Contrasts open and closed therapeutic groups in the context of group development research, and reanalyzes data applying the Hill Interaction Matrix. Results supported the existence of a discernable process of development in the closed groups, while open groups with residual members showed counterproductive activity. (LLL)

The open time-extended group, run by multiple counselors, adds a facilitating dimension to the counseling function--a dimension that exemplifies the concepts of self-growth and self-actualization by first providing the atmosphere for the client and then by allowing him to progress at his own rate and to a depth which he determines. An open group…

Presented are guidelines for developing and conducting a group counseling program with the mentally retarded. Advantages of the group counseling approach (such as peer influence), goals for the group (such as teaching skills), and characteristics of an effective group leader (such as empathetic understanding) are outlined. Factors related to group…

Described are developments in the dynamics of a 13-session group discussion project for nine visually impaired older adults. (CL)

Describes an adolescent outpatient pretherapy training and orientation program considered to have speeded group cohesion; increased expression of positive expectations; reduced time-wasting discussion; decreased concerns over confidentiality; and facilitated verbal feedback skills. (Author/DB)

Sees introduction of specific structures and exercises in psychotherapy group as directly controlling course of events and affecting members' perceptions of the group and leader. Asserts that exercises must highlight, rather than bypass, existing group processes. Presents five-step model for preparing, working with, processing, generalizing, and…

THIS PUBLICATION IS ONE OF A SERIES ON CURRENT RESEARCH AND RESOURCES COMPILED BY THE COUNSELING AND PERSONNEL SERVICES INFORMATION CENTER. RESUMES OF SELECTED LITERATURE ON RECENT DEVELOPMENTS IN SMALL GROUP WORK ARE PRESENTED. SOME OF THE RESEARCH HAS COME FROM THE PERSONNEL PROFESSIONS WHILE OTHER DEVELOPMENTS HAVE COME FROM THE FIELDS OF…

Experimentally varied conditions relating to the people with whom participants (N=45) interacted prior to beginning a small learning group experience. Results showed that rates of attending and remaining varied according to with whom participants interacted prior to the onset of the group. (LLL)

Describes the three major influences on theme-oriented groups: theme-centered interactional, structured, and behavioral groups. Provides a comparison of the composition and structure of theme groups during the current decade. Summarizes the general principles thought to be important in the construction and development of theme-oriented groups.…

Describes personal growth group processes from a Jungian perspective. Assumes a conceptual framework for personal growth groups that uses constructs from Jung's theory of the individuation process in the first half of life (approximately before age 40). A 3-stage theory, with 18 testable hypotheses is proposed. (JBJ)

The thesis of this paper is that the group therapy process is enhanced by the use of two or more therapists in the group. The three main roles in a group are: (1) facilitator, (2) focal member, and (3) observer. The use of an additional therapist affords the opportunity for therapists to assume the focal member role without loss of group control,…

A learning group in transactional analysis for adolescents in residential treatment received favorable responses from group members, indicating effectiveness of this approach. (MS)

Praises "The Counseling Psychologist" focus issue (1990) for its excellent review of group psychotherapy literature and reacts to individual articles. Describes a conceptual model that encompasses key therapeutic factors and elements central to design and leadership of thematic groups. Compares three major forms of group…

Presents a comparative review of conceptually planned short-term group treatment models. Compares structure (selection, composition, pregroup orientation), time (duration, session frequency and length, group development), and therapeutic characteristics (focal themes, interventions, therapeutic factors). Suggests implications for the clinician and…