Co-Training: A Collaborative Model

In personal growth groups, collaborative co-training means not only the presence of two or more leaders, but also an interaction between or among the leaders that provides the groups with a model of cooperation and mutual learning. A synergy results that energizes the group. Necessary skills for collaborative co-trainers are flexibility, consensual decision making, the ability to learn from one another, and the ability to develop an intimate communication system. This article describes a collaborative model, the skills needed, the advantages of co-training, and the dimensions of co-trainer selection.     

Leadership skills and helpful factors in self-help groups

The effects of training on leadership skills and group processes in cancer and anorexic self-help groups are investigated. Three components of the study are reported. Firstly, an observational case-study of each type, of group was conducted to investigate the nature of the leadership input. Secondly, a Self-Help Questionnaire based on Lieberman's classification of leadership skills was administered to members of eight self-help groups to compare the experiences of groups with trained and untrained leaders. Thirdly, group members completed a Helpful Factors Questionnaire based on Yalom's analysis of group processes. The observational case-study revealed significant differences between the trained and untrained leaders in that, unlike the trained leader, the untrained leader clearly dominated the group. Results from the Self-Help Questionnaire showed that trained leaders scored higher on Caring and Emotional Stimulation but lower on Attribution of Meaning. Member satisfaction, however, was similar in the two types of group. Results from the Helpful Factors Questionnaire showed that most of the helpful factors were seen similarly by the two types of group, though differences were found concerning the relative rankings of both Guidance and Altruism. It is concluded that some degree of training of group leaders could be usefully incorporated into the self-help movement.     

A Peer Assertiveness-Training Program

The demand for assertiveness-training groups and the effective use of paraprofessionals in skills training were influential factors in the authors' decision to develop a peer assertiveness-training program. This program extends the availability of assertiveness training to students through the use of paraprofessionals as group leaders. This article describes a format for developing a peer assertiveness-training program and is based on the authors' experience conducting this program during the 1977–78 academic year at Pennsylvania State University.     

Prelogical Experience by Edward S. Tauber and Maurice R. Green

Working as director of a group psychotherapy training program in a university medical center, the author has observed many groups in periods of decreased group stability. These situations tend to arise frequently in an academic setting where summer breaks and other school-related holidays may result in extended periods of irregular attendance. Such times appear to be quite stressful to group members and leaders and frequently result in a storm of transferential and/or countertransferential acting out. This may carry over into supervision sessions via the mechanism of the parallel process and these, too, may become stressful, unrewarding, and nonproductive. An attempt to understand such situations and to find better ways of helping trainees deal with them constructively has resulted in the following ideas about group instability. Although these times remain uncomfortable and stressful, they can be managed and used to generate valuable information for the participants that can further the therapeutic process.     

The Annual Survey of Psychoanalysis,Volume III Edited by John Frosch and Nathaniel Ross,Sidney Tarachow,Jacob A. Arlow

The effects of brief group psychotherapy in relapse prevention were tested. The groups focused on the clients' capacity to formulate their own treatment goals, including controlled drinking, programmed relapse, and total abstinence. Twelve months after completion of the eight-week outpatient group treatment, thirty-five clients were followed up. There appeared to be no harmful effects as a result of the treatment. Nobody in the follow-up group had a deteriorated drinking pattern as compared to pretreatment data. The follow-up results were significantly better than before treatment and also than in a comparison group of alcohol dependent patients. It seemed as if those patients who could benefit from the treatment had a shorter duration of abuse and had a later onset of uncontrolled drinking compared to those who continued with a negative drinking pattern and the dropouts. The clients assigned the positive treatment effects to course leaders' encouragement of personal decision making, increased awareness of risk situations, and improved coping skills. The group situation in itself seemed to be of special importance for this result. The degree of structure implemented by course leaders allowed a free and respectful opennes to develop between group members.     

When paying attention pays off: the mindfulness skill act with awareness promotes creative idea generation in groups

ABSTRACT

Past work has linked mindfulness to improved individual-level creativity, but remained silent about group-level creativity. Of all mindfulness skills, the ability to observe and attend to various stimuli (Observation) is the most powerful predictor of individual-level creativity. Studies examining effects of specific mindfulness skills on factors pertinent to group creativity suggest that for group-level creativity, the ability to focus attention with full awareness (Act with awareness), may be equally, or even more, important. We tested the relation between mindfulness and group-level creative idea generation using two brainstorming studies: one exploratory and one confirmatory. Mindfulness skills were either measured (Study 1; N = 88 groups) or the Act with awareness skill was targeted with a short, incidental guided meditation session (Study 2; N = 68 groups). Results from both studies showed differential relations between mindfulness and group creative idea generation: Only Act with awareness positively predicted the originality of ideas (Study 1 and 2) and the number of creative ideas in groups (Study 2). How mindfulness skills relate to creativity thus depends on the particular mindfulness skill involved and whether creativity happens at the individual or group level.     

Continuum between Relational and Therapeutic Models of Self-help in Mental Health: A Qualitative Approach

Self-help groups are generally described as “group[s] composed of individuals who meet on a regular basis to help one another cope with a life problem” (APA, 2019). Yet, it is challenging to find a univocal definition of self-help groups. Scholars usually use different labels to highlight various features of self-help groups, suggesting the need for further inquiry regarding commonalities and differences. The level of professional involvement is one of the most disputed factors influencing whether a group is considered to belong to the “self-help family.” The present qualitative study aimed to understand how professional support in Tuscany, Italy can influence the organizational choices of these groups (place for meetings, admission criteria, timing, etc.), as well as the personal beliefs of members. The study included 17 self-help groups. During 13 focus groups meetings, 92 participants were interviewed; then, we individually interviewed 19 facilitators and six additional key informants from mental health settings. We used a grounded theory approach, and we discussed the emerging models with participants at a public event. Results show the emergence of two theoretical models to define self-help groups, not to be interpreted as mutually exclusive. The “relational model” refers to self-help groups whose main feature is to guarantee the acquisition of specific skills (social comparison skills, active listening, and empathy), while the “therapeutic model” seems to represent a kind of assimilation of other types of interventions.     

Group-based problem-solving therapy in self-poisoning females: A pilot study

Aims: The treatment of suicidal behaviour remains limited in efficacy. This pilot study assessed the effectiveness of a time-limited, group-based problem-solving therapy intervention compared with a treatment as usual control group, in females who self-poison. Method: A total of 18 clients were equally randomised to treatment or control groups. All clients were assessed using standardised questionnaires for depression, hopelessness, suicidal ideation and social problem-solving skills, at pre-treatment, post-treatment and two months follow-up. Results: The treatment group experienced significant reductions in levels of depression, hopelessness, suicidal ideation and improvements in self-assessed social problem-solving skills. Improvements in mental health and aspects of self-assessed problem-solving skills for the treatment group continued to be evident at two months follow-up. The control group did not change significantly over time on mental health measures or social problem solving abilities. Conclusion: Although limited by small sample size, the results suggest that group-based problem-solving therapy is effective in the management of deliberate self-poisoning. This paper is a unique contribution in that it examines the implementation of problem solving therapy with a homogenous population and in a group format. Methodological concerns and directions for future research are discussed.     

Intergroup and Intragroup Aspects of Leadership in Social Dilemmas: A Relational Model of Cooperation

Two experiments investigated how leadership shapes individual contributions in small groups facing public goods dilemmas. We predicted that the influence of leaders would be determined by their ability to fulfill both instrumental needs (solve the free-rider problem) and relational needs (contribute to the identity) of group members. The relative importance of these two needs was expected to vary with the salience of group membership (social vs personal identity). This hypothesis was supported in two experiments. Experiment 1 revealed that leaders showing group commitment and fairness toward members were more effective at raising contributions when social identity was salient. Furthermore, Experiment 2 showed that highly committed leaders were more influential when social identity was salient, whereas leaders with intrinsic leadership skills were more influential when personal identity was salient. This suggests that the effectiveness of leader solutions to social dilemmas depends upon the fit between leader characteristics and member expectations.     

Therapeutic factors in group psychotherapy: A contemporary view

This paper reviews the two major approaches to the assessment of therapeutic factors in therapy groups: 1) questionnaires administered at termination, and 2) postsession Critical Incident reports. The major categories will be discussed, and a new study utilizing Critical Incident methodology reported which replicates previous results. Suitable studies will be reanalyzed from the standpoint of the change in therapeutic factors over time as a group develops. It is recommended that the Critical Incident methodology be further refined and used in preference to the questionnaire approach.     

Shyness Clinic: A Social Development Program for Adolescents and Young Adults

Shyness clinic groups were offered in a university counseling center for adolescents and young adults experiencing discomfort and difficulties in interpersonal relationships. Thirty-four students went through a preassessment and screening procedure. Twenty-three participated fully in the program. The first part of the program focused on anxiety management; the second on assertiveness in social relationships; and the third on development of conversational skills. According to results on preprogram and postprogram self-report inventories, written feedback from participants, and observations of the group leaders, participants improved in social skills and ability to manage anxiety.     

The Auction Value of Certain Risky Situations

This study evaluated the characteristics of emergent leaders of problem-solving groups with use of semantic differential scales. Subjects were 64 American university undergraduates. Each subject rated all subjects in his group, self included, at each of five sessions. Persons selected as leaders were found by a Q factor analytic technique to cluster on the basis of the following common characteristics: higher than nonleaders in giving directions, formulating goals, and being self-assured; lower than nonleaders in being more quarrelsome and less sensible.

The qualities characteristic of emergent leaders are assigned to them early, remain relatively consistent, and seem independent of personality characteristics. Whether they can be taught to participants who will subsequently be perceived as leaders is currently under investigation.     

A Comparative Analysis of Sport and Business Organizations: Factors Perceived Critical for Organizational Success

The purpose of the present investigation was to compare and contrast sport and business leaders' perceptions regarding what makes for a successful organization. Twenty sport ( N = 10) and business ( N = 10) leaders were interviewed and asked about their perceptions of organizational effectiveness in the area of group dynamics including (a) leadership, (b) group cohesion, and (c) communication. Using qualitative methods, results revealed more similarities than differences, with most sport and business leaders in agreement on the factors relating to organizational success. Specifically, all higher- and lower-order themes were identified by leaders in both areas, the emphasis simply being a matter of degree. Some of the more notable differences included business leaders putting more emphasis on being honest and being a reflective listener, whereas sport leaders emphasize interactions with others and having positive reinforcement in their communications. These similarities and differences are discussed in terms of the extant literature, and future directions for research are offered, such as investigating how to specifically enhance the transfer of skills and principles between sport and business settings.     

The helping process in group therapy: A review and discussion

The essential activity of group therapy consists of members taking an interest in each other by asking questions, showing concern, and conveying understanding. When members have not done this it has often been taken as a sign of resistance. A review of the research on helping suggests that there are four social factors that affect assistance giving in groups: 1) ambiguity-often people fail to give help because they are uncertain about who should give it, what should be done, and how it should be done; 2) often help is not given because of the way in which problems are presented; 3) the social comparisons that individuals make affect help-giving; and 4) there are costs associated with providing assistance. This discussion suggests that leaders can facilitate interaction among group members as teachers who clarify and as indirect helpers who redirect concerns back to group members.     

A dynamic/expressive approach to brief inpatient group psychotherapy

Therapeutic action occurs in groups when patients simultaneously become more accepting of their own thoughts and feelings and increase their capacity to share more benign and mature interpersonal relationships with the therapist and other patients. This orientation can guide practitioners of brief inpatient group psychotherapy in choosing when to use interpersonal, problemsolving, or object relations techniques, or more traditional dynamic/expressive techniques. While the brief inpatient modality requires an increase in suppressive techniques compared to the longterm outpatient modality, suppression must be used judiciously, to facilitate rather than interfere with selfunderstanding and development of therapeutic relationships. Specific technical choices are derived from this principle and illustrated with a case example.     

"A right to lead": The role of leader legitimacy on group reactions to transgressive leadership

Research on the transgression credit shows that groups may sometimes turn a blind eye to ingroup leaders who transgress moral norms. Although there is substantial research investigating the underlying criteria of what makes a “good” leader, research often neglects to investigate the role of followers in leader-group dynamics. In this paper, we offer a novel approach to transgressive leadership by proposing that leader legitimacy is a key factor that determines whether followers’ reactions to transgressive leaders are positive or negative. Across two experiments, participants ascribed transgression credit only to transgressive ingroup leaders perceived as legitimate (Studies 1–2, total n = 308). Transgressive illegitimate leaders were viewed as more threatening to the group, were targeted for formal punishment, received less validation for their behavior, triggered negative emotions (anger and shame), and raised higher consensus for their removal from the leadership position than did legitimate leaders. This effect also occurred irrespective of the absence of formal social control measures implemented toward the transgressive leader (Study 2). Mediation analysis showed that leader illegitimacy triggered stronger feelings of group threat and stronger negative emotions which, consequently, fuelled agreement with collective protest against the transgressive leader. Theoretical and practical implications of these findings are discussed.     

Social Skills Intervention Guide

Social skills training procedures that can be used in a group format are described. These procedures are contained in the Social Skills Intervention Guide (Elliott & Gresham, 1991) which is a systematic approach to teaching social skills to children between the ages of 6 and 16 years. A system for classifying social skills deficits based on acquisition performance deficits and presence(absence of interfering problem behaviors is described. Implementation issues such as selection and grouping of students, establishing group rules, and monitoring progress are also described as well as a means of monitoring student progress in social skills training groups.     

CONCEPTS OF INTELLIGENCE: A COMPARISON OF CHINESE GRADUATES FROM CHINESE AND ENGLISH SCHOOLS IN HONG KONG*

The present study investigated the concepts of intelligence of two groups of Hong Kong Chinese university students. They differed in the secondary schools from which they graduated, one followed the Chinese system and the other the English system. These two groups were otherwise similar in age, academic achievement, and racial background. Subjects were asked to rate items selected from four popular intelligence tests in terms of their relevance to measuring intelligence and perceived difficulty. The relevance ratings were taken as reflections of the group's concept of intelligence. Factor analysis revealed two major factors and several minor factors underlying the relevance ratings of the two groups. The major ones were Non-verbal and Verbal reasoning skills, and the minor ones were Social, Numerical, and Retrieval skills. The Non-verbal reasoning skill was rated equally relevant by the two groups of subjects and was considered as the most relevant skill to measuring intelligence. The Verbal reasoning and Social skills were next, followed by the Numerical skill with the Retrieval skill being the least relevant. The Chinese-school group tended to rate the Verbal reasoning skill to be less relevant than did the English-school group. These findings were attributed to the mental effort involved in solving each type of task and to the differences in school instruction.     

Increasing well-being through teaching goal-setting and planning skills: results of a brief intervention

Many factors are known to be associated with psychological well-being. However, it is much less clear whether those factors actually cause well-being and, hence, whether there is any practical value in trying to manipulate those factors to increase well-being. The proposed study addresses both the theoretical and practical issues by testing the effectiveness of an empirically-derived, brief psychological intervention to increase well-being in a non-clinical, unselected sample. The intervention focused on developing goal setting and planning (GAP) skills, which are known to be linked to well-being, potentially have widespread effects, and are amenable to intervention. Within a quasi-experimental design, participants received three, 1-h, group sessions (Study 1) or completed the programme individually in their own time (Study 2). Those taking part in the intervention, both individually and in a group, showed significant increases in subjective well-being, compared to their respective control groups not receiving the intervention. The results provide preliminary support for the view that (a) goal setting and planning skills have a causal link to subjective well-being and (b) that such skills can be learned to enhance well-being.