Examines consensus as a function of group members' decision rule orientations. Finds that for groups that interacted verbally, consensus was more likely between groups composed of members with matching (rather than differing) rule orientations. Discusses implications for group consensus and the decision rule orientation construct. (MM)

Evaluates the pattern of celebratory activities in United States homes that accompanied television viewing of the 1984 Summer Olympic Games. Finds that those watching the Olympics were more likely to be in a group, to have visitors, to plan their viewing, and to pay close attention to the television. (MS)

Builds a typology of the temporal paths by which decisions develop. Develops a typology with 11 different decision paths in three main groups: unitary sequences, complex sequences, and solution-centered sequences. Finds analysis of this typology supports the multiple sequence model, but also suggests a role for normative unitary models. (MS)

Examined the relationship between group processes and group performance and cohesion in task and social groups using college students (N=160) as subjects. Found results supported the conceptual distinction between cohesion and performance and the importance of processes dealing with both the task and group maintenance. (Author/ABL)

Describes group psychotherapy at an inpatient, psychiatric hospital serving priests, nuns, and religious brothers. Discusses formation of and differences among four groups: a low-level group for sisters; an interactional group for sisters; a high-level, Gestalt-oriented group for sisters; and an interactional group for priests and brothers. (ABL)

Used simulation group approach in teaching social work students (N=6) technical and interpersonal skills. Results showed students found their interpersonal skills complementary to goals and dynamics of situations. Also observed students found learning of technical skills challenging in the context of a simulation group. (ABL)

Proposes that cultural and role variables within organizations will predict the extent to which individuals hold a collective or individualistic approach to organizational life. Finds that effects of participation and allocation on organizational participants is moderated by the culture of the organization and the roles individuals play within the…

Summarizes theories of group development encompassing the stages of orientation, conflict, integration, achievement, and breakup. Relates group development stages to leadership styles and the leader's relative concern for dimensions of task and relationship. Applies the five-stage model of group development to the progress of groups involved in…

Develops and demonstrates a theoretical framework and corresponding methodology to link variables at the culture level to the individual level and, then, to specific outcome variables. Tests a path-analytic model linking cultural collectivism with interdependent self-construals and high-context communication. Discusses implications for theory…

Trends in the provision of mental health services have generated greater interests in brief group counseling. Offers one perspective for the integration of solution-oriented theory and techniques into counseling. (Author)

Surveys the field of audience studies, noting common concerns. Identifies models of the audience: audience as mass, audience as outcome, and audience as agent. Recommends exploiting the interdisciplinary potential, employing an enlightened empiricism, considering audiences as collectives as well as individuals, abandoning the active/passive…

Examines the impact of normative and informational influence with respect to research on hidden profiles, which occur when the members of a group individually hold information favoring a low-quality decision but collectively have the information necessary to make a high-quality decision. Finds that when normative and informational influences are…

Describes how teachers can help children feel included, connected, and valued, explaining that the family is the child's first and most important group, and children learn the rules of social interaction from primary relationships with adults. As children play, they learn and formulate their own social rules. Teachers can provide structured,…

Whenever group work takes place, rules and norms are established by group members. Rules are typically written and formally stated by group members, whereas norms are more informal and are implicitly stated. But regardless of how rules and norms are established, they enable group members to develop procedures from which the group can function.…

In September 1830 the U.S. government negotiated the Treaty of Dancing Rabbit Creek with some leaders of the Choctaw Nation. The treaty reinforced the congressional Indian Removal Act of 1830, which paved the way for the large-scale physical removal of tens of thousands of tribal people of the southeast, including many of the Choctaw. It provided…