Reviews three levels of intervention available to the Gestalt group leader, based on consideration of three stages of group development: inclusion, control, and affection. Leaders choosing to intervene as suggested may be personifying the group's resistance rather than supporting an immediate need. (JAC)

Analyzes management styles of numerous leaders who failed. Presents these categories of styles not associated with success: dictator, blocker, withholder, brownnoser, butcher, non-delegator, worrier, troublemaker, malcontent, weakling, jealous executive, and no-conscience administrator. (Author/ABL)

Reviews Bale's view on relations between instrumental and expressive structures and ensuing work on legitimacy of instrumental structure. Conceptualizes this legitimacy in terms of integration of distribution of members' skills and instrumental structure. Discusses Bale's conception of primary and secondary differentiation and inequality…

Discusses the importance of presenting a set of basic skills to beginning group leaders. Six basic skills are discussed: cutting off, drawing out, holding the focus, shifting the focus, use of eyes, and tying things together. (Author/JAC)

Discusses managers as staff developers. Describes three managerial types: (1) high structure, low interest; (2) low structure, high interest; and (3) high structure, high interest. Presents guidelines for improving the staff development process. (CH)

Presents a model of how clients are helped in group counseling. Integrates the concepts of group therapeutic components and group developmental stages. Discusses leader behaviors that promote the action of the therapeutic components. Describes group interaction and leader behavior at each of five group stages and at termination. (Author/ABB)

Discusses coleadership of citizens' groups, groups for teaching and training, and work groups in general, addressing advantages and disadvantages. Presents D-R model of coleadership, designed to facilitate positive interactions between coleaders, thereby enhancing group work skills. The model focuses on five sequential yet overlapping processes:…

Presents a tongue-in-cheek system for classifying educational administrators into four categories (Artful Dodger, Commander in Chief, Leader of the Pack, and Facilitating Master) according to leadership style and administrator characteristics. A brief sampler survey is included. (JAC)

Discusses a variety of approaches to group work with children. A table identifying key elements is presented. To make the group a productive vehicle for helping children the counselor must use a leadership style that blends meaningful material with an appropriate degree of verbalization and activity. (Author)

Examines Black leadership recruitment, organization, and styles. Draws from literature dating from the 1930s to the mid-1960s, the transition during the 1960s from "Negro" to "Black" leadership, and the new Black leadership dating from the mid-1960s to the present. (Author/GC)

Three significant process relationships were found: (1) social power affected leader behavior; (2) group cohesiveness affected job satisfaction; and (3) job satisfaction affected intent to leave. Important nonsignificant findings also emerged: (1) leader behavior did not affect intent; and (2) group cohesiveness did not affect intent. (Author)

Describes a three-level model of a comprehensive approach to group work. Uses the model to analyze the relative merits and profitable applications of prominent group work theories. (Author/MCF)

Specific applications of early recollections (ERs) within group settings are introductory exercise, an index of social interest, a kind of guided imagery, and an aid in intensive therapy. Additional uses of ERs include vocational decision making, pictorial representations of group perceptions, and a measure of group member's personal growth.…

The authors state that 50 percent of current participative work groups will dissolve. They focus on some of the actual problems associated with participative work group strategies. They discuss (1) macroorganizational issues, (2) organizational hierarchy, (3) climate of uncertainty, (4) leadership conflicts, and (5) microorganizational issues. (CH)

Discusses a model for training supervisors, helpers and other leaders of small group discussions with a specific goal. Describes the model's five stages: (1) trainer models leader behavior, (2) subgroup members practice leading, (3) subgroup's behavior processed, (4) critiques leader's behavior, and (5) total group shares observations and…