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The forming stage is the first stage of group development (Corey, Corey, & Corey, 2014). This stage signifies a moment when the group comes together.

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

Kelly Kozlowski provides a detailed padlet on the stages of development. Studies have shown group development to me as similar to the development of a friendship. There are vital stages that each member participate in to establish genuine communication with one another (Kozlowski, 2017).

Picture 1

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Megan Burke
Anita Lacey
Brittany Schmidlin

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This stage describes the groups atmosphere to be filled with uncertainty and anxiety (Corey, Corey, & Corey, 2014). Members tend to be secretive about their issues due to their desires to be accepted through the eyes of their peers.

Summary - Additional Resources
Thompson, P., & White, S. (2010). Play and Positive Group Dynamics. Reclaiming Children & Youth, 19(3), 53–57. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508189917&site=eds-live&scope=site

Play and positive group dynamics article facilitates detailed literature on group development stages. Understanding group dynamic is a vital step in group forming and fostering positivity with group members (Thompson,& White, 2010).

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Overall the group avoid topics that spark conflict, misunderstanding, personal opinions and controversy. In this stage each member are starting to form an impression of each other to gain an understanding of what to expect in this process (Corey, Corey, & Corey, 2014).

Video & Summary: Below is a video of an example of the stages of group development. The video displays how a football team learn to work together and overcome adversity to win a championship for their school.

Video 1

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Stages of Group Development - Remember The Titans

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What to Avoid as a Group Counselor in This Stage:

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What to Avoid as a Group Counselor in This Stage:

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To help build trust within the group the following things should be avoided (Corey, Corey, & Corey, 2018).

Ignoring conflict

Having a there-and-then focus.

Asking  many closed questions.

Giving advice to quickly.

Only paying attention to what group members say and not nonverbal cues.

Selective listening.

Making critical judgements.

Labeling.

Abrasive confrontation.

This image is a good example of what not to do as a group leader during any stage.  Judging or labeling does not help develop or maintain trust.

Picture 2

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Depth of Process:                          

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Depth of Process:                          

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Members are just getting to know each other in this stage.  Many people show hesitation and caution.  Members tend to be vague when sharing expectation.  Members will watch the group leader's behavior.  In this stage members are exploring.  It is important for the group leader to establish and maintain trust during this stage (Corey, Corey, & Corey, 2018).

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Trust in group counseling is crucial.  When trust is developed members feel safe and express feelings.  They are willing to set goals,  explore personal areas, and risk disclosing personal aspects of themselves (Corey, Corey, & Corey, 2018).
This video discusses the elements of trust, two types of trust, and why trust is important.

Video 2

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Attitudes and Actions (Corey, Corey, & Corey, 2018):
- Attending and Listening: Genuine Listening and Understanding.  Teach basic listening skills.

-Understanding Nonverbal            Behavior: Watch for subtle nonverbal cues.

-Empathy: See the world through members eyes.
-Genuineness: Be yourself, be authentic.
-Self-Disclosure: Find out what the group wants and expects regarding disclosure while at the same time being careful not to disclose too much.
-Respect: Expressing warmth and support.
-Caring Confrontation: Invite group members to examine their actions vs. words.
-Using trust building activities  such as the one below where group members help lead one another to a specific place while blindfolded.

Picture 3

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During the facilitating process, there are various multicultural and diversity considerations. The school counselor facilitating a group will need to reflect on the inclusion of each potential group member and how he or she might impact the group as a whole in addition with specific members (Sink, Edwards, & Eppler, 2012).
In addition, the between-subgroups and within-subgroup differences need to be considered including;

·       the differences between   ethnic and cultural groups

·       students with learning challenges and those labeled “gifted and talented”

·       socioeconomic levels

·       disparities within the special education population,

·       a particular ethnicity
Diverse individuals may have hesitations towards participation due to their cultural norms and values as well. Therefore, as a group leader you can minimize reluctance on the part of the members by inviting discussion on reasons behind their hesitance to participate and how they can best benefit from the group experience (Corey, Corey, & Corey, 2016).

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This image exemplifies the typical set-up of a small group counseling session which allows for flowing conversation and gives the students a sense of safety and closeness.

Picture 4

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It is important for the group to feel a sense of cohesion, develop a group identity, and build trust in order to encourage student participation (Sink, Edwards, & Eppler). The opening activity is often dependent upon the members' developmental levels and can be used to connect students to each other  (Tyson, Perusse, & Whitledge, 2004). There are several opening activities that the group counselor can include that will help to "break the ice". Some activities could include introductory games or the use of props.
An example of an opening activity could involve allowing the group to name themselves in addition to working together to establish the group’s rules and guidelines. Empowering the members so they feel like they are an integral part of the group is key to building a group that works well together (Sink, Edwards, & Eppler).

The video below offers additional activities for opening "ice-breaker" activities in order to help group members get to know each other.

Video 3

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Ice Breaker Games and Activities for Meetings: How to set up Successful Ice Breakers

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The discussion of confidentiality is significant in the facilitating stage. Prior to the first session, the group’s participants should be appropriately informed regarding the limits of confidentiality and disclosure issues. Confidentiality includes the legal obligation not to disclose information involved in the group’s sessions and as such, appropriate safeguards should be implemented to maximize confidentiality through careful selection of setting and through participant and parent contracts (Crespi, 2009). Student discussion in group settings are generally protected by law; however, if students speak of plans to harm themselves or others or breaking state or federal laws, parents/ guardians and appropriate authorities will be consulted (Sink, Edwards, & Eppler, 2012).

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The storming stage of a counseling group involves brainstorming about the goals and activities of the group (Corey, Corey, & Corey, 2014).

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

The ASCA Ethical Standards for school counselos offers detailed requirements and responsibilites for professionals to follow. Standard A.1.f states school counselors are required to respect a students values, gender, beliefs, cultural background, and sexual orientation (American School Counselor Association, 2016). During the storming stage it is important for a school counselor to avoid imposing their personal beliefs while being respectful to others.

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The working or performing stage of group counseling is defined by "the commitment of members to explore significant problems they bring to the sessions and by their attention to the dynamics within the group (Corey, Corey, & Corey, p.276, 2014). Groups will only reach the working stage if trust, cohesion, and continuity have been developed.
The video below contains an overview of the working stage of group counseling, comparing the members of  a group to the Avengers.

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Step 4:  Performing, The Team Forming Model

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The adjourning stage of group counseling is just as vital as the initial stage (Corey, Corey, & Corey, 2014).  It is a stage of reflection, a time to wrap up what has been learned, and a time to say goodbye. Members review successes and failures of the group and return to normal activities (English, 2017).

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Research has shown that many groups are dissolved because of failure during the storming stage. During this stage members are expected to obtain clarity on the objectives and goals of the counseling group  (Corey, Corey, & Corey, 2014). Members begin to share ideas and open up to one another perspectives.

Summary - Peer-Reviewed
ACA Members. (2018). American Counseling Association. Retrieved from https://www.counseling.org/news/aca-blogs/aca-member-blogs/aca-member-blogs/2018/03/12/helping-counseling-practices-move-from-forming-storming-norming-to-performing

The ACA members blog notes that code of conduct is a crucial component in moving through the stages of creating a counseling group (ACA Members, 2018).

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Overall the group may experience disruptions. Because members are brainstorming ideas difference of opinion may cause conflict. A school counselor is expected to see unpleasant or painful moods within members. Patience is needed to resolve conflicts or disagreements  (Corey, Corey, & Corey, 2014).

Video & Summary: Below is a video that defines the storming stage. One of the main characteristics of this stage is the members are not acting like members at all.

Video

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My personal reaction to confrontation in group work involves courtesy and preparedness. Implementing effective group requires achieving an appropriate balance between support and confrontation (Corey, Corey, & Corey, 2018).  A group’s leader should exhibit attentiveness by being prepared to confront members when necessary; however, doing so in a thoughtful manner that exemplifies good modeling. In order to possess strong leadership, it is important to trust that confrontations are a part of counseling as well as being willing to adapt to others’ styles (Corey, Corey, & Corey).

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I believe that my personal reaction to conflict in group work tends to be thoughtful and compromising. A group can be strengthened by the acceptance of conflict and by the honest working through of interpersonal tensions; however, conflict that arises early in a group must be adequately dealt with, or it is likely to inhibit the cohesion of the group (Corey, Corey, & Corey, 2018).  Refraining from negative criticism is key as well as making sure each group member feels their contributions are valued and opinions are heard. Group work can be frustrating and there may be challenges in working cohesively with others’ of differing opinions and working styles; however, it is important to communicate one’s personal feelings in order to manger conflict effectively.

The picture below illustrates the various conflict styles individuals when there is a disagreement among others.

Picture 6

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Cohesion within a group will increase after conflict is recognized and expressed in a healthy way.  Students gain more trust when they see that the group is a safe place to disagree openly and still be accepted for who they are.  Members of the group learn their relationships are strong enough to withstand challenge (Corey, Corey, & Corey, 2014).
The video below explains how to effectively resolve conflict while still making sure group members feel validated and heard.

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

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

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Stopping conflict - it is important to teach members the value of recognizing and dealing fully with  conflict situations (Corey, Corey, & Corey, 2014).

Labeling members - It's better to learn how to understand problematic behaviors (Corey, Corey, & Corey, 2014),

Feeling attacked

Not facing your own reactions to problem behavior.

Focusing on "problem members".

Lack of encouragement towards members to express reactions to what is happening in the session.

Not setting and referring to group norms.

The image below shows a group counselor making the mistake of ineffectively handling avoidant behavior.

Picture 7

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group-therapy-what to avoid during storming stage

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

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

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Group members who belong to cultural groups who have been oppressed or discriminated against often have a fear of being misunderstood or judged during the storming stage of group counselinng (Corey, Corey, & Corey, 2014).
Conflict may be created if diversity issues within the group are not addressed (Corey, Corey, & Corey, 2014).  Diversity issues that may create conflict include the following:

Differences in age

Gender

Language

Sexual Orientation

Socioeconomic status

Power

Privilege

Disability

Race

Ethnicity

Educational levels

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What are the overall group characteristics in this stage? 

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What are the overall group characteristics in this stage? 

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The picture below depicts the characteristics of the working or performing stage perfectly (Grande, 2015).

Picture 9

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

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

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Members work collaboratively.

Members care about each other.

The group establishes a unique identity.

Members are interdependent.

Members are committed to change.

Members feel the freedom to experiment.

Often, humor is used as a source of healing.

Emotional release otherwise known as catharsis.

This image captures behaviors of group members during the working stage of group counseling. Retrieved from https://www.pinterest.com/pin/AZ11gMSz2w_7LwtUAen9CvFZduD53JZjJJucXCnsiQWpCmGW1h0SFCg/

Picture 10

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Performing:Working Stage of Group Counseling

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Achieve effective and satisfying results.

Members find solutions to problems using appropriate controls.

Feedback to and from members.

Accurately assessment of the group's changing character and effectiveness.

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1.  Instillation of Hope
2. Willingness to Risk and to Trust
3.  Caring and Acceptance
4. Power
5. Catharsis
6. Commitment to Change
7. Freedom to Experiment
8. Cohesion and Universality
9. Humor

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 Yalom’s Therapeutic Factors: Instillation of Hope

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 Yalom’s Therapeutic Factors: Instillation of Hope

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Yalom states that the distinctions among the various therapeutic factors are arbitrary and believes these factors are interdependent, neither occur nor function separately (Winger, 2010). Hope is a vital component in order to achieve positive progression in group counseling. The instillation of hope creates a feeling of optimism that change is possible. Yohani (2008) emphasizes that hope, like despair, anger and love is often viewed as a powerful emotion that emerges from within a person and acts as the “fuel” that drives interactions between people and their environment assisting people in healing, recovery, and life transitions (Winger).

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Leadership is essential in a small group’s effectiveness. The leader plays a vital role in both the dynamics of the group and the outcomes of its members (Riva, Wachtel, & Lasky, 2004). An effective leader is caring, supportive, reliable, encouraging, knowledgeable, and accessible. I believe my personal leadership style involves the qualities listed above in addition to collaborative. I work well with others and recognize the importance of a positive leader-member relationship.

Effective group leadership is important in order to provide its members with the most benefits from the group experience. Leadership styles in small group counseling differs from my previous leadership roles as it requires more support in the members’ willingness to take risks and assist them in carrying this into their daily living (Corey, Corey, & Corey, 2018). In addition, small group facilitation often requires co-leadership in order to provide a well-rounded experience for its members. A small group leader must also become more observant of their group members’ behaviors and encourage self-exploration while promoting the group’s cohesion.

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During the working stage leaders utilize leadership skills to help members feel more comfort and freedom while trying out and implementing behavioral strategies (Corey, Corey, & Corey, 2014).

Summary - Course Resources
Microtraining Associates (Producer). (1999). Psychoeducational Group Demonstration [Video file]. Alexandria, VA: Author. Retrieved from http://search.alxandriastreet.com.ezp.waldenulibrary.org/view/work/bibliographic_entity%7C1778905

The micro-training video demonstrates an example of a career development group for international students. The video focuses on the three "P's" of group leadership.
Planning, Performance and Processing (Microtraining Associates, 1999).

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Avoid conflict whenever possible for greater good of the team.
Avoid group collusion.
Avoid monopolizing.
Avoid scapegoating.
Keep an eye on withdrawn and non participating members (Corey, Corey, & Corey, 2014).

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The outcome of a small group counseling session provides clients with the tools they need to succeed in their environment. Goals that are meant in counseling teaches clients how to use similar techniques to meet environment goals (Corey, Corey, & Corey, 2014). Learning and sharing ideas and information in a small group teaches client how to effectively communicate in hie or her environment. Other expected outcomes that can be applied to the world include:
Corrective emotional experience
Receiving feedback
Cognitive restructuring
Dealing with confrontation
Problem Solving

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When forming a small counseling group it is important to include one member from each race (Corey, Corey, & Corey, 2014). A group that is too alike or homogeneous runs a risk of engaging in “group think.”

Summary - Peer-Reviewed
Payne, D. (2015, August). Why Group therapy Worked. Opinionator,. Retrieved from https://opinionator.blogs.nytimes.com/2015/08/11/why-group-therapy-worked/

This blog offer a personal experience from the author, David Payne on why group therapy is important to the client and society. David describes the group therapy experiences as being on a adventure with his therapist and group members. David credits the success of group therapy to the group members. "Having nine mirrors/opinions reflect back my problematic behavior brought into brilliant and incontrovertible light what I had been able to avoid" (Payne, 2015)

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Picture 8

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Working with Group Members with Problem Behaviors

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Working with Group Members with Problem Behaviors

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During the transition phase it is often that leaders and members become aware of the deeper problems of certain group members that may take away from the group’s effectiveness. Alle-Corliss and All-Corliss (2009) have identified various problem behaviors that may exist in group work and how the group’s leader can intervene.
Various problem behaviors in group work may include;

1. Talkative members- Group members may feel intimidated, angry, or anxious, therefore, become overly talkative. A group leader can point out the use of body language and discuss one's own reaction in a nonjudgmental manner.
2. Involuntary members- While a member may seek involvement in a group, an involuntary member resists participation. With such members, it is important for the leader to avoid becoming apologetic or defensive while placing the responsibility on the group member.
3. Silent or withdrawn members-A group leader should be aware of the possible reasons behind a group member's silence such as hesitancy, lack of knowledge regarding topic, cultural issues, or intimidation. The member can be asked what they want out of the group meetings and how they can increase their investment in the group (Corey, Corey, & Corey, 2018).
4. Blaming members-Some members may place blame of their circumstances or actions on anyone or anything besides themselves. A group's leader can attempt to place the focus on the specific group member, leave blame out of it, and focus on coping strategies or solutions.
5. Passive-aggressive members- A group leader should explore the underlying dynamics of the behavior as well as being aware of how the client’s behavior affects them. In addition, the leader should share their reactions while avoiding making judgments about the behavior.
6. Moralistic members- A group member may impose judgement onto other members. The group's leader should help the member to recognize how their judgments of others affect their relationships and may distance them from others.

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

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

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Positve feelings about working together (Keene, 2017).

Recognition and appreciation of group members' strengths and weaknesses including their own (Keene, 2017).

Productivity decreases as the group is preparing to end (Keene, 2017).

Evaluative of lessons learned and challenges overcome (Keene, 2017).

Offering of gifts (Corey, Corey, & Corey, 2014).

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What are the overall group characteristics in this stage? 

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What are the overall group characteristics in this stage? 

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Maturity as a group (Keene, 2017).

Satisfaction with group accomplishments and process of problem solving (Keene, 2017)

Sad or uncertain feelings of the future beyond the group (Keene, 2017).

Dealing with any unfinished business (Corey, Corey, & Corey, 2014).

Creating a plan of action to use after termination of group (Corey, Corey, & Corey, 2014).

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Once a group has fulfilled its goals and activities it will begin to move into the adjourning stage. However, group can continue for a long period of time without moving into the adjourning stage. During this stage a group wraps up its work and then dissolves. One important task involves the need for members to acknowledge feelings of lost that accompany the end of their time together (Corey, Corey, & Corey, 2014).

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Adjourning refers to the team breaking up after the task has been completed. In the real world this stage helps students understand transition and transforming (Corey, Corey, & Corey, 2014). Transforming involves the team not breaking up but instead moving onto other tasks and objectives

Summary - Course Resources: Wagner, H. H., & Hill, N. R. (2015). Becoming Counselors Through Growth and Learning: The Entry Transition Process. Counselor Education & Supervision, 54(3), 189–202. https://doi-org.ezp.waldenulibrary.org/10.1002/ceas.12013

This article explored counselor development within the entry transition into counselor education programs using 4 interviews and interpretive dialogues with 8 beginning counselors. Six categories resulted from the authors' grounded theory analysis: Anticipation, Evolving Identity, Growth and Learning, Coping, Choosing to Trust the Process, and Interacting With Feedback (Wagner  & Hill, 2015).

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What to Avoid as a Group Counselor in this Stage:

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What to Avoid as a Group Counselor in this Stage:

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In the Termination stage of group counseling, there are many activities and behaviors that the group counselor should avoid. Firstly, it is important to avoid skimping on this stage of the group process. While the experience of ending can foster feelings of sadness and grief, it can also cultivate personal satisfaction and self-reliance (Benson, 2001). It is also important to avoid any activity in this stage that may challenge the group to further accomplishments such as competition or new projects. In addition, activities which are stimulating, exciting, gives high rewards, or encourages a lot of group interaction should also be avoided (Benson). Permitting appropriate levels of grief and anger to be expressed is necessary as the group counselor; however, remain mindful of boundaries and avoid becoming forced into punitive behavior or made to reject the group's members (Benson).

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The group counselor must prepare for the termination of group counseling and remind the group members of the end in order to prepare them as well. The last meeting should be a time of celebration to affirm the group’s journey and accomplishments (Sink, Edwards, & Eppler, 2012). Closing activities often focus on reflection of the group members’ progress and achievements.  One such activity is called Spotlight and is intended for high school students. In this activity, group members are each given a large piece of paper in which they write their names at the top. The students then pass the paper to the left and each member takes turns writing a strength about that member on that member’s paper, such as personal traits (Sink, Edwards, & Eppler).

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Save a Life Counseling Group: Suicide Prevention Survey

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

-This document provides valuable information regarding the ethical standards and practices for school counselors. It is applicable to our group's project because group counselors must conduct group work in an ethical and legal manner.

2). Corey, M. S., Corey, G., & Corey, C. (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.

-This text provides information regarding the various stages of group counseling. The resource provides a variety of methods and learning styles while offering activities for all developmental levels.

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

- Kelly Kozlowski provides a detailed padlet on the stages of development. Studies have shown group development to me as similar to the development of a friendship. There are vital stages that each member participate in to establish genuine communication with one another (Kozlowski, 2017).

4). Microtraining Associates (Producer). (1999). Psychoeducational Group Demonstration [Video file]. Alexandria, VA: Author. Retrieved from http://search.alxandriastreet.com.ezp.waldenulibrary.org/view/work/bibliographic_entity%7C1778905

- The micro-training video demonstrates an example of a career development group for international students. The video focuses on the three "P's" of group leadership.
Planning, Performance and Processing (Microtraining Associates, 1999).

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

-This resource provides thorough information regarding school-based group counseling. The text also  offers various examples and templates necessary throughout the various stages of group facilitation.

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

-This reference provides specific information regarding ethical and effective group work while providing guidelines in group work procedures, including planning, performing, and processing.

7). Tyson, L.E., Perusse, R., & Whitledge, J. (2004). Critical incidents in group counseling. Alexandria, VA: American Counseling Association.

-This reference provides an example situation of an ineffective way to conduct small group work. The potential consequences of neglecting appropriate group counseling procedure is exemplified and the appropriate procedure is demonstrated.

8). Wagner, H. H., & Hill, N. R. (2015). Becoming Counselors Through Growth and Learning: The Entry Transition Process. Counselor Education & Supervision, 54(3), 189–202. https://doi-org.ezp.waldenulibrary.org/10.1002/ceas.12013

- This article explored counselor development within the entry transition into counselor education programs using 4 interviews and interpretive dialogues with 8 beginning counselors. Six categories resulted from the authors' grounded theory analysis: Anticipation, Evolving Identity, Growth and Learning, Coping, Choosing to Trust the Process, and Interacting With Feedback

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1). ACA Members. (2018). American Counseling Association. Retrieved from https://www.counseling.org/news/aca-blogs/aca-member-blogs/aca-member-blogs/2018/03/12/helping-counseling-practices-move-from-forming-storming-norming-to-performing

- The ACA members blog notes that code of conduct is a crucial component in moving through the stages of creating a counseling group (ACA Members, 2018).

2). Alle-Corliss, L., and Alle-Corliss, R. (2009). Group work: A practical guide to developing groups in agency setting. Retrieved from file:///C:/Users/britt/Downloads/(Alle-Corliss%20&%20Alle-Corliss)%20Understandig%20group%20development%20(1).pdf

-This reference is relevant to our group’s project because it emphasizes on the stages necessary in order to implement an effective small group in addition to the various factors to consider in each stage of development. Furthermore, the article discusses important topics such as group structure, composition, cohesion, trust, group goal setting, conflict, confrontation, problem behaviors and leadership responsibilities.

3). American Group Psychotherapy Association. (2007). Practice guidelines for group psychotherapy. Retrieved from
https://www.agpa.org/docs/default-source/practice-resources/download-full-guidelines-(pdf-format)-group-works!-evidence-on-the-effectiveness-of-group-therapy.pdf?sfvrsn=ce6385a9_2

-This scholarly document was developed by a blue ribbon Science to Service Task Force and provides the necessary guidelines for quality group psychotherapy. This resource is applicable to our group's topic due to the article's discussion of group counseling and appropriate group facilitation and procedures.

4). Crespi, T. (2009). Group counseling in the schools: legal, ethical, and treatment issues in school practice. Psychology in the Schools, 46(3), 273-280.

-This article outlines the stages of group development while emphasizing on the structural and legal issues involved in the various components throughout a group’s progression. This reference is relevant to our group’s project because it provides thorough information on the necessary legal and ethical considerations when conducting small group counseling and provides valuable information regarding potential challenges.

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

-This article discusses group dynamics and evaluates each stage of group counseling.

6). Keene, B. M. (2017). Tuckman’s stages of group development. Salem Press Encyclopedia. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=ers&AN=125600328&site=eds-live&scope=site

-In this article English examines each of Tuckman's stages of group development.

7). Payne, D. (2015, August). Why Group therapy Worked. Opinionator,. Retrieved from https://opinionator.blogs.nytimes.com/2015/08/11/why-group-therapy-worked/

-  This blog offer a personal experience from the author, David Payne on why group therapy is important to the client and society. David describes the group therapy experiences as being on a adventure with his therapist and group members. David credits the success of group therapy to the group members. "Having nine mirrors/opinions reflect back my problematic behavior brought into brilliant and incontrovertible light what I had been able to avoid" (Payne, 2015)

8). Riva, M. T., Wachtel, M., & Lasky, G. B. (2004). Effective Leadership in Group Counseling and Psychotherapy: Research and Practice. In J. L. DeLucia-Waack, D. A. Gerrity, C. R. Kalodner, & M. T. Riva (Eds.), Handbook of group counseling and psychotherapy (pp. 37-48). Thousand Oaks, CA, : Sage Publications Ltd.

-This article discusses small group facilitation and the significance of effective leadership in small group counseling. The article emphasizes on the various characteristics and behaviors of an effective group leader and how they impact the group counseling process and outcomes.

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1). Benson, J. (2001). Work at the ending stage of the group: Separation issues. Working more creatively in groups, pp. 145-54, Abingdon, Routledge.

-This article provides information regarding the potential challenges associated with the termination stage of counseling.
In addition, the reference informs group counselors of the themes and behaviors to look out for and strategies to utilize.

2). Grande, Todd (2015, March). Stages of Group Counseling.  Retrieved from https://www.youtube.com/watch?v=dwdIblMSSFI&list=PLkeu10Je0tbRuCcWNtW8dUFRkSaNE4FQy

3). Mind Tools Videos. (2015). Ice breaker games and activities for meetings: How to set up successful ice breakers. YouTube. Retrieved from https://www.youtube.com/watch?time_continue=157&v=s3a57OKYH3k

-This video offers ideas for various activities for opening "ice-breakers" in the initial session in order to help group members get to know each other and begin to build positive relationships.

4). Winger, S.J. (2010). Hope: The essential therapeutic factor. Adler Graduate School. Retrieved from
https://alfredadler.edu/sites/default/files/Winger%20MP%202010.pdf

-This article discusses the importance of hope in order to progress throughout group counseling. It is applicable to our group's project because the instillation of hope is involved in Yalom's nine therapeutic facto

5). Thompson, P., & White, S. (2010). Play and Positive Group Dynamics. Reclaiming Children & Youth, 19(3), 53–57. Retrieved from https://ezp.waldenulibrary.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508189917&site=eds-live&scope=site

- Play and positive group dynamics article facilitates detailed literature on group development stages. Understanding group dynamic is a vital step in group forming and fostering positivity with group members (Thompson,& White, 2010).

6). (2017, November 10). Retrieved April 07, 2019, from https://youtu.be/RX938aswA8w

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Evolution and Challenges of Group Work: Introduction

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Group counselors must practice with broad sensitivity to client differences including but not limited to ethnic, gender, religious, sexual, psychological maturity, economic class, family history, physical characteristics or limitations, and geographic location (Thomas & Pender, 2007). In the final stage of termination, it is important for group counselors to help members make the transition from the group to their personal social environments. While some members may have little to no difficulty in the group’s ending, others may have a more difficult transition as they may face differing circumstances and backgrounds. Therefore, a group counselor may need to individualize the termination phase of group counseling in order to address individual member needs (American Group Psychotherapy Association, 2007).

In addition, Terrell and Terrell (1984), emphasize that diversity may also lead to premature termination from counseling due to ethnic mismatch; however, a culturally competent and sensitive group counselor proves to be more important than ethnic group membership (Sink, Edwards, & Eppler 2012).