Describes the use of caring groups in which nursing students and faculty learn to give and receive care, develop self-awareness and empowerment, and strengthen coping skills. Discusses the centrality of caring in nursing. (SK)

Feedback, i.e., information provided by others regarding behavioral assets (positive feedback) and deficiencies (negative feedback), is commonly utilized in personal growth and training groups to bring about constructive personal change. Research on feedback sequence and valence has led to conflicting conclusions as to which sequence, a…

Examined effects of a structured learning time interval (SLTI) in growth groups on member self-esteem, perceived level of group interaction, and verbal participation in 81 undergraduate college students. Found use of SLTI had no significant effect on self-esteem, perceived interaction, or verbal participation. (Author/ABL)

Examined 13 training groups for which developmental patterns were previously established to test hypotheses relating individual development to group development. Results support hypothesis that changes in social constructs used by participants after training to describe themselves and others are a function of specific developmental patterns of the…

As humans solve their basic physiological and security needs, they must move toward the consistent satisfaction of social and interpersonal needs. Training programs in interpersonal skills, built into the educational system, would enable people to become competent at initiating and maintaining growth enhancing relationships. (Author/JB)

Individuals tend to avoid situations they perceive as risky, but positive risk-taking experiences allow people to continue seeking challenge and growth. Campus activities programing may involve risk taking or leadership in group risk taking, either in the activities themselves or in program planning. Leaders must relate risks to group goals to…

The social environments of 42 student living groups were measured by the University Residence Environment Scale, which assesses 10 salient dimensions of the social environment. Impacts on student self-descriptions and feelings are described. (Author/LBH)

Multicultural community building, a teacher education curriculum, includes a community training component that seeks to develop a sense of community. The curriculum is intended to relate "community" to the goals of multicultural education; its basis is personal interaction and development. (SK)

During a 1-day ropes course, 84 university residence assistants were exposed to 1 of 3 facilitation techniques (no debriefing, debriefing following experience, and using metaphors to frame upcoming experience). Results indicate that the experience was effective in producing individual and group change, metaphoric facilitation produced greater…

The Personal Development File involved undergraduate business students in exploring the present, envisioning the future, and bridging the gap within the framework of a support group. However, many students opposed the behavioral and attitudinal objectives involved, and negative group interaction caused some students to withdraw from the project.…

Describes a cross-age program in affective education to teach group process and communication skills to college students and to middle school students. The format for the undergraduate course for pre-service teachers, its field work component, and teaching techniques are described. Evaluation results and problems are discussed. (Author)

A model for teaching group dynamics to undergraduate occupational therapy students was developed. The model incorporated adult education methodology in the teaching of group leadership and personal growth. A literature review was undertaken to identify the purpose and components of laboratory education, which was recognized as the preferred method…

This account draws on the experience of five final-year students of human communication and one tutor from the Manchester Metropolitan University who conducted collaborative research into life stages. The research was personally developmental for all those involved and resulted in an increased sense of personal power. The authors discuss the use…

Many outdoor educators and adventure therapists share the belief that adventure experiences improve participant self-esteem. Recently, researchers have begun to question this widespread belief, suggesting that a mismatch between the level of physical or psychological risk and the level of client readiness may produce negative outcomes. A study of…

This paper presents the individual narratives of five participants in a writer's support group in the Department of Teacher Education at the University of Dayton (Ohio). Participants were new faculty in tenure track positions. Each participant's narrative describes her reasons for joining the group and the ways in which the group has helped her…