https://padlet.com/jen_fryman_3/2vygdl1rahcf Jennifer Fryman, Jazzlyn Gatlin, & Tatytum Morrison en-us 2018-06-19 13:14:43 UTC 2026-02-28 17:50:56 UTC hello@padlet.com jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268134981 In the early stages of group counseling, members are cautious and quiet. It is rare for an individual to experience a new setting and be boisterous and outgoing. Corey, Corey, and Corey (2018) state that caution is expected and members of the group may feel intimidated and have suspicions about the leader, while others are doubting that the group experience is going to be of any real value to them. Specific behaviors include awkwardness because there is very little camaraderie in the group, and sounds include silence, because everyone is new.]]> 2018-06-21 17:43:18 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268134981 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268134993 Corey, Corey, and Corey (2018) list the following characteristics during initial stage setup:
- members are getting acquainted
- members are learning how the group functions
- there is development of spoken and unspoken norms that will aid group behavior
- individuals will be exploring their fears/hopes pertaining to the group
- members will clarify expectations
- identifying personal goals
- determining the safety of the group

Gladding (1994) mentions that in the beginning stage of group formation, group members are unsure of themselves and look to their leaders or others for direction.]]> 2018-06-21 17:43:25 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268134993 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268134999 It is common to avoid uncomfortable situations, especially in the early development of a group session.  However, challenge and conflict also can be viewed as a source of positive therapeutic energy in a group and critical situations, when handled appropriately, are opportunities for group growth (Kraus, DeEsch, & Geroski, 2001).  So not avoiding uncomfortable topics is recommended to establish good rapport with your group members.  

Counselors can also avoid letting students refuse to participate.  Sink, Edwards, and Eppler, (2012) states empowering members to feel like an integral part of the group will allow students to feel a sense of cohesion.]]> 2018-06-21 17:43:33 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268134999 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135007 2018-06-21 17:43:40 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135007 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135017 One way to create trust is by modeling willingness to be open.  Sink, Edwards, and Eppler, (2012) describe that in order to promote healthy group interaction the school counselor needs to model openness, show a caring concern for group members, and take appropriate risks. This would include ensuring that everyone has an opportunity to speak, and letting the students guide the discussion and make decisions related to the group (Sink, Edwards, & Eppler, 2012).  

Trust can be described as the ability to have faith that someone has your back; reliability and belief in others that want what is best for you.]]> 2018-06-21 17:43:49 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135017 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135029 The following blog has an amazing insight on cultural differences within group counseling.  It reviews Multicultural and Social Justice Counseling Competencies as well as the RESPECTFUL model.

]]> 2018-06-21 17:43:57 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135029 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135041 Name Impulse - fun way to get students comfortable with one another.]]> 2018-06-21 17:44:04 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135041 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135046 An interesting perspective about confidentiality in small groups - especially when working with middle school girls. ]]> 2018-06-21 17:44:11 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135046 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135121 According to Priestley, (2015) the storming stage often starts when there is conflict between group members.  It is further stated that during this conflict other group members will become increasingly frustrated and lose motivation, and while conflict resolution is often the overall goal, the storming stage is generally focusing on conflict management (Priestley, 2015).  

Typical behaviors can include:

• Challenging authority
• Resisting opinions and improvements suggested by others
• Negative mind set and attitude about the team and the project’s success
• Arguments amongst team members even when they agree
• External factors and company culture
• Competition, support and forming of smaller teams
• Questioning the team's goal and resistance to taking on tasks (Priestley, 2015).

]]> 2018-06-21 17:44:54 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135121 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135132 This stage is mainly characterized by one's fear of the unknown. Corey, Corey, and Corey (2018) state that groups are experiencing anxiety, defensiveness, resistance, control issues, conflicts with members, and other various problematic behaviors. This stage is learning how to identify and confront fears to work through conflicts, as well as learning how to create a safe and trusting environment that encourages members to take risks (Corey, Corey, & Corey, 2018). ]]> 2018-06-21 17:45:01 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135132 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135143 Our natural reactions to conflict are based in biology: when confronted with confrontation, our innate biological response is to either attack or run away- the famous Fight or Flight syndrome.

Reactions to conflicts can look something like this for most individuals:]]> 2018-06-21 17:45:09 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135143 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135158 There are several distinct types of difficult behaviors which can occur in group situations. Some of the most common include: Conflict, Non-Participation or Withdrawal, Monopolizing. Scapegoating, Irregular attendance, and Aggression.
Problems can often be resolved by:

• Clear guidelines as to the 'rules' or ‘norms’ of the group.  Many formal groups will negotiate and agree on these rules at an early stage.
• Positive feedback being given to individual contributions, both from the group leader and other group members.
• Where problems do arise, their cause needs to be clearly understood.

]]> 2018-06-21 17:45:19 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135158 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135177 When you are willing to work through conflict, it shows an openness and the ability to empathize with the person who initiated the conflict.  Conflict usually stems from when someone is trying to connect with another person.  Mintle (2018) states that when you stay in the conflict you are building trust.  She further describes how people have issues but to stay in the relationship and work through those issues is showing safety and secure attachment (Mintle, 2018).  Showing a willingness to work through differences shows helps to develop trust. ]]> 2018-06-21 17:45:25 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135177 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135191 Corey, Corey, and Corey (2018) mention to avoid sarcasm and labeling as well as avoiding retreating from conflict and taking members reactions personally.]]> 2018-06-21 17:45:32 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135191 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135199 Diversity could greatly impact the development of this stage.  A very beneficial article I found titled, Group Process from a Diversity Lens, does a great job of exploring diversity.  "Through guided questions, we will examine some of the fears and stereotypes that prevent us from having truly open, authentic conversations. We will explore what people of color can’t say and whites are afraid to ask, effectively and compassionately hearing the answers to these questions and developing ways to expand the conversation through curiosity, reflection and action. We will discover new ways to communicate, exploring what opens us up and what closes us down and, finally, looking at … ways to become culturally competent. You will learn effective cross-cultural communication and listening techniques and facilitation skills to adapt to a variety of diverse environments" (Wah, 2014, para. 1). ]]> 2018-06-21 17:45:38 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135199 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135333 At this stage students show more obvious signs of deeper exploration, adaptability, collaboration, and assimilation of new perspectives and behaviors (Sink, Edwards, & Eppler, 2012).  

An example video of what a working session looks like:]]> 2018-06-21 17:46:56 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135333 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135348 Within the eight sessions, the working stage typically happens between sessions 3-7.  Brigman and Goodman (2001) mention that most of the "work" gets done during this stage and the necessary conditions of trust, empathy, and hope have been established and students gain through feedback and confrontation, along with an increase in self-awareness and self-disclosure.  

Other characteristics might include:
- High trust and cohesion
- Open communication that involves accurate expressions of what individuals are expressing
- Direct  interaction between members
- Willingness to take risks and talk about personal topics
(Corey, Corey, & Corey, 2018).]]> 2018-06-21 17:47:03 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135348 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135356 Substance Abuse and Mental Health Services Administration (SAMHSA) (2005), states that the leader balances content and processes within the group to facilitate feelings expressed and how interaction between members is progressing.  They also state that leaders need to focus on content while also focusing on group process (SAMHSA, 2005).  All groups have some form of tension or interferences by members that should not be ignored.  The tasks of this group include: clients receiving feedback, group leader allocates time to address issues that arise, group leader pays attention to group dynamics and interactions and models a healthy interaction style that encompasses honesty and compassion (SAMHSA, 2005).  

Corey, Corey, & Corey (2018) also state that the tasks of the working stage include:
- group norms and behavior
- contrasts between a working group and nonworking group
- deepening trust during the working stage
- choices to be made during the working stage
- homework during the working stage]]> 2018-06-21 17:47:09 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135356 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135362 Yalom identified several factors that influence the processes of change and recovery among group therapy clients:

• Universality - feeling of having problems similar to others, not alone
• Altruism - helping and supporting others
• Instillation of hope - encouragement that  recovery is possible
• Guidance - nurturing support & assistance
• Imparting information - teaching about problem and recovery
• Developing social skills - learning new ways to talk about feelings, observations and concerns
• Interpersonal learning - finding out about themselves & others from the group
• Cohesion - feeling of belonging to the group, valuing the group
• Catharsis – release of emotional tension
• Existential factors – life & death are realities
• Imitative behavior – modeling another’s manners & recovery skills
• Corrective recapitulation of family of origin issues – identifying & changing the dysfunctional patterns or roles one played in primary family (Higgins, 2005).

]]> 2018-06-21 17:47:16 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135362 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135368 Yalom, (2005) can be quoted as saying "the distinctions between the factors are arbitrary; though they are discussed singly, they are interdependent and neither occur nor function separately" (p.2).  On page 7 of Yalom's book, The Theory and Practice of Group Psychotherapy, he states that "universality does not have sharp borders; it merges with the other therapeutic factors and as patients perceive their similarity to other and share their deepest concerns, they benefit further from the accompanying catharsis from the ultimate acceptance by other members" (2005). ]]> 2018-06-21 17:47:22 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135368 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135381 Participative leadership, also known as democratic leadership, is generally the most effective leadership style (Foels, Driskel, Mullen, & Salas, 2000). 

Democratic leaders offer guidance to group members, but they also participate in the group and allow input from other group members. 

Participative leaders encourage group members to participate, but retain the final say over the decision-making process. Group members feel engaged in the process and are more motivated and creative.]]> 2018-06-21 17:47:29 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135381 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135392 A good counselor will know how to guide by using minimal words themselves. Counselors should be able to read each group members' verbal and non-verbal language. Group members in this stage need to be honest about their feelings and not be afraid to speak their mind. They should not feel as though they are being judged or criticized and if they are, it is the counselor’s job to address these issues (Corey, Corey, & Corey (2018).]]> 2018-06-21 17:47:35 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135392 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135399 Group therapy replicates real-life better than individual counseling. A group can be seen as a microcosm or reflection of society (Vinogradov, Cox, & Yalom, 2003). At times, groups can become a temporary substitute for community, family, work place, or other important group/organization. In this microcosm, emotions, behavior and attitudes can be expressed openly. Members learn how members honestly respond to them over the duration of the group in a way that is unique and doesn't happen in regular social interaction.]]> 2018-06-21 17:47:42 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135399 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135417 Group leaders also must be able to deal openly with conflicts that arise among multicultural contexts and to deal with these conflicts openly as a part of the developing group.]]> 2018-06-21 17:47:48 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135417 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135439 The final, closing, or ending stage of group is devoted to bring definitive closure to the group. During this stage, members are encouraged to share what they have learned, note how they have changed, and consider how
they plan to use what they have learned. Additionally, members prepare to say good-bye and deal with the group’s end (Alle-Corless & Alle-Corless, 2009). ]]> 2018-06-21 17:48:07 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135439 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135451 The final stage is when the group understands that they are no longer going to be together. This stage allows the group members to reflect on their experience and decide how they will use the knowledge that they acquired in their future occurrences. This stage often comes with feelings of sadness and separation. During this stage, feedback is very important (Corey, Corey, & Corey, 2018).]]> 2018-06-21 17:48:13 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135451 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135457 Toseland and Rivas (2009) identify a variety of tasks that are associated with ending a group
as a whole:
-Learning from members
-Maintaining and generalizing change efforts
-Reducing group attraction and promoting independent functioning
of individual members
-Helping members deal with their feelings about ending
-Planning for the future
-Making referrals
-Evaluating the work of the group]]> 2018-06-21 17:48:19 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135457 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135467 It is the role of the counselor to educate on what each member should expect from the experience which includes reminders of confidentiality and change that may not be noticeable immediately. Group members will be encouraged to give feedback to other group members as well and in the end it is up to each member to decide what to do with the experience that they received (Corey, Corey, & Corey, 2018).

During this ending phase, it is important for group members to
examine the effects of the group on themselves. When group members
have an opportunity to put into words what they learned from the entire group experience, they are able to begin the process of letting go (Alle-Corless & Alle-Corless, 2009).]]> 2018-06-21 17:48:24 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135467 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135476 Far too often, group leaders who themselves are ambivalent regarding ending the group may avoid the topic until the final few sessions; not only is this professionally inappropriate, but it can create animosity toward the group leader and impede proper closure (Alle-Corless & Alle-Corless, 2009).

Leaders should encourage members to be as specific and open as possible in describing what they have learned; this will increase their ability to retain and use what has been gleaned (Alle-Corless & Alle-Corless, 2009).

Leaders need to be in agreement on termination and in-tune as to how and when to approach the issue of ending (Alle-Corless & Alle-Corless, 2009). 

]]> 2018-06-21 17:48:31 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135476 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135489 In this stage, diversity is affirmed and welcomed. Group diversity results in improved decision-making. Members relate with honesty, respect, and authenticity. Differences are bridged with integrity and commitment to work toward common goals (Sink, Edwards, & Eppler, 2012).]]> 2018-06-21 17:48:39 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135489 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135503 You’ve Got Mail: Group Termination Activity

Directions: First, have your clients create their own paper mailbox.  Then, each person, including the therapist, writes a short note to every other member of the group.  You can instruct them to write something that they have gained by knowing that person, a strength they can identify in that person, a motivating message, etc.  The notes are then placed in the mailboxes for the group members to take home (Ending the Therapeutic Relationship, 2014).]]> 2018-06-21 17:48:47 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268135503 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268138425 Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, CA: Brooks/Cole.]]> 2018-06-21 18:22:06 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268138425 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268139457 Sink, C. A., Edwards, C., & Eppler, C. (2012). School based group counseling. Belmont, CA: Brooks/Cole.]]> 2018-06-21 18:34:48 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268139457 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268141487 Gladding, S. T. (1994). Effective Group Counseling. Retrieved from https://www.counseling.org/resources/library/ERIC%20Digests/94-02.pdf]]> 2018-06-21 19:01:56 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268141487 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268142000 Kraus, K. L., DeEsch, J. B., & Geroski, A. M. (2001). Stop avoiding challenging situations in group counseling. Journal For Specialists In Group Work, 26(1), 31-47. doi:10.1080/01933920108413776]]> 2018-06-21 19:08:32 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268142000 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268254637 Brigman, G., & Goodman, B. E. (2001) Group counseling for school counselors: A practical guide (2nd ed.). Portland, ME: J. Weston Walch.]]> 2018-06-22 19:00:32 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268254637 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268256774 Substance Abuse and Mental Health Services Administration (SAMHSA). (2005). Substance Abuse Treatment: Group Therapy, 4 Group Development and Phase‐Specific Tasks. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK64221/#_A78727_]]> 2018-06-22 19:36:06 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268256774 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268535456 Vinogradov, S., Cox, P. D., & Yalom, I. D. (2003). Group therapy]]> 2018-06-26 01:55:35 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268535456 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268540290 Ending the Therapeutic Relationship: Creative Termination Activities. (2014). SWHELPER. Retrieved from: https://www.socialworkhelper.com/2014/04/02/ending-therapeutic-relationship-creative-termination-activities/]]> 2018-06-26 02:43:29 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268540290 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268604191 Toseland, R. (2009). Instructors manual and test bank for Toseland and Rivas]]> 2018-06-26 13:33:19 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/268604191 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/269153458 2018-07-02 12:01:20 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/269153458 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270057180 Priestley, D. (2015). Forming, Storming, Norming and Performing: The Stages of Team Formation. Retrieved from http://www.ventureteambuilding.co.uk/forming-storming-norming-performing/]]> 2018-07-12 13:26:50 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270057180 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270058634 Conflict has its own processes to go through. While I personally react neutrally during a conflict, as a counselor it is my responsibility to show the group members what conflict is and is not. Corey, Corey, and Corey (2018) state that confrontation is not tearing others down, hitting other with negative feedback, being hostile towards others, telling others what is wrong with them, and assaulting someone's integrity.  Personally, I like to agree with the conflict by revealing my own perceptions and thoughts.]]> 2018-07-12 13:43:18 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270058634 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270063482 Mintle, L. (2018). The Importance of Trust When Working Through Conflict - Doing Life Together. Doing Life Together. Retrieved from: http://www.beliefnet.com/columnists/doinglifetogether/2015/10/the-importance-of-trust-when-working-through-conflict.html]]> 2018-07-12 14:35:15 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270063482 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270065110 Wah, L. M. (2014). Group process from a diversity lens - Counseling Today. Retrieved from https://ct.counseling.org/2014/04/group-process-from-a-diversity-lens/]]> 2018-07-12 14:52:24 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270065110 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270066178 Higgins, P. (2005). Yalom's Therapeutic Factors. Retrieved from: www.gssacademicsupport.com/resources/Yalom.ppt]]> 2018-07-12 15:02:47 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270066178 jen_fryman_3 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270067012 Yalom, I. D. (2005). The theory and practice of group psychotherapy. (4th ed.). New York: Basic Book.]]> 2018-07-12 15:12:51 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270067012 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270179794 Foels, R., Driskell, J. E., Mullen, B., & Salas, E. (2000). The effects of democratic leadership on group member satisfaction: An integration. Small Group Research, 31(6), 676-701]]> 2018-07-14 02:17:04 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270179794 https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270180152 2018-07-14 02:30:06 UTC https://padlet.com/jen_fryman_3/2vygdl1rahcf/wish/270180152