William Glasser demonstrates the principle of conducting a classroom meeting with a third-grade class in an affluent, suburban elementary school. Class meetings stimulate creative and critical thought. They are a tool to help students to begin to think for themselves. (Author)

This article reviews some of the problems encountered in implementing a schools-without-failure approach. The author supplies concrete guidelines for those considering implementation of Glasserian philosophy (or other humanistic approaches) in their schools. With systematic application, the use of reality therapy can benefit schools, teachers,…

In the face of increasing enrollment and competition for group clinical experiences, the author examines and makes suggestions for the following issues: What group theory and skills are important for all nurses? How can large numbers of students be taught group skills effectively? How can a clinical experience in group dynamics be developed? and…

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)

Describes a three-pronged program on teaching human relations in the classroom. (Author/RK)

This study was designed to compare the effects of residential and nonresidential laboratories in transfer of training. Subjects were middle-level managers. The results indicated no differences in transfer in the two groups. Both groups underwent substantial changes in their perspective on work problems and in their use of work-related skills. (NG)

This article discusses the use of a "group helper" to minimize anxiety about audio-taping and role-playing experiences for counselor trainees. Results of this training technique are presented. (Author/HLM)

The research, clinical applications, and effects of audiotape and videotape self-confrontation techniques to family therapy are reviewed. A variety of new applications, such as cross-confrontation and interpersonal process recall, are integrated into the practice of family therapy. (Author)

The goals of confluent language education are self-reflection, interpersonal dialogue and skills mastery. This paper discusses the components of a lesson using this method: (1) here and now teaching; (2) student output as class content for language practice; (3) interpersonal sharing; and (4) self awareness. Several sample classroom exercises are…

The development of racial prejudice in children, the Indianapolis studies of racial interaction, and a review of the social psychological literature of intergroup contact are examined in this discussion of racial interaction in school settings. (Author/AM)

Group supervision behaviors were organized into categories representing requirements of effective group supervision. To determine the requirements for effective supervision in groups, reports of behaviors exhibited by a physicain and by a behavioral scientist were collected. Results yielded an empirical account of group supervision to augment the…

Noting that students in groups learn more effectively when working cooperatively than when working competitively or individualistically, presents guidelines, assignments, and class activities designed to foster cooperative learning. Describes such student-student interaction sessions as describing sense perception details, receiving peer feedback,…

Effective family problem solving was studied in 97 families of elementary-school-aged children with definite- and indefinite-solution tasks. Incentive and task independence were manipulated. It was found that definitions of effective problem solving based on directly observed measures of group interaction were more valid than definitions based on…

To determine the nature of camp for senior citizens, four participant observers (staff members) conducted open-ended interviews with campers at a five-day residential camp in Oregon. Results showed universal satisfaction with the camp experience. Campers valued the wide range of activities, comfortable places to socialize, and staff relations with…

Describes an introductory geology course for non-science majors that focuses on problem solving and group dynamics at The Ohio State University. Reviews its format and contents and compares it with other course options for non-science majors. Includes evaluative comments and provides a listing of group studies project topics. (ML)