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Статті в журналах з теми "Group experience"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 20 лютого 2023

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1

Wadsworth, John. "The Group Experience." Rehabilitation Research, Policy, and Education 22, no. 4 (August 1, 2008): 257–66. http://dx.doi.org/10.1891/2168-6653.22.4.257.

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Knowledge of group dynamics and leadership activities is a component of the CORE Standards for the Master's degree curriculum in Rehabilitation Counseling. A group experience is often included as a learning activity in rehabilitation counselor education curricula as an instructional method of imparting knowledge of group dynamics. Group experience pedagogy may include process-observer methods, T-groups, demonstration groups, role-play groups, and activity groups. The choice of group experience method must balance the needs of the counselor-in-training with protection of the public and fellow trainees from harm. Harm can be reduced through the choice of a method congruent with the type of groups rehabilitation counselors are expected to lead.

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2

Taylor, Tony. "A group experience." Nursing Standard 5, no. 3 (October 10, 1990): 20–21. http://dx.doi.org/10.7748/ns.5.3.20.s36.

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3

Wadsworth, John. "The Group Experience." Rehabilitation Education 22, no. 3 (July 1, 2008): 257–65. http://dx.doi.org/10.1891/088970108805059417.

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4

Nina W. Brown. "Facilitating a Corrective Emotional Experience in Group Therapy." Group 40, no. 3 (2016): 223. http://dx.doi.org/10.13186/group.40.3.0223.

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5

Rees, Harvey. "Experience in group analytic psychotherapy." Psychiatric Bulletin 23, no. 2 (February 1999): 101–3. http://dx.doi.org/10.1192/pb.23.2.101.

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The Royal College of Psychiatrists classifies group psychotherapy as required experience for psychotherapy training as part of general psychiatric training (Grant et al, 1993). This is defined as group experience in in-patient and/or out-patient settings, with an experienced co-therapist and/or supervision. Previous surveys estimate that the percentage of trainees gaining such experience ranges from only 9% (Arnott et al, 1993) to 58% (Hwang & Drummond, 1996). The limited duration of psychiatric training does not allow experience in all types of psychotherapy and trainees must therefore be selective in respect to their own training, depending on what is available.

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6

Yağcan, Hande, Buse Güler Güler, and Manolya Parlas. "CHILDBIRTH EDUCATION AND BIRTH EXPERIENCE: A FOCUS GROUP STUDY." e-Journal of New World Sciences Academy 16, no. 1 (January 30, 2021): 9–18. http://dx.doi.org/10.12739/nwsa.2021.16.1.1b0102.

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7

Clifton, T. "Group cohesion and intramural football." Journal of Kinesiology & Wellness 1, no. 1 (November 1, 2012): 51–57. http://dx.doi.org/10.56980/jkw.v1i1.41.

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Teams with higher levels of team cohesion more often outperform teams with lower levels of cohesion. The purpose of this study was to compare team cohesion levels between inexperienced and experienced subjects participating in intramural flag football. Null Hypothesis: There was no difference in team cohesion between inexperienced and experienced teams. The population consisted of college males participating in intramural flag football (N=20). Ten were inexperienced (G1IN; n=10) and ten were experienced (G1E; n=10). Skill level varied from no experience through varsity high school football. Two years or less of high school football experience were considered inexperienced. Participants with more than two years of high school football playing experience were considered experienced. The modified questionnaire (Weinberg & Gould, 2007) contained twelve questions formatted to fit a Likert scale. Each group of participants were instructed in the same environment using a script to ensure uniform presentation. Packets were distributed to subjects that included an informed consent waiver, logistics sheet, and questionnaire. Means for both groups (inexperienced and experienced players) were computed. A two-tailed independent t-test was used to assess difference. No differences were found. The null hypothesis was not rejected. Since cohesion was multidimensional, no single factor predicted group cohesion. The amount of competitive experience an individual possessed, past experience in the specific sport, and/or if sports were encouraged in the participant’s household during childhood were other factors of interest in group cohesion predictions.

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8

Hurdle, Donna E. "The Ethnic Group Experience." Social Work With Groups 13, no. 4 (March 1991): 59–69. http://dx.doi.org/10.1300/j009v13n04_05.

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9

Russell, Daniel M. "User experience research group." ACM SIGCHI Bulletin 30, no. 2 (April 1998): 90–94. http://dx.doi.org/10.1145/279044.279166.

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10

Lewis, William B. "A Group-Centered Experience." Child & Youth Services 11, no. 2 (August 7, 1989): 163–77. http://dx.doi.org/10.1300/j024v11n02_18.

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11

Barbucci, Rolando, and Simona Ciani. "The siena group experience." Materials Science and Engineering: A 199, no. 1 (August 1995): 65–68. http://dx.doi.org/10.1016/0921-5093(95)80040-9.

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12

Sumaktoyo, Nathanael Gratias, David W. Nickerson, and Michael J. Keane. "Discussion Group Composition and Deliberation Experience." Journal of Experimental Political Science 3, no. 2 (2016): 164–73. http://dx.doi.org/10.1017/xps.2016.6.

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AbstractIn order to encouragee broad participation in deliberative forums, it is important to understand how people from politically less powerful groups perceive the deliberative experience and how discussion group composition affects their experiences. Using data from 27 deliberative polls from 2004, we examine how four individual characteristics (sex, age, race, and education) and randomly assigned small group composition predict participants’ attitudes about the deliberative experience. We find evidence that women, young people, non-whites, and those without college degree generally evaluate the experience positively, but find no evidence for the argument that including more people from these groups would lead to more positive deliberation experience for participants from the groups. That is, there is no interaction between minority status and group composition in predicting participants’ evaluation of the deliberation process.

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13

Johansson, Lena, and Andrzej Werbart. "Patients' Views of Therapeutic Action in Psychoanalytic Group Psychotherapy." Group Analysis 42, no. 2 (May 20, 2009): 120–42. http://dx.doi.org/10.1177/0533316409104361.

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Patients' views of curative and hindering factors in psychoanalytic group psychotherapy are explored, starting with semi-structured interviews with 28 young adult patients at therapy termination. Using grounded theory methodology, a theoretical model of therapeutic action is constructed, elucidating the interactions between positive and negative experiences in the group. The focal point appears to be the patient's experience of their own activity within the context of the group as whole, leading to increased self-knowledge and improved handling of emotions. The positively experienced change is also affected by people outside of therapy and real life events. The patients ascribed most frequent hindering factors to the absence of their own action to other group members and to the therapeutic frames. In contrast to therapist-based theoretical models, positive experience in the group leads patients to minimize the therapist's role, while negative experiences lead patients to want a more active therapist.

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14

Meneghel, Stela Nazareth. "Storytellers - a women group experience." Athenea Digital. Revista de pensamiento e investigación social 14, no. 4 (December 30, 2014): 113. http://dx.doi.org/10.5565/rev/athenea.1326.

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15

Furr, Susan R. "Structuring the group experience: A format for designing psychoeducational groups." Journal for Specialists in Group Work 25, no. 1 (March 2000): 29–49. http://dx.doi.org/10.1080/01933920008411450.

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16

Steadman, Jennifer H., and Kim Harper. "Group Supervision of Group Psychotherapy." Canadian Journal of Psychiatry 40, no. 8 (October 1995): 484–88. http://dx.doi.org/10.1177/070674379504000810.

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Objective To explore the practice of group supervision of group psychotherapists using a process model. Method The need for supervision and the advantages of the supervisory group setting are discussed highlighting the varying levels of interaction between the therapeutic system and the supervisory system. Assumptions basic to successful supervision are discussed. Conclusion The processes leading therapists to understand that their experience in the supervision system can be an unconscious retelling of their clients' experience in the therapy group are explored.

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17

Lee, Eun Suk, and Na Hyun Kim. "Safety Threat Experiences of Firefighters: Based on Focus Group Interviews." Forum of Public Safety and Culture 18 (September 30, 2022): 109–29. http://dx.doi.org/10.52902/kjsc.2022.18.109.

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This study was a qualitative study to explore the safety threat experiences of firefighters using focus group interviews. The purpose of the study was to deeply understand the properties and essentials of safety threats experienced by firefighters during firefighting activities in order to empathy for the meaning of safety threats and provide basic necessary data to resolve their safety threats. Ultimately, it is intended to help firefighters to work in a safer environment emotionally and physically. The data collection for this study was conducted from February 8, 2021 to March 25, 2021, and the participants in the study were firefighters currently working in the field who had experienced safety threats of 5 years or more and less than 15 years of experience, including 7 fire suppression workers, 5 rescue workers, and 6 paramedics. In order for participants to create suitable discussion conditions with intensive interactions, firefighters whose main tasks are fire extinguishing, rescue workers whose main tasks are rescue activities, and paramedics whose main tasks are emergency activities were interviewed three times separately. Data were analyzed by qualitative content analysis method. As a result of the analysis, 26 sub-categories and 10 categories were derived, which could be divided into two dimensions. The two dimensions are 'meaning of safety threat experiences' and ' coping strategies to safety threats'. There were seven categories of meaning of safety threat experiences: ‘dangerous accident scene in uncertain situations’, ‘suppressing the overwhelming fear and entering alone into the boundaries of life and death’, ‘thrown unprotected in unexpected dizzing moments’, ‘enduring the situation with self-hypnosis in unavoidable situations’, ‘destiny embodied in the image of a hero’, ‘a dangerous accident experience that remains an intense afterimage’, ‘a dizzying accident experience in which life and death are unclear is projected into everyday life', In terms of coping strategies to safety threats, three categories were included: 'dealing from the personal side', 'dealing through relationships with colleagues', and 'dealing required at the organizational level'. This study was meaningful in that it revealed the properties and essentials of safety threats experienced by firefighters during firefighting activities and suggested countermeasures against safety threats. Participants have showed negative emotions and behavioral responses while exposed to various safety threatening experiences during firefighting activities, nevertheless they have developed safety capabilities through personal efforts, cooperation, and exchanges with colleagues based on trust, and suggested various alternatives at the organizational level.

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18

Jakubkaitė, Birutė, and Rimantas A. Kočiūnas. "EXPERIENTIAL GROUPS IN THE TRAINING OF GROUP COUNSELORS AND THERAPISTS: A VIEW FROM TRAINEES PERSPECTIVE." Problems of Psychology in the 21st Century 8, no. 1 (April 20, 2014): 36–46. http://dx.doi.org/10.33225/ppc/14.08.36.

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Many theorists and practitioners believe that integration of theoretical knowledge, observation of proficient group counselor work, supervision of personal work with groups and personal experience as a group member help future group therapists to acquire skills necessary for group counseling. Personal experience can be acquired through participation in experiential groups. As it is little known of the personal experience of experiential group members, it is not sufficiently clear whether insights and opinions of these members are consistent with those emphasized in the literature about experiential groups in the training context. The aim of this research is to provide a structured description of experiences of experiential group participants in the training context: how trainees perceive experiential groups in the training context. To achieve this aim, a qualitative study strategy was employed which is particularly appropriate in cases when a research object has been little explored and results of available studies are controversial. The research was organized and carried out on the basis of the principles and requirements of thematic analysis. Students from one and the same Group Therapy training program of the Institute of Humanistic and Existential Psychology (Birštonas, Lithuania) were chosen for this research. In addition to theoretical lectures, program participants went through three experiential groups that were led by experienced group counselors. The work of the group was observed by two program supervisors. Participants of the research were 8 persons aged from 29 to 48. Semi-structured interviews were used to gather research data. The participants were asked to share their experiences, mostly focusing on experiential groups. The analysis of the gathered data crystallized around 5 themes: preliminary expectations; goals of the experiential group; weakness and unsafety of the experiential group; experiential group process continuity; and experiential group as a tool for giving meaning to knowledge and personal transformations. The analysis of research findings revealed that the purpose of experiential groups in training, which is attached most attention in professional literature, i.e. giving meaning to knowledge and facilitation of personal changes, represents only one component in the perceptions of this group. A relationship between the experiential group participants and the group which determines the perception of the group also encompasses preliminary expectations of the participants, their concerns about the goals of the group, realization of weakness and unsafety of the group, and experience of the group process continuity. The analysis of findings paid attention to the importance of identification and definition of group goals. The participants of the group had ambiguous and vague understanding of the group goals, where the group itself was perceived as lacking coherence and commonness. In addition, the analysis of research findings also revealed that differences among group participants impede the formation of the feeling of commonness. This should encourage both researchers and practitioners to pay attention to the selection of participants to experiential groups and programs. Key words: counselor in training, experiential group, group counselors, group therapists.

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19

Soetanto, Danny, and Matthew MacDonald. "Group work and the change of obstacles over time: The influence of learning style and group composition." Active Learning in Higher Education 18, no. 2 (June 20, 2017): 99–113. http://dx.doi.org/10.1177/1469787417707613.

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It is through working in groups that students develop cooperative learning skills and experience. However, group work activity often leads students into a difficult experience, especially for first-year students who are not familiar with group work activities at university. This study explores obstacles faced by first-year students during their group work activities. It investigates whether a group of students with a similar learning style (homogeneous group) experience different obstacles compared to a group of students with a diverse learning style (heterogeneous group). In addition, to identify the difference, if any, between a group formed by a tutor and one where the students form the group themselves, tutor and self-allocated group allocations are explored. This study focuses on obstacles experienced by these students during group work activities. Using a sample of more than 200 students over a period of 3 years, the types and the changes of obstacles in different stages of group life are explored. The findings show that students experience obstacles which can be classified into personal and social, leadership and management, and task-related obstacles. Those obstacles were not static but increased over time. The study also investigates the impact of different methods of forming groups and whether this impacted on obstacles experienced. Overall, different interventions prompted different patterns of obstacle development.

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20

Lee, Eungyeong, and Kyoungin Kwon. "Exploratory study on group counseling supervision experience: Focused on the intermediate-level group counselor’s helpful experiences." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 23 (December 15, 2022): 837–57. http://dx.doi.org/10.22251/jlcci.2022.22.23.837.

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Objectives The purpose of this study is to explore both the intermediate-level group counselors’ helpful experiences in the group counseling supervision session and the essential meaning of what changes. Methods 11 group counselors were interviewed individually from September 2019 to March 2021. Some of them with a second-degree counseling license participated in the group counseling supervision at least five times. Others were in the process of obtaining a first-degree counseling certification. Data were analyzed through Giorgi’s phenomenological method and the analysis led to a total of 66 semantic units, 16 sub-categories, and 6 categories and 3 themes. The results are as follows. Results First, the participants joined the group counseling supervision session with expectations that they would be able to gain a deeper understanding of group work and receive the confirmation of the supervisor when functioning as a group counselor. Because training for certification for counselor does not comprehensively cover how group counseling is operated in actual, the participants reported they faced difficultes in carrying them out. Secondly, what the participants experienced were helpful of this supervision is that by adjusting to the previously-burdedsome supervision work and applying the supervisor’s feedback to real intervention, they could experience professional development. Finally, changes as a group counselor in this process were that the participants deeply trusted the group members and understood themselves, as well as they got to form the sense of identity as the supervisor. Conclusions These results are meaningful in that they provide specific implications on the professional learning process and development of intermediate-level group counselors by means of analyzing the helpful experiences gathered from counselors who participated in group counseling supervision session.

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21

Tikvica, Ana, Berivoj Miskovic, Maja Predojevic, and Davor Ivankovic. "KANET Test: Experience of Zagreb Group." Donald School Journal of Ultrasound in Obstetrics and Gynecology 6, no. 2 (2012): 166–70. http://dx.doi.org/10.5005/jp-journals-10009-1239.

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ABSTRACT A new scoring system for the assessment of fetal neurological status, Kurjak antenatal neurodevelopmental test (KANET), has been recently published in several journals. Test is based on prenatal assessment of fetal behavior by three-dimensional/fourdimensional (3D/4D) sonography. Assessment of fetal behavior gave a promising opportunity to understand the hidden function of the developmental pathway of the fetal central nervous system. This new test has been proposed by the Zagreb group based on the several years of research. In this review we present the most significant results of the Zagreb group which led to construction of KANET test, basic presumptions of the KANET, and our published results on KANET. How to cite this article Miskovic B, Predojevic M, Stanojevic M, Tikvica A, Kurjak A, Ivankovic D, Vasilj O. KANET Test: Experience of Zagreb Group. Donald School J Ultrasound Obstet Gynecol 2012;6(2):166-170.

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22

Smith, Ali. "From personal story to group experience." Nursing Standard 36, no. 6 (June 2, 2021): 39. http://dx.doi.org/10.7748/ns.36.6.39.s16.

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23

Rentz, Kathryn, Lora Arduser, Lisa Meloncon, and Mary Beth Debs. "Designing a Successful Group-Report Experience." Business Communication Quarterly 72, no. 1 (July 22, 2008): 79–84. http://dx.doi.org/10.1177/1080569908330373.

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24

Kirschling, Jane Marie, and Sally Akers. "Group experience for the recently widowed." American Journal of Hospice Care 3, no. 5 (September 1986): 24–27. http://dx.doi.org/10.1177/104990918600300507.

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25

Campbell, Annie. "Women's Group Therapy: A Clinical Experience." Perspectives in Psychiatric Care 25, no. 1 (January 1989): 10–14. http://dx.doi.org/10.1111/j.1744-6163.1989.tb01433.x.

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26

CRISHAM, MARGARET JEROME, and SHARON L. DANIELSEN. "an experience with GROUP ORIENTATION SESSIONS." Perspectives in Psychiatric Care 3, no. 2 (January 16, 2009): 34–46. http://dx.doi.org/10.1111/j.1744-6163.1965.tb00730.x.

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27

Norberg, Ragnar. "Experience Rating in Group Life Insurance." Scandinavian Actuarial Journal 1989, no. 4 (January 1989): 194–224. http://dx.doi.org/10.1080/03461238.1989.10557354.

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28

Novick, Gina, Lois S. Sadler, Holly Powell Kennedy, Sally S. Cohen, Nora E. Groce, and Kathleen A. Knafl. "Women’s Experience of Group Prenatal Care." Qualitative Health Research 21, no. 1 (August 6, 2010): 97–116. http://dx.doi.org/10.1177/1049732310378655.

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29

Martini, Nael, and Robert J. Ginsberg. "The Lung Cancer Study Group Experience." Chest 89, no. 4 (April 1986): 342S. http://dx.doi.org/10.1378/chest.89.4_supplement.342s.

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30

Poussaint, Alvin F. "Clinical Experience and Minority Group Students." Clinical Orthopaedics and Related Research 362 (May 1999): 78???84. http://dx.doi.org/10.1097/00003086-199905000-00013.

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31

Novick, Gina, Lois S. Sadler, Holly Powell Kennedy, Sally S. Cohen, Nora E. Groce, and Kathleen A. Knafl. "WOMEN'S EXPERIENCE OF GROUP PRENATAL CARE." Journal of Midwifery & Women's Health 55, no. 5 (September 10, 2010): 481. http://dx.doi.org/10.1016/j.jmwh.2010.06.010.

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32

Atkinson, Melanie. "The group dynamic experience: building relationships." Nursing Standard 4, no. 20 (February 7, 1990): 26–28. http://dx.doi.org/10.7748/ns.4.20.26.s30.

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33

Lorena Hernández Yáñez, María. "An academic leadership‐based group experience." Leadership & Organization Development Journal 25, no. 3 (April 2004): 249–62. http://dx.doi.org/10.1108/01437730410531056.

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34

Painter, S. "Professional Society Ethics Group exchanges experience." Science 227, no. 4691 (March 8, 1985): 1193. http://dx.doi.org/10.1126/science.11643729.

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35

Gabbey, Amber Erickson. "Make Group Volunteering a Fun Experience." Volunteer Management Report 24, no. 4 (March 13, 2019): 1. http://dx.doi.org/10.1002/vmr.31133.

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SCHWARTZ, KAREN M., and C. MICHELE WARD. "Leaving Home: A Semistructured Group Experience." Journal of Counseling & Development 65, no. 2 (October 1986): 107. http://dx.doi.org/10.1002/j.1556-6676.1986.tb01246.x.

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37

Peltola, Henna-Riikka. "Sharing experienced sadness: Negotiating meanings of self-defined sad music within a group interview session." Psychology of Music 45, no. 1 (July 8, 2016): 82–98. http://dx.doi.org/10.1177/0305735616647789.

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Sadness induced by music listening has been a popular research focus in music and emotion research. Despite the wide consensus in affective sciences that emotional experiences are social processes, previous studies have only concentrated on individuals. Thus, the intersubjective dimension of musical experience – how music and music-related emotions are experienced between individuals – has not been investigated. In order to tap into shared emotional experiences, group discussions about experiences evoked by sad music were facilitated. Interpretative phenomenological analysis revealed four levels of discourses in the sharing of experiences evoked by joint music listening: (1) describing the emotional experience, (2) describing the music, (3) interpreting the music, and (4) describing autobiographical associations. Negotiated meanings of musical expression and emotional content were present. When exposed to different types of music and musical expression, the informants distinguished various kinds of sadness with distinct meanings. Shared experiences were affected by expectations of the musical style, structure, and performance, as well as expectations of the emotional content of music. Additionally, social norms and cultural conventions played important roles in the negotiations.

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38

Djuric, Sladjana. "Methodology of focus group research." Sociologija 47, no. 1 (2005): 1–26. http://dx.doi.org/10.2298/soc0501001d.

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The popularity of focus group interview has rapidly grown in the last two decades. After long-time period in which this technique had been practiced almost exclusively in marketing research it begins the period of its frequent application in a great number of academic fields (sociology, psychology, evaluation research, public opinion research, communication, medical care). Only with the intensification of investigations in which focus group interviewing has been applied it was enabled achieving of experience that can be methodologically generalized, with accompanying development of the technique. This text refers to the basic methodological principles of this technique's application. In the paper the methodological experiences are synthesized which are accumulated through an enormous number of foreign explorations, as well as in many-year research experience of the author.

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Yoo, Hwa-Sook. "Effect of Consumer Shopping Value on Recognition of the Importance of Customer Experience in Sportswear Stores." Family and Environment Research 60, no. 4 (November 30, 2022): 521–33. http://dx.doi.org/10.6115/fer.2022.035.

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Using Bernd H. Schmitt’s experiential modules, this study investigated the effect of shopping value on recognizing the importance of customer experience. A survey was conducted with 400 adults aged in their 20s to 50s. To analyze the data, factor analysis, a reliability test, cluster analysis, and ANOVA were conducted. The results were as follows. First, the shopping values exhibited by sportswear consumers were a utilitarian shopping value and a hedonic shopping value. Through these, consumers were classified into four groups: a shopping value-oriented group, a utilitarian shopping value group, a shopping value-unconcern group, and a hedonic shopping value group. Second, the customer experience consisted of five factors: sensory experience, emotional experience, cognitive experience, behavioral experience, and relational experience. Third, a significant difference was observed in customers’ perceived experiences according to shopping value type. In the shopping value-oriented group, all customer experiences were generally considered important, followed by the hedonic shopping value group and the shopping value-unconcern group, with the utilitarian shopping value group least likely to perceive customer experiences as important. In addition, cognitive and emotional experiences were rated highest among the five experiences, indicating that these were the most important store experiences among the various customer experience components.

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Littlepage, Glenn, William Robison, and Kelly Reddington. "Effects of Task Experience and Group Experience on Group Performance, Member Ability, and Recognition of Expertise." Organizational Behavior and Human Decision Processes 69, no. 2 (February 1997): 133–47. http://dx.doi.org/10.1006/obhd.1997.2677.

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Troiano, Giuseppe, Mario Dioguardi, Armando Cocco, Giovanni Giannatempo, Luigi Laino, Domenico Ciavarella, Elio Berutti, and Lorenzo Lo Muzio. "Influence of Operator's Experience on the Shaping Ability of Protaper Universal and Waveone Systems: A Comparative Study on Simulated Root Canals." Open Dentistry Journal 10, no. 1 (October 7, 2016): 546–52. http://dx.doi.org/10.2174/1874210601610010546.

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Objective: To assess the influence of operator experience on: shaping and centering ability, mean preparation time and presence of canal aberrations of ProTaper Universal and WaveOne systems on simulated root canals. Materials and Methods: Sixty S-shaped canals in resin blocks were assigned to four groups (n=15 for each group). Group1 (Experienced operator, ProTaper), Group2 (Experienced operator, WaveOne), Group3 (Inexperienced operator, ProTaper), Group4 (Inexperienced operator, WaveOne). Photographic method was used to record pre- and post-instrumentations images. After superimposition, it has been evaluated presence of canal aberrations and differences in shaping and centering ability between groups. Results: WaveOne system produced a lower amount of canal aberrations both in the hand of expert than inexpert operators. However, a WaveOne instrument breakage occurred in the hands of an inexperienced operator. No differences have been found in the evaluation of shaping ability with both systematics. Operator’s experience doesn't influence the shaping ability of ProTaper and WaveOne systems. Conclusion: Experience factor could influence the centering ability in the use of both the systematics. However, WaveOne Primary reduce the mean preparation time and the presence of canal aberrations.

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Saunders, Elizabeth N. "No Substitute for Experience: Presidents, Advisers, and Information in Group Decision Making." International Organization 71, S1 (April 2017): S219—S247. http://dx.doi.org/10.1017/s002081831600045x.

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AbstractDespite advances in the study of individuals in international relations, we still know little about how the traits and biases of individuals aggregate. Most foreign policy decisions are made in groups, usually by elites with varying degrees of experience, which can have both positive and negative psychological effects. This paper addresses the aggregation problem by exploring how the balance of foreign policy experience among leaders and advisers affects decision making in war, using a principal-agent framework that allows the relative experience of leaders and advisers to vary. A leader's experience affects decision making and, ultimately, the risks associated with conflict, through three mechanisms. First, experience influences a leader's ability to monitor advisers. Second, a leader's experience affects the credibility of delegation to experienced advisers and, in turn, the nature and extent of information gathering. Third, experience affects whether leaders are able to diversify advice, as well as their preference for policies that appear certain. I illustrate the argument using two cases that hold an unusual number of factors constant: the 1991 and 2003 Iraq Wars. George W. Bush's inexperience exacerbated the biases of his advisers, whereas his father's experience cast a long shadow over many of the same officials. Understanding the experience and biases of any one individual is insufficient—the balance of experience within a group is also important. Experience is therefore not fungible: a seasoned team cannot substitute for an experienced leader.

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Kilic, Gokhan Sami, Teresa M. Walsh, Mostafa Borahay, Burak Zeybek, Michael Wen, and Daniel Breitkopf. "Effect of Residents’ Previous Laparoscopic Surgery Experience on Initial Robotic Suturing Experience." ISRN Obstetrics and Gynecology 2012 (September 2, 2012): 1–4. http://dx.doi.org/10.5402/2012/569456.

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Objective. To assess the impact of gynecology residents’ previous laparoscopic experience on the learning curve of robotic suturing techniques and the value of initial structured teaching in dry lab prior to surgery. Methods. Thirteen gynecology residents with no previous robotic surgery experience were divided into Group 1, consisting of residents with 2 or fewer laparoscopic experiences, and Group 2, consisting of residents with 3 or more laparoscopic experiences. Group 1 had a dry-laboratory training in suturing prior to their initial experience in the operating room. Results. For all residents, it took on average 382±159 seconds for laparoscopic suturing and 326±196 seconds for robotic suturing (P=0.12). Residents in Group 1 had a lower mean suture time than residents in Group 2 for laparoscopic suturing (P=0.009). The residents in Group 2, however, had a lower mean suture time on the robot compared to Group 1 (P=0.5). Conclusion. Residents with previous laparoscopic suturing experience may gain more from a robotic surgery experience than those with limited laparoscopic surgery experience. In addition, dry lab training is more efficient than hands-on training in the initial phase of teaching for both laparoscopic and robotic suturing skills.

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DeMarrais, Elizabeth. "Figuring the Group." Cambridge Archaeological Journal 21, no. 2 (June 2011): 165–86. http://dx.doi.org/10.1017/s0959774311000229.

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This article focuses on the social group, asking how approaches to the representation of the group (in forms such as rock-art, images painted on pottery and three-dimensional caches of figurines) can help us understand the nature of collective experience in the past. Current research has concentrated on individuals (and their experiences) in past societies, while group dynamics have been neglected. Attention should be re-directed to the wide range of emotional experiences that we know affected individuals, particularly as part of their interactions with others, during rituals and other collective events in the past. Investigation of figurative representations over a sustained period provides one means of reconstructing the repetitive, stereotyped emotions, local rules, ‘non-rational’ propensities, moral sentiments, and shared emotions that shaped group life in past societies.

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Nunamaker, Jay F., Lynda M. Applegate, and Benn R. Konsynski. "Facilitating Group Creativity: Experience with a Group Decision Support System." Journal of Management Information Systems 3, no. 4 (March 1987): 5–19. http://dx.doi.org/10.1080/07421222.1987.11517775.

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Hamlet, Elizabeth, and Sharon Read. "Caregiver Education and Support Group: A Hospital Based Group Experience." Journal of Gerontological Social Work 15, no. 1-2 (April 12, 1990): 75–88. http://dx.doi.org/10.1300/j083v15n01_09.

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Baker, Felicity A., and Sarah Yeates. "Carers’ experiences of group therapeutic songwriting: An interpretive phenomenological analysis." British Journal of Music Therapy 32, no. 1 (September 4, 2017): 8–17. http://dx.doi.org/10.1177/1359457517728914.

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Supporting carers of people living with dementia to live happy and healthy lives is of international importance. This study aimed to explore carers’ experiences of participating in a creative group songwriting process. Four carers (2 male and 2 female) of people living with dementia participated in four therapeutic group songwriting sessions. Facilitated by two music therapists and support staff, the participants co-created a song that reflected their carer experiences allowing positive and negative perspectives to be represented in the song. Interpretative phenomenological analysis was used to analyse interviews with the four carers at the end of the programme. A cross-case analysis was performed to identify recurring themes and subthemes. Findings highlight that carers’ experience of the programme went beyond their expectations. They found the collaborative component of co-creating songs was meaningful, and subsequently, the song held meaning for the group. Carers experienced the songwriting process as empowering, having a voice that was heard by genuinely attentive listeners and that they learned about themselves, each other, and the carer journey through the process. This study provides preliminary indications that group songwriting in carer programmes is a worthwhile experience, but further research is needed to understand its impact on wellbeing.

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Cerruti, Gabriella, Maria Cotto, Margherita Rivetti, Luciana Servetti, Maddalena Baracco, and Renata Ferrero. "Patients’ Group Experiences." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 13, no. 2_suppl (January 1993): 199–201. http://dx.doi.org/10.1177/089686089301302s48.

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In 11 years of experience with dialysis, we have tried to supply a kind of treatment In our center that takes the patient's physical, psychological, and social needs Into account. We have been able to observe how Important It Is to share the common problems connected with a chronic illness in order to make them appear less dramatic. This led to the Idea of organizing a group holiday in which the patients and their families would be able to spend some time together. As a result of this positive experience, we decided to organize group encounters In which all the problems could be freely discussed. The group Is open to all the patients on dialysis or who have undergone transplants and their families. The group, which has been meeting once every 3 weeks for the last 2 years, Is coordinated by a psychologist. This has proved to be Important both for the operators, who have been able to expand their own knowledge, and for the patients and their families for whom these gatherings represent a way of helping themselves face up to and accept the limits imposed by chronic Illness.

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Sjöström, Nils, Mats Ewertzon, Ola Johansson, Bente Weimand, Anita Johansson, Zophia Mellgren, Jane Ek-Persson, and Margda Waern. "S33. RELATIVES IN RESOURCE GROUP ASSERTIVE COMMUNITY TREATMENT (RACT): RELATIVES’ EXPERIENCES." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S44. http://dx.doi.org/10.1093/schbul/sbaa031.099.

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Abstract Background Relatives often provide extensive support to their next of kin suffering from psychotic disorders. However, they often experience lack of support from psychiatric services. While cooperation with relatives is a central component in Resource Group Assertive Community Treatment (RACT), little is known about relatives’ experiences of RACT. The aim was to investigate relatives’ experiences of encountering psychiatric care with and without RACT, in relation to quality of life, family burden and family stigma. Methods A total of 139 relatives of individuals suffering from psychotic disorders in the Region Västra Götaland, Sweden filled out the self-report instruments Family Involvement and Alienation Questionnaire – Revised (FIAQ-R), the Burden Inventory for Relatives of Persons with Psychotic Disturbances, the Inventory of Stigmatizing Experiences (family version), and RAND-36. Results Participants included 79 relatives with experience of RACT and 60 without. In the total group 70% were women. Mean age was 63 years (SD 12.4). A majority came from Sweden (91%), had >12 years of education (61%) and did not live together with the patient (76%). A majority were parents, (70%). These demographic characteristics did not differ in those with and without RACT. We found that relatives who participated RACT experienced a more positive approach from the healthcare professionals compared to those without RACT (p=.001). Furthermore, relatives who participated in RACT felt to a lower extent that they were alienated from the provision of care than did other relatives (p=.005). Relatives who did not participate in resource group were significantly more afraid that their ill next of kin would hurt someone. The association remained after adjustment for experience of approach and feeling of alienation. No other differences in family burden variables were found. Findings regarding mental Quality of Life scores and experiences of family stigmatization were similar in those both with and without RACT. Discussion The results suggest that participating in RACT may contribute to a higher level of satisfaction for relatives in their encounter with healthcare professionals.

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Wagner, Michael F., and John J. Skowronski. "Thinking About a Past Group Inclusion Experience or a Past Group Exclusion Experience Affects Memory Task Performance." Psychological Reports 122, no. 5 (August 30, 2018): 1843–64. http://dx.doi.org/10.1177/0033294118789859.

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An experiment examined the impact of thinking about autobiographical group-related events (i.e., a past group inclusion experience or a past group exclusion experience) on recognition memory. After encountering the experimental manipulation, participants studied a list of words. Participants later engaged in two subsequent recognition tests: a group recognition test with a bogus confederate and a surprise individual recognition test. The memory measures were derived from signal detection theory and included hit rates, false alarm rates, and a memory discrimination index. Results showed that exposure to false information produced decreased hit rates, increased false alarms, and lowered discrimination values. Group-related thinking generally impaired recognition memory. These results are discussed in the context of prior research and in the context of theories of false memory.

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