Group Process and Change

Groups form a microcosm of life, a slice of the real world where children and teens can experiment interpersonally and grow, but group experiences can be either positive or negative. Just because people join a group, even a school-based group does not mean that they will have a positive experience. For example, researchers have documented a direct increase in alcohol consumption for participants in teenager’s athletic teams (Barber, Eccles, & Stone, 2001; Eccles & Barber, 1999), and having a religious affiliation does not always deter sexual behavior (Donnelly, Duncan, Goldfarb, & Eadie, 1999). All the same, as in our example above, a dysfunctional group can become a positive peer group influence. To create positive group experiences, we must understand how group process works.

Successful group interventions must include cohesive group process, because cohesiveness is essential for the development of an atmosphere in which the curative factors of change can work and be successful (Marmarosh, Holtz, & Schottenbauer, 2005). So the third essential ingredient of a successful preventative group intervention program is to use group process to bring about individual change.