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- by Derek Griffith
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- Psychology, Community Psychology, Empowerment, Social Stratification

Accessible summary•We are people with and without learning disabilities doing research together.•In this paper we talk about the good bits and the bad bits of doing research together.•We are people with and without learning disabilities doing research together.•In this paper we talk about the good bits and the bad bits of doing research together.We are people with and without learning disabilities doing research together.In this paper we talk about the good bits and the bad bits of doing research together.SummaryIn our paper we talk about what it is like to be a group of people with and without learning disabilities researching together. We describe the process of starting and maintaining the research group and reflect on the obstacles that we have come across, and the rewards such research has brought us. Lastly we put forward some ideas about the role of professionals in such a group that we hope people might find useful.In our paper we talk about what it is like to be a group of people with and without learning disabilities researching together. We describe the process of starting and maintaining the research group and reflect on the obstacles that we have come across, and the rewards such research has brought us. Lastly we put forward some ideas about the role of professionals in such a group that we hope people might find useful.

- by Helen Combes
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- British, Group Behavior, Group Dynamics, Learning Disabilities

This article provides a general overview and presents various effective methods for developing and implementing team building programs based on different desired outcomes in sport. Specifically, a background on team building is provided, followed by the presentation of different outcomes and benefits found in previous successful team building programs. A team building conceptual model (Carron & Spink, 1993) and a four-stage approach (Carron & Spink, 1993) are described. In addition, implementation and effectiveness of various interventions are discussed based on the recommendations from a number of researchers (e.g., Eys, Patterson, Loughead,
& Carron, 2006). Finally, implications for practice are discussed.

Areas to consider when reading the chapter:
1. The complex and multidimensional factors that contribute to successful and effective
interpersonal relationships with significant others within your sporting environment (coaches,
managers, directors, sport science support personnel, athletes, teammates).
2. The strengths and weaknesses of your communication skills, and how they affect and are
affected by your relationship with significant others.
3. How you communicate, relate, interact with others, as well as how you respond to, manage with,
and prevent interpersonal conflict with significant others.

- by Sophia Jowett
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- Sport Psychology, Communication, Leadership, Group Dynamics
- by Deoksoon Kim
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- Group Dynamics, L2 writing
- by Robyn Gillies
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- Education, Socialization, Group Dynamics, Cooperative Learning
- by ILIAS BARLIAS
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- Adult Education, Group Dynamics, Volunterring, Roles of the adult educator

Group facilitation is a process of helping the groups become more effective. The definition of effectiveness has remained and continues to remain elusive. One of the challenges that is repeatedly stated in the research on group effectiveness is the multitude of factors that affect it, and the interplay between them. This makes the study of group effectiveness very difficult. However, since groups are our basic unit of work in any organization, it is critical that we understand the concept and the application of group effectiveness, however elusive or difficult it might be. Towards that end, this paper explores the various studies in the area of group effectiveness from 1960 till date, in the context in which they were conducted – both lab and real time settings. Each of the theory/model is explored with the background of the research and the findings clearly mentioned along with the critique of the study, which details the positives and the limitations of the study. Finally, I have concluded with a summary of the way the group effectiveness studies have transitioned from 1960s till date and where we need to go from here. In conclusion, I have raised some of the questions that have to be taken up to explore the role of the facilitator as an enhancer of group effectiveness.

- by Uma Sundaram
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- Group Dynamics, Learning, Group Facilitation, Workgroups
- by David Ryfe
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- Sociology, Interpersonal Communication, Rhetoric, Narrative

- by PAOLO VALERIO
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- Psychology, Psychoanalysis, Academic Identities, Group Dynamics
- by Russell Hernandez
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- Cognitive Science, Developmental Psychology, Consumption, Group Dynamics
- by Michael Mealer
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- Public Opinion, Terrorism, Case Studies, Group Dynamics

This paper describes our efforts to organize a group of psychotherapists to apply their knowledge toward social justice activism. This organizing required us to look at our surrounding US culture of consumer capitalism and reflect upon how its ideology worked with the Bush administration's exploitation of fear to garner public support for imperialist actions. We wanted to apply what we know about the unconscious dynamics of trauma and attachment to understand how citizens were being manipulated by the government and what they would be looking for in their national leaders. Lastly, we discuss the pressures on our evolving group from within as well as from the surrounding culture, and assess our successes and the places where we could have used from more reflection. While we focus on psychoanalysts, we suggest that particular group dynamics are intensified when members of a group are all culled from one profession. Copyright © 2005 Whurr Publishers Ltd.

- by Katie Gentile
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- Political Science, Group Dynamics, Social Responsibility, Clinical Sciences
- by Zipora Shechtman
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- Psychology, Group Therapy, Group Dynamics, Time Use
- by Scott Jacobs
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- Business, Entrepreneurship, Human Rights, Corporate Governance
- by Madeline Milian
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- Special Education, Group Dynamics, Interviews
- by Ann Mastergeorge
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- Education, Group Dynamics, Peer learning, Cooperative Learning
- by Lawrence Frey
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- Communication, Group Processes & Intergroup Relations, Group Dynamics

The study explores students' and lecturers' experiences of group work assessment in a performing arts department that includes undergraduate studies in theatre, dance and film. Working from the perspective that assessment is a socially situated practice informed by, and mediated through, the socio-political context within which it occurs, this research takes the form of an inquiry that employs qualitative approaches to data collection using interviews and focus groups. The aim of the study was to elicit students' and lecturers' views concerning the assessment of process (also known as contribution), conceptions of fairness and the management of free-loading students. The tensions that reside in group work projects where students are marked for process as well as product are explored. The analysis shows that students navigate complex trajectories where they collaborate and fight for their marks. Reflective journals are often used as a tool to assess process in group work projects. This analysis challenges the popular view that reflective journals offer an unproblematic representation of process. Whilst this study is situated within the performing arts, the findings are relevant to any group work project where lecturers seek to design assessment approaches that disentangle group and individual contribution.

- by Susan Orr
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- Performing Arts, Assessment, Group Creativity, Group Dynamics
- by Kiya Ward
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- Emotional intelligence, Mentoring, Social Cognition, Group Dynamics
- by Matthew Grawitch
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- Psychology, Creative Problem Solving, Group Dynamics, Group Process
- by William Sedlacek
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- Psychology, Group Dynamics, Social identity theory, Conceptual Framework
- by Mark Eys
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- Group Dynamics

Profound transformations in residential practices are emerging in Europe as well as throughout the urban world. They can be observed in the unfolding diversity of residential architecture and spatially restructured cities. The complexity of urban and societal processes behind these changes requires new research approaches in order to fully grasp the significant changes in citizens' lifestyles, their residential preferences, capacities and future opportunities for implementing resilient residential practices. The international case studies in this book examine why ways of residing have changed as well as the meaning and the significance of the social, economic, political, cultural and symbolic contexts. The volume brings together an interdisciplinary range of perspectives to reflect specifically upon the dynamic exchange between evolving ways of residing and professional practices in the fields of architecture and design, planning, policy-making, facilities management, property and market. In doing so, it provides a resourceful basis for further inquiries seeking an understanding of ways of residing in transformation as a reflection of diversifying residential cultures. This book will offer insights of interest to academics, policy-makers and professionals as well as students of urban studies, sociology, architecture, housing, planning, business and economics, engineering and facilities management.

Educational institutions should ensure that students develop a professional identity, as well as safeguarding their well-being and activating awareness and change processes. The aim of this study was to assess the efficacy of group psychodynamic counselling as a means of reinforcing academic identity – considered the forerunner of professional identity – and psychological well-being in a group of final-year undergraduates studying clinical psychology. Thirty-three final-year-students of clinical psychology who participated in six group psychodynamic counselling sessions were compared with sixteen final-year students of clinical psychology who had never participated in an intervention of this kind. The results suggested that group psychodynamic counselling made students feel more capable of managing their lives and more open to new experiences as well as encouraging them to perceive their relationships as more positive and satisfying, to believe that their life is meaningful, and to achieve greater self-acceptance. The in-depth exploration also prompted students to consider their commitment to their choice of career. Group psychodynamic counselling also reinforced students’ educational choice, as the likelihood of students becoming less committed to this choice was reduced after the intervention. Thus, the study confirmed the efficacy of group psychodynamic counselling as a means of reinforcing both academic identity and promoting well-being and demonstrated that it is a tool clinical psychologists and university teachers could use to activate self-reflection and change within educational settings.

- by Paolo Valerio
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- Psychology, Psychoanalysis, Academic Identities, Group Dynamics

Worcester Polytechnic Institute (Massachusetts) has developed a new freshman course titled "Computer Analysis in Civil Engineering" as part of a curriculum revision project which emphasizes critical thinking, cooperative group learning and problem solving, the integration of knowledge through projects, and student responsibility for learning. The three objectives of the course are fundamentals of civil engineering, computer skills, and working in a group environment. The course incorporates computer application skills, the development of oral and professional presentation skills, team teaching, small group cooperative learning, Graduate Teaching Assistants, and the use of undergraduate students as Peer Learning Assistants. The course utilizes a hands-on approach that involves the learner in the building of bridges between facts and concepts and between disciplines and subdisciplines. Student groups range from informal gatherings (e.g., three to four students organized into...

- by James Groccia
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- Engineering, Civil Engineering, Higher Education, Group Dynamics
- by Samuel Ebersole and +1
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- Higher Education, Interaction, Computer Mediated Communication, Group Dynamics
- by Regina Smith
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- Case Studies, Group Dynamics, Online Learning, Online Education

Abstract : The study is the second in a planned program of research designed to make available tested methods of modifying basic training squads that will be useful in improving the performance of military personnel. The theoretical position underlying this work has been summarized in Blackman, Mandell, Goldstein, and Silberstein (1965). Briefly, small groups are conceptualized as consisting of members involved in patterns of reciprocated reinforcement. Insofar as one individual has reinforced another in the past, it is hypothesized that reciprocal reinforcement will be available to him from that individual in the future. The availability of this support helps ward off breakdown in the face of stress. Individuals for whom this support is not available are thus more likely to become incapacitated by stress than are individuals involved in reciprocal relationships. These isolated individuals have been chosen for study. It is posited that there are two dimensions along which such isolation may take place: instrumental (having to do with work relationships), and effective (having to do with emotional relationships). The present study tests the hypothesis that poor performance may be predicted from isolation. A further aim of the present study is to develop techniques for modifying the isolation of squad members to improve performance. (Author)

- by Sheldon Blackman
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- Social Psychology, Psychometrics, Behavior, Group Dynamics
- by Dean G. Pruitt
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- Psychology, Cognitive Science, Social Psychology, Personality
- by Hanna Järvenoja
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- Psychology, Individuality, Self Control, Group Dynamics

What Evidence Is There That It Works? ... By David W. Johnson, Roger T. Johnson, & Karl A. Smith ... "Individual commitment to a group effort: this is what makes a team work, a company work, a soci- ety work, and a civilization... more

- by Karl Smith
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- Instructional Design, Higher Education, Group Dynamics, Cooperative Learning
- by Motoko Akiba
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- Education, Group Dynamics, Social Control, Educational

This qualitative research was based on structured small-group work conducted with 34 undergraduate social work students. It aimed to reveal students’ understandings of their personal values and modes of evaluation, their views regarding the value base of social work, and the possible influence of their personal values on professional practice. The data was collected through a semi-structured questionnaire, self-reflective diaries and a semi-structured focus-group discussion. During the study, it was seen that the students had difficulties when talking about their personal values. Yet, whenever they did talk about them, they saw that their values were actually not their own, but were socially constructed by the dominant cultural and moral norms. Prejudices based on the hegemonic cultural codes and norms, hidden in the form of personal values, are the biggest handicaps in the development of a professional identity. Thus, the values of social work are extremely important because they allow social workers to work professionally with all people without exception or discrimination and to promote human rights. This study showed that educational settings must be transformed so that students may express their own values without being judged. Arts-based techniques like creative drama have a great potential to achieve this goal. Therefore, social work education should benefit from creative and critical ways to prepare students for the profession, which aims to protect the value of humans.

- by Burcu Hatiboglu and +1
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- Education, Social Work, Group Dynamics, Eğitim
- by Lawrence Frey
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- Communication, Group Dynamics, Group Theory
- by Gene Hall
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- Sociology, Program Evaluation, Group Dynamics, Models
- by Elisabeth Viles and +1
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- Health Care, TQM, Quality Improvement, Group Dynamics
- by Peter Terry and +1
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- Psychology, Group Dynamics, Social cohesion, Business and Management

The human is a social being and survives as the part of a group in every field of life from the birth. Group is a community consisting of one or more individuals who interact with each other in order to accomplish a certain goal. The groups are created formally and informally within the organization at different times and for different goals. Those groups have the
negative and positive influences on the organization structure and function. In this work, the group concept in the organizations is studied and the influence of group behaviors within the organizations is discussed conceptually.

- by Mustafa Emre Civelek and +1
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- Group Behavior, Group Dynamics, Group Theory, Informal Groups

Qualitative research provides opportunities to study bullying and peer harassment as social processes, interactions and meaning-making in the everyday context of particular settings. It offers the possibility of developing a deep understanding of the culture and group processes of bullying and the participants’ perspectives on peer harassment as well. It gives participants opportunities to discuss their own understanding and experiences of bullying in their own words. This article reviews qualitative studies on bullying or peer harassment in school (including some studies in which qualitative and quantitative methods — so-called mixed methods — have been used).

- by Robert Thornberg
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- Sociology, Interactionism, Sociology Of Deviance, Psychology

Why do some members keep silent, although the group counseling is based on interaction? Is this a way of participation or is oral participation too difficult as a skill to actualize in a group? This study handles the issue of silence and its reasons, which group leaders frequently face and sometimes have difficulty coping with in nonvoluntary training groups. The data for the study were collected from the reports of 61 members in four distinct counseling groups. The groups were led simultaneously by two leaders who are specialized in individual and group counseling. The data were analyzed using content analysis. As a result, it was found that silence because of personal characteristics was the major cause of silence, and that it appears to be there are reasons for silence other than the ones specified in the relevant literature. Key Words Quietness, Group Counseling, Resistance, Training Groups, Group Leader. Counseling is one of the significant community and social services occupat...

- by Taşkın Yıldırım
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- Psychology, Content Analysis, Resistance (Social), Group Dynamics
- by Simone Volet
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- Psychology, Group Dynamics, Collaborative Learning, Cooperative Learning
- by Sandra L . Bloom
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- Psychotherapy, Organizational Culture, Leadership, Long Term Care

“As we know, well-led groups provide many member benefits: feelings of universality, a sense of hope, altruism, acquisition of knowledge and skills, and mutual support...This text is affordable, easy to use, and very suitable for... more

- by Rich Furman
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- Sociology, Psychology, Clinical Psychology, Cognitive Behavioral Therapy