This investigation is based on over 400 American Group Psychotherapy Association members involved in 41 intensive, two-day training experiences for mental health professionals. The participants completed a questionnaire immediately after their group sessions to evaluate the process and leadership variables that contributed to a constructive learning experience. A similar questionnaire was mailed to participants three to four months later to explore the impact of training on group interventions within their clinical practices. One third of the trainees responded to the follow-up survey. Overall, the findings suggest that successful outcomes are related to a range of group processes, such as self-disclosure, feedback, and interpersonal support, as well as personal qualities and technical expertise modeled by the leaders of the training groups. Both the immediate and delayed assessments demonstrate that the groups were regarded as highly valuable learning opportunities.

The observer's impact on the process and content of over fifty, two-day, intensive training groups was evaluated by leaders, members, and observers. There was general agreement across the three perspectives that the observer's influence was significant and potentially negative. The group members experienced the observer as more intrusive than did their leaders. The effects were predominantly indirect, and reflected in the content of group interactions both during and after the observer's visit. Results are discussed in terms of their clinical implications, and recommendations are made for how leaders may maximize the therapeutic potential of the observer's contributions.