A new strategy for teaching group dynamics to nursing students involved 10 sessions of experiential group activities and 4 sessions of exploring group theories. Problems that arose due to anxiety and hostility regarding experiential learning should be taken into account when teaching group dynamics. (SK)

Uses the metaphor of music to explore the dynamics of team-based learning. Suggests creative ways to diagnose team problems using melody, harmony, dynamics, tempo, and rhythm. Appendices provide a diagnostic instrument and interventions for various attributes. (SK)

Describes an activity called the Science Signature Game which purports students to know something about the other members of their class before they start working together. Discusses the effectiveness of this game and includes a sample of the game cards. (KHR)

Surveys, notes, and transcripts from 35 business administration students participating in group learning via chat rooms were analyzed. Qualitative and quantitative data indicated that electronic conferencing can effectively support groups in reflection, collective inquiry, and skillful discussion. (Contains 21 references.) (SK)

Argues that good directors are not as autocratic and individualistic as they are often portrayed. Suggests that theater is much more of an ensemble effort. States that good theater grows out of the performers' desire to reach the audience. Articulates guidelines for the teacher or theater director who wishes to change "I" to…

Effective interteam work for health care teams must consider the following: each team's distinct model of reality, teams' culture, boundary-crossing functions that link teams with others, systems perspective, and expectations of equitable resource allocation and work burdens. (SK)

Meta analysis of interviews with 11 groups of four learners and their instructors identified the affective and cognitive content and dynamics of classroom exchanges. Reciprocity was not symmetrical: older learners expected to receive more from instructors than they gave; instructors received almost as much as they gave. (SK)

A simulated learning exercise based on genograms was used with professionals in multidisciplinary primary health-care teams. Evaluation supported the importance of a positive learning environment, constructive use of personal and professional experiences, learner control, intellectual challenge and relevance, and reflection and debriefing. (SK)

Graduate and undergraduate gerontology students teamed to design and implement intergenerational service-learning projects. A weekly critical incident questionnaire gathered data on team development, collaboration, and learning. Students (n=17) considered team process the high point of the class; learning emerged through struggles with the…

Scapegoating in group counseling may be understood from the perspective of three levels of group functioning: intrapsychic, interpersonal, and the group as an entity. This article reviews a progressive three-stage conceptualization of group development that contributes to a more complete understanding of the means to initiate therapeutic change in…

Reviews and describes new developments in the Shared Concern method (SCm), a tool for tackling group bullying amongst teenagers by individual talks. The psychological mechanisms of healing in the bully group and what hinders the bully therapist in eliciting them have become better clarified. The most important recent advancement of the SCm…

Interviews with 10 facilitators and 22 members of physician learning groups indicated that the groups functioned as communities of practice; they supported learning, agreed to disagree, and discussed scientific information with the goal of refining practice. Facilitators provided administrative support and sustaining energy. (Contains 18…

Discusses the use of exercises in groups with an emphasis on selection and effective processing. Processing skills are described and practical examples of questioning skills are given. (Author/TE)

Training plays a key role in the development of work teams. Seven components of successful work teams are clear goals, talent, understanding of roles, efficient procedures, good interpersonal relations, active reinforcement, and constructive external relations. (SK)

Examined group leadership style using self-report questionnaire of experienced group leaders (N=204) in effort to build on work of Lieberman, Yalom, and Miles (1973). Found no support for factor structure previously reported by Lieberman et al. Results suggest that group leader questionnaire with modifications can tie leader behavior to outcome.…