Among the effects of trainers on their T Groups was that trainer empathy and security were related to liking for the trainer and perceived member learning. Trainer affection, tendencies to reward and punish, and openess showed no or little relationship to participant learning. (Author)

This article discusses briefly, three movements influential in bringing group experiences into prominence; the philosophical, administrative, and curricular areas of issue; and the role and relationship of group process relative to the academic community. (Author/CJ)

Briefly explores pro's and con's of extra group contacts, and suggests modification of traditionally opposed view because: (1) in a small college setting, chances of accidental outside meetings are great; and (2) such contacts provide opportunity to use newly learned behaviors with people who will provide honest and interested feedback. (CJ)

Effective leadership is dependent upon knowledge of informal power structures which can often assist in attaining group goals. (Editor)

The results of this study suggest that marathon groups may be an effective method for fostering the process of personal growth and self actualization in relatively healthy, growth seeking college students. (Author)

This article is a rejoinder on comments, by several contributers, on an article concerning encounter groups written for this same issue by William Coulson. (CJ)

The individual who enters a group must fully understand exactly what the contract" is, what the outcomes that might be sought will be, and the means whereby they will be sought. He must know and choose among the alternatives for experience and development. (Author)

Analyzes relationship between "open channels of communication" and "centralization of authority", and "cultural" variables in terms of their contributions to optimal problem solving structures and activities. (Author)

A sample of undergraduate students and members of a social action project did not differ on the Berkowitz and Daniels social responsibility scale. Participation in prosocial action is related to perceived reference group norms and to perceived exposure to prosocial action models both within and outside the family." (Author/DB)

Describes a program for helping people, based on a philosophy stressing the strengths and value of man. (Author/EK)

Investigated dimensions along which self-analytic group sessions vary. Identified three common dimensions: evaluation, potency, and activity. Used dimensions to describe phases of group development and individual differences in the perception of group sessions. (RC)

The article posits that the interdisciplinary cooperation needed to make individualized education programs (IEPs) an effective part of an ongoing, responsive process is more likely to be achieved when educators and parents adhere to certain principles of group dynamics and interpersonal perception. (SB)

This article relates the theory, techniques, and practice of O. Hobart Mowrer's Integrity Training Groups to developing and improving moral education. (Author/SJL)