The Trans-Theoretical Model (TTM) of Stages of Change identifies five stages in the change process. As a facilitator you are instilling change in the students in your group. Each student will fall along a spectrum in the Stages of Change. You will need to identify where each group member is on the spectrum. Each stage has different dynamics and different tools for engagement. The ultimate task of the facilitator regarding Stages of Change is to motivate group students towards change. Successful completion of the Mindfulness-Based Ecotherapy program requires motivation to change. The TTM Stages of Change, along with a brief discussion of each, follows below. As a facilitator, you will need to know how to move your students through each stage towards the ultimate stage of Maintenance.
- Pre-Contemplational – “I don’t have a problem.” This stage is sometimes referred to as ‘denial.’ A person at this stage is blaming others or their circumstances for the difficulties in their life rather than accepting personal responsibility. This often manifests as ‘blame-shifting’ or ‘blamestorming,’ in which the individual avoids personal responsibility for making any needed changes. As a facilitator you would move such a person towards the Contemplational stage by developing discrepancies. This is done by gently challenging the statements that lead to denial. An example of developing discrepancies might be, “I don’t understand. You say you don’t have a problem with the way your life is going, yet you enrolled in this Mindfulness-Based Ecotherapy program. Could you please explain what you hope to learn here?” Of course, many people may enroll in the program just because they are interested in self-improvement through nature. For such individuals, developing discrepancies might include statements like, “How have you been living your life to this point, and what has it gotten you? How would you like your life to be different after completing this program?”
- Contemplational – “Okay, maybe I do have a problem.” At this stage, the person is willing to consider that there may be a problem. As Facilitator, you have challenge the denial of the Pre-Contemplational stage by developing discrepancies, and the individual is now willing to consider that there may be a problem. At this stage, you would move individuals towards Preparation by asking two questions:
a. If you did have a problem, what would be some signs that would tell you that there was a problem? What would it look like?
b. If you did not have a problem, what would that look like?
You may then use the answers to these two questions to help the student determine which category applies to their current situation. - Preparation – “I definitely have a problem, and this is what I need to do about it.” At this stage, the student has admitted that there is a problem, and that something needs to be done. Your job as a facilitator at this stage is to help the student to assess strengths and weaknesses, and to formulate a change plan that addresses each student’s particular needs. Once this has been done, you will help the student to execute the change plan by moving to the Action phase.
- Action – “I’m now doing something to address the problem.” At the Action stage, the Facilitator and the student work together to create change, guided by the student’s change plan. The exercises in the Mindfulness-Based Ecotherapy Program are designed to facilitate motivation for change. This motivation for change is analogous to the Performing stage of group dynamics (see section below on Group Stages).
- Maintenance – “I’ve implemented my change plan, fine-tuned it by troubleshooting, and now I’m going to stay with the program.” At this stage the plan for change has been formulated, and the facilitator has helped the students to troubleshoot the plan by asking what might go wrong with the plan as written. Now the student goes out into the world and implements it. If the plan is sound, then the Maintenance stage has been achieved. Maintenance means that the student has created a change plan that works in the real world. A paradigm shift has occurred that allows the student to successfully make changes at all times and in all situations. If an unforeseen circumstance occurs that causes the student to relapse (i.e., to return to previous problem behaviors and modes of thinking), then he/she returns to the change plan, incorporates the new situation, and comes up with a potential solution to the unforeseen crisis.
This new solution is then implemented. The process is repeated until the new situation has been successfully resolved. A word of caution here: As a facilitator, your goal is not to solve problems for your students. Your goal is to help them figure out how to solve their own problems. If you solve their problems for them, you will have created a situation of dependency. Such a situation is especially hazardous with people who have difficulties with emotional regulation, since they are usually accustomed to making their problems someone else’s responsibility. A good rule of thumb here is “Don’t work harder than your students.”
GROUP STAGES
As a general rule, there are five stages of group dynamics. These stages play out over the duration of the group, and each stage has its own characteristics. These stages are:
- Forming – In the Forming stage, the group is getting to know each other. They are also learning the rules. This applies to the unspoken rules as well as the stated group rules. The group dynamics are arranging, and trust is being developed between group members and the facilitator(s). At this stage, the facilitator’s goal is to develop an atmosphere of trust and safety for all group members. During this stage be aware that many participants may be leery of sharing their thoughts and feelings with a group of strangers. Be patient and gentle with them as you prepare them for the next stage.
- Storming – In the Storming stage, group members have settled into the culture of the group, and jockeying for position has begun. Each group will try to establish a pecking order. At this stage, the facilitator’s task is to work to actively engage the withdrawn members of the group while preventing the stronger personalities from dominating each session. One way to do this is to allow each person a turn to speak. In more extreme cases, a talking stick may be needed in order to keep any one person from dominating the discussion.
- Norming – In the Norming stage, trust bonds have been established, the pecking order has been decided, and group members have settled into their roles. Each member knows what the group’s norms are, what’s expected of them, what’s expected of the facilitator, and how the group’s culture works. At this stage, the facilitator’s goal is to work towards continuing to enforce the group’s established norms in a solution-focused way so that all activities of the group are leading towards problem-solving rather than blaming, shaming, or guilt-tripping. At this stage be aware of the dangers of “groupthink.” Groupthink occurs when a person or persons with good ideas keep those ideas to themselves because they perceive that such a recommendation might go against the group culture. Try to maintain an open and accepting culture so that all opinions are heard and evaluated, without letting one or two individuals dominate the conversation.
- Performing – Now that all of the group dynamics have been successfully navigated and the group is functioning as a cohesive whole, the real work can begin. At the Performing stage, group members are actively engaged in discussion. They support each other, turn in their homework, and demonstrate that they are motivated for change (the Action phase of the Stages of Change above).
At this stage, the facilitator’s goal is to keep all group members performing by continuing to work towards a solution-focused approach to problem-solving. During the Performing stage, the facilitator should avoid the temptation to solve problems for group members. Instead, the facilitator helps group members to learn to solve their own problems so that a state of dependence upon the facilitator is not created. This is done by soliciting suggestions for possible solutions from the group. - Adjourning – At the Adjourning stage, the group is preparing to dissolve. It is a time for celebrating successes and learning to use the skills on their own without having to rely on the group for support. At this stage it is the facilitator’s goal to work towards successful transition planning. This includes linking group members to needed community supports, discussing how to continue to successfully implement their change plans, and rewarding group members for their progress.
FACILITATOR SKILLS
As a Group Facilitator, you will need several skills:
- Active Listening – A facilitator needs to be able to pay attention not only to the words being spoken, but also to the tone and the body language. A good facilitator knows that it is possible to validate a person’s feelings without necessarily having to agree with or condone those feelings or the behaviors they generate.
- Connecting – A facilitator needs to be able to help members overcome obstacles to connecting with each other so that the group can become a functioning, cohesive unit.
- Blocking – This is one of the more difficult facilitating skills to learn. Blocking involves keeping more aggressive members from taking over the group. A good facilitator will redirect less focused group members or otherwise move to prevent them from dominating the discussion or disrupting the group. Skill in blocking requires being firm without becoming confrontational or aggressive.
- Summarizing – A good facilitator can review what has happened in a session and summarize it succinctly for all members of the group so that they are better able to integrate the events of a particular session.
- Positive Regard – Possibly the most important facilitating skill, positive regard means keeping a person-focused attitude by allowing group members to set their own goals and outcomes. Positive regard also means validating the thoughts and feelings of all group members without necessarily having to agree with or condone those thoughts or feelings.
- Confronting – On occasion a good facilitator will be required to confront patterns of thought and behavior that lead to detrimental outcomes or disrupt the group. This is best accomplished by developing discrepancies between the group member’s stated goals and their behavior. For example, if a group member’s goal is to become responsible for his/her own personal journey, yet that individual continues to act in ways that demand that others be responsible for that individual’s journey, then there is a discrepancy. A good facilitator can gently point out this discrepancy in a patient and kind manner so that change and growth may occur.
- Inspiring – A good facilitator is an inspiration to group members. Such a facilitator is able to see the good in everyone, and to help them see the good in themselves as well so that they may recognize their own strengths and live by them.
REFERENCES
Childers, J.H., & Couch, R.D. (1989). Myths about group counseling: Identifying and challenging misconceptions. Journal for Specialists in Group Work, 14, 105-111.
Corey, M.S. & Corey, G. (1992). Groups process and practice (3rd ed.). Brooks & Coles, Pacific Grove, CA.
Gladding, S.T. (1994). Effective group counseling. Greensboro, NC: ERIC/CASS.
Riemsma, R. P. et al (2002). A systematic review of the effectiveness of interventions based on a stages-of change approach to promote individual behaviour change. Health Technology Assessment 2002; Vol. 6: No. 24
