In light of inconsistent findings associated with self-actualizing research with counselors-in-training (CITs), this study focused on major concerns. Will different theoretical leadership orientations impact differently on the psychological growth of CITs? Is there another method which is more sensitive to behavior associated with…

This research explores training of development in discrimination and communication skills in counselor trainees. It is concluded that trainees may improve their communication skills; improvement of discrimination skills was not demonstrated. (MFD)

Identifies promising developments and mistakes found in assertiveness training programs. Discusses problems arising from negative image, generalizability of learned skills and, especially, curriculum format. Concludes that elicited "assertiveness" may not have positive outcomes for all individuals. Recommends enhancement interventions…

Earlier reviews have asserted the superiority of structure versus ambiguity in the practice of group therapy. This review specifies the dimensions that lead to this asserted superiority and examines method and timing of presentation and content of pregroup training. A model is proposed that links content and timing with issues in group…

Describes a Los Angeles training program in group psychotherapy conducted on-site at the psychotherapist trainees' mental health agencies. Concludes the community outreach training program is successful because it changed the concept of responsibility for training from individual therapist to the agencies and enhanced the quality of group therapy…

Describes use of the Tavistock model for studying group relations to teach alcoholism counselors group process. Counselors (N=32) participated in weekend study groups. An informal follow-up evaluation consisted of a reaction paper, oral discussions, and a questionnaire. Counselors' evaluations were predominantly positive. (RC)

This report focuses on differences in training style among four trainers as measured by the Training Style Scoring System. The study concludes that supportive and trusting interrelations between members develop when the leader permits open expression of hostility toward his/herself. The difficulty of allowing this is noted. (NG)

Outlines a research framework for examining changes as a result of sensitivity training in an experimental learning workshop. Hypotheses include expected changes in empathy, self-awareness, perception and behavior. Emphasis is on positive effects of personal construct theory. (JAC)

This paper reviews research completed previously on the effects of trainers on t-groups. The author suggests that further research on the behavior of trainers or leaders and their effects on groups be examined for constructive and destructive interventions. (EJT)

Assessed group leaders' styles and predicted outcomes in five human relations training groups. Assessed participants' gains from changes in self-esteem and social sensitivity. Results showed two distinct types of group experience. Findings suggest that focus of intervention and pattern of communication among members can have significant effect on…

The URTSA emcompasses group-dynamic as well as other relations training. The first two steps of relations training--"external and internal courses"--do not produce observable effects at group and organizational levels, but are necessary preliminaries. Group dynamics can be a force for positive change in the Swedish job world. (Author)

Proposes that a model of conflict resolution based on communication theory constitutes an effective approach to the learning of skills in conflict management. In this framework, it may become possible to change negative perceptions through cognitive processes as a basis for acquisition of conflict resolution skills. (Author/JAC)

Presents coding manual developed from communication skills program which offers rating system for face-to-face talk processes derived from response mode framework proposed by Goodman and Dooley (1976). Major sections of manual correspond to six major response modalities. Within each major mode, subcategory is defined and examples are offered.…

This model deals with change in student's self-concept over a period of instruction in communication intervention. No consistent evidence was found that communication intervention had impact on changing one's self-concept. Self-awareness should be taught as a separate course from communication. (MFD)

Investigates whether interpersonal skills training raises the level of facilitativeness of the trainers. Results are positive. (Author)