Presents a model of three types of learning groups, i.e., leader-centered, content-centered, and group-member-centered. Describes the characteristics and uses of each type. (RC)

Addresses the characteristics and boundaries of a professionally led support group and how it differs from a self-help group and group psychotherapy. Points out that core differences among the three types of groups tend to revolve around membership screening and interactions, goals, dynamics of change, and leadership strategies. (LLL)

Reports clinical observations based on time-limited groups and presents relevant data on clinical tools that accelerate development in groups. (Author/BL)

This article attempts to help teachers use group experiences for teaching purposes. It focuses on the importance of preplanning and designing the learning experience, the identification of events and behaviors that may emerge during the group process, and ways of dealing with these behaviors. (NG)

Proposes a five-stage processing model, the Contextual Organization Model for Processing and Evaluation (COMPE), based on an analysis of stage theories in group development. The five potentially universal stages have been shown to have an analogous relationship to the stages of theories in many fields of psychology. (JAC)

Presents the development of concrete and explicit goals, models, and procedures for group psychotherapy by the staff of a 22-bed, adult, general psychiatric unit. (BH)

Presents a group therapy game that allows for open discussion of the drug addict's lifestyle. Describes concepts, subjects (populations of narcotics addicts in residential treatment), rules of the game, and processing after the game. (BH)