The Median Group: An Introduction

1995 ◽  
Vol 28 (3) ◽  
pp. 251-260
Author(s):  
Piers Lyndon

This article introduces the altered psychological dynamic brought about by an increase in group size. It seeks to map out a number of continuities and differences with conventional small-group analysis and looks briefly at the evolution of the larger group process.

1999 ◽  
Vol 32 (4) ◽  
pp. 535-546 ◽  
Author(s):  
Ivan Urlić

During a group psychotherapeutic process, many layers of inner and outer worlds are mirrored through constant interaction. The author follows up part of the group analysis of a small group of patients who, through projections and projective identifications, dreams and fantasies, slowly disclose their deep inner conflicts, up to the barriers that all of them avoid. `Going around' the projection of one patient opens a path through these psychogenic autistic encapsulations, enabling the whole group to develop the analysis of the group process. The author conceptualizes this situation as a phase preceded by high tensions and resistances and followed by new insights into the psychodynamics of each member and the group as a whole. Barriers are understood and well defended as nuclei of pregenital conflicts, disclosing early fixations, which imply autistic qualities, while neurotic `boundaries' are seen as conflictual lines against which one uses defence mechanisms, and which are generally more accessible to exposition and confrontation, and are of either oedipal or pre-oedipal origin.


2016 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Lin Siew Fong

<p>Peer-tutoring sessions of two groups of advanced diploma in financial accounting students with mixed proficiency were analysed thoroughly in this study. Numerous studies in peer tutoring have produced favourable results to both tutors and tutees due to the scaffolding process which promotes effective learning. However, there is a lack of studies conducted using case study as a group task in peer tutoring. Therefore, in this study, the analysis of this type of task in the course of peer tutoring is given much prominence. Video recordings of the peer-tutoring sessions were made and informants were interviewed and wrote journals in order to obtain data to be analysed. The researcher’s observation notes were useful in increasing understanding of the group process. The findings revealed that there were similarities and differences pertaining to the teaching and learning experiences encountered by both tutors and tutees when analysing the two case studies. Therefore, appropriate case studies which match students’ abilities are recommended to be used in peer tutoring. Furthermore, regular guidance provided by instructors for tutors is crucial in developing their confidence in playing their role.<strong> </strong></p>


1968 ◽  
Vol 13 (2) ◽  
pp. 163-173 ◽  
Author(s):  
W. A. Norton

A sampling of the literature on marihuana has been presented, and a description has been given of some of the attributes of a small group of marihuana smokers in the community. This group is probably not well representative, however, of a largely unknown parent population. While not entirely homogeneous, and while probably harbouring one or two marginally functioning people, this group may be described as composed of still young men and women of quite good intelligence and education, expressing preference for aesthetic, experiential values. For the most part single and without dependants, they support themselves in relatively conventional occupations but lean, less in fact and more in aspiration, towards what one might call artistic and expressive occupations. Current religious attachments are disowned and, instead, they are in search of some philosophy of life, adopting what one might call humanistic principles. They tend to see themselves, as, after all, most social groups do, as enlightened; and they feel united in their rejection or questioning of what they perceive as the contemporary social establishment. Some of them have misgivings about themselves, and are not sure of where they are going. However, the group probably assuages some of these anxieties, and possibly offers quite useful support to some of its less resourceful members. Perhaps, one of the most striking and seemingly paradoxical aspects of the situation is that, despite protestations of extraversion, concern with ‘the real’, and group belongingness, the apparent common denomination of the association lies in the seeking of what are entirely introversive or subjective experiences of an ‘unreal’, transcendental sort, and subsisting mainly in highly individualized phenomena. This consideration at least raises the question of whether the stronger gratification may not lie in membership of the group, rather than simply in indulging the marihuana habit for its own sake. The narcissistic aspects of the group process appear to constitute one important variable underlying the apparent difficulty and delay which these young people meet in establishing an eventual identification of sorts (probably in most cases) with a wider and more representative community.


1973 ◽  
Vol 22 (3) ◽  
pp. 201-207 ◽  
Author(s):  
Donald C. Shields ◽  
Virginia V. Kidd

1978 ◽  
Vol 3 (4) ◽  
pp. 131-151 ◽  
Author(s):  
Emanuel Hallowitz ◽  
David A. Shore

Author(s):  
Mete Akcaoglu ◽  
Eunbae Lee

Social presence is a difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students' perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level of social presence in terms of sociability, t(32) = 3.507, p = .001; social space, t(29) = 3.074, p = .005; and group cohesion, t(32) = 3.550, p = .001. We discuss how placing students in small and permanent discussion groups can augment social presence. Designers and educators of online learning can strategically modify group size to promote social presence in asynchronous online discussions.


1975 ◽  
Vol 6 (2) ◽  
pp. 187-203 ◽  
Author(s):  
Arthur P. Bochner ◽  
Vincent Di Salvo ◽  
Thomas Jonas

Sign in / Sign up

Export Citation Format

Share Document