Much of the material presented here derives from a study of the termination phase of group development undertaken to test the validity of a portion of a stages model developed by Garland, Kolodny, and Jones (1965). This model for stages of group development postulates five stages of group life. (Author)

Data show that giving information to members of a group is more important in determining the perception by others that the person is facilitating group performance. Asking for information and opinions is more important in actual facilitation of group learning. Social-emotional support becomes important after initial phases of group interaction.…

The purpose of this study is to examine the impact of varying leader selection systems on the performance of political decision-making groups (judges). The type of leadership choice of the court was the independent variable and degree of dissent the dependent variable. As predicted, merit choice had less dissent. (NG)

People who have less prior knowledge of others in a group give more personal information. In dyads low-prior knowers give and receive more personal statements than high-prior knowers. Therapists can support confiding personal information about his/her self. (MFD)

This study suggests female and male verbal behavior should be viewed separately when analysing task-importance. Ego-involvement works with task importance to create atmospheres of maximum involvement. Characteristics of communication and group pressure for uniformity are identified. (MFD)

Explores the reactions of single persons and small groups-each in a room they had territorialized- and to compare these against the reactions of singles and small groups who were in a comparable room which they had not territorialized. (Author)

Examines the role of interpersonal needs for control and affection in influencing members' attitudinal reactions to the trainer and the group. Results indicate no support for the two-stage, authority-intimacy sequence suggested by much of the research on group development. (Author)

This research evaluates why individuals seek out or avoid encounter groups. The most important reasons for participation include; self-understanding, overcoming specific problems and learning to express feelings. Reluctance may come from lack of trust and fear of losing control. (MFD)

The role of feedback in T-groups was studied. Results indicate that feedback increases as T-groups progress, feedback is more emotional and non-evaluative than cognitive in nature, positive and direct feedback to the leaders increases as the group develops, and specific feedback between members increases as groups progress. (SE)

Tests the hypothesis that cognitive-experiential pretraining is beneficial in promoting openness and honesty among members of a psychotherapy group. The hypothesis is supported. (HMV)

The present study examines the effects of immediate feedback to the therapist. It was hypothesized that immediate feedback would increase the amount of therapeutic talk by the therapist, as defined by the HIM. (Author)

This study, employing inclusion, control, and affection as independent variables, tests empirically Schutz' (1958) three-dimensional theory of group process, using a Prisoner's Dilemma experimental analogue situation with dyads. (Author)