Association 2016).

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Things to Avoid as a Group Counselor in this Stage 

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Things to Avoid as a Group Counselor in this Stage 

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The group leader should avoid covering too much in the final meeting because it can create the effect of fragmentation, rather than transferable learning (Corey, et al., 2018) but rather allow adequate time to resolve unfinished business.  Leaders should not allow their own feelings of termination impact the group’s feelings, reactions, or ability to process the conclusion/discontinuation of the counseling experience.  Self-awareness will help leaders be reflective of their own perceptions so as not to influence the group and to help maintain ethical boundaries.  Throughout the adjourning stage, a leader should avoid allowing members to supply vague and global feedback and facilitators should model how feedback needs to be focused on the integration (and synthesis) of learning.  Studies indicate that the majority of group leaders also experience difficulty in ending a group because of events in their personal lives (Corey, et al., 2018), so this level of awareness is critical.  Leaders should avoid hugging, or physical contact, with students unless initiated by the student and then should only be brief and appropriate in nature.  Leaders should consider, ahead of time, how they would respond to physical contact with members and presentation of gifts from members so that the response is not detrimental to the relationship.

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Diversity and its Impact on Development at The Adjourning Stage

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Diversity and its Impact on Development at The Adjourning Stage

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It is absolutely necessary for the leader to understand that group members will differ based on cultural expectations, definitions, and norms.  The facilitator must be cognizant of the fact that cultures perceive termination differently with a varying degree of permanence, and their respective acceptance of closure may not immediately be resolute.  For example, some cultures view endings as an interruption rather than a permanent ending (Corey, et al., 2018).  These different understandings and reactions deserve the time and effort to be processed within the group, in order to adjourn an effective/successful group experience.

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An example of a closing activity for middle school students in a social media group would be for members to each have a turn to share with the group what has been most meaningful to them, and what they believe they will take away (from the experience) and apply in their lives.  This reflective activity will demonstrate what was learned – and what was considered most significant/pivotal – for each member and hold participants accountable for the ongoing daily application, in their pursuit of achievement/fulfillment.  Furthermore, this closing activity provides a constructive finality to the group experience and allows for the leader to assess the individual and collective growth of the group members.

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Link to Survey Monkey

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Group Counseling Member's Survey and Evaluation of Experience

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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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American School Counselor Association (ASCA). (2016). Ethical standards for

school counselors. Retrieved from

https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

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

ed.). Belmont, CA: Brooks/Cole.

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Always Adhere to ASCA's Ethical Standards 

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Always Adhere to ASCA's Ethical Standards 

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No matter what stage the group is in, ASCA's Ethical Standards should be upheld at all times throughout group counseling sessions.
Reference to Course Learning Resource 4 of 8:

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Reference to Course Learning Resource 5 of 8:

This document serves to ensure school counselors are applying the code of ethics to group practice.  It defines the group leader's responsibility, scope of practice, and implementing strategies and interventions

This document serves to ensure school counselors are applying the code of ethics to group practice.  It defines the group leader's responsibility, scope of practice, and implementing strategies and interventions

Thomas, R. V., & Pender, D. A. (2008).  Association for Specialists in Group Work:  Best practice guidelines 2007 revisions.  The Journal for Specialists in Group Work, 33(2), 111-117. Doi:10.1080/01933920801971184

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More information about each group stage can be found here. The password for this Padlet is Unicorn

Reference to Course Learning Resource 6 of 8:

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Becoming Counselors Through Growth and Learning:  The Entry Transition Process

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Becoming Counselors Through Growth and Learning:  The Entry Transition Process

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Reference to Course Learning Resource 7 of 8:  This article investigates the development of counselors within the early/beginning stages of their new career role and the progress their professional identity.  The transitioning period for graduate students, aspiring to become professional school counselors could bring about real feelings of anxiety.  Understanding what is at stake with the role that we are approaching can be an overwhelming proposition.  Establishing and building a professional identity is an essential matter that advances the self-efficacy needed, to productively formulate and sustain a successful program.

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Reference to Course Learning Resource 8 of 8:  This text provides professional considerations in conducting group counseling sessions in schools.  It discusses key issues and competencies that are paramount to the role of an effective school counselor.  The authors included a chapter specific to the facilitation of groups for middle school learners.  There is a list that supplies appropriate groups topics for targeted junior high school students, and the particular skills needed in order to effectively work with children during this age of development.

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Specific Info for Social Media: Think Before You Post

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Specific Info for Social Media: Think Before You Post

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American School Counseling Association, Vistas Online

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American School Counseling Association, Vistas Online

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Additional Resource 4 of 6:
The leader must consider the ethical issues of social media use, advantages and disadvantages to the growing technology students are exposed to, and addresses the importance of discussing social media implications as part of a comprehensive school counseling program
This not only addresses student usage of social media, but how it's used within the school setting, legally and ethically.  Students need to learn appropriate boundaries and application and understand its impact on their lives.  This reference provides insight into the history and development of how social media use became what it is today, which is important for the group leader to understand as they lead discussion of the topic

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Additional Resource 5 of 6:

Dealing with the Social Pressures that Promote Online Cruelty

This website contains a potential activity that could be used when the group covers cyberbullying. There are many ways this activity could be adapted to meet the needs of the group.

This website contains a possible activity that could be used for cyberbullying. The content is mostly informative and promotes thinking, but follows the psychoeducational path of the group.

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Additional Resource 6 of 6:
26 Effects of Social Media On Youth, Society And Business

This website provides a list of potential positive and negative effects of the use of social media.
This could be used as a resource for this group because these lists could be used as a potential activities throughout the group sessions.

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Peer-Reviewed Journal from Walden Library Database 7 of 8:

“Adolescents’ Involvement in Cyber Bullying and Perceptions of School: The Importance of Perceived Peer Acceptance for Female Adolescents”

This article describes a study completed regarding cyber-bullying and its effects. The results showed that for young women, involvement of any kind with cyber-bullying (being the victim or the bully) negatively affected the young woman's perception of learning/school.

This article could be used as background knowledge for the leader(s). It would not necessarily have to be used with the group members directly, but it could be useful information for the leader(s) to have so that he/she/they can adequately facilitate the group and address this if it comes up in discussion.

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Peer-Reviewed Journal from Walden Library Database 8 of 8:

Cyberbullying and Teenagers

This media reference provides interviews and case studies of cyberbullying victims, their parents, and the impact on their lives.  Provides definition, and description of cyberbullying, how to recognize it, and address it appropriately

Cyberbullying will be a sub-topic discussion within our group and an important subject to discuss because of its relevance and significance in the lives of children and adolescents

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Teachers TV: Cyberbullying and Teenagers

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Examine cyberbullying with a KS3/4 ICT classroom resource

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Reference to Course Learning Resource 9 of 8:

Need To Know, Social Media

This media reference shows various ways that social media affect the daily lives of teachers, students, and parents.  It discusses appropriate usage, as well as risks, and privacy issues.

This resource is a good reference for stakeholders to review and consider as they explore how deeply integrated social media use is, and how prevalent it is among adolescents and in the school system.

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Alle-Corliss & Alle-Corliss, 2006; G. Corey, 2004; M. S. Corey & G. Corey, 2006; Corey, Schneider. Adapted from Corey, Callanan, & Russell, 2004; Donigan & Malnati, 2006; Jacobs et al., 2006; and Yalom (2005).  Retrieved from file:///C:/Users/swcri/Downloads/(Alle-Corliss%20&%20Alle-Corliss)%20Understandig%20group%20development.pdf

American School Counselor Association. (2010). Ethical standards for school counselors (PDF). Alexandria, VA: Author.

American School Counselor Association. (2010). Ethical standards for school counselors. Retrieved from http://www.schoolcounselor.org/asca/media/asca/Resource%20Center/Legal%20and%20Ethical%20Issues/Sample%20Documents/EthicalStandards2010.pdf

Anti-Defamation League. (2018). Dealing with the Social Pressures that Promote Online Cruelty. Retrieved December 26, 2018, from https://www.adl.org/media/5142/download

Betts, L. R., Spenser, K. A., & Gardner, S. E. (n.d.). Adolescents’ Involvement in Cyber Bullying and Perceptions of School: The Importance of Perceived Peer Acceptance for Female Adolescents. SEX ROLES, 77(7–8), 471–481. https://doi-org.ezp.waldenulibrary.org/10.1007/s11199-017-0742-2 Retrieved from Walden Library

Brown. (2017, October 16). 26 Effects Of Social Media On Youth, Society And Business. Retrieved December 26, 2018, from http://vkool.com/effects-of-social-media/

Froeschle, J., Crews, C., Li, J. (2013).  American Counseling Association, Vistas Online:  Ethically Assisting Students Via Social Media.  Alexandria, VA.  Retrieved from https://www.counseling.org/docs/default-source/vistas/ethically-assisting-students-via-social-media.pdf

Kozlowski, K (2017). Stages of group development. Retrieved from https://padlet.com/iamkellyanne/1gkt7ezk8whg

English, M. (2017). Group Dynamics. Salem Press Encyclopedia. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89163744&site=eds-live&scope=site

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

Teachers TV/UK Department of Education (Producer). (2010). Cyberbullying and Teenagers [Video file]. Retrieved from Academic Video Online: Premium database.

Teachers TV/UK Department of Education (Producer). (2010). Social Media [Video file]. Retrieved from Academic Video Online: Premium database.

Wagner, H. H., & Hill, N. R. (2015). Becoming counselors through growth and learning: The entry transition process. Counselor Education and Supervision, 54(3), 189–202.

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Peer-Reviewed Journal from Walden Library Database 5 of 8:

This article is about a study's examination regarding links between social media habits, fear of missing out, and sleep outcomes among adolescents. It shows social media use before bed indicated later bedtimes and shorter sleep duration. It also showed that genearlly, late ngiht social media usage was driven by fear of missing out.
This article could be used to spark dialogue among group members regarding their own usage of social media before bed and the reasons behind it. It could even be used as homework for students to track the amount of time they spend before bed on social media.

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The Use of Twitter Profiles to Assess Personality and Hireability

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The Use of Twitter Profiles to Assess Personality and Hireability

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Peer-Reviewed Journal from Walden Library Database 6 of 8:

This article discusses how it is becoming more prevelant for personnel directors and human resource managers to conduct social media screenings before even interviewing job applicants.

This article can be used as background information for the leader(s) so that he/she/they can help relay this information to students. Even though the students are in middle school, it is important for them to know that what they post will be there forever. This might prompt a homework assignment for group members to google themselves to see what sorts of things pop up. Perhaps something from their social media page will be there. Of course this will change over time, but it is not too early to start thinking about what kind of image they want to portray online to others.

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Oops! I broadcast it on the internet

This video is the real-life story of an adolescent who shares her story of regret after posting damaging videos online and posted without thinking of the implications to follow.
This video would be a great example to show during a group session because it is relate-able and would open the group up to discussion about prevention and ways to handle the situation.  It will help students start to think about the implications of the content they post and how often, the damaging effects are long-term.

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American School Counselor Association. (2014). ASCA position statements.

Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PositionStatements.pdf

American School Counselor Association (ASCA). (2016). Ethical standards for

school counselors. Retrieved from

https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

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

ed.). Belmont, CA: Brooks/Cole.

[Digital Image of People and Puzzle Pieces] (2018). Retrieved from https://www.featurepics.com/online/Diversity-People-Concept-3371384.aspx

(2014, August 18). Commonsense Education.  Oops! I Broadcast It on the Internet [Video file].  Retrieved from https://www.commonsense.org/education/lesson/oops-i-broadcast-it-on-the-internet-9-12

(2017, October 24).  Group Therapy. Slide Share.  Retrieved from https://www.slideshare.net/Davis_1304/group-therapy-81146909
McMickle, S. (2015, October 23). Fred Claus - Siblings Anonymous. Retrieved January 7, 2019, from https://www.youtube.com/watch?v=ChDLHHLSfIo

(2017).  6 Reasons To Put Your Phone Away [Photograph].

(2018). Guide to Managing Your Online Presence [Photograph].

Education, C. S. (2014, September 04). Oversharing: Think Before You Post. Retrieved December 26, 2018, from https://www.youtube.com/watch?v=wyjd73tUXig

Rosen, P. A. . peter. a. rosen@gmail. co., Solomon, S. J. 1. ssolomon@rwu. ed., McLarty, B. D. 2. ben. mclarty@msstate. ed., Esken, C. A. 3. ceskcn@bradlev. ed., & Taylor, E. C. 4. taylorel7@ecu. ed. (2018). The Use of Twitter Profiles to Assess Personality and Hireability. Journal of Managerial Issues, 30(2), 256–272. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspxdirect=true&db=eue&AN=130373171&site=eds-live&scope=site Retrieved from Walden Library.

Scott, H., & Woods, H. C. (2018). Fear of missing out and sleep: Cognitive behavioural factors in adolescents’ nighttime social media use. Journal of Adolescence, 68, 61–65. https://doi-org.ezp.waldenulibrary.org/10.1016/j.adolescence.2018.07.009 Retrieved from Walden Library

Song, J., Han, K., Lee, D., & Kim, S.-W. (2018). “Is a picture really worth a thousand words?”: A case study on classifying user attributes on Instagram. PLoS ONE, 13(10), 1–22. https://doi-org.ezp.waldenulibrary.org/10.1371/journal.pone.0204938(2017, October 24).  Group Therapy. Slide Share.  Retrieved from https://www.slideshare.net/Davis_1304/group-therapy-81146909

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Within this Padlet, you will find a plethora of information regarding each individual stage that group counseling progresses through.

This particular Padlet was made with a specific group in mind. The group is titled "Social Media: Think Before You Post" and is a psychoeducational group for middle school students. Many of the resources within each stage connect to that particular group.

Pre-Planning information regarding this group can be found here:

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Groups typically develop through a series of transitional stages, at various rates, and levels of effectiveness.

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Reference to Course Learning Resource 1 of 8:  This course learning resource is a valuable point of reference to utilize between weeks four and seven of this group project.  It puts many of the group stages of development that we are learning about into a relatable context that is accessible.  Dr. Kozlowski introduces the group stages of development and provides a rudimentary explanation of each phase, overviewing and presenting the tasks within Module 2.

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Peer-Reviewed Journal from Walden Library Database 1 of 8:
This article explains group dynamics and how people might behave when they become part of a group.

This is useful for the group leader so that he/she knows what to expect. This can be a reference guide for the leader throughout the group counseling process.

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English, M. (2017). Group Dynamics. Salem Press Encyclopedia. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ers&AN=89163744&site=eds-live&scope=site

Laureate Education (Producer). (2017c). Module 2 overview: Group stages [Video file]. Baltimore, MD: Author.

(n.d.).  Stages of Group Therapy [Digital Image].  Retrieved from https://www.pinterest.com.au/pin/337558934549452146/?lp=true