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Group work is part of social work practice in therapy groups, support groups, community meetings, and interdisciplinary teams. It’s also a topic that often shows up on the ASWB exam, usually in questions that ask you to recognize where a group is in its development and choose the right response.
Bruce Tuckman’s stages of group development (Forming, Storming, Norming, Performing, and Adjourning) give you a framework for understanding how groups form, change, and end. Each stage brings its own challenges, and knowing how to recognize and respond to each one is good practice and a key exam skill. This guide covers each stage, a related model social work programs often teach, how group development is tested, and practice questions.
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Quick answer: the five stages of group development
- Forming: Members are polite, anxious, and dependent on the leader. Provide structure and set norms.
- Storming: Conflict and challenges to the leader appear. Treat conflict as normal and guide the group through it.
- Norming: Cohesion and trust grow. Reinforce norms and share leadership.
- Performing: The group works toward its goals. Step back and support.
- Adjourning: The group ends. Help members process feelings and plan next steps.
Jump to: The Five Stages · The Boston Model · On the ASWB Exam · Study Strategies · Practice Questions · FAQs
1) The Five Stages of Group Development
Tuckman introduced four stages (Forming, Storming, Norming, and Performing) in 1965. In 1977, he and Mary Ann Jensen added a fifth stage, Adjourning. Recognizing a group’s stage helps you choose interventions that fit what the group needs right now.
| Stage | What It Looks Like | Facilitator’s Role |
|---|---|---|
| Forming | Politeness, anxiety, uncertainty about purpose and roles, reliance on the leader | Provide structure, clarify purpose, establish norms such as confidentiality |
| Storming | Conflict, power struggles, challenges to the leader, testing limits | Normalize conflict, encourage open dialogue, reinforce norms and safety |
| Norming | Growing trust, cohesion, and role clarity | Reinforce positive norms, encourage members to take on leadership |
| Performing | High collaboration, focus on goals, less reliance on the leader | Step back, support, and monitor progress |
| Adjourning | Sense of accomplishment mixed with sadness or loss | Facilitate closure, review gains, plan for the future, provide referrals |
Forming: Getting Started
Members are coming together for the first time. They’re often polite but hesitant and unsure where they fit. The facilitator sets the tone for the group.
- What you’ll see: Anxiety about roles and goals, limited trust, and heavy reliance on the leader for direction.
- What to do: Explain the group’s purpose, introduce norms such as confidentiality and respectful communication, use introductions or icebreakers, and set clear expectations.
Storming: Conflict Emerges
Once early politeness wears off, members express opinions more openly. Conflict, power struggles, and challenges to the leader are common. Conflict isn’t a sign of failure. Handled well, it builds trust.
- What you’ll see: Role conflicts, frustration or defensiveness, and members testing the group’s boundaries.
- What to do: Normalize the conflict, help members express feelings and listen to one another, refocus on shared goals, and reinforce norms to keep the group safe.
Norming: Building Cohesion
Conflicts are largely resolved, members accept their roles, and the group develops a shared identity and trust.
- What you’ll see: More collaboration, mutual respect, and role clarity.
- What to do: Acknowledge progress, encourage members to take more responsibility, and keep communication open so lingering issues are addressed. The facilitator becomes less directive and more supportive.
Performing: Working Toward Goals
The group functions at a high level. Communication flows, and members work together toward their goals with little need for direction.
- What you’ll see: Strong collaboration and problem-solving, a shared commitment to goals, and independence from the facilitator.
- What to do: Support member leadership, offer feedback and encouragement, and watch for issues that could disrupt progress.
Adjourning: Ending the Group
The group’s work is complete. Members may feel proud of what they accomplished and also sad about the ending. Some may miss sessions, regress, or deny the ending is coming.
- What you’ll see: Reflection, mixed emotions, and attention to life after the group.
- What to do: Prepare members in advance for the ending, help them process feelings, review what they’ve learned, plan how they’ll use new skills, and provide referrals for ongoing support.
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2) A Related Model: The Boston Model
Many social work programs also teach the Boston Model, developed by Garland, Jones, and Kolodny. It describes similar stages from a social work group perspective, so it’s worth knowing how the two line up.
| Boston Model Stage | What Happens | Closest Tuckman Stage |
|---|---|---|
| Preaffiliation | Approach and avoidance; members are ambivalent about joining | Forming |
| Power and control | Members struggle over status, roles, and the leader’s authority | Storming |
| Intimacy | Closer relationships and a family-like feeling develop | Norming |
| Differentiation | Members accept differences and the group works well | Performing |
| Separation | The group ends; members may regress or deny the ending | Adjourning |
Many textbooks also simplify group work into beginning, middle, and ending phases. Whichever terms a question uses, the pattern is the same: more structure early, more member leadership in the middle, and attention to closure at the end.
3) How Group Development Appears on the ASWB Exam
The ASWB exam emphasizes applying theory to case scenarios. On the new ASWB exam, group work appears in the Intervention and Practice content area. Expect questions that ask you to:
- Identify the stage: For example, members challenging each other and the leader in the third session suggests Storming.
- Choose the best intervention for that stage: More structure early and less direction later.
- Handle conflict: Treat conflict as a normal part of development and guide the group through it rather than shutting it down.
- Respond to individual members: Such as a member who dominates, stays silent, or challenges the leader.
- Apply ethics in groups: Explain that the Social Worker can’t guarantee other members will keep information confidential, protect member safety, and manage power dynamics.
Exam tip: The best answer usually uses the group process itself. Instead of removing a member or ending a conflict, look for answers that invite the group to discuss what’s happening, while still protecting safety and norms.
Learn more about the ASWB exam and create a personalized ASWB study plan with Agents of Change. We’ve helped more than 100,000 Social Workers pass their ASWB exams and want to help you next!
4) Strategies for Studying Group Development
Know Each Stage in Depth
For each stage, be able to describe member behaviors and feelings, the main challenges, and the facilitator’s role. Use flashcards, summaries in your own words, or a timeline diagram. A simple mnemonic, “First Storms Never Perform Alone,” can help you remember the order.
Connect the Stages to Real Situations
- Reflect on your own groups: Think about class projects, teams, or field placement groups. Which stages did you see?
- Write scenarios: Create short group scenarios, identify the stage, and choose an intervention.
- Role-play: With study partners, act out different stages and practice facilitator responses. All Agents of Change packages include 2 live study groups each month.
Practice Case-Based Questions
When reading a group question, look for clues about the stage, such as politeness, conflict, cohesion, or an upcoming ending. Then choose the response that fits the group’s needs at that stage. Full-length, timed practice exams help you apply this under exam conditions.
Review Ethics by Stage
- Forming: Setting confidentiality norms and explaining their limits.
- Storming: Keeping all members safe during conflict.
- Norming: Making sure quieter members aren’t excluded.
- Performing: Maintaining boundaries and avoiding unnecessary dependence on the facilitator.
- Adjourning: Ending ethically, with preparation, closure, and referrals.
5) ASWB Practice Questions: Group Development
Question 1: During the third session of a substance use recovery group, several members express frustration with one another, challenge each other’s experiences, and question whether the group is helpful. What stage is the group MOST likely in, and what should the Social Worker do?
A) Forming; explain the purpose of the group again
B) Storming; encourage open dialogue and help the group work through the conflict
C) Norming; reinforce group cohesion
Correct Answer: B) Storming; encourage open dialogue and help the group work through the conflict
Rationale: Conflict, defensiveness, and challenges to the group’s value are typical of Storming. The Social Worker should normalize the conflict and guide constructive discussion. Members are past the polite uncertainty of Forming (A), and the group hasn’t yet developed the cohesion of Norming (C).
Question 2: In the early weeks of a support group for new parents, members rarely speak, several have missed meetings, and some say they aren’t sure what the group is for. What should the Social Worker do?
A) Clarify the group’s purpose and expectations for participation
B) Encourage members to share openly, even if it causes conflict
C) Let the group find its own direction without intervening
Correct Answer: A) Clarify the group’s purpose and expectations for participation
Rationale: These are signs of the Forming stage, when members need structure and a clear purpose. Pushing for open conflict (B) doesn’t fit this stage, and stepping back (C) is more appropriate later, when the group can direct itself.
Question 3: Two sessions before a 12-week grief group ends, a previously engaged member starts arriving late and says the group “doesn’t matter anyway.” What is the Social Worker’s BEST response?
A) Remind the member that attendance is required
B) Recognize this as a possible reaction to the ending and invite the group to talk about feelings about the group ending
C) Refer the member to individual counseling
Correct Answer: B) Recognize this as a possible reaction to the ending and invite the group to talk about feelings about the group ending
Rationale: Pulling away or devaluing the group is common as a group nears its end. Inviting discussion helps the member and others process feelings about the ending. Enforcing rules (A) misses the meaning of the behavior, and referring out (C) skips the opportunity to address it in the group.
Want more practice? Agents of Change offers four full-length, 122-question practice exams built for the new exam, and you can start with our free ASWB practice questions.
6) FAQs: Stages of Group Development and the ASWB Exam
Why do the stages of group development matter for the ASWB exam?
Group work is a core part of social work, and the exam uses case-based questions that ask you to recognize a group’s stage and choose a fitting intervention. Knowing the stages shows that you can facilitate groups, handle conflict, and guide members through endings.
How do I identify the stage in an exam question?
Look at member behavior. Politeness and uncertainty suggest Forming. Conflict and power struggles suggest Storming. Growing trust and shared norms suggest Norming. Independent, goal-focused work suggests Performing. Reflection and feelings about ending suggest Adjourning.
Can a Social Worker guarantee confidentiality in a group?
No. The Social Worker should set confidentiality as a group norm and explain its importance, but should also tell members that the Social Worker can’t guarantee that every member will honor it.
Is conflict in a group a bad sign?
Not necessarily. Conflict is a normal part of the Storming stage. Handled well, it can lead to deeper trust and stronger cohesion.
7) Conclusion
The stages of group development give you a framework for understanding how groups grow and how to respond as a facilitator. On the ASWB exam, the key is recognizing the stage from member behavior and choosing an intervention that fits: structure early, support for conflict, shared leadership as the group matures, and careful attention to endings.
Practice applying the stages to scenarios, review the ethical issues each stage raises, and you’ll be ready for group work questions on the exam and in practice.
Agents of Change packages include video and audio lessons, hundreds of practice questions, a personalized study plan, and 2 live study groups each month so you’ll be ready for test day!
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About the Instructor, Dr. Meagan Mitchell: Meagan is a Licensed Clinical Social Worker and has been providing individualized and group test prep for the ASWB for over 11 years. From all of this experience helping others pass their exams, she created the Agents of Change course to help you prepare for and pass the ASWB exam!
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Disclaimer: This content has been made available for informational and educational purposes only. This content is not intended to be a substitute for professional medical or clinical advice, diagnosis, or treatment.
