The controversy about the causal ordering of leader behaviors and unit performance is reviewed. The analysis indicates that neither the behavior-performance nor the performance-behavior proponents have provided convincing evidence. A longitudinal study of the development of these interrelationships from the initial stages is described. The results…

Frustration has been primarily investigated in relation to aggressive behaviors, but may elicit other behaviors depending on the responses available to the individual. To test the effects of task frustration and task success on subsequent group behavior, college women (N=80) were randomly assigned to one of four conditions: task success, task…

Provides an insight into the group process of therapy and compares and contrasts the T-group process with therapy group process. The here-and-now orientation was present in T-group and therapy-group interaction. Greater relational conflict was present in the T-group. Members of the therapy group were much more defensive than members of the…

Prior theoretical formulations have suggested that client exposure to levels of personal risk and responsibility most conducive to optimal group development can be regulated with group structure. Analysis of variance results indicated the highest frequency of therapeutically relevant behaviors occurred in the high-structure and high-risk-taking…

Leadership style, group composition, and group development are simultaneously quantified through the use of the matrix. It represents an attempt to objectify the art of group therapy. Comment by Richard C. Rank follows. (Author)

Video-taped samples of two help-oriented groups were rated for six leader and participant facilitating behaviors and therapeutic process (self-exploration). As manifested by leaders and participants, two help-oriented behaviors were significantly correlated. Four leader behaviors were positively correlated with participant self-exploration,…

Relationships among peer social interaction rate, classroom activity, and teaching style were investigated to determine whether teaching style could be defined in terms of differential student interaction rates across various classroom activities. Peer interaction rates were determined in three primary level classrooms representing various…

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)

To assess whether communication behaviors differ between high and low consensus groups, a study considered the comparative interaction of the first meetings of high and low consensus groups, the first and final meetings of high consensus groups, and the first and final meetings of low consensus groups. Subjects, 84 students in a small group…

This paper presents a system designed to measure group role behavior and the direction and degree of subgroup interaction during small group meetings. The system utilizes file classifications of role behavior subdivided into 11 behavior categories. Data are collected in sample observations using live recorders or VTR equipment. Data analysis…