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“Group-counseling initiatives address developmental milestones, provide mediation, and promote a healthy climate within the school. Group leaders can reasonably expect that most or all students would benefit from participating in groups designed to promote academic, career, or person/social development” (Perusse, Goodnough, & Lee, 2009).

During this stage, group expectations will be formed and introduced. The group will collaboratively decide on meeting times and location.

Consent forms will be distributed to students. In order to participate in future sessions, students will need to turn in their signed consent form, which is to be signed by both the parent/guardian and student.

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This is a heterogeneous group that consist of 8- 12 male and female 9th-12th grade students, ages 15-17. “Effective group leaders screen potential members before accepting them. Screening allows leaders to select members and members to select leaders and groups. The ideal size group size of eight to 12 allows members an opportunity to express themselves without forming into sub-groups” (Gladding, 1994).

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As a group counselor, I would avoid forcing students to communicate with the group during initial meetings. Many students may not be comfortable with expressing themselves in a group setting.

Engaging in topics that could make some students revisit past traumas.

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At the forming stage, information is gathered from all participants. There is also information that will be disseminated to participants in order to gain a better understanding of the demographics of the students that are participating in the group sessions.

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The Therapy Relationship – Key Ideas in Therapy (1/3)

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“Programs often assume that diversity applies only to specific ethnic and racial groups. But cultural diversity includes many groups of clients and many important factors that affect treatment—a client’s gender, age, sexual preference, spiritual beliefs, socioeconomic status, physical and mental capacities, and geographic location” (Center for Substance Abuse Treatment, 2006). Facilitators of the group must be aware of the diversity within the group, ensure that they are educated on how to operate within a group that is diverse. Then educate the students and help them to feel comfortable about the different characteristics that they bring to the group.

References

Center for Substance Abuse Treatment. (2006). Chapter 4. Preparing a Program to Treat Diverse Clients. In Treatment Improvement Protocols. Rockville, MD. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK64076/

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Students will participate in an activity called "Tower of Trust". During this activity students will be divided into two groups. Each group will be provided two newspaper sheets, one foot of tape, five paper clips, one foot of string and a pair of scissors.  The groups will have 15 minutes to build the tallest tower before measuring each tower to determine who built the tallest one. After the end of the activity, students will describe their approach to building the tower, challenges that they may have faced, and what they learned about working together as a trusting team.

References:
Tower of Trust (2019) Retrieved from https://www.canr.msu.edu/news/icebreakers_part_3_building_trust_and_creating_a_safe_environment

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Common Ground- during this activity the group facilitator will develop a list of statements (ex: Likes coffee, enjoys eating spicy foods, watches anime, etc. The purpose of this activity is to show students how much they have in common with other group members. This activity can also be used to start conversations about different interest within the group and future activities that the group would like to engage in. (Common Ground, 2019)

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“Ideally, confidentiality will be discussed during the individual interview, but it is also important to the functioning of a group that you need to restate it periodically during the life of a group” (Corey, Corey, & Corey, 2018). During the forming stage confidentiality will be discussed and students will be informed about confidentiality and what that entails. Students will also be informed of when confidentiality can be breach and reported to the appropriate authority.

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During the storming phase, boundaries are beginning to be pushed by other members of the group. Many teams that hit the storming phase experience failure. Not everyone has the same work styles, this is one of the main reasons as to why conflict occurs. Being able to adapt to the different work styles that other members of the team have will create success within in the group.

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

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

Click here to view a transcript of this video.

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

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

What Happens at Tuckman's Forming Stage?

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

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

What Did Tuckman Mean by Storming?

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

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

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

How Do I Recognize the Norming Stage?

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

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

What Does the Performing Stage Look Like?

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

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

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

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

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

Using the Forming, Storming, Norming, and Performing Tool

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

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

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

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

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

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

Forming to Storming

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

Storming to Norming

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

Norming to Performing

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

Performing to Adjourning

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

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

Adjourning (or Mourning)

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

Key Points

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

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

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

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

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

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This image shows the stages that are in a group counseling session.  The stages include what happens within the group and how the members of the group interact with one another. Within the Storming phase, the members of the group are not wanting to collaborate as a group, they would rather do it individually because they do not think that others share similar experiences/characteristics which causes confrontation and hostility among the group.

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Whenever in groups, there is a possibility that conflict could potentially arise.  Some people do not do well with Leaders of people taking initiative within a group. When assigned as a leader within a group, it is important to know that confrontation may occur, and knowing the proper actions needed in order to limit the confrontation will allow for success within the group.  If a conflict were to arise, the leader is in charge of taking the necessary action in resolving the conflict. Included in the image are different task that can be done in order to prevent a conflict from worsening.

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During the working stage of group counseling, students are more comfortable exploring deeper problems that they are bringing to group. The student’s are more engaged with one another and provide feedback to each other in a certain manor. While they can provide that feedback to others they are able to receive the feedback just as well. The school counselor’s structure and intervention for the group is lower than the initial stages.

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Stages of Group Therapy: Initial, Transition, Working, and Final Stage

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Learn the 4 stages of group therapy, including the transition stage and working stage, plus what counselors and group members should expect in each phase.

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There are a number of different tasks that can happen within the working stage of group such as rounds, role-playing, homework, and even incorporation. Role-playing within a group session is used often. It is a way for students to put on another hat and act out a certain situation or behaviors of who they wish they could become. While many may think that role-playing would be where students acts out another role, for counselors it is more than that. Role-playing is not just a dramatic activity but also more of an attempt to see the views of our students through the activity. While role-playing works in so many ways, the high school students may not always be able to act out some situations within group.

References
Miller, M. (1980). Role-Playing as a Therapeutic Strategy: A Research Review. The School Counselor, 27(3), 217-226. Retrieved from http://www.jstor.org/stable/23900146

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Finding personal perspectives and incorporating them within a group setting is the biggest thing that causes conflict to occur within a group because not everyone values thoughts and viewpoints for a variety of reasons.  The leader must take each members thoughts and ideas into consideration and incorporate them within the group activities.  Making sure everyone's voices are heard is a necessity in running a conflict free group. If the members of the group see that the leader is taking initiative of hearing out the other members, they will begin to trust.

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Diversity has a deep impact on anything and everything for the simple fact that not everyone is the same and we all differ in multiple different ways. Out of all the stages within group counseling, this one is the most highly impacted because everyone wants their voice to be heard. Not only that, but people were possibly taught something in a variety of different ways, so others are going to look at their "way" being wrong and that is where viewpoints and opinions come into play.

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GROUP PSYCHOTHERAPY  - YALOM's 11 Therapeutic Factors

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Altruism is one of Yalom's therapeutic factors. This pictures shows one man being selfless and giving pieces of himself to better someone else. There are many factors of altruism that allows for goodness of people to shine.

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There are times when teams barely make it past the Storming Stage. Boundaries are pushed. People become frustrated when it comes to the differences in approach. Sometimes goals are questioned which causes problems amongst the group. Having proper communication is important when it comes to any group, especially within the storming phase.

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Forming, Storming, Norming, and Performing: Bruce Tuckman's Team Stages Model Explained

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Adjourning stage is the final stage of group development and brings closure to all of its members. During the adjourning stage, this can go either way. The main goal is that to end the counseling on a positive note. The group characteristics should have a clear conscious on where each student should go. In addition, our task requires us to end our group sessions while leaving a good impact to our students. Vice versa, it can be difficult for students can easily go back to their usual, violent state. The toughest part as a counselor is avoiding unnecessary risk dealing with our students. It is clear that in some cases, students won't remain positive. So, as we do our part, students have to hold themselves accountable for his or her actions. Having diversity promotes different aspects and ideals. It is important because it requires students to understand each other. In order to have a positive outcome.

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https://www.surveymonkey.com/r/M66P5VH

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Through more of an extensive research on different leadership styles, I came across Transformational Leadership Style and it was exactly how I picture myself. In my teaching style, I possess some of the qualities of a transformational leadership. Transformational leadership is a style in which the leaders encourage, inspire, and motivate the people in-group to innovate and create the change that needs to happen in order to grow. This type of leader also helps shape the future success of the school and any of the students. I try to motivate my students to always be the best version of them. As a counselor, I think this would be an asset in my group sessions at school. I believe it would not change the dynamic of my group sessions because a transformational leader will let the student have creative freedom on how the group session will go. I think in the working stages this leadership will shine through because in the working stage the students are almost running the show and the facilitator is sort of there for support. In-group counseling, I believe this style will have huge impact. Not intervening and letting the group have its natural and creative style will allow the students to have that impact on each other. This leadership will allow the students to make those decisions and take ownership in their conversations in-group.

Reference

Herrmann, D., & Felfe, J. (2014). Effects of Leadership Style, Creativity Technique and Personal Initiative on Employee Creativity. British Journal of Management, 25(2), 209–227. https://doi-org.ezp.waldenulibrary.org/10.1111/j.1467-8551.2012.00849.x

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School Wide Bullying Prevention & School Counselors 

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School Wide Bullying Prevention & School Counselors 

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School counselors serve as experts on school-wide approaches to prevent bullying and encourage a positive school climate. Check out how some Confident Counselors encourage anti-bullying efforts and our favorite resources to carry over their tips.

"Teach bullying awareness lessons in all classrooms at the beginning of the school year to provide a common foundation for students. If possible, co-teach the lesson with your school principal or dean of students. This helps students see how counselors work together with administrators to assist students in solving problems. At the end of the lesson, send a brief letter home to parents that explains the definition of bullying and provides suggestions for conflict resolution." - Kate from EduKate and Inspire

"Work with your school to address school climate, making bullying prevention efforts part of a larger plan. Consider adopting an evidence based program, such as Second Step , , or Olewus Bullying Prevention Program . These programs allow bullying to be addressed in a consistent way across staff and focus on differentiating it from other negative social behaviors. One of the most powerful things we adopted in my schools has been consistent language to address bullying. We consistently define bullying, teasing, joking, and mean behavior. Students know it when they see it. Positively, students have gravitated to positive behaviors labeled consistently, such as Open Circle ." - Laura, Social Emotional Workshop upstander

"Expand student's vocabulary beyond the word bullying. In fact, don't use the word hardly at all. Focus on concepts such as conflict, the tattling rules, and being a problem solver." - Little Miss Counselor

"Teach your entire school what bullying is. Bullying is a big deal and we do a disservice if we lump other, more developmentally appropriate misbehavior with bullying. I teach my students the difference between bullying, interpersonal conflict, and a mean moment. By agreeing on one definition of bullying, we can work as a school on how to handle each type of incident with the appropriate level of response." - Rebecca at Counselor Up

"Make sure to teach students the difference between being mean/teasing and true bullying. Many students throw around the word bullying without realizing how severe bullying really is. Challenge them to understand the differences." - Mrs. Bell, The Crafty Counselor

"To help prevent bullying, I recommend that counselors are part of a schoolwide effort to have all parents/students sign an anti-bully pledge." - Stephanie from Bilingual Learner

"Because students are afraid to report bullying, have a centrally located locked box for anonymous reports. To help minimize student's fears of retaliation from witnesses for using the box, include a neutral reporting form that both identifies students with bully behaviors and recognizes students with kind behaviors." - Mental Fills

"It's important for students to have multiple ways to report bullying. At our school, we have a lock box for students to leave notes for us. Only the counselors have keys to the box. They have the choice to remain anonymous. Our district also uses the "Text-a-Tip" hotline for students to report bullying via text message. We also encourage students to tell at least one adult such as a parent or trusted adult. Each student is unique and may be more comfortable reporting one way versus the other." - The Counseling Teacher

"I have successfully used Stand-Up Against Bullies developed by Rosanne Sheritz Satori. A series of 8 lessons helps students develop skills to stand up to bullies. I do not do all the lessons in each grade level, but start with Kindergarten teaching the friendship lesson, and how walk away and avoid the bully and followed by teaching the additional skills in 1st and 2nd grade. The curriculum uses puppets and has a "Bug School" theme with a beetle used as the bully (Big Bad Beetle). My students find the lessons very engaging. By the end of 4th grade when they leave our building my students know and can practice anti-bullying skills and understand what may motivate another student to be a bully. Plus the students still talk about their experiences at "bug school". There a lots of great resources to teach anti-bullying strategies but this one has been a great and engaging resource at our school. For more information you can always contact me wisdoms@fgsmail.org " - Counseling Wisdom/Susan Wisdom

Anti-Bullying Initiatives and Programs

Videos to Use with Students

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School Wide Bullying Prevention and School Counselors

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School counselors serve as experts on school-wide approaches to prevent bullying and encourage a positive school climate. Check out how some Confident Counselors encourage anti-bullying efforts and our favorite resources to carry over their tips. (Pssst. Don't forget Unity Day on 10/19 and Mix it Up Day on 10/25) "Teach bullying awareness lessons in all classrooms at [...]

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While the working stage students should be doing majority of the conversations there are some things that we should avoid in this stage. Some of these things that should be avoided would be denial, regression, flight, and reviewing (Benson, 2001). In the denial stage, students may act surprised or say that they have forgotten that group would be ending. I have seen were students will do anything to stay in-group longer than they are supposed to do so. Regression is an example of sliding backwards into earlier relationship patterns or group experiences. This regression slides back to before the working stage of the group and allows the students to go back to an original problem. Another thing we should avoid is flight. Flight is signs of aggressive behavior that could be directed to others in-group, the counselor, teachers, and other staff members on campus. A lot of times students will get out of group or want to change groups. Last is reviewing. Reviewing involves students reminiscing about past events and memories. Of course, there are a lot of other things that we should avoid during the working stage or any stage of the group sessions.

Reference
Benson, J. (2001) ‘Work at the ending stage of the group: separation issues’, chapter 7 in Benson, J., (2001) Working more creatively in groups, pp. 145–54, Abingdon, Routledge.

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Be Nice Not Cool GIF - Find & Share on GIPHY

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Discover & share this Microsoft Store GIF with everyone you know. GIPHY is how you search, share, discover, and create GIFs.

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I believe that the interactions of our small group will have a part in the world. Microcosm has defined as a place or community encapsulating in the tiny characteristics of something significant in the world. What a school counselor and students do in the group session might seem micro to the world. Starting group sessions as early as elementary will help during middle school and high school all through their lives. Within the group sessions, we can have the power of getting together with parents and teachers to have a deeper understanding of the importance of the situations. Everyone should understand and know the students and what we can do to achieve things. Knowing how they are in their learning environment and being apart of the planning process will inspire effort and emotions towards learning. This also helps the stakeholders within the schools.

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Diversity is not only the race of the students. Diversity can include race, ethnicity, religion, disability, sexual orientation, and other things that allow the students to be unique. Diversity can have a huge affect on the group sessions. Group can have a certain thing that they all share in common such as bullying, but that does not mean they are all the same person. Everyone in a school setting is different and can have an effect on group. If a group around bullying has different racial students, they may experience different types of bullying. The students may not understand the opposite sex/race even though it is the same situations.

References
Basso, R., Pelech, W., & Wickham, E. (2010). Diversity in Group Work: Interdisciplinary Perspectives. International Journal of Interdisciplinary Social Sciences, 5(4), 135–144. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=a9h&AN=66384417&site=eds-live&scope=site

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Inside Out Disney GIF - Find & Share on GIPHY

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Discover & share this Group Hug GIF with everyone you know. GIPHY is how you search, share, discover, and create GIFs.

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Confrontation can sometimes be uncomfortable. There are times when a confrontation will occur and you have to settle it respectfully. When working in groups, there will be times when a confrontation arises. This is why some groups do not make it past the storming stage. As a leader, they need to react in a way that is respectful for all members of the group and figure out the proper way to handle and make the confrontation stop.

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Once groups get into the Storming Stage, every member begins to develop a variety of emotions. Handling those emotions and utilizing and applying the appropriate interventions will limit the confrontations from occurring.

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References:

Basso, R., Pelech, W., & Wickham, E. (2010). Diversity in Group Work: their version of a mementos or a "memoir". It can be a collage of pictures or examples of group lessons.

Benson, J. (2001) ‘Work at the ending stage of the group: separation issues’, chapter 7 in Benson, J., (2001) Working more creatively in groups, pp. 145–54, Abingdon, Routledge.

Common Ground. (2019). Retrieved from https://teachpsych.org/resources/DiversityActivities/Commonalities.PDF

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

Gladding, S. T. (1994). Effective Group Counseling. Greensboro, North Carolina: ERIC Counseling and Student Services Clearinghouse School of Education. Retrieved from https://www.counseling.org/Resources/Library/ERIC%20Digests/94-02.pdf

Herrmann, D., & Felfe, J. (2014). Effects of Leadership Style, Creativity Technique and Personal Initiative on Employee Creativity. British Journal of Management, 25(2), 209–227. https://doiorg.ezp.waldenulibrary.org/10.1111/j.1467-8551.2012.00849.x

Interdisciplinary Perspectives. International Journal of Interdisciplinary Social Sciences, 5(4), 135–144. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx? direct=true&db=a9h&AN=66384417&site=eds-live&scope=site

Miller, M. (1980). Role-Playing as a Therapeutic Strategy: A Research Review. The School Counselor, 27(3), 217-226. Retrieved from http://www.jstor.org/stable/23900146

Perusse, R., Goodnough, G. E., & Lee, V. V. (2009). Group Counseling in the Schools. Psychology in the Schools, 46(3), 225-231. Retrieved from Walden Library databases

Tower of Trust (2019) Retrieved from https://www.canr.msu.edu/news/icebreakers_part_3_building_trust_and_creating_a_safe_environment

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One example of a closing activity requires students to create their version of a mementos or a "memoir". It can be a collage of pictures or examples of group lessons combined into one. By partaking in this assignment can generate positive feedback to all of  the members within the group. (Adjourning, 2014)