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Results for “Group Processes”

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At least 37 records · Page 2Linked to original sources
PubMed1988

Narcissistic rage in leaders: the intersection of individual dynamics and group process.

Power corrupts in terms of both grandiose inflations and threatened narcissistic injuries. This paper deals with the rage states that may ensue in leaders. After explaining the individual psychodynamics of self-righteous rages in executives, this paper describes inferences about the group processes set in motion by such leaders and the reactions of subordinates. Independent thinkers in subordinate groups are both especially vulnerable to harm and especially important to preventing disasters within the group. The variable action of such persons leads to a sequence of possible phases. In bad scenarios the last phase is one containing institutional ruin, bloodbaths, or mutinies. Understanding the inference of individual and group dynamics on a theme of narcissistic injury may help prevent such disasters.

Anger↗
PubMed1986

A comparative study of the impact of education vs. process groups for families of patients with affective disorders.

This clinical project compares the relative impact of two types of multiple family groups on psychiatric inpatients and their families. Forty patients with a diagnosis of affective disorder, and their family members, were randomly assigned to a traditional multiple family group with a process orientation that emphasized support, destigmatization, and self-help about common problems; or to a psychoeducational multiple family group that emphasized the provision of information about the patient's illness and methods of coping with it effectively. Both groups, which met for four hours on a Saturday afternoon, were an integral part of an ongoing inpatient program specializing in the treatment of affective disorders. Pre- and post-measures were obtained regarding family and patient knowledge about affective disorders, level of personal distress, attitudes about the illness, and dyadic adjustment. In addition, both patients and family members were asked to rate their satisfaction with the group experience. A number of differences in knowledge, attitude and dyadic adjustment were found in the participants of both groups immediately following their respective group sessions, but there were only a few statistically significant differences between the two groups. Those who attended the psychoeducational session, however, reported significantly more satisfaction with the experience.

Adult↗
PubMed1975

Group process: an adjunct in liaison consultation psychiatry.

Many liaison psychiatrists have advocated staff meetings as a means of enhancing communications on a medical ward. This paper, based on a one year experience as a psychiatric consultant to a medical ward in a major teaching institution, describes the implementation of a weekly group meeting of nursing and social service staff as a component in the structure of an effective liaison service. Case material is presented to document the efficacy of group process as a teaching and therapeutic modality. By encouraging the verbalization of cogent feelings and anxieties in a weekly group meeting, members developed a sense of mutual trust and openness. In an atmosphere conducive to promoting clarification, understanding, and insight, the group members increased their self awareness of the psychological aspects of physical disease and the effect of their own emotions on the interpersonal process of patient care.

Adult↗
PubMed1992

Effects of expert and non-expert facilitators on the small-group process and on student performance.

At the University of Michigan Medical School in 1990, the authors investigated the effects of faculty facilitators' levels of content expertise on the educational process and learning outcomes of small-group teaching sessions. The study was conducted in a microbiology course for second-year students in which four small-group sessions were used to replace 38 hours of lecture and laboratory time. The interactions between 11 expert and ten non-expert faculty facilitators and 156 students were observed and coded. The students' levels of knowledge and satisfaction were measured. The results indicate that, although significant differences in faculty-student interactions were not observed, the students in the 11 groups led by the content experts had higher levels of satisfaction and higher examination scores.

Attitude↗
PubMedDate not supplied

Group process and childbirth education: a position paper.

Each childbirth education class has a group life of its own, and the responsibility for the group functioning is shared among all members. Experimental learning derived through group functioning has the potential for being as significant as the learning of specific skills. Formulating a contract between the teacher/leader and the members of the class can help in clarifying realistic objectives and goals. The teacher/leader can assist couples to learn new behavior and to confront their own feelings about becoming patents.

Female↗
PubMed1977

Resident self-awareness through group process.

Too frequently the behavioral sciences have been conceived as another specialty from which will be derived new techniques to extend the physician's armamentarium. The doctor/patient relationship as well as referrals and consultations have been assumed to be reducible to ritualized protocols and treatments. The personality of the physician and his interpersonal style both with patients and colleagues have often been ignored as being beyond the purview of professional concern. Yet the person of the physician is subject to the influence of colleagues and patients as well as their factual reports. Traditionally, the physician has not received training to allow him/her more objectively to understand the dynamic social processes through which health care planning is formulated, delivered, and received. With such social skills training the physician is in a better position to understand the dynamic processes within the family itself. Both health-care teams and families exhibit similar problems with parental authority, sibling rivalry, differential learning styles, and different career priorities. It is, therefore, essential that an adequate behavioral science program be structured to include learning experiences in which the physician can gain a greater awareness of self, interpersonal style, professional role, and group dynamic processes. Simulated health-care team exercises and encounter groups are two avenues through which such learning can be approached.

Family Practice↗
PubMed1990

The impact of observers on group process and content.

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.

Group Processes↗