Predicting Small Group Behavior with the Self-Disclosure Inventory

1964 ◽  
Vol 15 (1) ◽  
pp. 77-78 ◽  
Author(s):  
Bernard Lubin ◽  
Roger L. Harrison
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Group Behavior ◽  
The Self ◽  
Point Scale ◽  
Self Disclosure ◽  
Group Sessions

In an attempt to predict self-disclosure behavior in small groups from a previously administered Self-disclosure Inventory, 68 participants were rated at the end of 20 group sessions on a 9-point scale of self-disclosure (reliability = .69). Inventory score did not predict rated behavior ( r = .13, p < .05). Additional attempts at validation of the inventory are described.

The Small Groups

2019 ◽  
pp. 73-78
Author(s):  
Con Chapman
Keyword(s):  
Small Group ◽  
Black Community ◽  
Small Groups ◽  
Upper Class ◽  
Group Sessions ◽  
Own Name

The chapter describes the small groups formed from Ellington’s orchestra. Hodges did not have a hit under his own name until Ellington was persuaded by Helen Oakley, a young jazz promoter and publicist, that he could release records by subgroups of his orchestra without tarnishing his own reputation. Hodges hit it big with “Jeep’s Blues,” which rang out from jukeboxes all over Harlem. Some of Hodges’s small-group numbers, including “The Jeep Is Jumping” and “Good Queen Bess,” named after his mother, are among his most memorable. The small-group sessions followed a pattern: a slow blues tune, two pop ballads, and a mid-tempo dance tune. They also kept Hodges connected to his roots in the blues and the black community from which he sprang, at a time when Ellington’s music was increasingly viewed as entertainment for whites and upper-class blacks.

Affective and Perceptual-Cognitive Patterns in Sensitivity Training Groups

1967 ◽  
Vol 21 (2) ◽  
pp. 365-376 ◽  
Author(s):  
Bernard Lubin ◽  
Marvin Zuckerman
Keyword(s):  
Small Group ◽  
Current Theory ◽  
Point Scale ◽  
Sensitivity Training ◽  
Training Groups ◽  
Adjective Check List ◽  
Cognitive Patterns ◽  
Group Sessions ◽  
Anxiety Depression ◽  
Affect Adjective

To document the possible occurrence of developmental trends in sensitivity training groups, the affective and perceptual-cognitive patterns during a 1-wk. conference were studied. The conference was attended by 45 Ss who were divided into four training (T) groups. (The data from 43 Ss who completed all instruments were used in the analyses.) The recently developed Multiple Affect Adjective Check List (MAACL), which measures Anxiety, Depression, and Hostility, was administered just prior to the conference and at the end of each of the eight small group sessions; five nine-point scale questions were administered at the end of each of the eight small group sessions. Analyses of covariance revealed significant differences among groups for 4 of 8 variables. Analyses of variance indicated significant session differences on all 8 variables. Some similarity of group trends over sessions, therefore, is present. However, group by session interactions were significant for 6 of the 8 variables, which implies some degree of dissimilarity of the group trends over sessions. Thus the hypothesis of consistency of trends from one group to another is not supported. Inter-correlations among the 8 dependent measures suggest 2 primary clusters. The findings are discussed in terms of current theory and research. Suggestions for additional investigation are included.

The Internal Dynamics and Political Power of Small Group Political Deliberation

2014 ◽  
Author(s):  
John Gastil ◽  
Katherine R. Knobloch ◽  
Jason Gilmore
Keyword(s):  
Small Group ◽  
Political Communication ◽  
Small Groups ◽  
Large Scale ◽  
Final Section ◽  
Group Behavior ◽  
Public Deliberation ◽  
Internal Dynamics ◽  
The Third ◽  
Group Deliberation

The authors essay summarize the implications of public deliberation scholarship for the study of political communication as it occurs in small social bodies, from dyadic conversations and small groups to structured deliberative bodies, such as Citizens’ Assemblies. They begin by illustrating the growth, impact, and importance of this relatively new area of study in political communication. The heart of the essay contains a review of the findings of key studies relevant to, influenced by, or designed to advance deliberative theories of group behavior. The third section emphasizes one particular subarea of importance in this body of work—the potential power of connecting small group deliberation with large-scale public judgment. In the final section, the authors identify some of the key unanswered questions about group deliberation.

Revelation, Tradition, and Inspiration

2018 ◽  
Author(s):  
Gerald O’Collins, SJ
Keyword(s):  
New Testament ◽  
Old Testament ◽  
Holy Spirit ◽  
The Self ◽  
Divine Revelation ◽  
Self Disclosure ◽  
Present Experience ◽  
Living Tradition ◽  
The Church

This chapter spells out the complex interrelationship between the divine self-revelation, the tradition that transmits the prophetic and apostolic experience of that revelation, and the writing of the inspired Scriptures. Primarily, revelation involves the self-disclosure of the previously and mysteriously unknown God. Secondarily, it brings the communication of hitherto unknown truths about God. Revelation is a past, foundational reality (completed with the missions of the Son and Holy Spirit), a present experience, and a future hope. Responding with faith to divine revelation, the Old Testament (prophetic) and then New Testament (apostolic) witnesses initiated the living tradition from which came the inspired Scriptures. Tradition continues to transmit, interpret, and apply the Scriptures in the life of the Church.

Field Dependence and Self-Disclosure

1973 ◽  
Vol 36 (3) ◽  
pp. 735-738 ◽  
Author(s):  
Joaquin F. Sousa-Poza ◽  
Robert Rohrberg ◽  
Ernest Shulman
Keyword(s):  
Social Behavior ◽  
Field Dependence ◽  
The Self ◽  
Social Stimuli ◽  
Self Disclosure ◽  
Field Independent ◽  
The Social ◽  
Field Dependent ◽  
Personality Theories

Some characteristics of the social behavior of field-dependents as well as their superior recognition of ambiguous social stimuli led to the hypothesis that they would show greater self-disclosure than field-independents. This hypothesis was tested by administering the 60-item Jourard Self-disclosure Questionnaire (JSDQ) to 13 field-dependent and 13 field-independent Ss. In terms of total self-disclosure scores, field-dependents showed significantly (.025) higher levels than field-independents. Results are discussed in light of personality theories which emphasize the role of self-conceptual transactions in the development of the self.

scholarly journals Increasing Medical Student Exposure to Pathology by Creating an Integrated Rotation During Surgery Clerkship

2021 ◽  
Vol 8 ◽  
pp. 237428952110153
Author(s):  
Madelyn Lew
Keyword(s):  
Small Group ◽  
Healthcare Delivery ◽  
University Of Michigan ◽  
Clinical Experiences ◽  
Michigan Medical School ◽  
Fast Pace ◽  
Contact Hours ◽  
Group Sessions ◽  
Preclinical Curriculum ◽  
The University

Following a nationwide trend, the University of Michigan Medical School has restructured its curriculum to facilitate integration of basic science curricula and early inclusion of clinical experiences, resulting in a truncation of a 19-month didactic-based preclinical curriculum to 13 months. Because preclinical didactic and lab sessions formed the bulk of pathology contact hours, the curriculum overhaul significantly reduced student exposure to pathologists. This reduction in exposure may decrease student understanding of how pathology integrates into the larger picture of healthcare delivery and could also decrease the pipeline of students interested in pursuing pathology as a career choice. To ameliorate these concerns, a mandatory 1-week rotation through the Pathology Department was integrated into the surgery clerkship. This brief report outlines the process of creating a new, unique pathology rotation for surgery clerkship students that includes observation in autopsy and surgical pathology sign-out, small group sessions focused on foundational concepts in microbiology, chemistry, and transfusion medicine, and access to online case-based modules. Available qualitative student feedback indicates that students appreciate how this rotation granted them a “behind the scenes” look at pathology but also noted that the fast pace of clinical sign-out sessions and length of small group sessions were suboptimal for student learning. This feedback and future survey data will serve as a platform on which curricular improvements can be made to enhance the learning environment for both learners and educators.

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

2007 ◽  
Vol 30 (3) ◽  
pp. 153-168 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Carmen Arreaga-Mayer ◽  
Howard Wills ◽  
...  
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Direct Instruction ◽  
Small Groups ◽  
Balanced Literacy ◽  
Reading Program ◽  
Experimental Comparison ◽  
Sound Recognition ◽  
Evidence Based ◽  
Ell Students

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT

2016 ◽  
Vol 12 (3) ◽  
pp. 15-22
Author(s):  
GENA RHOADES
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Target Language ◽  
Whole Class ◽  
Teacher Trainer ◽  
Do So

There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.

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