This article explores how participation in a community of learning supported transformation on a personal and professional level in a Master's programme at a South African university. It draws on the concept of transformational learning in the professional preparation of educational psychologists, and how such learning plays out in the development…

The credibility of personal information selected by members of small groups to describe each other's characteristics and delivered to the members by the group leader without naming the source was studied. Positive feedback was rated by recipients as more credible, desirable, and as having more impact than negative feedback. (Author)

Effects of a group eontract specifically calling for self-disclosure was investigated. Frequency and depth of self disclosure were increased but level of intimacy of topics discussed was not. Group cohesiveness was enhanced by the contract but it decreased members' mutual liking. (Author/EAK)

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)

This booklet serves as a basis for an experience-based group guidance workshop for school counselors. By providing activities, practice in methodology, and feedback, the workshop aims at the following objectives: (1) to equip counselors with specific techniques appropriate to group leaders; (2) to encourage counselor creativity in group guidance…

Group trainees often note that their group experience is perceived as a cultural alternative, resulting in difficulties transferring their learning to their everyday world. This paper examines these issues from a social psychological perspective. (NG)

Uses three examples to illustrate how adventure education encourages the development of community: it is voluntary; it taps a human need to demonstrate competence and skill; and it provides opportunities for people to rally around a common need or goal, often in the service of others. Discusses similarities and differences of community- and…

Group leaders who offer affirmations to participants in outdoor education encourage healthy relationships and group cohesion and increase individuals' self-esteem. Personal affirming includes actions and statements that make participants feel comfortable in their environment, support capable work, and encourage behavior change in a supportive and…

Student organization development (SOD) is an emerging technology for conducting intentional student development through positive alteration of student organizations. One model (CORE) for conceptualizing SOD is in use at the Student Development Center of the University of Cincinnati. The CORE model to SOD is comprised of three concentric rings, the…

This document presents a model for student organization development, defining in detail the central conditions for the CORE model (Cohesion, Organization, Resourcefulness, and Energy); and provides an assessment tool, the CORE Conditions Checklist, for checking the extent to which these conditions are present in organizations. The CORE model is…

This paper reviews the research literature published between 1992 and 1995 on group development and group dynamics in outdoor education and closely allied disciplines. The research is categorized in six general dimensions: (1) how the personal characteristics, skills, and experience that individuals bring to the group influences group dynamics and…

In order to evaluate the contention that an Outward Bound course grants individuals the opportunity to learn to live and work with people very different from themselves, 85 minority high school students on scholarships were randomly assigned to one of two groups. Each attended 14 to 20 three-day Outward Bound programs in the summer of 1981. The…