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hat ensue in community groups as 'pseudo-community', 'chaos', 'emptiness' and 'true-community' whilst Rogers (1971) describes how groups are structured around thirteen stages of development. Research undertaken by Bion (as cited by Rosenfeld 1973 p.25) suggests:

A Group has its own development, characterized by four phases. The first phase...is concerned with attempting to define direction...The second phase...with specific task problems...The third phase, usually of long duration, centers on the expression of feelings...the fourth phase centers on high-level work...the interpersonal problems have been dealt with effectively...with the approach of the group task resolution.

Bales (1950) describes how each group continues through various phases of development and each phase is characterized as a problem demanding solution before the group can progress to a subsequent stage. The first stage is called orientation and the second stage is called evaluation, the group must establish the values that will guide them. Tuckman and Jensen (1977) describe a five stage cycle of group development of forming, storming, norming, performing and adjourning. ''Not all groups...pass through all of these stages...'' (Rogers, 2002 p.109) as this is due to 'situationalities' (Beatty, 2002) whilst Miles (1981 p.38) describes group norms as being: ''...standards for behaviour in the training group''. Tuckman and Jensen (1977 p.37) suggest:

The first group norm [is] the 'forming' stage, personal relations are characterised by dependence...members rely on safe patterned behavior and look to the group leader for direction...the next stage 'storming' is characterised by compete-conflict in the personal-relations dimension. Individuals have to bend and mold their ideas, attitudes, and beliefs...In the 'norming' stage, interpersonal relations are characterised by group members who are engaged in active acknowledgement of all members and solving of group issues...The 'performing' stage is not reached by all groups...In this stage people can work independently, individual members have become self-assuring...There is unity, group identity is complete, group moral is high, loyalty is intense...There is support for experimentation in solving problems... an emphasis on achievement whilst the 'adjourning' stage describes the group's disbandment or individuals leaving the group and being replaced by others (Tuckman & Jensen, 1977 p.37).

The group experienced both 'social tension' and 'secondary tension' (Kloph, 1994 pp.32-33) with the leader showing little support in solving problems as it would seem that she was not people oriented or task oriented (Mcshane & Travaglione, 2007) and displayed favouritism (Smith, 1970) acting as 'critical-parent' (Hargaden & Sills, 2002). A sense of transference and counter-transference (Yalom, 1996) emerged when the leaders verbally reacted ''...to members as if they were significant figures of their own original family'' (Corey, 2000). Both leaders also failed to ''...carefully observe interaction among[st] group members'' (Schaffer & Galinsky, 1974 p.206) and neither leader motivated ''...the dynamic group process...to help others to contribute...to the achievement of group tasks...and not offering...guidance and direction or provid[ing] socio-emotional support'' (Pettinger, 2000 p.120).

Rosenfeld (1973 p.127) argues that: ''both leaders are essentia