In this stage many of the members may begin to put aside defense mechanisms, in turn making 

the group members may feel somewhat attacked or feel they are being confronted in some 

capacity. As the group counselor it is important to help guide the members through this stage as 

smoothly as possible. Also, for the group counselor it’s important to not take it personally as the 

group members test the counselor. The group members are trying to assess what level of trust 

they can have with the group leader.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Chapter 6, “Initial Stage of a Group”

Belmont, CA: Brooks/Cole.

I chose this Walden Resource begins it introduces the forming stage as one of the  first phases and growing pains that take place in group development. It explains how in this stage  group members are trying to define their roles and build relationships. They will search for and look to a strong leader to guide them through stage one.

I chose this Walden Resource because it it explores the PODs and how it uses the Tuckman four-stage model of group development (forming, storming, norming, and adjourning) to develop study concepts. This well-structured model encourages engagement among group members and enables quality discussion through organized sessions. This model provides milestones for the group’s progression and for the members’ interactions. 

I chose this Walden Resource because it talks about the emotional responses that take place during the forming stage, how we can interpret this session, as well as keep the individual on track. In this stage, members may have an emotional response to the task, especially when goals are associated with self-understanding and self-change. It states how Emotional responses may be less visible in groups working toward impersonal and intellectual tasks, but resistance may still be present.

I chose this Walden resource because it shows an example of using Storming for a small group counseling group while camping. This gives us an idea and example of what this stage looks like hands on.

Belmont, CA: Brooks/Cole.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Chapter 6, “Initial Stage of a Group”

Belmont, CA: Brooks/Cole.

Corey, M. S., Corey, G., & Corey, C. (2018). Groups: Process and practice (10th ed.). Chapter 8, “Working Stage of a Group”

Belmont, CA: Brooks/Cole.

Ending the Therapeutic Relationship: Creative Termination Activities. (2019) Retrieved from https://www.socialworkhelper.com/2014/04/02/ending-therapeutic-relationship-creative-termination-activities/

https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_27/MS_SCCO/COUN_6320S_WC/artifacts/USW1_COUN_6320_groupWorkGuidelines.pdf

https://mbsdirect.vitalsource.com/#/books/9781285011677/cfi/6/10!/4/32/4/14@0:6.92

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

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

Syracuse University. (2018,). Termination of Counseling. Retrieved from https://soe.syr.edu/departments/academic/counseling-human-services/modules/termination/

Sink, C. A. (2016). School counselors as accountability leaders; Another call for action. Retrieved from https://www.researchgate.net/publication/277344911_School_Counselors_as_Accountability_Leaders_Another_Call_for_Action

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

Tyson, L. E., Perusse, R., & Whitledge, J. (2004). Critical incidents in group counseling. Alexandria, VA: American Counseling Association, Chapter 2, “Screening of Members: Everyone Is Welcome” (pp. 9–14)

This resource focuses on the counselor’s role of facilitating a session. Facilitating is the process where the group leader engages with the students as individuals, and more importantly, with the group as a whole. (Sink, 2016) The main focus is to understand the important of involving the group as a whole, not as individual counseling. It’s crucial to understand that there is one voice. A counselor is still addressing issues, but in a group context. The chapter also addresses the important characters in order to be an effective leader at the forming stage of a small group.

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

This reference is an excellent resource and example of what the padlet should look like for project #2, due Week 7. The padlet includes the author’s name, Kelly Kozlowski, as well as the name of the padlet, Stages of Group Development, in the upper, left hand corner of the padlet. Also included within the padlet were various categories, such as the four different stages of group counseling; forming, storming, working and adjourning stage. The padlet demonstrated a fair mix of written work as well as images to describe each category. It was very well presented and gives the reader a good idea of how a padlet should be layed out using the four stages of group development.

This reference is a document that outlines the basic principles and ethical responsibilities that a professional school counselor should adhere to when working with students. It is a guide that helps support a professional counselor regardless of what age group, population or level within their setting. Furthermore, it is a document that will guide those involved with the school counseling profession to help maintain high standards as well as an ethical responsibility.

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

This reference is a series of guidelines for best practices with group work. There is a level of ethical responsibility associated with group workers. A group worker should give attention to their influence that may have ethical implications. The Best Practice Guidelines lists three responsibilities that a group worker must consider; planning, performing and processing. Within these three guidelines are lists and explanations of the various ethical responsibilities that a group worker should follow. Another reason this resources is valuable for the storming or transition stage is because it discusses the importance of ethical vulnerability for group members. They need to be mindful of their ethical responsibilities when interacting with one another.

This reference is a document from the American School Counselor Association (ASCA) that lays out its position concerning group counseling. It discusses the rationale for group work, the school counselor’s role and then a final summary - which helps define the importance of being effective and efficient when working in a group counseling setting.This resource is important for the working stage of group counseling as it is a reminder that this part of group counseling is exciting as it’s where the work gets done. It discusses the three ideas that should be provided in this stage, which include helping students identify and help with issues as well as appropriate decision making strategies.

Tyson, L. E., Perusse, R., & Whitledge, J. (2004). Critical incidents in group counseling. Alexandria, VA: American Counseling Association, Chapter 2, “Screening of Members: Everyone Is Welcome” (pp. 9–14)

This reference concerns various incidents of small group counseling. Each scenario responds to successful implementation of strategies and interventions a school counselor needs in order to have effective group counseling sessions. Also, each lesson provides important reminders of the purpose of group counseling and offers different examples of how to use one’s knowledge as a school counselor. Finally, to be able to help the counseling group work and reflect on their experience

The following reference is a document that outlines group work parameters. It is broken down into the following categories; why group work, defining your group parameters, determining your collaboration toolkit and group work evaluation. Within these categories are subcategories that further explain the parameters and importance of group work. This learning resource is an excellent reference for the adjourning stage of group counseling as a reminder of the various important components and strategies that will allow for a successful group work experience.

The following reference lays out the landscape of the foundations of school-based group counseling. This resource also discusses what theories are most appropriate for small group counseling. For example, analytical therapy, cognitive therapy and behavioral therapy to name a few. This chapter also lists mistaken goals related to student misbehavior and the student and adult’s response to that behavior. This is an excellent resources that quietly points out the various options a school counselor could utilize within small group counseling at the adjourning stage.

Developmental Aspects of Group Counseling: Transition/Working Stage. (1991). Alexandria, VA: Microtraining Associates. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsasp&AN=edsasp.ASP1778896.marc&site=eds-live&scope=site

Developmental Aspects of Group Counseling: Working Stage/Termination. (1991). Alexandria, VA: Microtraining Associates. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsasp&AN=edsasp.ASP1778845.marc&site=eds-live&scope=site

 

Developmental Aspects of Group Counseling: Working Stage/Termination. (1991). Alexandria, VA: Microtraining Associates. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsasp&AN=edsasp.ASP1778845.marc&site=eds-live&scope=site

 

Kacen, L. (1999). Anxiety levels, group characteristics, and members’ behaviors in the termination stage of support groups for patients recovering from heart attacks. Research on Social Work Practice, (6), 656. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edsgea&AN=edsgcl.56537870&site=eds-live&scope=site

Developmental aspects of group counseling : process, leadership, and supervision. (2014). Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=edspsn&AN=edspsn.275&site=eds-live&scope=site

Sink, C. A. (2016). School counselors as accountability leaders; Another call for action. Retrieved from https://www.researchgate.net/publication/277344911_School_Counselors_as_Accountability_Leaders_Another_Call_for_Action