Year: 1993
Type: article
Abstract: Effective group performance is likely to be influenced by how members perceive and value their own behavior and the behavior of other group members. It is this assumption that has fueled the body of literature related to curative factors in group psychotherapy. For example, Rugel and Meyer (1984) found that group members who were rated by their peers as the most involved participants seemed to benefit from the experience in different ways from those members who were rated as less involved participants. The more involved participants valued catharsis, new behavior (output), and cohesion in the group experience. The less involved participants valued self-understanding and universality. These concepts were measured with a modified version of the long form of Yalom’s Curative Factors Scale (1975). This finding coincides with established teaching and clinical experiences and suggests there may be two major modes in which people learn during small group interactions. One mode is characterized by a relatively high level of interpersonal interaction; the other is characterized by a relatively high level of reflection and generalization. Both forms of learning are valuable and are elements in the learning process of these subgroups, although perhaps in different proportions.
Source: Human Biology
Author: Shlomo S. Sawilowsky
Institution: Wayne State University
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W9155626