Forming Stage Tuckman 1965

forming stage (Tuckman 1965) as described previously and in relation to (Schutz 1977) appears to be grappling with the inclusion phase.
Session three was held in November I still had a sense of discomfort and felt very self-aware that this group is not for me. After the previous session I felt the group had no direction (Cole, 2003) and yet I decided to remain silent therefore contributing to the lack of direction (BABCP ). One member stated “I do not know what this group is” which helped me feel less isolated and at least one other member shared my discomfort. It seemed the more I attended this group the more confused I became. When the facilitators did come to me I had an immediate urge to run. When it was pointed out I had not been heard today I responded by saying “I am not here I am on the bus home” one of the other members said “it is OK to feel like this
sometimes”. I felt angry that I was forced to speak and retaliated and I was aware this was not in the spirit of the group however I planned to say this regardless of the outcome. This rebellious response when I felt threatened or in this case a sense of being forced into a role I don’t wish to be in stems from childhood. My mother was dominant and I would be angry when I had to conform. This resulted in passive aggressive behaviours as I was unable to challenge my mother. The relationship with my mother was dysfunctional. This can be tied into the factor corrective recapitulation of the primary group (Yalom, Leszcz 2005).

Corrective recapitulation of the primary group, challenges the transference of dysfunctional characteristics learned from the family within the group setting. (Yalom, Leszcz 2005) explains individuals seek out therapy as their interactions with their family have been unsatisfactory. For example, within the family there can be hostility, dominance along with intimacy that produces strong emotions. It can be deliberate tactic that there is a male and female facilitator in some groups as at an unconscious level group members see them as representative of their parents or other family members such as siblings. If facilitators are seen in a parental role, group members can act out family conflict safely and move toward their resolution. I felt I was in the storming stage where there is a feeling of internal conflict I am resisting the task at an emotional level (Tuckman 1965) The group itself still feels to me to be in the forming stages as described previously (Tuckman 1965). I was trying to have some sort of control over this process (Schutz 1977). For me the group lacks direction (Cole 2003)

Session four was in December, I had a sense of relief that I did not need to attend. Session five was in January. This was probably the most therapeutic group; my group had experienced. Two group members disclosed childhood bullying and another member described her experience of supporting her son who was being bullied. Several factors were present in this group for example universality as already described. The group felt cohesive and according to (Yalom, Leszcz 2005) as humans we gravitate towards groups where we feel accepted and secure. It is this attraction to groups that has helped us survive as a species. A cohesive group, held in high regard, has a feeling of emotional connectedness for members and a sense of we are all in this together. The more attraction one feels to the group the more cohesive it becomes although there is variance in the levels of attraction throughout its life span. If cohesion does not develop early on it will be difficult to engage in challenging work and furthermore it may stop other factors becoming operational (Yalom, Leszcz 2005)(Burlingame, Fuhriman & Johnson 2001)
When a member engages and feels free to express within a supportive group environment there is seen to be a sense of release from emotional distress.
(Yalom, Leszcz 2005) describes this factor as catharsis which was certainly evident in this group. The facilitator worked through the CBT five factor model with the member asking her to describe her thoughts feeling physical sensations and behaviour. There was also a sense of the here and now as the facilitator said to the member “if you had younger version of yourself in front of you what wold you say to her”. After the member gave her response the facilitator asked how she was feeling now and the member said “I feel better” this then evidence catharsis and demonstrated here and now working. The other member, after the facilitator walked her though the CBT five factor model, attended to the here and now through the facilitator asking “if you came face to face with the bullies now what would you say to them”. The facilitator role modelled the behaviour to the group. This role modelling is the second key facilitators task alluded to by (Yalom, Leszcz
2005)
(Yalom, Leszcz 2005), explained the development of the group culture, through the socialisation, which is one of the therapeutic factors, socialises the group members to the group norms. Developing groups rules and behaviours will lead to operationalisation of the therapeutic factors already described. Thus the facilitator creates an environment in which the group can freely interact with the group becoming the agent of change. The therapist develops norms through role modelling. Self-disclosure is a critical group norm for without it the group will not have therapeutic value. Members are encouraged to disclose however this is at their own pace. At this time, I was experiencing work place bullying however I chose not to disclose. I gave the member some advice through giving information which reflects the factor Imparting information. This factor is part of the group process where members offer advice however, collaboration and partnership is a more useful way of imparting information (Yalom, Leszcz 2005). The facilitator can offer information in the form of psychoeducation however there was no evidence of the this.
I decided not take the risk even though this would have been a perfect opportunity for me to get some help from the group. I decided the group had heard enough about bullying and would probably be bored to hear more from me (BABCP ). Although for the first time I felt connected to the group. In this session the group felt like it was in the performing stage of (Tuckman 1965) group theory where all conflict is settled and work can be carried out. However, any learning was directed by the facilitator none of the group members used the CBT technique to explore the issues. I still had a sense this was not my place. I did feel more relaxed but not safe enough to impart personal information. Therefore, the factor interpersonal learning was not present.
(Yalom, Leszcz 2005) argues the client’s interpersonal learning through relational experiences is at the heart of her psychology. Personality is developed through interactions with significant others. If the relationships were distorted the client will default to this position. My default position in this environment is to say nothing that may leave me exposed to disclosure. I believe this stems from a core belief from the helplessness genre