Investigation compared outcomes among a six-hour, one-session-only assertion training workshop model, a six-week one-hour session per week assertion training model, and a control group. (Author/PD)

Investigates the pattern of clients' precounseling expectancies, whether these differ for male and female clients, and the relationship between clients' expected content emphasis and the actual emphasis during counseling sessions. (Author)

It was found that women disclose more than men; that self-reports of prior disclosing behavior are complexly related to actual confiding behavior; and that in order to be confided in, one must disclose about oneself noncontingently and without regard to the disclosing behavior of others. (Author)

Investigates whether self-disclosure elicits anxiety and subsequent coping attempts in subjects who interact with a direct, open and disclosing communicator. Subjects were 40 male and 40 female college students. Results indicate direct and open communication does elicit some degree of anxiety in the listener. (Author)

This paper uses the Interpersonal Perception Method (IPM) to analyze a single episode in a group's experience. The authors feel that such an approach is much more useful than the more usual trait analysis in understanding those experiences which will mediate the group's functioning. (NG)

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)

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)

Used the Interpersonal Check List measures of dominance-submission and love-hate, and related trainers' performance on these measures to trainers' effectiveness and participants' gains. (Author/BP)

An experiment was conducted to verify two basic assumptions of the risk-responsibility conceptual framework. Results suggest the necessity of considering the positive or negative evaluative content in the statement when talking about the risk associated with modes of communication in group psychotherapy. (Author)

If a small group is conceptualized as a communication system the operation of which generates discussion, that discussion is a stationary process to the extent that its parameters do not change significantly over time. This research casts some doubt on the nonstationarity conception of discussion. (Author)

Indicates that self-concept is related to self-disclosure in encounter groups, but the nature of the relationship changes over time. Early in group interactions, low self-concept subjects disclosed less; but as they became more comfortable, they increased in self-disclosure until they equaled, or possibly exceeded, initially high self-concept…

This research investigated the application of the balance concept to predict the dynamic relationships among: (1) the sociometric ranking of each participant's behavior by his team members: (2) his self-rating; and (3) the agreement between these two evaluations. (Author/PD)

This study explores how accurately participants in an encounter group perceive the leaders. Accuracy of the participants' perceptions were measured at the beginning and the end of the experience. Results show that group members' perceptions of the leaders were highly inaccurate. (Author)

While the present results suggest that a structured opening verbal exercise can positively influence reactions to a group discussion session, additional research is needed to determine both the exact role of anxiety reduction and the relative importance of the leader's own participation in the exercise. (Author)

Examined factors affecting congitive learning during a combined experiential-didactic group therapy training program. The overall goal for trainees was the acquisition of a cognitive model of group functioning, which can be translated into consistent leadership techniques. (Author/PD)