The co-leader dyad can be viewed as a small group in its own right, developing over time. The purpose of this paper is to propose a model of some of these developmental changes in member expectations, co-leader responses, and the co-leaders' relationship with each other. (Author/NG)

Groups (N=16), composed of three males and three females, experienced one of four warm-up conditions prior to a 45-minute leaderless encounter group. Nonverbal exercises seemed to promote the largest increases in self-ratings of extraversion. The modeling condition was most effective in fostering a group atmosphere rated as "active."…

Essentially, the HIM is a systematic set of categories developed for use in understanding and classifying interaction in small groups, especially therapy groups. It has, however, been used not only on T-groups, encounter groups, discussion groups, and such, but also on individual and dyadic counseling sessions. (Author)

Recommends a classroom exercise to demonstrate intergroup relations. Possible learning outcomes include conflict resolution, decision-making, trust, and increased understanding of differences between competitive and collaborative behavior. (Author/DB)

Possible bases for student influence over teachers are examined. Since teachers cannot avoid being influenced by students, it is important for them to consciously select the kinds of influence efforts to which they will respond. (MJB)

Ego-identity has an effect on interpersonal conflict resolution. Group members with strong ego-identity employ more successful conflict resolutions than weaker ego-identity members. This may explain why group members may not all get down to tasks before them. (Author/MFD)

This study suggests female and male verbal behavior should be viewed separately when analysing task-importance. Ego-involvement works with task importance to create atmospheres of maximum involvement. Characteristics of communication and group pressure for uniformity are identified. (MFD)

A comprehensive peer-instructional system, was developed to provide leaders for small discussion groups in undergraduate college course. The program's structure and function is outlined. Presented at the Indiana Council on Family Relations, Muncie, Indiana, February 18, 1975. (Author)

Describes a three-day communication skills seminar in which participants are exposed to nonverbal communication, theories of speaking and practice, and group dynamics training. Emphasizes the positive effects of using videotape recordings as instructional aids. (RL)

Compares the relative effectiveness of facilitator-directed (FD) and self-directed (SD) programmed treatments on the same participants. The programmed treatments were tested for their capacity to induce change in the quality of group member verbal interaction, and for their differential semantic meaning. Results are inconclusive. (Author/HMV)

Explores the reactions of single persons and small groups-each in a room they had territorialized- and to compare these against the reactions of singles and small groups who were in a comparable room which they had not territorialized. (Author)

Wilderness recreational programs involving risk activities, adventure, group living, and solitary experience contribute to individual development and self realization. (JD)

Community is most meaningful as it has an impact on the lives of all its members, so exhilarating because it is seldom experienced in an educational setting. Hopefully, the focus of education could be "learning how to live" not just "learning how to make a living". (Author)

Examines the common assumptions employed by differing theoretical approaches to the process by which individuals whose attributes in some way conflict with the expectations of others consequently experience stressful interaction and attempt to cope with it. (Author/MLF)

A comprehensive faculty development program is concerned not only with the faculty member as a person and as a professional but also as a member or a complex interdependent social system. (JD)