GROUP DEVELOPMENT
Reference: Cole, Ch.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
Theories
Stage
Yalom
1
2
3
Orientation Conflict Harmony
Bion
Flight
Schutz
Inclusion
Tuckman
Form
Fight
Unite
Control Affection
Storm
Norm
4
Maturity
…..
…..
Perform
Yalom Stages
► 1.




ORIENTATION
Hesitant participation
Search for meaning
Dependency on leader
Leader is active
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
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
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
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
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
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
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
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
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
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
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
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
Tuckman, cont.
► 1.




FORM
Testing and dependence
Orientation and testing regarding group task
Look to therapist for guidance
Attempt to gain acceptance
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
Tuckman, cont.
► 3.




► 4.
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)
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
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
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.
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 selfdisclosure
► Design activities to help therapeutic groups reach mature
state (cohesiveness)
►
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