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 Stage1234 YalomOrientationConflictHarmonyMaturity BionFlightFightUnite….. SchutzInclusionControlAffection….. TuckmanFormStormNormPerform

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