理论与实践相结合 [3]
论文作者:www.51lunwen.org论文属性:学术文章 Scholarship Essay登出时间:2016-05-09编辑:lily点击率:19175
论文字数:5052论文编号:org201605061444159001语种:中文 Chinese地区:瑞典价格:免费论文
关键词:社会团体交往心理学
摘要:本文主要研究社会团体的运作模式,介绍了研究的三种方法,并通过小组实验的方式,阐述如何保持团体成员的紧密联系,团体领导如何掌握全局等。
978 p.52) adhering to Rogers' (1957) person-centred values would prevail facilitated by a non-directive leadership (Rosenbaum & Snadowsky, 1976). Jaques (1991 p.37) suggests to: ''...become increasingly productive with time and learning...more friendliness and teamwork, prais[ing] one another and express[ing] greater satisfaction in the group experience'' and offer members a climate in which to learn (Benjamin, 1978).
The recruiting and screening of members for participating in the small group (Corey, 2000) was undertaken via interview by the facilitator of the main group. It was found that: ''[p]ersonal contact is the best way to recruit potential candidates for a group ''...because members are committing themselves to working with a specific person'' (Corey, Corey, Callanan & Russell, 1992 p.37). All group members previously knew other members and admitted to liking each other. It was hoped that the group would define its own reality and its goal would be the emergence of an amiable 'group climate' (Corey, 2000) in which ''...members are interdependent on each other [with] the use of the group as a vehicle for work or working through of problems'' (Northen, 1969) but without ''...misusing jargon [and]...descriptive group language... (Corey & Corey, 1987). Holmes and Kivlighan (2000 pp.478-484) ''...analysed processes within group and individual psychotherapy and found that components of the 'relationship-climate' were more salient in a group''.
The big group decided that the 'small group' (Douglas, 1976) would be open to new members for the first two sessions. The group's purpose, task and goals (Fisher, 1974) were then discussed by all members in a pre-session meeting (Harrison & Lubin, 1965). It was hoped to facilitate growth through personal development in an atmosphere where ''[p]eople have inherent worth and capacities regardless of race, class status, age and gender...'' (Glassman & Kates, 1990) and endeavour to be caring and respectful ''...with its emphasis on bringing people together to support and encourage one another towards similar goals...'' (Sharry, 2001 p.7). It would seem that ''It is usually easier to change individuals formed into a group than to change any one of them separately'' (Lewin, 1951 p.228).
The group membership then became closed to newcomers (Douglas, 1976) as per the pre-group discussion meeting (Douglas, 2001). The reasons for this were because of member confidentiality (Corey, 2000) and it was deemed necessary for as a closed group (Corey, 1987) it was expected that intense relationships would develop (Douglas, 2001). The group was contracted to be time-limited with members' attendance being generally poor and one member becoming disruptive (klein, 1963) and developing a ''discussion attitude'' (Barker et al. 1979 p.101) by refusing to contribute towards the group's continual development as she frequently mentioned ''...the concept of personal space'' (Barker et al. 1979). Member Jo became ''...the 'help-rejecting complainer'... (Yalom, 1996 p.12) whilst member Jim portrayed the 'deviant' (Barker et al. 1979) member who had developed and reflected his own self-opinions.
Group development (Jaques, 1991) refers to the life-cycle developmental processes of groups or stages that groups undergo, the various steps that need to happen for a group to work and develop effectively. Peck (1987) describes four stages of development t
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