The thesis of this paper is that female participants in educational personal growth groups often have needs and goals that are different from those of male participants. Theoretical and research evidence substantiating the necessity for differential approaches to change in men and women are presented. A model to facilitate the goal attainment of women is suggested. The model contains a clear task orientation and a focus on behavioral change.Women often participate in educational personal growth groups, which emphasize individual change, for reasons different from those of the male participants. Their needs and goals may vary because of their differential socialization. Consequently, methods to facilitate the goal achievement of women should be different from those used with men.However, current group models do not provide differential approaches and seem more suited to facilitate the acquisition of male goals than those of females (Kanter, 1977). This paper discusses the traditional roles of men and women in our society, the effect of these roles on adjustment, and the goals and methods of personal growth groups. Theoretical and research evidence substantiating the necessity for personal growth groups to use differential approaches is presented, and solutions will be suggested.
SEX DIFFERENCES AND THEIR IMPACT ON ADJUSTMENTA vast amount of literature deals with sex differences in human behavior (Bardwick,