Tests the hypothesis that a response to a given feedback statement will be its reciprocal. In Phase 1, a pool of feedback statements was written and scaled along dimensions of power (dominance-submission) and affect (affection-hostility). In Phase 2, these statements were used as the basis for giving feedback and replying to it. (Author)

Presents a model of interaction and considers the implications of part of that model for intervention processes in T-group training. (Author)

The role of feedback in T-groups was studied. Results indicate that feedback increases as T-groups progress, feedback is more emotional and non-evaluative than cognitive in nature, positive and direct feedback to the leaders increases as the group develops, and specific feedback between members increases as groups progress. (SE)

The present study examines the effects of immediate feedback to the therapist. It was hypothesized that immediate feedback would increase the amount of therapeutic talk by the therapist, as defined by the HIM. (Author)