FOUR SENSITIVITY TRAINING GROUPS AND ONE CONTROL GROUP WERE STUDIED TO DISCOVER IF ANY LASTING CHANGES IN SELF PERCEPTION OCCURRED AS A RESULT OF PARTICIPATION IN A FIVE-DAY SENSITIVITY TRAINING LABORATORY. THE EXPERIMENTAL SUBJECTS DESCRIBED THEMSELVES WITH A FORCED-CHOICE INVENTORY IMMEDIATELY BEFORE TRAINING, IMMEDIATELY AFTER TRAINING, AND SIX…

It was concluded that Ss preferring low rates of social interchange show greater change following a weekend encounter group than initially high participators, possibly because the behavior of the former is more discrepant from encounter group norms and thus is confronted more. (Author)

In the present study, members of two trainer groups did not form relationships which were both mutually therapeutic and confronting so frequently as did members of one trainer groups. (Author)

A laboratory learning intervention in a new high school had a durable effect upon both faculty and students; (a) teachers exhibited greater interpersonal openness and acceptance of conflict, and (b) students saw the faculty as more receptive and themselves as more responsible and coactive, both in and out of the classroom. (Author)

The Affective Sensitivity Scale was responsive to experiences of a T group laboratory, as well as to experiences of less intensity but of longer duration (year long National Defense Education Act Counseling and Guidance Institutes). However, scores on the instrument did not change significantly as a result of retesting or a placebo treatment.…

College students (N=27) were assigned to a time-extended or a marathon group or a control condition to evaluate the effects of encounter experiences on self-perception and interpersonal behavior. Both experimental groups showed significantly greater changes in self-perceptions from pretest to posttest than the control group. (Author)

A comparison between a T-Group course and a more traditional human relations course indicated the following findings: the T-Group course showed more here-and-now behavior, more group dynamics and less organizational dynamics content, more involvement, more perceived transfer of learning, and more percieved comfort with feelings. (Author/BY)

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)

Focusing on the cognitive style known as Field-Dependence-Independence (FDI), this literature review includes: (1) an examination of how one can better understand interpersonal behavior in the human relations training setting; (2) how to develop hypotheses about the relationships that might make for successful or unsuccessful matches between…

Communication between persons who trust each other differs from that between those who do not. A new conceptualization of trust is offered, drawing from game theory, credibility research, sensitivity/encounter groups, and studies of generalized expectations of trustworthiness, which makes an important distinction between the cognitive state of…

The objectives of this workshop module are to help teachers recognize the power of their expectations to influence the behavior and perception of students, to identify commonly held expectations for the sexes and the self-fulfilling consequences of these expectations, and to examine the inappropriateness of differential expectations based on sex.…