Dissertationen: „Group relations training“

1

Underwood, William L. „Cultural awareness sensitivity training“. Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=187.

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2

Finlay, Richard G. „Trust-maintenance in small groups“. Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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3

Hunter, Dale, University of Western Sydney, of Arts Education and Social Sciences College und School of Social Ecology and Lifelong Learning. „Facilitation of sustainable co-operative processes in organisations“. THESIS_CAESS_SELL_Hunter_D.xml, 2003. http://handle.uws.edu.au:8081/1959.7/482.

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This thesis explores the quality and sustainability of facilitated co-operative processes in organisations, and the difficulties and opportunities associated with this way of working. Three complementary research methods have been used: a survey, an Internet dialogue and a co-operative inquiry of facilitators, managers and academics. The survey revealed that facilitators have diverse and sometimes contradictory approaches to their organisational work, co-operative processes are not easy to sustain within hierarchical organisations, and that facilitator ethics need clarification. The development of a Statement of Values and Code of Ethics by the International Association of Facilitators formed the content for the Internet dialogue part of this research. The co-operative inquiry highlighted that sustainable co-operation depends on embodied whole people connecting with love and compassion, and with the commitment and courage to speak their own truth and deeply engage with the collective wisdom of the group. It is shown that co-operative organisational forms, methods, processes, values and ethics are only part of what is needed to support co-operative endeavour. Underpinning all of these are ways of being that are learnt through modelling and mutually supportive interactions between persons in relationship. These ways of being need to be transmitted along with conceptual frameworks, processes and methods for ‘co-operacy’ to be sustainable in groups and organisations
Doctor of Philosophy (PhD)

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4

Kleidon, Norbert. „A Marriage seminar for Prince of Peace Lutheran Church“. Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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5

Price, Richard D. „A ministry of marriage enrichment through the process of individual affirmation“. Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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6

Mok, Sui-tong. „The effects of social skills training for a group of F.1 pupils“. Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627310.

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7

Parker, Paul Rodney. „The application of interpersonal communication and group dynamics skills as a curriculum component for the professional development of pre- service teachers“. Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134222/.

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8

Klein, Cameron Robert. „What do we know about interpersonal skills? a meta-analytic examination of antecedents, outcomes, and the efficacy of training /“. Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002642.

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9

Zweitzig, Jerry W. „A new program for marriage enrichment in Calvary Bible Church, Lewistown, Pa“. Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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10

Wever, David H. „The effectiveness of a community-based marital distress intervention“. Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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11

Butterwick, Shauna J. „Learning liberation : a comparative analysis of feminist consciousness raising and Freire's conscientization method“. Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26791.

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This study emerged from an awareness of the critical role that learning plays within social movements and from a belief that adult education can learn much from examining the learning activities of the Women's Movement. Using a comparative approach, the similarities and differences between feminist consciousness raising and Freire's conscientization method were explored. The process of analysis involved studying Freire's written works available in English and the literature resources available through the University of British Columbia library on feminist consciousness raising. The comparison began with presentation of the historical, political, social, and economic factors which led to the development of consciousness raising and conscientization. This included an examination of the historical background of Brazil, of biographical information on Freire, and of the events which led to the development of Freire's conscientization method. In a similar way, this study explored the historical background of the Women's Movement, with particular emphasis on its re-emergence during the sixties and those factors which led to the creation of consciousness raising groups. The next step in the analysis was the comparison of consciousness raising and conscientization using the following categories: the themes or content within each process, the nature of the interaction, the presence and role of teachers or coordinators, the phases in each process, and the changes in consciousness expected as a result of each process. The study concluded with discussion of the differences between these two processes, which appear to be closely linked to the different contexts and factors, such as the different kinds of oppression being fought against, which led to the development of each learning activity. As the similarities were identified, it became evident that a number of important elements were common to both learning activities despite the very different contexts. These common elements were presented as principles of the consciousness raising method found within liberating social movements. Comparing these two learning activities indicated the liberating power of allowing people to tell their own story. Implications for practice focused on the need for a contextual sensitivity when working with or studying the learning activities of social movements. It was argued that awareness of the similarities (suggested principles) and differences between consciousness raising and conscientization could prevent application of either method as simply recipes for liberation. Many recommendations were made for further research which stressed the utility of comparative analysis for continuing examination of learning within social movements. Recommendations were made for examination of the relationship between the nature of learning activities and the kind of oppression, either gender-based or class-based. Further collaboration between the Women's Movement and adult education was suggested.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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12

Hartman, Wilmer J. „A covenant model for pastoral care of pastoral couples“. Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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13

Hill, Geof W., of Western Sydney Hawkesbury University und School of Social Ecology. „An inquiry into 'human sculpture' as a tool for use in the dramatistic approach to organisational communition“. THESIS_XXXX_SEL_Hill_G.xml, 1995. http://handle.uws.edu.au:8081/1959.7/141.

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People in organisations often have difficulty communicating with each other about their understanding of the problems of the organisation. The Dramatistic Approach is an organisational inquiry method, based on a notion of ?script?, which assists people in organisations to discuss interpersonal communication problems. A ?script? is defined in this document as being an unconscious socialised social routine. The purpose of this thesis is to document an inquiry into ?Human sculpture?, a process using dramatisation to facilitate discussion about the notion of ?script? in the organisational setting. The inquiry method is action research in the post positivist research paradigm, and is written in four chapters. The use of the notion ?script? within the disciplines of therapy and organizational studies is examined. The appropriateness of the positivist paradigm for human inquiry is debated, reaching the conclusion that a post positivist paradigm needs to underpin a human inquiry of the nature of the inquiry about ?Human sculpture?. The nine cycles of the inquiry are documented. The learnings which have emerged from this inquiry are discussed, addressing the primary focus of the inquiry, the procedure and facilitation of ?Human sculpture?, as well as two secondary focii which emerged, the notion of ?script? and the facilitation of a human inquiry
Master of Science (Hons) Social Ecology

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14

Mok, Sui-tong, und 莫瑞棠. „The effects of social skills training for a group of F.1 pupils“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627310.

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15

Hunter, Dale. „Facilitation of sustainable co-operative processes in organisations“. Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/482.

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This thesis explores the quality and sustainability of facilitated co-operative processes in organisations, and the difficulties and opportunities associated with this way of working. Three complementary research methods have been used: a survey, an Internet dialogue and a co-operative inquiry of facilitators, managers and academics. The survey revealed that facilitators have diverse and sometimes contradictory approaches to their organisational work, co-operative processes are not easy to sustain within hierarchical organisations, and that facilitator ethics need clarification. The development of a Statement of Values and Code of Ethics by the International Association of Facilitators formed the content for the Internet dialogue part of this research. The co-operative inquiry highlighted that sustainable co-operation depends on embodied whole people connecting with love and compassion, and with the commitment and courage to speak their own truth and deeply engage with the collective wisdom of the group. It is shown that co-operative organisational forms, methods, processes, values and ethics are only part of what is needed to support co-operative endeavour. Underpinning all of these are ways of being that are learnt through modelling and mutually supportive interactions between persons in relationship. These ways of being need to be transmitted along with conceptual frameworks, processes and methods for ‘co-operacy’ to be sustainable in groups and organisations

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16

Nayman, Jeff L. „A study to assess the efficacy of group social skills training with adults who have sustained a severe closed head injury /“. Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72825.

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17

Bloom, William W. „Discovery a group process for personal growth within oneself, with others, with God /“. Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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18

Brewer, T. Shawn. „Enlisting and training a support group of spiritual peers in the biblical methods and principles of conflict resolution“. Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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19

Hill, Geof. „An inquiry into 'human sculpture' as a tool for use in the dramatistic approach to organisational communition /“. View thesis, 1995. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030821.144019/index.html.

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Thesis (M.Sc. (Hons.) Social Ecology) -- University of Western Sydney, Hawkesbury, 1995.
"Submitted for examination in the Master of Science (Hons) Social Ecology, University of Western Sydney, Hawkesbury" Bibliography : leaves 164-168.

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20

Dawson, Pamela J. (Pamela Jane). „Improving Communicative Competence: Validation of a Social Skills Training Workshop“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc500667/.

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The effectiveness of a social skills training workshop was assessed by comparing the rated competence of participants in an Interpersonal Skills Training Program (a 2-session, 12-hour workshop) to the rated competence of nonparticipants. This comparison was operationalized through a study design of the pre- and posttesting of 12 experimental and 22 control subjects. The assessment instruments used were Spitzberg's Conversational Skills Rating Scale (CSRS) and Curran's Simulated Social Interaction Test (SSIT). Two rating judges were utilized. Results, although modest, are in the expected direction. Measured competence on the CSRS failed to show significant improvement in the rated competence of the experimental group as compared to the rated competence of the control group. However, the SSIT did reveal significant improvement of the rated skill and anxiety of experimental subjects while the control group showed no significant improvement. In addition to assessing the effectiveness of the workshop, this study sought to find a positive correlation of the CSRS instrument to the SSIT instrument. As expected, the CSRS showed a positive correlation to the SSIT.

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21

Hunter, Dale. „Facilitation of sustainable co-operative processes in organisations /“. View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031107.153926/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2003.
"A thesis presented to the University of Western Sydney School of Social Ecology and Lifelong Learning in fulfilment of the requirements for the degree of Doctor of Philosophy" "March 2003" Bibliography: 238 - 249.

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22

Portnoy, Edmund Hillel. „The relationship of psychological type to the sociometric choices of junior high students involved in a leadership camp /“. The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546981829.

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23

Burger, C. H. (Charles Hamman). „Facilitation : coaching guidelines towards leadership development“. Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53420.

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Thesis (MBA)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Facilitation is considered one of the core leadership skills needed for young managers today. In order to master the principles of facilitation, it is necessary for potential facilitators to have a thorough understanding of the four main elements of facilitation namely, The Task at hand, the personal characteristics, skills and techniques required of facilitators, the group dynamics that come into play in the facilitation process and the facilitation process itself. In the continuously changing environment of business, it is important that managers lead their organisations and teams through change with a facilitation management style. In order to cope with change, it is necessary to understand what change is and how it will affect the organisation and the people working for the organisation. This study intends to give young, talented managers the skills to be effective facilitators in their organisations. It is intended to give talented managers a working document to help them manage in a constantly changing environment where much is expected of them regarding management styles and social interaction.
AFRIKAANSE OPSOMMING: Fasilitering word beskou as een van die kern leierskapsvaardighede wat van vandag se jong bestuurders verwag word. Ten einde die beginsels van fasilitering baas te raak, is dit belangrik dat voornemende fasiliteerders 'n deeglike begrip moet hê van die vier basiese beginsels van fasilitering naamlik, Die Taak wat afgehandel moet word, die eienskappe waaroor fasiliteerders moet beskik, die groepsdinamika betrokke in fasilitering en die proses van fasilitering self. In die voortdurend veranderende besigheidsomgewing is dit belangrik dat bestuurders hul organisasies en spanne lei aan die hand van 'n fasiliterende bestuurstyl. Ten einde verandering te kan hanteer, is dit nodig om te verstaan wat verandering behels en hoe dit die organisasie en die mense wat vir die organisasie werk beïnvloed. Dit is die doelwit van hierdie studie om jong, talentvolle fasiliteerders die vaardigheid te gee om effektiewe fasiliteerders in hul organisasies te wees. Dit is die bedoeling om talentvolle bestuurders 'n werksdokument te gee om hulle te help om te bestuur in 'n konstante veranderende omgewing waar baie van hulle verwag word rakende bestuurstyle en die interaksie met mense.

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24

Jozwiak, Lawrence W. „Marriage encounter as a private association of the Christian faithful“. Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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25

Essig, Timothy W. „An examination of visitor services and personnel ethics training programs for several museums in the Pennsylvania Historical and Museum Commission“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2939. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 65-68).

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26

Menking, Ricky Arnold. „The Effects of Team Dynamics Training on Conceptual Data Modeling Task Performance“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5448/.

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Database modeling is a complex conceptual topic often taught through the use of project-based teams. One of the problems with the use of project-based teams in university courses is the determination of whether this is the most effective use of instructor and student time involvement and effort level. Therefore, this study investigated the impact of providing team dynamics training prior to the commencement of short-duration project-based team conceptual data modeling projects on individual data modeling task performance (DMTP) outcomes and team cohesiveness. The literature review encompassed conceptual data design modeling, the use of a project-based team approach, team dynamics and cohesion, self-efficacy, gender, and diversity. The research population consisted of 75 university students at a North American University (Canadian) pursuing a business program requiring an information systems course in which database design components are taught. Analysis of the collected data revealed that there was a statistically significant inverse relationship found between the provision of team dynamics training and individual DMTP. However, no statistically significant relationship was found between team dynamics training and team cohesion. Therefore, this study calls into question the value of team dynamics training on learning outcomes in the case of very short duration project-based teams involved in conceptual data modeling tasks. Additional research in this area would need to clarify what about this particular experiment might have contributed to these results.

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27

Howell, Matthew J. „Evaluating the effect of a ten week multi-level mentor training course on cell leaders and cell members being trained to make disciples by mentoring at multiple levels“. Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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28

Huggler, Ronald R. „Team building for army chaplains at the installation level“. Due West, SC : Erskine Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.064-0131.

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29

Wittwer, Tania. „The own-group bias in face processing : l'effet de l'entraînement sur la performance de reconnaissance“. Thesis, Toulouse 2, 2020. http://www.theses.fr/2020TOU20007.

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Le biais intergroupe dans la reconnaissance des visages (own-group bias ; OGB) reflète l'idée selon laquelle il est plus facile de différencier et de reconnaître des personnes issues de son endogroupe plutôt que des personnes appartenant à un exogroupe. L'existence de ce biais a été étudié pendant des années, toutefois, peu de recherches se sont focalisées sur le développement d'un moyen pour le diminuer ou l'éliminer, en ayant recours à un entraînement. Présentant cinq études impliquant des tâches d'appariement ou de mémoire, l'objectif de cette thèse était de développer et d'explorer dans quelle mesure l'entraînement peut réduire ou éliminer l'OGB. Des participants français typés d'origine européenne, ou des participants sud-africains `Black', `White' et `Coloured' ont participé à différentes études. Au cours de ces études, les participants ont tous été exposés à des stimuli des `Black' et `White'. Dans chacune des études, les participants typés d'origine européenne et les participants `White' présentaient un OGB avant quelconque intervention. Cependant, le biais chez les participants `Black' n'a été détecté que dans une seule des études (tâche d'appariement). Dans les autres études, ces derniers présentaient même une meilleure performance pour les stimuli `White', au détriment des stimuli `Black', pourtant de leur endogroupe. Comme attendu, les participants du groupe `Coloured' n'ont présenté aucune différence de performance envers aucun des deux groupes de stimuli. Les résultats des différentes tâches d'entraînement ont montré (a) aucun effet d'un entraînement à la focalisation sur certains traits, entraînement distribué sur 5 semaines; (b) une augmentation de l'OGB après un entraînement visant à augmenter la focalisation sur des traits considérés comme critiques; (c) une diminution de l'OGB suite à un entraînement appliqué à une tâche spécifique utilisant des photographies dont la qualité à été altérée, et; (d) une meilleure performance lors d'une tâche écologique de détection lorsque la cible est présente, plutôt qu'absente. Avec des résultats prometteurs, ce travail de recherche contribue à notre compréhension des conditions de l'utilisation de l'entraînement lorsqu'il a pour but d'amélioration la reconnaissance des visages, et plus particulièrement la reconnaissance de visages dans des situations intergroupes
The own-group bias in face recognition (OGB) is the greater facility to distinguish and recognize people from one's own group at the expense of people from other-groups. The existence of the OGB has been studied for many years, however, very little research focuses on finding a way to decrease or eliminate it, through training. Reporting five studies involving memory or matching tasks, the aim of the present thesis was to develop and to explore to what extent training can decrease or remove the OGB. French White participants or South African White, Black and Coloured participants took part in different studies, using Black and White faces as stimuli. In each study, White participants from both countries presented the expected OGB prior to any intervention. However, the presence of the OGB in South African Black participants was detected only in one (matching task) study, instead recording a higher discrimination performance by Black participants for White faces in the other studies. As expected, South African Coloured participants did not display increased discrimination performance for any of the other stimuli groups, both being out-group stimuli. Results from the training studies revealed either (a) no effect of a distributed training in feature focus over 5 weeks; (b) an increase of the OGB after a focus on critical facial features; (c) a decrease of the OGB in a task-specific training using pictures whose quality had been manipulated, and; (d) an important implication of the presence/absence of the target in a field detection study. With some promising results, the present work contributes to our understanding of how training could be used to improve face-recognition, and especially other-group face recognition

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30

May, Michael Gene. „The establishment of a trained cadre of members at West Gate Baptist Church in the principles of biblical peacemaking and the preparation of an action plan for implemention [sic] churchwide“. Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p054-0262.

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31

Maddy-Weitzman, Edie. „Waging peace in the Holy Land : a qualitative study of Seeds of Peace, 1993-2004“. Thesis, Boston University, 2005. http://proquest.umi.com/pqdweb?did=845786431&sid=1&Fmt=2&clientId=78691&RQT=309&VName=PQD.

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32

Nguyen, Triet M. „"Little Consideration... to Preparing Vietnamese Forces for Counterinsurgency Warfare"? History, Organization, Training, and Combat Capability of the RVNAF, 1955-1963“. Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23126.

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This dissertation is a focused analysis of the origins, organization, training, politics, and combat capability of the Army of the Republic of Viet Nam (ARVN) from 1954 to 1963, the leading military instrument in the national counterinsurgency plan of the government of the Republic of Viet Nam (RVN). Other military and paramilitary forces that complemented the army in the ground war included the Viet Nam Marine Corps (VNMC), the Civil Guard (CG), the Self-Defense Corps (SDC) and the Civil Irregular Defense Groups (CIDG) which was composed mainly of the indigenous populations in the Central Highlands of South Vietnam. At sea and in the air, the Viet Nam Air Force (VNAF) and the Viet Nam Navy (VNN) provided additional layers of tactical, strategic and logistical support to the military and paramilitary forces. Together, these forces formed the Republic of Viet Nam Armed Forces (RVNAF) designed to counter the communist insurgency plaguing the RVN. This thesis argues the following. First, the origin of the ARVN was rooted in the French Indochina War (1946-1954). Second, the ARVN was an amalgamation of political and military forces born from a revolution that encompassed three overlapping wars: a war of independence between the Vietnamese and the French; a civil war between the Vietnamese of diverse social and political backgrounds; and a proxy war as global superpowers and regional powers backed their own Vietnamese allies who, in turn, exploited their foreign supporters for their own purposes. Lastly, the ARVN failed not because it was organized, equipped, and trained for conventional instead of counterinsurgency warfare. Rather, it failed to assess, adjust, and adapt its strategy and tactics quickly enough to meet the war’s changing circumstances. The ARVN’s slowness to react resulted from its own institutional weaknesses, military and political problems that were beyond its control, and the powerful and dangerous enemies it faced. The People’s Army of Viet Nam (PAVN) and the People’s Liberation Armed Forces (PLAF) were formidable adversaries. Not duplicated in any other post-colonial Third World country and led by an experienced and politically tested leadership, the Democratic Republic of Viet Nam (DRVN) and the National Front for the Liberation of Southern Viet Nam (NFLSVN) exploited RVN failures effectively. Hypothetically, there was no guarantee that had the US dispatched land forces into Cambodia and Laos or invaded North Vietnam that the DRVN and NFLSVN would have quit attacking the RVN. The French Far East Expeditionary Corps (FFEEC)’ occupation of the Red River Delta did not bring peace to Cochinchina, only a military stalemate between it and the Vietnamese Liberation Army (VLA). Worse yet, a US invasion potentially would have unnerved the People’s Republic of China (PRC) which might have sent the PLAF to fight the US in Vietnam as it had in Korea. Inevitably, such unilateral military action would certainly provoke fierce criticism and opposition amongst the American public at home and allies abroad. At best, the war’s expansion might have bought a little more time for the RVN but it could never guarantee South Vietnam’s survival. Ultimately, RVN’s seemingly endless political, military, and social problems had to be resolved by South Vietnam’s political leaders, military commanders, and people but only in the absence of constant PAVN and PLAF attempts to destroy whatever minimal progress RVN made politically, militarily, and socially. The RVN was plagued by many problems and the DRVN and NFLSVN, unquestionably, were amongst those problems.

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33

Gibson, Lamarr V. „Communicating peace in small groups a model of relationship training and conflict management in the local church /“. Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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34

Chin, Huei Li. „Group piano instruction for music majors in the United States : a study of instructor training, instructional pratice, and values relating to functional keyboard skills“. The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1241179092.

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35

Chin, Huei Li. „Group piano instruction for music majors in the United States : a study of instructor training, instructional practice, and values relating to functional keyboard skills /“. The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402957196481.

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36

Cuzin, Marinalva Imaculada. „As relações interpessoais a luz do psicodrama“. [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252067.

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Orientador: Valerio Jose Arantes
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Tratando-se de um estudo de caso esta tese tem por objetivo geral o desenvolvimento de uma pesquisa longitudinal com caráter quantitativo, qualitativo e sociométrico a fim de analisar como se dão as relações interpessoais entre graduandos do Curso de Pedagogia vespertino da Faculdade de Educação da Unicamp no período de 2003 a 2005. Apresenta como justificativa que os graduandos dessa instituição atuarão no mercado de trabalho em nome dessa instituição e alguns deles enquanto educadores serão responsáveis pela formação cognitiva, social e afetiva de seus alunos. Traz contribuições teóricas acadêmicas relacionadas às relações interpessoais e às dinâmicas de grupo na tríade: família, escola e sociedade; alguns dos pesquisadores pioneiros dessa área e socionômicas, em específico o psicodrama, a sociometria e o psicodrama pedagógico, trata também da formação do pedagogo frente à temática pesquisada, trazendo como concepção a idéia de que o homem é necessariamente um ser social e só se torna ser humano nas relações interpessoais. As correlações entre as análises quantitativas, qualitativas e sociométricas se mostraram coerentes e complementares, identificando que houve no início as relações eram mais harmônicas e no terceiro ano constatou-se uma piora nas mesmas. Identifica que a temática das relações interpessoais não foi contemplada no currículo vigente dos anos de pesquisa, nem de forma interdisciplinar, nem por meio de disciplinas de núcleo comum ou eletivas que contribuíssem para a formação acadêmica relacional desses graduandos. Constatou-se também que não houve da instituição um olhar voltado para o diagnostico das relações, nem mesmo de maneira intuitiva. Por conseguinte, não houve uma ação preventiva ou curativa para os problemas relacionais identificados nessa pesquisa. Apesar de ter havido uma reformulação, o novo currículo (2008) não trouxe avanço qualitativo em relação à inserção transversal ou como disciplina específica dessa relevante temática
Abstract: Considering this thesis is a case study, it has as aim the general development of a qualitative, quantitative, and sociometric longitudinal research, in order to analize how does it happen the interpersonal relationships among undergraduate students of afternoon shift of Education faculty of the State University of Campinas (Unicamp), from 2003 to 2005. The thesis justification is that the undergraduate students from such university will work under that institution name and some of them will be responsible for social, emotional and cognitive formation of their students as educators. So the thesis has brought academical and theoric contributions related to interpersonal relationships and to the group dynamics in the family, school, and in the society triad. Some precursor researchers of such area and of those socionomic ones, specially psychodrama, sociometry and pedagogical psychodrama also have approached the pedagogist formation concerning to the researched issue, whose conception is that man is a social being and as such he may only become a human being into the interpersonal relationships. The qualitative, quantitative, and sociometric analysis correlationships were considered coeherent and complementary. It was also identified that at the begining of the course the relationships were more harmonic but at the third year, they got worse. The thesis has identified that the interpersonal relationship theme was considered neither at the current school program from 2003 to 2005, nor interdisciplinarily, nor through the basic and eletive subjects which could contribute on the undergraduates¿ relational academic formation. It was also observed that the academic institution didn¿t worry about diagnosing the relationships, not even intuitively. So there was no preventive and remedial action concerning to the relational difficulties found in this research. In spite of reformulations, the brand new syllabus of 2008 has not caused qualitative improvement related to the insertion of transversal or specific subjects concerning to this relevant topic
Doutorado
Psicologia, Desenvolvimento Humano e Educação
Doutor em Educação

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Nichols, Jennifer Lynn. „Motivation and Affective Variables in Arabic Language Learning for Iraq War Veterans: Language Learning Experiences Inside and Outside the Classroom“. The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274056937.

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38

Rabichund, Shobana. „The role of sense of coherence in group relations training“. Diss., 1999. http://hdl.handle.net/10500/15844.

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This research has utilised Antonovsky's SOC construct and explored its role in a group relations training event. A quantitative and qualitative design was used. A sample of eight (N = 8) human resources practitioners was recruited through convenience sampling. The qualitative analysis of the group relations training event was facilitated by split mean procedure analysis of the SOC results. The research demonstrated that the SOC is a pervasive disposition in determining the way in which one appraises and copes with group relations· training. All participants experienced anxiety, stress, defensive behaviour, negative emotions and learning associated with a group relations training event. However, the high-SOC participants were better able to cope, manage and make sense of the group relations training than low-SOC individuals. Recommendations were formulated in doing future research for human resource practitioners on the role of SOC in group relations training.
Industrial & Organizational Psychology
M.Admin. (Industrial Psychology)

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39

Rozaire-Brown, Beverley Carol. „Confidentiality as a group norm and its concomitant effect on self-disclosures by participants in personal growth groups“. Thesis, 1986. http://hdl.handle.net/1957/38153.

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Confidentiality as a group norm and how it affected self-disclosures in personal growth groups were compared between control and treated groups. The sample consisted of 53 students enrolled in a graduate level group counseling course. The students were randomly assigned to six groups: three control and three experimental groups. Each group had two facilitators. The groups all met in the same place, at the same time and observed the same protocols. The process group model was followed. This study had four hypotheses and three main objectives: first, to determine what effect establishing confidentiality as a norm had on a participant's self-disclosures, second, to determine if the group members believed that the norm of confidentiality would be breached by either the group facilitators or the group members; and, finally, to examine the attitudes and opinions of control and treated group members towards the belief that confidentiality as a group norm would promote more self-disclosures in personal growth groups. The qualitative and quantative data revealed that confidentiality as a norm did not produce significantly greater self-disclosures. Group members generally believed that confidentiality among members would be observed and members had a high belief that their group facilitators would not violate their stated ethical standards. There was no significant difference between control and treated groups in their belief that confidentiality as a norm was important for self-disclosures to occur.
Graduation date: 1986

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Odom, Susan Dean. „A qualitative and linguistic analysis of an authority issues training group“. Thesis, 2006. http://hdl.handle.net/2152/2594.

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41

Levendis, John. „Interactional group psychotherapy with substance abusers“. Thesis, 2014. http://hdl.handle.net/10210/12083.

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42

Govender, Vidiya. „A description of content for a marriage enrichment programme“. Thesis, 2008. http://hdl.handle.net/10210/793.

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The divorce rate in society today seems to be reaching alarming proportions. Every individual has experienced the effects of divorce in some way or another, either through relatives, friends, parents or through their own marriages ending in divorce. Social workers and other social service professionals need to find new and creative ways to address the problem of maintaining and sustaining marriages. Marriages need support in order to survive. This support is essential and necessary as healthy marriages form the basis of healthy families and healthy families help to create a healthy society. The implication thus is a need for a proactive and preventative approach to assist married couples. Marriage enrichment (ME) provides a solution to helping couples maintain marital happiness and satisfaction. ME focuses on sustaining, nurturing, strengthening and enriching marriage relationships. It is an approach that generally refers to weekend retreat programmes and other group settings in which married couples with reasonably healthy marriages learn how to improve their marriage and increase pleasure and success. Marriage enrichment uses an educational and skills training perspective that encourages and enhances good communication and interpersonal relations between spouses. The aim of this study is to identify and describe the content of a marriage enrichment programme. The objectives of the study are as follows: to explore the need for a marriage enrichment programme by means of the perusal of available literature and an empirical study; to explore the elements that will comprise the content of an enrichment programme by means of qualitative research using different focus groups; to provide themes and guidelines for the development of an enrichment programme; to formulate conclusions and recommendations based on the results obtained from the study. The study was conducted with 12 social workers from two different government organisations in the Johannesburg area. The research findings provided positive results. Themes and guidelines on the content for a marriage enrichment programme were identified.
Dr. Emmerentie Oliphant

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Praderas, Kim. „Conversational skills training with socially isolated nursing home residents“. 1986. https://scholarworks.umass.edu/theses/2105.

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Sewpershad, Narropi. „An investigation into an experiential approach to training in group psychotherapy“. Thesis, 2009. http://hdl.handle.net/10500/1282.

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High-quality group psychotherapy training is considered more important than ever in the current mental health care environment. With the need for ongoing education and development in the field of group psychotherapy, concern has been raised regarding the lack of group psychotherapy training guidelines for trainee psychologists. Findings from numerous empirical studies show that at present, most training courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm, they are ill equipped to meet professional demands, and trainers are not provided with adequate guidelines for instruction. Therefore, the purpose of this study was to review the relevant literature in order to describe the principles of group psychotherapy as they manifest in group interaction, and to compare the subjective experiences of trainee group psychotherapists with the findings from the literature. The aim of this investigation was to generate hypotheses about the effectiveness of the use of an experiential group as a training medium, in group psychotherapy. Further objectives included exploring the merits of an experiential approach to training in group psychotherapy, and identifying factors that could potentially aid/hinder trainee development. In order to adhere to the objectives of the investigation, a qualitative, exploratory research design was used. Data for the study was gathered by means of a client-centered interview conducted with five group psychotherapy trainees who received training in a Clinical Psychology Masters program. In addition, these trainees were also required to complete a semi-structured questionnaire. The interview focused on how the trainees' subjective, affective experiences influenced their perceptions of the qualitative aspects of group life, while the questionnaire was designed to elicit information about the ways in which trainees cognitively conceptualized their understanding of group process, group dynamics and group facilitation skills. The results of the study were analysed through the qualitative method of content analysis. Results showed that, while trainees may have perceived that they gained tremendous benefits through exposure to the experiential group, an analysis of their interaction patterns highlighted certain areas which can be considered problematic. For example, it was found that trainees did not have a theoretical understanding of group process and group dynamics, and were therefore, not equipped with the necessary skills required to facilitate groups. This is further substantiated by the finding that the group facilitator had a pervasive influence on the development of the individual trainee and on the development of the group as a whole. Furthermore, results obtained raised certain concerns regarding the suitability and adequacy of using an experiential group as a tool for training, in group psychotherapy. The research findings suggest that, while the experiential group may provide the trainee with an invaluable experience, it alone is insufficient as a training method, in group psychotherapy. This study also raises questions about the ethics of such a training program in its current form. One of the major conclusions of this investigation is that there is a need for ongoing research and evaluation of the training programs. Finally, recommendations are made for improving the group psychotherapy training experience. These recommendations are based on the evaluation of the trainees' subjective experiences
Psychology
(M.A.(Clinical Psychology))

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Dupuis, Réjeanne. „Attributional training helping coworkers achieve prosocial interactions following a transgression /“. 2002. http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71577.

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Thesis (M.A.)--York University, 2002. Graduate Programme in Psychology.
Typescript. Includes bibliographical references (leaves 63-70). Also available on the Internet. MODE OF ACCESS via web browser by entering the following http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71577.

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Mercer, Patrick T. „Activity analysis in teambuilding and group initiative programs /“. 2006. http://dspace.sunyconnect.suny.edu/handle/.

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Hill, Geof W. „An inquiry into 'human sculpture' as a tool for use in the dramatistic approach to organisational communition“. Thesis, 1995. http://handle.uws.edu.au:8081/1959.7/141.

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People in organisations often have difficulty communicating with each other about their understanding of the problems of the organisation. The Dramatistic Approach is an organisational inquiry method, based on a notion of ?script?, which assists people in organisations to discuss interpersonal communication problems. A ?script? is defined in this document as being an unconscious socialised social routine. The purpose of this thesis is to document an inquiry into ?Human sculpture?, a process using dramatisation to facilitate discussion about the notion of ?script? in the organisational setting. The inquiry method is action research in the post positivist research paradigm, and is written in four chapters. The use of the notion ?script? within the disciplines of therapy and organizational studies is examined. The appropriateness of the positivist paradigm for human inquiry is debated, reaching the conclusion that a post positivist paradigm needs to underpin a human inquiry of the nature of the inquiry about ?Human sculpture?. The nine cycles of the inquiry are documented. The learnings which have emerged from this inquiry are discussed, addressing the primary focus of the inquiry, the procedure and facilitation of ?Human sculpture?, as well as two secondary focii which emerged, the notion of ?script? and the facilitation of a human inquiry

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Smit, Madeleine. „The experience of the consultant as container in a group relations training event with specific reference to the Robben Island Diversity Experience (RIDE)“. Diss., 2011. http://hdl.handle.net/10500/5746.

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Consulting to the RIDE from a systems psychodynamic stance is different from other group relations training events. Consultants found it difficult to take up their roles as consultants and containers. They were not prepared for the impact of the island on the event and especially on themselves as consultants. The consultants had to work harder to contain their own feelings and anxieties in order to take up their roles. The symbolically laden setting of the RIDE predetermined that the diversities of race and gender were worked with while other diversities were largely ignored. During the RIDE, the consultants felt more anxious, fearful and inhibited. The consultants had to provide containment for the event as a whole, for the group and their fellow consultants as well as for themselves. The consultants found that they had never experienced a more enriching experience than they did with the RIDE.
Industrial and Organisational Psychology
M.Com. (Industrial and Organisational Psychology)

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Abrahams, Fayruz. „Meaning-making post an intensive experiential event“. Thesis, 2019. http://hdl.handle.net/10500/26767.

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Group relations events are intended to enable transformation through learning, but such collective experiential events are not explicitly focused on enabling individual group members to derive meaning from them. This research aims to explicate individual learning from the experiences of a group relations event, in order to formulate a process for meaning-making post an intensive experiential event. Literature reviewed provides construct definitions of systems psychodynamic aspects, as well as insight, meaning-making, coaching methods and other approaches to facilitating meaning-making. Systems psychodynamics is the theoretical paradigm that informs a qualitative phenomenological research approach. Data analysis adopted hermeneutic phenomenology to allow for the interpretation of the rich data collected. Multiple case studies were adopted using multi-pronged data collection methods, including semi-structured interviews conducted before the event, as well as both a focus group and Free Association Narrative Interviews (FANI) conducted after the event. The results are reported by case, and this is followed with an interpretation of results by various systems psychodynamic themes. Furthermore, the relationship between personality types and defences mechanisms, with the associative techniques to use for each, have been set forth as additional findings in the thesis. The research hypothesis produced by the study is a meaning-making model to facilitate post-group relations event reflections and debriefing, with the aim of enabling insight formation, learning and adaption by individuals who have participated in such events.
Psychology
Ph. D. (Psychology)

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50

Scholtz, Dewald Toerien. „Fasilitering van selfaktualisering“. Diss., 1994. http://hdl.handle.net/10500/17689.

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Text in Afrikaans
Die doel van hierdie ondersoek is om die verskil in effek tussen direktiewe en nie-direktiewe insette van die fasiliteerder, tydens sensitiwiteitopleiding, te bepaal deur sommige kliente voor te berei op die ervaring deur middel van 'n uitdeelstuk en ander kliente nie voor te berei nie. Die sensitiwiteitgroepe word deurgaans op ongestruktureerde wyse hanteer en met behulp van 'n kwantitatiewe meting en verwerking met t-toetse asook 'n kwalitatiewe meting word hipoteses getoets. Die instrumente wat gebruik word is die POI, Rotter, Firo-B en 'n oopvraag-tegniek. Die resultate dui daarop dat persone wat voorberei word op die ervaring 'n groter interne lokus van kontrole openbaar.
The aim of this study is to determine the difference in effect between directive and non-directive inputs by the facilitator during sensitivity training, by preparing some clients for the experience with the aid of a handout while other clients go through the same experience unprepared. The sensitivity groups are run on an unstructured basis and effects are measured with a quantatitive measurement and calculated with t-tests as well as qualitative. measurement, thereby testing the hypotheses. The instruments that are used are the POI, Rotter, Firo-B and an open question technique. The results seem to indicate that people who are prepared for the experience show a higher internal locus of control.
Industrial and Organisational Psychology
M.A. (Bedryfsielkunde)

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Dissertationen zum Thema „Group relations training“

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