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)

Discusses how a student's participation in a group can influence his or her behavior and how teachers can anticipate conflict situations and manage them. (IRT)

Social-emotional and rational-cognitive explanations of group risky shift on choice dilemmas (hypothetical life situations) were evaluated by comparing shift in groups of low Mach (emotional) and high Mach (non-emotional) subjects. Effects of Machiavellian beliefs on social functioning are examined. Group composition was not observed to affect…

Develops a theoretical model of the salient organizational variables related to mathematics achievement in high school. The model is composed of three variables: socioeconomic status, academic press, and collective efficacy. Finds, for example, that collective efficacy is the significant variable in the model in influencing mathematics…

Argues that recited stories provide rich information about organizations, groups, cultures, and reciter. Suggests method for analyzing oral histories and reanalyzes organizational stories from "Administrative Science Quarterly" and versions of the Lewin story about origins of T Groups using this new technique. Suggests possible…

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)