Changing culture requires interventions invalidating old processes and conditions that facilitate the creation of new self validating processes. The personal growth laboratory becomes a temporary system of new self validating processes. Prepared for a conference on Intensive Small Group Process sponsored by Foundations Fund for Research in…

To learn if the experience of small group democracy in a training laboratory generalizes to the more broadly theoretical issues of ideology, a before and after experimental design was utilized at a college training laboratory to gather more direct information. Results showed highly significant shifts in democratic directions on each of four scales…

The co-leader dyad can be viewed as a small group in its own right, developing over time. The purpose of this paper is to propose a model of some of these developmental changes in member expectations, co-leader responses, and the co-leaders' relationship with each other. (Author/NG)

This is the report of a "human relations" lab which was held on a rural estate where the staff and participants lived for eight days. Both six months after and five weeks before participation in this intensive T-group experience, the participants were described by themselves, one intimate, and one colleague on a variety of personality measures…

Defines the self-study group and differentiates it from other laboratory training groups. Investigates the effects of sex and style of the facilitators on group members. Presented at the American Group Psychotherapy Association Convention, Boston, Mass., February, 1976. (HMV)

A HUMAN RELATIONS TRAINING LABORATORY WAS CONDUCTED TO PROVIDE TRAINING IN INTERPERSONAL RELATIONS FOR DIETETIC INTERNS AND OCCUPATIONAL THERAPISTS. GENERAL OBJECTIVES OF THE TRAINING WERE--TO HELP STUDENTS BECOME MORE AWARE OF THEIR OWN BEHAVIOR, OF LEADERSHIP STYLES, WAYS OF RECEIVING CRITICISM, AND MODES OF DEALING WITH OTHERS. THE ONE-WEEK…

It was concluded that participation may be associated with favorable role attitudes through different motive-attainment mechanisms in the group decision-making process. (Author)

This is an example of how author experimented in systematically using his understanding of T Group phenomena to conceptualize and to point to a sequence of phases which might be optimum for a particular group in accomplishing its learning objectives, and illustrates one technique for shifting group's focus from one issue to next. (Author)

THE MAJOR OBJECTIVE OF THIS NOTEBOOK IS TO HELP THOSE STUDENTS INTERESTED IN TAKING PART IN THE SPRINGPORT HIGH SCHOOL HUMAN RELATIONS TRAINING LABORATORIES TO BETTER UNDERSTAND THEMSELVES, SOCIETY, AND HUMAN EMOTIONS SO THAT THEY MAY DEVELOP SOCIALLY AND EMOTIONALLY. THE SUBJECT MATTER OF THE NOTEBOOK IS DIVIDED INTO FOUR MAJOR AREAS--(1)…

Developmental trends in two 10-man training groups were studied by checklist and rating scale techniques throughout a four-day laboratory. Differences in the developmental patterns of the two T Groups are interpreted as consequences of the contrasting approaches of the trainers. (Author)

The Personal Growth Encountertapes are a program of interpersonal exercises for groups of eight to 10 persons. Instructions are presented on a set of audio-tape recordings, one for each of the 10 sessions. (Author)

AN EXPERIMENT TESTED THE HYPOTHESIS THAT INCREASES IN SELF-ACCEPTANCE RESULTING FROM SENSITIVITY TRAINING HAVE THE THEORETICALLY PREDICTABLE BUT INDIRECT EFFECT OF REDUCING RACE PREJUDICE. THERE WERE 50 VOLUNTEERS, AGED FROM 23 TO 59, 8 OF WHOM WERE NEGROES. MOST HAD AT LEAST A B.S. DEGREE. THEY LIVED TOGETHER FOR 2 WEEKS MEETING IN FIVE T GROUPS,…

The relationship of 2 important variables -- group composition and time -- to the verbal behavior of sensitivity training groups, using 2 recently developed assessment procedures, is investigated. Sensitivity groups were composed according to the interpersonal skills of participants, as measured by a structured behavioral technique, the Group…

This research is based on the premise that sensitivity training effects are explicable in terms of processes of social influence. Subjects were participants in a residential 5-day training laboratory. Results indicated that no single strong source of influence could be discerned. Implications are discussed. (NG)