Group dynamics in action learning Group psychology 127; The life of a set 144; How is action learning different from a T-group, therapy or counselling?

2003 ◽  
pp. 135-154
Keyword(s):  
Group Therapy ◽  
Group Dynamics ◽  
Action Learning ◽  
Group Psychology ◽  
Learning Group

Teaching group: Students speak on learning group therapy online during COVID-19

2020 ◽  
Author(s):  
Penelope Asay ◽  
Harley L. Hill ◽  
Kristin Morris
Keyword(s):  
Group Therapy ◽  
Learning Group ◽  
Teaching Group

How to be a ‘good enough’ group analyst

2018 ◽  
Vol 52 (2) ◽  
pp. 204-217 ◽  
Author(s):  
Mário David
Keyword(s):  
Group Therapy ◽  
Group Dynamics ◽  
Group Processes ◽  
Personal Attributes ◽  
Personal Style ◽  
Face To Face ◽  
The Matrix ◽  
Therapy Sessions ◽  
Training Practice ◽  
Analytic Attitude

A group analyst has an enormous influence over the group dynamics (the ‘matrix’) and this derives from his or her ‘identity or group analytic attitude’ which has been developed through training, practice and group analytic supervision. Each group analyst must develop personal attributes and also affective/cognitive capabilities required to become a ‘good enough group analyst’. Throughout group therapy sessions, specific dimensions appear related to each group analyst. These are of particular importance for a good evolution of group processes, pertaining to his ‘presence’ face-to-face with the group and to his personal ‘style’.

A Science So-Called

2021 ◽  
pp. 21-55
Author(s):  
Megan Faragher
Keyword(s):  
Social Psychology ◽  
Group Dynamics ◽  
Film Adaptation ◽  
Inherent Difficulty ◽  
Group Psychology ◽  
The World ◽  
To Come ◽  
The University ◽  
The Universe

H.G. Wells’s life extends the radical evolution of psychographics outlined in the Introduction, but his oeuvre also proves the inherent difficulty in aestheticizing the emergent age of social psychology—a point evinced when producer Alexander Korda demanded Wells revise the script version of his 1933 novel The Shape of Things to Come three times to make it “filmable.” While Wells’s novel imagines a peaceable future wherein social psychology becomes the “whole literature, philosophy, and general thought of the world,” the film adaptation instead symbolizes this philosophical transformation by starring a sole philosopher-king who, against the people’s will, seeks to control and colonize the universe. This chapter argues that the conflict between these two Wellsian visions is prefigured by his intimate and conflicted relationship to sociology and group psychology. As early as 1906, Wells sought out the position as the first British chair of sociology at the University of London. But Wells was immediately to become a gadfly in academia: he engaged in scathing critiques of sociology for denying its utopian impulses and refuted theories of group dynamics put forward by Gustave Le Bon and Wilfred Trotter. Incorporating readings across Wells’s literary career—including Anticipations, An Englishman Looks at the World, and In the Days of the Comet—this chapter contends that Wells’s writing captures a life-long effort to reprise the scope of sociology from outside academia, and captures the writer’s foundering efforts to aestheticize the institutional promise of social psychology—efforts that inevitably succumb to Wells’s fetishization of pseudo-authoritarian technocracy.

The Couple in Group Therapy as a Source of Hate

1999 ◽  
Vol 32 (4) ◽  
pp. 547-558 ◽  
Author(s):  
Leonardo Ancona ◽  
Angiola Mangiarotti
Keyword(s):  
Group Therapy ◽  
Group Dynamics ◽  
Negative Influence ◽  
Group Activity ◽  
Clinical Vignette ◽  
The Creation ◽  
The Individual

Since love and hate are behavioural variables common to many of the interactions which take place in groups, they have always been an important focus of study within the field of group dynamics. This article outlines ways in which these two forces can be manifest together in group activity, and illustrates with a clinical vignette how they can combine with the creation of a double, which can prove to be a negative influence on the individual in the group, and in the group as a whole.

Therapeutic Change in Group Therapy For Interpersonal Trauma: A Relational Framework for Research and Clinical Practice

2017 ◽  
Vol 35 (15-16) ◽  
pp. 2897-2916 ◽  
Author(s):  
Zoë Chouliara ◽  
Thanos Karatzias ◽  
Angela Gullone ◽  
Sandra Ferguson ◽  
Katie Cosgrove ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Group Therapy ◽  
Group Dynamics ◽  
Interpretative Phenomenological Analysis ◽  
Interpersonal Trauma ◽  
Therapeutic Change ◽  
Change Processes ◽  
Versus Content ◽  
Individual Interviews ◽  
Relational Framework

Our understanding of therapeutic change processes in group therapy for complex interpersonal trauma has been limited. The present study aimed at addressing this gap by developing a framework of therapeutic change in this field from a survivor and therapist perspective. This is a qualitative study, which utilized semistructured individual interviews. Transcripts were analyzed using interpretative phenomenological analysis (IPA) to identify recurrent themes. A final sample of n = 16 patients and n = 5 facilitators completed the interview. Main change processes identified by survivors were as follows: self versus others, trust versus threat, confrontation versus avoidance, and “patching up” versus true healing. Therapeutic processes identified by therapist facilitators included managing group dynamics, unpredictability and uncertainty, and process versus content. The proposed framework explains therapeutic change in group therapy in relational terms, that is, therapeutic dissonance, the dynamic interaction of self and experience as well as building empathic trusting relations. The importance of managing dissonance to aid personally meaningful recovery was highlighted. These findings have implications for the usefulness of relational and person-centered approaches to clinical practice in the area of interpersonal and complex trauma, especially in the early identification, prevention, and management of dropouts.

Marathon Group Dynamics: II. Dimensions of Helpfulness: Therapeutic Aggression

1967 ◽  
Vol 20 (3_suppl) ◽  
pp. 1147-1158 ◽  
Author(s):  
George R. Bach
Keyword(s):  
Group Therapy ◽  
Natural Language ◽  
Group Dynamics ◽  
Group Interaction ◽  
Five Dimensions ◽  
Self And Other ◽  
Therapeutic Value ◽  
Computer Aided ◽  
Helpful Relationships

Participants in nine “Marathon” intensive interaction groups were asked to choose the “most helpful” and “least helpful” members and also provide Self and Other ratings of the quality of helping and non-helping intermember contact. A computer-aided word indexing of natural language protocols, descriptive of helpful relationships in therapeutic groups, served as an aid to obtaining five dimensions of maximal helpfulness and five for least helpfulness. Sociometric-like questionnaire items, representing these dimensions, were answered by 112 participants of Marathon subgroups. The responses support the idea that AGGRESSION-CONFRONTATION between participants in group therapy contributes as significantly as does Warmth-Acceptance to the therapeutic value of group interaction.

scholarly journals Problem-based learning and action learning in Ugandan universities

2019 ◽  
Vol 6 (2) ◽  
pp. 7-28
Author(s):  
Jacinta Bwegyeme ◽  
John .C. Munene ◽  
James Kagaari ◽  
Geoffrey Bakunda
Keyword(s):  
Reflective Practice ◽  
Action Learning ◽  
Problem Based Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Traditional Group ◽  
Learning Group ◽  
Directed Learning ◽  
Training Programmes ◽  
Quasi Experiment

The purpose of the study was to compare the action learning approach with the traditional didactic learning and establish the relationship between problem-based learning and action learning. We employed a quasi experiment where the Marquardt Action Learning model was combined with the constructivist theories of learning. The quasi experiment was composed of three groups, namely the treatment group (action learning group), the traditional group and the control group. To stimulate participant thought and reflection, a community of practice environment was created and just-in-time classes were conducted, based on the constructive theories of learning. Although the study involved various constructivist theories, the article concentrates on problem-based learning; hence, it is quiet about other constructivist theories. The results indicate significant differences between the action learning and traditional didactic learning. Furthermore, a significant relationship between problem-based learning and action learning was established. The robust strength of reflective practice and self-directed learning in the prediction of action learning is also highlighted. The findings can be utilised to design future training programmes in universities and other workplaces in order to equip workers with reflective practice and self-directed learning skills that are vital in solving workplace problems.

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