Maintains that coalitions form as a function of the popularity of an individual and the reciprocation between individuals. An algorithm is introduced, incorporating both popularity and reciprocation components, to generate units of analysis for coalition identification. The algorithm reflects aspects of the whole group and intensity of dyads.…

Time-limited and time-extended groups studied appeared to be similar in stage development with abnormalities in process accounted for by the amount of time the groups have continuously met. Support was given to the concept of stages as a series of cyclical movements characterized by clusterings of related behaviors. (Author)

An observational field study documents the early appearances of group behaviors in different age groups of preschool children in communal settings in Israel. (CM)

The role of a group facilitator implies observation of the group's interaction and intervention based on these observations within the group. This paper discusses the need for a facilitator to operate from a theoretical frame of reference in group settings that also provides a systematic method of observation. The author discusses category systems…

This article presents a brief overview of Gestalt theory, the group interventions utilized to experiment with interpersonal contact in a conference workshop along with their theory base, an evaluation of the workshop, and some experimental ideas and recommended activities that group leaders may want to incorporate into similar interpersonal…

Systematic methods are needed for studying group development over time. The method described here permits interpretive description of a group session, useful both for feedback to the group and for further study of group processes. (Author)

Summarizes research on small group processes by giving a comprehensive account of the types of variables primarily studied in the laboratory. These include group structure, group composition, group size, and group relations. Considers effects of power, leadership, conformity to social norms, and role relationships. (Author/AV)

The role of feedback in T-groups was studied. Results indicate that feedback increases as T-groups progress, feedback is more emotional and non-evaluative than cognitive in nature, positive and direct feedback to the leaders increases as the group develops, and specific feedback between members increases as groups progress. (SE)

The author describes an experimental group activity designed in England for 13 to 14 year olds which allowed participants the freedom in the art of building of social relationships. Discussed are the rules for the self-directed group activity, the group pressures and processes experienced by the adolescents, and the teacher's role. (Author/RM)

A great need exists for increased attention to standards of rigor in collecting sequential interaction data. As in any other research strategy, powerful statistics are not sufficient to organize data meaningfully. A knowledge of individuals, their relational histories, and communication are all necessary to insure proper conclusions about the…

The aim of this study was to describe and analyze the nature of group work through a series of thirteen video taped classroom lessons for fourth grade students. Using a case approach technique, the emphasis was on methodological problems. The study showed that even the investigation of a single mode of instruction such as group work is a highly…

A series of three studies investigated the role of play materials in supporting social interactions of nursery school children. Subjects were 14 boys and 11 girls, 4 and 5 years of age, who came from a variety of socioeconomic and racial backgrounds. Observations were made for 16 days, during the free play hour at each of four play centers: art,…

In a study to assess young children's social interaction with peers, six male toddlers who were the only participants in a playgroup were observed in two situations: (1) a GROUP situation in which at least four of the boys were present and (2) a DYAD situation in which only two boys were present. Both types of observations were made at 16, 19, and…

A taxonomy of educational objectives which conceptualizes interpersonal skills in terms of measurable behavior is described. The categories represent six aspects of leadership capability--one of them cognitive (conceptualization), one of them cognitive-affective (evaluation), and four of them cognitive-affective-behavioral (leading, following,…