Describes use of the Tavistock model for studying group relations to teach alcoholism counselors group process. Counselors (N=32) participated in weekend study groups. An informal follow-up evaluation consisted of a reaction paper, oral discussions, and a questionnaire. Counselors' evaluations were predominantly positive. (RC)

Three group-oriented contingency systems (interdependent, dependent, and independent) were compared to evaluate each system's effectiveness in controlling the disruptive behavior of a self-contained classroom of 12 educable mentally retarded elementary-aged children. Interdependent and dependent group contingency systems were more effective than…

Meta-analyses indicated that cooperation is more effective than interpersonal and individual efforts in promoting achievement and productivity, that cooperation in intergroup competition is superior to interpersonal and individual efforts in promoting achievement and productivity, and that interpersonal competition and individual efforts do not…

Group therapy sessions were rated using four Hill interaction matrix variables and Truax-Carkhuff variables of empathy, immediacy, self-exploration, and confrontation. Canonical correlation analysis suggested the two systems converged along a dimension labeled initiating skills. Hill's system showed that immediacy, conceptualized by Traux and…

Describes a study of classroom interaction by Jules Henry, a noted anthropologist. (DD)

Describes the situation of Iu Mien southeast Asian refugees who have settled in the San Francisco Bay area. Discusses economic and cultural factors related to their adjustment, and stresses the need for social service workers to become more familiar with southeast Asian culture. (GC)

Successful team building depends on the presence of four fundamental concepts of group behavior: (1) shared knowledge, vocabulary, and level of sophistication; (2) shared territory; (3) similar status; and (4) shared access to communications networks. (SK)

The most effective group leaders are those perceived as highly energetic, supportive, and flexible in their style, who provide stimulation for the group and opportunity for emotional expression and closeness. This positive confronting style is contrasted with an intrusive-aggressive or challenging style. (Author/JMF)

Data from a survey of Boston resldents support the solidarity theorists' argument that social cohesion increases protest. The Boston data, however, also support the breakdown theorists' hypothesis that discontented individuals are more likely to protest than others. Finally, the data undercut the breakdown theorists' hypothesis that…

By distinguishing between students' creative and hostile clowning behavior, a teacher can reduce classroom disruption and enhance social interaction. (JD)

Small group inquiry changes the leadership role of the teacher to create an open classroom and focus on the social and intellectual development of the student as a future thinking and adaptive citizen, not just a reluctant member of an audience for specialized information. (Author)

All groups have the same amount of structure. There are basically six elements of group structure. They are membership, members, and leaders; physical structure, group quarters, and member arrangements; time; activities; norms and interaction patterns; and purposes, goals, and objectives. The article explores these components. (Author/CMG)

The opening session of a group presents special problems for the group leader. Focuses on structured activities which can serve to reduce these early negative reactions and promote feelings of security, identity, and belongingness in the group members. (Author)

Discusses the distinguishing characteristics of charrettes: (1) group involvement, (2) development of a product, (3) time limitations, and (4) commitment to reaching consensus. Outlines the responsibilities of charrette and group leaders. Warns of resistance to the charrette process and identifies cases where a charrette is used effectively. (AYC)

Explored speaking-order and talking-time structures in dyads and triads to determine if these modes of paralanguage were hierarchial and used consistently in various settings. Findings indicated that paralanguage hierarchies emerged and that speaking-order and talking-time ranks correlated between groups. (Author)