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Materials needed:
1. Dice
2. Copy of D-icebreaker for each student

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The link for the survey is below.

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Thank you for participating in our group this year. Before you go please take a few minutes to answer a quick 10 question survey. This survey is optional and confidential. Thank you for your overall participation.

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Thank you for participating in our group this year. Before you go please take a few minutes to answer a quick 10 question survey. This survey is optional and confidential. Thank you for your overall participation.

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In this stage group members:

are more accepting and ready to initiate work

participate more/give and accept feedback

participate in outside activities pertaining to the group (homework)

interact more with one another

less dependency on the group leader

learn that by showing who they truly are they are able to earn respect

(Corey, Corey, & Corey; 2018)

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https://www.youtube.com/watch?v=8ak69Xu3T_o

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Overall Group Characteristics in Adjourning Stage

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Overall Group Characteristics in Adjourning Stage

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-Group members who like routine and change does not come easy for them can struggle during this stage.
- Groups that have successfully built strong relationships with other group members could find this stage hard and want to carry on the tasks.
- Many teams will successfully reach the adjourning stage and leave the group with a common goal reached. (Mindtools.com, 2009).
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.linkedin.com%2Fpulse%2Fforming-storming-norming-performing-adjourning-vishal-prajapati&psig=AOvVaw0Q5AVVjDf4770RObpCUDqo&ust=1602439926096000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLCA4YbQquwCFQAAAAAdAAAAABAD

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Five-Stage Team Building Model (Updated)

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Tuckman's Group Development Model

Every group is made up of unique individuals with their own perspectives on how to do things. Because of these differences, most groups take time to become successful at what they do. Bruce Tuckman's five stage group development model is a useful framework for understanding how groups mature and develop cooperative work relationships over time.

As teams and groups move through Tuckman's five stages, they fine tune their ability to achieve their goals and objectives. Each stage plays a key role in the group's growth and development. The five stages of Tuckman's model are:

As you can tell from the title, we'll be taking a look at the third stage of Tuckman's development model: the norming stage of group development.

The Norming Stage

If you have been involved with any type of group, you may have noticed that after some period of time the members start to bond with each another. This bonding and the development of a group identity are characteristic of the norming stage of group development. During this stage, conflicts and issues from the storming stage are resolved and a sense of harmony develops within the group. The members now share a common interest in working together as a team rather than as individuals. The group may even develop a sense of synergy, which means that the members feel they can accomplish more together than they could on their own.

Group member roles and responsibilities are clearly established during the norming stage. The members are also ready to agree on the rules, values and behaviors that will lead to success. As more and more issues are resolved, motivation levels tend to increase and the group starts to become more effective. The norming stage is, therefore, a good opportunity for group training to achieve performance goals.

Although this is a very positive stage of group development, there is also a danger that the group will become too comfortable and lose focus during the norming stage. As the group becomes more united, the members may want to spend more time socializing. This can be avoided with effective leadership and a firm commitment to follow through on tasks and activities.

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norming stage of group development: definition & explanation - video & lesson transcript | study.com

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Norming Stage of Group Development: Definition & Explanation - Video & Lesson Transcript | Study.com

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Every group is made up of unique individuals with their own perspectives on how to do things. Because of these differences, most groups take time to become successful at what they do. Bruce Tuckman's five stage group development model is a useful framework for understanding how groups mature and develop cooperative work relationships over time.

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Help students handle feelings of separation

Members are able to take what the have learned and use it in the future and outside world (Miller, 2014).

It is important to help the group members communicate and explore their thoughts and feelings as the group comes to an end.

Help group members look over and back on their individual work/growth and see the evolving patterns from the first to the last session (Corey, Corey, & Corey, 2018).

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Overall Group Characteristics in Working Stage

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Overall Group Characteristics in Working Stage

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- Gradually, the team moves into the norming stage. This is when people start to resolve their differences, appreciate colleagues' strengths, and respect your authority as a leader.
- Now that your team members know one another better, they may socialize together, and they are able to ask one another for help and provide constructive feedback.
- Group members develop a stronger loyalty to the team goal.
- As new tasks come up, the team may revert back into behavior from the storming stage. (Mindtools.com, 2009).
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.linkedin.com%2Fpulse%2Fforming-storming-norming-performing-adjourning-vishal-prajapati&psig=AOvVaw0Q5AVVjDf4770RObpCUDqo&ust=1602439926096000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLCA4YbQquwCFQAAAAAdAAAAABAD

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"Closure activities are a great way to end a small group, lesson, or class activity. They help aid in the successful end of a group or lesson while leaving a lasting impression on all students," (Bell, 2019 p. 2).

Activity
Fishbowl
-Have students write one question they still have or something they have learned on a slip of paper.  The leader will have the students pull one out at a time and read it to the class. Have them answer it if it is a question and add on to it if it is something they learned.
- Have the group members make a "goldfish" to have with them with memory or lesson they learned during the eight weeks to keep with them at all times. The group members will have a small item to remind them of lessons they learned outside of the group.
Materials
-fishbowl
-pre-cut paper strips
- markers, crayons, colored pencils
-pre-cut paper goldfish
https://mrsbellthecraftycounselor.com/2019/09/closure-activities/

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don't rush the final meeting of the group

don't give a lot of help

don't forget to follow-up with group members

not discussing with the group members how the group will end

(Corey, Corey, & Corey, 2018)

forgetting to remind the group members that everything said or done in the group is confidential; yet being minors confidentiality isn't 100% guaranteed

(ASCA, 2010)

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- Tasks can reach a period of stagnation, and should be recognized by the leader to be resolved.
- It is normal to have group members feel they are lull during this stage.  It is imperative that the members and the leader to be aware of ever-changing behaviors for a successful outcome. (Corey, Corey & Corey, 2018).

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- During this stage, and all stages, it is important to keep in mind the diversity of the group. By understanding and acknowledging the diversity of the group we are allowing all of our group members to have a better experience. It is extremely important as the group leader to understand how the members cultural influences and identities may impact how they view endings.
- In the article, Understanding Group Processes, it explains that some challenges in the adjourning stage are, "to help the group retain its cohesiveness, its sense of identity, and its focus on task accomplishment" (Garr, 2006). This is important because by understanding the diversity within the group, the group leader is better able to face these challenges and figure out a solution.

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Group Work Transferring to the Outside World

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Group Work Transferring to the Outside World

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As the group comes to an end it is time for the members to reflect on what they have been learning in the group and how they will apply and take it to the outside world. Being in the group allows for members to gain needed tools and resources for personal growth even after the group ends. As counselors it is our job to communicate with students throughout the entirety of the group on how they can use what they have learned in the group in the outside world (Corey, Corey, & Corey, 2018).

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Altruism

Group Cohesiveness

Universality

Interpersonal learning input & output

Giving advice to one another

Catharsis

Identification

self-understanding

instillation of hope

(Restek-Petrović, Bogović, Orešković-Krezler, Grah, Mihanović, & Ivezić, 2014)

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American School Counselor Association's Ethical Standards for School Counselors. (2010). American School Counselor Association. https://doi-org.ezp.waldenulibrary.org/10.1037/e504792012-001

Garr, M. (2006). Understanding Group Processes. Camping Magazine, 79(2), 1. Retrieved from the Walden's databases.

Keene, B. M. (2020). Tuckman’s stages of group development. Salem Press Encyclopedia.

Miller, T. (2014). When four worlds collide. Training Journal, 22–27.

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.linkedin.com%2Fpulse%2Fforming-storming-norming-performing-adjourning-vishal-prajapati&psig=AOvVaw0Q5AVVjDf4770RObpCUDqo&ust=1602439926096000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLCA4YbQquwCFQAAAAAdAAAAABAD

https://www.youtube.com/watch?v=8ak69Xu3T_o

“Closure Activities.” Mrs. Bell The Crafty Counselor, 4 Sept. 2019, mrsbellthecraftycounselor.com/2019/09/closure-activities/. Accessed 10 Oct. 2020.

https://ih1.redbubble.net/image.1189370597.0661/poster,504x498,f8f8f8-pad,600x600,f8f8f8.jpg

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https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.linkedin.com%2Fpulse%2Fforming-storming-norming-performing-adjourning-vishal-prajapati&psig=AOvVaw0Q5AVVjDf4770RObpCUDqo&ust=1602439926096000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLCA4YbQquwCFQAAAAAdAAAAABAD

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GROUP PSYCHOTHERAPY  - YALOM's 11 Therapeutic Factors

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The one factor that stuck out the most to me is altruism. Altruism is when the group members gain higher self-esteem and sense of value by helping and being helpful to the other group members and the group leader.
As stated in the article, Simply Speaking Your Mind, from the Depths of Your Soul, it states, "contributing to another’s welfare is in itself a healing process that demonstrates the client’s worth (Yalom & Leszcz, 2005)" (Willemsen, Seys, Gunst, & Desmet, 2016). This factor stuck out to me the most because we believe that we create our own happiness. Yet altruism proves that, by helping others out of the goodness of your heart, you are able to gain higher self esteem and higher self satisfaction.

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-As leaders of school counseling programs, school
counselors have a role in addressing the problems of
today's schools (Dollarhide, 2003).
- In a group setting leadership will determine the groups success (Sosik, Avolio & Kahai, 1997).
- The leadership style can change the dynamics of the group with a welcoming environment for all the participants.
- The leader's relationship with each group member will become more extensive (Corey, Corey & Corey, 2018).

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-It is assumed that individual behaviors are a reflection of their behaviors outside of groups sessions.
-  The social microcosm hypothesis, says that the interpersonal therapy group becomes a reflection of group members’ general tendencies, and can thus be used as information about members’ interpersonal functioning as well as an opportunity for learning and behavior change.
(Goldberg, S. B., & Hoyt, W. T., 2015). Group as social microcosm: Within-group interpersonal style is congruent with outside group relational tendencies. Psychotherapy, 52(2), 195–204. https://doi.org/10.1037/a0038808

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- In this stage group members come to the realization that they need to complete tasks in the group.
- Group members also tend to start being less polite and less excited about the group.
- “Transition and Resistance” Group members tend to have heightened anxiety and will show signs of doubtfulness, confrontation, and may have a hidden agenda (G. Corey, 2008; M. S. Corey et al., 2010) (Eppler, 2011).

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Overall Group Characteristics in the Storming Stage

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Overall Group Characteristics in the Storming Stage

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-In the storming stage conflict and competition take place
- Group members feel confident and begin to address issues
-During the storming phase group members have an increased need to have clarification before moving on to the next stage.
- Team deals with confusion and conflict over goals, decision -making, roles, and control (https://www.researchgate.net/figure/Bruce-Tuckmans-Model-of-Team-Development_tbl1_301549649)

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-In this stage it is important to break down larger goals into smaller more attainable goals.
-Conflict may arise in this stage of the group, it is important to develop conflict management skills.
-It is important to have ways to manage stress, during this that stress levels can become higher because of conflict and goals.

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6 Problem Behaviors group members could have and how leaders can work with this behavior:

Resistance and/or defensiveness

A leader can work with this behavior by respecting the group member and giving them the chance to explore their defensiveness. We should always acknowledge and talk about the resistance this way it can be understood (Corey, Corey, & Corey; 2018).

Involuntary member/Doesn't want to be apart of the group

The group leader can assure the member that others in the group probably feel the same and start asking questions to find the deeper meaning of why they may not want to be a part of the group.

Challenging the leader

When a group member challenges the leader, the leader, needs to analyze what is being said so they can then figure out an open and non-defensive response.

Silence/Non participation

For the group leader to engage a silent group member they can invite them to participate, watch for their nonverbal reactions and then invite them, or the group leader can even find other ways of self-expression for the whole group.

Center of Attention

A group leader may work with this behavior by telling everyone in the beginning to not talk over one another or when someone else is talking.  Yet if it happens anyway the group leader can intervene and try to get the member to not elaborate or explain and instead say the first thing that comes to their mind (Corey, Corey, & Corey; 2018).

Questioning

The group leader will work with this problem behavior by explaining and educating the group on how questions can be a way to hide and deflect. It is important that if a member does ask a question to make sure they follow it with a statement.

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·       Stop the Storm

o   Storming can be painful but have a positive outcome for the team.  The school counselor should not step in every time there is a conflict between group members.  Give the group members time to process and work out the conflict.

·       Don’t Alter Behaviors

o   It is critical that the school counselor focus on behavior changes that are needed to create a positive team atmosphere.  Often times the leader of the group tries to “fix” the personalities when the focus should be on the behavior.

·       Ignore the Rule, Norms, and Boundaries

o   Review the norms, rules, and boundaries that the group set up in the forming stage.  During the storming stage it is a good time to bring them out.  Don’t just bring the norms out but have the group members sign it as you review to take ownership of the rules being ignored.

·       Don’t Check in on Students

o   During the storming stage check-ins are encouraged by the school counselors.  Doing one-on-one check-ins allows the student to disclose more information about the conflict that occurred.

http://www.shawnstratton.ca/storming-phase-of-group-development/

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- In this stage group members tend to be nervous, unsure of what is to come, and tend to be more of a listener. It is stated on the website, Five Stage Model of Group Development, "Members are discreet with their behavior, which is driven by their desire to be accepted by all members of the group".
- Other behaviors that group members tend to experience include:
https://docs.google.com/document/d/1oWsQdOtdmBF31A0a0BFAcpwwBeSvuT9spCv9wDWkXbo/edit?usp=sharing

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Overall Group Characteristics in Forming Stage

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Overall Group Characteristics in Forming Stage

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This stage of group counseling is a very tough one. This is where everyone is feeling nervous and having many different emotions going on. They are not sure about expressing feelings and thoughts with strangers and tend to become defensive and shy. This leads to resistance. This stage also can be difficult for counselors because the counselor could be confronted and attacked verbally by the clients or students (Allyn & Bacon, 2016).

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- Helping members get acquainted
- Setting a positive tone
- Clarifying the purpose of the group
- Helping members verbalize expectations
- Establishing rule/boundaries
- Facilitating an ice-breaker activity

Jacobs, Edward E, et al. Group Counseling : Strategies and Skills. Boston, Ma, Cengage Learning, 2016.

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Handbook on Group Counseling and Group Guidance

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Handbook on Group Counseling and Group Guidance

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- Summary of the Handbook

The purpose of this handbook is to explain and provide information to help school counselors benefit their students in group counseling. This handbook discuss anger, communication, ways to build trust between both students and the counselor, and many other important group dynamics.

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To have a successful counseling group you need trust within that group. By all of the group members trusting the group itself, themselves, the group leader, and one another it allows for entire group to build and explore.

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Signs that your group is developing trust:

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Signs that your group is developing trust:

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Everyone is engaging and expressing themselves

The group is usually upbeat, laughing, and enjoying one another.

Everyone is excited for each other successes.

They share personal information with one another and the group.

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While trust itself is technically invisible, the symptoms and results of trust are very observable and tangible.

Here are 10 signs your team has high trust:

1. Everyone openly engages in your meetings.
The team is quick to collaborate and share ideas with each other. This interaction feels natural and relaxed. The team easily launches into meaningful discussions where everyone is heard. No one holds back.‌‌

2. Team members respectfully disagree and challenge each other.
In almost every meeting, you observe team members openly disagree and share different points of view. When this occurs, team members may be passionate but no one seems angered or offended. These "challenges" are accepted as healthy way to ensure checks and balances before making decisions.‌

3. The team is comfortable sharing thoughts and ideas that are different from the leader.
When the leader suggests an idea, the team doesn't automatically just say "yes" without asking questions and sometimes sharing alternatives points of view. Team members feel safe to openly disagree with the leader, who in turn encourages different perspectives.‌

4. The team laughs often and enjoys each other.
Teams who have high trust "let their hair down" and have fun. They are comfortable and relaxed. Teams with high trust often share inside team jokes built on past history.‌

5. Team members actively seek feedback from each other.
When teams trust each other, they value the input from each other and ask for it regularly. They want to develop and believe constructive feedback will be shared from a positive intention. Feedback about the work and the relationship are requested.‌

6. Team members have vulnerable moments - exposing mistakes or weaknesses.
Individuals are willing to admit they were wrong or unsure. Because they trust each other, there is no shame in this and this humility is respected.‌

7. Team members ask for help when they are stuck or overwhelmed.
Team members and the leader seek advice, support, and fresh perspectives from each other. They value the ideas and support shared from each other, and seek to offer help when they can see a team member may need it.‌

8. Team members speak positively about each other.
They stand behind each other and are supportive in each other's absence. They know that their team will defend them and speak positively about each other in their absence. If there is an issue, this is addressed directly, never in whispered conversations.‌

9. They genuinely celebrate each other's efforts and successes.
Each person wants success for the other. Instead of competing against each other, they cheer each other on.‌

10. They share personal information with each other.
When trust is high, teams are willing to disclose more about their values, interests, and family life. Team members get to know each other beyond the work and develop friendships that extend beyond the boundaries of the office.‌

Which of these signs do you see on your team?

Building trust takes time and is an on-going process. If you'd like more ideas on how to build trust with your team check out more ideas at better-teams.com.
About the Author: Leigh Ann Rodgers, Founder of Better Teams and Forward, is an IAF Certified Professional Facilitator with 20 years of experience in the human development field. Leigh Ann is a skilled meeting facilitator, trainer, and coach working across the globe to help leaders cultivate teams that are happy and high-performing. Join Forward, our online community!
Forward is a networking and learning membership for facilitators, coaches, and trainers who want to stay on the leading edge. Get a sneak peek here.

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10 Signs Your Team's Trust is Strong - Better Teams

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While trust itself is technically invisible, the symptoms and results of trust are very observable and tangible. Here are 10 signs your team has high trust: 1. Everyone openly engages in your meetings. The team is quick to collaborate and share ideas with each other. This interaction feels natural and relaxed.

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Materials needed:
1. Dice
2. Copy of D-icebreaker for each student

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- In this stage some group members maybe seen as taking a back seat or may not be as vocal as other group members. It is important to remember inquire, and not assume. For example, a group member may have a learning disability and may not be able to process things quickly as others.

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Conflict is normal in any group type setting; how you work through the conflict is what really matters. Group leaders will need to help the members adjust their attitudes and beliefs to help benefit the group and its overall goals. When conflict does arise it is helpful for the group to work together to end the conflict in hopes it will increase group cohesiveness (Conflict Resolution).

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Building Trust and Reducing Conflict - Global Leadership Network

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Conflict exists within the teams of even the best leaders. Joseph Grenny gets to the root issue behind... Read more "

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- Diversity plays a big part in this stage of group counseling, when groups are not divers it sends unspoken messages to group members. If only certain ethnicities are represented its sends an over generalized thought that this is what is needed in this ethnic group (Cone & Bentley 2018).

- As a leader of the group we must be aware of different overt racism and those unconscious attitudes. This is common when dealing with a diverse group of people(Cone & Bentley 2018).

- Diversity can help effect how well the group members bond together. The more divers the group is the more difficult it could be for the group member to see eye to eye or become cohesive early in the group process(Cone & Bentley 2018).

- If forming a racially heterogeneous group, it is important to include more than just one member of a race. Otherwise, group members may look to that person to represent the whole race and it may isolate that member who is different from the others(Cone & Bentley 2018).

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- Building cohesion and trust among group members will put members at ease about others not sharing what is be being shared in the group(Travaglini & Reisch, 2012).

-"Disclosure includes informed consent and clarification of the limits of
confidentiality. Informed consent requires competence, voluntariness and knowledge on the part of students to understand
the limits of confidentiality" (ASCA, 2016).

- It is important to teach how to share information as needed without breaking confidentiality(Travaglini & Reisch, 2012).

- When dealing with confidentiality it is important to not make members feel like they are keeping secrets, the goal is not to make member feel like they are in a colt or keeping family secrets and will get into trouble if they tell (Travaglini & Reisch, 2012).

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Group Members' Personal Reactions to Confrontation and Conflict

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Group Members' Personal Reactions to Confrontation and Conflict

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Alexis G. - In the past when it came to conflict and confrontation that involves myself I usually have an emotional reaction, tend to be more timid, and I try to avoid the situation. I have learned that I need to think more logically rather than emotionally. When conflict and confrontation arises I have learned to listen to the situation, breath, and think before I respond.
Lindsay F.- In a group, I tend to jump to the conclusion that group members are attacking me personally because of past experiences. Listening actively to all group members and giving each member a chance to talk openly about the conflict. It is easy to blame or assume you know what the other group members are thinking without discussing the situation.
Desmond M.- In a group, I try my best to avoid conflict. If conflict arises, I immediately try to put myself in the others persons shoes. This is so I can see where they are coming from. But rather I am right or wrong, I take the low road and try to mend things and eliminate the conflict.

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

Dollarhide, C. T. (2003). School Counselors as Program Leaders: Applying Leadership Contexts to School Counseling. Professional School Counseling, 6(5), 304–308.

Schwarzwildhirsch, M. (2020). Norming Stage of Group Development: Definition & Explanation - Video & Lesson Transcript | Study.com. Retrieved from Study.com website: https://study.com/academy/lesson/norming-stage-of-group-development-definition-lesson-quiz.html

Sosik, J. L., Avolio, B. J., & Kahai, S. S. (1997). Effects of Leadership Style and Anonymity on Group Potency and Effectiveness in a Group Decision Support System Environment. Journal of Applied Psychology, 82(1), 89–103. https://doi-org.ezp.waldenulibrary.org/10.1037/0021-9010.82.1.89

MindTools. “Forming, Storming, Norming, and PerformingUnderstanding the Stages of Team Formation.” Mindtools.Com, 2009, www.mindtools.com/pages/article/newLDR_86.htm.

Marianne Schneider Corey, et al. Groups : Process and Practice. 10th ed., Singapore, Cengage Learning Asia Pte Ltd, 2018.

“Redirect Notice.” Google.Com, 2020, www.google.com/url?sa=i&url=https%3A%2F%2Fslideplayer.com%2Fslide%2F1499689%2F&psig=AOvVaw0tQ_RCG23gNxIaLh8gyz02&ust=1602446578914000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCJiz3f3oquwCFQAAAAAdAAAAABAJ. Accessed 10 Oct. 2020.

Restek-Petrović, B., Bogović, A., Orešković-Krezler, N., Grah, M., Mihanović, M., & Ivezić, E. (2014). The Perceived Importance of Yalom’s Therapeutic Factors in Psychodynamic Group Psychotherapy for Patients with Psychosis. Group Analysis, 47(4), 456–471. https://doi.org/10.1177/0533316414554160

Willemsen, J., Seys, V., Gunst, E., & Desmet, M. (2016). “Simply Speaking Your Mind, from the Depths of Your Soul”: Therapeutic Factors in Experiential Group Psychotherapy for Sex Offenders. Journal of Forensic Psychology Practice, 16(3), 151–168. https://doi.org/10.1080/15228932.2016.1172423

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- Ally, B. and Bacon, R., 2020. Theories Of Counseling And Psychotherapy. [online] Ablongman.com. Available at: <http://www.ablongman.com/helpingprofessions/coun/groupppt.html> [Accessed 28 September 2020]

- American School Counselor Association. (2016). ASCA ethical standards for school counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

- Budish, J. (2017, April 4). 10 Ways to Build and Maintain Trust With Middle Schoolers. Retrieved from Joe Budish website: http://joebudish.com/10-ways-to-build-and-maintain-trust/

- Cone-Uemura, K., & Bentley, E. S. (2018). Multicultural/diversity issues in groups. In M. D. Ribeiro, J. M. Gross, & M. M. Turner (Eds.), The college counselor’s guide to group psychotherapy (p. 21–35). Routledge/Taylor & Francis Group.

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

- Five Stage Model of Group Development - Tutorialspoint. (n.d.). Retrieved from www.tutorialspoint.com website: https://www.tutorialspoint.com/individual_and_group_behavior/five_stage_model_group_development.htm#:~:text=Orientation%20(Forming%20Stage)&text=Members%20are%20discreet%20with%20their

- Houston Independent School District, T. (1991). Handbook on Group Counseling and Group Guidance.

- Rodgers, L. A. (2016, December 28). 10 Signs Your Team’s Trust is Strong. Retrieved from Better Teams website: https://better-teams.com/10-signs-your-team-trust-is-strong/

‌- Therapeutic Experience. Group, 36(4), 317-331. Retrieved September 28, 2020, from http://www.jstor.org/stable/41719354

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# data[].attributes.body
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https://globalleadership.org/videos/leading-others/building-trust-and-reducing-conflict