This replication study investigated the immediate and long-term effects of Gestalt marathon workshops on a measure of self-actualization. Experimental groups participated in a 24-hour continuous Gestalt workshop. Findings revealed significant positive pre-post changes on an overall measure of self-actualization and on 10 of 12 subscales. The…

To improve resident assistant job performance in a large university setting, a six-hour training program was developed to increase the assertive behavior of resident assistants. The program combined assertive training techniques with simulated residence hall job performance situations. Results indicate significant increases for the training group…

Effects of videotaped models in eliciting self-disclosure were assessed for men and women in unsupervised groups of one or both sexes. Videotaped modeling was clearly superior to a control condition in increasing self-disclosure. Females generally displayed more self-disclosure than males. (Author)

The Personal Orientation Inventory (POI) was used to assess the impact of a semester-long encounter-group, personal-growth experience on students seeking degrees in counseling. Both the experimental and control groups showed gains in self-actualization. (Author)

College students (N=27) were assigned to a time-extended or a marathon group or a control condition to evaluate the effects of encounter experiences on self-perception and interpersonal behavior. Both experimental groups showed significantly greater changes in self-perceptions from pretest to posttest than the control group. (Author)

The student life environment of male students who were members of varsity athletic teams, the marching band, or fraternity or dormatory residents were compared using the Institutional Functioning Inventory and 10 questions constructed by the author. The results provide data that will be useful to students, counselors, or recruitors. (Author)

The Personal Orientation Inventory (POI) is frequently used to measure changes that have occurred in participants as a result of an encounter- or growth-group experience. The pseudo-self-actualizing tendency of counseling students is explored, and rationale is presented as to why the POI should be used with other instruments. (Author)

Undergraduates (N = 96), divided into 12 groups, first engaged in self-disclosure and consensus exercises and then were required to exchange personal feedback. Feedback was positive or negative in nature and delivered publicly or anonymously. Positive feedback was rated as more credible and produced greater cohesiveness. (Author)

Dormitory residents (N=16) participated in transactional analysis (TA) groups. Pre- and post-test results on the Omnibus Personality Inventory showed the experimental group having significantly decreased complexity scores (p greater than .01) and increased estheticism scores (p greater than .05) when compared with a control group. The use of TA…

Picture Identification Test scores of 188 college women who participated in several extracurricular activities were compared with those who participated less. Results suggested that women who took part in no activities were more concerned about avoiding failure than more active women and preferred to stay out of extracurricular activities. (Author)

The nature and development of interpersonal perceptions in a T group were studied. Results indicate that group members' perceptions are relatively complex and change markedly over sessions in ways consistent with current theories of group development. The analysis permits a first look at a T group free from biases. (Author)

Studied the efficacy of induced affect as a pregroup training experience for coping with stress related to participation in an encounter group. Results indicated that group participants who did not receive the induced-affect pregroup training demonstrated significant increases on the Neuroticism scale of the Eysenck Personality Inventory. (Author)

A job interview skills workshop model was compared with the traditional lecture-discussion group approach. Results indicated the behavioral group made significant gains in percentage of eye contact. The discussion group was superior in ratings of ability and expression of feelings and personal opinions relevant to the interview. (Author)

The distribution of major choices of the students in college living units, as determined by the Holland (1973) typology, was related to the characteristics of the social environments of the living units. The results supported Holland's theory in that these two sets of variables were predictably related. (Author)

The paper describes and evaluates a unique, programmatically organized living-learning center at the University of Vermont. It also suggests how the successful educational arrangements of this living-learning center can be extended to other residence halls without creating new expense and bureaucracy. (Author)