This article reports the results of a study which sought to analyze and explain the selection of particular individuals for leadership roles by members of their work group. The authors find four factors important in peer leadership: task leadership, maturity, social influence, and flexibility. (NG)

This study sought to explore the pattern of self-disclosure in parent discussion groups. Subjects were 16 parents. Patterns of self-disclosure to occur contiguously, suggesting that reciprocity in self-disclosure is a general phenomenon operating in a variety of group settings. (NG)

Change programs in agriculture, business, and communities, resulting from a culture-centered approach called "normative systems", are described. Culture is defined as a network of norms of behavior. A four-phase process for achieving changes in culture (norms) is presented. (MF)

This approach is primarily concerned with social reasoning and judgment, with how children reason about social phenomena, not just what they reason. The how of social reasoning is called structure, what is reasoned about, content. Presented at the American Psychological Association, Chicago, 1975. (Author)

This study evaluated behavior change occurring after a marathon group experience, with a focus on individualized rather than shared behavioral change criteria. The individualization of behavior change criteria is based on the assertion that few, if any, single change criteria are appropriate or realistic for assessing change in all individuals.…

To assess two group models being developed in the Mental Health Study Center, NIMH, this paper compares HIM data from these models with norms from a previous study. By contrasting HIM results from groups of married couples, young adolescents, and parents and teachers, one obtains a better understanding of the effectiveness of these models. (Author)

Leadership style significantly affects the quantity and quality of group interaction. The personality of individuals in a group will be related to the amount and type of interaction that an individual emits in a group, to the satisfaction that a person reports about the group, and to his socio-political subculture. (Author)

This study compared the effectiveness of facilitator-directed and self-directed personal growth group treatments toward inducing therapeutic verbal interaction. An interaction process analysis approach, the Hill Interaction Matrix (HIM) statement-by-statement system, was used to examine treatment differences. (Author)

The hypotheses of this study were that role-taking training would increase (1) role-taking skills and (2) relative amount of peer interaction as compared with adult interaction. Results were that experimental subjects increased significantly in spatial role-taking only, although changes in conceptual scores were in the predicted direction. (Author)

The complicated interaction between individual pupils and class groups is highlighted in cases of classroom aggression. Aims at examining individual aggressors partly through the use of teachers' assessments of them as members of the class group, at assessing the group's emotional climate, and at identifying the triggering-off stimuli within the…

A teacher is viewed as a person who consults with students and who facilitates learning and creativity. Identifying four meta-goals for the teaching-learning process, the paper presents classroom-school models, materials, books, and organizations that, in various ways, take into account these assumptions and meta-goals. (Author)

The tendency to delay gratification as affected by sex and group participation was explored in 6- and 7-year-old children. (BRT)

The author comments on a paper criticizing the function of school board members and their decision-making processes. (GW)

Three different principles and ideologies by which the division of labor can be organized are sketched, along with their consequences for variation in structure and content. It is noted that the reality of the division of labor lies in the social interaction of its participants. (Author/AM)

This detailed presentation of standards and practices for a college health program sets forth the basic recommendations of the American College Health Association concerning services, activities, support services, communications, health personnel, financing, facilities, ethics and professional relationships. (MB)