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)

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)

Describes a unit of instruction that involves the rhetorical situation of an in-class corporation to give students experience in abstract and report writing. (AEA)

Graduate counseling students were assigned by sex to a marathon group, a shorter session group, a combination session group, and control group to determine impact on self-actualization. The personal orientation inventory indicated some significant positive movement for treatment groups. No one approach was significantly more effective than the…

Determined that perceived effort and ability of a low-performing group member had an impact on the other members' liking for the low-performing member. Results indicated that when future contact in work or social settings was assumed, group members expressed greater attraction to high-effort than to low-effort partners. (Author/DB)

The awareness group experience (AGE) is a one-day structured workshop that helps participants to become more aware of their attitudes toward ethnic minorities and to change those attitudes that are negative. This article explains how to plan the AGE workshop, lists its goals, describes the sessions, and provides participant feedback. (Author)

Examines the enrichment process to determine if marriage and family enrichment constitute a new field in education and counseling. Results suggest that progressive improvement in quality of education and counseling for marriage and family may unite the field as they merge into enrichment. The process is defined with its relevant programs. (BEF)

Explores the effectiveness of videotape feedback in increasing self-awareness of individuals in a group situation. Videotape feedback appeared influential in increasing self-awareness by providing a neutral, nonevaluative means of giving and receiving feedback. Suggests as the process becomes more accessible more research is needed. (JAC)

Describes a workshop in intimacy for (N=10) men. Analyzed intimacy between men based on the verbal expressions of those who attended the workshop. Suggests counselors need to understand male reluctancy towards intimacy with each other to better help them overcome it. (RC)

The introduction of life-coping skills into the preschool curriculum provides the catalyst for the acquisition of skills essential for the development of a healthy individual. Life-coping skills taught at this level allow for the engagement of the child's entire developmental spectrum. (Author)

Results indicated that a classroom with a low teacher/child ratio and partitioned special play areas facilitates peer interactions and fantasy play among middle-class, preschool children. (Author/DB)

Examined the relationship of learning styles and interpersonal relationship needs of human relations group members. A group leader should be aware of learning styles of group members, for these will influence how members participate, what they invest themselves in, and the learnings they may experience in the group. (Author/CC)

Competencies necesary for the interaction of hearing impaired students in a group setting are discussed. Areas explored include attending skills, skills for spontaneous interaction, strategies for clarifying communication, and social skills. (PHR)

This study represents one effort to systematically examine concrete instances in well-defined settings, with some knowledge of the variables involved--the input as well as the feedback and the output of the encounter groups. (Author/KMG)

A five-step model is presented for conducting groups that enhance students' knowledge, self-awareness, and interpersonal skills. Differences between educational growth group model and other forms of group work are outlined. Goals and potential benefits for counselors are listed, along with examples of counselors' applications of the model. (Author)