The Use of Group Processes in Teaching Group Dynamics

Semrad, Elvin V.; Arsenian, John

doi:10.1176/ajp.108.5.358

Cited by 17 publications

(8 citation statements)

References 4 publications

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“…Herbert and Trist (1953) describe a second stage characterized in part by resistance, while Miles (1953) identifies anarchic rebellion during this stage of anxiety, threat, and resistance. Semrad and Arsenian (1961) identify rivalry for the position of central figure and emotional struggles in this period, while Bennis and Shepard (1956) see a similar power struggle in which counterdependents seek to usurp the leader, resulting in a conflict between counterdependents and dependents.…”

Section: Stagementioning

confidence: 99%

“…Here again, structure reflects the expression of dependency needs. Miles (1953) describes a first stage characterized by establishment oj the situation through interpersonal exploration and testing, while Semrad and Arsenian (1961) identify an initial phase during which group members "test" the central figure and "test" the situation. Whitman (1964) describes a beginning stage in which the chief "vectors" are dependency and hostility.…”

Section: Stages Of Development In Training Groups Stagementioning

confidence: 99%

See 1 more Smart Citation

Developmental sequence in small groups.

Tuckman¹

1965

Psychological Bulletin

4,370

2,457

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50 articles dealing with stages of group development over time are separated by group setting, as follows: therapy-group studies, T-group studies, and naturaland laboratory-group studies. The stages identified in these articles are separated into those descriptive of social or interpersonal group activities and those descriptive of group-task activities. Finally, 4 general stages of development are proposed, and the review consists of fitting the stages identified in the literature to those proposed. In the social realm, these stages in the developmental sequence are testing-dependence, conflict, cohesion, and functional roles. In the task realm, they are orientation, emotionality, relevant opinion exchange, and the emergence of solutions. There is a good fit between observed stages and the proposed model. Further study of temporal change as a dependent variable via the manipulation of specific independent variables is suggested.

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Section: Stagementioning

confidence: 99%

Section: Stages Of Development In Training Groups Stagementioning

confidence: 99%

Developmental sequence in small groups.

Tuckman¹

1965

Psychological Bulletin

4,370

2,457

View full text Add to dashboard Cite

show abstract

“…They introduced the term &dquo;Billet&dquo; to express the notion that some recurrent behaviour patterns are largely determined by the requirements of the situation, and proposed its distinction from &dquo;Role&dquo; concept which they saw largely determined by personality factors. They cited an earlier paper by two of the authors (2) in which they repeatedly observed, in small groups, recurrent patterns of behaviour which threw up characters such as loyal lieutenant, a jester, a contender for leadership, etc., &dquo;paralleling the historians cast of characters in descriptions of court history and intrigue surrounding a centre'' figure&dquo;.…”

Section: Group-analytic Commentarymentioning

confidence: 99%

Paper presented to the Journal Club, Institute of Group Analysis, 12,7,76

Bott

1976

Group Analysis

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This is an attempt to examine certain parameters of group behaviour in such a way as to extend the classical Freudian metapsychological constructs in relation to personality structure and to pose questions about the concept of mind.In order to approach this task, reference is made to a paper by Arsenian et al (1) in which they made some interesting observations about behavioural patterns in small groups. The first of these was that &dquo;the unit of group action and process is frequently not an individual, but a pair or larger structure&dquo;. This tendency is much more pronounced and easily observable in large groups, in which various &dquo;power blocs&dquo; form and disperse, and their composition may change considerably, with individuals &dquo;switching camps&dquo; as conditions within the group change. In the paper mentioned, it is also noted that, under variable instances of group composition, persons could change quite radically their characteristic way of operating, in effect responding to group pressures for certain patterns of behaviour to occur. They introduced the term &dquo;Billet&dquo; to express the notion that some recurrent behaviour patterns are largely determined by the requirements of the situation, and proposed its distinction from &dquo;Role&dquo; concept which they saw largely determined by personality factors. They cited an earlier paper by two of the authors (2) in which they repeatedly observed, in small groups, recurrent patterns of behaviour which threw up characters such as loyal lieutenant, a jester, a contender for leadership, etc., &dquo;paralleling the historians cast of characters in descriptions of court history and intrigue surrounding a centre'' figure&dquo;.The usefulness of these observations, to me, is that they permit a view of group process not asmuch as resulting from a collection of individuals in interaction, but as certain behavioural patterns, or Billet functions, represented by units of group action, interacting with each other. The individual membership of these units is of secondary importance, and may change considerably over a period of time, as may the nature of the Billet function. Over a lengthy period, any one individual may have the opportunity to identify (3) with, and take part in enacting, a number of different Billet functions, some of which may differ radically from his or her characteristic mode of relating.At this point, a deviation to consider general principles applying to all forms of psychoanalytic psychotherapy (including group analysis) is pertinent to the overall theme. The basic technique in these therapies involves setting up a therapeutic situation which is contrived so as to make maximum use of interpersonal interactions in bringing about significant changes in the intrapsychic structure of individuals. Central to this technique are

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“…Semrad and Arsenian (40) concluded that group experience bridges the gap between theory and practice and provides insight into procedures for conducting group activities. A somewhat extreme statement by Hobbs (17) that "experience in individual client-centered therapy seems to be the best preparation for doing group-centered therapy," does not find support among most writers on group dynamics.…”

Section: The Occupations Coursementioning

confidence: 99%

Group Guidance Approaches in Educational Institutions

Froehlich¹

1954

Review of Educational Research

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The Use of Group Processes in Teaching Group Dynamics

Cited by 17 publications

References 4 publications

Developmental sequence in small groups.

Developmental sequence in small groups.

Paper presented to the Journal Club, Institute of Group Analysis, 12,7,76

Group Guidance Approaches in Educational Institutions

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