stages of group development

1. 5 Stages of Group
Antonio. Catherine T.
Valdeleon, Mabelle R.
GC 202 – Group Process and Counselling

2. Specific Objectives
Describe and Explain the different stages of
group development
Antonio. Catherine T.
Valdeleon, Mabelle R.
GC 202 – Group Process and Counselling

3. Specific Student Learning Outcomes
At the end of the session, Students should be
able to differentiate and identify different
group stages
Antonio. Catherine T.
Valdeleon, Mabelle R.
GC 202 – Group Process and Counselling

4. Definition of Group Development
Is defined as two or more people interacting together to achieve a
goal for their mutual benefit.
Gregariousness is part of human nature, and may personal and
professional skills are learned through group interactions.
It is only natural, then, for counsellors to make use of this
primary way of human interaction.
Groups differ in purpose, composition and length.
“The dynamic interaction between collections of individuals for
prevention or remediation of difficulties or for the enhancement
of personal growth/enrichment” (Gazda, 1989)

5. Group Work
• A broad professional practice involving the
application of knowledge and skill in group
facilitation to assist an independent
collection of people to reach their mutual
goals, which may be intrapersonal,
interpersonal or work related (ASGW, 2000)

6. What is your goal if
you are in a group?

7. Goals of the Group
• Accomplishment of tasks related work
• Education
• Personal development
• Personal and interpersonal problem solving
• Remediation of mental and emotional
disorders

8. Advantages of having a Group
• Instillation of hope (assurance that treatment will work)
• Universality (the realization that one is not alone, unique or
abnormal)
• Imparting of information (instruction about mental health, mental
illness and how to deal with life problems)
• Altruism (sharing experiences and thoughts with others, helping
them by giving of oneself, working for the common good)

9. • Instillation of hope (assurance that treatment will work)
• Universality (the realization that one is not alone, unique or abnormal)
• Imparting of information (instruction about mental health, mental illness
and how to deal with life problems)
• Altruism (sharing experiences and thoughts with others, helping them by
giving of oneself, working for the common good)
• Group cohesive (bonding with other members of the group)
• Catharsis (experiencing and expressing feelings)
• Existential factors (accepting responsibility for one’s life in basic isolation
from others, recognizing one’s own mortality and the capriciousness of
existence

10. Group Stages
• Groups, like other living system, go through stages
• If an individual or group leader is not aware of these
stages, the changes that occur within the group may
appear confusing rather than meaningful, and the
benefits may be few
• Leaders can maximize learning by either setting up
conditions that facilitate the development of the group
or “using developmentally based interventions, at both
individual and group levels” (Saidla, 1990)

11. Background of Group Stages
• Tuckman (1965) was one of the first
theorists to design a stage process for
group counseling
• He believed there were four stages of
group development: forming, storming,
norming, performing and adjourning
(Tuckman & Jensen, 1977) or
mourning/morning (Waldo, 1985)

12. 5 Stages of Group
GC 202 – Group Process and Counselling

13. 5 Stages of Group
• Forming / Orientation
• Storming
• Norming
• Performing
• Adjourning / Mourning / Termination

14. Orientation (Forming)
• Impression
• Acceptance
• Observation
• Rules and Regulation

15. Forming Stage
• the foundation is usually laid down for what is to
come and who will be considered in or out of
group deliberation
• Members express anxiety and dependency and
talk about nonproblematic issues
• For example, before the first meeting, members
may be told they will be expected to spend 3
minutes telling others who they are (McCoy,
1994)

16. Forming Stage
• Group members learn about each other and the task
on hand
• Indications: unclear objectives, uninvolvement
uncommitted members, confusion, low morale, hidden
feelings, poor listening
• A leadership strategy to help groups that are forming
is to act as a “coordinator” by helping to “set the
stage” (i.e. purposefully pick the team, facilitate group
goals and create a team shared mental model)

17. Storming
• Conflict
• Competition
• Hostility
• Discomfort

18. Storming Stage
• It is a considerable turmoil and conflict usually occur, as they do
in adolescence
• Conflict within the group at this and other times “forces group
members to make some basic decisions about the degree of
independence and interdependence in their relationship with
one another” (Rybak & Brown, 1997)
• Group members seek to establish themselves in the hierarchy of
the group and deal successfully with issues concerning anxiety,
power and furure expectations

19. Storming Stage
• As group members continue to work, they will engage each other in
arguments about the structure of the group which often significantly
emotional and illustrate the struggle for status in the group
• These activities mark the storming phase: lack of cohesion, subjectivity,
hidden agenda, conflicts, confrontation, volatility, resentment, anger,
inconsistency, failure
• Leadership strategy is to act as a “coach” by helping to “resolve the
conflict and tension” (i.e. act as resource, develop mutual trust, calm the
work environment

20. Norming
• Cohesion
• Trust
• Responsibility shared
• Conflict Resolved

21. Norming Stage
• is similar to young adulthood, in which “having
survived the storm the group often generates
enthusiasm and cohesion. Goals and ways of
working together are decided on” (Saidla, 1990)
• This stage is sometimes combined with the
storming stage but whether it is combined or
not, it is followed by performing/working, which
parallels adulthood in a developmental sense

22. Norming Stage
• Group members establish implicit or explicit rules about how they will
achieve their goal
• They address the type of communication that will or will not help
with the task
• Indicators: questioning performance, reviewing/clarifying objectives,
changing/confirming roles, opening risky issues, assertiveness,
listening, testing new ground, identifying strengths and weaknesses,
• Leadership strategy is to “empower” to help the team “successfully
implement and sustain projects” (i.e. allow for the transfer of
leadership, seek feedback from staff, set time aside for planning
and engaging the team)

23. Performing
• Productive
• Self Assuring
• Task Oriented
• Unity

24. Performing Stage
• Group members become involved
with each other and their
individual and collective goals
• This is the time when the group, if it
works well, is productive

25. Performing Stage
• Groups reach a conclusion and
implement the solution to their
issue
• Indicators: creativity, initiative,
flexibility, open relationships, pride,
concern for people, learning,
confidence, high morale, success

26. Adjourning
• Closure
• Termination

27. Adjourning Stage
• Mourning/ Termination Stage, the group
comes to an end, and members say
good-bye to one another and the group
experience. In termination, members feel
either fulfilled or bitter
• Sometimes there is a celebration
experience at this point of the group; at a
minimum, a closure ceremony almost
always takes place

28. Adjourning Stage
• As the group project ends, the group
disbands in the adjournment phase
• The leader should transition into a
supporting role in order to expand the
initiative (i.e. create future leadership
opportunities for the group members)