英语论文网

ng by group members to form the cohesive interpersonal commonality of a 'cubeness' (Fisher, 1974) and a group 'entity' (Shaw, 1971). This manifested with the group finally becoming more productive, experiencing a learning milieu (Jaques, 1991) and a 'golden glow' (Miles, 1981) embodied the group as it neared the adjourning stage (Tuckman & Jensen, 1977). It was found that this invigorated and assimilated the group into a whole and it had finally cultivated a self-acceptance (Rogers as cited by Bugental, 1967) and a beget healing, despite some ''...structural restrictions [did]...in time develop into an interactive group...as a social microcosm (Yalom, 1996 p.29).

A social unity is developed by how a ''...group thinks in the sense that individuals 'think' together...'' (Douglas, 2001 p.150) by ''...using evaluation techniques that...give individuals the chance to reflect on their own behaviour...'' (Cox, 1975 p.43). Members can derive a wealth of ideas from recording events in a diary or journal (Rainer, 1980) whilst Parlett (as cited by Jaques, 1991) proposes that a ''...learning group...can be profoundly affected by aspects...outside the formal curriculum'' and Miles (1981 pp.42-42) suggests: ''...a basic aspect of the learning process in a training group is ''learning to learn...'metalearning'...''. Personal learning and change in a group is facilitated more effectively with a blend of support and challenging metalearning (Miles, 1981) in a cyclical movement. Schein and Bennis (1965) propose that some people metalearn in gradual increments. Group learning and facilitation skills can be applied to various group activities as Miles (1981 pp.111-167) suggests:

...group observer...a service role...the use of a learning journal...discussing group events...expressing personal feelings and behaviour...using audio-visual recording facilities...relationship...charting...using...systematic feedback...awareness exercises...role reversal and case analysis exercises and perception checks...experimental demonstrations...experimental tryout...skills practice sessions... (Miles, 1981 p.p.111-157).

Skills practice sessions sometimes involved a climate of hostile stereotyping and scapegoating (Bion, 1961) and this manifested as ''...mild confrontations...into forceful confrontations'' (Carkhuff, 1969 p.110). Today I question how my group behaviour and personal needs were (Douglas, 2001) as my job then was 'encourager' (Barker et al. 1979) and what I do now is different to what I did then, having learned the value of the here-and-now focus (Glasser, 1980). ''There should be strong focus on the 'here and now' the social-self and not the inner world...'' (Jaques, 1991 p.211). I have experienced ''...the politics of the large group'' de Mare (as cited by Kreeger, 1975) and the benefits of 'spectator therapy' amongst members (Yalom, 1996) as well as the use of appropriate humour in psychotherapy (Strean, 1993) and in group work as Lieberman et al. (1973 p.336) suggest: ''...some may be 'called upon' when a wry sense of humor or other tension reducing behaviour 'seems required'...''.

The group learning experience has enabled me to review, evaluate and define my own behaviour, to evolve, be my real and authentic self (Rogers, 1959) and be critical of other theories including the ''...demands of reality in society'' (Glasser, 1985) and I agree with Yalom (1996 p.xi) who says that ''groups with sim