Analogy produces remarkably parallel patterns for group and individual maturation. A model of developmental stages (infant, child, adolescent, young adult, adult), intellectual and emotional dimensions, communication, interaction, and typical behavior is included. (Author/LY)

In an attempt to describe "the good community," Warren examines community development on the bases of primary group relationships, autonomy, viability, power distribution, participation, degree of commitment, degree of heterogeneity, extent of neighborhood control, and the extent of conflict. (NL)

Proposes a quantitative conceptual scheme to describe the features of intergroup and intragroup relations. The article examines, both qualitatively and in formal equations, the tautologies that govern contract rates and network densities for any population that can be divided into two categories. (Author/RM)

Discusses the Danish-American community in the San Francisco (California) Bay Area. Outlines the role played by a set of ethnic voluntary associations in uniting their members as a nonlocalized community. Views the social bonds provided by these groups as an adaptive response to urban life. (Author/MK)

Suggests how to get the most from committees, how to terminate them when they've served their purpose, and how to make them productive. (JOW)

Suggestions to strengthen the program planning process and to match communication strategies with program objectives include selecting the right people, limiting group size, naming a facilitator, agreeing on a technique, respecting opinions, identifying audiences, reviewing market research, listening to clients, and selecting the right media. (JOW)

Case study of relationship between group dynamics and type of learning in summer-session student cohorts at the University of Missouri-Columbia. Discusses factors that influenced learning, such as group climate and group norms. Identifies several types of learning, such as reflective learning and transformative learning. Draws implications for…

The extent to which practitioner inquiry groups function as democratic learning communities depends on how facilitators negotiate power relations. Negotiation issues include social, organizational, and group identity as well as the public identity of practitioner inquiry. (Contains 24 references.) (SK)

Describes the function of group metaphors, lists their uses in group process, and briefly explores several approaches for using them as counseling tools. A case example is provided to highlight the discussion. (Author/TE)

Describes the basic elements of successful groups and the instructor's role in the group process. Suggests that instructors must understand that process before designing effective projects. (JOW)

Looks at the use of icebreakers in training and offers a checklist of questions for making sure an icebreaker is appropriate for the group and situation. (JOW)

Tips include (1) don't confuse replication with simulation; (2) choose the right subject; (3) develop a design plan; (4) make trainees responsible for actions; (5) use symbols for emotionally charged ideas; (6) don't play games; (7) use nontrainees for realism; (8) assess performance appropriately; (9) alpha test in low-risk situations; and (10)…

Examines assumptions about groups from three perspectives: restructured nondirected interaction, exploration of reasons for group membership, and discussion of group roles. Compares facilitation and leadership and illustrates ways to be a good facilitator. (SK)

Attempted to replicate and extend research on work of Kelly and Duran in assessing relationship of group member perceptions of group interaction to group effectiveness. Concludes perceived similarity may not always align with perceptions of cohesiveness. (Author/ABL)