This is a report of changes on scales of the Personal Orientation Inventory following a marathon experience. Pretest and posttest results indicated changes in scores of an experimental group on those scales: Inner Direction, Existentiality, Feeling Reactivity, Spontaneity, Self Acceptance, Acceptance of Aggression, Capacity for Intimate Contact.…

A one week "course-happening involving adults and teenagers used self-inquiry, role playing, and group discussions to develop intergenerational communication and understanding. Techniques and results are discussed. (DR)

Briefly defines purpose of each type of group function. (CJ)

Research by the U.S. Office of Education under the provisions of the Cooperative Research Program (Wisconsin Research and Development Center for Cognitive Learning).

Examines the nature and impact of boundaries and boundary management in interpersonal skills training (IST). States that the management trainer should be aware of the boundaries he is establishing with trainees and colleagues, and the possible consequences, and the boundaries others are establishing and his reactions to them. (NRJ)

Distinguishes between the collaborative learning process and a collaborative learning group. Lists conditions basic to the development of effective collaborative learning groups through training programs: (1) knowledgeable trainer, (2) participant commitment, (3) open communication, and (4) appropriate normative controls. (JOW)

This research review investigates the influence of gender on the perception of the leader, interaction with followers, and situation dynamics. Research in this area is necessary to the development of a conceptual framework to give direction and meaning to the further investigation of women in leadership. (CJ)

Dimensions of group self-disclosure, intimacy and immediacy, were examined in two experiments using college student (N=273) subjects who viewed four videotapes of group interactions. Groups in which members made more disclosures about intimate topics were percieved as more cohesive. Higher immediacy, however, was not associated with increased…

Presents a conceptual model for administrative promotion of school effectiveness by identifying activities, processes, and functions necessary for successful instructional leadership. (JW)

Nine learning activities can prepare elementary school social studies students for group work. The activities teach students how to organize a group, recognize the value of all contributions, and how to take responsibility to contribute, respond to other contributions, listen carefully, encourage contributions, and form a group decision. (KC)

Studied individuals important to jury decision-making processes, i.e., those who change their minds. Results showed no consistent differences in race, sex, or age for changers and nonchangers and authoritarians changed attitudes about defendent's guilt more than equalitarians. (PAS)

Conflict, a common managerial problem, offers opportunities for creative and positive actions. "Win-win" conflict resolution, which occurs chiefly through compromise, contribution, and synthesis tactics, requires trust, commitment, communication, and dialog. It can be encouraged by generating positive feelings, redirecting negative…

Observational data collected on 50 severely/profoundly retarded adolescents revealed that subjects received almost no individual staff member attention; that subjects interacted or were in close proximity with other subjects approximately 54 percent of the time; and that the group size or composition has less relationship to the subjects' behavior…

This article describes the stages and processes in the growth of a self-development group, designed to increase a manager's capacity and willingness to be responsible for his/her own learning. Availability: M.E.A.D. Subscriptions, C.S.M.L., University of Lancaster, Lancaster LA1 4YX, England. (SK)