Roles Played by Adolescents in an Unproductive Counseling Group

Cohn, Benjamin; Ohlsen, Merle M.; Proff, Fred C.

doi:10.1002/j.2164-4918.1960.tb02648.x

Cited by 8 publications

(3 citation statements)

References 4 publications

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“…The opportunity for observation by the teacher and the compensation to the pupil of school credit were described. A methodological study was reported by Cohn, Ohlsen, and Proff (1960). Roles were defined that seemingly caused group counseling of underachieving students to be unproductive.…”

Section: Therapies Affecting Learningmentioning

confidence: 99%

Chapter VIII: The Emotionally and Socially Handicapped

Morse¹,

Dyer²

1963

Review of Educational Research

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Section: Therapies Affecting Learningmentioning

confidence: 99%

Chapter VIII: The Emotionally and Socially Handicapped

Morse¹,

Dyer²

1963

Review of Educational Research

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“…He must be flexible enough to make use of the many roles called for in the group situation. A listing of some of these roles, categorized generally as informative, positive, and negative, is described by Cohn, Ohlsen, and Proff [3].…”

Section: The Group Counselormentioning

confidence: 99%

GROUP COUNSELING: An Orientation

Cohn

Combs

Gibian

et al. 1963

The Personnel and Guidance Journal

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“…Some instructors perceive a reduction in grading load as a group of four students will only produce one (often more complex) project (Goldfinch and Raeside, 1990; Tucker and Reynolds, 2006; Young and Henquinet, 2000), which should allow them to provide more thorough feedback to students. However, incorporating collaboration increases the level of complexity significantly and groups often experience various forms of dysfunction such as social loafing (De Vita, 2001; Freeman, 1995; King and Behnke, 2005; Zhang et al , 2008), inappropriate division of labour (Sheingold et al , 1984), groupthink (Haynes, 2012; Falchikov, 1995), or group domination (Cohn et al , 1960) to name a few (see Table I for more). These dysfunctions can serve not only to create discomfort for the students, but can also hinder the learning process (Webb, 1995).…”

Section: Introductionmentioning

confidence: 99%

Instructors’ professional vision for collaborative learning groups

Modell

2017

JARHE

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Purpose The purpose of this paper is to investigate how instructors approach the task of diagnosing collaborative learning group dysfunction when presented with an opportunity and a request to do so. Design/methodology/approach This mixed methods study asked instructors experienced in using group work to sequentially respond to weekly instalments of reflective journal entries representing a fictional member of a collaborative learning group working through a group project. A web-based instrument captured quantitative and qualitative data during the first phase where instructors worked on their own and in the second phase where participants used a think-aloud protocol while engaging in the same task. The data were analysed to understand their professional vision (what they notice and how they make sense of it as well as consistency across instructors) for collaborative group projects. Findings This study found that instructors were consistent neither in what they noticed nor in how they made sense of what they perceived. This resulted in a tendency not to label dysfunctional groups as such. Social implications If the instructors lack professional vision for group projects, the students are unlikely to learn to work in groups and the instructors will find it difficult to seek help and learn from one another. Originality/value This is an exploratory study because there was minimal extant research on the topic. Methods included the use of narrative fiction and a remote think-aloud protocol.

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Roles Played by Adolescents in an Unproductive Counseling Group

Cited by 8 publications

References 4 publications

Chapter VIII: The Emotionally and Socially Handicapped

Chapter VIII: The Emotionally and Socially Handicapped

GROUP COUNSELING: An Orientation

Instructors’ professional vision for collaborative learning groups

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