Five-stage developmental model for groups: forming, storming, norming, performing, and adjourning (Tuckman & Jensen, 1977). # Forming During the forming, or first stage, as groups get organized, the primary task is orientation to group goals and the setting of rules, structure, and purpose. The relationship component at this stage is characterized by members’ needs for safety and dependence on the group leader. Schutz (1977) refers to this stage as the inclusion stage typified by members’ concerns such as “Will I be heard and understood?” “Will I be liked?” or “Will I be seen as competent?” Supervisors set the stage for the group by modeling behaviors that increase participation and development of group cohesion. - Source [[Book - Essentials of Clinical Supervision - Jane M Campbell]] # Storming At this point, members may feel safer to disagree with the group facilitator or other members of the group. Differing viewpoints on client problems and disagreements about intervention suggestions and theory are natural and normal as supervisees become more confident and experience level increases. Certainly with highly experienced clinicians, open discussion of this kind is the heart of the group process. Although some conflict can be healthy, supervisors need to work hard to manage the conflict so as to maintain safety and trust and keep the group focused on the task at hand. # Norming norming stage that is characterized by a collaborative atmosphere, free exchange of ideas, and openness to differing viewpoints that are seen as helpful to the group purpose. On a relationship level, the group begins to form a sense of “we-ness” or positive morale, and members will be eager to attend each session (Kormanski, 1999). Group members act friendly, warm, and supportive of others’ suggestions and ideas. # Performing performing stage whereby the group becomes very task oriented, and much is accomplished during group time. At this stage, the focus will be on client care, and the relationship component of the group will take the shape of member abilities to understand group process and willingness to self-correct when getting off target. For example, in the early stage of group development, as supervisees discuss cases, the leader might jump in with a reflective comment on the group process and invite the group to ponder the existence of parallel process. At this stage, however, supervisees themselves would suggest such a possibility without leader intervention and come up with their own ideas for correction. # Adjourning adjourning stage, which signals the end of the structured group experience or accomplishment of the identified group purpose. The relationship task for group leaders at this point is to help members end the experience on a positive note. Typically, endings are formalized with rituals and ceremonies that give closure, recognize achievement, and help members say good-bye. With group supervision, the adjourning stage could be for an individual member as the required supervision time comes to a close or for the group itself.