Group Dynamics in the Massage Classroom

In 19650’s Bruce Tuckman was one of the first psychologists to look into the emotional dynamics of groups and group development.   In a 1965 article entitled “Developmental Sequences in Small Groups”, he initially announced the four phases a group journeys through as the Forming – Storming – Norming – Performing model of group development.  He maintained that these phases are all necessary and inevitable in order for the group/class/team to grow, to develop, to face the challenges, to tackle problems, to find solutions, to plan work, and to deliver results. This model has become the basis for subsequent models, and out of it grew the industry of change agents and business coaches.

Forming

In the first stages of team building, the forming of the team takes place. The individual’s behavior is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organization, who does what, when to meet, etc. But individuals are also gathering information and impressions – about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict and threat means that not much actually gets done, as everyone is trying to understand the situation.

Team/class members are usually on their best behavior but very focused on themselves. Mature classmates begin to model appropriate behavior even at this early phase. Sharing the knowledge of the concept of Forming, Storming, Norming, Performing can be extremely helpful to the class.

Instructors/Facilitators of the class tend to need to be directive during this phase.

The forming stage of any classroom is important because, in this stage, the members of the team get to know one another, exchange some personal information, and make new friends. This is also a good opportunity to see how each member of the class works and behaves as an individual and how they respond to learning and group.

Storming

After the classroom settles into doing and learning what is at hand, they will next enter the storming stage in which different ideas and personalities compete for consideration, and even power. The classroom begins to openly address issues such as interpersonal feelings within the group, resistance to learning, emotions arising from the bodywork, and performance anxiety. This is when classmates begin to open up to each other and confront each other’s ideas and perspectives. In some cases storming can be resolved quickly. In others, the class never leaves this stage. The emotional maturity of the class or the depths of the wounds they are addressing, usually determines whether the class will ever move out of this stage. Often some members will focus on minutiae and detail about the class temperature or the clinic management to evade real issues.

The storming stage is necessary to the growth of the individuals and the group as a whole. It can be contentious, unpleasant and even painful to members of the class or even staff at the school.  Tolerance of each student and their differences should be emphasized. Without tolerance and patience the class can get even more contentious, and the learning will not be achieved. This phase can become destructive to the class and will lower motivation if allowed to get out of control. Unfortunately, some classes will never develop past this stage.

It is essential that instructors remain accessible, and remain directive in their guidance of navigating these issues within the classroom, as we encourage professional behavior. Often the class will resolve their differences and members will be able to participate with one another more comfortably. The ideal is that they will not feel that they are being judged, nor shamed and will therefore share their opinions and views without having to be “right”.

Norming

When the class manages to put their differences aside, and move forward with their learning, regardless of everyone being seen as “perfect”, this is called the norming stage.  Often there is also a norming stage that settles in somewhere between the Forming and Storming phases.  At this point, the class has one goal and come to a mutual plan to learn from the instruction, and trust in the process. Sometimes a few students may have to give up their own ideas and agree with others in order to make the class function. In this stage, all classmates take the responsibility and have the ambition to work for the success of the school’s and class’s goals of learning.

Performing

Sometimes it feels like it may be impossible, yet it usually happens that classes reach the performing stage. These high-performing classes are able to function as a unit as they find ways to dive deeper into their learning and experience the massage school as it is intended.  By this time, they are motivated and knowledgeable. The students are now competent, autonomous and able to learn and grow without intervention. Dissent is expected and allowed as long as it is channeled through means acceptable to the peaceful nature we are trying to develop.

During this phase instructors are encouraged to go deeper with the material, and invite inquiry in closing circles. Even the most high-performing classes will revert to earlier stages in certain circumstances. Many classes may even go through these cycles several times as they react to changing circumstances.

Adjourning and Transforming

In 1977, Tuckman, added a fifth stage to the 4 stages: adjourning and transforming, which involves completing the task and breaking up the group.  In this stage we can begin to witness anything from fear of the unknown, to excitement of embracing a new career, to feelings of abandonment to elation of moving on.  As instructors, it is wise for us to be aware of, and acknowledge our own relationship to this change.

This entails the termination of the relationships as we know them, a sense of mourning may evolve.