Compared performances for male and female groups using three different group problem-solving procedures: unstructured, structured-open, and structured-forced. Results indicated that female groups performed better with the structured-forced procedure than with the structured-open procedure. Male groups performed better with the structured-open…

Discusses current research on behavior in organizations as it relates to building group cohesiveness in a writing lab staff and describes the operation of the writing lab at the University of Central Arkansas. (AEA)

A study examined the sociometric relationships in two schools with different structural organization, especially on a diffuseness-centrality dimension. The graded school had diffuseness at all levels, while the nongraded school had greater diffuseness at the lower than upper level. (MSE)

Presents a strategy for intervening into rigidly homeostatic family systems. Identifies system rules which reveal "nodal" themes. Describes four types of nodal themes and clues for identifying them within families. Suggests ways of using system rules and nodal themes in developing paradoxical interventions. (Author/RC)

Introduces a systematic methodology for the analysis of covert or latent group talk, along with a set of operational procedures of validation. The methodology is related to analogical reasoning. (RC)

Studied effects of leader style and a group of people classified as either high-anxious or low-anxious. Measured participants' (N=71) responses to the leader styles using Galvanic Skin Response. Results indicated similar responses of participants to both autocratic and democratic leadership styles. (RC)

Examined the effects on self-actualization of CETA supervisors who participated in a Rational Behavioral Training (RBT) group. The Personal Orientation Inventory (POI) was administered to experimental and control groups before and after the group. Results indicated the RBT experience enabled participants to move toward self-actualization. (RC)

Examined the relationship between the social and task dimensions of small groups. Developed a measure of group members' feelings of cohesion. Demonstrated that perceptions about the quality of group interactions, goal attainment, group satisfaction, and group solidarity are significantly and positively related. (RC)

Tested the relationship between interracial group learning and academic achievement in college. Results indicated White students participating in Learning Through Discussion (LTD) groups scored higher on the final essay. There was no difference in minority achievement. Findings support the proposition that status equalization is an essential…

Examines the evidence on maladaptively rigid reactions to threats or adversity at the organizational, group, and individual levels and finds that rigidity occurs when information processing and control are restricted in response to threats. Combines social-evolutionary and systems approaches to suggest a theory of threat-rigidity cycles. (RW)

Presents procedures, issues, and arguments for use of a group method to strengthen black grandparents' and older parents' abilities to cope with child rearing. (Author/MP)

Presents techniques for stimulating and managing worthwhile class discussion sessions. (Editor/SJL)

The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…

Century III, a nonpolitical, nonsectarian research foundation, has found through the workshop process (involving both reflection and interaction) that consensus on moral standards exists. (Author/WD)

Issues concerning the professionalization of evaluative research that are discussed in this reply to Morell and Flaherty include: the nature and substance of conflicts in evaluative research, conflicts over methodological perspectives, the role of the evaluator in program planning, and the appropriate uses and users of evaluative information.…