Individual psychotherapy as an adjunct to group psychotherapy

This paper describes a form of combined psychotherapy in which the individual sessions are used as an adjunct to group therapy. Each group member is seen regularly in individual sessions to focus primarily on the member's ongoing group work. The individual sessions are scheduled on a rotating basis. Typically, each group member is seen in an individual session once every four weeks. Additional individual sessions are available only when immediate attention is appropriate and necessary. The group is viewed as the primary therapeutic component. A cost-effective therapeutic approach that uses both individual and group methods, this modality lends itself well to a clinic and to a private practice setting.     

The Lonely Crowd: A Study of Changing American Character by David Riesman; in collaboration with Reule Denny and Nathan Glazer

This paper describes a form of combined psychotherapy in which the individual sessions are used as an adjunct to group therapy. Each group member is seen regularly in individual sessions to focus primarily on the member's ongoing group work. The individual sessions are scheduled on a rotating basis. Typically, each group member is seen in an individual session once every four weeks. Additional individual sessions are available only when immediate attention is appropriate and necessary. The group is viewed as the primary therapeutic component. A cost-effective therapeutic approach that uses both individual and group methods, this modality lends itself well to a clinic and to a private practice setting.     

Sizing fish and ponds: The joint effects of individual- and group-based feedback

The present paper explores the combined effects of individual- and group-directed feedback on perceived need for individual and collective change. Valence of feedback about individual and group performance (positive versus negative) was manipulated orthogonally. The results revealed that responses to various combinations of two-level feedback were moderated by group identification. With respect to the perceived need for collective change, high-identifiers (but not low-identifiers) were motivated by discrepant feedback: When group feedback was negative but individual feedback was positive, high identifiers perceived collective change to be more important than low-identifiers. With respect to the perceived need for individual change, low-identifiers (but not high-identifiers) were discouraged by the discrepant feedback: When group feedback was positive but individual feedback was negative, low-identifiers perceived individual change to be less important than high-identifiers. These data highlight the interplay between individual and collective feedback, and suggest that the meaning of feedback at each level (individual or group) is framed by the feedback received at the other level. Moreover, group identification seems to play a crucial role in reconciling differences between one's individual self and the performance of one's group.     

Combined individual and group psychotherapy: guidelines at the interface

The development of combined individual and group psychotherapy is split between the "separationists" and the "integrationists" with regard to therapists' handling of the interface between the individual and group sessions. To bridge the impasse, a high-benefit--low-risk series of guidelines is offered for therapists that includes techniques for analyzing patients' "cross-references" to the other component modality. The four guidelines provide for a harmonious balance that preserves the confidentiality of the individual sessions vis-à-vis the group, while enhancing the group interaction rather than draining it. The therapist guidelines maximize patient initiative in integrating parts of the self expressed in the individual and group sessions, while employing the least intrusive methods necessary to best integrate the processes into a unified combined modality.     

One man's group: Brief cognitive-anlaytic group therapy and the use of sequential diagrmmatic reformulation

The application of methods developed for individual work in Cognitive-Analytic Therapy (CAT) as applied to a time-limited group are described. Written and diagrammatic reformulation of patients problems, prepared in pre-group individual sessions, were shared in the group and served to heighten the group process. This is illustrated by following the course of one individual through the group. Outcome measures are reported separately (see Duignan & Mitzman, in press).     

The group as a self-active system: Outline of a theory of group action

Human social systems, and groups in partlcular, are conceived as units which, as a whole, actively strive towards the achievement of external and internal goals. This ‘group action’ consists of simultaneous integrated processes on various individual and social levels. Our theory comprises four groups of constructs, which refer to task structure, group structure, information processing and execution. In an ongoing group action, the task structure is projected on the group structure; according to the resulting pattern, the group processes its action related information and executes the act. The latter two processes proceed on two levels, on an individual and on a group level. There are cognition, emotion and volition on the individual, and communication on the group level of information processing; execution proceeds in individual action and in cooperation. A specific part of the theory concerns analogies between individual cognition and intragroup communication.     

The Nature of Sociodynamics and Psychodynamics in a Therapy Group of Adolescents

The development of combined individual and group psychotherapy is split between the “separationists” and the “integrationists” with regard to therapists' handling of the interface between the individual and group sessions. To bridge the impasse, a high-benefit–low-risk series of guidelines is offered for therapists that includes techniques for analyzing patients' “cross-references” to the other component modality. The four guidelines provide for a harmonious balance that preserves the confidentiality of the individual sessions vis-à-vis the group, while enhancing the group interaction rather than draining it. The therapist guidelines maximize patient initiative in integrating parts of the self expressed in the individual and group sessions, while employing the least intrusive methods necessary to best integrate the processes into a unified combined modality.     

Extending the job design perspective on individual innovation: Exploring the effect of group reflexivity

Extending previous research on group reflexivity as a group level predictor of individual innovation, we examined group reflexivity as a possible moderator of the effect of job control and task complexity on individual innovation. We obtained data on job and group characteristics from 135 members of software development teams; line managers provided ratings on individual innovation. Data were analysed using hierarchical linear modelling. Results lend further support to a positive effect of job design on individual innovation, but no effect was found for group reflexivity. The interplay between job design and group reflexivity reveals a more complex picture. While the positive effect of job control is augmented in the presence of high reflexivity, in contrast, task complexity is negatively associated with innovation in teams with high reflexivity. Results are discussed from a time and cognitive resource perspective. Furthermore, the development of context‐specific models on group reflexivity is proposed.     

Cooperative Learning Contingencies: Unrelated versus Related Individual and Group Contingencies

College students operating under related cooperative contingencies (students had to earn individual credit before being considered for group credit) showed more consistent individual and group improvement on exam performance than students operating under unrelated contingencies (individual credit and group credit were independently determined). A balanced ratio between individual and group credit proved to be the most productive ratio under the related contingency, whereas a ratio favoring group credit over individual credit proved most productive under the unrelated contingency. In general, a ratio favoring individual credit over group credit was the least productive in promoting both individual and group improvement under both unrelated and related contingencies. The findings showed less difference in improvement of exam scores for students of different performance levels than had been evident in previous research.     

群体共情对群际关系的影响：基于社会冲突解决的视角

摘要：群体共情是指群体成员内化和间接体验另一群体成员的认知和情绪情感的过程。群体共情与个体共情不同,表现在身份感、共情偏好和文化影响的差异等方面。群体共情对群际关系具有促进作用,有助于减少群际冲突,促进群际亲社会行为。共情动机和文化框架转换是分析群体共情对群际关系促进机制的两个视角。未来研究可以探索群体共情与个体共情神经机制的差异,建立群体共情对群际关系影响的综合模型,探索群体共情在群际关系改善中的作用机制。     

Group composition and employee creative behaviour in a Korean electronics company: Distinct effects of relational demography and group diversity

Work group composition is one of the key variables that influence individual behaviour in a group setting. This study investigates the effect of individual‐level dissimilarities (relational demography) as well as group‐level membership heterogeneity (group diversity) on creative behaviour of individual employees. Multi‐level analyses of data from 188 work units of a Korean electronics company showed that relational demography in terms of gender and hierarchical status and group diversity in hierarchical status and performance level were negatively related to employee creative behaviour. In contrast, relational demography in terms of age and performance level and group diversity in functional background increased creative behaviour. The results indicate that demographic composition variables have different individual‐ and cross‐level effects on individual employees' creative behaviour. This study demonstrates the need for a multi‐level approach to the study of organizational demography.     

Concurrent individual and individual-in-a-group psychoanalytic psychotherapy

This paper's thesis is that concurrent individual-in-a-group and individual psychoanalytic psychotherapy can be conducted in conformance with psychoanalytic principles of treatment as well as can individual psychoanalytic psychotherapy alone. American psychoanalysts have shown little interest in group psychotherapy, probably because of earlier criticism that transference is diluted by the greater reality of the therapist in group psychotherapy. This is a misconception extrapolated from the mirror model of dyadic analytic technique. The criticism was formulated during a period when that model was prominent and there was little awareness that the actual personal relationship between patient and analyst played an important facilitating role in the dyadic analytic process, including providing a basis for investiture of transference. Also, the criticism was based on one-session-per-week group psychotherapy, whereas concurrent individual-in-a-group and individual psychoanalytic psychotherapy utilizes two group sessions plus one or two individual sessions per week, enabling a more intensive patient-therapist relationship. Concurrent group and individual psychoanalytic psychotherapy constitutes a contribution to the widening scope of application of psychoanalytic treatment.     

社会融合的心理建构理论研究

社会融合的心理建构对促进社会融合和构建和谐社会具有重要意义。社会融合的心理建构通常涉及两个方面：一方面是个体对群体或社会的认同,另一方面是群体或社会对个体的接纳。因此,社会融合的心理建构主要围绕认同和接纳展开。从这个意义上说,理想的社会融合应该是个体积极主动地认同群体或社会,而群体或社会以更具包容性的姿态接纳个体。     

Group-as-a-whole systems theory and practice

Group-as-a-whole systems theory is presented and applied to the practice of group psychotherapy. The individual and the group are conceptualized as two isomorphic systems in a hierarchy of living systems. The basic component of the group-as-a-whole is its subgroups, which exist independent of individuals whose subgroup memberships may change while subgroups remain stable. Subgroups come together around similarities and separate on differences, and contain differences for the group-as-a-whole to integrate in relationship to primary and secondary goals. The primary goals of system survival and maturation take precedence over the secondary goals, which relate to the environment. Goal achievement and individual change is explained as a function of group dynamics. In a therapy group, the dynamics of each phase of group-as-a-whole development serve as a major therapeutic force. Within each member, salient developmental issues are aroused, which resonate with the issues that the group is in the process of mastering. The task of the group-as-a-whole therapist is to facilitate the developmental process at both the group and the individual level. Therapeutic interventions are designed to facilitate the discrimination and integration of information at the boundaries between systems and subsystems: within the individual member system (intrapersonal) and between individual member systems (interpersonal), within the group-as-a-whole system, within subgroups, between subgroups, and between all systems in the relevant hierarchy and their environments.     

Three applications of functional analysis with group dynamic cognitive behavioral group therapy

Case illustrations from group dynamic cognitive behavioral group therapy are presented to demonstrate three applications of functional analysis and the resulting cognitive behavioral interventions. The principles of group dynamic cognitive behavioral group therapy are explained. A functional analysis is applied first to the problem behavior of an individual group member. A clinical case illustrates how the group members help to change this individual group member's behavior from a learning theory perspective. Next, the circular interactional problem behavior between two group members is reduced to the individual functional analysis of each of the two member's problem behaviors. It is then illustrated how the two group member's problem behaviors, as well as feedback from others, contribute toward helping to change each others behavior. The paper concludes that functional analysis and ensuing behavioral interventions can be also applied to group as a whole behavior.     

Group focal conflict theory: Description,illustration and evaluation

Group focal conflict theory makes use of a set of interrelated concepts to contain, order, and introduce meaning into the evolving dynamics of therapeutic groups and to relate and connect group and individual dynamics. Key terms are group focal conflict, disturbing motive, reactive motive, enabling or restrictive solution, individual nuclear and derived individual focal conflict, and resonance. The relationships between these are shown. Two illustrations are offered. The first shows the therapist attending mainly to the dynamics of the group-as-a-whole in order to facilitate a newly formed group to develop into a fruitful medium for therapeutic work. In the second, a period of resonance between group and individual focal conflicts shows how an intensive mutual transference between two patients is embedded in whole-group dynamics and how such an episode can be used profitably both by those centrally and not so centrally involved. Criteria for evaluating a theoretical model are described, and group focal conflict theory is discussed in the light of these. The usefulness of the model for research is discussed.     

超越个体：组织公民行为跨层次研究

以往的研究认为组织公民行为是个人行为,并且大多数研究是在个体层次上展开的。事实上,由于组织中的个体嵌入在群体和组织中,组织公民行为会受到群体和组织等不同层次因素的影响。本文从层次问题入手,对国外文献深入系统研究的基础上,对组织公民行为的研究层次和研究模型进行梳理,以期明晰组织公民行为的层次研究现状,并在此基础上探讨中国本土化情境下开展组织公民行为跨层次研究的必要性和可行性。     

Evaluation of Group Genetic Counseling for Hereditary Breast and Ovarian Cancer

As demand for genetic counseling regarding hereditary cancer continues to grow, more efficient methods of providing this service must be explored. In this pilot study, group genetic counseling was offered to two different cohorts of women seeking genetic counseling for Hereditary Breast and Ovarian Cancer. Seven group sessions, designed to cover all aspects of an individual genetic counseling appointment, were conducted. Although patients were receptive to group genetic counseling, a significant proportion chose individual counseling when given the option. Advantages of group genetic counseling include shared experience and increased efficiency. Disadvantages include increased frustration at not being eligible for genetic testing, group influence on decision-making, privacy concerns, increased need for follow-up, and difficulty booking group appointments. Overall, the level of patient satisfaction with group genetic counseling was similar to that of individual counseling. The results of this pilot study suggest that further research is needed to determine whether group genetic counseling is an acceptable alternative to individual counseling.     

Operationalizing the effect of the group on the individual: A self-attention perspective

The effect of the group on the individual is considered from the perspective of self-attention theory. It is proposed that group members will become more self-attentive, and thus become more concerned with matching to standards of appropriate behavior, as the relative size of their subgroup decreases. A simple algorithm, termed the Other-Total Ratio, is presented which numerically describes this effect of the group on the individual. An analysis of group effects on individuals' self-attention supports this perspective, as do analyses of the results of 42 previous studies in four other areas (conformity, prosocial behavior, social loafing, and antisocial behavior). This orientation to the effect of the group on the individual is linked to recent developments in self-attention theory and compared to Latané's social impact theory.     

个体和群体方式绩效评估的准确性研究

本研究通过对 2 1 0名大学生以个体和群体方式对两个学科评估结果的研究 ,分析了个体与群体评估方式以及不同的评估标准对评估过程和评估结果的影响。研究结果表明 :1群体评估方式有利于减少评估中的晕轮效应 ;2群体方式有利于提高对评估信息的利用水平 ;3群体方式有利于提高评估者评分倾向 ,即代表性认知的一致程度 ;4群体方式有利于提高评估者理解绩效信息意义的一致程度 ;5群体方式评估时评估者对绩效信息结构的理解更为合理 ;6提供较为详细的评估标准有利于提高对信息的利用水平 ,有利于提高评估者评分倾向的一致程度以及评估者对学科差异的敏感性。