Results obtained with three methods of measuring three functional roles in initially leaderless small groups were factor analyzed. Results are discussed in terms of role differentiation and on implications of generalizing results obtained through one measurement procedure to those obtained with other procedures. (Author)

Based on a PhD thesis submitted to the Dept. of Psychology at the University of Cincinnati. Reprints from: R.J. Hoffnung, Counseling Service, Univ. of Cincinnati, Cincinnati, Ohio.

Role playing has been used extensively as a training technique. Research indicates that it may also be a powerful tool for predicting the future behavior of parties in conflict situations. Experiments showed role playing to be accurate 70 percent of the time in predicting the outcomes of conflicts. (CS)

Reviews theoretical and programmatic issues in the development of a social skills training program for court-adjudicated youths. Discusses the relationship between a youth's social competence and his or her likelihood of engaging in inappropriate or illegal activity. (Author/AOS)

A teaching method is described and illustrated that begins with the presentation of a basic dialogue containing new learning material and progresses to the group's acting out its own dialogues and discussing them with the class. The objective is to lead learners from understanding new material to using it creatively and, ultimately, for their own…

Role playing differs from the more static teaching technique of simulation in its incorporation of originality and theatricality. From preparation to presentation, it is important to retain the element of play, avoid techniques of or tendencies toward psychodrama, and hold the pedagogical or evaluative purposes in mind. (MSE)

Techniques for warming up, establishing group rapport, and setting in motion a role-playing activity are outlined. These involve physical games, communication exercises, oral skill development, and creative thinking. (MSE)