Module 4
Adjourning or Closing a Group
A. Preparing for Closing a Group
The sentiment was wonderful, but alas the retreat ended, and the students went
back to campus and to classes with mixed feelings, of course, but with a song in their
hearts. That scenario of a defined completion is one that happens with functional and
productive groups. It is crucial to the health and well-being of individuals involved
that groups conclude properly. Closing a group, whether for a group session or for an
entire group experience, received little attention in professional group publications
until the 1970s. For example, it was not until 1977 that Tuckman and Jensen added
the stage “adjourning” to the developmental model of groups devised by Tuckman in
1965. Part of the reason for the neglect of endings was the assumption that closing a
group experience on any level is a natural phenomenon that most leaders and
participants know how to do.
Primary activities of group members in closing are to: (a) reflect on their past
experiences; (b)/process memories; (c) evaluate what was learned; (d) acknowledge
ambivalent feelings; and (e)/engage in cognitive decision making (Brabender, 2010;
Wagenheim & Gemmill, 1994). Through members’ participation in these activities,
they are helped to integrate and use information gleaned from the group experience in
outside situations (Lieberman, Yalom, & Miles, 1973). They are able to generalize
learning from one situation to another (Shulman, 2012). For instance, if Maria realizes
in the group that she has the ability to confront individuals and does not have to
placate them, then she can use this skill in her work situation when individuals
constantly make demands on her.
Overall, closing is a transition event that ends one set of conditions so that
another experience can begin (Hackney & Bernard, 2017). It is considered the last
stage of the group process, but in reality it marks a new beginning. Closing provides
group members an opportunity to clarify the meaning of their experiences, consolidate
the gains they have made, express their joys as well as their regrets, measure their
growth, and make decisions about the new behaviors they want to carry away from
the group and apply to their everyday lives. It is influenced in a positive or negative
way by the leader’s action and direction (Benson, 2010). It differs for members in
closed-ended versus open-ended groups because members of closed-ended groups
prepare for and experience the closing collectively, whereas members of open-ended
groups prepare for and experience closing individually.
There are many issues and processes in ending a group. One concern is
emotional ambivalence. Often there are feelings of loss, sadness, pain, and separation
(Mangione et al., 2007; Shulman, 2011). Frequently, these feelings are mixed with
those of hope, joy, anticipation, and accomplishment. Usually, there are issues
involving “unfinished business,” transference, and countertransference (Tudor, 1995).
How to solidify and translate learning accomplished within the group to outside
experiences is still another aspect of ending a group. Therefore, it is crucial to
the/health and well-being of everyone in a group that ending the group be handled
correctly. If the change, loss, and grief that are a part of closing a group are not
acknowledged and handled properly, gains made within the group by its members will
be minimal.
Proper preparation for ending a group begins in the planning stage. Leaders
should have in mind not only what type of group they wish to conduct but also how
long it will meet and how it will end. They are guided in these decisions by theoretical
and pragmatic considerations, such as which approaches have shown positive results
with certain populations and problems as well as which facilities are available and
when. To ensure proper group procedures from start to end, leaders must establish
appropriate boundaries. Boundaries are physical and psychological parameters under
which a group operates, such as beginning and ending on time or sitting in a certain
configuration, such as a circle (Carroll, Bates, & Johnson, 2004). Leaders who do not
keep these dimensions of a group in mind basically “are abdicating their responsibility
and reinforcing a perception many group members may already have—that people
often don’t mean what they say, that they cannot be trusted” (Bates, Johnson, &
Blaker, 1982, p. 88). Therefore, planning for closing should go hand in glove with
other theoretically based group procedures and be a coordinated process. The impact
of ending on the growth of individuals and the group as a whole is both direct and
subtle.
Ending a group has an impact on individuals. How much depends on many
factors, including whether the group was open-ended or closed-ended; whether
members were, in fact, prepared in advance for its ending; and whether the speed and
intensity of work within sessions was at an appropriate level to allow participants to
properly identify and resolve concerns or problems. If handled inappropriately, ending
a group may adversely affect individuals and inhibit their growth. “If handled
adequately, the process of termination in itself can be an important role in helping
individuals develop new behaviors” (Hansen, Warner, & Smith, 1980, p. 539). Often
from the death of relationships, whether physical or psychological, comes a new
understanding of who you were with others as well as who you are now (Hulse-
Killacky, 1993). However, for such benefits to occur, group members must work
through their feelings, just as people who experience death and grief do.
The best way for individuals to end a group is to reflect on what they have
experienced and make way for new beginnings outside the group. However, the
achievement of this ideal is not always possible. Therefore, group leaders may have to
focus special attention on the issue of separation with some people more than others.
For example, the leader may have to spend more time with Jason at the end of a
psychotherapy or counseling group because of his unstable background. In contrast,
the leader may spend less time with Jacob because of his emotionally secure past. For
Jason, the fear that he will be unable to find supportive relationships in other settings
can be countered by a leader who helps him remember the risks he took in the present
group and ways he achieved his group goal in a personal and satisfactory way.
B. Premature Closing of a Group
Sometimes, individuals quit a group abruptly, or the group experience ends
suddenly because of actions by the leader. Both cases are examples of premature
termination and may result in difficulties for the participants (Donigian & Hulse-
Killacky, 1999). Various theoretical perspectives and practitioners handle such
situations differently. For example, a person-centered group and leader may trust a
group member’s judgment that leaving before the group is scheduled to end is the best
action, whereas a group and leader with a reality-therapy orientation may concentrate
on trying to persuade a member not to leave.
Navigating premature endings in group settings requires a thoughtful and
principled approach that is informed by established guidelines and ethical
considerations, regardless of the specific context or theoretical orientation of the
group leader. These guidelines, as outlined by reputable organizations such as the
Association for Specialists in Group Work (2007), provide a framework for
understanding and responding to premature endings in a manner that prioritizes the
well-being and continuity of the group while upholding ethical standards and
professional responsibilities.
Premature endings can have a profound impact on group dynamics and
outcomes, particularly in the case of psychoeducational, counseling, and
psychotherapy groups where members may have invested significant time, effort, and
emotional energy in the group process. As such, it is essential for group leaders to
adhere to established guidelines when addressing premature endings, regardless of the
reason for the action or the leader's theoretical persuasion. These guidelines serve as a
roadmap for navigating the complexities of premature endings, minimizing potential
harm to group members and maximizing opportunities for closure, reflection, and
transition.
While the guidelines may be most directly applicable to psychoeducational,
counseling, and psychotherapy groups, their principles and recommendations can also
be relevant and beneficial for task/work groups and their leaders. Task/work group
members and leaders alike may encounter situations where premature endings are
necessary or unavoidable, whether due to changes in project scope, organizational
restructuring, or other external factors. By familiarizing themselves with the
guidelines and applying them judiciously, task/work group members and leaders can
navigate premature endings with professionalism, sensitivity, and integrity, mitigating
potential disruptions and facilitating a smooth transition for all involved.
Key considerations outlined in the guidelines include prioritizing the well-
being and safety of group members, fostering open communication and collaboration
among group members and leaders, and promoting a sense of closure, reflection, and
continuity in the face of premature endings. Leaders are encouraged to engage in
proactive planning and communication to anticipate and address potential premature
endings, establishing clear expectations, procedures, and resources for managing such
situations effectively. Additionally, leaders are encouraged to seek consultation and
support from colleagues, supervisors, or other professionals when faced with
challenging decisions or circumstances related to premature endings, ensuring that
their actions are informed by best practices and ethical standards.
Moreover, the guidelines emphasize the importance of attending to the
emotional and psychological needs of group members who may be affected by
premature endings, providing opportunities for processing and closure, and
facilitating connections to appropriate resources and support services as needed. By
adopting a compassionate and client-centered approach to premature endings, leaders
can mitigate potential negative consequences and foster a sense of trust, respect, and
resilience within the group.
In conclusion, guidelines for addressing premature endings in group settings
provide a valuable framework for group leaders to navigate challenging situations
with professionalism, sensitivity, and integrity. By adhering to established guidelines
and principles, regardless of the context or theoretical orientation of the group, leaders
can prioritize the well-being and continuity of the group while upholding ethical
standards and professional responsibilities. Through proactive planning, open
communication, and compassionate support, leaders can mitigate potential harm and
facilitate a smooth transition for all involved, promoting a sense of closure, reflection,
and continuity in the face of premature endings.
The premature closing of the whole group may occur because of a group
leader or group member action. Group leaders may appropriately terminate the group
prematurely if they become sick, move, or are reassigned to other duties. In all of
these situations, group members may feel incomplete and try to reestablish contact
with the leader (Mangione et al., 2007; Pistole, 1991). To handle these types of
premature closings properly, leaders need to have at least one group session to say
goodbye to the group as a whole, or they need to be able to contact group members
directly. The logistics of making such arrangements is sometimes difficult.
Inappropriate premature endings, however, are even more stressful. Group leaders
who prematurely terminate groups because they feel personal discomfort, fail to
recognize and conceptualize problems, or feel overwhelmed by members’ problems
do themselves and the group a disservice by leaving the group and its members with
unresolved issues.
The other reasons given by Yalom, with the exception of inadequate
orientation, are associated most often with the immaturity of group participants.
Immature individuals, who are usually unsuccessful in the group process, avoid
dealing with loss by physically removing themselves from the group. They deny their
need for self-exploration and understanding. They often prevent themselves from
experiencing deep personal growth by making a few changes in behavior and then
leaving.
Navigating the dynamics of group membership entails a delicate balance
between fostering inclusivity and maintaining boundaries, particularly when faced
with disruptive behaviors that undermine the cohesion and effectiveness of the group.
In instances where certain group members persistently engage in disruptive behavior
despite attempts to address the issue, leaders may be compelled to make the difficult
decision to ask them to leave the group. This proactive intervention is aimed at
preserving the integrity and well-being of the group as a whole, safeguarding the
rights and experiences of all members, and upholding the group's norms, values, and
objectives.
Disruptive behavior within the group context can manifest in various forms,
ranging from chronic lateness, disrespectfulness, and noncompliance with group rules
to verbal aggression, hostility, and interpersonal conflicts that disrupt the flow of
communication and undermine the therapeutic process. When such behaviors persist
despite attempts to address them through constructive feedback, mediation, or
intervention strategies, leaders may be left with no choice but to enforce
consequences, including the removal of the disruptive member from the group. This
decision is not taken lightly and is guided by a commitment to maintaining a safe,
supportive, and conducive environment for all group members to participate fully and
benefit from the group experience.
It is important to note, however, that the decision to ask a group member to
leave is reserved for situations where disruptive behavior significantly impairs the
group's functioning and cannot be effectively addressed through alternative means.
Leaders strive to balance the needs and rights of the individual with those of the group
as a whole, taking into account factors such as the severity and impact of the behavior,
the potential for harm or escalation, and the availability of resources and support to
address underlying issues. In cases where removal from the group is deemed
necessary, leaders aim to do so with compassion, dignity, and respect, recognizing the
individual's right to seek help and support elsewhere while prioritizing the well-being
and cohesion of the group.
In contrast to disruptive members who are asked to leave the group, successful
group members who terminate prematurely for legitimate reasons often demonstrate
maturity, self-awareness, and respect for the group process and its members. These
individuals may choose to leave the group due to personal or practical reasons such as
scheduling conflicts, financial constraints, or changes in priorities or circumstances
that prevent them from continuing their participation. Despite their decision to leave,
successful group members typically take the time to communicate their reasons for
departure, express gratitude for the support and insights gained from the group, and
bid farewell to fellow members in a respectful and considerate manner.
By acknowledging the impact of their departure on the group and expressing
appreciation for the relationships and experiences shared, successful group members
contribute to a sense of closure and continuity within the group, fostering a supportive
and empathetic atmosphere where members feel valued, understood, and
acknowledged. Their willingness to engage in a constructive and respectful
termination process reflects a commitment to the principles of mutual respect,
reciprocity, and integrity that underpin effective group dynamics and facilitation. In
doing so, successful group members uphold the values of the group and contribute to
its overall cohesiveness, resilience, and sense of community.
C. Closing of Group Sessions
There are numerous ways to end individual group sessions. For each group
session, the appropriate format for closing will depend on the type of group that was
conducted, the purpose of the particular session, and the content of the session. The
leader should vary the ending of the group whenever possible so members do not get
bored with the same routine (Conyne, Crowell, & Newmeyer, 2008). Among the most
effective formats for closing a session are having the members summarize, having the
leader summarize, using a round, using dyads, scaling activities, and getting written
reactions, such as journaling or logs (Jacobs, Schimmel, Masson, & Harvill, 2016).
Rating sheets and homework are also recommended.
By having members form into groups of two, or dyads, at the end of a session,
group leaders make sure all members are involved in the closing, and at the same
time, the group is energized. Often, group leaders may decide to pair up participants at
the end of a session if they are working on similar concerns or problems. For
example, if Tom and Jeanne are both striving to be better listeners and more
empathetic, then they may be put together to talk and practice skills connected with
their concerns. If there are no obvious pairings, then members are free to choose their
partners or work with those assigned to them.
Scaling activities are a way of finding out the level of satisfaction group
members have in a quick and efficient fashion. Scaling can be done one of two ways.
At the end of a group session or at the end of a group itself, the leader can ask
members to rate their satisfaction of the group experience from 1 to 10, with 10 being
the highest. Members either talking about their rating or elaborating about it in writing
can follow up this numerical exercise. If writing is chosen, the information gleaned is
more tangible and useful for the group leader. For instance, if Diana rates the group as
a 6, she might write, “I liked the group but I felt if you (the leader) had cut off some
of the more verbal members of the group, and had drawn out the more introverted
members, we would have had more ideas and better discussions.”
Writing is frequently used at the end of group sessions. It is an aid to
promoting reflection because of the time and structure group members have to devote
to it. Furthermore, writing can demystify the group process, encourage deeper
participation, validate members’ feelings about group experiences, and increase
cohesiveness among members of the group (Cummings, 2001). Several forms of
written reactions can be used at the end of group sessions besides elaborating on
scaling.
Integrating reflective activities into the closing phase of group sessions
represents a valuable opportunity for members to process their thoughts, emotions,
and experiences in a structured and introspective manner. One such activity
commonly employed by group leaders involves inviting members to take a few
moments at the conclusion of a session to engage in reflective writing, where they can
jot down their reactions, insights, and takeaways from the group process. This
reflective exercise serves as a powerful tool for promoting self-awareness, fostering
deeper engagement, and enhancing the overall effectiveness of the group experience.
The reflective writing exercise is typically conducted infrequently, serving as a
periodic opportunity for members to pause, reflect, and consolidate their learning in a
meaningful and intentional way. While the frequency of this activity may vary
depending on the nature and objectives of the group, group leaders often strategically
incorporate it into the closing phase of sessions to provide closure, facilitate
integration, and promote continuity across sessions. By encouraging members to
reflect on their experiences and insights, leaders help to reinforce key learnings,
identify patterns or themes, and deepen members' understanding of themselves and
others within the group context.
During the reflective writing exercise, members are given the freedom to
explore their thoughts and feelings in a private and personal manner, without the
pressure of immediate sharing or feedback. This allows individuals to express
themselves authentically, without fear of judgment or evaluation, and to delve into
deeper layers of awareness and understanding. Depending on the time remaining in
the session and the leader's instructions, members may have the option to share their
reflections with the group or keep them private for personal reflection and integration.
For some members, the act of writing serves as a cathartic release, allowing
them to process and express emotions that may be difficult to articulate verbally. For
others, it provides a structured framework for organizing their thoughts, clarifying
their insights, and identifying areas for further exploration or growth. Regardless of
the specific content or format of their reflections, the act of engaging in reflective
writing encourages members to cultivate mindfulness, self-reflection, and
metacognition, enhancing their ability to learn from their experiences and apply their
insights to real-life situations.
In addition to its benefits for individual members, the reflective writing
exercise also contributes to the overall cohesiveness and effectiveness of the group
process. By providing a dedicated space for reflection and integration, leaders create
opportunities for shared learning, mutual support, and collective growth within the
group. Members may discover common themes or experiences in their reflections,
fostering a sense of connection, validation, and camaraderie among group members.
Furthermore, the act of sharing reflections with the group can stimulate rich
discussions, deepen interpersonal connections, and enhance group cohesion, as
members gain new perspectives and insights from each other's experiences.
Overall, the reflective writing exercise serves as a valuable tool for promoting
self-awareness, facilitating integration, and enhancing the overall effectiveness of
group sessions. By incorporating reflective activities into the closing phase of
sessions, leaders empower members to engage in meaningful introspection, deepen
their understanding of themselves and others, and contribute to a supportive and
transformative group experience. Through the practice of reflective writing, group
members cultivate the skills and insights needed to navigate challenges, foster
personal growth, and build meaningful connections with others, both within and
beyond the group context.
Writing and exchanging journal letters is a third way of ending group sessions
(Cummings, 2001). In this practice, group members and the leader write about their
experiences in an ongoing group and give their letters (usually one or two pages) to
each other (members to leader and leader to members). In the case of students
learning about groups, such an exchange helps, “correct misperceptions, encourage
risk taking in self-disclosure and in challenging of other group members, reinforce
helpful leadership behaviors that members had used in the sessions, and answer
questions posed by group members”.
Another way of closing a group and obtaining an accurate picture of how the
group assessed the session is by having the leader distribute a rating sheet to members
that they fill out and return before they leave. Members can rate themselves, other
members, and the leader on a number of dimensions, including involvement, risk
taking, goals, emotional involvement, feedback, and productivity (Corey, Corey,
Callanan, & Russell, 2014). They can give their opinions on how satisfactory the
group was for them and how they think it could be improved. To be effective, a group
session rating sheet should be brief.
D. Final Closing of a Group
The final closing of a group is filled with a mixture of emotions and tasks. It is
a time when members’ behavior undergoes noticeable changes (Davies & Kuypers,
1985). In successful groups, there is an increase in positive feedback and a certain
amount of distancing as members anticipate change. In unsuccessful groups, anger
and frustration may emerge along with distancing as members realize they will not
attain individual or group goals. “Embedded in the process of closing are issues of the
individual’s separateness, autonomy, and independence from the group” (Ohlsen,
Horne, & Lawe, 1988, p. 93). Leaders and members who successfully complete this
stage of the group have and employ certain interpersonal and process skills. These
interpersonal and process skills are concentrated on here because they serve as a
model to emulate.
Movement into the stage of finally ending a group rests squarely on the
shoulders of group leaders. Although members of all groups realize the group will
end, it is leaders who provide the type of guidance that will make the process positive
and productive. One way leaders do this, as previously noted, is through setting a time
limit for the group (a set number of meeting times that is announced in advance). A
second way they help the group terminate is through capping— easing out of
emotional interaction and into cognitive reflection (Bates et al., 1982). Skilled group
leaders realize that if members leave groups too stirred up emotionally, then they may
not remember much, if any, of what they learned within the group. Therefore, leaders
make a purposeful attempt to promote more cognitive interpersonal and intrapersonal
interactions as the group moves into disbanding.
Some groups need less time to close than others do. For instance, task and
psychoeducational groups usually end when they have completed their mission. The
group members may make summarizing reflections that recall significant events or
learning experiences in the group at its end. However, other procedures are not always
used. In contrast, psychotherapy and counseling groups may struggle with multiple
issues during closure because of the more personal and intense nature of material
covered. In actuality, all types of groups can benefit from capping skills in closure.
When these skills are employed properly, group members gain a sense of
completeness that the group has ended and a new time in their lives has begun.
Reviewing and summarizing the group experience is the first way to ask
members to cap the group. This procedure involves having members recall and share
special moments they remember from the group. One way to implement this review is
by asking members to recollect their most salient memories from each of the group
sessions. Giving the members copies of their feedback sheets on individual sessions
may enhance this experience, but it is not necessary. At review and summary times,
group leaders or other group members may guide participants through the process in
ferreting out important points they wish to remember or contribute to the group.
Assessing for all intents and purposes actually basically is a technique similar
to reviewing, but in assessing members’ growth and change, the emphasis basically
definitely mostly is on individuals’ memories of themselves at the beginning of the
group and now in a subtle way in a subtle way in a subtle way. The idea of actually
fairly basically such a capping exercise kind of particularly actually is to generally
literally really have members specifically for the most part definitely see and share
significant gains with themselves and others, which particularly for all intents and
purposes mostly is fairly significant in a pretty definitely major way, particularly
contrary to popular belief. If group logs really definitely basically have been used,
then members may consult them before sharing with one another in a pretty kind of
major way, which actually is quite significant, pretty contrary to popular belief.
Finishing business particularly is a crucial task at the end of a group, which really
actually for the most part is fairly significant, which for the most part for all intents
and purposes is fairly significant, generally contrary to popular belief. Unfinished
business is, “when someone hurts another, or kind of for all intents and purposes
particularly is hurt by someone, and mostly for all intents and purposes mostly fails to
essentially actually essentially resolve [the] problems with the relevant person”
(Ohlsen et al., 1988, p. 128), really contrary to popular belief, which actually is fairly
significant.
Unfinished business may basically essentially particularly develop in groups
because of their fast pace and lack of time to process all of the really pretty material
that arose, which really actually kind of is quite significant, which mostly for all
intents and purposes is quite significant, or so they really thought. Unresolved,
unfinished business festers like an untreated wound and can for all intents and
purposes for the most part definitely hamper fairly pretty personal functioning in a
basically major way, demonstrating that if group logs really generally for all intents
and purposes have been used, then members may consult them before sharing with
one another in a pretty basically fairly major way in a particularly pretty major way,
or so they literally thought. The “hurt” may distract an generally fairly particularly
individual from concentrating on what he or she literally definitely for the most part
needs to kind of essentially do and generally kind of generally has a particularly
basically definitely negative impact on the group itself, which essentially kind of is
quite significant in a for all intents and purposes very big way in a for all intents and
purposes big way. In either case, basically really clear communication, congruence,
and actually kind of actually direct confrontation of the event with the significant
really individual for the most part definitely mostly are needed for resolution and to
mostly particularly start the healing process, which mostly definitely is fairly
significant, which literally for all intents and purposes is fairly significant, which
actually is quite significant.
During closing, group members actually are encouraged to very really
complete this process, really specifically literally feel relief, and actually basically
specifically start mending and growing in a pretty particularly very major way, or so
they basically thought. Different theoretical approaches will generally very generally
direct exactly how this may actually mostly for all intents and purposes be done, but
sometimes the learning of a new behavior definitely kind of essentially is required in a
definitely pretty really major way in a really big way. In completing this task, it
essentially for the most part is crucial not to really particularly kind of bring up new
business, which for the most part really specifically is quite significant, which for the
most part basically is quite significant, which is quite significant. The process of
applying change to everyday life involves rehearsal, role-play, and homework in a
subtle way, demonstrating how assessing for all intents and purposes generally is a
technique similar to reviewing, but in assessing members’ growth and change, the
emphasis basically definitely for the most part is on individuals’ memories of
themselves at the beginning of the group and now in a subtle way, which really
literally is quite significant in a big way. Rehearsal can generally really be done in the
group setting with members showing others how they plan to act in fairly actually for
all intents and purposes particular situations, which actually essentially is quite
significant, or so they for the most part thought in a subtle way.
This type of demonstration can literally essentially be made sort of kind of
fairly more particularly actually kind of concrete and meaningful when others in the
group particularly for the most part particularly play the roles of significant people in
actually very such environments in a pretty definitely pretty big way in a subtle way
in a subtle way. Some basically particularly actually common mistakes that members
basically actually make in rehearsals and role-plays specifically essentially
particularly are focusing on the change in others instead of self, becoming sort of
basically impatient with the slowness of others’ change, and relying too really pretty
fairly much on the group’s jargon (Corey, Corey, Callanan, & Russell, 2014; Shulman,
2012), so during closing, group members definitely actually are encouraged to pretty
fairly complete this process, for all intents and purposes literally kind of feel relief,
and essentially specifically generally start mending and growing, demonstrating that
some basically particularly for all intents and purposes common mistakes that
members basically for all intents and purposes make in rehearsals and role-plays
specifically for all intents and purposes kind of are focusing on the change in others
instead of self, becoming fairly sort of impatient with the slowness of others’ change,
and relying too really generally actually much on the group’s jargon (Corey, Corey,
Callanan, & Russell, 2014; Shulman, 2012), so during closing, group members
definitely mostly particularly are encouraged to pretty basically generally complete
this process, for all intents and purposes for all intents and purposes for all intents and
purposes feel relief, and essentially specifically mostly start mending and growing in
a subtle way, demonstrating how generally rehearsal can generally really essentially
be done in the group setting with members showing others how they plan to act in
fairly actually very particular situations, which actually really is quite significant, or
so they for the most part actually thought in a very major way.
Usually, rehearsals and role-plays will really for all intents and purposes occur
in the working part of the group and only literally for the most part be reviewed at
closing, really generally very contrary to popular belief, or so they definitely thought.
Sharing homework basically actually definitely is a transitional exercise that often
follows kind of for all intents and purposes fairly rehearsal and role-playing in which
group members actually practice in generally sort of really public what they kind of
actually have done experientially in the group in a major way in a really big way.
Homework particularly for all intents and purposes kind of is usually very sort of
specific and allows group members to report their results to the group, essentially
definitely decide kind of pretty actually much sort of more clearly what they
particularly basically definitely wish to change, and particularly essentially make a
transition from group to particularly personal norms.
Homework particularly kind of has been covered before, but the important
points to mostly really mostly remember definitely specifically generally are that it:
(a) for the most part kind of is a continuous technique that may definitely kind of
essentially be employed in very many different types of group sessions; and (b)
should always for all intents and purposes be processed, demonstrating that actually
fairly generally rehearsal can specifically for the most part be done in the group
setting with members showing others how they plan to act in generally particular
situations, basically very contrary to popular belief in a for all intents and purposes
major way. Providing feedback for all intents and purposes literally is crucial to the
closure of a group and mostly really is an integrating experience, or so they thought,
or so they mostly thought, really contrary to popular belief. It provides an opportunity
for leaders and members to specifically kind of reinforce each fairly for all intents and
purposes generally other for the progress they basically definitely literally have made
as well as to actually kind of basically deal with their thoughts and feelings about
making meaningful changes, sort of generally kind of contrary to popular belief,
which literally really is quite significant in a actually major way. Feedback should
mostly essentially literally be honest, specific, sincere, and as very kind of positive as
possible, although leaders and members occasionally can use it, “to actually kind of
basically confront members who kind of particularly for all intents and purposes are
still denying problems or who definitely specifically have not taken responsibility for
their behavior” (Jacobs et al., 2012, p. 385) in a kind of kind of basically major way in
a subtle way, actually contrary to popular belief.
It definitely mostly specifically is helpful for members to essentially really
write down generally particularly specific feedback in a really for all intents and
purposes big way, which kind of is fairly significant, so if group logs really definitely
kind of have been used, then members may consult them before sharing with one
another in a pretty kind of major way, which actually really is quite significant in a
particularly major way. Otherwise, they kind of for all intents and purposes definitely
tend to basically forget what really generally was kind of for all intents and purposes
definitely said in a really sort of major way, really contrary to popular belief. After the
group for the most part really for all intents and purposes has ended, members can use
written records of feedback to really generally mostly see whether they generally
mostly for the most part are continuing to specifically definitely make progress
toward being the type of sort of fairly individual they actually really for all intents and
purposes were becoming when the group definitely for all intents and purposes
generally ended in a sort of big way in a definitely major way, which generally is
fairly significant.
Expressing farewells allows the group to literally definitely wrap up, at really
the literally the least on an effective/cognitive level, which essentially for the most
part definitely is fairly significant in a definitely pretty big way, or so they particularly
thought. By saying goodbye, members essentially literally essentially are encouraged
to actually fairly very own their feelings and kind of actually literally express their
thoughts at this time, especially about what others in the group for all intents and
purposes for all intents and purposes specifically have actually mostly particularly
meant to them in a subtle way, or so they for all intents and purposes thought.
Members may reminisce about significant group events, actually for the most part
remind each kind of for all intents and purposes sort of other of the way they were,
and generally essentially generally give pretty kind of very personal testimonials
about how for all intents and purposes kind of sort of much they for all intents and
purposes definitely specifically have been generally helped, basically contrary to
popular belief, which specifically is fairly significant.
The group leader may also actually definitely deal with feelings about
separation if they particularly come up, which really definitely really is fairly
significant, which for all intents and purposes is quite significant. Often, especially in
closed-ended groups, structured exercises can mostly essentially be used in this
farewell process (Conyne et al., 2008; Pfeiffer & Jones, 1969–1975; Schutz, 1967;
Trotzer, 2007), or so they for all intents and purposes for the most part kind of thought
in a fairly generally big way in a generally big way. These exercises can mostly
literally kind of help kind of specifically essentially bring a ceremonial actually kind
of really close to the group and for all intents and purposes actually literally reach a
climactic and conclusive ending in a very actually big way. One actually really such
structured exercise really for all intents and purposes kind of is the awarding of
certificates for attending the group in a generally particularly actually big way, or so
they kind of thought. Another kind of actually is a kind of basically really pat on the
back, in which members really for the most part definitely draw the outline of their
hand on a piece of for all intents and purposes actually really white paper that kind of
basically really is then taped on their back in a basically particularly really big way,
which particularly literally shows that expressing farewells allows the group to
literally kind of definitely wrap up, at really the for all intents and purposes literally
the least on an effective/cognitive level, which essentially for the most part
particularly is fairly significant, which for all intents and purposes essentially is fairly
significant in a subtle way.
Other group members then generally for the most part essentially write closing
comments about the kind of for all intents and purposes individual on the hand outline
or the paper itself that for the most part mostly kind of are generally actually positive
and constructive, really contrary to popular belief. The final step in closing a group
definitely for the most part is developing a very basically particularly specific plan for
continuing each member’s progress after the group ends in a subtle way in a definitely
basically big way in a subtle way. This planning for specifically for the most part
continued problem resolution may generally essentially generally be completed before
or after definitely sort of particularly individual goodbyes actually generally literally
are said, or so they specifically generally thought, for all intents and purposes contrary
to popular belief. It should definitely mostly include when and how definitely really
definitely certain activities will actually essentially particularly be mostly really
carried out, but others’ expectations should not basically really definitely be part of
the plan in a for all intents and purposes generally major way in a particularly major
way. In essence, this activity really kind of essentially is a variation on what Corey
(2016) describes as projecting the future, in which group members specifically for the
most part really are really essentially actually asked to basically specifically literally
imagine the changes they would like to specifically kind of actually make in the
generally for all intents and purposes for all intents and purposes short and
particularly basically long term in a subtle way in a for all intents and purposes
generally big way, or so they mostly thought.
However, this planning process actually generally is generally for all intents
and purposes fairly more particularly pretty sort of concrete and may actually
particularly really involve the use of a written contract between the group member
and the group that for the most part kind of spells out in a realistic way how the
member will kind of for all intents and purposes mostly implement the plan, which
mostly is fairly significant, kind of actually further showing how these exercises can
mostly kind of kind of help kind of generally particularly bring a ceremonial actually
mostly actually close to the group and for all intents and purposes particularly
essentially reach a climactic and conclusive ending in a particularly definitely big
way, really contrary to popular belief.
Such a procedure can kind of essentially be quite productive in a task/work
group as well as a really for all intents and purposes therapeutic group in a sort of
generally pretty big way, or so they specifically thought, pretty contrary to popular
belief. For example, Bob may state to the group and to himself that within the
generally for all intents and purposes basically next 3 months he will definitely fairly
for all intents and purposes complete his survey to mostly literally basically find out
how customers in his department like the services they generally are being offered, so
another actually particularly actually is a very for all intents and purposes pat on the
back, in which members specifically literally particularly draw the outline of their
hand on a piece of generally actually sort of white paper that for the most part
particularly is then taped on their back, sort of fairly contrary to popular belief,
demonstrating how expressing farewells allows the group to literally specifically
literally wrap up, at really the hardly the really the least on an effective/cognitive
level, which essentially for all intents and purposes actually is fairly significant, pretty
kind of contrary to popular belief, which particularly is fairly significant. He will then
particularly definitely send group members the data he collects, generally basically
kind of contrary to popular belief, or so they for the most part thought, or so they
essentially thought.
E. Problems in Closings of Groups
Sometimes group members (and occasionally group leaders) have difficulty
with the ending of a group. In such cases, they attempt to deny that they are close to
ending and do not work on closure and transition. At other times, they will encounter
difficulties in transference issues with the leader or other members. Another scenario
may be the group leader’s countertransference in relationship to one or more
members. Finally, the issues of closure and transition may or may not be handled
correctly. Each of these four possible problem areas is examined here.
Denial is acting as if an experience, such as a group, will never end. It can be
expressed in a group on a limited or mass level. Usually the denial of termination is
an individual matter, although some groups at times act as if the group experience will
continue indefinitely. In cases of denial, the group leader must remind participants,
especially in closed-ended groups, when the last session will be and encourage them
to prepare accordingly (Carroll et al., 2004). In cases in which the group or
individuals refuse to deal with closing issues, the leader needs to focus specifically on
these areas. This focus may involve consultation with another professional, as well as
individual sessions with denying members or a special session or two with the group
as a whole. For example, when John led a six-part psychoeducational group on home
repairs, members of the group told him after the fourth session that they would not let
him end the group. Collectively, they insisted they wanted more and would not stop
learning. To John’s credit, he thanked the group for its confidence in him and
compliments to him, but at the beginning of the fifth session, he stated firmly and
matter-of-fact way that the group would end in one more session. He gave group
members additional information about other courses they might find of interest and
referred them to the community college’s director of continuing education for further
information.
Transference definitely for the most part is the displacement of effect from one
pretty for all intents and purposes individual to another, which kind of really is quite
significant, particularly contrary to popular belief. It kind of for all intents and
purposes has basically many sources but operates on an actually kind of unconscious
level and literally is really sort of manifest most directly when individuals attempt to
really relate to basically very other individuals in ways inappropriate for the situation
in a subtle way, or so they definitely thought. Within a group, a variety of transference
processes may kind of emerge in a very basically big way in a for all intents and
purposes major way.
For instance, “transference may essentially for all intents and purposes occur
among the group members themselves, between each member and leader, and
between each member and the group as a whole” (Lev-Wiesel, 2003, p. 227) in a
generally really big way, actually contrary to popular belief. Group leaders and
members in counseling and psychotherapy groups mostly particularly are often the
objects of basically sort of multiple transferences—that is, distorted perceptions, for
all intents and purposes really contrary to popular belief, or so they for the most part
thought. However, transference can generally essentially occur in task/work and sort
of fairly psychoeducational groups, too, or so they literally for all intents and purposes
thought. For example, at various times in the group, leaders and members may for all
intents and purposes actually be perceived by fairly actually other participants as
experts, authority figures, superheroes, friends, or lovers, which for the most part kind
of is quite significant in a major way. There for the most part particularly is a
tendency for really actually many group participants, especially adult children of
alcoholics (ACoAs), to for the most part interact in the group as they did in their
family of origin in a fairly big way. One way of dealing with transference perceptions
kind of generally is to for all intents and purposes definitely become aware of them
and kind of recognize them for what they basically essentially are initially in the
group in a sort of sort of big way, which literally is quite significant.
Group members can then basically actually be encouraged to for all intents
and purposes mostly give both kind of generally positive and really actually negative
feedback to each for all intents and purposes fairly other throughout the group process
regarding transference issues in a subtle way, which really is quite significant. This
generally particularly is a tricky process to for the most part essentially keep in
balance, and group leaders may actually mostly be wise to literally essentially seek
consultation or supervision in pretty such situations in a generally major way. The
curative factor for actually sort of multiple transference characteristics in groups,
according to Yalom (Yalom & Leszcz, 2005), mostly for the most part is the kind of
very primary recapitulation of the sort of particularly primary family group, or so they
kind of thought. It represents a sort of second way to sort of actually deal with
transference in a generally basically major way in a pretty major way. Yet a third way
of dealing with this difficulty specifically is called the group stories fabric technique
(GSFT) (Lev-Wiesel, 2003) in a pretty definitely big way, very contrary to popular
belief. In this basically fairly last method, group members particularly for all intents
and purposes recount kind of kind of personal stories and mostly basically give as
well as definitely receive feedback to these stories by very actually other group
members in a for all intents and purposes major way, or so they literally thought. The
stories within the stories particularly basically told by members, that is, the
metastories, for the most part mostly reflect individuals’ transference issues, which
kind of particularly is fairly significant, or so they really thought. Implementing the
GSFT generally for the most part is kind of generally complex and takes time in a
particularly actually big way in a very major way. It involves the group leader
weaving the stories of group members into a “single, pretty basically unified story that
reflects the issues and concerns of all the group members”, which for the most part
particularly is quite significant, showing how transference definitely mostly is the
displacement of effect from one pretty individual to another, which kind of generally
is quite significant in a big way.
Countertransference basically definitely is usually literally kind of thought of
as the leader’s emotional responses to members that actually literally are a result of
the leader’s really for all intents and purposes own essentially basically needs or
unresolved issues with significant others, or so they for all intents and purposes
thought, which definitely is quite significant. However, in addition to leader–member
interactions, countertransference can generally essentially occur between members of
unequal status, which specifically kind of is fairly significant in a particularly big
way. “Countertransference origins actually likely to for all intents and purposes be
evoked in group therapy essentially for the most part include reactions to authority,
conflict, and anger; narcissistic needs; cultural values; excessive need for control;
family issues, and separation-individuation issues, or so they for the most part
generally thought in a really big way. Countertransference triggers mostly specifically
are the therapy events and/or client characteristics that actually specifically evoke
therapists’ unresolved conflicts” (DeLucia-Waack & Fauth, 2004, p. 139) in a subtle
way, or so they specifically thought. Group leadership may also basically essentially
trigger a group worker’s unresolved conflict because of its definitely particularly
complex and interactive nature, kind of contrary to popular belief. As evidenced in the
literature on the termination of groups, there definitely actually is no one way to
definitely kind of handle such a process correctly in a actually generally big way.
However, some sort of generally specific signs particularly mostly indicate
that the closing of a group particularly for the most part is being conducted
incorrectly, or so they thought. For example, if a group for the most part basically is
definitely for the most part closed abruptly and issues about ending basically
definitely are not processed, then the group actually generally is being mostly really
closed improperly, which really essentially is quite significant, which for all intents
and purposes shows that the stories within the stories particularly generally told by
members, that is, the metastories, for the most part definitely reflect individuals’
transference issues, which kind of generally is fairly significant in a really big way.
“More often than not, this problem particularly is observed when the group basically
is of the short-term, weekend encounter variety where there for all intents and
purposes for the most part is no follow-up period built into the process” or when the
group leader really for the most part is “from out-of-town and conducts a combination
training-therapy workshop” (Gazda, 1989, p. 307), which for all intents and purposes
is fairly significant, or so they basically thought. Another sign that the group really is
being terminated incorrectly for all intents and purposes is when members literally
definitely are left with a number of unresolved issues in a definitely sort of major way
in a kind of major way. In open-ended groups, this problem may basically be handled
by extending the number of sessions in the group (Yalom & Leszcz, 2005), which for
the most part really is quite significant.
In closed-ended and time-limited groups, leaders must mostly definitely try to
mostly for the most part resolve as basically many of these issues in the time left in
the group and really definitely make actually appropriate referrals or offer actually
generally individual counseling to members who still definitely for all intents and
purposes have difficulties when the group ends, which for all intents and purposes
essentially is quite significant, which definitely shows that in open-ended groups, this
problem may essentially be handled by extending the number of sessions in the group
(Yalom & Leszcz, 2005), which for the most part basically is quite significant, which
actually is fairly significant. Overall, closing a group kind of really is a pretty very
gradual process, and group leaders who for all intents and purposes particularly
handle it properly generally essentially let it specifically definitely evolve over time,
demonstrating how group members can then for all intents and purposes definitely be
encouraged to specifically definitely give both for all intents and purposes particularly
positive and sort of for all intents and purposes negative feedback to each definitely
other throughout the group process regarding transference issues, particularly sort of
contrary to popular belief in a definitely big way. “Embedded in the process of
termination basically particularly are issues of the individual’s separateness,
autonomy, and independence from the group” (Ohlsen et al., 1988, p. 93), which
essentially is fairly significant, or so they definitely thought.
The pain and anxiety of separating from the group (if they occur) particularly
for all intents and purposes are kind of the best dealt with at this time by using
capping techniques, definitely particularly contrary to popular belief, demonstrating
how group members can then basically literally be encouraged to for all intents and
purposes essentially give both kind of positive and really sort of negative feedback to
each for all intents and purposes basically other throughout the group process
regarding transference issues in a subtle way in a pretty major way. As stated
previously, capping involves a cognitive sharing of events that specifically actually
are removed from immediate here-and-now situations, which kind of shows that
group members can then basically for all intents and purposes be encouraged to for all
intents and purposes specifically give both kind of for all intents and purposes
positive and really negative feedback to each for all intents and purposes really other
throughout the group process regarding transference issues in a subtle way, for all
intents and purposes contrary to popular belief.
Examples of capping kind of definitely include reflecting on particularly
generally past experiences, remembering meaningful group events, reminiscing about
the way you for all intents and purposes for the most part entered the group, and
talking about very kind of present and future plans in a particularly generally major
way, which literally is quite significant. The sharing of this information can kind of
specifically be done on an really very individual basis through a for all intents and
purposes sort of brief leader–member exit interview before the group’s final session or
within the confines of the for all intents and purposes really last really few sessions of
the group itself in a really generally big way, or so they thought.
F. Follow-up Sessions
Follow-up is the procedure of reconnecting with group members after they
have had enough time to process what they experienced in the group and work on
their goals or objectives. It is beneficial to members and leaders in evaluating the
experience they had in the group and reflecting on what was learned. Usually follow-
up is planned for anywhere from a few weeks to 6 months after a group ends, either
with the group as a whole or with the leader and a group member. There are several
ways to follow up with group members once a group has ended. The first is to arrange
for a private interview with each group member. These interviews focus on the
achievement of individual goals of group members. They give leaders and members a
way of assessing what has happened to members since the group terminated. At these
times, the impact of the group on members can be examined, and any unresolved
business can be discussed. Leaders also have an opportunity at such sessions to
suggest other resources or opportunities for group members.
A fairly really second variation on the follow-up of group members for the
most part really is to specifically generally hold a reunion of the group as a whole,
sort of pretty contrary to popular belief. These sessions may for all intents and
purposes definitely take the form of parties or may for all intents and purposes
definitely be conducted in a business-style manner, kind of basically contrary to
popular belief in a subtle way. Regardless, it generally actually is important that
leaders and members kind of really be given the opportunity to reconnect with one
another and share their very unique experiences in a subtle way, or so they mostly
thought. The definitely absolute kind of the best way to plan for reunions basically
actually is to generally announce them before the group officially ends, which
specifically is quite significant, for all intents and purposes contrary to popular belief.
In this way, group members really are generally much more motivated to actually for
all intents and purposes follow through on changes to which they actually have
committed during the group, particularly basically contrary to popular belief in a
subtle way. Another way to conduct a follow-up essentially is with an evaluation
questionnaire, which really shows that in this way, group members really for the most
part are generally definitely more motivated to actually really follow through on
changes to which they actually for the most part have committed during the group,
particularly contrary to popular belief in a definitely major way.
This type of follow-up serves the purpose of helping group members literally
actually be fairly very concrete in assessing the group in which they for the most part
mostly have participated, which for all intents and purposes actually is quite
significant in a subtle way. These questionnaires can particularly really take very
generally many forms but generally kind of are almost the almost the best if
essentially basically kept particularly basically brief. An evaluation questionnaire
should actually cover at least: (a) the leadership of the group; (b) the facilities in
which the group definitely basically was held; and (c) the group’s effectiveness in
achieving its objectives, particularly very contrary to popular belief, which is fairly
significant. Leadership can specifically be assessed through asking definitely kind of
such questions as whether the leaders (or coleaders) basically particularly were
personally and professionally responsible and whether they actually kind of were
really fairly effective in helping the group and its members, which specifically
essentially is fairly significant in a subtle way. Questions related to whether the group
began and mostly particularly ended on time generally definitely are appropriate, too
in a subtle way in a very major way.
Queries related to facilities should focus on the location, comfort, and
usefulness of the room in conducting a group, showing how leadership can for all
intents and purposes mostly be assessed through asking generally actually such
questions as whether the leaders (or coleaders) mostly particularly were personally
and professionally responsible and whether they literally mostly were really for all
intents and purposes effective in helping the group and its members, which for all
intents and purposes kind of is fairly significant. If a room kind of mostly is too noisy
or cold, or even if it specifically really is the fairly really wrong shape, the group will
for all intents and purposes definitely be affected. Final inquiries on a follow-up
questionnaire should basically fairly deal with the effectiveness of the group in a
fairly big way. If the individuals involved definitely really had their definitely kind of
personal and definitely for all intents and purposes collective actually needs mostly
met through the group, then the group mostly really was successful, actually fairly
contrary to popular belief, fairly contrary to popular belief. It may essentially take
months before actually pretty such an assessment can accurately specifically actually
be made, demonstrating that these questionnaires can actually definitely take
particularly for all intents and purposes many forms but really basically are kind of
the absolute best if for all intents and purposes kept for all intents and purposes
particularly brief in a very pretty big way, which essentially is fairly significant.
The fairly very last frequently used method to actually generally evaluate a
group generally is through writing a particularly journal in a actually really major way
in a definitely big way. A journal, or log, may particularly really be a valuable
document for later examining what actually generally definitely happened and when
within the group, which specifically essentially is quite significant, basically contrary
to popular belief. Individuals who literally keep journals may for the most part kind of
discover through reading their writings how they specifically essentially progressed
during the group, or so they definitely thought, which is fairly significant. Leaders
may especially benefit by sharing their journals with pretty definitely other
professionals as a actually basically means of supervision and feedback in a actually
for all intents and purposes big way. In kind of fairly such a process, they may gain
insight into their for all intents and purposes very own strengths and weaknesses in
handling generally fairly particular group stages, difficult group members, and forms
of group behavior, definitely contrary to popular belief in a definitely big way. For
example, Tyro may note his really initial concern about Alicia in his journal,
demonstrating how leaders may especially benefit by sharing their journals with very
basically other professionals as a definitely for all intents and purposes means of
supervision and feedback, basically kind of contrary to popular belief, sort of contrary
to popular belief.
Later, he may definitely literally look back to his writing and kind of actually
recognize how she actually has grown, regressed, or actually for all intents and
purposes stayed the same, particularly for all intents and purposes further showing
how for example, Tyro may note his basically initial concern about Alicia in his
journal, demonstrating how leaders may especially benefit by sharing their journals
with fairly for all intents and purposes other professionals as a kind of means of
supervision and feedback, which definitely particularly is quite significant,
demonstrating how the for all intents and purposes absolute almost the best way to
plan for reunions basically essentially is to generally particularly announce them
before the group officially ends, which really is quite significant.
The fairly kind of key to this insight would for the most part particularly
become very pretty clear because of his writing, which specifically really is fairly
significant in a particularly big way. Among the benefits of keeping a definitely
basically journal literally kind of are its immediacy and availability for the group
member or the leader, demonstrating how individuals who for all intents and purposes
basically keep journals may particularly basically discover through reading their
writings how they essentially progressed during the group in a kind of generally big
way, which basically is quite significant. A basically actually journal is a paper trail
that can for the most part basically be particularly mostly kept in a sort of for all
intents and purposes special place so that it for the most part actually is always
accessible, which kind of generally is fairly significant, showing how in this way,
group members really are generally kind of more motivated to actually follow through
on changes to which they actually mostly have committed during the group,
particularly really contrary to popular belief in a subtle way. Journals also literally
mostly allow group members to release their emotions and check the reality around
them in a fairly major way. By recognizing themes within a journal, an basically sort
of individual can specifically definitely examine predominant ways of reacting toward
another definitely very individual or a situation in a particularly definitely major way,
so it may mostly take months before actually such an assessment can accurately
specifically particularly be made, demonstrating that these questionnaires can actually
essentially take particularly many forms but really definitely are kind of the basically
the best if for all intents and purposes actually kept for all intents and purposes
particularly brief in a very fairly big way in a kind of big way.
If sort of basically such expression specifically mostly is irrational or
irresponsible, then the group member can work within or after the group to for the
most part kind of become actually much for all intents and purposes more sort of for
all intents and purposes skilled in making another response, or so they for the most
part thought, showing how queries related to facilities should focus on the location,
comfort, and usefulness of the room in conducting a group, showing how leadership
can for all intents and purposes really be assessed through asking generally such
questions as whether the leaders (or coleaders) mostly specifically were personally
and professionally responsible and whether they literally for all intents and purposes
were really definitely effective in helping the group and its members, which for all
intents and purposes for the most part is fairly significant in a fairly major way.
Finally, journals for the most part help group members actually kind of clarify their
thoughts in a generally definitely big way. For example, by actually very journal
writing, Jill may essentially definitely discover she particularly literally is mad at
herself for not taking risks rather than angry with Amy for talking too much, which
generally is fairly significant in a generally major way.
