How to promote group development in psychoeducational groups.

1. Facilitation Skills Promoting Group Development

2. Facilitation Skills Promoting Group Development Having participants assume responsibility for the group and their learning will increase their involvement and potential to learn. There are some very concrete tasks the facilitator can do to help the groups transition from one stage to the next. Member involvement The progression in the Sages of Group Development outlined in the presentation presents a linear model. In reality, the group may have periods of regressing to earlier stages and then continuing the development process.

3. Facilitation Skills Promoting Group Development In traditional group therapies there is a fifth stage, Termination, that is often perceived as another opportunity for learning. In psychoeducational groups this stage is used as a therapeutic learning opportunity . However, this final stage is a chance for evaluating and recognizing learners success. Member involvement

4. First slide What are the stages of group? Performing Shared risk taking Attending to task or to other members “It or us” Norming Cohesion, Inclusion “near or far” Group think, “us versus them” Storming Conflict, Searching for role Dominance “top or bottom” Forming Orientation, Affiliation “in or out” Dependency or rejection

5. First slide Valiance and stages of group development Member involvement Forming Storming Norming Performing

6. First slide Valiance and stages of group development Member involvement "In Reality" Forming Storming Norming Performing

7. "In Reality" First slide Valiance and stages of group development Member involvement Performing Forming Storming Norming

8. "In Reality" First slide Valiance and stages of group development Member involvement Storming Performing Forming Norming

9. "In Reality" First slide Valiance and stages of group development Member involvement Performing Forming Storming Norming

10. "In Reality" First slide Valiance and stages of group development Member involvement Performing Forming Storming Norming

11. First slide Facilitation skills and the stages of group development Member involvement Performing Forming Storming Norming

13. Tell what to expect

15. Affiliation “in or out”

18. Emphasize everyone needs a chance Performing Storming Norming Forming

19. First slide Transition Helpers 1] At beginning of new session, facilitator reviews what was discussed during last session. 2] Try to include as many positive comments about members interactions in previous session. 3] Use the word “group” at least every 3 minutes [or when appropriate]. Forming to Storming Member involvement Performing Forming Storming Norming

22. Searching for role

24. Pair members on tasks

25. Reinforce participationPerforming Forming Storming Norming

26. First slide Transition Helpers 1] Ask specific members to be ready to report in next session what was covered today. 2] Have other members give brief overview of guidelines. 3] Accept that “kill the leader” is part of the storming to norming process. Storming to Norming Member involvement Performing Forming Storming Norming

27. First slide Norming Cohesion, Inclusion “near or far” Group think, “us versus them” Member involvement Performing Forming Storming Norming

31. Discuss their growth and potential for other meaningful relationsMember involvement Forming Storming Norming Performing

32. First slide Facilitator Tasks Norming Cohesion, Inclusion “near or far” Group think, “us versus them” Transition Helpers 1] Give members chance to correct course of the group. 2] IF, members are beginning to form as a group and decision needs to be made, say “well it is your group.” Member involvement Forming Storming Norming Performing

33. First slide Valiance and stages of group development Congratulations! You have optimal group performance. Performing Shared risk taking Attending to task or to other members “It or us” Member involvement Forming Storming Norming Performing

34. Facilitation Skills Promoting Group Development Having participants assume responsibility for the group and their learning greatly increases their involvement and potential to learn.