In response to William Coulson's article in this issue, the author is pleased that professionals are questioning their own roles in Encounter but is in general disagreement with Coulson's points regarding complete openness and feedback. (CJ)

In response to article by William Coulson in this issue the author is in general agreement with the points made by Coulson but expresses the wish that Coulson had also discussed what differentiates encounter groups from other techniques and professional training needed to prepare them adequately. (CJ)

Describes four phases through which small groups' discussions pass in the decision-making process. (RD)

Research supported by grants from the National Science Foundation and the Air Force Office of Scientific Research.

Examined the effects of performance cues on descriptions of leader behavior. Results demonstrated that performance cues directly affected subject descriptions of leader initiating structure and consideration. Subject involvement directly affected only subject ratings of consideration. Performance data was a more salient cue for uninvolved…

Explored the nature of cohesion in groups formed to affect personal change. Members (N=227) of eight therapy groups completed the Three Factor Group Questionnaire. Results suggested risk-taking, attraction to individual group members, and the instrumental value of the group were all related to group cohesion. (Author/JAC)

Seven situations are suggested for role playing exercises, with facial and physical movement emphasized as well as oral skill development. Possibilities for improvisation, props, variations, and linguistic objectives are outlined for each situation. (MSE)

The instrumented team approach at St. John's High School, South Carolina, succeeds in getting general students to meet serious intellectual challenges because group learning counters the problems of poor reading ability, fear of failure, absenteeism, limited time, and underestimation of the importance of school. (MJL)

Sociometric tests allow teachers of emotionally disturbed students to understand classroom social structures and significant group roles (significantly preferred, rejected, ignored, split, and feared pupils). Recommendations for enhancing students' power and respect through positive means include emphasizing cooperation and allowing students to be…

Examines various aspects of the selection of library administrators, including the search committee process, time delay in candidate selection, group dynamics within the search committee, the perspectives of different constituencies on the search committee, and the qualities necessary for library management. Recommendations are made and a…

Presents a view of group process development based on psychoanalytic theory in which each phase of group operation is related to human developmental stages, i.e., the oral, anal, and phallic. (RC)

Uses examples from the author's and others' experiences to describe techniques that "cults" use, including emphases on discipline, group identity, confession, constant activity, an unquestioned doctrine, and control of members' communications. Suggests high school courses be taught on cult methods, the Bible as literature, and…

Presents an expectancy model of coalition membership addressing inducements, contributions, and exchange in coalitions. Discusses how concepts and considerations both addressed and ignored in past work are accommodated by the model. Gives a number of practical implications of the model by focusing on interventions into client systems. (Author/RC)