GROUP DEVELOPMENT Reference: Cole, Ch.2. Why Study Group Development? ► Research shows that groups move through predictable stages of development ► Objectives:

GROUP GROUP DEVELOPMENTDEVELOPMENT

Reference: Cole, Ch.2Reference: Cole, Ch.2

Why Study Group Why Study Group Development?Development?

►Research shows that groups move through Research shows that groups move through predictable stages of developmentpredictable stages of development

►Objectives: Objectives: Review theories of group developmentReview theories of group development Understand optimal development of groupsUnderstand optimal development of groups Know how to encourage growth in our groupsKnow how to encourage growth in our groups Understand how to cope with blockages and Understand how to cope with blockages and

obstaclesobstacles

TheoriesTheories

StageStage 11 22 33 44

YalomYalom OrientatiOrientationon

ConflicConflictt

HarmonHarmonyy

MaturityMaturity

BionBion FlightFlight FightFight UniteUnite ……....

SchutzSchutz InclusionInclusion ControControll

AffectioAffectionn

……....

TuckmaTuckmann

FormForm StormStorm NormNorm PerformPerform

Yalom StagesYalom Stages

►1. ORIENTATION1. ORIENTATION Hesitant participationHesitant participation Search for meaningSearch for meaning Dependency on leaderDependency on leader Leader is activeLeader is active

Yalom, contYalom, cont

► 2. CONFLICT (dominance, rebellion)2. CONFLICT (dominance, rebellion) ““The struggle for control is present in every group”The struggle for control is present in every group” ““members feel free to make personal criticismmembers feel free to make personal criticism A time of “oughts” and “shoulds”A time of “oughts” and “shoulds” The leader is challengedThe leader is challenged

►He or she doesn’t have all the answersHe or she doesn’t have all the answers►Leader viewed as all-powerful, but holding backLeader viewed as all-powerful, but holding back►Members realize none of them will become therapist’s Members realize none of them will become therapist’s

“favorite child”“favorite child”►Members divided between “attackers” and “defenders” of Members divided between “attackers” and “defenders” of

the leaderthe leader Hostility toward the therapist emerges in many Hostility toward the therapist emerges in many

formsforms Members have resistance to self-disclosureMembers have resistance to self-disclosure

Yalom, cont.Yalom, cont.

►HARMONY (Development of HARMONY (Development of cohesiveness)cohesiveness) Increase in moraleIncrease in morale Increase in self-disclosureIncrease in self-disclosure Concern over absences or missed sessionsConcern over absences or missed sessions Desire to socialize outside the groupDesire to socialize outside the group Chief concern is closeness/intimacyChief concern is closeness/intimacy Suppression of negative affectSuppression of negative affect Mutual supportMutual support

Yalom, cont.Yalom, cont.

►MATURITYMATURITY Cohesive aspects from previous stage Cohesive aspects from previous stage

continuecontinue Conflict is no longer avoidedConflict is no longer avoided Negative emotions can now be freely Negative emotions can now be freely

expressedexpressed Problems are constructively worked Problems are constructively worked

throughthrough

Bion (1961)Bion (1961)

► Behavioral approach: Studied statements Behavioral approach: Studied statements made in groups & categorized them into made in groups & categorized them into both productivity and emotional contentboth productivity and emotional content

► Saw periodic shifts in pattern or directionSaw periodic shifts in pattern or direction► 1. Flight – Members dependent on leader, 1. Flight – Members dependent on leader,

avoid taking on responsibility.avoid taking on responsibility.► 2. Fight - Members attack leader or 2. Fight - Members attack leader or

scapegoat a rival leader (member) as a scapegoat a rival leader (member) as a flight from leaderflight from leader

► 3. Unite – Begins as pairing and sub-3. Unite – Begins as pairing and sub-grouping; ends in stable working group with grouping; ends in stable working group with very little emotionalityvery little emotionality

SchutzSchutz

►Three-dimensional theory of Three-dimensional theory of interpersonal behavior (The interpersonal behavior (The Interpersonal Underworld)Interpersonal Underworld)

►Believed that every individual has Believed that every individual has three interpersonal needs: Inclusion, three interpersonal needs: Inclusion, control, and affectioncontrol, and affection

►Parallels the development of the child Parallels the development of the child in the familyin the family

Schutz, cont.Schutz, cont.

► 1. INCLUSION1. INCLUSION Will I be accepted?Will I be accepted? Where do I fit in?Where do I fit in? What can I give to this group?What can I give to this group? Will I be important? Respected?Will I be important? Respected? Can I be myself?Can I be myself? How will the leader respond to me?How will the leader respond to me?

► Characteristics: Over-talking, individually Characteristics: Over-talking, individually centered behavior, territoriality, self-centered behavior, territoriality, self-centered unawareness and insensitivity to centered unawareness and insensitivity to others, not really listening, interpreting others, not really listening, interpreting remarks in terms of own needsremarks in terms of own needs

Schutz, cont.Schutz, cont.

► Inclusion, continuedInclusion, continued Leader is idealizedLeader is idealized Size up each other, question, categorizeSize up each other, question, categorize Search for similaritiesSearch for similarities Concern over those who haven’t Concern over those who haven’t

contributedcontributed Silent members can block progress of Silent members can block progress of

groupgroup

Schutz, cont.Schutz, cont.

► 2. CONTROL2. CONTROL Where do I stand in relation to power and authority?Where do I stand in relation to power and authority? How much influence do I have?How much influence do I have? Will I have too much responsibility?Will I have too much responsibility?

► Characteristics: leadership struggleCharacteristics: leadership struggle Therapist viewed with mistrust, analyzing and judging Therapist viewed with mistrust, analyzing and judging

members, withholding answersmembers, withholding answers Leader must no show signs of defensivenessLeader must no show signs of defensiveness Member attempts to lead are met with severe Member attempts to lead are met with severe

criticismcriticism Scapegoats must be protected by therapistScapegoats must be protected by therapist

Schutz, cont.Schutz, cont.

►Control, cont.Control, cont. Members split over those who want more Members split over those who want more

structure & those who want lessstructure & those who want less Dependence/independence struggleDependence/independence struggle Members need protection and help vs Members need protection and help vs

need for power & statusneed for power & status Parallel’s “terrible twos” in childhood Parallel’s “terrible twos” in childhood

(Autonomy vs Shame & Doubt)(Autonomy vs Shame & Doubt) Themes of dominance/conformity and Themes of dominance/conformity and

aggression/submission predominateaggression/submission predominate

Schutz, cont.Schutz, cont.

► 3. AFFECTION3. AFFECTION Group CohesivenessGroup Cohesiveness How do others feel about me?How do others feel about me? How do WE feel about each other?How do WE feel about each other?

► Characteristics: Expression of positive feelings, Characteristics: Expression of positive feelings, emotional investment in group, really listen to each emotional investment in group, really listen to each other, direct hostility can be expressed without other, direct hostility can be expressed without negative consequence, secret issues may be sharednegative consequence, secret issues may be shared

► Belief that one is loved and capable of lovingBelief that one is loved and capable of loving► Real consensual validation occursReal consensual validation occurs► Members able to explore new behaviorsMembers able to explore new behaviors► Separation anxietySeparation anxiety

Schutz, cont.Schutz, cont.

►Affection is not a final phase, as Affection is not a final phase, as setbacks occursetbacks occur

►Anticipation of termination can reverse Anticipation of termination can reverse the processthe process

►Stages regress from cohesiveness whenStages regress from cohesiveness when New member arrivesNew member arrives Old member leavesOld member leaves Leadership changesLeadership changes Interruptions/gaps in meeting scheduleInterruptions/gaps in meeting schedule Absences occurAbsences occur

TuckmanTuckman

►Most recent theory, incorporates parts Most recent theory, incorporates parts of previous theoriesof previous theories

►Believes all stages occur in some way Believes all stages occur in some way regardless of the duration of the groupregardless of the duration of the group

►Rate of development adjusts according Rate of development adjusts according to time availableto time available

►Laboratory tasks (OT activities) can Laboratory tasks (OT activities) can help groups develop more rapidlyhelp groups develop more rapidly

Tuckman, cont.Tuckman, cont.

►1. FORM1. FORM Testing and dependenceTesting and dependence Orientation and testing regarding group Orientation and testing regarding group

tasktask Look to therapist for guidanceLook to therapist for guidance Attempt to gain acceptanceAttempt to gain acceptance

Tuckman, cont.Tuckman, cont.

►2. STORM2. STORM Intra group conflictIntra group conflict Members become hostile toward one Members become hostile toward one

anotheranother Members challenge the leaderMembers challenge the leader Members resist structure, rules, taskMembers resist structure, rules, task Members express individualityMembers express individuality Focus on differences rather than Focus on differences rather than

similaritiessimilarities

Tuckman, cont.Tuckman, cont.

► 3. NORM3. NORM Development of cohesionDevelopment of cohesion Accept group and accept each other “warts and Accept group and accept each other “warts and

all”all” Harmony is valued & task conflicts are avoidedHarmony is valued & task conflicts are avoided Members are open to each other (trust)Members are open to each other (trust)

► 4. PERFORM4. PERFORM Emotion is supportive, does not interfere with Emotion is supportive, does not interfere with

task accomplishmenttask accomplishment Can work together effectivelyCan work together effectively Insights are openly discussedInsights are openly discussed Members can be self-critical and attempt to Members can be self-critical and attempt to

change abnormal behaviorchange abnormal behavior

Leadership ChallengesLeadership Challenges

► Realize that leadership challenges are Realize that leadership challenges are normal and predictable stages of group normal and predictable stages of group developmentdevelopment

►Don’t AbdicateDon’t Abdicate Invites member conflictInvites member conflict Results in scapegoatResults in scapegoat

►Don’t DominateDon’t Dominate Defends & strengthen autocratic leadershipDefends & strengthen autocratic leadership Members have lowered moraleMembers have lowered morale Encourages dependency on leaderEncourages dependency on leader

Leadership Challenges, cont.Leadership Challenges, cont.

► As OT leader, best way to handle challenges As OT leader, best way to handle challenges is:is: Share responsibility with members, assign roles, Share responsibility with members, assign roles,

delegatedelegate Allow expression of dissention and acknowledge Allow expression of dissention and acknowledge

itit Take the blows, don’t allow members to be Take the blows, don’t allow members to be

scapegoatedscapegoated Make some changes in response to groupMake some changes in response to group Allow conflict to resolve while preserving Allow conflict to resolve while preserving

integrity of groupintegrity of groupFrom 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.

Importance for OTImportance for OT

► Stages are predictable – as therapists we can Stages are predictable – as therapists we can predict what activities are appropriate for each predict what activities are appropriate for each stage, helps us plan successful groupsstage, helps us plan successful groups

► Awareness of stages helps us understand what Awareness of stages helps us understand what happens in OT groupshappens in OT groups

► Be aware of leader challenges & handle Be aware of leader challenges & handle appropriately (fieldwork example)appropriately (fieldwork example)

► Be aware of blockages, dependence, need for Be aware of blockages, dependence, need for structurestructure

► Support members who take risks, monitor timing of Support members who take risks, monitor timing of self-disclosureself-disclosure

► Design activities to help therapeutic groups reach Design activities to help therapeutic groups reach mature state (cohesiveness)mature state (cohesiveness)

How Groups Reach Maturity How Groups Reach Maturity (Things you can do in group lab right (Things you can do in group lab right

now)now)► 1. Have a focus – Think about what you’d 1. Have a focus – Think about what you’d

like to change, set a goallike to change, set a goal► 2. Pay attention to feelings – Yours and 2. Pay attention to feelings – Yours and

other members, share feelings with groupother members, share feelings with group► 3. Be an active participant – Silence may 3. Be an active participant – Silence may

block the group in control phaseblock the group in control phase► 4. Give feedback – This builds trust4. Give feedback – This builds trust► 5. Be open to feedback – Don’t get 5. Be open to feedback – Don’t get

defensive, just listen & think about itdefensive, just listen & think about it► 6. Take responsibility for what the group 6. Take responsibility for what the group

accomplishes. Your actions can move the accomplishes. Your actions can move the group forward… or notgroup forward… or not