The improvement of interpersonal communication is put forth as the primary purpose of student couples' workshops. Five assumptions were made: (1) a love relationship with the opposite sex is desirable, but takes work; (2) a good relationship is based on honest, open communication; (3) intimacy in a relationship is a cyclical thing; (4)…

The author concludes that what is presently needed is for thoughtful, interested persons to continue an examined approach to the understanding and use of the intensive group experience. It has powerful implications for education, psychiatry, counseling, for everyday people. (Author)

This book describes a program that deals with group dynamics and applies encounter group techniques to the training of teachers. The program consists of two weeks of encounter during the summer; a 3-day workshop just prior to the start of school; and monthly curriculum workshops, monthly encounter groups, and periodic visitations throughout the…

This document, which is a presentation of a philosophy of education and human relations, is written in two distinct sections by two different authors. The two authors believe that human relations is very important in education and that the open classroom actually depends on the openness of the teacher. The authors hold in common the view that the…

Logs are presented to communicate what was observed and felt by author while attending a graduate class in group process. (Author)

Investigates effects of human relations laboratory experiences on interpersonal behavior of college students. Subjects were 79 college students. Results indicate participation in human relations training laboratories does have an effect on self-perception and behavior. (Author/HMV)

Discusses encounter group as facilitator of personal growth and aid in teaching individuals effective communication. Presented at International Association of Pupil Personnel Workers Annual Convention, Miami, Florida, 1969. (EK)

Sensitivity training is one type of experience-based learning in which participants work together in a small group over an extended period of time learning through analysis of their own experiences. The primary setting is the T Group (T for training) in which a staff member sets up an ambiguous situation which allows participants to choose the…

This study was concerned with investigating the effects of human relations laboratory experiences on the interpersonal behavior of male and female college students. (Author)

A comparison between a T-Group course and a more traditional human relations course indicated the following findings: the T-Group course showed more here-and-now behavior, more group dynamics and less organizational dynamics content, more involvement, more perceived transfer of learning, and more percieved comfort with feelings. (Author/BY)

This program was designed to encompass personal growth, openness, and integration of affective and cognitive growth in the participants. Summer 1970 training sessions consisted of 2 weeks of intensive encounter work for 3 groups of 20 participants each, followed by a 3-day session on curriculum and methodology for the total group. During the…

This research compares short-term variants of three approaches-Rogerian encounter, Gestalt sensory awareness, and self-directed encounter-in relation to intermember empathy and cohesiveness and outcomes of decreased feelings of alienation and increased sense of self-autonomy. All significantly decreased feelings of alienation and increased sense…

THE T-GROUP IS DESIGNED TO SUPPORT MEMBERS IN REEDUCATING THEMSELVES TOWARD IMPROVED SKILL IN HUMAN RELATIONS. MEMBERS ARE ASKED TO DEVELOP THEIR GROUP TOWARD CONSENSUS WHICH WILL SUPPORT THE PERSONAL GROWTH AND LEARNING OF EACH MEMBER, AND THEN, THROUGH ANALYSIS, EVALUATE HUMAN EVENTS THAT OCCUR IN THIS PROCESS OF DEVELOPMENT. THE TRAINER DENIES…

The questions of the value of structure in groups and the value of experience in group leadership merge when the two areas of conflict are considered together. The present study was concerned with effects of an interpersonal growth contract and of leader experience on encounter group process and outcome. (Author)

Compares three popular approaches to experiential learning with respect to purpose, philosophy, format, leadership, language, and strategy. Each is uniquely designed to elicit highly emotional involvement, confessions of failure in the past and immediate present, and attempts to communicate with integrity. (JMF)