Running head: GROUP COHESIVENESS VS. INTERPERSONAL LEARNING
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Counseling Mastery of Group Cohesiveness vs. Interpersonal Learning
Sasha Rourke, Leanne Legare, Kam Dhaliwal, Tania LeSurf, McLayne Bennett, TJ Ahmed, Erin
Pooley, and Aman Khosa
Stenberg College
GROUP COHESIVENESS VS. INTERPERSONAL LEARNING
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Counseling Mastery of Group Cohesiveness vs. Interpersonal Learning
Group Cohesiveness
Group cohesiveness is the phase in which individual members of a group come together
to form a functioning work unit. The group members have emotional and social bonds that
connects them to each other and the group and for this reason the group will remain together
to achieve their goals (Boundless, 2015). Group cohesiveness can also be referred to as in group
consciousness, common goal and group spirit, consensual group action, cooperation and mutual
support, support and freedom of communication and an establishment of intimacy and trust
between peers (Yalom & Leszcz, 2005). According to Molnau (2015) the conceptual model of
cohesion includes four qualifications which include environmental, personal, leadership and
team focus.
History and Development of Theory
Group cohesiveness develops within the members of a group when there is a heightened
sense of belonging in addition to collaboration and interdependence. However, some would
argue that it is developed from the interpersonal and group level attraction that people with share
backgrounds and interests have in common. Within group cohesion there is a stronger
commitment to goals from members which in turn motivates each individual to a higher level of
performance (Boundless, 2015).
Mastery of Group Cohesiveness
Mastering and using cohesiveness is important for nurses working in groups for several
reasons. First and foremost, group cohesion is linked to positive group outcomes (Videbeck,
2011). Without group cohesion, the chances of the therapy group being able to function
therapeutically and to have effective outcomes are very limited (Yalom & Leszcz, 2005). This is
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in part because cohesion makes the individual members feel a sense of belonging and of being
accepted and supported; therefore, sharing in the group becomes much easier. As the group
members begin to value one another and their input into the group, they begin to see themselves
as a “we” as opposed to “I” (Videbeck, 2011). This gives the group shared responsibilities for
input and therefore sharing becomes a responsibility. Such group memberships make it easier
for members to feel comfortable sharing their opinions, both positive and negative, with little to
no fear of being rejected by the other members (Videbeck, 2011). Without this, it is much more
difficult for real, honest sharing in group.
Traditional Use of Group Cohesiveness
Group cohesiveness is traditionally used whenever a group is to work together towards a
common goal and can be further described as being “...the extent to which the members within a
group are attracted to the ideas held by the group” (Alvarez, n.d). The energy produced by the
members of the group and the excitement of the combined enthusiasm naturally allows the group
to feel more connected as a whole. Cohesiveness can be seen in many different areas throughout
a person’s life. Alvarez (n.d) states that work environments typically have much happier
employees if they are working together, and a cohesive work environment increases the
likelihood of employee satisfaction and serves as an incentive for employees to arrive prepared
and willing to conquer the tasks of the day. When a group first gets together, we typically see
four stages unfold in order to attain pure group cohesiveness. These group stages are known as
forming, storming, norming, and performing (Alvarez, n.d.).
Relevance of Group Cohesiveness to RPN Practice
Group cohesion is relevant to the RPN practice as it often results in attaining group goals
and positively contributes to group effectiveness. According to Yalom & Leszcz (2005), groups
COUNSELING MASTERY OF GROUP COHESIVENESS VS.
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with higher cohesion have higher rates of bonding and attraction and could be interpreted as this
would mean that with that in groups with higher attraction, there would be more commitment
and less conflict. When an individual feels as if they belong, they are starting the PSR process of
social inclusion. This social inclusion is due to the relationships built in the group and thus helps
them model their relationships outside the groups and in the community. Yalom and Leszcz
support this assertion, “group cohesiveness is not only a therapeutic factor in its own right. It is a
precondition for other therapeutic factors” (Yalom & Leszcz, 2005, p. 55). In today’s RPN
practice, there are techniques that can be used, such as having group facilitators use the here and
now technique, to build therapeutic factors which can be done by focusing on the group’s
interpersonal interactions (Wongpakaran et al, 2013).
Interpersonal Learning
Interpersonal learning in group therapy provides clients with opportunities to learn how
their behavior is perceived by others and how it affects others, as well as, increasing one's insight
(Yalom, 2005; Keltner et al., 2007; Mohr, 2009; Townsend, 2009; Fontaine, 2011, as cited in
Jakopac, 2012). In the psychiatric nursing practice, it is important for nurses to reflect on their
practice as well as the practice of the team, similar to how clients reflect on their behavior.
Interpersonal learning helps psychiatric nurses take their practice into consideration and
recognize areas of improvement and how they can implement interventions with greater
therapeutic outcomes. Interpersonal learning relates to the interpersonal learning theory of
psychiatric nursing as both propose fostering of healthy behavior, the therapeutic use of self as it
promotes healing, and the therapeutic relationship to support meeting the client’s needs
(Beverage et al., 2006).
History and Development of Theory
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Interpersonal learning derives from the interpersonal approach of group therapy that
recognizes group interaction as the method for change (Murdoch, 2012). Interpersonal learning is
the greatest method for change in group therapy because it includes consensual validation,
corrective emotional experience, the understanding of the group as a social microcosm,
transference and insight (Murdoch, 2012). It is important to master the concept of interpersonal
learning in group settings as this therapeutic factor helps group members discover new ways of
relating and new behaviors by means of role modeling and socialization (Basavanthappa, 2007).
Mastery of Interpersonal Learning
Mastery of interpersonal learning is essential to the RPN practice because the group
provides a readily available method of trying out new thoughts/behaviors which is useful in
bringing about new emotional experiences. However, if the psychiatric nurse is not able to ask
questions or direct interactions in ways that cause members to reflect, then members may not
gain much from the experience (Yalom & Leszcz, 2005). Knowing the problematic areas of an
individual’s relational style and how to create a learning experience for this person within the
group (as means to correct any bad behavior) is “one of the chief tasks of a training program for
group psychotherapists” (Yalom & Leszcz, 2005, p. 32). Trying out new behaviors in the group
is central part of interpersonal learning and is what may help members leave behind
dysfunctional behavior and change the way they see and react to things. This could open up new
opportunities for an individual while also helping them to avoid dysfunction and conflict.
Traditional Use of Interpersonal Learning
Within the context of psychiatric nursing practice, many of the settings that we will be
working in will require a more rapid approach as the patient or client will only be in our care for
a limited time. Traditionally with interpersonal therapy, the patient usually works with a
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therapist to evaluate specific problem areas in the patient’s life, such as conflicts with family or
significant life changes. Within interpersonal therapy, it is important to note the four basic
problem areas: role disputes, role transitions, unresolved grief, and interpersonal deficits.
Therapy is usually short-term in this area; however, can go on as long as it takes until the client’s
symptoms subside. The benefits include improved relationships, healthier coping skills, overall
improvement in communication, ability to process grief, and reduction of negative and
destructive behaviors.
Relevance of Interpersonal Learning to RPN practice
Relationships with others is a very significant way in which we learn about ourselves and
the environment around us. Dr. Sullivan, who founded some of the first interpersonal learning
theories, believed that our relationships are our only available source of reality testing, and
therefore, central to the formation of everything we are (Kanter, 2013). Interpersonal learning
within the therapeutic relationship can be a protective tool against the loss of identity that may be
experienced by consumers within the mental health system. Further, having the skills to support
interpersonal participation can assist clients with sincere self-expression which may lead to
discovering new coping methods and healthier behaviors (Reynolds, 2009).
Conclusion
It seems that without group cohesiveness, sufficient sincerity in interactions which is
needed for interpersonal learning, does not take place. On the other hand, without interpersonal
learning, group members may not become adequately cohesive which is necessary for the depth
of work within the group to be significant. Cohesiveness results in stick-with-it mentalities
among group members which creates endurance when facing sensitive interpersonal learning
experiences (Yalom & Leszcz, 2005). In addition, interpersonal learning within the therapeutic
COUNSELING MASTERY OF GROUP COHESIVENESS VS.
relationship provides psychiatric nurses with a method for assessing a client’s needs and social
functioning. From here, we can utilize our interactions and mobilize skills, such as exploring
feelings, soliciting information, reflecting, modifying behavior, and rehearsing social situations.
These interactions are strengthened when the group work well together and there is a high level
of group attraction. Cohesive groups are more likely to stay together as unification is a high
priority of the group and all members have a sense of belonging within their group. However, if
there is to be a higher level of functioning in the group and forward movement towards goal
achievement or change, then interpersonal learning must follow.
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References
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Youtube Video (2015) Lower mainland Group Part One:
https://www.youtube.com/watch?v=ZxuG4M6msPU
Youtube Video (2015) Lower mainland Group Part Two:
https://www.youtube.com/watch?v=GtutCeIM7b4
Youtube Video (2015) Lower mainland Group Part Three:
https://www.youtube.com/watch?v=t_Jtu1TaKTI