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ain. Douglas (1976 pp.58-59) suggests: ...a member...will remain actively within that group if it can be seen by him to be giving him some satisfaction greater than he could obtain elsewhere...''.

During the first meeting there was some focus on the members' here-and-now (Goldberg, 1970) material but this gradually increased to include their outside lives and experiences and I discovered a growing sense of personal identity with my 'real-self' (Brinich & Shelley, 2002) encountering the group members. Siroka, Siroka and Schloss (1971 p.83) describe how: ''Encounter...is often used interchangeably with sensitivity training as a general term...to those groups which focus on ''here and now'' interaction between individuals...''. Williams and Huber (1983: p 291) argue: 'A Group gives its members a sense of personal identity-a sense of being somebody If one feels a strong identity with an informal group, personal identity is maintained...''. I agree with Lloyd and Maas (1997 p.226) that support...is effective as a treatment because the interrelationships and personal reactions create the potential for therapeutic change.

During the initial session, member Jess caused conflict over status (Klein, 1963) when she declared herself to be the un-appointed leader (Klein, 1963). It would seem that there was no obvious leader (Belbin, 2003) or group 'task specialist' (Bales, 1950) as she chose to be called. The group felt that she wanted to be a 'manager' (Yalom, 1996) and not a peer but was perceived to be the 'autocratic expert' (Lewin, Lippitt & White, 1939) and although not competent or trained in leadership roles, Jess acted as though she was ''...more knowledgeable about group process and group dynamics than is a typical member...'' (Schaffer & Galinsky, p.206) and perceived her role as a non-supportive 'task-oriented leader' (Mcshane & Travaglione, 2007). ''Psychological support is likely to help team members to effectively cope with the different factors that can lessen their will to contribute to task accomplishment. It may also provide incentive to team members to perform better...'' (Weldon & Weingart, 1993). It would seem that the leader ''...was authoritative...'' (Hainman, 1955) but not facilitative or democratic (Lewin et al. 1939) as well as directive in a way that Benson (2001 p.40) argues: ''...assumes major responsibilities for organizing, convening, guiding...identifying tasks''.

Heron (as cited by Jaques, 1991) proposed two main groups, authoritative and facilitative. It was found that the authoritative group leader lacked sufficient theoretical knowledge of humanistic group theory and was the group member who was continually at odds with all the other members of the group (Asch, 1951). Connolly (1999 p.111) suggests: ''...the lack of theoretical emphases leaves them without the tools to fully examine their perspectives'' as well as to continually seek attention and power (Adler, 1964) and had very few personal qualities to offer the role of leader including a lack of empiricism. She was ''not clear in [her] mind about the sort of group [she] wish[ed] to conduct'' (Whitaker, 1976 p.249). Northen (1969 p.1) suggests: ''Good intentions must be buttressed with knowledge and special competence'' and the group's 'indigenous leader' (Levine, 1979) was aggressive, used threatening non-verbal communication (Barker et al. 1979; McCullough & Ely, 1968) and did not ''...pro