Feedback, i.e., information provided by others regarding behavioral assets (positive feedback) and deficiencies (negative feedback), is commonly utilized in personal growth and training groups to bring about constructive personal change. Research on feedback sequence and valence has led to conflicting conclusions as to which sequence, a positive-to-negative or a negative-to-positive, enhances overall feedback acceptance by recipients. In an attempt to resolve this conflict, procedural differences in previous studies, e.g., self-disclosure level, feedback rating method, and sex of recipients were systematically varied along with feedback sequence and valence. Measures of the deliverers' reactions to feedback given were also obtained. Eight groups of subjects participated in structured group exercises and exchanged feedback. Results failed to confirm a sequence effect. Positive feedback was rated more credible, desirable, and impactful than negative by both deliverers and recipients. Deliverers rated negative feedback less credible than recipients; negative feedback led to less self-disclosure in subsequent group exercises. The results suggest that giving negative feedback may be a more threatening task than receiving it. (Author/JAC)