Background and Context
A group of eight individuals, with diverse personal backgrounds and levels of outdoor experience,
gathers for a weekend adventure therapy program at a remote wilderness campsite. The group
includes people who are new to adventure activities as well as a few who have previous outdoor
group experience. The primary goals of the program are to:
Enhance self-awareness and interpersonal trust
Develop effective communication and conflict-resolution skills
Empower participants to work together toward shared goals
The program is designed so that the facilitator uses Tuckman’s model of group development to
monitor and guide the group through each phase of its evolution.
Stage 1: Forming
Scenario:
On the first morning, the facilitator welcomes the group to the campsite. Over breakfast, participants
introduce themselves and share their motivations for joining the program. Because many members
are cautious and eager to please, interactions are polite and slightly reserved. The facilitator sets the
tone by outlining the day’s schedule, clarifying expectations, and emphasizing the importance of
safety and mutual respect.
Facilitator Actions:
Establishing Ground Rules: The facilitator explains group norms (e.g., active listening,
confidentiality, and respectful feedback) and clarifies roles.
Ice-Breakers: A light, structured ice-breaker exercise helps each member share one personal
strength and one personal goal, easing initial anxiety and beginning to build rapport.
Outcome:
Participants leave the session with a basic understanding of each other and feel welcomed in the safe
environment. Although interactions are tentative, the foundation is laid for future development.
Stage 2: Storming
Scenario:
As the day unfolds, the group embarks on a moderately challenging hike. Midway, a disagreement
arises: some members push for a faster pace to reach a scenic overlook, while others argue for a
Private & Confidential
slower pace to enjoy the journey safely. Emotions run high—voices become raised, and frustration
mounts. The facilitator notices that a couple of participants are withdrawing, while others become
defensive.
Facilitator Actions:
Open Communication: The facilitator calls a brief pause at a rest stop and invites each
member to express their concerns in turn.
Active Listening: By modelling reflective listening—paraphrasing each concern and
validating feelings—the facilitator helps the group understand that both safety and
enjoyment are important.
Collaborative Problem Solving: The facilitator guides the group through a structured
decision-making process, asking, “What can we do that addresses both our safety concerns
and our desire to reach the overlook?”
Role-Playing (Optional): In a controlled mini-exercise later in the session, members practice
resolving a minor conflict through role-playing, reinforcing conflict resolution skills in a lowstress context.
Outcome:
The group reaches a compromise by agreeing to hike at a moderate pace and take scheduled breaks
to allow everyone to enjoy the surroundings. Though the storming phase is uncomfortable, it
becomes a catalyst for building deeper trust.
Stage 3: Norming
Scenario:
After the conflict is resolved, the group begins to settle into a more cooperative rhythm. During a
team challenge—setting up a makeshift shelter in the woods—participants naturally assign roles
based on individual strengths (e.g., one person handles logistics, another organizes materials, and a
third offers technical know-how). Trust is growing as members actively seek each other’s opinions
and support one another.
Facilitator Actions:
Reinforcing Positive Behaviour: The facilitator highlights instances of effective
collaboration, praising the group’s ability to negotiate roles and share responsibilities.
Group Debrief: At the end of the afternoon, a debriefing session around the campfire
encourages members to reflect on what helped them move past earlier tensions.
Encouraging Ownership: The facilitator invites the group to collectively define additional
ground rules or traditions for the remaining time together, solidifying the new norms.
Outcome:
The group experiences a palpable increase in cohesion. Members demonstrate openness,
constructive feedback, and a willingness to work as one unit, having moved past earlier
disagreements.
Private & Confidential
Stage 4: Performing
Scenario:
On the second day, the group faces a significant outdoor challenge: navigating a river crossing using
limited equipment and their combined problem-solving skills. With roles clearly established and trust
deepening, the group works autonomously. They split into smaller teams to plan the crossing
strategy and then reconvene to execute it. Conflicts are handled internally, and every member
contributes ideas that are respectfully considered.
Facilitator Actions:
Stepping Back: Recognizing that the group is operating effectively, the facilitator adopts a
supportive role, observing the process and providing minimal intervention.
Offering Encouragement: During brief check-ins, the facilitator offers positive
reinforcement and celebrates milestones (e.g., successful navigation of the river).
Fostering Self-Management: The facilitator encourages participants to reflect on their
problem-solving approaches and to identify lessons learned for future challenges.
Outcome:
The group completes the challenge with confidence. The high degree of autonomy and cooperative
problem solving not only meets the task objectives but also deepens personal bonds and individual
self-efficacy.
Stage 5: Adjourning
Scenario:
As the weekend adventure concludes, the group gathers for a final reflective session. Over a shared
meal and a closing circle, each member shares insights about their personal growth and how the
experience has reshaped their approach to challenges and collaboration. There is a bittersweet
atmosphere as participants acknowledge the end of the group experience.
Facilitator Actions:
Structured Reflection: The facilitator guides a debriefing discussion using open-ended
questions, such as “What has this journey taught you about yourself?” and “How will you
apply these insights when facing challenges in the future?”
Celebrating Achievements: The facilitator leads the group in a brief ritual to honour their
progress and the bonds they’ve built, reinforcing the value of the experience.
Planning for Future Application: The session concludes with a discussion on how the skills
learned—especially around conflict resolution and effective teamwork—can be applied in
everyday life and future group endeavours.
Private & Confidential
Outcome:
Participants depart with a strong sense of accomplishment and a clear understanding of how to carry
forward the lessons of effective communication, trust, and collaborative problem solving. Although
the group disbands, the shared experience leaves a lasting positive impact on each member.
Discussion Points for Training
Facilitator’s Role: Emphasize how a skilled facilitator can create a safe environment, guide
conflict resolution, and empower the group to manage challenges independently.
Dynamic Nature of Group Development: Highlight that while Tuckman’s model provides a
linear framework, real-world group dynamics may involve fluctuations—teams may revisit
storming even during performing, especially when new challenges arise.
Practical Conflict Resolution Strategies: Discuss the importance of open communication,
active listening, structured problem solving, and role-playing in de-escalating conflicts.
Transfer of Skills: Encourage trainees to consider how the strategies used in the outdoor
setting can be adapted to other contexts (e.g., workplace teams, community groups).
Conclusion
This case study illustrates a typical journey through the stages of group development in an
adventure therapy setting. It shows that while initial hesitation and conflict (forming and storming)
can be challenging, they are essential for growth. With intentional facilitation, a group can evolve
into a cohesive, high-performing team (norming and performing) that not only accomplishes
outdoor challenges but also learns transferable skills for life. The adjourning phase is equally
important as it helps participants reflect on and internalize these experience
About the Author
