The research shows that people cannot--and should not--separate how they feel (about themselves, their relationships, their environments) from teaching or learning. It makes the case for social emotional learning (SEL) in schools clear. First, schools are social places and learning is a social process. Students do not learn alone, but rather in…

Results indicate that subjects filling out an interpersonal response tendency questionnaire wanted less probing, more acceptance, and less advice than they gave, and that T-group experience resulted in increased congruity between what was wanted and what was given in a helping relationship. (RB)

In this article the author described the development of the Creative Education Foundation's annual Creative Problem-Solving Institutes. (Editor/RK)

Today's library users prefer a less formal relationship with the reference librarian. Library schools are responding to this trend by offering courses in communications strategy. Library researchers recommend sensitivity training for librarians. (JAB)

Undergraduates in interpersonal skills training groups were administered the Kagan Affective Sensitivity Scale. Later they selected peers believed to be able to help another person deal with an emotional or interpersonal problem. Scores for those frequently chosen and those unchosen were compared with a moderately chosen group. (Author/BL)

Undergraduates in six programmed T-groups received feedback that was either behavioral, emotional, or combined behavioral-emotional. Negative behavioral feedback was more credible than negative emotional feedback. Participants in group psychotherapy and encounter groups who give each other behavioral feedback can enhance the credibility of the…

Practicum members cited as giving meaningful feedback at or above the group median were recalled as producing significantly more verbal, more positive, and more owned feedback than practicum members cited as giving less meaningful feedback than the group median number of citations. The two groups did not differ significantly on the Myers-Briggs…

Article describes the benefits of minidrama as an ancillary vehicle and compares it with its parent, the psychodrama. (Editor)

The author considers T-groups akin to thought reform or brainwashing and describes them as dealing with an assault upon the individual's self-concept, isolation of individuals, and compulsory confessional behavior. (Author/JB)

Author compares and analyzes the objectives and methods of T groups and discussion ( learning'') groups; he finds the latter more open, with reality less centered in the life of the group.'' (Author/SP)

This is an example of how author experimented in systematically using his understanding of T Group phenomena to conceptualize and to point to a sequence of phases which might be optimum for a particular group in accomplishing its learning objectives, and illustrates one technique for shifting group's focus from one issue to next. (Author)