Managing group process in nonprocess groups: Working with the theme-centered psychoeducational group

While there has been a recent proliferation of groups for consultative and psychoeducational purposes, little has been written about using the group process in these nonprocess groups. This paper investigates the management of various group processes in a group whose contracted focus is teaching stress management skills. Distinctions are made between psychotherapeutic and theme-centered psychoeducational process management. Many group processes can be predicted given the group's normal developmental stages, while other ongoing group processes arise spontaneously. A working dialogue between the presented content and the emerging process is necessary in order for psychoeducation to be personalized and most fully assimilated. A clinical vignette follows the evolution of a stress management group conducted for high-level executives who have been identified as manifesting Type-A behaviors. For each session, the format and material content are briefly outlined, the emerging group process is described, and the clinical interventions involved in the process management are discussed.     

Pseudocontingencies in a simulated classroom

The pseudocontingency (PC) illusion is investigated in a simulated classroom setting. Related to the notion of ecological correlations, PCs arise when the assessment of contingencies at the individual level is affected by the base-rate relations at the group level. Positive PCs arise when base rates of 2 variables are skewed in the same direction (e.g., high ability and high motivation), whereas negative PCs arise when base rates are skewed in opposite directions. Experiment 1 demonstrates that PCs between student ability and motivation are contingent on effective base-rate assessment at the group level, with a bias toward positive PCs reflecting prior expectancies. Ruling out prior expectancies, Experiment 2 yields symmetric positive and negative PCs. Experiment 3 provides evidence for PC effects on gender stereotypes. Finally, Experiment 4 extends PCs from group base rates to individual student base rates, ruling out an explanation in terms of capacity deficits or inability to assess individuating information.     

The Effective Utilization of Intellectual Abilities and Job-relevant Knowledge in Group Performance: Cognitive Resource Theory and an Agenda for the Future

La théorie des ressources cognitives cherche à rendre compte du rôle que jouent les aptitudes intellectuelles, les connaissances techniques et l'expérience professionnelle dans le leadership et la performance de groupe. L'article résume les hypothèses de la théorie des ressources cognitives concernant l'exploitation efficace par le leader de son intelligence et de son expérience et propose de nouvelles perspectives pour des recherches à venir.
Cognitive resource theory seeks to explain the role which intellectual abilities, technical knowledge and job-relevant experience play in determining leadership and group performance. This paper summarises the hypotheses of cognitive resource theory as they relate to the effective utilisation of leader intelligence and experience, and proposes new directions for further research.