This study empirically tested the efficacy of group assertive training and group psychotherapy in alleviating depression among Cleveland Job Core Center for Women students. The two therapeutic methods were tested by assigning the "depressed" students to a psychotherapy group, an assertive training group, and a no-treatment control group. (Author)

This elaboration and critique is the final article in a four-part series that presents the empirical foundation, parameters, and applications of a multidimensional model for organizing research on group psychotherapeutic process. (Author)

Illustrates the major dimensions of small group members' interpersonal perceptions using the repertory grid technique. Elicited dimensions in the initial and middle stages in a therapeutic and comparison group. Related a variant of the accepting-rejecting dimension to independently derived personality measures. Contrasts results for the two…

An experiment was conducted to verify two basic assumptions of the risk-responsibility conceptual framework. Results suggest the necessity of considering the positive or negative evaluative content in the statement when talking about the risk associated with modes of communication in group psychotherapy. (Author)

Describes why group therapy is fun and entertaining, focusing on three elements: irony, paradox, and the absurd. Defines each of the three elements and provides examples of each in therapy. (ABL)

Addresses the role of metaphoric expression in groups, providing a rationale for its therapeutic potential and suggesting methods for illuminating it as a means of understanding and promoting group development. Several case examples are provided. (Author)

Reviews literature concerning newcomers in groups in different settings. Presents a general model examining factors felt to be important for successful assimilation in group psychotherapy, i.e., overcoming resistance to join group, clarifying group process, examining client's in-group behavior, and confirming client's expectations. (BH)

Presents the development of concrete and explicit goals, models, and procedures for group psychotherapy by the staff of a 22-bed, adult, general psychiatric unit. (BH)

Presents a group therapy game that allows for open discussion of the drug addict's lifestyle. Describes concepts, subjects (populations of narcotics addicts in residential treatment), rules of the game, and processing after the game. (BH)

Describes personal transformation in small groups method that employs Matrix Model as its operational structure in Part I of two-part article. Describes method's reliance on metaphors and nature and manner in which they are employed. Defines personal transformation within framework of analytical psychology. (Author/CM)

Examines process of leave-taking (termination) in terms of social goals and remedial and reciprocal models of group works. Presents typology of termination. Discusses termination reactions and related activity patterns. Notes practice principles of group leaders including timing, leader-member decision making and evaluation, management of…

Describes and integrates a multidimensional approach for measuring and understanding small group process. Reviews the construct of cohesion and applies the multidimensional approach to evidence, both conceptual and empirical, resulting from studies of cohesion. Discusses observations and conclusions regarding cohesion and its current state. (BH)

Presents a model to remedy the problem of groups with poor cohesion, energy, and interaction. The Dynamic Commitment Design promotes group growth through the "fish-bowl" effect. Members currently committed to therapy who wish to make contact form the inner circle, while those wishing to withdraw move outside the circle. (BH)

Hypothesizes that a geriatric counseling group would have a particularly difficult time with termination because of their unique position in relation to the issues of loss and dependency. Concludes that the major work of group therapy termination involves the issues of loss and separation anxiety. (LLL)

Describes focusing as a process of therapeutic change where one silently tries to discriminate the bodily felt sense of a situation or a problem. Presents examples of the focusing process in the therapeutic context of a group and explores implications of its use. (LLL)