The effects of task importance and group decision training on the discussion behavior of decisionmaking groups were investigated. Three-person groups decided which of 3 hypothetical faculty candidates would be the best person to teach an introductory psychology course. Prior to discussion, some of the information about each candidate was given to all group members (shared information), whereas the remainder was randomly divided among them (unshared information). In general, groups discussed much more of their shared information than their unshared information. Increasing the importance of the task slowed the rate at which information was brought forth during discussion. By contrast, group decision training increased the amount of both shared and unshared information discussed and altered the sequential flow of shared and unshared information into the discussion: Discussion in untrained groups focused first on shared information and then on unshared information; discussion in trained groups did not shift focus over time. Results are discussed in terms of an information-sampling model of group discussion and the role of discussion in group decision-making effectiveness.Decisions about important social, organizational, and political issues are frequently made by groups rather than individuals. Using groups to make decisions is often justified on the grounds that groups can bring more intellectual resources to bear on a problem, which in turn should increase the probability that a high-quality decision will result (e.g., Vroom & Jago, 1988). One such resource is the diverse store of knowledge held by group members. Because of differences in background and experience, group members frequently have different information about the choice alternatives under consideration. To exploit this knowledge, decision-making groups usually attempt to pool the unique information their members hold. This is typically done through face-to-face discussion, though other alternatives exist (e.g.,

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Alcoholics Anonymous (AA) is the most commonly used program for substance abuse recovery and one of the few models to demonstrate positive abstinence outcomes. Although little is known regarding the underlying mechanisms that make this program effective, one frequently cited aspect is social support. In order to gain insight into the processes at work in AA, this paper reviewed 24 papers examining the relationship between AA and social network variables. Various types of social support were included in the review such as structural support, functional support, general support, alcohol-specific support, and recovery helping. Overall, this review found that AA involvement is related to a variety of positive qualitative and quantitative changes in social support networks. Although AA had the greatest impact on friend networks, it had less influence on networks consisting of family members or others. In addition, support from others in AA was found to be of great value to recovery, and individuals with harmful social networks supportive of drinking actually benefited the most from AA involvement. Furthermore, social support variables consistently mediated AA's impact on abstinence, suggesting that social support is a mechanism in the effectiveness of AA in promoting a sober lifestyle. Recommendations are made for future research and clinical practice.

Community psychologists have called for research on human diversity and interactions between individuals and society with a focus on oppression. This study examines learning disabilities as they co-occur with other sociopolitical minority statuses. We examined dominant cultural narratives of and individual responses to learning disability, race/ethnicity and gender identified by low-income men and women of color with learning disabilities. Our qualitative analysis identified cultural narratives that suggest that: (1a) individuals with learning disabilities are perceived as having an illegitimate impairment and being of lower intellectual ability and unworthy; (1b) having an invisible disability facilitates passing as nondisabled, thereby lessening disability discrimination from within racial/ethnic groups; (1c) having a learning disability detracts from positive gender expectations and exacerbates negative ones; and (1d) gender and racial/ethnic narratives are relevant for individuals with learning disabilities. Our analysis also identified two overarching individual acts of resistance used to thwart internalization of oppressive cultural narratives: (2a) removing self from oppressive environments and (2b) reframing dominant cultural narratives (including discounting the validity of negative messages, using negative narratives for motivation, and engaging in positive self-talk). We discuss findings in relation to extant research and theory and consider implications for research, theory, and practice.