During this stage, group members are trying to get to know one another. So it is important to create  low risk activities(Thompson & White,2010). 
The facilitator in this stage should provide safety for all group members and provide a level of psychological safety(Thompson & White,2010). 

2. What are overall group characteristics in this stage?

(Corey, et al, 2018).

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

4.What is the depth of group process in this stage?

5. What are some ways to create trust in a group? What is “trust”?

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

7. Share something about the concept of confidentiality in small groups.
1. It is important to reiterate from time to time about confidentiality for group members. Group leaders should find appropriate ways to approach the topic from time to time(Corey, et al, 2018).
2.Group members must explain the parameters and importance of confidentiality (ACA,2014).
3.The group leaders have a ethical and legal responsibility to inform group leaders for and if potentially breaching confidentiality(Corey, et al, 2018).
4. Privileged communication: Professionals cannot break the confidentiality of a client unless, client is at risk to harming themselves, others or property, abuse to children or elderly, ordered by court, supervises or supervisor relationship or clients give specific permission(Corey, et al, 2018). 
5. Before a minor joins a group(12 and over) best practices expect school counselors to notify parents or guardians that their participating in a group counseling(ACA, 2014). '


In this photo it describes the forming stage as the first step of group orientation. Group members will be using this as a way to get to know one another. They can try to form a surface relationship. The orientation is also a way for group members to know what to expect out of group.

 

Cruwys, T., Greenaway, K. H., Ferris, L. J., Rathbone, J. A., Saeri, A. K., Williams, E., Parker, S. L., Chang, M. X.-L., Croft, N., Bingley, W., & Grace, L. (2021). When trust goes wrong: A social identity model of risk taking. Journal of Personality and Social Psychology, 120(1), 57–83. https://doi-org.ezp.waldenulibrary.org/10.1037/pspi0000243.supp (Supplemental)

Thompson, P., & White, S. (2010). Play and Positive Group Dynamics. Reclaiming Children & Youth, 19(3), 53–57.

Young, T. (2013). Using Motivational Interviewing Within the Early Stages of Group Development. Journal for Specialists in Group Work, 38(2), 169–181. https://doi-org.ezp.waldenulibrary.org/10.1080/01933922.2013.764369

(Corey, et al, 2018).

^{This photo represents the conflicting actions to the characteristics associated with the Storming Stage. The emergence of these characteristics causes conflict and turmoil which creates internal group fighting. Fighting over the teddy bear in this photo symbolizes two group members with differences, and the inability to resolve their issues.}

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

HumberEDU. (2015, November 17). Four stages of group development. [Video]. Youtube. Retrieved from https://www.youtube.com/embed/v4DBJ47ZlD4?start=137&end=238" 

Morin, A. (2016). 6 ways to overcome the fear of confrontation. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/what-mentally-strong-people-dont-do/201610/6-ways-overcome-the-fear-confrontation

Young, T. (2013). Using motivational interviewing within the early stages of group development. Journal of Specialists in Group Work. 38(2), 169-181.

Members are provided with challenges and support. They are reinforced to make positive behavior change. The leader has interventions which leads to new behavior. Members interact with others more frequently and become more independent. If there is a conflict within the group, members opt to work through the conflicts instead of avoiding them.   

The group may be functioning at an advance level but doesn't mean it will stay there. Remaining stagnant is normal in this stage. Members have the task of assessing the group's character and effectiveness.

 Feedback occurs when group member and leaders share their observations and reactions. Cohesion and University provides the climate where members feel free to complete work. Hope is belief something positive will happen. Willingness to Risk and to Trust this means opening up and being vulnerable and acting upon change. Caring and Acceptance is accepting someone for their flows and offering support. Power some members enter the group feeling powerless but become empower when they learn the steps to leading a better life. Catharsis is the release of pressure and pain. This occurs when members are willing to admit to their feelings and let it go.  The Cognitive Component 

  explaining, clarifying, interpreting, formulating ideas, and providing the cognitive framework for creating a new perspective on problems. Commitment to Change
is being willing to use the tools being taught for change. 

My leadership style is to make sure I have a safe environment for all people. I make sure everyone feels comfortable sharing their ideas and concerns. Lastly, I make sure everyone feels respected. The only thing that would change would be the size of the group but the leadership style will still be the same. My leadership style would impact the group by making everyone feel important, valued, and safe. 

One thing I would avoid in this stage is passing judgement. In addition, I would avoid making decisions for the members and allow them to come with their own solutions.  

 The social microcosm hypothesis, in particular, claims the interpersonal therapy group becomes a reflection of group members' general tendencies, and can be used as information about members' interpersonal functioning as well as an opportunity for learning and behavior change Goldberg & Holt (2015).

 Diversity issues are addressed respectfully and questions are asked like "Tell me more about what you mean" Wah (2014).

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

Goldberg, S. B., & Hoyt, W. T. (2015). Group as social microcosm: Within-group interpersonal style is congruent with outside group relational tendencies. Psychotherapy, 52(2), 195–204. https://doi.org/10.1037/a0038808

Wah, L. M. (2014) Group process from a diversity lens retrieved from 
https://ct.counseling.org/2014/04/group-process-from-a-diversity-lens/

https://i.pinimg.com/564x/2b/a0/cf/2ba0cf29e29274b4c554105a74a335fa.jpg

This psychoeducational anger management group targets high school ninth graders identified as persons who could benefit from the group experience. Group members will be provided with information regarding anger management, activities that will promote the understanding of emotions, impulses, behaviors and aggression, and tools and coping skills to apply to their everyday lives.
 
Picture Citation: (Anger Management, n.d.)

This picture represents an adolescent who cannot manage her anger.

 

·         Emotionally charged 

·         Separation anxiety

·         Distant 

·         Problematic 

·         Argumentative 

·         Diminish the work that was accomplished 

(Corey, et al., 2018)

Some members may utilize mechanisms that make it easier for them to leave the group.

Reference

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

            CA:  Brooks/Cole.

·         Sadness

·         Less intense participation

·         Making decisions about future courses of action

·         Expressions of fears, hopes, and concerns for fellow group members

·         Role playing and behavioral rehearsal

·         Evaluating the group process

·         Possible discussion about follow-up meetings

(Corey, et al.,2018)

Reference

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

            CA:  Brooks/Cole.

Peer Reviewed Article

In this article, Tucker, et al. (2020) explored the impact of client variables, group characteristics, and the pattern of change in cohesion across time.  The participants included 128 volunteer clients and 14 group therapists.  They participated in 23 separate 8-week-long counseling groups.  Tucker, et al. (2020) found that even though the change in cohesion was largely due to client characteristics, group bonding was compromised when leaders neglected to encourage emotional belonging but instead focused on structuring.  In other words, leaders have a small but significant impact on cohesion development.  Additionally, their study indicated that gender perception similarities between group members served as a predictor of initial perceptions of cohesion.  Therefore, group leaders must ensure that members of diverse backgrounds and experiences are represented.

Reference

Tucker, J. R., Wade, N. G., Abraham, W. T., Bitman-Heinrichs, R. L., Cornish, M. A., & Post,B.

C. (2020). Modeling cohesion change in group counseling: The role of client characteristics, group variables, and leader behaviors. Journal of Counseling Psychology, 67(3), 371–385. https://doi.org/10.1037/cou0000403

 

·         Clarifying and integrating the meaning of their experiences in the group

·         Consolidating the gains they have made

·         Deciding what newly acquired behaviors and changes they are committed to bring to their everyday lives.

Corey, et al., (2018)

            The general tasks at this stage include:

·         Avoid distancing themselves from the group by dealing with feelings of separation

·         Generalize learning to everyday life

·         Settle unfinished business in the group

·         Assess the impact of the group

·         Finalize personal changes needed to be made

These tasks may differ slightly depending on whether the group is closed or open.  For closed groups, members review their individual work and evolving patterns from the first session to the last.  However, for open groups, the termination process should also include members having opportunities to explore their feelings and thoughts when a member is leaving, and a new member enters.  Group leaders can teach members how to process endings and have a sense of closure both in the group and in relationships outside of the group (Corey, et al., 2018).

Reference

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

            CA:  Brooks/Cole.

Picture Citation: (Adjourning Stage, n.d.)

This picture represents the adjourning stage of group development.  Group members prepare to take what they have learned and apply it to their real-world settings.

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

            CA:  Brooks/Cole.

Picture Citation: (Great things are done by a series of small things brought together, n.d.)

This photo represents Vincent van Gogh’s belief working together to accomplish a goal.  The same applies to successful group work.

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

            CA:  Brooks/Cole.

 

Closure may be experienced differently due to a member’s cultural background.  Racial and ethnic minority youth may experience unique challenges that are related to their social, cultural, and structural positions in the US.  Group leaders must be aware of these cultural differences. so that they effectively assist group members in achieving their goals.  For example, African Americans tend to come from a communal background.  This could positively impact the development of the adjourning stage of group counseling by fostering emotional support and social identification among group members.

Picture Citation: (Diversity, n.d.)

This photo represents the reality of human diversity in our society. 

 
Reference

Yi-Ju Cheng, LaToya Smith, Rochelle Ritzi, Terra Wagner & Terry L. Pertuit

(2020) Counselor Preparation in Working with African American Adolescents in Group Counseling, The Journal for Specialists in Group Work, 45:1, 3-21, 

DOI: 10.1080/01933922.2019.1699620

 

One way this art activity could be used is to have each group member create their own card with an image and writing about what they got out of the group.  Another way this art activity could be used is to pass the cards around to each group member and they contribute to the art on one side and a brief message on the other.  Each group member will have a card that everyone contributed to.

Picture Citation: (Expressive Goodbyes:  Group Therapy Termination, n.d.)

This picture represents a closing activity for the final group session.