This article is a rejoinder on comments, by several contributers, on an article concerning encounter groups written for this same issue by William Coulson. (CJ)

The individual who enters a group must fully understand exactly what the contract" is, what the outcomes that might be sought will be, and the means whereby they will be sought. He must know and choose among the alternatives for experience and development. (Author)

Discusses teaching methods which may be used to help students become more sensitive to life outside their own spheres and routines; illustrated. (SW)

College students underwent group training on human relations skills and were rated by their trainers. Results indicated that: (1) females received slightly higher ratings on all skills examined; and (2) male students received higher ratings from male trainers than from female trainers, but a comparable same-sex effect was not demonstrated for…

Emotional arousal was studied during sensitivity training groups. It was concluded that the rise-and-fall pattern found in this and earlier studies is dependent on adequate time for the elicitation of negative affect and may require the isolation of the group from contact with other groups. (Author)

Describes a series of one-day interpersonal communication workshops held for corrections personnel using transactional analysis as the primary conceptual training vehicle for stimulating the trainees. Illustrates the process of designing, implementing, and refining a specialized communication training program and provides recommendations for…

Surveys the purposes, effectiveness, selection, and design of simulations and provides some criteria by which faculty may judge the suitability of the play element for meeting classroom needs. Lists of resources for simulation selection and directories of games are appended. (Author/MER)

Results of this study reflect changes in the T-group model suggested by authors in the literature. Trainers currently leading groups tend to differ in theoretical orientations. They appear to be running T-groups which frequently have a personal growth and individual orientation, although some still have a primarily group dynamics orientation.…

Presents critical issues including mechanics, literacy and terminology, usual learning style, participant background, verbal and nonverbal language use, and initial activities which experiential learning facilitators should consider when working in developing countries. (CMV)

Presents a rationale for counseling couples in groups and illustrates how people can be taught to pair up with counselors in order to help their spouses rather than hurt them. Specific steps in forming and facilitating the group are presented. (BEF)

Suggests goal development as an effective way to set the stage for change with couples in groups. It helps to clarify issues, opens channels of communication, change behaviors in desired directions, and evaluate that change. Spouses, group members, and counselors can benefit from goal-setting. (Author/BEF)

Describes a structured role-play session for a university library staff in the context of human relations training. The role play stimulated discussion and a greater awareness of communication barriers. (Author)

Most students experience higher education as a solo performance. In relative isolation from their peers, they spend each term selecting from a menu of individual courses that also operate in relative isolation from each other. Cohort programs have, for decades, attempted to break the separation between students and between courses. In this…

In order to become productive members of an academic community, it is important for students to master its procedural practices. By adapting Bourdieu's concepts of cultural capital, habitus, and field, we examined procedural practices of first-graders from minority and low-socioeconomic-status backgrounds in the context of student-led literacy…

This article explores issues of the racial identities of young male supporters of the political far right in the North of England. Sociological identity theories are utilised in combination with ethnographic and retrospective interview data to inform the failures of anti-racist education programmes. These failures include a naive assumption that…