理论与实践相结合 [9]
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:19347
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。
vide a central structure...'' (Corey & Corey, 1987 p.235).
Some members questioned both leaders' competence but at times I became invisible within the group and did not offer constructive feedback to elicit my feelings (Hansen et al. 1980) regarding their 'out meetings' (Lieberman et al. 1973) described by one member as Leader 'parataxic distortions' (Yalom, 1996). The leader's behaviour towards the group was complicit with the role of ''...autocratic [leader] where all decisions are made for the group...'' (Brill, 1995 p.189) and at times took on a dual-role as dominant member (Levine, 1979). The nominated co-leader's own process mirrored the ''...situation where the leader view[ed] himself and is perceived by others as holding the key to life's secrets...'' (Verny, 1974 p.27). Some members of the group were not allowed to voice their concerns and began using 'silent messages' (Barker et al. 1979) as their vocal behaviour. If i was in the same group today, I would be more probing and objective and not be the 'compromiser' (Barker et al. 1979) and develop my potential to give appropriate feedback as Verny (1974 p.26) argues: ''In a situation where the leader views [her]self and is perceived by others as holding the key to life's secrets, it is very difficult for these ''others'' to mature and develop their full potential''.
The leader enacted her difficult central position (Redl, 1942) but lacked conventional wisdom (Fisher, 1974) was high-challenging and ambivalent to others, offered minimal emotional support towards interpersonal concerns (Yalom, 2002) and disregarded explicit ethics by self-disclosing (Corey, 2000) inappropriate intrapersonal (Yalom, 1996) material deliberated during the sessions. The leader's 'labeling techniques' (Corey et al. 1992) coupled with the 'leader-follower dimension' (Adorno, Frenkel-Brunswik, Levinson & Sandford, 1950) went unchallenged by my self and others. If I was in the same group today, I would challenge the 'self-appointed leader' (McCullough & Ely, 1968 p.30) as to why she was persistently confrontational ''...in an effort to open [members] up'' (Lieberman et al. 1973 p. 29) and seek answers for their ''...reasons for using group-work, without adequate planning...'' (Benson, 2001 p.13). Corey and Corey (1987 p.7) argue: ''Group leaders without any theory behind their interventions will probably find that their groups never reach a productive stage''.
I found the group leader to be ''...egocentric...confrontational [lacking any] content orientation...ethical awareness [and] awareness of self'' (Corey & Corey, 1987 pp.36-38) and methodically self-disclosed whilst declaring: ''...each of us is the center of our universe'' (Gilovich, Medvec & Savitsky, 2000 pp.211-222). The leader's 'reign' (Hollander, 1958) evolved to become a pernalism (Miles, 1981) and she failed to embody Rogers' (1957) core conditions displaying little empathy whilst in the facilitative role (Jaques, 1991) and neglecting ethical boundaries (Brill, 1995) and confidentiality issues agreed whilst pressurising members who wanted to talk over a personal problem by being inconsiderate and neglecting to value member talents and task contributions (Cohen & Wills, 1985; Rosenfeld & Richman, 1997).
The leader also neglected to build-up 'credit' (Hollander, 1958) by being inconsiderate towards the group norms (Merei, 1949) causing friction (Jaques, 1991
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