Preparing for Closing a Group

Proper preparation for ending a group begins in the planning stage. Leaders should have in mind not only what type of group they wish to conduct but also how long it will meet and how it will end. They are guided in these decisions by theoretical and pragmatic considerations, such as which approaches have shown positive results with certain populations and problems as well as which facilities are available and when.

To ensure proper group procedures from start to end, leaders must establish appropriate boundaries. Boundaries are physical and psychological parameters under which a group operates, such as beginning and ending on time or sitting in a certain configuration, such as a circle (Carroll, Bates, & Johnson, 2004). Leaders who do not keep these dimensions of a group in mind basically “are abdicating their responsibility and reinforcing a perception many group members may already have—that people often don’t mean what they say, that they cannot be trusted” (Bates, Johnson, &Blaker, 1982, p. 88). Therefore, planning for closing should go hand in glove with other theoretically based group procedures and be a coordinated process. The impact of ending on the growth of individuals and the group as a whole is both direct and subtle.

Brief Case

Ernie Tries to End a Group

The last thing Ernie thought he needed was instruction on how to end a group. He had been in groups before that just seemed to end, and he thought he would know both the time and the way to finish the counseling group he was leading. The trouble was that he did not have the foggiest idea how he would know what to do and when. Therefore, week after week group members attended, and Ernie pretended that was what was supposed to happen.

About 6 months into the group, members began to attend irregularly, and there was a lack of energy. Everyone looked to Ernie to make the situation better.

Finally, Ernie announced to the 7 of 12 members still coming that after the day’s meeting the group would not meet again. Many of the members were upset or mad. They shared their anger with him. He was visibly shaken by the time everyone left. It was not as he had hoped.

Questions

• What could Ernie have done to have made the transition smooth? Do you think group members were justified in being angry with him? How would you have felt had you been one of the members?

Closing occurs on two levels in groups: at the end of each session and at the end of a certain number of group sessions. Both types of closing have step processes within them that are predictable. In considering closing, group leaders should make plans accordingly. One of the best guidelines for making plans to terminate is based on a model for ending family therapy sessions, with the main idea that, regardless of theory, closing entails four steps: (a) orientation; (b) summarization; (c) discussion of goals; and (d) follow-up (Epstein & Bishop, 1981).

During orientation, the subject of closing is raised. At times during the process, group members are reminded when a session or a group will end. During summarization, material that has been covered and processes that have occurred in the group are reviewed. Ideally, both the group leader and group members participate in this summary. During the discussion of goals, the group focuses on what members will do after the session or the group ends. In the final step, follow-up, group members inform one another of the progress they have made in obtaining their objectives. Through reminding themselves of these steps and procedures, group leaders help themselves, group members, and the group as a whole come to a successful ending.

In open-ended therapy groups, such as those for some psychiatric clients, endings are highly individualized, but even these situations contain some predictability. For example, Yalom (Yalom &Leszcz, 2005) states that psychiatric clients in outpatient groups require approximately 12 to 24 months to undergo substantial and durable change. Working though issues in these types of groups takes time. Therefore, attempting to end a group before its members are ready for closure is ill advised. It can be detrimental.

In closing a group session, a leader should inform members that the group is ending about 5 to 30 minutes before its conclusion. Such an announcement (orientation) does not have to be elaborate. Rather, the leader can simply say during a pause or a brief interruption, “I see we have about 15 minutes left. What do we need to do collectively or individually to end on time?” In a therapy group, the amount of time needed to bring about closure is usually greater than in a task/work or psychoeducational group. Regardless, this orientation to the end makes it possible for the group members to summarize, set goals, and plan for follow-up if they wish.

In ending a total group experience, the orientation to closing involves a planned number of sessions that are devoted to the topic of termination. In closed-ended counseling and psychotherapy groups, at least two to four sessions should be focused on the ending (Gazda, 1989; Maples, 1988). Task/work groups may decide to disband more rapidly, but they also need time to get used to the idea of not being a group. The time is needed because, in some task/work groups, members hinge part of their identity on the group (Stein, 1993). Ideally, group members review what was completed, assess output versus objectives, assess the group’s ability to meet the evaluation of those who use or view group output, and prepare group output for final disposition (Keyton, 1993). In psychoeducational groups, members are usually aware in advance that the group will be time limited. However, a reminder is often appreciated and keeps the group on task and mentally prepared for the final ending. A straightforward orientation to closing followed by the other steps in the termination process helps members accomplish their pregroup goals and clarify any questions they have of themselves or others. Members who gain the most from a group experience are informed in advance what will happen during the time they are together and what is expected of them.

Reflection

• With what groups have you most identified in your life, e.g., civic, work, church, athletic, etc.? How did it feel to leave these groups? What was the best experience you had when the group ended? What was the worst? How can this knowledge inform you about terminating a group?

Effects on Individuals of Ending a Group

Ending a group has an impact on individuals. How much depends on many factors, including whether the group was open-ended or closed-ended; whether members were, in fact, prepared in advance for its ending; and whether the speed and intensity of work within sessions was at an appropriate level to allow participants to properly identify and resolve concerns or problems. If handled inappropriately, ending a group may adversely affect individuals and inhibit their growth. “If handled adequately, the process of termination in itself can be an important role in helping individuals develop new behaviors” (Hansen, Warner, & Smith, 1980, p. 539). Often from the death of relationships, whether physical or psychological, comes a new understanding of who you were with others as well as who you are now (Hulse-Killacky, 1993). However, for such benefits to occur, group members must work through their feelings, just as people who experience death and grief do (Kübler-Ross, 1973).

The behavior of group members at the end of the group indicates how they think and feel as well as what they have experienced. Members who are anxious at or during the closing may feel they cannot function without the group’s support. Participants who are sad may be afraid they will not see others in the group again. Those who are angry may think they have not accomplished what they should have done (Ellis, 1988). For example, if Janani says to the group that she is “upset” about its ending and wishes to continue longer, she may be indirectly stating that she wants reassurance from group members that she is competent to deal with situations by herself.

Usually the range of feelings among individual group members is wide. In some cases, group members emphasize only the positive aspects of what has occurred in the group instead of what they have learned. This type of focus is known as farewell-party syndrome and tends to avoid the pain of closure (Shulman, 2012). However, the most likely overriding emotion at the end of a group can best be described as mixed or bittersweet (Goodyear, 1981).

The best way for individuals to end a group is to reflect on what they have experienced and make way for new beginnings outside the group. However, the achievement of this ideal is not always possible. Therefore, group leaders may have to focus special attention on the issue of separation with some people more than others. For example, the leader may have to spend more time with Jason at the end of a psychotherapy or counseling group because of his unstable background. In contrast, the leader may spend less time with Jacob because of his emotionally secure past. For Jason, the fear that he will be unable to find supportive relationships in other settings can be countered by a leader who helps him remember the risks he took in the present group and ways he achieved his group goal in a personal and satisfactory way.

Regardless of how careful and thorough the leader is during the closing stage, a few group members may occasionally need more help. For these people, three options are productive:

1. individual counseling, in which unique concerns can be given greater attention;
2. referral to another group or organization, in which more specific or specialized assistance can be rendered; or
3. recycling, in which the individual can go through a similar group experience again and learn lessons missed the first time.

In all of these cases, the focus is on helping group members maximize their capabilities and obtain their goals. Through these procedures, group members discover more about themselves, try to better understand others, and take steps toward creating the types of communities or organizations they need.

Premature Closing of a Group

Sometimes, individuals quit a group abruptly, or the group experience ends suddenly because of actions by the leader. Both cases are examples of premature termination and may result in difficulties for the participants (Donigian& Hulse-Killacky, 1999). Various theoretical perspectives and practitioners handle such situations differently. For example, a person-centered group and leader may trust a group member’s judgment that leaving before the group is scheduled to end is the best action, whereas a group and leader with a reality-therapy orientation may concentrate on trying to persuade a member not to leave.

There are guidelines (e.g., Association for Specialists in Group Work, 2007) to follow in premature ending cases regardless of the reason for the action or the group leader’s theoretical persuasion. Most of these guidelines apply to psychoeducational, counseling, and psychotherapy groups because the impact of premature endings is greatest on these types of groups. Task/work group members and leaders, however, may also make use of these guidelines.

Generally, three types of premature endings must be dealt with: the termination of the group as a whole, the successful ending of a group for an individual member, and the unsuccessful ending of a group for a member (Yalom &Leszcz, 2005).

Premature Closing of the Group as a Whole

The premature closing of the whole group may occur because of a group leader or group member action. Group leaders may appropriately terminate the group prematurely if they become sick, move, or are reassigned to other duties. In all of these situations, group members may feel incomplete and try to reestablish contact with the leader (Mangione et al., 2007; Pistole, 1991).

To handle these types of premature closings properly, leaders need to have at least one group session to say goodbye to the group as a whole, or they need to be able to contact group members directly. The logistics of making such arrangements is sometimes difficult. Inappropriate premature endings, however, are even more stressful. Group leaders who prematurely terminate groups because they feel personal discomfort, fail to recognize and conceptualize problems, or feel overwhelmed by members’ problems do themselves and the group a disservice by leaving the group and its members with unresolved issues.

Premature Closing Initiated by Group Members

For individuals, premature termination may be due to appropriate or inappropriate reasons, and the experience may be successful or unsuccessful. Yalom (Yalom &Leszcz, 2005, p. 233) lists a number of reasons that are often given by individuals who leave psychotherapy and counseling groups prematurely. They include the following:

• External factors (e.g., scheduling conflicts, external stress)
• Group deviancy (members who do not “fit in” with others)
• Problems of intimacy
• Fear of emotional contagion (a negative personal reaction to hearing the problems of other group members)
• Inability to share the doctor (wanting individual attention from the group leader)
• “complications of concurrent individual and group therapy”
• “early provocateurs” (overt, strong rebellion against the group)
• “inadequate orientation to therapy”
• “complications arising from subgrouping”

Of these reasons, those involving external factors, not fitting in, and complications of concurrent individual and group therapy are most likely to be appropriate factors in deciding to end a group experience early. It should be cautioned, however, that group members may rationalize reasons for premature endings.

The other reasons given by Yalom, with the exception of inadequate orientation, are associated most often with the immaturity of group participants. Immature individuals, who are usually unsuccessful in the group process, avoid dealing with loss by physically removing themselves from the group. They deny their need for self-exploration and understanding. They often prevent themselves from experiencing deep personal growth by making a few changes in behavior and then leaving. At other times, if such group members do not remove themselves but consistently and disruptively act out, then the leader may have to ask them to leave. This type of behavior is in marked contrast to successful group members who terminate prematurely for legitimate reasons and take the time to say goodbye to others in the group before they go.

Brief Case

Edith’s Exit

Edith felt more uncomfortable with her counseling group every week. She thought others were talking more, gaining greater insights, and growing healthier than she was. That bothered her. She thought of leaving but decided her parents would not approve. Therefore, she struggled in the group. One day she simply arrived early, left a note on the leader’s chair, and went home.

When she received phone calls later that night after the group, she did not answer. Instead, she binged on ice cream from her freezer and turned up the volume of the television.

Questions

• What do you think Edith could have done that would have been more constructive and productive? How? When?

Preventing Premature Closing

If a group appears to have a high potential for a premature ending, steps can be taken to prevent it:

• Groups should start and end on time.
• Members should commit to attend a number of sessions.
• Members should be treated in a personal and professional way.
• Clarity and conciseness should be used in talking about individual and group issues.
• Reminders should be sent to members if there are long intervals between group sessions (Young, 2017).

Other steps can be taken to soften or alleviate a premature ending and its potential negative impact. The first action is for the leader or members to inform the group as soon as possible about their departure from the group. Individuals need time to prepare for transitions and loss. The more time available, the better, especially if the departure is unexpected. For example, a leader who must move because his or her spouse is relocating may telephone group members to prepare them for this event before the next session, especially if the move is unforeseen or sudden.

A second procedure group leaders can follow when faced with a member wanting to leave prematurely is to discuss thoroughly the ramifications of such a move with the member and the group in a safe, protected atmosphere (Chen & Rybak, 2018; Corey, Corey, & Corey, 2014). Members might not leave a group prematurely if they are given a chance to talk things out and explore their feelings more thoroughly. For instance, Peter may think he has been slighted but may feel differently once he has had a chance to face the issue in the group. Through this type of contact, he may recognize his tendency to flee situations when he is uncomfortable and acknowledge that he may have to change his lifestyle if he stays in the group.

Finally, in the case of premature closure, members should be helped to realize what they have gained from the group and what positive steps they can take in the future to build on these achievements. Giving members feedback is one valuable way to help them adjust to an abrupt ending (Wagenheim& Gemmill, 1994).

Brief Case

Penny’s Project

Penny joined a task group to help her gain skills in decision-making and follow-through. After several sessions with the group, she decided she wanted to work on the project on her own without input from the group. Because the task group had completed only about half of its sessions, Penny was unsure how to leave. She did not want to be passive aggressive and just not show up. Therefore, she told the group at its seventh session about her plans.

To her surprise and delight, members were understanding. Directed by the group leader, they each told her what she has meant to them and the group as a whole. For instance, Dick said, “Penny, I have really benefited from the energy you have generated in this group,” and Robin responded, “Penny, I find what you want to do to be refreshing and inspiring.” When the feedback was finished, Penny felt good about her experience, as did members of the group. She left on a positive note and was able to consolidate the benefits she had derived from the group.

Questions

• When have you seen people depart from a group or a project early and receive positive feedback? How do you think you can apply this example to your present or future life as a group member or group leader?

Occasionally, a member will drop out of the group with no warning and without saying goodbye. In such cases, the group leader should follow up and ask the absent member why he or she left the group prematurely. The member should be invited back to discuss his or her thoughts and feelings with the group as a whole and to say goodbye and achieve closure when appropriate. Best practices guidelines for groups (Thomas & Pender, 2008) and ethical codes state that no undue pressure should be used to force an individual to remain in or to return to a group. However, the benefits and liabilities of staying in the group can and should be explored openly.

 

Closing of Group Sessions

There are numerous ways to end individual group sessions. For each group session, the appropriate format for closing will depend on the type of group that was conducted, the purpose of the particular session, and the content of the session. The leader should vary the ending of the group whenever possible so members do not get bored with the same routine (Conyne, Crowell, &Newmeyer, 2008). Among the most effective formats for closing a session are having the members summarize, having the leader summarize, using a round, using dyads, scaling activities, and getting written reactions, such as journaling or logs (Jacobs, Schimmel, Masson, & Harvill, 2016). Rating sheets and homework are also recommended (Wagenheim& Gemmill, 1994).

Member Summarization

In member summarization, one or more members of the group summarize what has occurred during the session, describing what has happened to them individually and how they have gained from the particular session. If done regularly, summarization challenges members each week to think about what they are both giving and getting from the group. At least 10 minutes should be allotted to this exercise, but it is important that group members not become bored. Thus, each member who speaks must keep his or her summary brief. For example, member comments at the end of a session might go as follows:

Daniel: I’ve learned a lot just by listening today. I’ve found out I share many of the same feelings about taking risks that Russell does.

Mary Grace: I was surprised that the focus of the group today centered on risks. I expected we would talk about past events, not present challenges. This session has got me thinking about what I will do in regard to my work situation.

Russell: It was a risk for me to speak up today and talk about my feelings in regard to taking risks, such as moving to a new city. Although I still have mixed emotions about what I am going to do in the future, I’m glad I spoke up.

Chip: I’m glad you initiated our focus on risk taking, Russell. Some situations in my own life involve risks. I want to talk about them next time.

Leader Summarization

When leaders summarize, they give a personal reaction to what they perceive to have occurred in the group. Leaders may comment on the cohesion of the group, the degree to which members freely brought up topics for work, the willingness of members to take risks and talk about unsafe topics, the degree to which members interacted with one another, and the willingness of members to discuss negative concerns or feelings (Corey, Corey, Callanan, & Russell, 2014).

Brief Case

Samantha’s Summary

Samatha realized that a lot had happened in the session of the counseling group she was leading. As it was coming to a close, she decided to try to capture the most important interactions, so she gave the following summary.

“As we close today, I’d like to tell you what I observed. It may be helpful to you as you leave and as you think about what you will do in the group next week. I noticed Julie confronted Joe on the issue of anger during the session. I do not know that the two of you resolved how anger should be handled, but at least you started a dialogue. I was also pleased to see Sheree assert herself. Sheree, I have wondered about your silence, so it was good to see you come out. Markus, I was impressed with your comments, too, about trying new behaviors when in a different environment. I will be interested in what you do this week in that regard. Thom, it seemed to me that you were avoiding confrontation with Diana today. It might be productive for you and Diana to talk about that next session. Well, that is it. See you next week.”

Questions

• What do you think of Samatha’s summary? Would you have said less or more? Why? How might your style differ from Samatha’s?

The advantage for leaders in summary situations is the emphasis they can place on certain points and comments. The disadvantage is that leaders may neglect some important developments during the session or fail to mention the contributions of one or two members. Also, leaders may misinterpret behaviors or interchanges.

Rounds

The exercise of rounds (sometimes called go-rounds) is a variation on member summarization, except in this procedure every group member comments briefly (usually in a sentence or two) about highlights of the group session. Rounds are a way of completing loose thoughts, ending on a positive note, and ensuring that each member feels involved in the group (Trotzer, 2007). Every group member gets equal airtime and leaves with a feeling of having participated in the group.

Brief Case

Robin Makes the Rounds

At the ending of a group, Robin wanted to make sure everyone had a say about the way the psycho-educational group had gone. Although it was unusual, she decided to let each individual present say a sentence or two about what he or she had learned in the group. To her surprise, the process went well, and as one member put it toward the end of the round, “Everyone has reminded me of important points I do not want to forget.”

Questions

• When has someone ever reminded you of ideas? How often has it been in a group setting? How frequently has it been at the close of a unit of study or interpersonal experience? How might you use what you know from these experiences in your work at the end of a group?

Dyads

By having members form into groups of two, or dyads, at the end of a session, group leaders make sure all members are involved in the closing, and at the same time, the group is energized. Often, group leaders may decide to pair up participants at the end of a session if they are working on similar concerns or problems. For example, if Tom and Jeanne are both striving to be better listeners and more empathetic, then they may be put together to talk and practice skills connected with their concerns. If there are no obvious pairings, then members are free to choose their partners or work with those assigned to them.

Scaling Activities

Scaling activities are a way of finding out the level of satisfaction group members have in a quick and efficient fashion. Scaling can be done one of two ways. At the end of a group session or at the end of a group itself, the leader can ask members to rate their satisfaction of the group experience from 1 to 10, with 10 being the highest. Members either talking about their rating or elaborating about it in writing can follow up this numerical exercise. If writing is chosen, the information gleaned is more tangible and useful for the group leader. For instance, if Diana rates the group as a 6, she might write, “I liked the group but I felt if you (the leader) had cut off some of the more verbal members of the group, and had drawn out the more introverted members, we would have had more ideas and better discussions.”

Written Reactions

Writing is frequently used at the end of group sessions. It is an aid to promoting reflection because of the time and structure group members have to devote to it. Furthermore, writing can demystify the group process, encourage deeper participation, validate members’ feelings about group experiences, and increase cohesiveness among members of the group (Cummings, 2001).

Several forms of written reactions can be used at the end of group sessions besides elaborating on scaling. One such activity is an exercise in which members are asked to take a few minutes during the closing of a session and write their reactions to what has happened. This procedure is conducted infrequently, and members may or may not share their writing, depending on the time left in the session and the leader’s instructions.

A second form of this procedure is for group members to write regularly at the end of each session in journals, or logs (Gladding, 2016). In this process, group members are required to write their reactions to the events of each session. This process enables them to spot inconsistencies in their reactions more quickly than if they simply talked about them. In effect, a paper trail is established that group members and the group leader may later consult in charting the personality of the group. “Indeed, the collected logs can be a robust diary of the entire group experience, documenting the ups and downs, the progress or lack of it, and can sometimes serve as a map showing members’ growth” (Riordan & White, 1996, p. 98). There is no one agreed-on  time at which logs should be written after the end of a session. “Logs written immediately following the session will tend to reflect more accurately the emotions experienced within the session, while those written following a reasonable time lapse will present observations digested and organized in a fashion compatible with the self-concept” (Riordan & Matheny, 1972, p. 381). Either way, some information and insight will usually surface.

Writing and exchanging journal letters is a third way of ending group sessions (Cummings, 2001). In this practice, group members and the leader write about their experiences in an ongoing group and give their letters (usually one or two pages) to each other (members to leader and leader to members). In the case of students learning about groups, such an exchange helps, “correct misperceptions, encourage risk taking in self-disclosure and in challenging of other group members, reinforce helpful leadership behaviors that members had used in the sessions, and answer questions posed by group members” (p. 11).

A fourth form of writing is to combine the written word with either music or drawings (Wenz & McWhirter, 1990). For example, in summing up a session or a group, members may be invited to draw logos that represent their lives or to bring in music that symbolizes through lyrics or a melody what they are. In the case of Elaine, she drew a tree that was green and full as her logo, with words underneath it:

 

Final Closing of a Group

The final closing of a group is filled with a mixture of emotions and tasks. It is a time when members’ behavior undergoes noticeable changes (Davies &Kuypers, 1985). In successful groups, there is an increase in positive feedback and a certain amount of distancing as members anticipate change. In unsuccessful groups, anger and frustration may emerge along with distancing as members realize they will not attain individual or group goals. “Embedded in the process of closing are issues of the individual’s separateness, autonomy, and independence from the group” (Ohlsen, Horne, &Lawe, 1988, p. 93). Leaders and members who successfully complete this stage of the group have and employ certain interpersonal and process skills. These interpersonal and process skills are concentrated on here because they serve as a model to emulate.

Movement into the stage of finally ending a group rests squarely on the shoulders of group leaders. Although members of all groups realize the group will end, it is leaders who provide the type of guidance that will make the process positive and productive. One way leaders do this, as previously noted, is through setting a time limit for the group (a set number of meeting times that is announced in advance). A second way they help the group terminate is through capping—easing out of emotional interaction and into cognitive reflection (Bates et al., 1982). Skilled group leaders realize that if members leave groups too stirred up emotionally, then they may not remember much, if any, of what they learned within the group. Therefore, leaders make a purposeful attempt to promote more cognitive interpersonal and intrapersonal interactions as the group moves into disbanding.

A third way group leaders can bring a group to its final ending is to use appropriate closing skills and call the group’s attention to what needs to be done to terminate. For example, to properly establish final closure of a group, members may be asked to reflect on the group experience:

• What was most helpful?
• What did they learn from the group?
• What are they taking with them from the group that will be helpful in other experiences?

Even more specific than reflections may be asking members to identify aspects of the group that were most useful and to identify individual members who were most caring (DeLucia-Waack, 1998). In this process, group leaders approach the group in a matter-of-fact and reflective manner and help focus group members’ memories and thoughts.

A number of capping (closure) skills enable the group to close appropriately. In their interactions with the group as a whole, leaders must use these skills to the maximum. Because time and modeling processes have been covered previously, capping skills, especially as they relate to effective aspects of the group, are focused on here.

Capping Skills in Closings

Some groups need less time to close than others do. For instance, task and psychoeducational groups usually end when they have completed their mission. The group members may make summarizing reflections that recall significant events or learning experiences in the group at its end. However, other procedures are not always used. In contrast, psychotherapy and counseling groups may struggle with multiple issues during closure because of the more personal and intense nature of material covered. In actuality, all types of groups can benefit from capping skills in closure. When these skills are employed properly, group members gain a sense of completeness that the group has ended and a new time in their lives has begun. Some of the most important capping skills for groups to employ at the final closing of the group as a whole are as follows:

1. Reviewing and summarizing the group experience
2. Assessing members’ growth, change (or achievement)
3. Finishing business
4. Applying change to everyday life (implementing decisions)
5. Providing feedback
6. Handling goodbyes
7. Planning for continued problem resolution (Jacobs, Masson, Harvill, & Schimmel, 2012, p. 382)

Reviewing and summarizing the group experience is the first way to ask members to cap the group. This procedure involves having members recall and share special moments they remember from the group. One way to implement this review is by asking members to recollect their most salient memories from each of the group sessions. Giving the members copies of their feedback sheets on individual sessions may enhance this experience, but it is not necessary. At review and summary times, group leaders or other group members may guide participants through the process in ferreting out important points they wish to remember or contribute to the group.

For example, in her review of the group, Carolyn became stuck in remembering exactly when she made her first major contribution to the group.

Carolyn: I think it was during the fifth session that I noticed how we all shared a common concern about not being recognized for the work we do and pointed it out to the group as a whole. I was pleased that I did that, and I think you, as members of the group, were, too. I just wish I could remember when I did that.

Group Leader: Carolyn, although you cannot remember the exact session, what would you like for us as a group to remember?

Carolyn: Two things. First, I made a contribution, and second, I helped us all realize more clearly a common bond—concern over not being recognized. I think the second contribution was important to the group as a whole in what eventually happened here.

Assessing is a technique similar to reviewing, but in assessing members’ growth and change, the emphasis is on individuals’ memories of themselves at the beginning of the group and now. The idea of such a capping exercise is to have members see and share significant gains with themselves and others. If group logs have been used, then members may consult them before sharing with one another. The important point of this exercise is for members to recognize their own growth. For instance:

Marge: When I came here, I was scared. I felt I was the only one who was self-conscious about how she looked physically. Through this group, I have grown to understand that everyone, including attractive people like you, Betsy, worry about how you present yourself. I am more confident than I was when we began this group that I can overcome my feelings. I have also learned, through my conversations with you, some things that I can do to enhance my appearance.

Finishing business is a crucial task at the end of a group. Unfinished business is, “when someone hurts another, or is hurt by someone, and fails to resolve [the] problems with the relevant person” (Ohlsen et al., 1988, p. 128). Unfinished business may develop in groups because of their fast pace and lack of time to process all of the material that arose. Unresolved, unfinished business festers like an untreated wound and can hamper personal functioning. The “hurt” may distract an individual from concentrating on what he or she needs to do and has a negative impact on the group itself. In either case, clear communication, congruence, and direct confrontation of the event with the significant individual are needed for resolution and to start the healing process. During closing, group members are encouraged to complete this process, feel relief, and start mending and growing. Different theoretical approaches will direct exactly how this may be done, but sometimes the learning of a new behavior is required. In completing this task, it is crucial not to bring up new business.

For example, if Tamara thinks Wendy has put her down in the group, she needs to voice her concern during the closing stage, if not before. Then, if she is shy, she may need to assert herself and ask for what she wants or thinks she needs, such as an apology or an explanation. From that point, there is clarification, negotiation, and, if successful, resolution. When the process is over, Tamara and Wendy should be able to move on with their lives, each other, and the group.

The process of applying change to everyday life involves rehearsal, role-play, and homework. Rehearsal can be done in the group setting with members showing others how they plan to act in particular situations. This type of demonstration can be made more concrete and meaningful when others in the group play the roles of significant people in such environments. Some common mistakes that members make in rehearsals and role-plays are focusing on the change in others instead of self, becoming impatient with the slowness of others’ change, and relying too much on the group’s jargon (Corey, Corey, Callanan, & Russell, 2014; Shulman, 2012). Usually, rehearsals and role-plays will occur in the working part of the group and only be reviewed at closing.

Sharing homework is a transitional exercise that often follows rehearsal and role-playing in which group members actually practice in public what they have done experientially in the group. Homework is usually specific and allows group members to report their results to the group, decide more clearly what they wish to change, and make a transition from group to personal norms. Homework has been covered before, but the important points to remember are that it: (a) is a continuous technique that may be employed in many different types of group sessions; and (b) should always be processed.

Providing feedback is crucial to the closure of a group and is an integrating experience. It provides an opportunity for leaders and members to reinforce each other for the progress they have made as well as to deal with their thoughts and feelings about making meaningful changes. Feedback should be honest, specific, sincere, and as positive as possible, although leaders and members occasionally can use it, “to confront members who are still denying problems or who have not taken responsibility for their behavior” (Jacobs et al., 2012, p. 385). It is helpful for members to write down specific feedback. Otherwise, they tend to forget what was said. After the group has ended, members can use written records of feedback to see whether they are continuing to make progress toward being the type of individual they were becoming when the group ended.

Expressing farewells allows the group to wrap up, at least on an effective/cognitive level. By saying goodbye, members are encouraged to own their feelings and express their thoughts at this time, especially about what others in the group have meant to them. Members may reminisce about significant group events, remind each other of the way they were, and give personal testimonials about how much they have been helped. The group leader may also deal with feelings about separation if they come up.