Used the Interpersonal Check List measures of dominance-submission and love-hate, and related trainers' performance on these measures to trainers' effectiveness and participants' gains. (Author/BP)

Indicates that self-concept is related to self-disclosure in encounter groups, but the nature of the relationship changes over time. Early in group interactions, low self-concept subjects disclosed less; but as they became more comfortable, they increased in self-disclosure until they equaled, or possibly exceeded, initially high self-concept…

Persons changing the most (in a positive direction) as the result of sensitivity training had the following characteristics: responsibility, achievement and original thinking. The following main traits hinder positive behavior change: nurturance, succorance and, to a lesser degree, autonomy and cautiousness. (SE)

This study examines value-attribution found in encounter groups. Group members tend to refer to themselves in neutralizing negative valuations. Group leaders were negative in describing group members. Published group transcripts are more positive than unpublished, private transcripts. (MFD)

Yalom's Q-sort questionnaire was administered to 13 groups and then item analized. Factor analysis identified seven major "curative" factors. Analysis of variance and correlation techniques showed that part of the variation in curative factor perception is related to characteristics of groups and/or their participants. (SE)

Explores the dimensions of self-concept in response to sensitivity training, i.e., that psychologically healthy participants would make greater gains in self-actualization than would those participants who viewed themselves as less healthy. Results support the hypothesis. (Author/HMV)

Examines relative efficacy of dissonance theory and interpersonal attraction theory over random composition in composing groups that will work best in group therapy. Treatment variables were a tape-recorded treatment condition, a placebo condition, and a no-treatment control condition. No clear support for either theory of group support was found.…

This study is an initial report in a research program to examine the nature and influence of one set of structural variables--participation patterns--on patterns of interaction in sensitivity training groups. (Author)

The current study analyses developmental trends in sensitivity training groups by exploring the sequence of interpersonal issues or problem areas which emerge at different periods in the life span of such groups. (Author)

Compares the differences between the impact of sensitivity training in the Far East as compared to the West. Subjects were 18 English college students and 18 Japanese college students. Results indicate that the T groups had a significant impact on the English subjects but not on the Japanese subjects. (Author/HMV)

This report focuses on differences in training style among four trainers as measured by the Training Style Scoring System. The study concludes that supportive and trusting interrelations between members develop when the leader permits open expression of hostility toward his/herself. The difficulty of allowing this is noted. (NG)

Investigates effects of human relations laboratory experiences on interpersonal behavior of college students. Subjects were 79 college students. Results indicate participation in human relations training laboratories does have an effect on self-perception and behavior. (Author/HMV)

Tests the hypothesis that if direct small group experience was shown to be relatively more effective than vicarious experience in heightening attraction, then a significant assumption of T-group theory would receive support. Results support the hypothesis. (Author)

The nonverbal touching behavior of strangers in a dyadic interaction was studied to assess the current controversy between encounter group trainers and their critics concerning the use of nonverbal touching exercises to foster interpersonal openness. (Author)

The present study, looking at seven t-groups, examines relationships between members' interpersonal needs for control and affection, on the one hand, and their evaluative attitudes toward the trainer and the group as a whole, on the other, at early and later time points in the course of group formation. (Author)