Jack R. Gibb
The 1974 Annual Handbook for Group Facilitators
© 1974 University Associates Publishers, Inc.
(This material is used by permission of Jossey-Bass, Inc., a subsidiary of John Wiley & Sons, Inc.)

Trainers, consultants, and practitioners of human relations training have frequently asked me pertinent questions about research studies in the field. While writing a book on human relations training, I found I had collected a large quantity of materials, from which some impressions, generalizations, and answers could be distilled. I narrowed my list of materials to 344 studies ("A Bibliography of Research on Group Training," listed at the end of this article), which represent the most readily available published studies or completed doctoral dissertations in English that have quantitative data relevant to their stated hypotheses and use group training as the independent variable. In making my selection, I excluded therapy and counseling groups, organizational-change studies, and didactic sessions-except in cases where these studies dealt with an especially relevant issue. I did try, however, to include all studies that met my criteria. Although my list is not complete, it is representative of the research on group training during the quarter century since T-groups were first used by NTL in 1947.

I am very much aware of the difficulty of distilling such a body of reference material in limited space. It has been necessary to list references by number only, to cite in each instance only a few of the most relevant studies, and often to make oversimplified statements about complex issues with conflicting data. Thus, in offering my comments and interpretations, I invite the reader to consult the original sources. They are very rich, heuristic, and full of detail.

My survey, then, leads me to the following conclusions about nineteen of the most frequently asked questions concerning research in group training.

The following table makes it clear that there is a great deal more than even the most favorable critics have mentioned. This research is growing rapidly (104, 105), and, judging from the great volume of prepublication drafts and informal papers that I have seen, I would guess that the growth will continue. Particularly impressive in light of earlier academic opposition to group training is the great number of doctoral studies from a wide variety of academic disciplines, indicating a breadth of acceptance and support that may lead to greater quality and integration of research.

Yes. It is true that group training research has been justifiably criticized (39, 137) for methodological inadequacies such as poor design, the lack of appropriate comparison groups, irrelevant or unreliable measures, and overgeneralization, but the quality is improving considerably. Some promising long-range efforts are those of Bebout and his associates (15). However, what seems especially limiting, to me, is the frequent lack of representative design. For instance, it is common to provide a sample of 136 participants, say, and then to "sample" one or perhaps two trainers in each condition, comparing trainer style or training method! There is likely to be as much variation in trainers as in other group members. The same flaw holds true in selecting one company, one school, or one group and then making generalized statements about, say, industrial work groups from a sample of one. Nevertheless, I think the quality of research is much better than it is reported to be. More academic support, more adequate research training, and more cross-fertilization with other fields are encouraging developments. Unfortunately, it is academically fashionable to make blanket rejections of the research in this field. Helpful and critically valid are incisive articles such as those by Campbell and Dunnette (39) and Harrison (127), and these have already had a salutary effect on later studies.

Yes; most group training produces changes in many group members.

What kinds of changes are produced? Of what psychological significance? Do they endure? Do they transfer? What kinds of training are most effective? How many people change? What mechanisms account for the changes? The answers to these more significant questions are complex and detailed.

As more than 300 different dependent variable measures were used in the studies I examined, the results can only be summarized here. Investigators report statistically significant increases in such variables as risk-taking, expressed warmth and caring, empathy, internal control, self-esteem, congruence in self- and ideal-concept, interpersonal sensitivity, problem-solving skills, expressiveness, trust, spontaneity, democratic behavior, number of innovations, genuineness, etc. Statistically significant decreases are reported in such variables as feelings of anxiety, rigidity, racial prejudice, discomfort with feelings, dogmatism, and alienation. Measurements in the studies are taken largely on proximal, perceptual, and affective states; little attention is paid to changes in behavior on the job or in the home, presumably because of the many financial and procedural difficulties of such research. Standardized tests are most often used, the most frequently employed being the Personal Orientation Inventory (27 studies), the Tennessee Self-Concept Scale (22 studies), and the FIRO-B (21 studies).

The results, however, are by no means always statistically significant. Self-acceptance, for instance, was measured as a dependent variable in 41 studies, showing positive changes in 21 studies and no change in 20 studies. Individual studies are difficult to interpret. Often there are important discrepancies. Or, perhaps, the control group may make comparable gains. Three studies, for instance, found that the training group did significantly less well than the control group. The differences obtained may be caused by such things as test wisdom, regression toward the mean, random variations in test scores, or rater bias. Similarly, the lack of differences may be due to little "real" difference between conditions, insufficient time in training, a lack of competence of the trainer, insensitive measures, the measurement of tangential variables, or a host of other factors.

Yes. The research shows that some participants, following training, report changes that they or others perceive as negative: more irritability on the job or in the family; less tendency to be open with others (327); a greater sense of rebellion towards or discomfort with authority (98); unrealistically increased levels of aspiration and expectation (107); reduced feelings of confidence and security (66); less conformity to an organizational role; more requests for therapy and counseling (183); increased defensiveness (216, 250).

There is, however, evidence linking these negative outcomes to specific flaws or inadequacies in the training situation itself. We do have some clues about the trainer behaviors, group states, or member-member relationships that lead to negative effects: feedback at inappropriately early stages of the group; a very brief training period; insufficient structure, especially at early stages of the group; a tightly controlling leader style; or certain dysfunctional compositional groupings.

Nevertheless, because group training produces more affect than most other types of education and training, it apparently involves some risks. Certain forms of disruption, discomfort, or other negative feelings may lead to later growth; others may not.

There are few hard data. In my opinion there is good clinical evidence of enduring and extreme positive effects: dramatic changes in life style, new creativity, greatly increased personal productivity, and the like. Except for the Armor qualitative study (6) of peak experiences, however, little attention is paid to the issue in the studies reported here.

There is considerably more attention to extreme negative effects. Reports, frequently undocumented, cite psychotic breaks, divorces, job losses, suicides. While it is not likely that such dramatic negative or positive effects are produced by the brief training experiences evaluated here, training-group experiences, or a succession of them, may, however, trigger certain behaviors or attitudes. Groups such as the quasi-therapeutic "West Coast" encounter groups or intensive personal-growth groups–especially when directed by aggressively stimulating or tightly controlling leaders–may produce highly negative effects. A recent study (183) provides such evidence in the case of college student volunteers. But it seems much less likely to expect these extreme effects from, for instance, process-oriented training groups conducted with adults who are seeking leadership training, improvement of executive skills, or professional growth.

We need, I think, to discover more about the effects of tension level, feeling expression, confrontation, withdrawal, and other member group states that presumably mediate extreme effects. Some studies suggest profitable directions for future research. One study, for instance, shows that T-group tension triggered less anxiety than was aroused by the pre- and post-tests taken by the participants (148). Another study (194) found that stress in T-groups did not reach a "deviant" level, while it did in perceptual isolation student groups.

We do not know. There are few significant data on this question. It is commonly assumed that the effects dissipate quickly and, in any event, do not endure over long periods of time. Only about a third of the studies made follow-up measurements. Most of these did find that statistically significant results identified immediately at the end of training persisted at least until the follow-up measures, usually performed from one week to six months following training. A few studies made measurements over a longer period of time (one, after 2 1/2 years), but there is no consistency in the results.

Much needed are follow-up studies that measure changes over longer periods, perhaps several years. It is likely that the brief training periods used in the studies are too short to produce enduring effects. We need to know whether "booster shots" make a difference and whether longer periods of training create more lasting change. And perhaps we need further development of measuring techniques and a greater understanding of mediating mechanisms before we can attempt to calculate long-term effects with any precision.

There are some relevant data comparing group training with alternative methods for effecting individual and organizational change. Thirty-six studies compared training groups (sensitivity training, encounter groups, T-groups) with content-centered didactic groups. For most purposes and on most measures, training groups were significantly and consistently superior to didactic groups in the case of attitudinal, perceptual, and self-concept variables, and they were occasionally superior as well in informational outcomes. For instance, when compared with didactic control groups, group training produced more comfort with feelings (2), greater empathy and expressed warmth (318), less submissive behavior (187), better interpersonal relations with peers (102), and higher inner-direction scores (119). On some outcomes, however, didactic groups did better. For instance (136), after case discussion, members changed positions on advocacy papers, whereas training group people did not. Also, lecture-discussion groups were more effective in learning about methods (211). Some studies showed no significant differences between training groups and didactic groups (e.g., 307, 337, 339, 177).

Group training was compared with other models of experiential training (systematic skill training, counseling, etc.) in 22 studies. In ten of the studies the group training outperformed the experiential training, which appeared to be more structured—though it is not always possible to tell from the experimental reports. In five cases the more structured training was superior. Thus, interaction analysis training (227), role-playing (281), and a communications skills workshop (285) were each superior to the training groups in generating measured outcomes. In some studies neither condition improved and in some studies both conditions improved.

More precise measures and long-range "engineering" studies will provide better comparisons of the effectiveness of unstructured group training and of alternative methods of producing organizational change, personal growth, social action, attitude change, and other hoped-for outcomes. Nevertheless, research studies reported here do show that group training can be an effective method of producing significant outcomes in such activities as reducing prejudice (265, 266), training religious leaders (40, 67), working with delinquents (328), race relations (3, 8, 309), marriage relations (36, 236), Job Corps training (319), police-officer training (234), retirement-community work (150), and a host of similar activities relating to social action. Again, however, there are many examples of nonsignificant outcomes when group training is used in similar programs: Catholic nuns (327), prison inmates (215), a black awareness program (190), adult leaders in the church (297, 31), race-relations programs (188, 197, 141, 306), and male-female relations (97).

Clearly, not all "group training" is alike by any means. From the research results it seems that there are six critical variables to be considered in predicting the effectiveness of a group training program: the general macro environment in which the training occurs, the behavior and leader style of the trainer or consultant, the nature of the feedback, the amount of training, the group state, and perhaps the technique or method used.

Persons selecting training are likely to be "special" in some way. In some studies, they have been found to be less self-assured and less well adjusted than the average individual (280), to have less self-esteem, and even, in one study (250), to be in the pathological range on the Tennessee Self-Concept Scale. Other studies have found selectors to be no different from nonselectors (108). Even though the possible relationship between maladjustment in selectors and negative and dysfunctional reactions to group training has been the concern of a number of investigators, there is clearly not enough data on this significant issue. Still, the data do suggest that both researchers and practitioners might well consider selection and screening procedures in composing their training groups.

The studies are not clear on this issue. Researchers, in interpreting their data, have mentioned each of the following classes of people as responding least well to their group experiences: those who have a high need for structure or have high F scores; low verbal participators; nonvolunteers; work mates or team members; hospitalized psychotics; and those who hold nonparticipatory attitudes on management. Other studies, to the contrary, have reported successful group training with each of these groups. My guess, from little hard data, is that some leaders, with appropriate styles, can work well with any of the above groups of people.

There is a considerable body of research on this question, with nineteen of the listed studies providing information. Many of the research studies have chosen rather homogeneous groups (e.g., all diabetics, all black female sophomores), but they have no control groups and are interested in other-than-composition variables. Most of the groups, however, are heterogeneous volunteers. Experimental attempts to compare heterogeneity with homogeneity are heuristic but inconclusive: work-oriented or person-oriented members (128); predisposition to a Bionic modality (182); high or low trust on the Rotter test (238); and FIRO-B predispositions (276, 256, 254, 242, 241). There are strong indications that compatible groups may outperform incompatible groups on selected measures, that group atmospheres are influenced by composition, and that there are individual differences in reactions to homogeneity. These reactions may depend on trainer variables (242).

There are few hard data. In the experiments, individual sessions have lasted from 5 minutes (!) to over 30 hours. Marathons show significant outcome changes in some studies (88, 168, 240) and not in others, just as weekly two-hour sessions show comparable changes. The few studies that compare spaced and massed training time show no clear differences. There is some evidence, however, that a combination of massed (at the beginning and at the end) and spaced sessions is slightly best (11). In view of the strong interest in this issue and its practical importance, it is surprising that there is not more research. What evidence there is indicates that what goes on in the session is far more important than how long it may last.

Again, we have little data to go on. The total training time in the studies varied from one hour to about 60 hours, but a surprising number of studies used only 1 to 12 hours of total training time, a length considered too short by the investigators themselves. One study showed that a three-week laboratory was superior to a two week laboratory (33), especially when overt behavioral changes are measured. Another study (29), comparing 3-day, 5-day, and 8-day sessions, found little difference between them, but it did find that loss of sensitivity was less after the 8-day than the 3-day experience. Clearly, we need more information.

The data are sparse. The search for consistent and predictable stages of group development is a continuing one, but as yet not very profitable. Groups differ widely. There seems to be little consistency in developmental trends (194). Promising data indicate that some changes, under some conditions, do take place over time: rated level of trust (70); increases in interdependence (169); predictable shifts in mood (13); sequences of group themes (184); process movement (210); development of Tuckman's stages (268); and type of work and emotionality (18). Significant work is continuing (72, 200), but the findings at this point are of little help to the practitioner.

Warm, supportive styles of leadership are consistently found to be effective, leading to high learning. Studies in therapy and counseling concur with this finding.

A variety of sources provides evidence that an effective leader offers some low and flexible, but not controlling or arbitrary, structure. Structured leadership in the early stages may cause less resistance (197) and better decision-making (316). Reducing the structure may cause increased problem-solving ability (74) and increased feeling expression (139).

Thirty-eight studies used some kind of leaderless condition, with 21 studies employing the programmed Encounter tapes. An impressive indication is that groups without leaders physically present showed gains similar to those of leader-led groups, outperformed leader-led groups on several occasions (63, 175, 267), and usually showed fewer decrements or negative outcomes (107, 183, 37, 169). Nevertheless, leader-led groups seem superior for some purposes. When direct comparisons are made, leader-led groups come out best more often than do the tape groups (52, 202, 258, 261, 308, 313). It is significant, however, that the Encounter Tape groups and Management Grid groups are leader surrogate groups, that they do provide "structure," and that they are, indeed, often more structured than leader-led groups. Therefore, the critical factor of "leaderlessness" can be tested only when groups are not programmed with tapes, instruments, or instructions. In studies approximating these conditions, groups showed positive gains (37, 107, 169, 244).

The evidence on this question is very indirect and inconclusive. Seldom is it gathered from experiments where clear comparisons are made among trained, less trained, and untrained leaders. Some studies do show that training produces gains in expressive warmth and support, which are proven characteristics of effective group leaders. It is assumed that training programs are producing more effective trainers, but the evidence is not clear. We certainly need more data.

A recent and promising research direction is toward a more theory-based examination of the mechanisms associated with high or low learning and change. There is illuminating research—with practical applications for group leaders—concerning the following mechanisms, each proposed by researcher or theorist as a primary factor in the learning of participants:

· therapeutic qualities or behaviors of leaders, members, or relationships (9, 16, 43, 47, 48, 58, 62, 75, 102, 123, 187, 232, 271, 290, 334);

· group development states (13, 70, 72, 133, 169, 184, 194, 200, 210, 268, 302, 303);

· formation of TORI trust processes (37, 49, 70, 94, 97, 99, 107, 154, 169, 176, 244, 270);

· quality and amount of feedback (49, 76, 79, 82, 91, 92, 106, 113, 164, 186, 222);

· experiencing and sharing of affect in an interactive situation (2, 29, 60, 150, 182, 211);

· development of self esteem (31, 34, 46, 50, 54, 73, 139, 173, 233);

· cognitive integration of the experience (7, 10, 103, 111, 136, 173, 228, 306, 315); and

· reciprocal disclosure (23, 60,119, 155,177, 192, 273, 291, 318).

Each of these formal or informal orientations has led to differential research decisions about overall design, measures of dependent variables, the selection of comparison groups, the analysis of data, and the interpretation of results. In many cases, studies are successively built upon one another, and the collection of data has led to theory reformulation and engineering application. I have discussed these relationships in detail in other publications (104, 105, etc.). The interested reader is referred to the various studies indicated in the bibliography.

Because of space limitations I have omitted from the bibliography the extensive research literature evaluating the application of group training technologies to organization development and institutional change. (This research is discussed in 105.) The evidence is incomplete and often conflicting, but there is strong support for the following conclusion: When routinely applied to institutions, T-groups and encounter groups are ineffective unless they are integrated into long-range efforts that include such elements as a total organizational focus, system-wide data collection, provision for feedback and information flow, organization-focused consultation over an extended time, and data-supported theory. Earlier efforts toward group-centered organizational change have often produced little or no change. Recent studies, however, look more promising.

1. Ackerman, P. H. A staff group in a women's prison. International Journal of Group Psychotherapy, 1972, 22, 364-373.

2. Alderfer, C. P., & Lodahl, T. M. A quasi experiment on the use of experimental methods in the classroom. Journal of Applied Behavioral Science, 1971, 7, 43-69.

3. Allan, T. K., & Allan, K. H. Sensitivity training for community leaders. Proceedings of the Annual Convention o f the American Psychological Association, 1971, 6, 577-578.

4. Anzalone, A. P. Personality characteristics relevant to research in human relations training. Unpublished doctoral dissertation, University of Nevada, 1972.

5. Argyris, C. Explorations in interpersonal competence-II. Journal of Applied Behavioral Science, 1965, 1, 255-269.

6. Armor, T. H. Peak-experiences and sensitivity training groups. Unpublished doctoral dissertation, University of California, Los Angeles, 1969.

7. Aronson, S. R. A comparison of cognitive vs focused-activities techniques in sensitivity group training. Unpublished doctoral dissertation, University of Connecticut, 1971.

8. Bagdassarroff, B. J., & Chambers, N. E. An evaluation of the encounter group process through assessment of value shifts and patterns of black and white educators. Unpublished doctoral dissertation, United States International University, 1970.

9. Baker, F. S. A comparison between two methods of teaching prospective counselors to provide high therapeutic conditions. Unpublished doctoral dissertation, Case Western Reserve University, 1970.

10. Baldwin, B. A. Change in interpersonal cognitive complexity as a function of a training group experience. Psychological Reports, 1972, 30, 935-940.

11. Bare, C. E., & Mitchell, R. R. Experimental evaluation of sensitivity training. Journal of Applied Behavioral Science, 1972, 8, 263-276.

12. Bass, B. M. Reactions to "12 Angry Men" as a measure of sensitivity training. Journal of Applied Psychology, 1962, 46, 120-124. (a)

13. Bass, B. M. Mood changes during a management training laboratory. Journal of Applied Psychology, 1962, 46, 361-364. (b)

14. Baumgartel, H., & Goldstein, J. W. Need and value shifts in college training groups. Journal of Applied Behavioral Science, 1967, 3, 87-101.

15. Bebout, J., & Gordon, B. The value of encounter, L. N. Solomon & B. Berzon (Eds.), New perspectives on encounter groups. San Francisco: Jossey-Bass, 1972, 83-118.

16. Bellanti, J. The effects of an encounter group experience on empathy, respect, congruence, and self-actualization. Unpublished doctoral dissertation, Pennsylvania State University, 1971.

17. Ben-Zeev, S. Comparison of diagnosed behavioral tendencies with actual behavior. In D. Stock & H. A. Thelen (Eds.), Emotional dynamics and group culture. Washington, D.C.: National Training Laboratories, 1958, 26-34. (a)

18. Ben-Zeev, S. Sociometric choice and patterns of member participation. In D. Stock & H. A. Thelen (Eds.), Emotional dynamics and group culture. Washington, D.C.: National Training Laboratories, 1958, 84-91. (b)

19. Berlin, J. 1. Program learning for personal and interpersonal improvement. Acta Psychologica, 1964, 13, 321-335.

20. Berzon, B., Pious, C., & Farson, R. E. The therapeutic event in group psychotherapy: A study of subjective reports by group members. Journal of Individual Psychology, 1963, 19, 204-212.

21. Berzon, B., Reisel, J., & Davis, D. P. Peer: An audio tape program for self-directed small groups. Journal of Humanistic Psychology, 1969, 9, 71-86.

22. Berzon, B., & Solomon, L. N. Research frontier: The self-directed therapeutic group-three studies. Journal of Counseling Psychology, 1966, 13, 490-497.

23. Bidwell, W. W. A study of openness as a factor in the human relations training of preservice teachers. Unpublished doctoral dissertation, Ohio State University, 1966.

24. Bitner, J. A. Diabetes, self-concept, and an encounter group: A pilot study using phenomenological analysis and the Tennessee Self Concept Scale. Unpublished doctoral dissertation, United States International University, 1972.

25. Blake, R. R., & Mouton, J. S. Some effects of managerial grid seminar training on union and management attitudes toward supervision. Journal of Applied Behavioral Science, 1966, 2, 387-400.

26. Bobele, H. K. An exploratory study of the use of body-movement as a personal growth adjunct in sensitivity training. Unpublished doctoral dissertation, University of California, Los Angeles, 1970.

27. Bolman, L. Laboratory versus lecture in training executives. Journal of Applied Behavioral Science, 1970, 6, 323-336.

28. Bolman, L. Some effects of trainers on their T groups. Journal of Applied Behavioral Science, 1971, 7, 309-326.

29. Bramson, R. M. Changes in social sensitivity in group training. Unpublished doctoral dissertation, University of California, Berkeley, 1969.

30. Brenner, A. M. Self-directed T groups for elementary teachers: Impetus for innovation. Journal of Applied Behavioral Science, 1971, 7, 327-341.

31. Brook, R. C. Self concept changes as a function of participation in sensitivity training as measured by the Tennessee Self Concept Scale. Unpublished doctoral dissertation, Michigan State University, 1968.

32. Brown, L. D. "Research action": Organizational feedback, understanding, and change. Journal of Applied Behavioral Science, 1972, 8, 697-712.

33. Bunker, D. R., & Knowles, E. S. Comparison of behavioral changes resulting from human relations training laboratories of different lengths. Journal of Applied Behavioral Science, 1967, 3, 505-523.

34. Bunker, G. L. The effect of group perceived esteem on self and ideal concepts in an emergent group. Unpublished master's thesis, Brigham Young University, 1961.

35. Burke, R. L., & Bennis, W. G. Changes in perception of self and others during human relations training. Human Relations, 1961, 14, 165-182.

36. Burns, C. W. Effectiveness of the basic encounter group in marriage counseling. Unpublished doctoral dissertation, University of Oklahoma, 1972.

37. Byrd, R. E. Self-actualization through creative risk taking. Unpublished doctoral dissertation, New York University, 1970.

38. Calliotte, J. A. The effect of basic encounter groups on student teachers' personality traits and subsequent teaching behaviors. Unpublished doctoral dissertation, St. Louis University, 1971.

39 Campbell, J. P., & Dunnette, M. D. Effectiveness of T-group experiences in managerial training and development. Psychological Bulletin, 1968, 70, 73-104.

40. Carney, E. A measurement study of passively defensive persons in communication work-shops. Dissertation Abstracts International, 1971, 31, 12.

41. Carron, T. J. Human relations training and attitude change: A vector analysis. Personnel Psychology, 1964, 17, 403-424.162

42. Cecere, G. J. Change in certain personality variables of counselor education candidates as a function of T-groups. Unpublished doctoral dissertation, Rutgers State University, 1969.

43. Cerra, P. F. The effects of T-group training and group video recall procedures on affective sensitivity, open-mindedness, and selfperception change in counselors. Unpublished doctoral dissertation, Indiana University, 1969.

44. Cherlin, D. L. Anxiety and consultant differences in self-study groups. Unpublished doctoral dissertation, Yale University, 1967.

45. Cimbolic, P. The effects of sensitivity training upon black clients' perceptions of counselors. Unpublished doctoral dissertation, University of Missouri, 1970.

46. Cirigliano, R. J. Group encounter effects upon the self-concepts of high school students. Unpublished doctoral dissertation, St. John's University, 1972.

47. Clark, J. V., & Culbert, S. A. Mutually therapeutic perception and self-awareness in a T-group. Journal of Applied Behavioral Science, 1965, 1, 180-194.

48. Clark, J. V., Culbert, S. A., & Bobele, H. K. Mutually therapeutic perception and self-awareness under variable conditions. Journal of Applied Behavioral Science, 1969, 5, 65-72.

49. Clarke, J. F. Some effects of nonverbal activities and group discussion on interpersonal trust development in small groups. Unpublished doctoral dissertation, Arizona State University, 1971.

50. Cleveland, S. E., & Morton, R. B. Group behavior and body image: A follow-up study. Human Relations, 1962, 15, 77-85.

51. Connolly, W. J. Participation in a communication training laboratory and actualizing changes in church leaders. Unpublished doctoral dissertation, United States International University, 1970.

52. Conyne, R. K. Facilitator-directed and self-directed sensitivity models: Their effect on self-perceptual change. Unpublished doctoral dissertation, Purdue University, 1970.

53. Cooper, C. L. The influence of the trainer on participant change in T-groups. Hunan Relations, 1969, 22, 515-530.

54. Cooper, C. L. T-group training and self-actualization. Psychological Reports, 1971, 28, 391-394.

55. Cooper, C. L. An attempt to assess the psychologically disturbing effects of T-group training. British Journal of Social & Clinical Psychology, 1972, 11, 342-345. (a)

56. Cooper, C. L. Coping with life stress after sensitivity training. Psychological Reports, 1972, 31, 602. (b)

57. Cooper, C. L., & Oddie, H. Group training in a service industry: Improving social skills in motorway service area restaurants. Interpersonal Development, 1972, 3, 13-39.

58. Costinew, A. E. The basic encounter group as an innovation in counselor education. Unpublished doctoral dissertation, Wayne State University, 1970.

59. Counseling Center Staff. Effects of three types of sensitivity groups on changes in measures of self actualization. Journal of Counseling Psychology, 1972, 19, 253-254.

60. Culbert, S. A. Trainer self-disclosure and member growth in two T-groups. Journal of Applied Behavioral Science, 1968, 4, 4773.

61. Culbert, S. A., Clark, J. V., & Bobele, H. K. Measures of change toward self-actualization in two sensitivity training groups. Journal of Counseling Psychology, 1968, 15, 5357.

62. Danish, S. J. Factors influencing changes in empathy following a group experience. Journal of Counseling Psychology, 1971, 18, 262-267.

63. Davies, M. M. A comparison of the effects of sensitivity training and programmed instruction on the development of human relations skills of beginning nursing students in an associate degree program. Unpublished doctoral dissertation, St. Louis University, 1970.

64. Delaney, D. J., & Heimann, R. A. Effectiveness of sensitivity training on the perception of non-verbal communications. Journal of Counseling Psychology, 1966, 13, 436-440.

65. Delaney, E. T. The effects of a group experience on the self-awareness of supervisor trainees and teacher trainees in supervision. Unpublished doctoral dissertation, University of Illinois, 1970.

66. DeMichele, J. H. The measurement of rated training changes resulting from a sensitivity training laboratory of an overall program in organization development. Unpublished doctoral dissertation, New York University, 1966.

67. Dietterich, P. M. An evaluation of a group development laboratory approach to training church leaders. Unpublished doctoral dissertation, Boston University, 1961.

68. Diller, J. V. The encounter group as a means of reducing prejudice. Unpublished doctoral dissertation, University of Colorado, 1971.

69. Dodson, J. P. Participation in a bi-racial encounter group: Its relation to acceptance of self and others, racial attitudes, and interpersonal orientations. Unpublished doctoral dissertation, Purdue University, 1970.

70. Draeger, C. Level of trust in intensive small groups. Unpublished doctoral dissertation, University of Texas, Austin, 1968.

71. Dunnette, M. D. People feeling: Joy, more joy, and the "slough of despond." Journal of Applied Behavioral Science, 1969, 5, 25-44.

72. Dunphy, D. C. Phases, roles, and myths in self-analytic groups. Journal of Applied Behavioral Science, 1968, 4, 195-226.

73. Dyer, R. D. The effects of human relations training on the interpersonal behavior of college students. Unpublished doctoral dissertation, University of Oregon, 1967.

74. Easton, C. W. The effect of the structure and emphasis of group training methods on communication skills attitude change and problem-solving ability. Unpublished doctoral dissertation, Rutgers State University, 1971.

75. Edwards, D. D. Effects of an extended encounter group experience upon counselor facilitation of client self-exploration. Unpublished doctoral dissertation, North Illinois University, 1971.

76. Egelhoff, E. A. Encounter group feedback and self-perception change. Unpublished doctoral dissertation, University of Texas, 1970.

77. Eisenbeiss, M. J. The effect of sensitivity group experience on counselors-in-training and their understanding of counselee communication. Unpublished doctoral dissertation, University of Wyoming, 1972.

78. Eisenstadt, J. W. An investigation of factors which influence response to laboratory training. Journal of Applied Behavioral Science, 1967, 3, 575-578.

79. Elbert, W. E. Changes in self-concept, selfactualization, and interpersonal relations as a result of video feedback in sensitivity training. Unpublished doctoral dissertation, East Texas State University, 1969.

80. Elliott, A. L. Fostering self actualization of high school students through general semantics training in encounter groups. Unpublished doctoral dissertation, United States International University, 1969.

81. Elliott, G. R. The effects of the T-group method upon the communication and discrimination skills of counselor trainees. Unpublished doctoral dissertation, Kent State University, 1971.

82. Fadale, V. E. An experimental study of the effects of videotape feedback in a basic encounter group. Unpublished doctoral dissertation, East Texas State University, 1969.

83. Fennell, N. W., & Kenton, R. W. Some effects on personality of a basic encounter group in a community college class. Unpublished doctoral dissertation, United States International University, 1970.

84. Fenwick, D. D. An evaluation of a planned program of human relations development for college students. Unpublished doctoral dissertation, University of Nebraska, Teachers College, 1967.

85. Fisher, I. S. The relationship between selected personality characteristics and the effects of training to develop small group productivity skills and interpersonal competence. Unpublished doctoral dissertation, University of Miami, 1970.

86. Force, E. J. Personal changes attributed to human relations training by participants, intimates and job colleagues. Unpublished doctoral dissertation, Michigan State University, 1969.

87. Foster, B. W. An investigation of changes in levels of dogmatism, self-concept, needs for inclusion, affection, and control, as a result of encounter group experiences with selected graduate students. Unpublished doctoral dissertation, University of South Dakota, 1972.

88. Foulds, M. L. Effects of a personal growth group on a measure of self-actualization. Journal of Humanistic Psychology, 1970, 10, 33-38.

89. Foulds, M. L. Changes in locus of internal-external control: A growth group experience. Comparative Group Studies, 1971, 2, 293-300.

90. Foulds, M. L., Dirona, R., & Buinan, J. F. Changes in ratings of self and others as a result of a marathon group. Comparative Group Studies, 1970, 1, 349-355.

91. Freid, J. B. The effects of input and feedback on accuracy of self descriptions in short-term sensitivity training. Unpublished doctoral dissertation, University of South Carolina, 1970.

92. French, J. R. P., Jr., Sherwood, J. J., & Bradford, D. L. Change in self-identity in a management training conference. Journal of Applied Behavioral Science, 1966, 2, 210218.

93. Friedlander, F. The impact of organizational training laboratories upon the effectiveness and interaction of ongoing work groups. Personnel Psychology, 1967, 20, 289-308.

94. Friedlander, F. The primacy of trust as a facilitator of further group accomplishment. Journal of Applied Behavioral Science, 1970, 6, 387-400.

95. Friedman, V. S. The effects of sensitivity training on students at a major metropolitan university. Unpublished doctoral dissertation, St. Louis University, 1969.

96. Gage, N. L., & Exline, R. V. Social perception and effectiveness in discussion groups. Human Relations, 1953, 6, 381-396.

97. Gamez, G. L. T-groups as a tool for developing trust and cooperation between Mexican-American and Anglo-American college students. Unpublished doctoral dissertation, University of Texas, 1970.

98. Gamez, K. B. Transfer of learning from T-groups to other groups. Unpublished doctoral dissertation, University of Texas, 1970.

99. Garner, H. G. Effects of human relations training on the personal, social, and classroom adjustment of elementary school children with behavior problems. Unpublished doctoral dissertation, University of Florida, 1970.

100. Gassner, S. M., Gold, J., & Sandowsky, A. M. Changes in the phenomenal field as aresult of human relations training. Journal of Psychology, 1964, 58, 33-41.

101. Geisler, J., & Gillingham, W. The effects of a personal growth experience. National Catholic Guidance Conference Journal, 1971, 15, 183-186.

102. Geitgey, D. A. A study of some effects of sensitivity training on the performance of students in associate degree programs of nursing education. Unpublished doctoral dissertation, University of California, Los Angeles, 1966.

103. Gibb, J. R. Effects of role playing upon (a) role flexibility and upon (b) ability to conceptualize a new role. Paper presented at the meeting of the American Psychological Association, Cleveland, September 1953.

104.Gibb, J. R. The effects of human relations training. In A. E. Bergin & S. L. Garfield (Eds.), Handbook of psychotherapy and behavior change. New York: Wiley, 1971, 839-862.

105. Gibb, J. R. A research perspective on the laboratory method. In L. B. Benne, J. R. Gibb, & R. Lippitt (Eds.), The laboratory method of changing and learning. New York: Wiley, 1974.

106. Gibb, J. R., Smith, E. E.; & Roberts, A. H. Effects of positive and negative feedback upon defensive behavior in small problem-solving groups. Paper presented at the meeting of the American Psychological Association, San Francisco, September 1955.

107. Gibb, L. M., & Gibb, J. R. Effects of the use of "participative action" groups in a course in general psychology. Paper presented at the meeting of the American Psychological Association, Washington, D.C., September 1952.

108. Gilligan, J. F. Personality characteristics of selectors and non-selectors of sensitivity training and the relationship between selector characteristics and training outcomes. Unpublished doctoral dissertation, University of Idaho, 1972.

109. Gilliland, S. F. Some effects of a human relations laboratory on moral orientation. Unpublished doctoral dissertation, Boston University, 1971.

110. Gold, J. S. An evaluation of a laboratory human relations training program for college undergraduates. Unpublished doctoral dissertation, Columbia University, 1967.

111. Goldberg, R. M. Changes in self-ideal discrepancies in sensitizers and repressors as a function of a sensitivity training experience. Unpublished doctoral dissertation, University of Cincinnati, 1970.

112. Goldstein, S. R. Differential effects of physical and nonphysical encounter group techniques on dimensions of self-esteem, interpersonal relations and defense. Unpublished doctoral dissertation, Temple University, 1970.

113. Golembiewski, R. T., & Blumberg, A. Confrontation in complex organizations: Attitudinal changes in a diversified population of managers. Journal of Applied Behavioral Science, 1967, 3, 525-547.

114. Golembiewski, R. T., Carrigan, S. B., Mead, W. R., Munzenrider, R., & Blumberg, A. Toward building new work relationships: An action design for a critical intervention. Journal of Applied Behavioral Science, 1972, 8, 135-148.

115. Gordon, R. D. A quantitative investigation of selected dynamics and outcomes of the basic encounter group. Unpublished doctoral dissertation, University of Kansas, 1971.

116. Grant, S. J. The effects of a basic encounter group experience on supervision by supervisor trainees. Unpublished doctoral dissertation, University of Illinois, 1970.

117. Grater, H. Changes in self and other attitudes in a leadership training group. Personnel Guidance Journal, 1958, 37, 493496.

118. Green, F. The effects of a task-encounter work-shop on the administrative staff of a public school system. Unpublished doctoral dissertation, United States International University, 1970.

119. Green, J. G. A study of expressed behavior changes occurring as a result of exposure to filmed classroom situations and T-group sensitivity training. Unpublished doctoral dissertation, Washington State University, 1969.

120. Greiner, L. E. Organizational change and development. Unpublished doctoral dissertation, Harvard University, 1965.

121. Haiman, F. S. Effects of training in group processes on open-mindedness. Journal of Communication, 1963, 13, 236-245.

122. Hall, J., & Williams, M. S. Group dynamics training and improved decision making. Journal of Applied Behavioral Science, 1970, 6, 39-68.

123. Hammann, K. A. Trainer orientation, member experience, and empathy: A true experiment exploring the source and kinds of impact of sensitivity training. Unpublished doctoral dissertation, University of Michigan, 1970.

124. Harpel, R. L. The effect of encounter group composition upon social and political attitudes. Unpublished doctoral dissertation, University of Colorado, 1970.

125. Harrison, R. Impact of the laboratory on perceptions of others by the experimental group. In C. Argyris, Interpersonal competence and organizational effectiveness. Homewood, Ill.: Irwin, 1962, 261-271.

126. Harrison, R. Cognitive change and participation in a sensitivity training laboratory. Journal of Consulting Psychology, 1966, 30, 517-520.

127. Harrison, R. Research on human relations training: Design and interpretation. Journal of Applied Behavioral Science, 1971, 7, 71-86.

128. Harrison, R., & Lubin, B. Personal style, group composition, and learning. Journal of Applied Behavioral Science, 1965, 1, 286301.

129. Harrow, M., et al. The T-group and study group laboratory experiences. Journal of Social Psychology, 1971, 85, 225-237.

130. Heck, E. J. A training and research model for investigating the effects of sensitivity training for teachers. Journal of Teacher Education, 1971, 22, 501-507.

131. Heiner, H. G. An application of T-group method to the teaching of family relationships. Unpublished doctoral dissertation, University of Washington, 1970.

132. Hellebrandt, E. T., & Stinson, J. E. The effects of T-group training on business game results. Journal of Psychology, 1971, 77, 271-272.

133. Hill, W. F. The influence of sub groups on participation in human relations training groups. Unpublished doctoral dissertation, University of Chicago, 1955.

134. Himber, C. Evaluating sensitivity training for teen-agers. Journal of Applied Behavioral Science, 1970, 6, 307-322.

135. Hipple, J. L. Effects of differential human relations laboratory training designs on the interpersonal behavior of college students. Unpublished doctoral dissertation, University of Iowa, 1970.

136. Holloman, C. R., & Hendrick. H. W. Effect of sensitivity training on tolerance for dissonance. Journal of Applied Behavioral Science, 1972, 8, 174-187.

137. Holmes, C. B. The effect of sensitivity training on counseling behavior. Unpublished doctoral dissertation, University of Toledo, 1971.

138. Howard, R. D. The effects of structured laboratory learning on the inter-personal behavior of college students. Unpublished doctoral dissertation, University of Oregon, 1969.

139. Hull, D. The effect of laboratory training on self concept and self actualization. Unpublished doctoral dissertation, University of Missouri, 1971.

140. Hull, W. F. Changes in world-mindedness after a cross-cultural sensitivity group experience. Journal of Applied Behavioral Science, 1972, 8, 115-121.

141. Innis, M. N. An analysis of sensitivity training and laboratory method in effecting changes in attitudes and concepts. Unpublished doctoral dissertation, University of Houston, 1970.

142. Jacobson, E. A., & Smith, S. J. Effect of weekend encounter group experience upon interpersonal orientations. Journal of Consulting & Clinical Psychology, 1972, 38, 403-410.

143. Jeffers, N. E. An examination of new techniques for enhancing human growth experiences. Unpublished doctoral dissertation, Claremont Graduate School, California, 1971.

144.Jepson, P. Some effects of self-actualizing growth on teen-agers. Unpublished doctoral dissertation, United States International University, 1969.

145. Johnson, D. L. The relationships between human relations training for educational administrators and changes in their leader behavior. Unpublished doctoral dissertation, University of Maryland, 1969.

146. Johnson, D. L., Hanson, P. G., Rothaus, P., Morton, R. B., Lyle, F. A., & Moyer, R. Follow-up evaluation of human relations training for psychiatric patients. In E. H. Stein and W. B. Bennis (Eds.), Personal and organizational change through group methods. New York: Wiley, 1965, 152-168.

147. Johnson, D. L., Rothaus, P., & Hanson, P. G. A human relations training program for hospital personnel. Journal of Health and Human Behavior, 1966, 7, 215-223.

148. Johnson, D. W., Kavanagh, J. A., & Lubin, B. T-groups, tests, and tension. Small Group Behavior, 1973 (February), 81-88. .

149. Johnson, L. K. The effect of trainer interventions on change in personal functioning through T group training. Unpublished doctoral dissertation, University of Minnesota, 1966.

150.Johnson, R. F. The effects of encounter groups on selected age related variables in a volunteer geriatric population. Unpublished doctoral dissertation, University of 'Miami, 1970.

151. Johnston, J. J. Some effects of three kinds of groups in the human relations area. Unpublished doctoral dissertation, University of California, Los Angeles, 1967.

152.Joure, S. A., Frye, R. L., Green, P. C., & Cassens, F. P. Examples of overuse of sensitivity training. Training & Development Journal, 1971, 25, 24-26.

153.Kassarjian, H. H. Social character and sensitivity training. Journal of Applied Behavioral Science, 1965, 1, 433-440.

154.Kegan, D. L. Trust, openness, and organizational development: Short-term relationships in research and development laboratories and a design for investigating long-term effects. Unpublished doctoral dissertation, Northwestern University, 1971.

155.Kelley, H. H. First impressions in interpersonal relations. Unpublished doctoral dissertation, Massachusetts Institute of Technology, 1948.

156. Kelley, H., & Pepitone, A. An evaluation of a college course in human relations. Journal of Educational Psychology, 1952, 43, 193-209.

157.Kennedy, T. F. An exploration of the effects of sensitivity training upon selected personality traits. Unpublished doctoral dissertation, St. John's University, New York, 1972.

158.Kepes, S. Y. Experimental evaluations of sensitivity training. Unpublished doctoral dissertation, Michigan State University, 1965.

159.Kernan, J. P. Laboratory human relations training: Its effect on the "personality" of supervisory engineers. Unpublished doctoral dissertation, New York University, 1963.

160.Khanna, J. L. A discovery learning approach to inservice training. Paper presented at the meeting of the American Psychological Association, San Francisco, September 1968.

161. King, W. R. The effects of a T-group experience on teacher self-perception and classroom behavior. Unpublished doctoral dissertation, Stanford University, 1970.

162.Klingberg, H. E. An evaluation of sensitivity training effects on self-actualization, purpose in life, and religious attitudes of theological students. Unpublished doctoral dissertation, Fuller Theological Seminary,. California, 1971.

163.Koile, E. A., & Draeger, C. T-group member ratings of leader and self in human relations laboratory. Journal of Psychology, 1969, 72, 11-20.

164. Kolb, D. A., Winter, S. K., & Berlew, D. E. Self directed change: Two studies. Journal of Applied Behavioral Science, 1968, 4, 453471.

165. Komins, A. S. An analysis .of trainer influence in T-group learning. Unpublished doctoral dissertation, Boston University, 1972.

166. Koziey, P. W., Loken, J. O., & Field, J. A. T-group influence on feelings of alienation. Journal of Applied Behavioral Science, 1971, 7, 724-732.

167. Kraus, W. A. Laboratory groups: Effect on the tolerance scale of the California Psychological Inventory. Unpublished doctoral dissertation, Ohio University, 1970.

168. Krear, M. L. The influence of sensitivity training on the social attitudes of educational leaders or racially-unbalanced schools. Unpublished doctoral dissertation, United States International University, 1968.

169. Lagoon, S. TORI: A theory of community growth. Unpublished master's thesis, United States International University, 1971.

170. Lakin, M., & Carson, R. C. Participant perception of group process in group sensitivity training. International Journal of Group Psychotherapy, 1964, 14, 116-122.

171. Lasalle, A. J. The effects of encounter and programmed group treatments on self-concept. Unpublished doctoral dissertation, State University of New York, 1970.

172. Lee, R. E. Relationship between basic encounter group and change in self concepts and interpersonal relationships of college low achievers. Unpublished doctoral dissertation, United States International University, 1969.

173. Lee, W. G. Differences in self-concept changes among three educative treatments. Unpublished doctoral dissertation, Florida State University, 1971.

174. Lee, W. S. Human relations training for teachers: The effectiveness of sensitivity training. California Journal of Educational Research, 1970, 21, 28-34.

175. Leiterman, P. R. Attitudinal and behavioral changes in self-directed and leader-directed personal growth groups. Unpublished doctoral dissertation, University of Kentucky, 1970.

176. Leon, J. E. Attitude change, as a result of T-group sessions, in a pre-teaching population. Unpublished doctoral dissertation, Case Western Reserve University, 1972.

177. Levy, S. J. An empirical study of disclosing behavior in a verbal encounter group. Unpublished doctoral dissertation, Yeshiva University, 1971.

178. Levy, S. J., & Atkins, A. L. An empirical investigation of disclosing behavior in a verbal encounter group. Proceedings of the Annual Convention of the American Psychological Association, 1971, 6, 297-298.

179. Lieberman, M. A. The relationship between the emotional cultures of groups and individual change. Unpublished doctoral dissertation, University of Chicago, 1958. (a)

180. Lieberman, M. A. The relation of diagnosed behavioral tendencies to member perceptions of self and of the group. In D. Stock & H. A. Thelen (Eds.), Emotional dynamics and group culture. Washington, D.C.: National Training Laboratories, 1958, 35-49. (b)

181. Lieberman, M. A. Sociometric choice related to affective approach. In D. Stock and H. A. Thelen (Eds.), Emotional dynamics and group culture. Washington, D.C.: National Training Laboratories, 1958, 71-83. (c)

182. Lieberman, M. A. The influence of group composition on change in affective approach. In D. Stock and H. A. Thelen (Eds.), Emotional dynamics and group culture. Washington, D.C.: National Training Laboratories, 1958, 131-139. (d)

183. Lieberman, M. A., Yalom, I. D., & Miles, M. B. Encounter groups: First facts. New York: Basic Books, 1972.

184. Liebowitz, B. A method for the analysis of the thematic structure of T-groups. Journal of Applied Behavioral Science, 1972, 8, 149173.

185. Link, S. L. A study of degree of change in self-concept as a result of participation in a marathon T-group. Unpublished doctoral dissertation, University of Oregon, 1971.

186. Lippitt, G. L. Effects of information about group desire for change on members of a group. Unpublished doctoral dissertation, American University, 1959.

187. Lippitt, L. L. Participant learnings resulting from a human relations training experience for teacher trainees. Unpublished doctoral dissertation, University of Michigan, 1971.

188. Little, F. W. The effect of a personal growth group experience upon measured self concept of a selected group of black college freshmen. Unpublished doctoral dissertation, Purdue University, 1971.

189. Livingston, D. G. The effects of varying group organization upon perception of power and benefit. Unpublished doctoral dissertation, University of Kansas, 1951.

190. Livingston, L. B. Self-concept change of black college males as a result of a weekend black experience encounter workshop. Unpublished doctoral dissertation, Arizona State University, 1971.

191. Lohman, K., Zenger, J. H., & Wescler, I. R. Some perceptual changes during sensitivity training. Journal of Educational Research, 1959, 53, 28-31.

192. Loper, M. D. Videotaped feedback and changes in self-concept during and after sensitivity training. Unpublished doctoral dissertation, University of California, Los Angeles, 1970.

193. Lubin, B., & Zuckerman, M. Affective and perceptual-cognitive patterns in sensitivity training groups. Psychological Reports, 1967, 21, 365-376.

194. Lubin, B., & Zuckerman, M. Level of emotional arousal in laboratory training. Journal of Applied Behavioral Science, 1969, 5, 483-490.

195. Lumpkin, M. A. The effect of an encounter group experience on the role anxiety and therapeutic competence of student therapists. Unpublished doctoral dissertation, Texas Technological University, 1971.

196. Lundgren, D. C. Interaction process and identity change in T-groups. Unpublished doctoral dissertation, University of Michigan, 1968.

197. Lundgren, D. C. Trainer style and patterns of group development. Journal of Applied Behavioral Science, 1971, 7, 689-709.

198. Lynch, A. Q. The effects of basic encounter and task training group experiences on undergraduate advisors to freshmen women. Unpublished doctoral dissertation, University of Florida, 1968.

199. Lynn, A. W. Measures of self-actualization changes and their relationship to interaction preferences among encounter group participants. Unpublished doctoral dissertation, University of Southern California, 1972.

200. Mann, R. D. The development of the member-trainer relationship in self-analytic groups. Human Relations, 1966, 19, 84-117.

201. Marchand, R. H. A comparison of T-group and practicum approaches to the training of undergraduate resident assistants. Unpublished doctoral dissertation, Florida State University, 1972.

202. Maroun, T. J. Differential effects of two methods of encounter group training on the personal growth of counselor candidates. Unpublished doctoral dissertation, Indiana University, 1970.

203. Mase, B. F. Changes in self-actualization as a result of two types of residential group experience. Unpublished doctoral dissertation, Northwestern University, 1971.

204. Massarik, F., & Carlson, G. The California Psychological Inventory as an indicator of personality change in sensitivity training. Unpublished master's thesis, University of California, Los Angeles, 1960.

205. Mates, M. E. The effects of trainer personality on trainer behavior and on participant personality change in a sensitivity training experience. Unpublished doctoral dissertation, George Peabody College for Teachers, 1972.

206. Mathis, A. G. Development and validation of a trainability index for laboratory training groups. Unpublished doctoral dissertation, University of Chicago, 1955.

207. Maxey, J. H. The effects of interaction analysis training and sensitivity training on the verbal teaching behavior of pre-service teachers. Unpublished doctoral dissertation, University of Michigan, 1970.

208. McFarland, G. N. Effects of sensitivity training utilized as in service education. Unpublished doctoral dissertation, George Peabody College for Teachers, 1970.

209. McGee, R. D. A study of sensitivity training as a method of changing self concept. Unpublished doctoral dissertation, University of Tennessee, 1969.

210. Meador, B. D. Individual process in a basic encounter group. Journal of Counseling Psychology, 1971, 18, 70-76.

211. Merriam, M. L. The effects of two group methodologies on interpersonal behavior. Unpublished doctoral dissertation, Pennsylvania State University, 1970.

212. Michael, E. M. The effect of the human relations training upon the academic achievement of pre- and early adolescent children. Unpublished doctoral dissertation, Wayne State University, 1968.

213. Miles, M. B. Changes during and following laboratory training: A clinical-experimental study. Journal of Applied Behavioral Science, 1965, 1, 215-242.

214. Miller, G. M. The effects of sensitivity training design and personality factors upon the attitudes of group participants. Unpublished doctoral dissertation, Case Western Reserve University, 1969.

215. Miller, J. H. Sensitivity training with incarcerated criminals: Personality correlates of participant duration and an assessment of therapeutic value. Unpublished doctoral dissertation, Auburn University, 1971.

216.Mindes, S. The differential effect of a modified encounter group experience on the achievement test performance of high and low-defensive pupils. Unpublished doctoral dissertation, New York University, 1970.

217. Minter, J. R. The effects of sensitivity training on self concept and attitudes of student teachers. Unpublished doctoral dissertation, East Texas State University, 1969.

218. Mitchell, M. D. Machiavellianism, control, and social desirability: Their relation to certain outcomes of human relations training. Unpublished doctoral dissertation, Purdue University, 1967.

219. Mitchell, R. R. An evaluation of the relative effectiveness of spaced, massed, and combined sensitivity training groups in promoting positive behavior change. Unpublished doctoral dissertation, University of California, Los Angeles, 1969.

220. Morton, R. B. The organizational training laboratory—some individual and organization effects. Advanced Management Journal, 1965, 30, 58-67.

221.Moscow, D. T-group training in the Netherlands: An evaluation and cross-cultural comparison. Mens en Onderneming, 1969, 23, 345-362.

222.Myers, G. E., Myers, M. T., Goldberg, A., & Welch, C. E. Effect of feedback on interpersonal sensitivity in laboratory training groups. Journal of Applied Behavioral Science, 1969, 5, 175-186.

223.Myrick, R. D., & Paré, D. D. A study of the effects of group sensitivity training with student counselor-consultants. Counselor Education & Supervision, 1971, 11, 90-96.

224. Nadler, E. B., & Fink, S. L. Impact of laboratory training on sociopolitical ideology. Journal of Applied Behavioral Science, 1970, 6, 79-92.

225. Nance, E. E. The effects of human relations training on selected personality variables. Unpublished doctoral dissertation, Western Michigan University, 1971.

226. Nath, R. Dynamics of organizational change: Some determinants of managerial problem solving and decision making competences. Unpublished doctoral dissertation, Massachusetts Institute of Technology, 1964.

227. Nye, L. S. K. The development and implementation of two pre-p:acticum training approaches and an evaluation of their effects upon counseling performance. Unpublished doctoral dissertation, Purdue University, 1971.

228. Orsburn, J. D. Sensitivity training versus group lectures with high school problem students. Unpublished doctoral dissertation, Kent State University, 1966.

229. Osborne, G. E. The relationships between sensitivity training, self-perception and student teaching behavior in a program for elementary education student teachers. Unpublished doctoral dissertation, Purdue University, 1970.

230. Oshry, B. K., & Harrison, R. Transfer from here-and-now to there-and-then: Changes in organizational problem diagnosis stemming from T-group training. Journal of Applied Behavioral Sciences, 1966, 2, 185-198.

231. Parker, C. C. The effects of the group process experience on rigidity as a personality variable. Unpublished doctoral dissertation, Ball State University, 1971.

232. Parry, K. A. The effect of two training approaches on counselor effectiveness. Unpublished doctoral dissertation, University of Missouri, 1969.

233. Peters, D. R. Self-ideal congruence as a function of human relations training. Journal of Psychology, 1970, 76, 199-207.

234. Pfister, G. C. An investigation of the effectiveness of laboratory training in increasing interpersonal communication skills with police officers. Unpublished doctoral dissertation, University of Washington, 1970.

235. Pickhardt, C. E. Perceptions by self and others of female black and white teachers from segregated and desegregated schools before and after a six week training institute. Unpublished doctoral dissertation, University of Texas, 1970.

236. Pilder, R. J. Some effects of laboratory training on married couples. Unpublished doctoral dissertation, United States International University, 1972.

237. Pino, C. J. Illinois Institute of Technology interaction in sensitivity training groups. 438. Unpublished doctoral dissertation, Illinois Institute of Technology, 1969.

238. Piper, W. E. Evaluation of the effects of sensitivity training and the effects of varying group composition according to interpersonal trust. Unpublished doctoral dissertation, University of Connecticut, 1972.

239. Poe, B. J. The effect of sensitivity training on the relationship between risk taking and other selected behavioral factors. Unpublished doctoral dissertation, East Texas State University, 1971.

240. Pollack, D., and Stanley, G. Coping and marathon sensitivity training. Psychological Reports, 1971, 29, 379-385.

241. Pollack, H. B. Change in homogeneous and heterogeneous sensitivity training groups. Journal of Consulting and Clincial Psychology, 1971, 37, 60-66.

242. Powers, J. R. Trainer orientation and group composition in laboratory training. Unpublished doctoral dissertation, Case Institute of Technology, 1965.

243. Pratt, W. M. The effectiveness of the use of the T-group laboratory method as an adjunct to a developmental approach to teaching. Unpublished doctoral dissertation, East Texas State University, 1969.

244. Pressman, M. L. A study of an intensive TORI weekend group experience and its effects on interpersonal skills. Unpublished master's thesis, University of Utah, 1970.

245. Psathas, G., & Harden, R. Trainer interventions and normative patterns in the T-group. Journal of Applied Behavioral Science, 1966, 2, 149-169.

246. Pyke, S. W., & Neely, C. A. Evaluation of a group communication training program. Journal of Communication, 1970, 20, 291304.

247. Rand, L. P., & Carew, D. K. Comparison of T-group didactic .approaches to training undergraduate resident assistants. Journal of College Student Personnel, 1970, 11, 432

248. Rankin, R. C. Attitudinal perceptions of black students and white students as influenced by an instrumented laboratory experience. Unpublished doctoral dissertation, Arizona State University, 1971.

249. Reddy, W. B. Sensitivity training as an integral phase of counselor education. Counselor Education & Supervision, 1970, 9, 110-115. (a)

250. Reddy, W. B. Sensitivity training or group psychotherapy: The need for adequate screening. International Journal of Group Psychotherapy, 1970, 20, 366-371. (b)

251. Reddy, W. B. Interpersonal compatibility and self-actualization in sensitivity training. Journal of Applied Behavioral Science, 1972, 8, 237-240. (a)

252. Reddy, W. B. On affection, group composition, and self-actualization in sensitivity training. Journal of Consulting & Clinical Psychology, 1972, 38, 211-214. (b)

253. Reddy, W. B. The impact of sensitivity training on self-actualization: A one year follow-up. Comparative Group Studies, in press.

254. Reddy, W. B., & Byrnes, A. The effects of interpersonal group composition on the problem solving behavior of middle managers. Journal of Applied Psychology, 1972, 56, 516-517.

255. Reisel, J. A search for behavior patterns in sensitivity training groups. Unpublished doctoral dissertation, University of California, Los Angeles, 1959.

256. Riley, R. An investigation of the influence of group compatibility on group cohesive ness and change in self-concept in a T group setting. Unpublished doctoral dissertation, University of Rochester, 1970.

257. Ring, B. Recognized similarity: An investigation of significant events reported by encounter group participants. Unpublished doctoral dissertation, Boston University, 1972.

258. Rios, R. M. The comparative effects of 269. tape-led, led, and leaderless groups. Un published doctoral dissertation, University of Southern California, 1972.

259. Rosenthal, D. Perception of some personality characteristics in members of a small group. Unpublished doctoral dissertation, University of Chicago, 1952.

260. Rothaus, P. Instrumented role playing in a psychiatric training laboratory. Archives of General Psychiatry, 1964, 11, 400-410.

261. Rothaus, P., Johnson, D. L., & Blank, G. Changing the connotations of mental ill ness in psychiatric patients. Journal of Counseling Psychology, 1967, 14, 258-263.

262. Rothaus, P., Johnson, D. L., Hanson, P. G., Brown, J. B., & Lyle, F. A. Sentence-completion test prediction of autonomous and therapist-led group behavior. Journal of Counseling Psychology, 1967, 14, 28-34.

263. Rothaus, P., Johnson, D. L., Hanson, P. G., Lyle, F. A., & Mayer, R. Participation and sociometry in autonomous and trainer-led patient groups. Journal of Counseling Psychology, 1966, 13, 68-76.

264. Rothaus, P., Morton, R. B., Johnson, D. L., Cleveland, S. E., & Lyle, F. A. Human relations training for psychiatric patients. Archives of General Psychiatry, 1963, 8, 572-581.

265. Rubin, I. The reduction of prejudice 275. through laboratory training. Journal of Applied Behavioral Science, 1967, 3, 29-50. (a)

266. Rubin, I. Increased self-acceptance: A means of reducing prejudice. Journal of Personality and Social Psychology, 1967, 5, 233-238. (b)

267. Rudman, S. Positive changes in self-concept as a function of participation in encounter groups and encountertape groups. Unpublished doctoral dissertation, Memphis State University, 1970.

268. Runkel, P. J., Lawrence,. M., Oldfield, S., Rider, M., & Clark, C. Stages of group development: An empirical test of Tuckman's hypotheses. Journal of Applied Behavioral Science, 1971, 7, 180-193.

269. Russell, W. J. A study of changes in measures of inner-direction, open-mindedness, and intraception during laboratory training designs of the Methodist church. Unpublished doctoral dissertation, Syracuse University, 1968.

270. Rutan, J. C. Self acceptance change as a function of a short term small group experience. Unpublished doctoral dissertation, Boston University, 1971.

271. Sales, A. P. Rehabilitation counselor candidate change resulting from sensitivity group experiences. Unpublished doctoral dissertation, University of Florida, 1971.

272. Santucci, A. A. The effects of T-group process and study skill training on self-confidence levels of economic opportunity fund college freshmen. Unpublished doctoral dissertation, Lehigh University, 1972.

273. Scherz, M: E. Changes in self-esteem following experimental manipulation of selfdisclosure and feedback conditions in a sensitivity laboratory. Unpublished doctoral dissertation, George Peabody College for Teachers, 1972.

274. Schmuck, R. A., Runkel, P. J., & Langmeyer, D. Improving organizational problem solving in a school faculty. Journal of Applied Behavioral Science, 1969, 5, 455482.

275. Schubert, P. W. Personality type and self-perceived change resulting from sensitivity group experience. Unpublished doctoral dissertation, Purdue University, 1971.

276. Schutz, W. C., and Allen, V. L. The effects of a T-group laboratory on interpersonal behavior. Journal of Applied Behavioral Science, 1966, 2, 265-286.

277. Schwartz, R. I. An experimental study of massed and spaced encounter. Unpublished doctoral dissertation, State Univer sity of New York, 1971.

278. Seashore, C. N. Attitude and skill changes in participative action training groups. Unpublished master's thesis, University of Colorado, 1955.

279. Sebring, R. H. The effects of human relations training on selected student teacher personality variables, attitudes, and behaviors. Unpublished doctoral dissertation, Pennsylvania State University, 1970.

280. Seldman, M. L. An investigation of aspects of marathon-encounter group phenomena: Types of participants and differential perceptions of leaders. Unpublished doctoral dissertation, Temple University, 1971.

281. Shapiro, J. L. An investigation into the effects of sensitivity training procedures. Unpublished doctoral dissertation, University of Waterloo, 1970.

282. Shapiro, J. L., & Diamond, M. J. Increases in hypnotizability as a function of encounter group training: Some confirming evidence. Journal of Abnormal Psychology, 1972, 79, 112-115.

283. Shapiro, J. L., and Ross, R. R. Sensitivity training for staff in an institution for adolescent offenders. Journal of Applied Behavioral Science, 1971, 7, 710-723.

284. Sherwood, J. J. Self identity and referent others. Sociometry, 1965, 28, 66-81.

285. Shilling, L. E. The differential effect of two small group training procedures upon the acquisition of interpersonal communication skills and the extinction of interpersonal anxiety. Unpublished doctoral dissertation, University of Georgia, 1970.

286. Shinn, R. The effects of sensitivity training on oral communication competence among secondary school social studies student teachers. Unpublished doctoral dissertation, University of California, Los Angeles, 1969.

287. Sikes, W. W. A study of some effects of a human relations training laboratory. Unpublished doctoral dissertation, Purdue University, 1964.

288. Skinner, W. W. Effects of systematic human relations training on the organizational and performance characteristics of a medical unit. Unpublished doctoral dissertation, University of Georgia, 1971.

289. Slager, J. B. Leader personality type as a factor of change in T-groups. Unpublished doctoral dissertation, Purdue University, 1972.

290. Smith, D. J. A comparison of the effects of short-term individual counseling, group counseling, and sensitivity training on the self-concepts of male college students. Unpublished doctoral dissertation, Boston College, 1971.

291. Smith, O. P. Changes in self-actualization and self-concept as a result of the use of visual feedback in marathon sensitivity training. Unpublished doctoral dissertation, East Texas State University, 1970.

292. Smith, P. B. Attitude changes associated with training in human relations. British Journal of Social and Clinical Psychology, 1964, 3, 104-112.

293. Smith, P. B., & Honour, T. F. The impact of Phase I managerial grid training. Journal of Management Studies, 1969, 6, 318-330.

294. Smith, W. D. A study of the effects of sensitivity training on the self-concept of student teachers. Unpublished doctoral dissertation, University of New Mexico, 1970.

295. Snortum, J. R., & Myers, H. F. Intensity of T-group relationships as a function of interaction. International Journal of Group Psychotherapy, 1971, 21, 190-201.

296.Solomon, L. N., Berzon, B., & Davis, D. P. A personal growth program for self-directed groups. Journal of Applied Behavioral Science, 1970, 6, 427-452.

297. Spehn, M. R. Relationship between an intensive group experience and change in church leaders' religious attitudes. Unpublished doctoral dissertation, Dissertation Abstracts International, 1971, 31, 12.

298. Steele, F.I. The relationship of personality to changes in interpersonal values effected by laboratory training. Unpublished doctoral dissertation, Massachusetts Institute of Technology, 1965.

299. Steele, F. I. Personality and the "laboratory style." Journal of Applied Behavioral Science, 1968, 4, 25-45.

300. Steele, F. I., Zand, D. E., & Zalking, S. S. Managerial behavior and participation in a laboratory training process. Personnel Psychology, 1970, 23, 77-90.

301. Stinson, J. E. The differential impact of participation in laboratory training in collaborative task effort on intact groups and fragmented groups. Unpublished doctoral dissertation, Ohio State University, 1970.

302. Stock, D. The relation between the sociometric structure of the group and certain personality characteristics of the individual. Unpublished doctoral dissertation, University of Chicago, 1952.

303. Stock, D., & Ben-Zeev, S: Changes in work and emotionality during group growth. In D. Stock and H. A. Thelen (Eds.), Emotional dynamics and group culture. Washington, D.C.: National Training Laboratories, 1958, 192-206.

304. Stockton, R. A. An investigation of the effect of sensitivity training on the attitudes of teacher education students. Unpublished doctoral dissertation, Ball State University, 1969.

305. Stone, P. A. Comparative effects of group encounter, group counseling and study skills instruction on academic performance of underachieving college students. Unpublished doctoral dissertation, University of South Dakota, 1972.

306. Stone, W. O. A study of pre-recorded relaxation training, rational-emotive and personal growth group counseling intervention techniques in the reduction of state anxiety in black multi-occupational trainees. Unpublished doctoral dissertation, Florida State University, 1971.

307. Stoudt, C. L. The comparative effects of sensitivity training, didactic training, and no training on the rating of responses to the Wisconsin counselor education selection. Unpublished doctoral dissertation, University of Wisconsin, 1970.

308. Sutfin, A. B. An evaluation of activities in a human relations training experience. Unpublished doctoral dissertation, Purdue University, 1971.

309. Tallant, W. J. Changes in pre-service teachers involved in a multi-cultural training program utilizing formal presentations, sensitivity training, planned social activities, and a cooperative living arrangement. Unpublished doctoral dissertation, East Texas State University, 1970.

310. Taylor, F. C. Effects of laboratory training upon persons and their work groups. Paper presented at the meeting of the American Psychological Association, Washington, D.C., September 1967.

311. Tchack, E. Self-actualization and clarity of perception of self and others during sensitivity training. Unpublished doctoral dissertation, Columbia University, 1972.

312. Terleski, D. R. The relationship between unstructured and structured sensitivity group experiences and self-perceived changes of group members. Unpublished doctoral dissertation, Purdue University, 1970.

313. Thomas, M. D. Developing human potential through group interaction: A study of changes in personality factors, personal attitudes, and group functioning in university students participating in human relations training. Unpublished doctoral dissertation, University of Kansas, 1970.

314. Tilly, G. T. An evaluation of personality factors associated with changes following laboratory training. Unpublished doctoral dissertation, Louisiana State University, 1971.

315. Tolela, M. Effects of T-group training and cognitive learning on small group effectiveness. Unpublished doctoral dissertation, University of Denver, 1971.

316. Tompkins, D. S. Group effectiveness as a function of leadership style moderated by stage of group development. Unpublished doctoral dissertation, Ohio State University, 1972.

317. Treppa, J. A., & Frickie, L. Effects of a marathon group experience. Journal of Counseling Psychology, 1972, 19, 466-467.

318. Trotzer, J. P. Process comparison of encounter groups and discussion groups using videotape excerpts. Journal of Counseling Psychology, 1971, 18, 358-361.

319. Tucker, M. F. An experimental investigation of human relations laboratory training among disadvantaged Job Corpsmen. Unpublished doctoral dissertation, University of Utah, 1969.

320. Uhes, M. J. Expression of hostility as a function of an encounter group experience. Psychological Reports, 1971, 28, 733-734.

321. Underwood, W. J. Evaluation of laboratory-method training. Training Directors Journal, 1965, 19, 34-40.

322. Vail, J. P. The effects of encounter-tapes for personal growth on certain specific aspects of the intellectual, behavioral, and self-concept development of culturally disadvantaged Negro girls. Unpublished doctoral dissertation, University of Georgia, 1970.

323. Valiquet, M. I. Individual change in a management development program. Journal of Applied Behavioral Science, 1968, 4, 313-326.

324. Varner, E. B. Impact of basic group encounter on self-actualization of junior college students. Unpublished doctoral dissertation, University of Florida, 1969. 335.

325. Vogt, J. F. A cross-cultural study (Lebanon and United States) of perceptual, attitudinal, and behavioral effects of the laboratory method in a teacher education course. Unpublished doctoral dissertation, University of Michigan, 1970.

326. Wagner, A.B. The use of process analysis in business decision games. Journal of Applied Behavioral Science, 1965, 1, 387-408.

327. Walker, R. E., Shack, J. R., Egan, G., Sheridan, K., & Sheridan, E. P. Change in self-judgments of self-disclosure after group experience. Journal of Applied Behavioral Science, 1972, 8, 248-253.

328. Washburn, R. W. Human relations training for confined delinquents. Unpublished doctoral dissertation, Colorado State University, 1968.

329. Wedel, C. C. A study of measurement in group dynamics laboratories. Unpublished doctoral dissertation, George Washington University, 1957.

330. Weigel, R. G. Outcomes of marathon group therapy and marathon group topical discussion. Unpublished doctoral dissertation, University of Missouri, 1968.

331. Weissman, H. N., Seldman, M., & Ritter, K. Changes in awareness of impact upon others as a function of encounter and marathon group experiences. Psychological Reports, 1971, 28, 651-661.

332. Weldon, F. A. The effects of a value seminar group experience in relation to selected student teacher needs, level of self-esteem and attitudes. Unpublished doctoral dissertation, University of Montana, 1971.

333. Wheeler, W. F. Effects of encounter group methods upon selected measures of the body image. Unpublished doctoral dissertation, University of Southern California, 1971.

334. Wilker, P. B. The effect of sensitivity training on specific counseling skills. Unpublished doctoral dissertation, Rutgers State University, 1971.

335. Willis, R. J. A search for predictors of growth through interpersonal interaction. Unpublished doctoral dissertation, United States International University, 1972.

336. Wolfe, W. W. A study of a laboratory approach to in-service development programs for school administrators and supervisors. Unpublished doctoral dissertation, University of Texas, 1965.

337. Wyse, M. Sensitivity training versus group lectures with elementary school problem students. Unpublished doctoral dissertation, Case Western Reserve University, 1969.

338. Young, J. R. The effects of laboratory training on self-concept, philosophies of human nature, and perceptions of group behavior. Unpublished doctoral dissertation, George Peabody College for Teachers, 1970.

339. Zacker, J. W. The effects of experimental training upon empathy, interpersonal sensitivity, cynicism, and alienation in police recruits. Unpublished doctoral dissertation, City University of New York, 1971.

340. Zand, D. E., Steele, F. I., & Zalking, S. S. The impact of an organizational development program on perceptions of interpersonal, group, and organization functioning, Journal of Applied Behavioral Science, 1969, 5, 393-410.

341. Zener, A. E. Human relations training and job corps adjustment. Unpublished doctoral dissertation, University of Utah; 1971.

342. Zenger, J. H. The effect of a team human relations training laboratory on the productivity and perceptions of a selling group. Unpublished doctoral dissertation, University of Southern California, 1967.

343. Zimet, C. N., & Fine, H. J. Personality changes with a group therapeutic experience in a human relations seminar. Journal of Abnormal and Social Psychology, 1955, 51, 68-73.

344. Zullo, J. R. T-group laboratory learning and adolescent ego development. Unpublished doctoral dissertation, Northwestern University, 1972.