Three Caucasian women (AP, BH, and CT) discussed mid-group skills. Since CT had never facilitated any small groups in the classroom, she wanted to be a facilitator. The “Round robin” (Toseland & Rivas, 2012, p. 74) represented our interaction model. As we took turns talking about specialized intrapersonal, interpersonal, and environmental interventions, we also included examples from our field placements. We paid attention to time management and planned a final phase during which we summarized the readings and experiences in the field. The effects of our group cohesion were particularly evident in the areas of goal perseverance and taking responsibility for group functioning (Toseland & Rivas, 2012). Fortunately, we have not experienced the phenomenon of “groupthink” in which “groups become closed-minded and pressure for conformity limits methodical research and evaluation procedures” (Toseland & Rivas, 2012, p..