GROUP DEVELOPMENT

1. GROUP DEVELOPMENT Reference: Cole, Ch.2

2. Why Study Group Development? • Research shows that groups move through predictable stages of development • Objectives: • Review theories of group development • Understand optimal development of groups • Know how to encourage growth in our groups • Understand how to cope with blockages and obstacles

3. Theories

4. Yalom Stages • 1. ORIENTATION • Hesitant participation • Search for meaning • Dependency on leader • Leader is active

5. Yalom, cont • 2. CONFLICT (dominance, rebellion) • “The struggle for control is present in every group” • “members feel free to make personal criticism • A time of “oughts” and “shoulds” • The leader is challenged • He or she doesn’t have all the answers • Leader viewed as all-powerful, but holding back • Members realize none of them will become therapist’s “favorite child” • Members divided between “attackers” and “defenders” of the leader • Hostility toward the therapist emerges in many forms • Members have resistance to self-disclosure

6. Yalom, cont. • HARMONY (Development of cohesiveness) • Increase in morale • Increase in self-disclosure • Concern over absences or missed sessions • Desire to socialize outside the group • Chief concern is closeness/intimacy • Suppression of negative affect • Mutual support

7. Yalom, cont. • MATURITY • Cohesive aspects from previous stage continue • Conflict is no longer avoided • Negative emotions can now be freely expressed • Problems are constructively worked through

8. Bion (1961) • Behavioral approach: Studied statements made in groups & categorized them into both productivity and emotional content • Saw periodic shifts in pattern or direction • 1. Flight – Members dependent on leader, avoid taking on responsibility. • 2. Fight - Members attack leader or scapegoat a rival leader (member) as a flight from leader • 3. Unite – Begins as pairing and sub-grouping; ends in stable working group with very little emotionality

9. Schutz • Three-dimensional theory of interpersonal behavior (The Interpersonal Underworld) • Believed that every individual has three interpersonal needs: Inclusion, control, and affection • Parallels the development of the child in the family

10. Schutz, cont. • 1. INCLUSION • Will I be accepted? • Where do I fit in? • What can I give to this group? • Will I be important? Respected? • Can I be myself? • How will the leader respond to me? • Characteristics: Over-talking, individually centered behavior, territoriality, self-centered unawareness and insensitivity to others, not really listening, interpreting remarks in terms of own needs

11. Schutz, cont. • Inclusion, continued • Leader is idealized • Size up each other, question, categorize • Search for similarities • Concern over those who haven’t contributed • Silent members can block progress of group

12. Schutz, cont. • 2. CONTROL • Where do I stand in relation to power and authority? • How much influence do I have? • Will I have too much responsibility? • Characteristics: leadership struggle • Therapist viewed with mistrust, analyzing and judging members, withholding answers • Leader must no show signs of defensiveness • Member attempts to lead are met with severe criticism • Scapegoats must be protected by therapist

13. Schutz, cont. • Control, cont. • Members split over those who want more structure & those who want less • Dependence/independence struggle • Members need protection and help vs need for power & status • Parallel’s “terrible twos” in childhood (Autonomy vs Shame & Doubt) • Themes of dominance/conformity and aggression/submission predominate

14. Schutz, cont. • 3. AFFECTION • Group Cohesiveness • How do others feel about me? • How do WE feel about each other? • Characteristics: Expression of positive feelings, emotional investment in group, really listen to each other, direct hostility can be expressed without negative consequence, secret issues may be shared • Belief that one is loved and capable of loving • Real consensual validation occurs • Members able to explore new behaviors • Separation anxiety

15. Schutz, cont. • Affection is not a final phase, as setbacks occur • Anticipation of termination can reverse the process • Stages regress from cohesiveness when • New member arrives • Old member leaves • Leadership changes • Interruptions/gaps in meeting schedule • Absences occur

16. Tuckman • Most recent theory, incorporates parts of previous theories • Believes all stages occur in some way regardless of the duration of the group • Rate of development adjusts according to time available • Laboratory tasks (OT activities) can help groups develop more rapidly

17. Tuckman, cont. • 1. FORM • Testing and dependence • Orientation and testing regarding group task • Look to therapist for guidance • Attempt to gain acceptance

18. Tuckman, cont. • 2. STORM • Intra group conflict • Members become hostile toward one another • Members challenge the leader • Members resist structure, rules, task • Members express individuality • Focus on differences rather than similarities

19. Tuckman, cont. • 3. NORM • Development of cohesion • Accept group and accept each other “warts and all” • Harmony is valued & task conflicts are avoided • Members are open to each other (trust) • 4. PERFORM • Emotion is supportive, does not interfere with task accomplishment • Can work together effectively • Insights are openly discussed • Members can be self-critical and attempt to change abnormal behavior

20. Leadership Challenges • Realize that leadership challenges are normal and predictable stages of group development • Don’t Abdicate • Invites member conflict • Results in scapegoat • Don’t Dominate • Defends & strengthen autocratic leadership • Members have lowered morale • Encourages dependency on leader

21. Leadership Challenges, cont. • As OT leader, best way to handle challenges is: • Share responsibility with members, assign roles, delegate • Allow expression of dissention and acknowledge it • Take the blows, don’t allow members to be scapegoated • Make some changes in response to group • Allow conflict to resolve while preserving integrity of group From Cole, M. Group dynamics in occupational therapy instructor's manual. Online document, http://www.efacultylounge.com, based on Cole, M. (2004). Group dynamics in occupational therapy, Third edition. Thorofare, NJ: SLACK Incorporated.

22. Importance for OT • Stages are predictable – as therapists we can predict what activities are appropriate for each stage, helps us plan successful groups • Awareness of stages helps us understand what happens in OT groups • Be aware of leader challenges & handle appropriately (fieldwork example) • Be aware of blockages, dependence, need for structure • Support members who take risks, monitor timing of self-disclosure • Design activities to help therapeutic groups reach mature state (cohesiveness)

23. How Groups Reach Maturity (Things you can do in group lab right now) • 1. Have a focus – Think about what you’d like to change, set a goal • 2. Pay attention to feelings – Yours and other members, share feelings with group • 3. Be an active participant – Silence may block the group in control phase • 4. Give feedback – This builds trust • 5. Be open to feedback – Don’t get defensive, just listen & think about it • 6. Take responsibility for what the group accomplishes. Your actions can move the group forward… or not