Phases of Development in an Adult Therapy Group

Kaplan, Seymour R.; R, Román

doi:10.1080/00207284.1963.11642625

Cited by 36 publications

(11 citation statements)

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“…Depending on the theory that models development, the focus is on changes in different aspects of group dynamics (e.g., task process, interpersonal process, decision making). In their literature review Chidambaram and Bostrom (1996) showed how researchers of group development tend to describe the development of groups as either sequential (e.g., Bennis & Shepard, 1956;Hill & Gruner, 1973;Kaplan & Roman, 1963;Tuckman, 1965;Tuckman & Jensen, 1977) or nonsequential (e.g., Gersick, 1991;McGrath, 1991). Researchers who follow the sequential tradition describe the unitary sequences of development that groups follow during the course of their lives, whereas researchers from the nonsequential tradition focus on explaining the underlying factors that cause shifts in group development.…”

Section: Group Developmentmentioning

confidence: 99%

An Exploratory Study of Group Development and Team Learning

Raes

Kyndt

Decuyper

et al. 2015

Human Resource Development Quarterly

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Teams need to pass through a series of development stages before they can operate effectively, and, in a changing context, it has also been demonstrated that teams need to continue learning in order to remain effective. This article aims to explore the relationship between team development and team learning. In particular, it focuses on when and why basic team learning processes such as sharing information, co‐construction, and constructive conflict occur during different phases of development. It can be hypothesized that although each stage of team development is characterized by specific learning tasks, team learning processes occur more in certain stages than in others. The results from a model‐based cluster analysis and ANOVA analyses on a sample of 44 professional teams show that team learning occurs more in the later phases of group development due to higher levels of team psychological safety and group potency.

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Section: Group Developmentmentioning

confidence: 99%

An Exploratory Study of Group Development and Team Learning

Raes

Kyndt

Decuyper

et al. 2015

Human Resource Development Quarterly

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show abstract

“…However, various models put forward somewhat discordant explanations of this initial within-group conformity. Some models emphasize an initial positive atmosphere characterized by engagement, universality, and members searching for common issues (Kaplan & Roman, 1963;MacKenzie, 1998), whereas other models identify this initial conformity as characterized by a more competitive climate in which issues of power and control regulate member behavior (Agazarian & Gantt, 2003;Bennis & Shepard, 1956). …”

mentioning

confidence: 99%

“…Some models emphasize the further deepening of empathy, intimacy, and communication within later developmental stages (Foulkes & Anthony, 1965;Kieffer, 2001), in contrast to descriptions of less emotional investment in group work in other models (e.g., Tuckman, 1965). However, several theories converge on the identification of a last stage of termination (Kaplan & Roman, 1963;MacKenzie, 1997a;Tuckman & Jensen, 1977) characterized by cohesiveness and intimacy.…”

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confidence: 99%

Development of Group Climate in Short- and Long-Term Psychodynamic Group Psychotherapy

Bakali

Wilberg

Klungsøyr

et al. 2013

International Journal of Group Psychotherapy

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This study examined the development of group climate using the Engaged, Conflict, and Avoiding subscales of the Group Climate Questionnaire-Short Version (GCQ-S) in a sample of 145 patients attending either short- (20 sessions) or long-term (80 sessions) psychodynamic group psychotherapy. Linear mixed models were used to compare changes in group climate over time. Engaged developed along similar lines in the two psychotherapy formats. During the first 18 sessions, conflict and avoidance decreased toward the termination of the short-term groups, in contrast to an increase in this still-early stage of the long-term groups. When compared according to the stages of therapy (early, middle, late), a low-high-low pattern for conflict and avoidance emerged in both psychotherapy formats, with a stronger decrease toward termination in long-term groups. This finding can be seen as reflecting an accelerated progress of development within the short-term groups, and a delayed but strengthened process in the long-term groups. Review of empirical studies indicated that most theories of group development have a relatively narrow range of validity, but the parallel pattern of group climate found in this study across early, middle, and late stages for short- and long-term groups suggests that the perspective of developmental stages is still important to both group process theory and clinical practice.

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“…Numerous studies (Bennis & Sheppard, 1956;Kaplan & Roman, 1963;Schutz, 1958;Tuckman, 1965;Yalom, 1970) have identified stages of group development. While each study reports a somewhat differing set of stages, all agree on the general character of such sequences.…”

mentioning

confidence: 99%

A Kleinian analysis of group development

Stiers

1987

Group

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Phases of Development in an Adult Therapy Group

Cited by 36 publications

References 1 publication

An Exploratory Study of Group Development and Team Learning

An Exploratory Study of Group Development and Team Learning

Development of Group Climate in Short- and Long-Term Psychodynamic Group Psychotherapy

A Kleinian analysis of group development

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