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A Study Of Group Development In Purposive Groups

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A Study Of Group Development In Purposive Groups

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Content STUDY OF GROUP DEVELOPMENT IN PURPOSIVE GROUPS by LeRoy Gruner A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (Sociology) June 1972 INFORMATION TO USERS This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again - beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. University Microlllme 300 North ZMb Rood Ann Arbor. Michigan 48100 A Xarox Education Company 72-27,660 GRUNER, LeRoy, 1924- A STUDY OF GROUP DEVELOPMENT IN PURPOSIVE GROUPS. University of Southern California, Ph.D., 1972 Sociology criminology U niversity M icrofilm s, A XERQK C om pany, A nn Arbor, M ichigan THIS DISSERTATIOH HAS BEEN MICROFILMED EXACTLY AS RECEIVED U N IVE R S ITY O F S O U T H E R N C A LIFO R N IA TH E O RADUATE SCHOOL U N IV E R S IT Y PARK LOS A NG ELES. C A L IF O R N IA B 0 0 0 7 This dissertation, written by LeRoy Gruner under the direction of Dissertation Com mittee, and approved by a ll its members, has been presented to and accepted by The Graduate School, in p artial fulfillm ent of requirements of the degree of D O C T O R O F P H IL O S O P H Y S J * /Z- . sDtmm Date....?un*^3?2 PLEASE NOTE: Some pages may have Indistinct print. Filmed as received. Iversity Microfilms, A Xerox Education Company ACKNOWLEDGEMENTS I would like to express my gratitude and indebtedness to Dr* LaMar T. Empey, Co-Director of the Provo Experiment, Dr* William F. Hill, author of the Hill Interaction Matrix, and Dr. James A. Peterson. Their professional knowledge and continued support, made this study possible. I would like to acknowledge, with thanks, the help received from Max Scott and his wife LaRae, Steve Lubeck, Connie Straub, Elaine Corry, Robert Jiobu, Chung Kwan, the secretaries and other staff members of the Youth Studies Center. I am indebted to Isabelle Walker for her encourage ment, and owe recognition to James W. Thornton, Ph.D., for his editorial and statistical assistance. Finally, I must acknowledge my indebtedness to those teachers, friends and colleagues who served as sources of information and guidance throughout the preparation of this manuscript. ii TABLE OF CONTENTS CHAPTER Page I THEORETICAL BACKGROUND AND STATEMENT OF THE PROBLEM..................................... 1 Introduction................................ 1 Descriptions of Group Development........ 5 Purpose of this Study..................... 13 II METHODOLOGY...................................... 15 Introduction................................ 15 Measurement Scale: The HIM-G............ 20 The Sample of Groups....................... 23 Measurement of Group Process.............. 38 Organization of Findings.................. 52 III ANALYSIS OF NAIVE GROUPS....................... 56 Introduction............................. 56 Group I, Section A ......................... 56 Group II, Section B........................ 63 Summary of Naive Groups................... 71 IV ANALYSIS OF CONTAMINATED DISCRETE GROUPS 73 Introduction............................... 73 Group V, Section A ......................... 81 Group VI, Section B........................ 81 Group VII, Section A.............. 90 Group VIII, Section B......................101 Group IX, Section A........................ Ill Group X, Section B......................... 124 Group XI, Section A ........................ 133 Group XII, Section B....................... 145 Summary of Contaminated Groups............155 Comparison of Naive and Contaminated Groups.....................................156 V TREND ANALYSIS OF CONTINUOUS GROUPS........... 159 VI SUMMARY AND CONCLUSIONS.........................167 BIBLIOGRAPHY............................................... 172 APPENDICES..................................................181 iii LIST OF ILLUSTRATIONS FIGURE Page 1.1 Theories of Group Development.................. 6 2.1 The Hill Interaction Matrix...................... 17 2.2 HIM-G Categories Combined Into Quadrants 4 5 2.3 Idealized Theoretical Table of Moving Averages for Quadrants lr 2 and 3 Composite, and 4............................................... 53 3.1 Group I, Table 3.1, Relationship of HIM-G Indicators.......................................... 59 3.2 Moving Averages for Group 1....................... 62 3.3 Group II, Table 3.2, Relationship of HIM-G Indicators.......................................... 67 3.4 Moving Averages for Group II...................... 68 4.1 Group V, Table 4.1, Relationship of HIM-G Indicators.......................................... 77 4.2 Moving Averages for Group V ....................... 79 4.3 Group VI, Table 4.2, Relationship of HIM-G Indicators.......................................... 86 4 .4 Moving Averages for Group VI...................... 87 4.5 Group VII, Table 4.3, Relationship of HIM-G Indicators.......................................... 94 4.6 Moving Averages for Group VII..................... 95 4.7 Group VIII, Table 4.4, Relationship of HIM-G Indicators.......................................... 105 4.8 Moving Averages for Group VIII.................... 106 iv FIGURE Page 4.9 Group IX/ Table 4.5, Relationship of HIM-G Indicators........................................... 120 4.10 Moving Averages for Group IX....................... 122 4.11 Group X, Table 4.6/ Relationship of HIM-G Indicators........................................... 129 4.12 Moving Averages for Group X........................ 131 4.13 Group XI/ Table 4.7, Relationship of HIM-G Indicators...... 139 4.14 Moving Averages for Group XI....................... 142 4.15 Group XII, Table 4.8, Relationship of HIM-G Indicators.................................... 151 4.16 Moving Averages for Group XII...................... 154 5.1 Section A, Relationship of HIM-G Indicators of Groups I, V, VII, IX and XI, over the Life Span of Each Group............................ 160 5.2 Section B, Relationship of HIM-G Indicators of Groups II, VI, VIII, X, XII, over the Life Span of Each Group............................ 161 5.3 Sectioh A, Trends (moving averages) for Quadrants 1, 2, 3 and 4 for Groups I, V, VII, IX, and XI with Total Number of Sessions and Group Therapist....................... 162 5.4 Section B, Trends (moving averages) for Quadrants 1, 2, 3 and 4 for Groups II, VI, VIII, X, XII, with Total Number of Sessions and Group Therapist....................... 163 v LIST OF TABLES TABLE Page 2.1 Congruences and Similarities Between the Theoretical Framework, the Provo Experiment and the HIM........................................ 27 2.2 Number of Sample Sessions Chosen From Each Group Under Study................................. 3 0 2.3 Combination of "Discrete" Groups Into Two Continuous Groups................................. 37 2.4 HIM-G, Computer Printout Sheet for Provo Experimental Data................................. 40 2.5 Partial Table, Section A, Group I, HIM-G Ratios, Verbal Behavior by Quadrant, and Percent of Verbal Responses by Sample Session.. 49 2.6 Summation of Groups Used in the Provo Experi ment Indication Group Number, Section, Therapist, Degree of Sophistication, Number of Sessions........................................ 55 3.1 Ratio and Quadrant Measures for Discrete Group 1............................................ 57 3.2 Ratio and Quadrant Measures for Discrete Group II. ......................................... 64 4.1 Ratio and Quadrant Measures for Discrete Group V ..................................... 74 4.2 Ratio and Quadrant Measures for Discrete Group VI........................................... 83 4.3 Ratio and Quadrant Measures for Discrete Group VII.......................................... 91 4.4 Ratio and Quadrant Measures for Discrete Group VIIX......................................... 102 vi TABLE Page 4.5 Ratio and Quadrant Measures for Discrete Group IX..........................................112 4.6 Ratio and Quadrant Measures for Discrete Group X...........................................125 4.7 Ratio and Quadrant Measures for Discrete Group XI..........................................134 4.8 Ratio and Quadrant Measures for Discrete Group XII.........................................14 6 4.9 Summary of Naive and Contaminated Groups........157 vii ABSTRACT A STUDY OF GROUP DEVELOPMENT IN PURPOSIVE GROUPS The purpose of this study is to determine whether small, purposive groups follow a clear-cut developmental pattern. Considerable theoretical speculation suggests that this should be the case, but there is little empirical evidence to support this conclusion. Based on existing theories of group development, a com posite framework was constructed suggesting that groups go through three major phases: an orientation, an exploration, and a productive phase. This framework was examined on a 15 percent sample of almost 1000 recorded group sessions repre senting 10 different groups that were part of the Provo Experiment in Delinquency Rehabilitation. Several indices of the Hill Interaction Matrix were used to measure group process: (1) a Therapist/Member Ratio which measures the relation of therapist to member comments in any group session; (2) an Intra-Group Ratio indicating the ratio of group-related to non group-related comments; (3) a Risk ratio which indicates the ratio of assertive and con- frontive comments to conventional and speculative comments; and (4) a "Quadrantization" analysis which provides a trend analysis of a group over time. It was found that, when groups remain closed — i.e., are restricted to the same members from beginning to end — there was some confirmation for the notion that a develop mental process does take place — a process in which therapist participation decreases, group centered comments increase, greater member risks are run, and pedestrian and nonproductive comments decrease. However, when groups did not remain closed -- i.e., when they were constituted of both new and experienced group members — no clear-cut developmental patterns were discernible. In fact, when the process patterns of overlapping and contiguous groups were placed side-by-side, it appeared that each following group tended to start where the preceding group had left off, and to operate on about the same level. In terms of intervention, the implication was that the effects of experienced group members were likely to dominate those of new and naive members. In terms of theory and research, the implication was that developmental patterns are unlikely to be found unless a study of them is confined to groups in which membership is closed, not open and over lapping. CHAPTER I THEORETICAL BACKGROUND AND STATEMENT OF THE PROBLEM Introduction There is a considerable body of theoretical literature devoted to the notion that small groups develop in relatively patterned and systematic ways. The group dynamics tradition undoubtedly contributed to this notion because of its social- psychological , as contrasted to a strictly individual, approach. Lewin (19 53) , for example, or Cartwright (19 51), and Cartwright and Lippitt (19 57) all emphasized the notion that individual behavior is an intrinsic part of group behavior, that attitudes, values and beliefs are grounded in group membership, and that the ubiquitous presence of groups in society make them powerful forces having profound impact upon human behavior. This recognition, not only by social psychologists but by other social scientists as well, led to speculation that groups do not develop randomly but that they have a patterned and sequential development. As Reisel (1959:207) put it, "Groups with relatively constant structure in terms of membership, guidance and duration proceed in identifiable ways." Interestingly, much of the writing on the specific aspects of group development has been done by social 2 scientists and professionals concerned with the use of groups as a purposive tool for psychotherapy, for training, or for the alteration of attitudes or deviant point of view. Bion (1948;1951), Grotjahn (1950), Martin and Hill (1957), Psathas (1960), Hearn (undated), Thelen and Dickerman (1963), Tuchman (1965), Scott (1965), and Empey and Lubeck (1971) have all advanced frames of reference suggesting that small, purposive groups vary in their activities in a systematic rather than in an aimless way. Research pertinent to the development of small groups has been greatly expanded with the contributions of Lewin1 (1948) Field Theory of Group Dynamics, and Homans' (1950) description of psychological (internal) and Sociological (external) systems. Extensive exploration into the subject of small groups, however, has produced "...a very limited effort to develop broad theory and/or to integrate findings from various studies into a systematic, detailed body of knowledge" (McGrath and Altman, 1966:104-105). This criti cism rests, in part, with what Hare, Borgatta and Bales (1966: vi) refer to as a field of research (small groups) not belong ing to any one of the recognized social sciences alone, but, as being the common property and concern of all. As a conse quence high order abstractions have been developed which often ignore the need for more microscopic levels of analysis upon which all disciplines must ultimately rely for their basic reference material (Hare, Borgatta and Bales, 1966:vi). 3 By way of example, there is still basic disagreement as to whether small groups do develop systematically. As Hearn (undated) points out, there are those who argue that while groups are dynamic, the changes that occur in them are random, not systematic. According to this position, patterned move ment in groups is more a product of the theorist's imagination than of the result of verified, empirical information. Despite a great deal of speculation on the matter, it is con tended that very little solid research is available to support the assumption that groups do go through clearly delineated stages of development. Closely related, but more specific in character, are questions as to whether, even though group development is actually patterned, it is the same for all groups. Is one theory adequate for all of them, or are there different developmental patterns for different kinds of groups? With reference only to purposive groups concerned with therapy, training or various kinds of problem-solving, Bion (1948) takes the position that one general theory is adequate for all. He assumes that all groups develop in much the same way. Borgatta and Bales (1953) disagree; they feel that one theory is not adequate. Similarly, Scott (1965:25), Bennis and Shepard (1956:322) and Stock and Thelen (1958:4) all seem to suggest that groups which differ with respect to such things as age, sex, or purpose would be expected to develop according to different patterns. A group of seriously 4 regressed mental patients, for example, would exhibit develop mental characteristics that differ from those of a group of delinquents. The question remains of variations on a theme, or that of special vs. general theory. Given the lack of empirical evidence and a high degree of theoretical disagreement, further exploration would seem to be important. First, in a theoretical sense, it would seem important to determine whether patterned regularities in groups exist. The eventual understanding and explanation of human behavior in general, as well as in task-oriented groups, requires attention to such matters. Groups are generic to all forms of societal interaction. The small face-to-face group reflects microcosmic cultural, social and psychological patterns oriented to the expectation and role identification of the members. The small group provides the environment for cultural exploration and assimilation, where acceptable social and psychological behavior can be tested and accepted. Additionally, the small group is the place where patterns of production can evolve based upon the norma tive value system of the group. Consequently, greater know ledge of a general kind could be of considerable significance. By the same token, increased knowledge would have important implications for the pragmatic and applied use of groups. Bales and Strodtbeck (1951:485-495) have argued that, since much problem solving must occur in small groups, the efficiency of these groups would be improved if some useful 5 order could be discovered, outlined and followed. While, on one hand, group structure can often be oppressive and stultifying, its total absence, on the other, is also dis tinctive, often more productive of anarchy than anything else. Consequently, there is need for knowledge which might encour age interaction in small groups that is more productive of satisfying human relations and more efficient in the realiza tion of group tasks. For these reasons, it might be useful to review the ways in which group development has been described by different observers. Several literature summaries, as well as single investigations of the matter are available. Descriptions of Group Development Extended reviews by Hearn (undated), Martin and Hill (1957) or Tuchman (1965) reveal something in the neighborhood of over 150 articles dealing with the nature of group development in naturalistic as well as purposive groups. Unfortunately, their summaries also reveal that most of the articles on the subject are descriptive and anecdotal rather than analytical and empirical. Nevertheless, they were able to note some uniformities that merit consideration. These similarities are shown in Figure 1.1, which summarizes a body of eight theories or frames of reference that seem best to represent that which has been written. Moreover, an examination of these eight theories suggests that their major ,l i« i I i i i i m |i I IIII! Iji* ! ) ! I H i!- r iliii i l l ! II. j|l ii|H 1 n m n Mm. f e i i i j ! ! ! ! ! ! ! ! & ! - ■ ' t i l i i fill*;!} piS '-l| 4- i - ' i ' i ' i ! I f t f ■ V« t liiliiilll ill* 1 1 6 : : ili ij i ¥ ii i ii •H -Ii t* i i l l 11 E 'l i i i ii l ! i ' i n Iii ! i; ! i ! • ! ! < iiii liiii ^ 7 components might be summarized most parsimoniously in terms of the three phases of development suggested by Bales and Strodtbeck (1951) — orientation, explanation and production. Phase 1: Orientation In all eight theories, (See Figure 1.1) it is suggested that during the first phase of group development, groups are seeking some kind of orientation. Members seem to be search ing for structure or testing the situation to see what it means, specifically, orientation is mentioned by Grotjahn (1950), Psathas (1960) , and Tuchman (196 5). The idea of testing is indicated by Hearn (undated), and by Tuchman (1965), while Scott (1965), Empey and Lubeck (1971) and Thelen and Dickerman (1963) all speak of the tendency for group members to search for structure or to attempt to locate themselves in terms of what is going on. In a somewhat similar way, Martin and Hill (1965) indicate that stereotypic behavior, minimal groupness and socialization are characteris tic of their first two phases. They further emphasize egocentricity, social isolation and lack of identification suggesting that a general orientation is lacking, at least, that group members will be seeking to orient themselves, to find some structural reference. As a consequence, orien tation will be used in this dissertation to describe Phase 1 and to serve as the basis for empirical investigation. 8 By way of definition, orientation refers to the attempt by group members to identify and locate themselves within the purposive group setting. Most of the theorists imply that the behavior of group members during the orientation phase will be hesitant, guarded and defensive. There is likely to be a search for structure in which considerable testing will be made of the situation and in which stereotypes are carried over into the group from the outside. Considerable pressure will be exercised, therefore, in an attempt to establish meaning. Phase II: Exploration Although they have different terms to describe it, most of the authors suggest that the second general phase of group development is characterized by a great deal of exploration. Grotjahn (1950) suggests that there will be increasing tension, implying some need to explore ways by which to resolve it. Psathas (1960) describes this phases as one of "evaluation” in which sources of action are to be judged. Hearn describes it as being characterized by discussions of the self and increased tendency to reveal thoughts and behaviors. Scott (1965) notes that in the second and third phases of his formulation testing and stereotyping will con tinue but that the group also becomes aware of individual differences arrived at, presumably, by some degree of 9 exploration. Some subgroups will form and some resistance will continue, but a period of searching is implied. In a very similar way, Thelen and Dickerman (1963), and Tuchman (1965) suggests that a great deal of frustration, conflict and hostility are characteristic of this period, followed by an attempt to develop some group harmony and cohesion. Empey and Lubeck (1971) suggest that testing continues, that there is considerable distrust of the leader and a growing awareness of individual differences and alter natives. While there is some increased concern for the welfare of the group, a great deal of conflict between sub groups is btil1 present. And, although Martin and Hill (19 57) used different terms, they also imply considerable explo ration. There is, they say, a reactivation of fixated, inter personal stereotypes in which no member is reacted to in his own right. It is only later on, in the third of six phases which they describe, that there is an attempt by the group to deal with the here-and-now, and to escape from the frustration and isolation of the earlier phase. All of this suggests an extended period of exploration in the development of a group in which, rather than being productive, the group is laying the groundwork for productivi ty. Before the group can become cohesive, before it can achieve a sense of common identity, basic differences and hostilities must somehow be explored and reconciled. Like the orientation phase, therefore, the exploration phase is more 10 in the service of group productivity than an example of it. Phase III: Production All of the eight theorists allude to a final phase in which there is gradual concern of group members with the group as an entity in its own right. Grotjahn (19 50) suggests that the group begins eventually to provide a therapeutic experi ence. Psathas (1960) says there is pressure for group decision and the expectation that further joint action will exist. Hearn (undated) says that the group manifests feelings of friendliness and solidarity, that there is an increasing abandonment of defensive strategies and a greater acceptance of group goals. Scott (1965) notes that group members are not only much more inclined to respect individual differences, but to pay attention to subgroup and power structures within the group. It is only after these charac teristics become evident that the group can function effectively as a whole. Thelen and Dickerman (1963) and Tuchman (1965) emphasize the flexibility of group processes and the functional role- relatedness of interaction in this phase. The group becomes a problem-solving instrument in which members are much more inclined to adopt a stance that is task-oriented. Empey and Lubeck (1971) and Martin and Hill (1957) suggest that inter action in the group is now more candid and satisfying than at 11 any previous stage. Leadership emerges, interaction is more orderly and lawful, and individual problems become reinterpre ted as group problems. Martin and Hill (1957} also suggest the possibility that a group is capable of distributive leadership, that roles can be assigned on the basis of compe tence, and that a group can become not only cooperative but experimental and creative. If these theorists are correct, the final, general phase of group development will be one of production in which there is an effective involvement of most members in the development of the group. The group turns to consideration of process problems, subgroupings and problem resolution. Difficulties are tackled in a cooperative, experimental and creative fashion. Despite the fact that there are repeated regressions to former levels of operation, the distortions, irrationali ties and hostilities are handled more constructively in this phase. Candor and openness are more likely to be present resulting in more productive attempts by the group as a whole to resolve its problems. Thus, the analysis to this point has suggested two things. First, it is clear that the available literature on group development is far from adequate in terms of theoretical precision and empirically-based knowledge. It cannot, at this stage, provide definitive answers as to whether, in fact, groups develop in systematic fashion or whether separate theories are needed for different kinds of groups. On the other hand, the major source of encouragement 12 lies in the fact that, although the terminology was different, there were at least some common elements in the various frameworks that have been advanced. There was some indication that various authors had been able, at least on an impres sionistic basis, to identify some common patterns in the groups they had observed. Although the specific phases of group development that they describe did not always coincide completely, there was considerable overlap among them. In general terms, the first phase or group development seemed to be characterized by a period of orientation in which group members were attempting to find their places in the scheme of things, the second by a period of exploration in which an effort was made to identify and resolve frustrations, individual differences and hostilities, and a third by a period of productivity in which sufficient group awareness and understanding was achieved so that individual and group goals could be met. In some cases, it was suggested that this latter phase could result in a task-orientation that was both personally satisfying and instrumentally useful. Besides the heuristic utility inherent in placing the various phases of group development into these three general categories, they provide a framework that is operationally more feasible for empirical research. They provide the background for the main purposes and objectives of this research. 13 Purpose of this Study The purpose of this study is to determine whether, when empirical measurement is applied, any evidence can be found to indicate that small, purposive groups actually do follow the three general phases of development just described. Obviously, the stance of the study is exploration rather than hypothesis-testing. Given the lack of specific and well- verified knowledge on the nature of group development, it will be necessary to gather information that might ultimately be capable of generating hypotheses rather than that which can be used immediately to test precise, hypothetical state ments . In this particular instance, the small "purposive" group is defined as any collection of individuals, usually no more than ten or twelve in number, who have been gathered together for the purpose of achieving predetermined goals. The groups that will be studied were comprised of serious delinquents, all of whom were subjects in the Provo Experiment (Empey and Rabow, 1961). These groups contained no more than twelve members, and were in existence for prolonged periods of time. Of necessity, verbal interaction will constitute the substance of the analysis. It will be utilized as the source of data by which some evidence is provided as to whether group interaction varies systematically over time, and whether these are uniformities extending across groups* In order to treat all of these matters more systematically, attention is invited to the next chapter when a presentation of the methods used measuring verbal interaction will be presented, and where the nature of groups under study will be more completely described. CHAPTER II METHODOLOGY Introduction The first task in realizing the objectives of this study was to find a methodology that might be appropriate for the study of group development, a method that would not only permit the categorization of verbal behavior, but which would be sensitive to changes in the nature of that behavior over time. Specifically, any changes that were noted would have to be identifiable in some as being appropriate to the question as to whether groups go through orientation, explo ration and productive phases. After examining several different possible instruments, the Hill Interaction Matrix seemed best suited to the task. Although as will be seen later a great deal of speculation and reference is necessary in adapting this instrument to substance, some new insights are provided. The Hill Interaction Matrix first appeared in monograph form in 1957 and was revised in 1961 and 1965. According to Hill (1965): The categories of this interaction rating scale were empirically derived by studying intensely a considerable number of therapy groups. This resulted in deriving two 15 basic dimensions which seemed to be paramount in distinguishing various groups. Both dimensions are manifested in 'styles' of operation; 'style* is used as a single descriptive (genotypic) term which subsumes a variety of differing behaviors (phenotypes). One dimension deals with the 'content'; that is what the group talks about. The Content/Style has four categories (See Figure 2.1)— Topic, Group, Personal, and Relationship— which are presumably exhaustive. A group's style can be characterized by talking about the 'here-and-now* relationships and reactions of members to each other (Relationship, IV) or talking about the problem of a member in a historical manner (Personal, III) or about the group itself (Group II) or about all of the topics external to the group, e.g., current events (Topic, I). These can be treated as a nominal scale but are represented in the HIM as an ordinal scale of thera peutic significance with Topic, Group, Personal and Relationship being in order of increasing significance. While the cate gories were empirically derived, theoretical underpinnings derived from the literature substantiate the order of rankinq. The underlying theoretical rationale for the ordinal scaling for this dimension — Content/Style, as well as the other dimension, Work/Style, is presented at length in the HIM Monograph. The other dimension empirically derived deals with the level of Work obtaining in a group. Work has five categories — in order of significance -- Responsive, Conventional, Assertive, Speculative and Confrontive. Work, a term borrowed from Bion, is a meaningful concept but elusive of definition. In HIM terms it is characterized by someone in the group playing the helping role and someone playing the subject role and attempting to get self- understanding. Within the Work/Style dimension there are two subdivisions, Work and Pre/Work. In Pre/Work, no one is attempting to gain self-understanding. The lowest level is Responsive (A) which is characterized by the fact that little or WORK/STYLE FIGURE 2.1 THE HILL INTERACTION MATRIX 17 CONTENT/STYLE TOPIC CENTERED 1 ,--------- TOPICS ~ r GROUP ~ r i ii MEMBER CENTERED — I ------- r~ PERSONAL RELATIONSHIP r~ i III IV or o i UJ ac a. B r . D C O IA " ...... 1 ^ --RESPON IIA SI VE " - IIIA I VA ^ - IB ^ -CON VEh I IB JT IONAL- 11 IB Tvb ic" ^ *- -■ ASSE IIC :rti ve II IC fvc id" ^-SPECl 11D JLATIVE - - ^ HID I VD ^ — IE "'CONFF iie tONT I VE " ^ iiie i' ve R I I 0 INTRA-GROUP RATIO c o o : < t- 18 nothing is taking place except in response to the leader 1s probes. Next is Conven tional (B) which equates treatment groups with other everyday groups that rely on social amenities, stylized transactions, chit chat, etc. Assertive (C) is the highest rank of the Pre/Work categories and represents social protest behavior, usually the asserting of independence from group pressure and thereby not accepting or soliciting help from group members. Superficially it may look like work — a member presenting his problem, but he is 'acting-out not acting-on* his problem. Work categories are two* Speculative (D) and Confrontive (E); the former being the 'conventional* way of transacting therapy, i.e., playing the therapeutic game. Con- frontive style is intended to have real involvement and impact, and is characterized by tension and risk-taking. The dimensions are arranged in matrix form in the HIM with Content/Style on the Horizontal axis and Work/Style on the Vertical axis. The matrix has twenty cells — each of which characterizes typical behavior to be found in therapy grouos. The categories of the Hill Interaction Matrix are classified in accordance with three value determinants (Hill, 1965): (1) Member-Centeredness, (2) Interpersonal Threat, and (3) Patient-Therapist Role-Taking. Hill describes these value determinants in the following manner: Member-Centeredness: The goal of Group Psychotherapy is not to have a strong, cohesive, well-developed group nor to have insightful discussions about emotional problems. The goal is the recovery, rehabilitation and improvement of the individual members through the achievement of self-understanding, by individual members. Interpersonal Threat: Each individual possesses various fears, and we also have in common a fear of interacting with other human beings. Being in group situations 19 mobilizes the free floating anxiety connected with this fear. Consequently much behavior in groups that is being labelled resistance is really security opera tions to maintain a state of minimal anxiety in the face of the interpersonal threat... security operations must be abandoned from time-to-time, and interpersonal risk must be undertaken. Patient-Therapist Role-Taking: Patient- Therapist role-taking begins at some level or other when the members of a psychotherapy group want help. Not only must we have a topic person, but for therapy to take place he must be willing to be treated by other members as well as by the therapist... there are special benefits that come from treatment by peers. One is that they may develop insights and ideas that a therapist tnay be unaware of or overlook; also, ideas and suggestions of fellow-sufferers are often more digestible than that coming from the therapist. However, in our scheme of things we stress the value for the person taking the therapist role...without someone in both the therapist and patient role the unique poten tial and group psychotherapy cannot be fully realized, and a group cannot be considered as working on member*6 problems. This description suggests concepts similar to those described for this study. One can detect the description of a beginning, orientation phase in which there is the with holding of personal data, the indulging in chit-chat, social amenities, socializing interaction. The middle or exploratory phase is suggested where there is an attempt to uncover and obtain insight. Relationships have begun to be established and analyzed. Finally, the productive phase is consistent with the following characteristics: here-and-now problem-solving, problem behavior is dealt with, members are 20 helped by one another, and distortions, irrationalities, pathologies and falsehoods are confronted. Members play the confrontive therapeutic role. Measurement Scale: The HIM-G Several different measurement scales have been derived from the conceptual scheme upon which the HIM is based. All are designed to categorize verbal behavior in terms of the various work and content categories that were mentioned. For this study, however, the HIM-G was the most appropriate scale (Hill, 1967). Rather than making it necessary to note each of the hundreds of statements occurring throughout the life of any group, this scale* permits trained raters to respond to a series of 72 items for each group meeting which in total describe the kinds of interaction occurring in that meeting. Some examples of these items are as follows: 44. Members discuss how the group operates or might function. [ 7 ] [ T ] [ I ] ( T ] {7} q: Not 0-10% 10-20% 20-40% 40-60% Over 60% at all of time of time of time of time of time 50. The group is silent or uncommunicative. 1 7 ) Cp [p m G3 I T ) Not 0-10% 10-20% 20-40% 40-60% Over 60% at all of time of time of time of time of time £ The entire HIM-G rating scale may be found in Appendix A. 21 51. Members point out how certain members have characteristic patterns of interacting, OR members ask for or give reactions to specific behaviors of member. m [ 7 ] [ 7 ] [ T ] [ T } m Not 0-10% 10-20% 20-40% 40-60% Over 60% at all of time of time of time of time of time Scale Reliability According to Hill (1971) : The test-retest reliability of the HIM-G is Very high as might be expected. This may be due to some extent to a memory factor, but reliability coefficients of .90 and better certainly do not argue against the reliability of the scale. A much more rigorous test, nonetheless, is one of inter-judge reliability. The early interjudge investigations conducted by the author yielded rank order coefficients of .80 to .84. These were considered auite satisfactory and others began using the test. Recent investigators — Anderson and Gibson at the University of Minnesota, Rednar at the University of Arkansas, and Vernallis and Holson at Olive View Hospital in Los Angeles — report rho correlations between judges from .90 to .96 for well trained raters. The evidence is that unsophisticated raters are not as reliable and do not get the verv high coefficients that professional group leaders obtain. There are, however, as you might expect, exceptions to this generaliza tion. In summary, the HIM-G has good reliability when used by the relatively uninitiated and excellent reliability when used by professional personnel trained in the use of the scale. It might be noted that there is a training sequence and curriculum worked out for training reliable raters, and this is reported in the Hill Interaction Matrix Monograph (1970). Two, specially trained raters, were used to rate all of the group sessions used in this study. Prior to beginning 22 this study, they had participated in a number of earlier studies, and their reliability in the use of the HIM-G had been established. They listened to, and scored each discus sion session chosen in the sample, and any differences between them were carefully analyzed. If differences on any particular item were not greater than one increment, thev were not considered substantively significant and left to stand. In each case where differences were greater than one increment, the item was carefully discussed and differences resolved. In only a very few cases were they unsolvable. Ratings were made on score sheets for each group session (See Appendix B). This information was then transferred to IBM cards which, in turn, were analvzed in terms of a special computer program designed to provide necessary information for the study. More will be said on these subjects later. Validity of the HIM-G As Hill (1971) point out, it is extremely difficult in an area of this type to demonstrate, through some outside criterion, the validity of an instrument like the HIM-G. Nevertheless, says Hill, we can say that the HIM-G has high face validity, and we have many testimonials to this fact in our files. Anyone who has made it through the section in this test manual on Test Construction would in all probability agree that the test is quite strong in construct validity. As these foregoing tests for validity are highly subjective, certainly, the reader can decide for himself as to the sufficiency of the HIM-G in matters of face and construct validity. The HIM-G also meets another test of validity, namely, utility. The HIM as a concep tual system, and the rating scales thereof, have been used with success in a great variety of stud ies of small groups. The Annotated Bibliography for the HIM is presented in Appendix C, not only as a bibliography, but is entered as evidence of the utility of the HIM in general, and, in the case of this Test Manual, of the HIM-G in partic ular. Besides the studies reported in the bibliography, there are as many again in various stages of completion, and some of these are 'out come studies' which tend to support the contention that the HIM-G passes the test for yet another form of predictive validity. The Sample of Groups The verbal interaction to be analyzed in this study was derived from group sessions that were taped as a part of the Provo Experiment (Empey and Rabow, 1961). Before describing the methods that were used to sample from the several hundred recordings that were available from this experiment, it is important to indicate why interaction from these group re cordings constitute particularly relevant data. The Provo Experiment (Empey and Rabow, 1961) was initi ated as a community project in Provo, Utah in 1959. In terms of comparing its population with others in which group tech niques might be used, the following characteristics are im portant: all subjects were serious, not first time delinquents; they ranged in age from 15-17; they were not seriously re tarded nor psychotic; and they were involuntary not voluntary members of the program since they were legally required to attend the program. 24 The experiment theorized that, because of evidence favor* ing the idea that delinquency is heavily a group phenomenon, group techniques should be used as a tool for change. Con sequently, the principles of Guided Group Interaction, which were developed at Fort Knox during World War II (Bixby & McCorkle, 1951) and later at Highfields (Weeks, 1963), were adopted as those upon which group techniques should be based at Provo. Briefly, these principles emphasize the idea that by changing the norms and values of the group, its methods and psychological supports, the individual, in turn, will be more likely to change. Thus, Guided Group Interaction has as its objectives three things: (1) the encouragement of convention al perspectives that question the utility of a life devoted to delinquency; (2) to suggest alternative ways for behavior; and (3) to provide recognition not only for the personal re formation of the individual group members, but to grant him status and recognition for his willingness to help others. The technique grants considerable power to the group as a whole, of which an adult group leader is only a member. It encourages participation of the group in the analysis and re solution of basic problems, even extending to the point where the group is involved in deciding when its individual members are ready to be released from supervision. In sum, it strong ly encourages the principle of ”retroflexive reformation"; that is, it suggests that if a delinquent is serious in his 25 attempts to reform others, he will be more inclined to accept the common purpose of the reformation process, identify him self closely with others engaged in the same process, and grant prestige to those who succeed in it. This causes the member to become a genuine participant of the reformation group so that, in the process, he may be alienated from his previous pro-delinquent groups. To accomplish these ends, the delinquent must become heavily involved in the treatment system. Of special significance is the fact that the development al group process was hypothesized to occur in a pattern not greatly different from the orientation, exploration, and production stages described earlier (cf. Scott, 1965). From an early stage of development in which there is considerable resistance and testing (orientation) it was hypothesized that the over-all process would work toward a second stage in which there was a growing awareness of individual differences and a growing awareness of group structure and influence (explora tion) , to a final stage in which delinquents would carry increasingly heavy responsibilities (production): analyzing m problems, making plans, preventing difficulties, making decisions and sharing with staff the rewards and pains of the reformation process (Empey and Lubeck, 1971). In other words, the principles underlying this use of the purposive group, if properly implemented, should help to encourage a kind of phasic development like that which a number of theorists have said actually occur in small groups. In turn 26 this empirical analysis, if well conducted, should help to determine whether these assumptions were accurate. Moreover, these seem to be some congruities between the assumptions made about groups at Provo, and those which underly the Hill Interaction Matrix. These congruities are noted in Table 2.1. Under our rubric of orientation, it will be noted that the HIM and the Provo Experiment both indicate a search for structure early in the formation of the group. The whole idea is conveyed of an attempt to find oneself in relation to the group. The idea of exploration is conveyed or suggested in both the HIM and the Provo Experiment during the middle period. And the whole idea of "here-and-now" confrontive behavior, ability to attack problems in a creat ive manner by all members of the group appears toward the last productive phase of a group's movement. Again it becomes necessary to point out that complete congruence does not exlstyj but looking in gross terms, similar patterns seem to be in dicated in spite of a difference in terminology. This suggests justification in this exploratory analysis for use of the HIM as an analytical tool, and the use of the Provo Experiment as a source of data. It is therefore presumed that the Guided Group Inter action groups in the Provo Experiment provide an adequate field testing situation for the three stage developmental theory of group growth enunciated in this study, and further that the stages should be manifested if the theory has validity. It is also presumed that the specific measurements TABLE 2.1 Suggested Phases Suggested Provo Congruence CONGRUENCES AND SIMILARITIES BETWEEN THE THEORETICAL FRAMEWORK, THE PROVO EXPERIMENT AND THE HIM ______ ORIENTATION_______ An attempt is made by group members to identify and locate themselves within the purposive group setting. It is a period of socializing interaction, character ized by hesitant guarded participation— tools for self-understanding introduced-s tereotypic thinking. Foundations laid for cohesion, con formity. Search for structure. EXPLORATION Techniques learned which permit the individual and group to maintain and/or reinforce their identities. Provides opportunity to establish patient role- taking techniques. Cohe sion and consensus are reinforced while allowing introduction of the dyna mics of interpersonal risk taking. Identification of need to help one another and assume responsibility of group. Anomie— no formal structure— but a search for structure begins— respond according to previously held stereotypes— groping, noncommital kind of interaction— testing of the situation— lack of response to others as individuals— private search for meaning. Realistic confrontation more likely than stereo typic reactions— gradual rise of individualism— discussion of individual members— exploration of norms, rationalizations, attitudes— asking ques tions— exploring problems — socialization and insight are enhanced— interpersonal exchanges. PRODUCTION Members are Tielped by the process of helping others with all members playing therapeutic role by effective involvement of members in the develop ment of the group. Group turns to considerations of process problems, sub grouping, problem resolu tion. Problems are tack- eled in a cooperative experimental and creative fashion. "Here-and-now" confrontation of all dynamics. Analysis of individual problems— recognize, trv out new role alternatives — therapv from involve ment in group develop ment, from analysis of individual problems— consideration of process resolution result of function of total group interaction as opposeI to that of only therapist and single member as principal actors— group, self productive (suggests: here-&-now). TABLE 2.1-Continued ORIENTATION Suggested eonventionai; J b) ,----- * Assertive (C), Topic Congruences(1)_ ^ Group (I?, The prework style embraces low level testing to find out what is to be talked about and how the group is to proceed. This may involve hos tile as well as well-mannered probing, EXPLORATION Conventional (B), Asser- tive (C), Personal (III), and Relationship (IV), or Speculative (D), Confron- tive (E), Topic (I), and Group (II). Exploration is of two distinct types, one having to do with work oriented discussion of topics that are related to member's problems, and getting the grouo down exploration and production OR low level exploration of personality or reaction to personality of the members. PRODUCTION Speculative (D), Con- frontive XE), Personal (III) and Relationship (IV). The work-stvle is member centered— the group individually and collectively deal with decision-making, oroblem-solving, here-and-now work. Members of the group attain consensual validation, ^rouo interaction sustained with achievement of self-understanding, oroblem-solvino, and comprehension of the dynamics of societal interaction. Members play the confrontive therapist role. K> G O 29 obtained from the HIM-G instrument are particularly appro priate for testing the theory on this population. Method of Sample Selection A total of 14 different groups of boys participated in the Provo Experiment. Since these groups met anywhere from 50 to 135 times, for an hour-and-a-half each session, and since each session was composed of hundreds of statements, it was uneconomical in this study to score each session for each group. Instead, a 15 percent sample of all of the sessions for ten of the fourteen groups were chosen for analysis. (Four of the groups could not be sampled adequately because of poor recordings and missing tapes). As a result, the total sessions for the ten groups on which a sample was chosen numbered 977. Of this number 156 sessions were analyzed, comprising the 15 percent sample. The number of sessions sampled from each of the ten groups was not equal because each of them did not meet for an equal number of sessions. As indicated in Table 2.2, some groups were together for much shorter periods of time than others. Group 1, for example, met for slightly less than fifty sessions, while Group XI, met for over 140 sessions. Thus, the number of sessions included in the sample from Group I included only ten meetings while the number from Group XI included twenty three. The sessions included in the sample were selected by taking a random start, and TABLE 2.2 NUMBER OP SAMPLE SESSIONS CHOSEN FROM EACH OF TEN GROUPS UNDER STUDY* GROUP SAMPLE SESSION NUMBERS USEO IN THIS STUDY 1 . 2 , 3 . 4 | 5 | 6 , 7 | 8 i 9 | 10 , U ACTUAL DISCUSSION SESSION NUMBER IN PROVO PROGRAM I 1 6 12 18 25 30 37 43 48 54 II 3 9 15 21 27 33 46 50 57 64 69 V 92 5 16 18 24 29 35 4l 47 53 59 VI 21 27 33 40 46 52 57 65 70 71 88 VII 187 193 1 7 13 19 25 31 38 44 50 VIII 1 9 11 17 23 29 36 41 47 53 59 IX 29 32 34 40 47 52 58 64 70 76 82 X 90 96 103 108 114 119 126 132 139 145 150 XI 10 16 22 28 33 40 46 52 57 64 69 XII 6 11 17 24 29 36 41 47 53 59 65 Since it was impossible to study all 14 qrouos in the experiment, the ten groups listed here are those for which data were available. TABLE 2.2-Continued SAMPLE SESSION NUMBERS USEO IN THIS STUDY GROUP ACTUAL DISCUSSION SESSION NUMBER IN PROVO PROGRAM 101 VII VIII 106 118 136 148 112 130 118 138 105 127 132 112 123 XII 103 110 121 115 32 selecting every nth tape thereafter so that a 15 percent sample would be provided for each group. If the assumption is accurate that groups develop systematically through the same three general phases, then some support for that assumption should be provided when the sessions for each group are analyzed separately; that is, there should be evidence of the same general phases in each of them. However, as is so often the case, these data will not provide a complete and uncontaminated test of the assumptions of group development. The problem might be illustrated by reference to Newton's Laws of Motion. In order to test these laws so that the empirical data closely correspond with theoretical expectancies it would be necessary to have a frictionless condition -- one that does not obtain for phenomena in nature. Thus, in the actual conduct of research, empirical data may only approximate the theoretical ideal, not be totally consonant with it. The same is true in the study of group development. Just as friction is introduced into the study of motion, so there are errors and disjunctions that might interfere with an examination of group develop ment under ideal conditions. In the study of group development, for example, what would be the ideal state, or more to the point, what are the major sources of error that must be held to a minimum if the phenomena of group development is to manifest itself? 33 According to Hill (1967) most of the variance between groups can be accounted for by three internal and one external factor namely Group Composition, Leadership Style, Group Developmental Level, plus Situational Norms. Examining the conditions obtaining in the delinquent groups in this study, it is important to be aware of the additional limita tions these factors might impose on the study of group development. 1. Group Composition — Since the analysis must depend upon verbal interaction as the primary source of data, it is important that group members be able to communicate verbally. In this instance, there do not seem to be serious problems along this dimension. Mentally retarded and mentally dis turbed clients were not included in the program so that in terms of the population utilized in this study there is no known reason why these subjects, as individuals could not collectively interact so that the group could develop through the stages postulated by this study. 2. Leadership Style — In order for behavior to become mani fest that would allow a group to be seen as going throuah the stages of group development it is presupposed that not only the group members have the capacity for combining in a fashion that would allow the group to go through the stages of development but also it presupposes that the group leader would not actively stunt the growth potential of the group. 34 It is difficult to say to what degree leadership style may have been a serious contaminant in this case. It may not have been, since all group leaders were trained in Guided Group Interaction at the Experiment, both before and during their participation in the program. Hence, this training, as contrasted to prior professional training, was deemed the most important. In fact, two group leaders were sociologists^ one was a psychologist, and one a social worker. All were expected and tried to adhere, not to previous conceptions of group operations, but to those that were dictated by the theoretical assumptions of the experiment. 3. Discreteness of Group Membership Perhaps the most serious problem of contamination had to do with the fact that each of the ten groups chosen in the sample was not a discrete entity, starting with completely new and naive members. Except for Groups I and II, all subsequent groups were contaminated by the inclusion of some experienced members from prior groups, along with new, naive members. The reasons had to do with the practical problems of program operation. Since the members of each group were not ready for simultaneous release from the program, some making faster * progress than others, every group was left with a residue of a few boys as it neared completion. Thus, these residual members were joined together with new boys to make up a new, "discrete" group. Consequently, except for Groups I and II, all subsequent groups in the earliest stages, contained both 35 old (sophisticated) and new (naive) members even though, for the purposes of program operation they were designated as new and discrete groups. For example, when the membership of Group I declined to three or four boys, new boys were added and it became Group III. Likewise, when Group II declined, new members were added, and it became Group IV. This practice then continued throughout the life of the study. Thus as Groups III and IV developed, and members were discharged, new members were again assigned before all of the old members had left. Conse quently, Group I eventually became Groups III, V, VII, IX, XI and XIII while Group II became Groups IV, VI, VIII, X, XII and XIV. Obviously, because each group did not start out with members that were actually naive and new, that fact would presumably affect the nature of group development. Only Groups I and II could be said to be free of this kind of adulteration. As a result, adjustments had to be taken in this study to deal with these practices. This was done by analyzing the various groups in two different ways. First, each of the ten groups was analyzed as a discrete group, even though membership in it overlapped with succeeding groups. Secondly, in order to take this overlapping into account, all groups that overlapped were treated as one long continuous group. There were two such continuous groups. The first, Section A, began with Group I X X 3 6 and included all succeeding odd—numbered, discrete groups. The second continuous group. Section B began with Group IX and included all succeeding even numbered gro^^s. Table 2.3 shows the discrete groups that weiNs combined into Continuous Group A and Continuous Group B. Oryly Group I (in Continuous Group A) and Group IT (in C on t i nuou s '- 1 'r ou p B) were comprised entirely of naive members at the outsei In any event, it seems likely that we may have two qrou r > developmenta 1 levels operating simu11aneous1v and the outcome from this is unknown and certainly represents a contaminated condition for testing the theory. We cannot assume, for example, that all groups were at the orientation stage in their initial meetings, instead they mav have been at some other level, strongly influenced by the residue of sophisti cated members. On the other hand, by analyzing group development both in the "discrete” and the continuous groups, some indication should be given of the extent to which group process is affected, either by starting a group with entirely naive members, or by combining sophisticated with naive members. 4. Institutional Norms - - It is an accepted fact that various institutions have their formal and informal norms which can affect the course of group life. In the Provo Experiment such norms were deliberately manipulated in the service of Guided Group Interaction. Therefore, there is no known reason why the groups could not develop in 37 TABLE 2.3 COMBINATION OF "DISCRETE" GROUPS INTO TWO CONTINUOUS GROUPS Continuous Group: Section A Discrete Group I Discrete Group V Discrete Group VII Discrete Group IX Discrete Group XI Sophistication Levels: Old Members / New Members 0% 100% 50% 50% 50% 50% 40% 60% 60% 40% Continuous Group: Section B Discrete Group II Discrete Group VI Discrete Group VIII Discrete Group X Discrete Group XII Sophisticated Levels: Old Members / New Members 0% 100% 50% 50% 40% €0% 50% 50% 75% 25% 38 accordance with the theory as far as this factor is concerned. In summary, then, the factor that is most likely to contaminate the analysis is that having to do with the failure to obtain discrete, completely closed groups upon which the developmental phases could be tested. Just what the effects will be only empirical analysis can say. Measurement of Group Process Given the particular concerns of this investigation, there were four HIM-G indicators that seemed most appropriate. These were: 1. Therapist/Member (Th/M) ratio which provides the ratio of therapist to member comments in the course of any group session. 2. Intra-Group (I-G) ratio which has to do with the Content categories of the HIM and indicates the ratio of comments in a group that have to do with group matters — i.e., the Group (category II) and Relationship (Category IV) categories of the HIM — to the number of comments having to do with non group matters — i.e., Topic (category I) and Personal (category II) categories of the HIM (cf. Figure 2.1). 3. Risk ratio which has to do with the Work categories of the HIM and is obtained by adding to the Assertive (C) and Confrontive (E) categories of the scale, both 39 of which involve risk, and divides them by the non risk categories — i.e., the Conventional (B) and the Speculative (D) categories. 4. HIM-G Quadrantization which provides a trend analysis of a group over time, and indicates whether in terms of the assumptions of the scale, some purposive group development is discernible. The way these measures reflect on the major concerns of the study are outlined below. This is done by providing in Table 2.4 a printout from the computer which, among several different kinds of data, provides the data that are central to this analysis. In the HIM-G computer printout there are four scores given for each cell. These items are in the order of presentation: therapist sponsored, therapist maintained, member frequency and spread of member participation respec tively. These four scores for each cell are also summated together to yield total cell scores. These sums for each cell are in turn summated to yield totals for all four rows and all four columns of the matrix. This is presented in Table 2.4 in column or row total #1 (raw score). The sum of column or row is indicated by the total score. By dividing the total score into each of the sums of any column or row we get percentage assigned to these column or row determin ants. In the example Table 2.4, we find that the score for this group is 110 and if we divide it into the row score 32 total of column #1 (Topic) we get /110 equals 29%. In this TABLE 2.4 CONVENTIONAL-B ASSERTIVE-C SPECULATIVE-D CONFRONTIVE-E 1 RAW SCORE 2 PERCENT HIM-G Computer Printout Sheet for Provo Experimental Data CELL SEQUENCE TS TM MP MF TOPIC I 1122 = 6 2123 = 8 3223 =10 2213 = 8 32 .291 3 QUADRANT PERCENT 2 5 ‘Quadrant Ql*l ,27 GROUP II 2122 = 7 2112 = 6 2121 = 6 2210 = 5 24 .222 17 PERSONAL III 2132 = 8 2012 = 5 2213 = 8 3234 =12 33 300 26 REL'SHIP IV 0011 * 2 2011 * 4 3022 = 7 2312 = 8 21 .191 1 RAW SCORE 23 23 31 33 PERCENT .209 .209 .282 .300 110 (Total Score) IDENTIFICATION 32 NUMBER 64265129 TH/M RAT10= .864 RISK RATIO=5.185 INTRA-GROUP RATIO=1.750 41 fashion we obtain the percentage for all sums of rows and columns which is presented in line 2 of the printout. Obviously we convert to percentage so that we can make the data comparable from meeting to meeting. Later on the necessary data will be taken from the printout and summarized in a final table. Therapist-Member Ratio The TH/M ratio deals with the ratio of therapist to member contribution and figures greater than unity (1.0) indicate that the therapist has been quite active in this category. In the group represented by the printout (Table 2.4) we find that the TH/M ratio is .864 indicating that according to the norms of the HIM, the therapist in this case had not been especially active. This is obtained by adding up the sum of the first two score items in each cell and dividing by the sum of the second two score items in each cell. As the first two cells deal with therapist/sponsoring, therapist/maintaining and the last two deal with member participation and spread of participation. In this case. Table 2.4, the sum of the scores for therapist/participation equals 51 and for member participation it equals 59. There fore the TH/M ratio is 51/59 or as the printout indicates .864. The Therapist-Member ratio is important because it indicates something of the extent to which interaction in a 42 group ia a function of leader activity, as contrasted to that which is a function of member activity. If a group is to move from orientation to production phases, we would expect member activity to increase over the life of a group, and that of the leader to decrease. The amount of time taken by the leader, especially in later discussion sessions, should certainly be less than the time occupied by the members. This accords with the Guided Group Interaction theory as articulated earlier and investigated by Rabow (1962). Intra-Group (I/G) Ratio The Intragroup ratio is calculated according to the following formula: HIM categories II + IV „ ^ c Htff'categori'Sa' I + ITT x 2*5 As explained, this measure indicates the ratio of group- oriented to nongroup-oriented comments in any given meeting. The weight of 2.5 is used to bring the ratio to unity for an average group. In the case of the sample group the total of column two and four is 24 plus 21, and the total for columns one and three is 33. Therefore by inserting these values in the above mentioned formula we would have 65/45 which equals .70 x 2.5 - 1.75. If a group is concerned more with group and relationship than with everyday topics and personal issues, this will be reflected by an I-G ratio above 1.0. If a group follows the three stage progression, this ratio would be expected to 43 increase over time. In Table 2.4, the I-G ratio is 1.75 indicating that, in this particular session, concern with group issues was above average. The Risk Ratio The Risk ratio is determined by adding the Risk cate gories C and E and dividing them by the non-risk categories, C + T ? B plus D times 5, or B' + D x 5. Multiplying by the factor 5 brings the average out to a ratio of unity. This means that in HIM terms, the Assertive and Confrontive categories are considered to be risk-taking categories whereas inter action in the Conventional B, and Speculative C, is viewed as being relatively safe modes of operation. In the sample group given in Table 2.4, the Risk ratio was reported as being 5.18 5, a score that is considerably above average. This is obtained by inserting the values of four C and E of 23 and 33, and B and D of 23 and 31. These are plugged into the previously mentioned formula we then have 56/54 x 5 - 5.185. Theoretically, the Risk ratio, as an indicator of the employment of high inter-personal risk, reflects the amount of member vulnerability or exposure to tensions involving behavior change and that involvement in group development. Thus, it would be hypothesized that a high HIM-G Risk ratio, showing sustained verbal activity in the Assertive and Con frontive dimensions, would develop over the life of the 44 group. This accords with Guided Group Interaction theory as articulated and investigated by Rabow (19 62), and it is consonant with the notion that if a group does move from orientation to productive phases, the risk ratio should increase over time. Quadrantizationi Trend Analysis The conduct of a trend analysis provides one of the most explicit efforts to indicate whether the groups under study developed according to a systematic pattern. This trend analysis was conducted by dividing the sixteen cells of the Hill Interaction Matrix into quadrants, and noting the way interaction in each of the quadrants varied over time. Figure 22 indicates how the 16 cells in the HIM are divided into four quadrants. As each quadrant is made up of four cells and as a total score is obtained for each cell, the sum of the cell scores will provide a total score for each quadrant. If this information is applied to Table 2.4, it can be seen that the total score for quadrant 1 in the sample printout is (6/7/8/6-27). In turn, the raw scores for each of the quadrant scores is then converted to percentage by dividing the quadrant scores by the total score. This provides the percentage of the verbal inter action that occurs within a particular quadrant in any particular meeting. FIGURE 2.2 HIM-G CATEGORIES COMBINED INTO QUADRANTS WORK/ STYLE NON-MEMBER CENTERED MEMBER CENTERED QUADRANT 1 QUADRANT 2 P R Topic Group Personal Relationship E / W R 0 I R Conventional Assertive Conventi onal Assert!ve S K K QUADRANT 3 QUADRANT A R A W Topic Group Personal Relationship T I 0 0 R K Speculati ve Confronti ve Speculati ve Confrontive INTRA-GROUP RATIO cn 46 Hypothetically, Quadrant 1 should include most of the behaviors characteristic of the orientation phase of develop ment, since it includes pre-work interaction that is charac terized by discussion of topics that are non-member centered and superficially concerned with group matters. It does provide a socializing function, and lays the groundwork for cohesion and development, but it involves little of the risk and effort that will be required later on if the group is to develop. In other words Quadrant 1 reflects attempts of the group to establish a structure, members are trying to find them selves in the scheme of things. As the group continues, however. Quadrant 1 should reflect a decreasing continuum of HIM-G values, accompanied however, by occasional increases in this quadrant as the group uses its behavioral pattern as a place of retreat. Exploration, as a phase of purposive group development is demarcated by Quadrant 2 and Quadrant 3. It will be noted that both quadrants are combined to form the exploratory phase. This may be justified in that exploration may be both member-centered as well as non-membered centered, pre work as well as work oriented. These two quadrants may also be seen as transitional. In Quadrant 2 (HIM categories: Personal, Relationship, Conventional and Assertive), the pre-work/styles of activity are member-centered, and techniques are learned which permit 47 the individual and the group to maintain and/or reinforce their identities. Further, in Quadrant 2, individuals generally introduce their problems in an attempt to resolve frustration, individual differences and hostility. HIM-G values in Quadrant 2 should be relatively high in the early and middle stages of a groups life, but should decrease as activities in Quadrants 3 and 4 increase. Quadrant 3, (HIM-G categories: Topic, Group, Specula tive and Confrontive), forms the second part of the explo ration phase of purposive group development. The work/style activities are non-member centered, and provide the group with the opportunity to establish member and leader role- taking techniques. Quadrant 3 is characterized, at least hypothetically, by the ability of the group to become aware of the problems of group resocialization, and identify with these same problems. Additionally, the work/style of Quadrant 3 permits reinforcement of group characteristics in relationship to cohesion, consensus, and allowing introduc tion to the dynamics of inter-personal risk-taking. Further, the group is permitted to identify the need to help each other, and begin to assume responsibilities of group inter action. Quadrant 3 is also a place of retreat for the members of the group involved in a high level of inter personal risk-taking activity, and other forms of confrontive behavior patterns. 48 Quadrant 4, (HIM-G categories: Personal, Relationship, Speculative and Confrontive) is used to represent the third or production phase of purposive group development. The work/ style is member and relationship centered, and the group, individually and collectively, deals with decision-making, problem-solving, here-and-now work. Members of the group attain consensual validation, and they are oriented to involve ment with the topic person (Hill, 1965:26). Quadrant 4 further sustains group interaction which was learned and developed in Quadrants 2 and 3, for the achieve ment of self-understanding, problem-solving, and comprehension of the dynamics of societal interaction. HIM-G values in Quadrant 4 should be low at the inception of the group (Quadrant 1, orientation), reflecting a low percentage of productive-type activity as the group estab lishes their normative patterns for subsequent performance. Only later in the group process, would we expect a greater amount of interaction in this quadrant. By way of illustration, the quadrant scores for the first three sample meetings of Group I are shown in Table 2t5. Along with the ratios described earlier, this table provides the basic data upon which all subsequent analyses will be made. It will be observed that the percentages of comments in Quadrants 1 and 2, during the first meeting were high, while those for Quadrants 3 and 4 were low. This finding is consistent with the theoretical assumptions that interaction 49 TABLE 2.5 PARTIAL TABLE, SECTION A, GROUP I HIM-G RATIOS, VERBAL BEHAVIOR BY QUADRANT, AND PERCENT OF VERBAL RESPONSES BY SAMPLE SESSION SESSION NUMBER* I d ) 2(6) 3(12) THERAPIST MEMBER RATIO 0.522 INTRA-GROUP RATIO 2.969 RISK RATIO 0.469 0.951 1.204 2.407 0.482 2.440 1.484 QUADRANT PERCENTAGES MOVING AVERAGE DIRECTION OF CHANGE Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 40 31 20 09 25 25 24 26 09 20 28 44 -8 +2 -4 +10 25 34 12 29 17 27 20 36 The session number is divided into two parts. For example: 2(6). The first part, 2 identifies the sample dis cussion session sequence in this table. The second part, (6) is the actual number of the discussion session in the Provo Experiment. NOTE: In all cases; Q1, Q2, Q3, and Q4, are abbreviations for Quadrant 1, Quadrant 2, Quadrant 3 and Quadrant 4. 50 in the early phases will be characterized by orientation — a search for structure, with relatively little risk involved. In sample meetings, 2 and 3, however, this picture begins to change with fewer comments in the first quadrants and more in the latter two. Along with the various ratios and quadrant scores, Table 2.5 also provides some additional information for the analysis. The first is a "moving average." A moving average is calculated by adding the value for Ql, sample meeting 1, to the value of Ql, sample meeting 2, and dividing bv 2. The resultant score becomes the moving average for the two sessions. This procedure was followed for all of the sample sessions for each group. The moving average, because it tempers the extreme occurring between two different meetings, is used as a means for controlling for changes in therapists and breaks between sessions and other environmental contamination that could have artificially exaggerated effects and therefore have distorted the trend. By using the moving average technique, such dis tortions were minimized or smoothed out, although not eliminated. Moving averages of two rather than three sessions were used as a compromise to avoid overly smoothing out the trend line. Moreover, this method provides for another method of looking at developmental processes, and changes over time — namely, the calculation of direction of change. The direction of change for each of the quadrants is the final kind of information shown in Table 2.5. The direction of change is calculated by subtracting the second moving average from the first in order to determine whether the percentage of interaction in each quadrant increased or decreased over time. It is yet another method of measuring change in a time series. In the example shown in Table 2.5 the moving average for Quadrant 1 decreased while that for Quadrant 4 increased. This information is further displayed in the direction of change values which indicate how much and in what direction the changes occurred. These different sets of data will help to indicate whether each discrete and continuous group in the study experienced orientation, exploration and production phases of development. If they did, the three ratio measures — Therapist/Member, Intragroup, and Risk — should so indicate. There should be an increase in the value of each ratio over the life of the group. In a sense, however, general trends rather than specific phases will be measured; that is, it is not anticipated that sharp differences between phases will be observable, rather gradual changes. By contrast, it is anticipated that some sharper differences between phases should be observable when the quadrant measures are used. In Phase 1 we would anticipate Ql to be high and Q4 low; in Phase 3 we would expect the reverse to occur: Ql low, and Q4 high. In Phase 2, by 52 contrast, we would expect Q2 and Q3 to be high, while Ql and Q4 are both low. According to the theory, at least, we would expect the patterns to occur as shown in Figure 2.3. Before closing, it might be useful to note that, had not recorded, verbal interaction alone been the primary data source, other kinds of measures could have been used to anal yze group development: Bales (19 51) Interaction Process Analysis, changing sociometric relations, and changes in amounts of participation by different, delinquent members of the group, assessment of change by therapist and delinquent, or by observations of other types that can be obtained by first, not second-hand contacts with groups. Organization of Findings The findings will be presented in three different chapters. The first of these. Chapter III, will be devoted to an analysis of the two "naive” groups — i.e., the two groups which were comprised entirely of new and naive members when they began. In a sense, the test of the theory rests most heavily upon the findings for these two groups because they were unsullied by any experienced group members who might be expected to have contaminated the pattern of devel- opnenft described ib ChapteC One. The second findings chapter, Chapter IV, will be devoted to an alalysis of group development in the contaminated groups; that is, those groups which had some experienced members in them, even though the majority were new members. Each of these will be treated as discrete groups in the 53 FIGURE 2.3 IDEALIZED THEORETICAL TABLE OF MOVING AVERAGES FOR QUADRANTS 1, 2 AND 3 COMPOSITE, AND 4 Quadrant Percentages 100 Phase 3 Phase 2 Phase 1 Q4 Q l Q1 1 5 9 3 11 13 7 5 2 4 6 8 1 0 1 2 1 4 SAMPLE SESSIONS 54 analysis although they do not provide a completely adequate test of the developmental frame of reference. The third Chapter (V) will be a trend analysis combining all the groups that were interconnected through bridging membership. That is, all odd numbered groups will be treat ed as a continuous group because there were some members from original Group I who were later included in Group III, some from Group III in Group V and so on. This continuous group is designated as Section A. The same is true of all even numbered groups who will also be treated as one long continuous group, and will be designated as Section B. Table 2.6 provides a summary of the way the various groups were related, whether they were comprised of naive or partly experienced members, the number of sessions for which they met, and the size of the sample taken to represent these sessions. TABLE 2.6 SUMMATION OF GROUPS USED IN THE PROVO EXPERIMENT INDICATING GROUP NUMBER, SECTION, THERAPIST, DEGREE OF SOPHISTICATION NUMBER OF SESSIONS RECORDED AND SAMPLE SESSIONS GROUP SECTION THERAPIST SOPHISTICATION OLD NEW NUMBER OF SESSIONS RECORDED SAMPI SESS1 I A A 0% 100% 59 10 II B B 0% 100% 79 12 V A A 50% 50% 95 15 VI B B 50% 50% 82 13 VII A A 50% 50% 100 16 VIII B D 40% 60% 88 14 IX A C 40% 60% 136 22 X B D 50% 50% 70 11 XI A C 40% 60% 143 23 XII B D 75% 25% 125 977 20 156 t n t n CHAPTER III ANALYSIS OF NAIVE GROUPS Introduction This chapter is devoted to an analysis of the two dis crete groups, Groups I and II, which were comprised at the outset with entirely new and naive members. Hypothetically, if there is any validity to the notion that such groups go through a series of developmental phases, it should be indi cated in this analysis. Group I, (Section A) Group I, consisted of 100 percent naive members. This group may be viewed as being open-ended, but the verbal behavior is measured by the HIM-G as if it was a closed group. Therapist A remained with this group for 54 discussion sessions, out of which 10 were selected for a sample. Data pertinent to Group I are contained in Table 3.1, and graphs reflecting this data are contained in Figure 3.1 and Figure 3.2. Data pertinent to the trend analysis of Group I, according to moving averages and direction of change, are discussed in terms of Quadrants 1, 2, 3 and 4, respectively. The TH/M ratio of the first sample session is 0.522, which is below 1.0. This value, 0.522, increases to 0.9 51 in 56 TABLE 3.1 RATIO AND QUADRANT MEASURES FOR DISCRETE SESSION NUMBER 1(1) GROUP I 2(6) 3(12) 4(18) 5(24) THERAPIST/MEMBER RATIO 0.522 0.951 0.482 0.424 0.355 INTRA-GROUP RATIO 2.969 1.204 2.440 2.065 2.452 RISK RATIO 0.469 2.407 1.484 3.571 3.175 PERCENTAGES Ql 40 09 25 15 17 Q2 31 20 34 15 18 Q3 20 28 12 15 31 Q4 09 44 29 54 33 MOVING AVERAGE Ql 25 17 15 11 (percent) Q2 25 27 29 21 Q3 24 20 18 28 Q4 26 36 41 45 DIRECTION OF CHANGE Ql -8 -2 -4 -3 Q2 +2 +2 -8 -3 Q3 -4 -2 +10 -7 Q4 +10 +5 +4 +6 in •- J I TABLE 3.1-Continued SESSION NUMBER 6(30) 7(37) 8(43) 9(48) 10(54) THERAPIST/MEMBER RATIO 0,383 0.429 0.494 0.583 0.556 INTRA-GROUP RATIO 2.111 2.045 2.925 0.893 3.676 RISK RATIO 4.022 3.772 6.058 4.048 1.167 PERCENTAGES Ql 00 15 04 07 20 Q2 31 20 17 16 25 Q3 12 19 18 21 15 Q4 57 46 60 57 39 MOVING AVERAGE Ql 7 9 5 13 (Percent) Q2 25 18 16 20 Q3 15 18 19 18 Q4 51 53 58 48 DIRECTION OF CHANGE Ql + 2 +4 +8 TOTAL Q2 -7 -2 +4 TOTAL Q3 +3 +1 -1 TOTAL Q4 +2 +5 -10 TOTAL -4 -11 -f +22 m 00 FIGURE 3.1 GROUP I, TABLE 3.1 RELATIONSHIP OF HIM-G INDICATORS 7.0 6.0 5.0 *♦.0 3.0 2.0 1.0 0.9 0.8 0.7 0.6 0.5 O.U 0.3 0.2 0.1 0.0 GROUP I / l/G RATIO \ /'R IS K RATIO TH/M RATIO SAMPLE IQ SESSIONS 60 the second sample session, which indicates the therapist increased his participation within the group. The increased participation of the therapist is reflected by a decrease in intra-group participation, but it yielded a positive increase in exploratory-type activity on the part of the members of the group. The TH/M ratio of the third, fourth and fifth sample sessions show a progressive decrease in the activity of the therapist. Intra-group activity increases, and the group maintained their exploratory-type activity. Prom the sixth through the tenth and final sample session, the therapist maintained a comparatively low level of participation in the group. This participation level of the therapist follows the desired pattern for the development of the group, and it is exemplified by the increased Risk ratio level of the members. The I-G ratio for the ten sample session in Group I, adheres to the desired pattern of development. The I-G ratio is compatible with the Risk ratio, which increases progressive ly as the members of the group interact with each other. In the ninth sample session, the I-G ratio decreases signifi cantly and according to the value level of the Risk ratio in the ninth sample session (Risk ratio 4.048), the group involved itself strongly in productive-type work activity, in comparison to its previous pattern of verbal behavior. The Risk ratio for the ten sample sessions of Group I, clearly illustrates the desired pattern for the development of a group. The Risk ratio for the first sample session is 61 0.469. This value increases progressively throughout the sample until the eighth sample session, where it increases to 6.058. This pattern of growth reflected by the HIM-G, demon strates that Group I, as a whole, apparently functioned in a way suggested by group developmental theory. The results of the moving averages of Quadrant 1, illus trate the desired pattern of group development. The first moving average, 25.0, decreases progressively throughout the ten sample sessions, yielding a desired negative trend. This negative trend is identified by the HIM-G total direction of change for Quadrant 1 of -4.0. For Q2-3 there is little variation overtime, but slight conformity to the expected pattern. The results of the moving averages of Quadrant 4, illus trate a desired pattern of group development. These values, according to the direction of change, are positive, yielding a positive total direction of change of +22.0 (Figure 3.2). Inspection of Quadrants 1, and 4, especially, shows that Group I developed in accordance with the concepts of the Provo Experiment and the HIM-G. In summary, the three ratio ratings on Group I follow essentially the predicted pattern. After the 1st meeting the therapist is quite active but tapers off considerably. Similarly, for the I-G ratio, the group operates at a fairlv even level until the end where it dips down then goes higher than the average and similarly the Risk ratio keeps climbing FIGURE 3.2 MOVING AVERAGES FOR GROUP I Quadrant Percentages 100 88 Production Orientation Exploration 80 60 QUADRANT A 20 QUADRANTS 2-3 12 QUADRANT 1 1 3 5 7 9 SAMPLE 2 A 6 8 SESSIONS 63 until near the last session when it tapers off during the closing ceremonies. If we overlook, therefore, the opening and closing effects found in groups, we find that Group I dramatically follows in its behavior the predicted pattern in terms of the three ratios. As for trend analysis in Quadrant 1 and Quadrant 2, the data were also supportive of develop mental theory, increasing in Quadrant 4 and decreasing in Quadrant 1. Group II, (Section B) Group II, consisted of 100 percent naive members. This group may be viewed as being open-ended, but the verbal behavior is measured by the HIM-G as if it was a closed group. Therapist B remained with this group for 76 discussion sessions, out of which 12 were selected for a sample. Data pertinent to Group IT are contained in Table 3.2, and graphs reflecting this data are contained in Figure 3.3 and Figure 3.4. Data pertinent to the trend analysis of Group II, according to moving averages and direction of change, are discussed in terms of Quadrants 1, 2, 3 and 4, respectively. The activity of the therapist in Group II, slightly exceeds the activity of the therapist in Group I. However, the HIM-G indicators illustrate that both therapists followed similar patterns in developing both groups. TABLE 3.2 R A T IO A N D Q U A D R A N T M E A S U R E S F O R D IS C R E T E G R O U P I I S E S S IO N N U M B E R 1(3) 2(9) 3(15) 4(21) 5(27) T H E R A P IS T /M E M B E R R A T IO 0.818 2.000 0.250 0.600 0.589 IN T R A -G R O U P R A T IO 1.204 1.932 1.406 2.500 3.514 R IS K R A T IO 0.128 2.800 0.814 1.667 3.725 P E R C E N T A G E S Q 1 25 1 3 1 8 8 1 4 Q 2 4 3 4 9 3 4 2 5 2 5 Q 3 1 5 2 1 2 6 3 3 1 8 Q 4 1 8 1 8 2 2 3 3 4 4 M O V IN G A V E R A G E Ql 1 9 15 1 3 1 1 1 3 (Percent) Q 2 4 6 4 1 2 9 2 5 2 6 Q 3 1 8 2 3 2 9 2 5 1 2 Q 4 1 8 2 0 2 7 3 8 4 8 D IR E C T IO N O F C H A N G E Ql -4 -2 -2 + 2 +1 Q 2 -5 -12 -4 + 1 -3 Q 3 +5 + 6 -4 -13 -4 Q 4 + 2 + 7 +11 +10 + 6 C T l TABLE 3.2-Continued SESSION NUMBER 6(33) 7(46) 8(50) 9(57) 10(64) THERAPIST/MEMBER RATIO 0.545 0.460 0.558 0.344 0.530 INTRA-GROUP RATIO 1.278 1.744 1.687 0.859 2.653 RISK RATIO 2.234 3.902 2.444 1.515 6.744 PERCENTAGE Ql 12 16 6 12 11 Q2 28 18 18 30 29 Q3 07 10 16 16 13 Q4 53 56 60 42 48 MOVING AVERAGE Ql 14 11 9 11 5 (Percent) Q2 23 18 24 29 23 Q3 8 13 16 14 9 Q4 54 58 51 45 62 DIRECTION OF Ql -3 -2 +2 -6 CHANGE Q2 mm ^ +6 + 5 -6 Q3 +5 +3 -2 -5 Q4 +4 -7 -6 +17 0 -3 + 1 + 1 o> in TABLE 3.2-Continued SESSION NUMBER 11(69) 12(76) THERAPIST/MEMBER RATIO 0.571 0.337 INTRA-GROUP RATIO 2.353 3.026 RISK RATIO 0.510 4.130 PERCENTAGES Ql 00 11 Q2 17 24 Q3 06 15 Q4 77 49 MOVING AVERAGE Ql 5.0 (Percent) Q2 20.0 Q3 10.0 Q4 63.0 DIRECTION OF CHANGE Ql TOTAL Q2 TOTAL Q3 TOTAL Q4 TOTAL -14.0 -26.0 - 8.0 +45.0 67 FIGURE 3.3 GROUP II, TABLE 3.2 RELATIONSHIP OF HIM-G INDICATORS 7.0 6.0 5.0 4.0 3.0 2.0 1.0 0.9 0.8 0.7 0. 6 0.5 0.4 0.3 0.2 0.1 0.0 GROUP II RISK ^ I -G TH /M 1 3 5 7 9 11 2 k 6 8 10 12 RATIO RATIO RATIO SAMP LE SESSIONS 68 FIGURE 3.4 MOVING AVERAGES FOR GROUP II Quadrant Percentages 100 Production Orientatian Exploration 80 6k q u a d r a n t a 20 QUADRANTS 2 3 12 QUADRANT 1 9 11 1 SAMP LE SESSIONS 10 69 The first sample session shows a TH/M ratio of 0.818. (See Table 3.2) This value increases significantly in the second sample session to 2.000. This is substantially above 1.0, which, according to the HIM-G, exceeds the desired level of participation of the therapist. This high TH/M ratio is reflected by a low, Risk ratio of 0.128 in the same sample session, illustrating that the group had not advanced beyond orientation-type group interaction. According to the HIM-G TH/M ratio of 0.250 in the third sample session, the therapist withdrew to a desired level of participation. However, according to the Intra-group ratio and the Risk ratio, the group was reluctant to enter into Assertive and Confrontive behavior patterns. The TH/M ratio in the fourth sample session is 0.600, which is an increase in the HIM-G level from sample session 3. This intervention on the part of the therapist, according to the HIM-G, is reflected by an increase in exploratory-type activity on the part of the group. This is evidenced by an I-G ratio increase in the fourth sample session to 2.500, and a similar increase in the Risk ratio to 1.667. The significance of all these values becomes evident in the fifth sample session, where a TH/M ratio of 0.589 reveals the therapist continuing, approxi mately, on the same level of participation. The results of this participation are positive when, as shown bv the HIM-G indicators, the I-G ratio increases to 3.514 and the Risk ra tio increases significantly to 3.725. The combination of 70 these HIM-G indicators shows that the group has started to assume the responsibilities of group interaction. Prom the sixth to the twelfth sample session, the therapist maintains approximately the same level of partici pation within the group. And, according to the HIM-G indi cators, the group moves slowly through dimensions of learning, tending to assume and develop productive-type, work activities. By the tenth sample session, the group evidences productive- type activity with a Risk ratio of 6.744. However, it is significant to note that the group retreated from this high level of productive-type activity in sample session 11, with a Risk ratio of 0.510 and sought refuge in exploratory-type activity. Of equal significance is the fact that, according to the TH/M ratio, the therapist maintained his previous level of participation. The group evidenced recovery in the twelfth sample session with an I-G ratio of 3.026, and a Risk ratio of 4.130. Group II quadrantized HIM-G indicators are significant. These indicators illustrate the group moving in a direction consistent with the notion of group development. The results in Quadrant 1 illustrate that the group moved away from orientation-type activity by a negative, total direction of change of -14.0. Additionally, examination of Quadrants 2 and 3 reveals that the group moved progressively through exploratory-type activities. This is evidenced by a negative, 71 total direction of change for Quadrant 2 of -26.0, and Quadrant 3 of -8.0. The results of the moving averages of Quadrant 4 (See Figure 3.4) illustrate a desired pattern of group development. According to the HIM-G, these values are positive and they yield a desirable, positive, total direction of change of +45.0. Comparison of all the quadrants (Quadrants 1, 2, 3, and 4) with each other, according to the total direction of change as an indicator of group development, shows that Group II developed in accordance with the concepts of the Provo Experiment and the theory of the HIM-G. We may summarize Group II by saying that in regard to the TH/M ratio, again the trend is in the predicted downward direction. In terms of I-G and Risk ratio the trend is in an overall upward direction, thus we have a substantiation of the theory. As for the trend analysis in terms of Quadrant 1 and Quadrant 4 the results dramatically substantiate the expected movement in which Quadrant 4 markedly increased and Quadrant 1 decreased over the series of meetings. Summary of Naive Groups It is assumed that the naive groups met the necessary conditions for testing the group development theory. That is to say under the naive conditions it is presumably possible for the groups to manifest all of the developmental phases. 72 In terms of the measures derived from the HIM-G which are used in this study, it was found that uniformly these two groups performed, in regard to each of the four indices, in a manner which would be expected from the theory. This then is seen as a fairly optimistic result for the possibility that there is such a thing as group development and that it may be measura ble. CHAPTER IV ANALYSIS OF CONTAMINATED DISCRETE CROUPS Introduction This chapter is devoted to an analysis of group develop ment in the eight contaminated groups; i.e., those groups which, though designated as discrete groups for the purposes of treatment, were actually comprised of some new members and some members carried over from a prior group. Hence, for research purposes they cannot be viewed as closed groups on whom the test of group developmental theory is as valid as it was on the two prior, entirely naive groups. Group V, Section A Group V, was organized with 50 percent of its members carried-over from another group, and 50 percent naive members. (Group III was not included because data on it were not com plete) . This group may be viewed as being open-ended, but the verbal behavior is measured by the HIM-G as if it was a closed group. Therapist A remained with this group for 83 discussion sessions, out of which 15 were selected for a sample. Data pertinent to Group V are contained in Table 4.1, and graphs reflecting this data are contained in Figure 4.1 73 TABLE 4.1 RATIO AND QUADRANT MEASURES FOR DISCRETE SESSION NUMBER 1(92) GROUP V 2(5) 3(13) 4(18) 5(24) THERAPIST/MEMBER RATIO 0.268 0.404 0.500 0.464 0.571 INTRA-GROUP RATIO 3.403 2.303 1.731 3.041 1.942 RISK RATIO 4.043 2.449 1.875 5.000 2.174 PERCENTAGES Ql 13 11 11 2 11 Q2 13 26 33 28 42 Q3 26 01 12 22 12 Q4 48 62 44 48 35 MOVING AVERAGE Ql 18 12 11 6 (Percent) Q2 20 19 29 30 Q3 20 13 6 17 Q4 36 55 53 46 DIRECTION OF CHANGE 01 -6 -1 -5 0 Q2 -1 +10 +1 +5 Q 3 -7 -7 +11 0 Q4 +19 -2 -7 -5 vj <u TABLE 4.1-Continued SESSION NUMBER 6(29) 7(35) 8(41) 9(47) 10(53) THERAPIST/MEMBER RATIO 0.982 0.339 0.459 0.327 0.414 INTRA-GROUP RATIO 2.119 2.568 2.155 2.727 1.862 RISK RATIO 4.083 3.929 1.584 4.583 3.542 PERCENTAGES Ql 04 16 09 01 11 Q2 10 45 30 45 20 Q3 48 17 24 09 23 Q4 38 21 37 45 46 MOVING AVERAGE Ql 7 10 12 5 6 (Percent) Q2 26 27 37 37 32 Q3 33 32 20 16 16 Q4 36 29 29 41 45 DIRECTION OF Ql +3 +2 -7 +1 +2 CHANGE Q2 +1 +10 0 -5 -14 Q3 -1 -12 -4 0 +22 Q4 -7 0 +12 +4 -10 -j i n TABLE 4.1-Continued SESSION NUMBER 11(59) 12(65) 13(71) 14(79) 15(83! THERAPIST/MEMBER RATIO 0.467 0.304 0.523 0.368 0.807 INTRA-GROUP RATIO 4.597 3.929 3.472 2.059 2.182 RISK RATIO 5.476 4.783 4.348 3.111 3.879 PERCENTAGES Ql 05 07 04 06 01 Q2 17 32 27 25 17 Q3 53 14 20 24 13 Q4 25 47 49 45 70 MOVING AVERAGE (Percent) Ql Q2 Q3 Q4 8 18 38 35 6 24 33 36 5 29 17 47 5 26 22 47 DIRECTION OP CHANGE Ql -2 -1 0 TOTAL Q2 +6 +5 -3 TOTAL Q3 -5 -16 + 5 TOTAL Q4 +1 +11 0 TOTAL -13 +6 +2 +11 -j o> 77 FIGURE 4.1 GROUP V, TABLE 4.1 RELATIONSHIP OF HIM-G INDICATORS GROUP V „ RISK RATIO l/G RATIO TH/M RATIO 0.6 O.L 0.0 TH/M RATIO SAMPLE SESSIONS 11 10 12 78 and Figure 4.2. Data pertinent to the trend analysis of Group V, according to HIM-G moving averages and the direction of change, are discussed in terms of Quadrants 1, 2, 3 and 4, respectively. The TH/M ratio of sample session 1, which is actually a transition session from Group III which preceded it, is 0.268, which is below 1.0; established by the HIM-G for therapist participation. The I-G ratio of the first sample session is 3.40 3, and the Risk ratio is 4.043. Com paratively, these values illustrate that the group (or the older members in the group) had learned the basic techniques of group interaction. Both ratios were higher than would have been expected for the first meeting of a naive group. The second sample session shows an increase in the participation of the therapist, whereupon, the I-G ratio of 2.303 and Risk ratio of 2.449, decrease. The TH/M ratio in the third sample session increases to 0.500, and both the I-G ratio of 1.731 and Risk ratio of 1.875, decrease. This becomes significant when compared with the values of the HIM-G indicators in the fourth and fifth sample sessions. In the fourth and fifth sample sessions the group evi dences a tendency to progress into productive-type, work activity. The I-G ratio in sample session 4, is 3.041 and this value decreases to 1.842 in the fifth sample session. The Risk ratio in sample session 4, is 5.000, and this value decreases to 2.174 in sample session 5. At this point the HIM-G indicators show part of the group moving toward 79 FIGURE 4.2 MOVING AVERAGES FOR GROUP V Quadrant Percentages 100 96 92 88 84 80 76 72 68 64 60 56 52 48 44 40 36 32 28 24 20 16 12 8 4 0 Exploration Production Oriental ion QUADRANT 4 QUADRANTS 2-3 QUADRANT 1 SAMPLE 11 2 4 6 8 10 12 14 SESSIONS 80 productive-type work, and the other part of the group is either incapable of this same movement, or wishes to avoid it altogether. Such findings clearly document the mixed character of this group. The TH/M ratio in the sixth sample session increases to 0.982, closely approaching the value: 1.0. The I-G ratio of 2.119 and Risk ratio of 4.083, shows an increase from the previous sample session. The group, according to HIM-G indi cators, tries to sustain this level of interaction through the eighth and ninth sample sessions, while the participation of the therapist decreases significantly from 0.982 in the sixth sample session, to 0.327 in the ninth sample session. Apparently, the group, or some members in the group, are involved in productive-type, work activity evidenced by the maintenance of a fairly constant Risk ratio. However, the other portion of the group involved themselves in intra-group, exploratory-type activity, as would be expected of new members. This probably is why Group V, which consisted of both sophisticated and naive members, did not follow the most desired pattern of group development. According to the HIM-G indicators, the group operated on two levels, simultaneously: exploratory and productive-type activity. The development of Group V is more clearly established when examined in the light of quadrantized HIM-G data. The early, undesirable, positive trend in Quadrant 1 was finally reversed through the efforts of the therapist and group interaction. Ultimately, the positive trend in Quadrant 1 became negative, with a total direction of change of -13.0. This compares favorably with the negative trend of -4.0 in Quadrant 1 of Group I (Section A), and the negative trend of -14.0 in Quadrant 1 of Group II (Section B). The trend in Q2-3 however, is in the opposite direction from that expected. Comparison of Quadrant 4 HIM-G values during the first few sample sessions, shows an undesirable negative trend. However, the group did assume the responsibility of dealing with productive-type, work activity and the total direction of change became predominately positive, with a final HIM-G value of +11.0. Although in the desired direction, this compares unfavorably with Quadrant 4 values in Group I (+22.0) and Group II (+45.0), since Group V was operationalized on a different basis. In summary, the TH/M ratio does tend to follow the pre dicted direction of change, whereas this group shows essen tially no change for the I-G ratio and the Risk ratio. Now is there a trend in any direction in the quadrant analysis. Therefore, only one out of the four predictors bear out the developmental theory. Group VI, Section B Group VI, was organized with 50 percent of its members carried-over from other groups, with 50 percent naive members. This group may be viewed as being open-ended, but the verbal 82 behavior is measured by the HIM-G as if it was a closed group. Therapist B remained with this group for 101 group discussion sessions, out of which 13 were selected for a sample. Data pertinent to Group VI are contained in Table 4.2, and graphs reflecting this data are contained in Figure 4.3 and Figure 4.4. Data pertinent to the trend analysis of Group VI, according to HIM-G moving averages and direction of change, are discussed in terms of Quadrants 1, 2, 3 and 4, respectively. The HIM-G indicators in the first sample session of Group VI, show that the members had already learned the techniques of group interaction. HIM-G values in the first sample session are: TH/M ratio 0.318, I-G ratio 2.500, and Risk ratio 4.667. The first sample session for Group VI is actually group discussion session 21. HIM-G measurement of the verbal behavior of Group VI begins on a higher level of value than the beginning level of value in Group I (Section A), Group II (Section B), but not Group V (Section A). The TH/M ratio decreases to 0.300 in the second sample session, and the I-G ratio increases to 5.625, along with an increase in the Risk ratio to 6.818. According to the HIM-G, an increase in the level of value of these two indicators (I-G ratio and Risk ratio), coupled with the decrease in the TH/M ratio, shows that the group was capable of approaching productive-type, work activity. The third sample session showed a significant increase in the TH/M ratio to 0.775, and TABLE 4.2 RATIO AND QUADRANT MEASURES FOR DISCRETE GROUP VI SESSION NUMBER 1(21) 2(27) 3(33) 4(40) 5(46) THERAPIST/MEMBER RATIO 0.318 0.300 0.775 0.632 0.636 INTRA-GROUP RATIO 2.500 5.625 1.726 1.806 2.237 RISK RATIO 4.667 6.818 4.595 2.949 2.100 PERCENTAGES Ql 07 00 01 15 08 Q2 29 23 21 35 21 Q3 00 06 04 15 13 Q4 64 71 73 35 58 MOVING AVERAGE 01 3 0 8 11 9 (Percent) Q2 26 22 28 28 21 Q3 3 5 9 14 18 Q4 67 72 54 46 52 DIRECTION OF CHANGE Ql -3 +8 +3 -2 Q2 -4 +6 0 -7 Q3 +2 +4 +5 +4 Q4 +5 -18 -8 +6 -2 0 +5 -4 oo U) TABLE 4.2-Continued SESSION NUMBER 6(52) 7(57) 8(65) 9(70) 10(71) THERAPIST/MEMBER RATIO 0.544 0.543 0.623 1.074 0.476 INTRA-GROUP RATIO 3.600 2.885 2.783 2.591 5.000 RISK RATIO 4.531 5.370 5.980 9.000 6.625 PERCENTAGES Ql 10 04 06 03 13 Q2 21 21 23 29 18 Q3 23 24 22 04 34 Q4 46 51 48 64 34 MOVING AVERAGE Ql 7 5 4 8 12 (Percent) Q2 21 22 26 23 20 Q3 23 23 13 19 28 Q4 48 49 56 49 39 DIRECTION OF CHANGE Ql -2 -1 +4 +4 Q2 +1 +4 -3 -3 Q3 0 -10 +6 +9 Q4 +1 +7 -7 -10 -5 -1 -10 +16 TABLE 4.2-Continued SESSION NUMBER 11(88) 12(93) 13(101) THERAPIST/MEMBER RATIO 0.736 0.878 0.455 INTRA-GROUP RATIO 3.553 1.429 3.056 RISK RATIO 8.141 3.750 5.256 PERCENTAGES Ql 11 03 04 Q2 22 17 27 Q3 22 14 11 Q4 45 66 58 MOVING AVERAGE Ql 7 3 (Percent) Q2 19 22 Q3 18 12 Q4 55 62 DIRECTION OF CHANGE Ql -4 TOTAL Q2 +3 TOTAL Q3 -6 TOTAL Q4 +7 TOTAL 0 -4 +9 -5 00 U1 86 FIGURE 4.3 GROUP V, TABLE 4.1 RELATIONSHIP OF HIM-G INDICATORS 8.0 7.0 6.0 GROUP VI 5.0 4.0 3.0 2.0 1.0 0.9 0.8 0.7 RISK RATIO l/G RATIO 0.6 0.5 0.4 0.3 TH/M RATIO 0.2 0.1 0.0 SAMPLE SESSIONS 11 1 10 12 87 FIGURE 4.4 MOVING AVERAGES FOR GROUP VI Quadrant Percentages 100 Production Orientation Exploration 80 QUADRANT 4 20 ’* QUADRANTS 2-3 12 QUADRANT 1 SAMPLE 7 3 9 11 1 2 4 6 8 10 12 SESSIONS 88 a decrease in both the I-G ratio to 1.726 and Risk ratio to 4.595. This increase in the TH/M ratio, coupled with the decrease in the I-G ratio and Risk ratio, illustrates the inability of the group, most likely the new members, to maintain productive-type, work activity. HIM-G values in the next six sample sessions reflects a great deal of intra-group activity, and an effort on the part of some members in the group to develop and maintain a higher level of productive-type, work activity. This is evidenced by a Risk ratio of 9.000 in the ninth sample session, and a comparatively unchanging I-G ratio of 2.591. The HIM-G indicators are significant in the tenth sample session because they illustrate the movement of some members of the group into exploratory-type activity? evidenced by the increased I-G ratio of 5.000. The high Risk ratio of 9.000 was coupled with a high TH/M ratio of 1.074 in the previous (ninth) sample session. In the tenth sample session, the TH/M ratio decreased significantly to 0.476, and the resulting relationship between the I-G ratio of 5.000 and Risk ratio of 6.625 shows-that Group VI, as a whole, was capable of sus taining productive-type, work activity. Throughout the remaining three sample sessions (11, 12 and 13), the HIM-G indicators reveals strong, group interac tion on the part of some members, and the inability of other members to progress beyond exploratory-type activity. The quadrantized data of the frequencies of verbal behavior in the HIM-G categories, reflects the divisions of group interaction. Quadrant 1 data indicate a total direction of change of zero. This becomes significant as an indicator of group development when it is compared with Quadrant 1 data of Group I, Group II and Group V. While these groups showed a desirable, negative trend in Quadrant 1, Group VI, like Group V did not. HIM-G indicators cannot illustrate the in-depth inter action between the members of the group in this study. However, these indicators are capable of assessing develop mental patterns on the part of one group in comparison to the same patterns in another group. The results of Quadrants 2 and 3, for Group VI, substantiate the findings that some members of the group did not progress beyond exploratory-type, pre-work activity. This is achieved by comparing the trend of Group VI with the trends developed by both Group I and Group II. In these two groups the trend for both Quadrants 2 and 3 was negative. In Group VI the trend was negative in Quadrant 2 and positive in Quadrant 3. Further, the trends of Quadrants 2 and 3 in Group V are both positive (+6.0 and +2.0, respectively)/ and the trends of Group VI in Quadrant 2 is -2.0 and Quadrant 3 is +9.0. This comparison illustrates that Group VI, as a whole according to the HIM-G indicators, did not move beyond exploratory-type activity. This is 90 further substantiated in Quadrant 4 of Group VI, by an undesirable, negative, total direction of change of -5.0. Group VI, as part of continuous group Section B, has not progressed in the same manner as continuous Group V, Section A, at this point in the development of both groups. In summary there is no substantiation of the theory in Group VI for the I-G ratio and the Risk ratio. In fact, there is slightly negative direction for the I-G ratio. The TH/M ratio does show some elevation especially if the final moving average is overlooked, between the beginning and end points. As for the quadrant analysis, it clearly does not support the theory. Therefore, we may conclude that Group VI does not bear out the developmental theory in three of the four indices and the fourth (TH/M ratio) is not marked. Group VII, Section A Group VII, was organized with 50 percent of its members carried-over from other groups, and 50 percent naive members. This group may be viewed as being open-ended, but the verbal behavior is measured by the HIM-G as if it was a closed group. Therapist A remained with this group for 89 discussion sessions, out of which 16 were selected for a sample. Data pertinent to Group VII are contained in Table 4.3 and graphs reflecting this data are contained in Figure 4.5 and Figure 4.6. Data pertinent to the trend analysis of Group VII, according to HIM-G moving averages and direction TABLE 4.3 RATIO AND QUADRANT MEASURES GROUP VII SESSION NUMBER 1(187) 2(193) THERAPIST/MEMBER RATIO INTRA-GROUP RATIO RISK RATIO 0.462 1.250 1.951 0.455 1.944 1.852 PERCENTAGES MOVING AVERAGE (Percent) DIRECTION OF CHANGE Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 00 15 25 61 11 30 8 51 07 22 26 45 0 -10 -4 +14 11 20 4 65 FOR DISCRETE 3(1) 0.356 1.513 3.293 4(7) 0.167 3.187 3.273 5(13) 1.054 2.798 4.268 00 28 21 51 09 47 07 37 17 23 24 36 3 18 25 53 8 34 16 41 13 35 15 36 -8 -2 +21 -12 + 5 +16 -9 -12 +5 +1 -1 -5 +1 -17 +7 +8 to TABLE 4.3-Continued SESSION NUMBER 6(19) 7(25) 8(31) 9(38) 10(44) THERAPIST/MEMBER RATIO 0.400 0.610 0.723 0.324 0.490 INTRA-GROUP RATIO 5.128 1.524 1.182 6.574 3.129 RISK RATIO 4.154 2.021 2.500 0.889 5.556 PERCENTAGES Ql 12 14 23 01 07 Q2 14 23 18 21 23 Q3 21 20 20 17 26 Q4 53 43 39 61 44 MOVING AVERAGE Ql 14 13 18 12 (Percent) Q2 18 18 20 19 Q3 22 20 20 18 Q4 44 48 41 49 DIRECTION OF CHANGE Ql -1 +5 -6 -8 Q2 0 +2 -1 +3 Q3 -2 0 -2 +3 Q4 +4 -7 +8 +3 vo to TABLE 4.3-Continued SESSION NUMBER 11(50) 12(55) 13(63) 14(70) 15(85) 16(87) THERAPIST/MEMBER RATIO 0.485 0.636 0.500 C1.471 C1.379 0.574 INTRA-GROUP RATIO 3.476 3.929 1.968 ]..219 2.624 2.717 RISK RATIO 3.167 4.000 3.400 4 1.460 1.881 5.435 PERCENTAGES Ql 07 10 20 09 07 00 Q2 04 23 11 35 21 28 Q3 11 14 56 00 15 21 Q4 78 56 13 56 57 51 MOVING AVERAGE Ql 7 8 15 14 14 (Percent) Q2 13 13 17 23 23 Q3 18 12 35 28 28 Q4 61 67 34 34 34 DIRECTION OF CHANGE Ql +1 +7 -1 0 TOTAL +3 Q2 0 +4 +6 0 TOTAL -7 Q3 -6 +23 -7 0 TOTAL +20 Q4 +6 -33 0 0 TOTAL -17 to U I 94 FIGURE 4.5 GROUP V II, TABLE 4.3r RELATIONSHIP OF HIM-G INDICATORS 10.0 9.0 8.0 6.0 RISK RATIO I-G RATIO 2.0 1.0 0.9 0.8 0.7 0.6 TH/M RATIO 0.2 0.1 0.0 11 13 15 12 1A 9 SAMPLE 16 SESSIONS 10 95 FIGURE 4.6 MOVING AVERAGES FOR GROUP V II Quadrant Percentages 100 Production Exploration Orientation QUADRANT A QUADRANTS 2-3 20 QUADRANT 1 9 13 15 SAMPLE 11 1 2 4 6 8 10 12 lA SESSIONS 96 of change^ are discussed in terms of Quadrants 1, 2, 3 and 4, respectively. Two discussion sessions (187 and 193) were placed first in the sequence of sample sessions in order to establish a reference base for measurement by the HIM-G. HIM-G values for the first two discussion sessions in this sample are almost identical. The negligible differences in values between HIM-G indicators causes the group to appear to be static. The HIM-G value level of the TH/M ratio decreases in the third and fourth sample sessions to 0.356 and 0.167, respectively. The I-G ratio decreases slightly, but the Risk ratio increases significantly to 3.29 3; however, the I-G ratio increases to 3.187 in the fourth sample session. This shows that the group (or some members) retreated from productive-type activity, and retreated into exploratory-type activity, whereupon, the therapist substantially increased his participation in the group. This is shown by an increased TH/M ratio of 1.054 in the fifth sample session. The effect of intervention on the part of the therapist is shown by a decrease in the I-G ratio to 2.798, and an increase in the risk ratio to 4.268. According to the HIM-G, the attitude of the group hardened against accepting the responsibility of productive- type activity. The therapist reduced his participation in the sixth sample session, and the group demonstrated their ability to perform productive-type, work activities. This is shown by an increased I-G ratio of 5.128, and a negligible decrease in the Risk ratio to 4.154. The hardening of atti tudes on the part of the group is revealed in the seventh sample session. The therapist increased his level of parti cipation, and the group, in comparison to the previous (sixth) sample session, retreated from productive-type activity. In the eighth sample session the therapist continued to increase his participation, which is shown by a TH/M ratio of 0.723. The group did not respond to the intervention of the thera pist, and remained, approximately, on their previous HIM-G level: I-G ratio 1.182 and Risk ratio 2.500. This pattern of activity (seventh and eighth sample sessions), becomes significant when compared with the results of the ninth sample session. In sample session 9, the therapist withdrew his participation: TH/M ratio 0.324. The relatively consistent Risk ratio of Group VII decreased sharply to 0.889, and the entire group participated in exploratory-type activity. This is shown by an I-G ratio of 6.574. The internal dynamics of Group VII are not evident in the HIM-G indicators for the succeeding sample sessions. Rut the indicators yield the impression that the members of the group were evenly divided, relative to the purpose of the group. There were members who maintained a strong pressure on the group to interact in productive-type activity, and the other portion of the group exerted an equal and opposite pressure 98 not to extend themselves beyond exploratory-type activity. The hardening of the attitudes of the group, as previously mentioned, predominated. At this point in the sample, the group had experienced approximately 40 discussion sessions. Since 50 percent of the members in Group VII had been carried-over from other groups, it is safe to surmise that a large portion of the group thoroughly understood the dynamics of group interaction. The graph in Figure 4.5 illustrates therapist intervention. This is shown by a TH/M ratio of 0.485 in sample session 11, where the Risk ratio decreases from 5.556 in sample session 10, to 3.167 in sample session 11. An increased TH/M ratio of 0.636 in sample session 12 does not cause any significant change in the group. The level of therapist participation decreases in sample session 13 to 0.500. The HIM-G indicators reveal that the group reacted to this withdrawal of the therapist, by retreating from group interaction. HIM-G indicators are significant because their intrinsic values, when compared to the previous (twelfth) sample session, are less. For example; SAMPLE SESSIONS 12/55 13/63 TH/M RATIO 0.636 0.500 I-G RATIO 3.929 1.968 RISK RATIO 4.000 3.400 8.565 5.868 By inspection (and addition), the total group activity in sample session 13 is significantly less than the total group 99 activity in sample session 12 for the three HIM-G indicators. The Risk ratio of both sample sessions shows that desirable, productive-type, work activity, was not performed by the group. If the group had increased their productive-type activities, the larger I-G ratio in sample session 12 would not have significantly decreased in sample session 13 without affecting an increase in the Risk ratio. The remainder of the sample sessions in Group VII follows the patterns previously described. The development of this discrete group becomes more evident upon examination of HIM-G quadrantized data. Group VII shows a deviation in Quadrant 1, which is different from the negative trends established by Group I, Group II and Group V. However, Group VI (Section B) and Group VII (Section A), illustrate similarities in their trends of development. The trend of Group VII to remain in orientation-type activity is evidenced by a positive. Quadrant 1 total direction of change of +3.0. Although Group VI has a total direction of change of zero, all the other groups (Groups I, II and V) have a desirable, negative trend in Quadrant 1. The Group VII positive trend in Quadrant 1 illustrates the reluctance of the group to yield to the normative patterns of group development which have been previously observed. Quadrants 2-3 moved in a direction opposite to that predicted by the model. 100 In Quadrant 4, Group VII follows the same pattern of development as Group VI. Group VII, according to the HIM-G, developed and sustained an undesirable, negative, Ouadrant 4 total direction of change of -17.0. This is the highest Quadrant 4, negative trend noted at this point. Measurement of the verbal behavior of Group VII by the HIM-G illustrates the determination of the therapist to spon sor, participate and otherwise maintain the progressive development of the group toward the goals of the program. The HIM-G separated and identified hardened periods of group interaction, and identified the existence of members within Group VII who wanted to achieve the goals of the program. The Risk ratio in Figure 4.5 showB that some members ultimately separated themselves from exploratory-type activity, and maintained productive-type, work activities. In summary, neither the TH/M ratio, the I-G ratio nor the Risk ratio substantiate the developmental theory as there is no perceptible change in any of these over time. As for the quadrant analysis there is little change over time and that which does exist is in the opposite direction of that which might be predicted for both Quadrant 1 and 4. The results of the analysis therefore, do not substantiate the developmental theory. 101 Group VIII, Section B Group VIII, was organized with 40 percent of its members carried-over from other groups, and €0 percent naive members. This group may be viewed as being open-ended, but the verbal behavior is measured by the HIM-G as if it was a closed group. Therapist D remained with this group for 76 discussion sessions, out of which 14 were selected for a sample. Data pertinent to Group VIII are contained in Table 4.4 and graphs reflecting this data are contained in Figure 4.7 and Figure 4.8. Data pertinent to the trend analysis of Group VIII, according to HIM-G moving averages and direction of change, are discussed in terms of Quadrants 1, 2, 3 and 4, respectively. Group VIII, to some degree, exhibits the same develop mental characteristics as Group VII. These characteristics are: (1) a desire on the part of some members of the group to perform productive-type, work activities, and (2) a reluc tance on the part of other members of the group to progress beyond exploratory-type, work activities. The TH/M ratio in the first sample session is 0.306; the I-G ratio is 4.167, and the risk ratio is 4.143. These HIM-G indicators are significant when they are compared with the values of the indicators in the next two sample sessions. The I-G ratio decreases to 1.524 and 2.267 in sample sessions 2 and 3, respectively. This decrease is coupled with a decrease TABLE 4.4 RATIO AND QUADRANT MEASURES FOR DISCRETE GROUP VIII SESSION NUMBER 1(1) 2(9) 3(11) 4(17) 5(23) THERAPIST/MEMBER RATIO 0.306 0.467 0.367 0.625 0.725 INTRA-GROUP RATIO 4.167 1.524 2.267 4.464 2.298 RISK RATIO 4.143 3.250 3.913 4.512 3.500 PERCENTAGES Ql 08 05 06 10 07 02 14 29 09 14 23 Q3 13 14 31 22 22 Q4 66 53 54 54 49 MOVING AVERAGE Ql 6 5 8 8 11 (Percent) Q2 21 19 11 18 18 Q3 13 22 26 22 21 Q4 59 53 54 51 50 DIRECTION OF CHANGE Ql -1 +3 0 +3 Q2 -2 -8 +7 0 Q3 +9 +4 -4 -1 Q4 -6 + 1 -3 -1 -1 + 1 -9 +9 o Ni TABLE 4.4-Continued SESSION NUMBER 6(29) 7(36) 8(41) 9(47) 10(53) THERAPIST/MEMBER RATIO 0.373 0.390 0.689 0.541 0.433 INTRA-GROUP RATIO 3.286 2.097 2.269 1.458 3.158 RISK RATIO 3.437 3.383 5.510 4.500 4.149 PERCENTAGES Ql 16 05 05 02 06 Q2 14 24 19 30 20 Q3 20 04 26 05 19 04 51 67 50 63 56 MOVING AVERAGE Ql 10 5 3 4 4 (Percent) Q2 19 21 24 25 23 Q3 12 15 15 12 19 Q4 59 58 56 59 53 DIRECTION OF CHANGE Ql -5 -2 +1 0 Q2 +2 +3 +1 -2 Q3 +3 0 -3 +7 Q4 -1 -2 +3 -6 -1 0 -2 +3 o u> TABLE 4.4-Continued SESSION NUMBER 11(59) 12(65) 13(70) 14(76) THERAPIST/MEMBER RATIO 0.414 0.614 0.653 0.491 INTRA-GROUP RATIO 5.041 2.571 1.471 3.939 RISK RATIO 5.000 7.241 6.250 1.967 PERCENTAGES Ql 02 04 02 23 Q2 27 20 14 16 Q3 20 14 33 28 Q4 51 62 51 32 MOVING AVERAGE Ql 3 3 12 (Percent) Q2 23 17 15 Q3 17 23 20 Q4 56 56 41 DIRECTION OF CHANGE Ql 0 +9 TOTAL Q2 -6 -2 TOTAL Q3 +6 -3 TOTAL Q4 0 -15 TOTAL +6 -6 +7 -18 104 105 FIGURE 4.7 GROUP V III, TABLE 4.4, RELATIONSHIP OF HIM-G INDICATORS 10,0 9.0 8.0 .0 0 .0 .0 I- G RA TIO 0 .0 RATIO 1.0 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0.0 TH /M RATIO SAMPLE SESSIONS 9 11 13 10 12 7 106 FIGURE 4.8 MOVING AVERAGES FOR GROUP V III Quadrant Percentages 100 96 92 88 84 80 76 72 68 64 60 56 52 48 44 40 36 32 28 24 20 16 12 8 4 0 Production Exploration Orientat on QUADRANT 4 QUADRANTS 2-3 QUADRANT 1 1 3 5 7 9 11 13 SAMPLE 2 4 6 8 10 12 SESSIONS 107 in the Risk ratio to 3*250 and 3.913 in sample sessions 2 and 3, respectively. Following this decrease in the second and third sample sessions, the TH/M ratio in sample session 4 significantly increases to 0.625. This indicates that the participation of the therapist has increased 50 percent since the first sample session. The increase of the TH/M ratio is accom panied by an increase in the I-G ratio to 4.464, and an increased Risk ratio of 4.512. The I-G ratio and Risk ratio are almost equivalent, and they illustrate that part of the group wishes to assume the responsibilities of productive- type, work activities, and the other part of the group wishes to participate in exploratory-type activities. The signifi cance of sample session 4 becomes evident when the HIM-G indicators are compared with those in the first sample session. Essentially, according to the HIM-G, the group has made little progress in 17 actual group discussion sessions; the HIM-G indicators show approximately the same value levels. Sample session 5 shows an increased TH/M ratio of 0.725. This increased therapist participation is significantly coupled with a decrease in the I-G ratio to 2.298, and a decreased Risk ratio of 3.500. In sample session 6, the therapist partially withdraws from group interaction (TH/M ratio 0.373), and the I-G ratio increases to 3.286. A risk ratio of 3.437 remains approximately the same, indicating 108 that a portion of the group performed exploratory-type activity. From sample session 7 through 10, it becomes evident that Group VIII attempts to assume the aspects of patient-therapist role-taking. In sample session 8, the therapist increases his participation to 0.689. Simultaneously, the Risk ratio increases to 5.510, and the I-G ratio decreases to 2.269. However, in sample session 9, the group begins to retreat from this pattern of productive-type, work activity, and the Risk ratio decreases to 4.500. This is accompanied by a significant decrease in the I-G ratio to 1.458. A pattern of learning and reinforcement appears in sample session 10, where the therapist maintains a decreasing level of partici pation; the I-G ratio increases to 3.158, and the Risk ratio decreases to 4.149. The result of this type of group interaction is evidenced by the HXM-G indicators in sample session 11. At this point, the therapist, approximately, maintains his previous level of participation. However, the group splits. This is shown by an I-G ratio of 5.041, and a Risk ratio of 5.000. The HIM-G indicators sharply define group interaction in sample session 12. The TH/M ratio increases to a higher HIM-G level of 0.614, which is coupled with a 50 percent decrease in the I-G ratio to 2.571; and, an increase in the Risk ratio from 5.000 in sample session 11 to 7.241 in sample session 12. The results of the HIM-G indicate reluctant 109 members In the group joining other members who had been trying to perform productive-type, work activities. This pattern was observed in Group VII. Sample sessions 13 and 14, respectively, illustrates the efforts of the therapist to maintain productive-type, work activity. The TH/M ratio increases to 0.653, but the group resists, and the Risk ratio decreases to 6.250, and the I-G ratio decreases to 1.471. The pattern established by Group VIII (see Figure 4.7) during the last four sample sessions, may be illustrated as follows: SAMPLE SESSION 11/59 12/65 13/70 14/76 TH/M RATIO 0.414 0.614 0.653 0.491 I-G RATIO 5.041 2.571 1.471 3.939 RISK RATIO 5.000 7.241 6.250 1.967 where sample session 14 illustrates the reluctance of the group to maintain a high level of productive-type, work activity. The TH/M ratio decreases to 0.491, and the group retreats to exploratory-type activity which is shown by an increase in the I-G ratio to 3.939. The HIM-G Risk ratio decreases significantly to 1.9 67. The development of Group VIII is discernible from the quadrant!zed data of the moving averages derived from the frequencies of verbal behavior in 16 HIM-G categories. The developmental trends of the quadrants in Group VIII, are similar (positive or negative) to the developmental trends in Group VII. The Quadrant 1 trend of Group VII to remain in 110 orientation-type activity was evidenced by a positive, total direction of change of +6.0. Quadrants 2 and 3 of Group VIII, exhibit the same pattern which developed in Quadrants 2 and 3 in Group VII; although. Quadrant 3, of Group VIII, has a total direction of change of +7.0, whereas, Quadrant 3, of Group VII, has a total direction of change of +20.0. Thus Q2-3 shows no pattern comparable to the model. Quadrant 4, of Group VIII, has an undesirable, negative, total direction of change of -18.0; compared with Group VII which had an undesirable, negative, total direction of change of -17.0. Figure 4.8 and Figure 4.6 illustrates the similar development of Group VIII and Group VII in their last four sample sessions, respectively. Both groups performed in a similar manner in Quadrant 4 during sample sessions 12 and 13. However, Group VII has more sample sessions than Group VIII. Since the developmental pattern is almost the same between the two groups, it is possible by comparison of the HIM-G indicators and guadrantization to predict, that: Group VIII would probably continue its downward trend of undesirable group interaction, and level-off at approximately the same point evidenced by Group VII in Figure 4.6. In summary, the I-G ratio and the Risk ratio do not support the theory as they show essentially little or no change over time. In the case of the I-G ratio it may even show a slight trend in the opposite direction to that predicted. There is however some change over time for the TH/M ratio in the desired direction. I l l The quadrant analysis, however, has Quadrant 4 decreasing fairly markedly over time where it should be increasing according to the theory and Quadrant 1 remaining more or less constant whereas, it should be decreasing. Consequently, these three of the four measures do not substantiate the theory of group development. Group IX, Section A Group IX, was organized with 40 percent of its members carried-over from other groups, and 60 percent naive members. This group may be viewed as being open-ended, but the verbal behavior is measured by the HIM-G as if it was a closed group. Therapist C remained with this group for 154 discussion sessions, out of which 22 were selected for a sample. Data pertinent to Group IX are contained in Table 4.5 and graphs reflecting this data are contained in Figure 4.9 and Figure 4.10. Data pertinent to the trend analysis of Group IX, according to HIM-G moving averages and direction of change, are discussed in terms of Quadrants 1, 2, 3 and 4, respectively. The first sample session of Group IX is the twenty-ninth, actual, group discussion session. It may be safely assumed that this group had learned the techniques of group interac tion, since 40 percent of the members had been carried-over from other groups. TABLE 4.5 RATIO AND QUADRANT MEASURES FOR DISCRETE GROUP IX SESSION NUMBER 1(29) 2(32) 3(34) 4(40) 5(47) THERAPIST/MEMBER RATIO 0.302 0.316 0.226 0.324 0.734 INTRA-GROUP RATIO 1.284 2.187 4.667 3.375 1.157 RISK RATIO 9.737 3.929 6.207 7.703 5.395 PERCENTAGES Ql 00 08 00 11 14 Q2 21 35 28 27 27 Q3 18 31 28 16 15 Q4 61 27 45 47 44 MOVING AVERAGE Ql 4 4 5 12 Q2 18 31 27 27 Q3 25 30 22 16 Q4 44 36 46 45 DIRECTION OF CHANGE Ql 0 0 +1 +7 Q2 +16 +3 -4 0 Q3 +14- +5 -7 -6 Q 4 +10 -8 +10 -1 TABLE 4.5-Continue<3 SESSION NUMBER 6(52) 7(58) 8(64) 9(70) 10(76) THERAPIST/MEMBER RATIO 0.293 0.200 0.207 0.281 0.274 INTRA-GROUP RATIO 2.187 4.741 3.534 2.868 2.437 RISK RATIO 5.714 3.936 3.333 4.605 5.395 PERCENTAGES Q1 09 13 04 03 09 Q2 27 30 29 34 24 Q3 13 20 20 05 13 Q4 51 37 47 58 54 MOVING AVERAGE Q1 11 11 7 3 (Percent) Q2 27 28 29 31 03 14 16 20 12 Q4 47 44 42 52 DIRECTION OF CHANGE 01 0 -4 -4 +3 02 +1 +1 +2 -2 03 +2 +4 -8 -3 Q4 -3 -2 + 10 +4 113 TABLE 4.5-Continued SESSION NUMBER 11(82) 12(88) 13(94) 14(98) 15(106) THERAPIST/MEMBER RATIO 0.294 0.245 0.133 0.197 0.233 INTRA-GROUP RATIO 2.083 5.357 2.200 3.333 3.219 RISK RATIO 5.312 3.919 5.000 4.600 3.333 PERCENTAGES Q1 08 09 13 10 14 Q2 35 33 31 24 20 Q3 05 05 20 21 28 Q4 53 53 36 44 38 MOVING AVERAGE Q1 8 8 11 11 12 (Percent) Q2 29 34 32 27 22 Q3 9 5 12 20 24 Q4 53 53 44 40 41 DIRECTION OF CHANGE Ql 0 +3 0 +1 -3 Q2 +5 -2 -5 -5 +4 Q3 -4 +7 +8 +4 -4 Q4 0 -9 -4 +1 +2 114 TABLE 4.5-Continued SESSION NUMBER 16(112) 17(118) 18(130) 19(136) 20(142) THERAPIST/MEMBER RATIO 0.344 0.291 1 0.464 0.184 0.460 INTRA-GROUP RATIO 4.113 3.226 2.451 3.750 2.062 RISK RATIO 7.059 4.342 5.978 3.333 4.605 PERCENTAGES 01 05 11 06 12 14 Q2 33 11 25 27 27 Q3 13 23 15 22 10 Q4 49 55 54 39 49 MOVING AVERAGE Ql 9 8 8 3 7 (Percent) Q2 26 22 18 12 13 Q3 20 18 14 7 5 Q4 43 52 54 27 24 DIRECTION OF CHANGE 01 -1 0 -5 +4 02 -4 -4 -6 +1 03 -2 -4 -7 -2 Q4 +9 +2 -27 -3 +3 +14 +5 +28 U1 TABLE 4.5-Continued SESSION NUMBER 21(148) 22(154) THERAPIST/MEMBER RATIO INTRA-GROUP RATIO RISK RATIO 0.160 3.804 6.154 0.356 1.422 3.889 PERCENTAGES MOVING AVERAGE DIRECTION OF CHANGE Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 Ql Q2 Q3 Q4 07 28 10 55 10 27 10 52 08 24 20 49 TOTAL TOTAL TOTAL TOTAL 0 +15 0 +18 HIM-G indicators in the first sample session are as follows: TH/M ratio 0.302; I-G ratio 1.284; and Risk ratio 9.737. This unusually high Risk ratio, compared to the Risk ratio level attained by other groups in this study, is not achieved again by the members of Group IX throughout this sample. Additionally, it should be noted that the therapist maintains a comparatively even, low level of participation after sample session 5, until the group reaches sample session 18. This significant, low level of therapist participation suggests that some members of the group were involved in productive-type activity, or assuming patient-therapist roles, or both. This observation is possible because the I-G ratio consistently fluctuates between 1.000 and 5.000. The Risk ratio indicates that Group IX maintained a higher level of productive-type activity, than any of the other discrete groups in this study. The TH/M ratio in sample session 2 is 0.316. The I-G ratio decreases to 2.187, and the Risk ratio decreases sharply to 3.929. These decreasing HIM-G indicators are significant when compared to the increasing values of the same indicators in sample sessions 3 and 4, because they show the dynamics of positive group movement toward productive- type activity. During this movement is is significant to note that the TH/M ratio decreased to 0.226 in sample session 3, and decreased to 0.324 in sample session 4. 118 The positive movement of Group IX toward productive-type activity is shown by two HIM-G indicators, as follows: SAMPLE SESSION 3/34 4/40 I-G RATIO 4.667 3.375 RISK RATIO +6.207 +7.703 10.874 11.078 11.078 -10.874 .204 where the I-G ratio decreases from 4.667 in sample session 3, to 3.37 5 in sample session 4; because, the Risk ratio in creased from 6.207 in sample session 3, to 7.70 3 in sample session 4. Since the ordinal values of the HIM-G indicators are based upon the frequency of observations in 16 categories, then, by inspection, Group IX exhibits the same quantity of activity in sample session 3, as it does in sample session 4. The ordinal difference, 0.204, between the totals of the two ■ample sessions represents the difference in the volume of activity between the two sample sessions. This may be shown in another manner, as follows: I-G RATIO, SAMPLE SESSION 3 4.667 I-G RATIO, SAMPLE SESSION 4 -3.375 DECREASING DIFFERENCE 1.292 where, 1.292 represents the ordinal decrease in the I-G ratio between sample sessions 3 and 4. The HIM-G indicators show that this decreasing difference of the I-G ratio, shifted to the Risk ratio, as follows: 119 RISK RATIO, SAMPLE SESSION 4 RISK RATIO, SAMPLE SESSION 3 INCREASING DIFFERENCE 7.703 6.207 1.496 where, 1.496 represents the increase in the Risk ratio between sample sessions 3 and 4. where, .204 represents the difference in verbal interaction between sample sessions 3 and 4. Where the volume of verbal activity between two conse cutive sample sessions is the same, or within a negligible range of ordinal difference, and the decreasing difference of the I-G ratio is reflected in the increasing difference of the Risk ratio, the HIM-G illustrates a positive pattern of group development. The fifth sample session shows an increased TH/M ratio of 0.734, coupled with a decreased I-G ratio of 1.157 and decreased Risk ratio of 5.395. This HIM-G pattern of decreas ing activity in the I-G ratio and the Risk ratio has been observed in Group VIII. It is attributed to the therapist providing the group with resocialization functions, such as: learning, evaluation, etc. Group IX exhibits another pattern of development accord ing to HIM-G indicators. Inspection of the graph in Figure 4.9, illustrates the same pattern in the formation of a sub- INCREASING DIFFERENCE DECREASING DIFFERENCE ACTIVITY DIFFERENCE 1.496 -1.292 .204 FIGURE 4.9 GROUP IX, TABLE 4.5, RELATIONSHIP OF HIM-G INDICATORS 10.0 9.0 8.0 7.0 6.0 5.0 k.O 3.0 2.0 1.0 0.9 RISK RATIO I-G RATIO TH/M RATIO 0.2 0.1 SAMPLE 21 11 1 2 k 6 8 10 12 14 16 18 20 22 SESSIONS 120 group which occurred in Group VIII between sample sessions 11 and 13 (see Figure 4.7). It should be noted that in Group IX, unlike Group VIII, there is a consistently high, Risk ratio. However, in Group IX, from sample session 6 through sample session 15, and from sample session 17 through sample session 20, there is a marked tendency of the Risk ratio to separate itself completely from the I-G ratio. This tendency is discussed, later, in the trend analysis of Group IX. It is significant to note, at this point, according to the HIM-G indicators, the Risk ratio (see Figure 4.9) increased along with an increase in the TH/M ratio beginning with sample session 14. This was followed by an identifiable decrease in the Risk ratio in the succeeding sample session. It is suggested, herein, that this pattern of group interaction illustrated by the HIM-G identifies the continuum of effort on the part of the therapist to prevent the formation of a subgroup which attempts to control the group, rather than support guided group interaction. The development of Group IX is discernible from the quadrantized data of the frequencies of verbal behavior in the HIM-G categories (See Figure 4.10). The undesirable, positive trend established in Quadrant 1 during the first four sample sessions (actually, 40 group discussion sessions), was reversed by sample session 5, when the TH/M ratio increased to 0.734. This change caused a desirable, negative trend in Quadrant 1, which continued until sample session 19. At FIGURE 4.10 MOVING AVERAGES FOR GROUP IX Quadrant Percentages 100 Production Exploration :ion Orienta 56 52 48 41+ 40 36 32 28 24 20 16 12 8 4 0 QUAORANT 4 • • QUADRANTS 2-3 QUADRANT 1 15 17 19 21 11 1 2 4 6 8 10 12 14 16 18 20 SESSIONS 123 this point the I-G ratio and Risk ratio decreased, and Quadrant 1 became, undesirably, positive. In Quadrant 2-3, there was little or no variations, again not following the model. Although Quadrant 1, in its development, shifted between positive and negative, it attained a total direction of change of zero. This shows that the group developed beyond orien tation-type, pre-work activity. Group interaction between the sophisticated (40%) and naive (60%) members maintained a high risk ratio in such a manner that the naive members entered into exploratory-type activity during the initial group dis cussion sessions. The positive, total direction of change of +15.0 in Quadrant 2, illustrates the inability of a portion of the group to maintain more than exploratory-type, pre-work activity. But, the development of Group IX under the sophis tication conditions previously outlined, shows that a positive trend in Quadrant 2 could have been anticipated. The total direction of change of Quadrant 3 is zero, which illustrates a division in the group. The total direction of change of Quadrant 4 is +18.0. This HIM-G value, +18.0, illustrates the capability of some sophisticated members in continuous, open-end groups to perforin productive-type, work activity while interacting with naive group members. In summary, the TH/M ratio, the I*-G Ratio and the Risk Ratio do not support the theory. If 124 anything the Risk ratio is in the opposite direction. And the I-G, and the TH/M ratios are essentially flat over the series of sessions sampled. As for the Quadrant analysis there is nothing there to support the theory. Quadrant 1 is practically invariant over time and in Quadrant 4 there is only a slight increase over time, therefore, we may say that Group IX measurements do not in anyway support the theory of group development. Group X, Section B Group X, was organized with 50 percent of its members carried-over from another group, and 50 percent naive members. This group may be viewed as being open-ended, but the verbal behavior is measured by the HIM-G as if it was a closed group. The sample sessions selected begin from the actual, group discussion session 90 through 150. Eleven, actual, group discussion sessions were selected for this sample. Therapist D was the adult leader. Data pertinent to Group X are contained in Table 4.6, and graphs reflecting this data are contained in Figure 4.11 and Figure 4.12. Data pertinent to the trend analysis of Group X, according to HIM-G moving averages and direction of change, are discussed in terms of Quadrants 1, 2, 3 and 4, respec tively. Only the first sample session in Group X exhibits characteristics similar to Group IX. The HIM-G indicators in TABLE 4.6 RATIO AND QUADRANT MEASURES FOR DISCRETE GROUP X SESSION NUMBER 1(90) 2(96) 3(103) 4(108) 5(114) THERAPIST/MEMBER RATIO 0.466 0.460 i 0.510 0.255 0.411 INTRA-GROUP RATIO 3.092 1.951 3.106 4.454 2.838 RISK RATIO 6.806 3.690 7.333 4.143 4.186 PERCENTAGES Ql 05 07 03 06 13 Q2 24 26 30 22 20 Q3 11 05 05 22 08 Q4 61 62 62 50 59 MOVING AVERAGE Ql 6 5 4 9 13 (Percent) Q2 25 28 26 21 12 Q3 8 5 13 15 21 Q4 61 62 56 54 53 DIRECTION OF CHANGE Ql -1 -1 +5 +4 Q2 +3 -2 -5 -9 Q3 -3 +8 +2 +6 Q4 +1 -6 -2 -1 -3 -2 + 3 +2 K> Ut TABLE 4.6-Continued SESSION NUMBER 6(119) 7(126) 0(132) 9(139) 10(145) THERAPIST/MEMBER RATIO 0.479 0.362 0.365 0.410 0.313 INTRA-GROUP RATIO 2.721 3.214 2.879 1.319 2.866 RISK RATIO 5.758 4.412 4.595 8.750 6.282 PERCENTAGES Ql 13 08 18 07 16 Q 2 04 16 17 35 14 Q 3 35 14 07 00 3 3 Q 4 48 63 58 58 38 MOVING AVERAGE Ql 10 13 12 11 (Percent) Q 2 10 16 26 24 Q 3 24 10 3 16 Q 4 55 60 58 48 DIRECTION OF CHANGE Ql + 3 -1 -1 0 Q 2 +6 +10 -2 -6 Q 3 -14 -7 +13 +13 Q 4 +5 -2 -10 -6 X26 TABLE 4.6-Continued SESSION NUMBER 11(150) THERAPIST/MEMBER RATIO 0.356 INTRA-GROUP RATIO 4.379 RISK RATIO 5.811 PERCENTAGES Ql 06 Q2 23 Q3 25 Q4 46 Ql TOTAL +5 Q2 TOTAL -7 Q3 TOTAL +21 Q4 TOTAL -19 128 the first sample session of Group X are: TH/M ratio 0.466; I-G ratio 3.092; Risk ratio 6.806. Group X manifests characteristics of a hardened subgroup, where a portion of the group wants to perform productive-type activity, and the other portion of the group is incapable of performing beyond exploratory-type activity. Also, the Risk ratio of Group X functions on a higher HIM-G level of value than it does in the other groups. According to the HIM-G, the I-G ratio functions independently. This may be illustrated in the following manner (refer to Figure 4.11): V RISK RATIO INTRA-GROUP RATIO THERAPIST/MEMBER RATIO SAMPLE SESSIONS where, in sample session 4 the Risk ratio decreases to 4.143 (from 7.333), and the I-G ratio increases to 4.454 (from 3.106). Note, however, the significant decrease in the TH/M ratio to 0.255 (from 0.510). It is suggested, herein, that, the HIM-G indicators illustrate the withdrawal of the therapist from group interaction, as the two (suggested) subgroups meet 129 FIGURE 4.11 GROUP X, TABLE 4.6 RELATIONSHIP OF HIM-G INDICATORS 10.0 9 .0 8.0 7 .0 6.0 5 .0 *f.O RISK RATIO I-G RATIO .0 2.0 1.0 0.9 0.8 0.7 0.6 0.5 O.A 0.3 0.2 O.l 0.0 TH/M RATIO 3 7 1 5 9 11 SAMPLE 2 * 6 8 10 SESSIONS 130 on both Increasing (Intra-Group ratio) and decreasing (Risk ratio) levels. It is suggested that the group separated, functionally, which is indicated by a decreasing I-G ratio from sample session 4 through sample session 8. The I-G ratio finally decreases to 1.319 in sample session 9. Conversely, the Risk ratio fluctuates from sample session 4 through sample session 9, where it reaches its highest level of 8.750. According to the graph in Figure 4.11, the HIM-G indicators show Group X functioning in two dimensions, simultaneously: exploratory- and productive-type activity. The development of Group X is discernible from the quadrantized data of the moving averages, derived from the frequencies of verbal behavior in the HIM-G categories. Figure 4.12 illustrates the undesirable, positive direction of Quadrant 1. This trend appeared as early as sample session 4, where a desirable, negative, subtotal direction of change is only -2.0, opposed to the undesirable, positive, subtotal direction of change of +9.0. Sample sessions 1-4, represent nearly 50 percent of the sample for Group X. The direction of change of the remaining portion of the sample was consistently positive, and the total direction of change for Quadrant 1 was an undesirable, +5.0. Quadrant 3, with a total direction of change of +21.0, may be compared with the findings in Group VI and Group VIII. 131 FIGURE 4.12 MOVING AVERAGES FOR GROUP X Quadrant Percentages 100 80 Production Orientat on Exploration QUADRANT k . QUADRANTS 2-3 20 12 QUADRANT 1 1 SAMPLE 2 * + 6 8 10 SESSIONS 132 It should be noted that a high, positive, total direction of change in Quadrant 3, generally, yields a negative, undesir able Quadrant 4. Quadrant 4 developed an undesirable, negative trend with in the first five sample sessions. It may be suggested at this point in the study that groups which have a consistent, negative direction of change in Quadrant 4, regardless of a surging Risk ratio, will have an undesirable, negative, total direction of change. Group X had a high, HIM-G Risk ratio level throughout this sample. However, the Risk ratio continually reversed its positive polarity, causing Quadrant 4 to have a total direction of change of -19.0. In summary, the TH/M ratio and the Risk ratio have very Blight variation over time and if anything are in the opposite direction. On the other hand, the I-G. ratio is only slightly increased over time, so that none of the three ratios really support the theory. As for the quadrant analysis, there is a marked change in Quadrant 4, but in the opposite direction from that expected by the theory and in fact there is a slight increase in Quadrant 1 which would also be in the opposite direction, therefore, three of the four measures contraindicate the theory and the fourth measurement offers at best very minimal support. Therefore, we may conclude that Group X behavior as measured by the HIM-G does not support the theory. 133 Group XI, Section A Group XI, was organized with 40 percent of its members carried-over from another group, and 60 percent naive members. This group may be viewed as being open-ended, but the verbal behavior is measured by the HIM-G as if it were a closed group. Therapist C remained with this group for 138 discussion sessions, out of which 23 were selected for a sample. Data pertinent to Group XI are contained in Table 4.7 and graphs reflecting this data are contained in Figure 4.13 and Figure 4.14. Data pertinent to the trend analysis of Group XI, according to HIM-G moving averages and direction of change, are discussed in terms of Quadrants 1, 2, 3 and 4, respec tively. HIM-G indicators in sample session 1 of Group XI, are: TH/M ratio 0.333; I-G ratio 1.563; Risk ratio 5.833. This beginning pattern may be observed in both Group IX and in Group X. The TH/M ratio increases to 0.6 59 in sample session 2; additionally, the I-G ratio increases to 2.714; and, the Risk ratio decreases to 3.29 5. Compared to Group IX, the HIM-G in Group XI shows a substantial quantity of therapist intervention. The therapist withdrew from group interaction in sample session 3; TH/M ratio decreases to 0.164. The group responded by increasing group interaction, which is shown by an increased I-G ratio of 2.714 and a decreased Risk ratio of 3.295. Thereafter, the HIM-G indicators illustrate a paral- TABLE 4.7 RATIO AND QUADRANT MEASURES FOR DISCRETE GROUP XI SESSION NUMBER 1(10) 2(16) 3(22) 4(28) 5(33) THERAPIST/MEMBER RATIO 0.333 0.659 0.164 0.229 0.216 INTRA-GROUP RATIO 1.563 2.714 1.711 2.875 3.519 RISK RATIO 5.833 3.295 2.273 2.048 2.927 PERCENTAGES Ql 08 26 06 13 09 Q2 02 25 28 17 26 Q3 19 19 14 31 12 Q4 71 30 52 38 53 MOVING AVERAGE Ql 17 16 9 11 8 (Percent) Q2 13 26 22 21 25 Q3 19 16 22 21 15 Q4 50 41 45 45 51 DIRECTION OF CHANGE Ql -1 -7 +2 -3 Q2 +13 -4 -1 +4 Q3 -3 +6 -1 -6 Q4 -9 +4 0 +6 +1 -2 +3 -1 TABLE 4.7-Continued SESSION NUMBER 6(40) 7(46) 8(52) 9(57) 10(64) THERAPIST/MEMBER RATIO 0.308 0.262 0.418 0.462 0.317 INTRA-GROUP RATIO 3.796 3.041 2.770 8.870 3.309 RISK RATIO 3.293 4.762 3.478 4.625 5.395 PERCENTAGES Ql 07 10 05 06 09 Q2 25 21 22 22 23 Q3 18 18 28 17 10 Q4 50 51 45 55 58 MOVING AVERAGE Ql 9 7 5 7 10 (Percent) Q2 23 21 22 22 19 Q3 18 23 22 13 14 Q4 50 40 50 56 56 DIRECTION OF CHANGE Ql -2 -2 +2 +3 Q2 -2 +1 0 -3 Q3 + 5 -1 -9 +1 Q4 -2 +10 +6 0 +3 +3 + 1 -6 OJ in TABLE 4.7-Continued SESSION NUMBER 11(69) 12(75) 13(82) 14(88) 15(93] THERAPIST/MEMBER RATIO 0.224 0.356 0.322 0.562 0.667 INTRA-GROUP RATIO 1.771 1.944 2.256 1.867 2.411 RISK RATIO 3.913 3.333 1.842 3.929 5.185 PERCENTAGES Ql 12 14 15 05 07 Q2 15 29 21 37 33 Q3 18 13 12 13 05 Q4 55 45 53 44 55 MOVING AVERAGE Ql 13 14 10 6 (Percent) Q2 22 25 29 35 Q3 15 12 12 9 Q4 50 49 48 49 DIRECTION OF CHANGE Ql +1 -4 -4 +4 Q2 +3 +4 +6 -4 Q3 -3 0 -3 0 Q4 -1 -1 +1 0 10 31 9 49 n -3 +12 -10 u> o\ TABLE 4.7-Continued SESSION NUMBER 16(99) 17(105) 18(112) 19(118) 20(123) THERAPIST/MEMBER RATIO 0.211 0.349 0.407 0.512 0.603 INTRA-GROUP RATIO 3.422 7.619 5.481 2.667 3.171 RISK RATIO 5.238 4.884 3.137 0.741 5.109 PERCENTAGES Ql 13 08 06 27 11 Q2 30 26 30 05 23 Q3 14 29 22 40 17 Q4 43 36 42 27 49 MOVING AVERAGE Ql 10 7 16 19 10 (Percent) Q2 28 28 17 14 28 Q3 21 25 31 28 16 Q4 39 39 34 38 45 DIRECTION OF CHANGE Ql -3 +9 +3 -9 +2 Q2 0 -11 -3 +14 +2 Q3 +4 +6 -3 -12 -8 Q4 0 -5 +4 +7 +6 TABLE 4.7-Continued SESSION NUMBER 21(127) 22(132) 23(138) THERAPIST/MEMBER RATIO 0.375 0.462 0.455 INTRA-GROUP RATIO 3.710 1.250 6,552 RISK RATIO 5.405 1.951 6.852 PERCENTAGES Q1 09 14 08 Q2 34 26 14 Q3 16 00 08 Q4 42 60 70 MOVING AVERAGE Q1 12 11 (Percent) Q2 30 20 Q3 8 4 Q4 51 65 DIRECTION OF CHANGE Q1 -1 TOTAL Q2 -10 TOTAL Q3 -4 TOTAL Q4 +14 TOTAL -6 +7 -15 +23 138 FIGURE 4.13 GROUP XI, TABLE 4.7, RELATIONSHIP OF HIM-G INDICATORS 10.0 n \___ 1.0 - RISK RATIO - - 1 -G RATIO TH/M 0.1 0.0 11 13 15 17 19 21 23 7 9 3 5 1 2 k 6 8 10 12 14 16 18 20 22 RATIO SAMPLE SESSIONS 139 140 leling I-G ratio and Risk ratio, which is sustained until sample session 9. In sample session 9, the volume of group activity increases significantly. The I-G ratio increases to 8.870; the Risk ratio decreases to 4.825 and functions on a lower level. However, there has been a consistent increase in the TH/M ratio from 0,262 in sample session 7, to 0.462 in sample session 9. Since the HIM-G indicators used in this study do not show the internal dynamics of group interaction, this pattern (I-G ratio exceeding the Risk ratio), suggests a period of reinforcement, redirection, learning, socializa tion, etc. It also suggests that portion of the group which was still performing orientation-type activity, had synthe sized their learning patterns and proceeded to exhibit a capability to maintain exploratory-type activity. From sample session 10 through sample session 13, accord ing to the HIM-G indicators, the I-G ratio and Risk ratio develop a decreasing, parallel pattern evidenced by a decreas ing Risk ratio which meets a level I-G ratio at sample session 13. This group interaction is coupled with a varying, yet increasing TH/M ratio during the same period. The pattern which follows sample session 13 is signifi cant, because it consists of an increasing Risk ratio and an increasing TH/M ratio. Both of these HIM-G indicators reach their peak at sample session 15, whereupon, the I-G ratio increases to 2.411. 141 In sample session 16, the I-G ratio continues to increase to 3.422, and the Risk ratio maintains its current level of 5.238. But, the TH/M ratio decreases to 0.211, indicating a withdrawal of the therapist. This interaction in sample session 16 leads to an increased I-G ratio of 7.619 in sample session 17. This is coupled with a decreased Risk ratio of 4.884, and the beginning of increased therapist participation through sample session 20. In sample session 19, the Risk ratio decreases below 1.0, to 0.741. This pattern of activity has occurred previously in Group II. And, in both cases, the groups recovered immedi ately and the levels of the HIM-G indicators stabilized at their previous level of activity. In the final sample session of Group XI, the HIM-G indicators are almost equivalent in value: I-G ratio 6.552; Risk ratio 6.852. These values are discussed in the trend analysis. The development of Group XI is discernible from the quadrantized data of the moving averages, derived from the frequencies of verbal behavior in 16 HIM-G categories (See Figure 4.14). Assessment of the moving averages of the first five sample sessions in Quadrant 1 of Group XI, illustrates a desirable, negative direction of change. This may be observed by comparing the subtotals in the following manner: FIGURE 4.14 MOVING AVERAGES FOR GROUP XI Quadrant Percentages 100 Orientation Exploration ProdutAion QUADRANT 4 .... QUADRANT 1 ’.QUADRANTS 2-3 SAMPLE SESSIONS 11 13 15 17 19 21 143 SAMPLE SESSION DIRECTION OF CHANGE 1/10 - 1.0 2/16 -7.0 3/22 ... +2.0 4/28 -3.0 5/33 +1.0 -11.0 +3.0 The positive, +3.0, and the negative, -11.0, are inverted to permit subtraction: - 11.0 +3.0 -8.0 SUBTOTAL DIRECTION OF CHANGE where, -8.0 is the negative, subtotal direction of change for the first five sample sessions in Quadrant 1, Group XI. The following proposition is valid in this study: when the first five sample sessions of Quadrant 1 are negative. Quadrant 4 will be positive. Conversely, if the first five sample sessions of Quadrant 1 are positive, Quadrant 4 will be negative. The only variation noted is in Group IX. However, actual group discussion session 29 represents the first sample session (see Table 4.5). Group IX had a desirable, 2ero, total direction of change in Quadrant 1, and a desirable, positive, +18.0, in Quadrant 4. It is suggested that Group IX would follow the model described, if the first group dis cussion sessions had appeared in the sample. Further analysis of Group XI, Quadrant 1, shows that the ordinal values of the directions of change are low. Two large values occurred between samples sessions 17 and 19, 144 respectively, as follows: SAMPLE SESSIONS 17/10 5-18/112 19/118-20/123 DIRECTION OF CHANGE +9.0 -9.0 = o . o -9.0 where undesirable, positive (+9.0), group interaction is can celed out by desirable, negative (-9.0) development. The total direction of change for Quadrant 1 is -6.0, which is above the desirable level of zero, indicating the capability of Group XI to move beyond orientation-type activity with both sophisticated and naive members. Q2-3 is flat throughout most of phase 2, but at the end it does show some increase then a slight tapering off in conformity to the theory. Quadrant 4 exhibits the same characteristics as Quadrant 1. The total direction of change in Quadrant 4 is a desirable +23.0. Quadrant 4 attained a consistent, positive pattern of development during the first five sample sessions. In summary, as for the TH/M ratio, there is essentially no change over time. In terms of the I-G ratio the results tend to support the theory in that the ratio is perceptibly higher at the end than at the beginning. The Risk ratio, on the other hand is far from being flat and is fairly erratic, but the overall trend is for it to be about the same level 145 at the end as at the beginning and therefore does not support the theory for this measurement. In terms of Quadrant analysis, Group XI behaves quite markedly in the predicted direction for Quadrant 4, but shows only slight conformity in terms of Quadrant 1. Therefore in summary as far as the quadrant analysis is concerned Group XI is essentially consistent with the theory and also tends to behave in the predicted direction in terms of the I-G ratio, therefore Group XI partially confirms and partially does not confirm the theory of group development. Group XII, Section B Group XII, was organized with 75 percent of its members carried-over from other groups, and 2 5 percent naive members. This group may be viewed as being open-ended, but the verbal behavior is measured by the HIM-G as if it was a closed group. Therapist D remained with this group for 121 discussion sessions, out of which 20 were selected for a sample. Data pertinent to Group XII are contained in Table 4.8 and graphs reflecting this data are contained in Figure 4.15 and Figure 4.16. Data pertinent to the trend analysis of Group XII, according to HIM-G moving averages and direction of change, are discussed in terms of Quadrants 1, 2, 3 and 4, respectively. HIM-G indicators in the second sample session illustrate that the group is separated into^ two parts. The TH/M ratio TABLE 4.8 RATIO AND QUADRANT MEASURES FOR DISCRETE GROUP XII S E S S IO N N U M B E R 1(6) 2(11) 3(17) 4(24) 5(29) T H E R A P IS T /M E M B E R R A T IO 0.392 0.514 0.404 0.472 0.429 IN T R A - G R O U P R A T IO 2.171 1.397 3.030 4.474 2.857 R IS K R A T IO 2.889 6.042 3.111 6.042 2.895 P E R C E N T A G E S Q1 13 04 19 00 13 Q2 20 15 18 23 29 Q3 11 00 04 06 30 Q4 56 81 59 72 29 M O V IN G A V E R A G E Q1 8 11 9. 6. (Percent) Q2 17 16 20 26 Q3 5 2 5 18 Q4 68 70 65 50 D IR E C T IO N O F Q1 +3 -2 -3 +6 C H A N G E Q2 -1 +4 +6 +2 Q3 -3 +3 +13 0 Q4 +2 -5 -15 0 12 28 18 50 -3 +4 i n m 146 TABLE 4.8-Continued SESSION NUMBER 6(36) 7(41) 8(47) 9(53) 10(59) THERAPIST/MEMBER RATIO 0.446 0.262 0.437 0.208 0.467 INTRA-GROUP RATIO 7.625 5.294 4.688 1.310 4.375 RISK RATIO 5.658 1.625 1.273 6.034 3.684 PERCENTAGES Q1 11 08 16 16 00 Q2 28 36 20 33 21 Q3 22 04 20 08 23 Q4 38 53 43 44 56 MOVING AVERAGE Q1 9 12 16 8 (Percent) Q2 32 28 26 27 Q3 13 12 14 15 Q4 45 48 43 50 DIRECTION OF CHANGE Q1 +3 +4 -8 -1 Q2 -4 -2 +1 -3 Q3 -1 +2 +1 +2 Q4 +3 -5 +7 +2 +4 +1 +6 -12 147 TABLE 4.8-Continued SESSION NUMBER 11(65) 12(71) 13(77) 14(83) 15(91) THERAPIST/MEMBER RATIO 0.429 0.343 0.459 0.372 0.512 INTRA-GROUP RATIO 1.667 4.214 4.044 1.714 1,463 RISK RATIO 2.843 5.217 6.711 4.219 0.603 PERCENTAGES Q1 14 09 09 02 23 02 28 22 29 39 23 03 11 36 20 00 22 Q4 48 33 42 59 32 MOVING AVERAGE 01 11 9 5 12 19 (Percent) 02 25 25 34 31 22 Q3 23 38 10 11 23 Q4 40 37 50 45 35 DIRECTION OF CHANGE 01 -2 -4 +7 +7 Q2 0 +9 -3 -9 03 +15 -18 +1 +12 Q4 -3 +13 -5 -10 -4 +4 -5 +5 oo TABLE 4.8-Continued SESSION NUMBER 16(95) 17(103) 18(110) 19(115) 20(121) THERAPIST/MEMBER RATIO 0.371 0.429 0.455 0.323 0.400 INTRA-GROUP RATIO 1.927 0.278 5.500 2.278 2.000 RISK RATIO 3.500 2.143 3.205 1.935 3.007 PERCENTAGES Ql 16 14 11 19 03 Q2 21 32 09 27 25 Q3 25 12 31 26 16 Q4 38 42 48 29 56 MOVING AVERAGE Ql 15 12 15 11 (Percent) Q2 26 20 18 26 Q3 18 21 28 21 Q4 40 45 38 42 DIRECTION OF CHANGE Ql -3 +3 -4 TOTAL Q2 -6 -2 +8 TOTAL Q3 +3 +7 -7 TOTAL Q4 +5 -7 +4 TOTAL +3.0 + 5.0 +26.0 -25.0 149 150 increases to 0.514 as the Risk ratio increases, sharply to 6.042, and the I-G ratio decreases to 1.397. The result of therapist intervention, at this juncture, is significant because group interaction in the third sample session is similar to that exhibited by other groups under similar cir cumstances. The TH/M ratio decreases to 0.404 as the I-G ratio increases to 3.0 30, and meets a decreased Risk ratio of 3.111 (see Figure 4.15). The fourth sample session is significant because the HIM-G indicators reveal the division of group interaction, in the following manner: SAMPLE SESSION 3/17 4/24 SH/M RATIO 0.404 0.472 I-G RATIO 3.030 4.474 RISK RATIO 3.111 6.042 PERCENTAGE Ql 0.019 0.000 Q2 0.018 0.023 Q3 0.004 0.006 Q4 0.0 59 0.072 where all of the HIM-G indicators increase in value from sample session 3 to sample session 4, with one exception: there is a significant decrease in Quadrant 1 from 0.019 (sample session 3), to 0.000 in sample session 4. This pattern occurs in sample session 2. However, Quadrant 1, in which orientation-type activity takes place, is 0.000 percentage, and Quadrant 4 has a level of value of 0.072. Quadrant 2 in sample session 4 has a level of value of 0.02 3, and Quadrant 3 has a level of value of only 0.006. Inspection FIGURE 4.15 GROUP XII, TABLE 4.8, RELATIONSHIP OF HIM-G INDICATORS 10.0 * k.O RISK RATIO I-G RATIO 0.8 TH/M RATIO 1 3 5 7 9 11 13 15 17 19 SAMPLE 2 * 6 8 10 12 1A 16 18 20 SESSIONS 151 152 of the frequencies of Quadrant 3 in sample sessions 1, 2 and 3, shows that whatever portion of Group XII still performing orientation-type activity, has been or is isolating itself from the other portion of the group performing productive- type activity. This is illustrated by the high level of frequencies of verbal behavior in Quadrant 2 and Quadrant 4, for sample sessions 1-4. Sample session 5 and 6, reveal Group XII dealing with an increased volume of orientation- and exploratory-type activities. The three HIM-G indicators decrease as follows: TH/M ratio 0.429; I-G ratio 2.857; Risk ratio 2.895. Evidence supporting increased orientation- and exploratory-type acti vity is shown by the quadrantized HIM-G data. The HIM-G quadrantized indicators illustrate continuation of the divided pattern of group interaction in Group XII, from sample session 7 through sample session 14. In sample session 13, the TH/M ratio is 0.459; I-G ratio 4.044; Risk ratio 6.711. Frequency data illustrates a spread in activities: Quadrant 1 is 0.009; Quadrant 2 is 0.029; Quadrant 3 is 0.020; and, Quadrant 4 is 0.042. Group XII is performing exploratory- and productive-type activities, simultaneously. This is after 77, actual group discussion sessions. In sample session 14, all of the HIM-G indicators decrease in value, with the exception of the frequencies in Quadrant 2 which increases to 0.039. It is significant to 153 note that the frequency In Quadrant 3 decreases to 0.000. The group has separated and is performing both exploratory-type, pre-work, and productive-type, work activities as two sub groups. In sample session 15, the TH/M ratio increases to 0.512, the I-G ratio decreases to 1.463, and the Risk ratio decreases significantly to 0.603. Inspection of the frequency in Quadrant 3 shows a shift in the volume of activity from Quadrant 4, which decreases from 0.0 59 to 0.032 in sample session 14. Further analysis shows a marked increase of orientation-type activity in Quadrant 1. The HIM-G indicators in sample session 17 shows that therapist participation remains on approximately the same level, but the I-G ratio significantly decreases to 0.278. Therefore, the HIM-G indicators have shown: when the Risk ratio decreases more than 100 percent, the I-G ratio will increase in approximately the same proportion. However, within ' n' number of discussion sessions the I-G ratio will decrease, and the Risk ratio will re-stabilise at its previous level. The subtotal of the direction of change in Quadrant 1 during the first five sample sessions is an undesirable, positive +1.0 (see Figure 4.16). The total direction of change in Quadrant 1 is +3.0. The subtotal of the direction of change in Quadrant 4 is zero. The total direction of change in Quadrant 4 is -25.0. These findings coincide with 154 FIGURE 4.16 MOVING AVERAGES FOR GROUP XII Quadrant Percentages X00 96 92 88 Sk 80 76 72 68 6k 60 56 52 1*8 kk kO 36 32 28 2k 20 16 12 8 k 0 Oriental ion Exploration Production QUA1RANT 4 QUADRANTS 2-3 QUADRANT 1 11 10 SAMPLE SESSIONS 155 the predictibility Index described In Group XI: when Quadrant 1 is positive, Quadrant 4 is negative. In summary, the TH/M ratio, the I-G ratio and the Risk ratio show no trend of development over time although there is considerable variation in the Risk ratio and the I-G ratio from meeting to meeting. As for the trend analysis, Quadrant 1 shows little or no variation from beginning to end. Q2-3 builds according to the model but does not taper off. The trend for Quadrant 4 is fairly marked, but in the opposite direction. Therefore, Group XII disconfirms in its measured behavior the expected developmental trend. Summary of Contaminated Groups It was found that none of the eight contaminated groups clearly behaved in a fashion which when measured by the HIM-G conformed in its behavior to the expected pattern dictated by the developmental theory. Most of the groups did not behave in any way that was consistent with any of the four measures. In fact, some of the group behaved in ways that when measured were in the opposite direction. Only one of the eight groups behaved in the predicted direction on as many as two of the four indicators (Group XI), and in that case, one of the measurements was marginal. Groups V, VI, VIII and X only have one of the four indices yielding results clearly in the predicted direction. On the 156 whole however, we find that for 32 measurements (8 groups x 4 indices) there are only six that in any way show a trend that would be in the expected direction and in fact only three that show a strong trend that would be legitimately offered in evidence. None shows clear evidence for phasic patterns of development. Therefore, we may conclude that so-called conta minated groups, i.e., groups which have some members inherited from a previous group do not behave, over time, in a way that is consistent with the theory of group development as here predicted. Comparison of Naive and Contaminated Groups The foregoing summaries of the performance of each of the ten groups in the study on the four indices have been tabu lated and are presented in Table 4.9. Examination of this table indicates that the naive groups (I and II) performed in a manner which was markedly consistent with that which can be predicted from our theory of group development. On the other hand the contaminated groups did not confirm the theory and behaved in an essentially unpredictable manner and showed no trend pattern. It would seem that having members held over from a previous group has in some way prevented the contam inated groups from following the developmental pattern and this suggests there may be a hold over of the process as well as membership from the previous group. This begs an analysis NAIVE CONTAMINATED TABLE 4.9 SUMMARY OF NAIVE AND CONTAMINATED GROUPS Group TH/M Ratio Risk Ratio I-G Ratio Trend I c c c c II c c c c V c X X X VI (C) X X X VII X X X X VIII c X X X IX X X X X X X X (C) X XI X X (C) c XII X X X X C = Consistent (C) * Minimally Consistent X * inconsistent 158 of the open or continuous groups, i.e., analysis of Section A and Section B groups. CHAPTER V TREND ANALYSIS OP CONTINUOUS GROUPS The analysis in the two prior chapters has indicated that, when the development of naive groups (I and II) was followed, it conformed rather well to the theoretical frame work sketched earlier. It suggested that such groups may well follow a discernible, developmental pattern. By contrast, the analysis of the eight contaminated groups revealed no such pattern. It either failed to confirm hypothetical constructs, or was contrary to them. Apparently, the contamination of these groups, which was introduced by mixing naive with experienced members, greatly altered the nature of the group process. In this chapter, an effort is made to determine whether any developmental patterns are discernible when all of the "discrete" groups, which actually have bridging memberships, are treated as one continuous group. In order to investigate this matter, all of the groups in the study were divided into two sections of continuous groups: Section A which includes all groups growing out of Group I, and Section B growing out of Group II. The trend data for each group in Sections A and B have been laid out consecutively in Figures 5.1, 5.2, 5.3, and 5.4. 159 f i f l r e 5 . 1 S e c t i H J l R H « tie n tiiit« f HIM-C in tm te rv t o r C n w M I . V . V I I I X 1 X I t amp i ora tan? n i i nnpn < y < t c n Cmn a w r c CTttf a 1 C RATIO RATIO o i * t i io i? n o : t i i id I? » i« o : 4 t s 10 i r u u i t a> ?? o j 4 t 1 11 11 11 11 11 11 n 1 ; 4 ♦ i 1 0 1 I ! / 4 I i S t * II IT IX I 1 J I 4 1 1 1) IS I 3 S I 4 I I 1) I t IT H 21 I J 5 J * 11 U I t IT 14 3 B H1 W in * * n irrtfiW y "WWri urnrt ew lien trwwui you| StSSUU q HtmS.2 Sectioi I lt»t»tionshipal HIM-C Indicators (or Croups It. VI. VIII. X . X11 . oref tft* lil*-sp»n ol «ch Croup KM* I svn m n GROUP till GROUP X GMOPXn 11D 10 10 r.o 10 5.0 10 10 10 1.0 O L * 10 17 1* 1} 14 13 17 11 10 a 7 4 * 0 10 17 0 7 4 6 8 10 17 14 0 7 1 6 0 10 0 7 4 6 ! 10 I? 14 16 11 S 0 7 4 6 1 1 0 1 7 1 3 5 7 1 1 1 1 3 5 7 * I I 1 ) I 3 5 7 * 11 13 1 3 5 7 9 II 1 3 5 7 9 11 13 IS 17 I* * "oW" ird k J tn prfCpnUqt ol ntfmters u r r iu owr (ran previous ijroup Sessions 161 FIGURE 5.3 SEC TO R t I r a - * t i w M v w v l fa> O w o fc x . 1 > 3 < h J 4. I « G r a w I, y A I X , XI «A tool K H ltrd S w an aid G w « TLwaour G R O U P VII G flO V P IX GRORPn W W P t S T C THERAPIST C THERAPIST X THERAPIST A THERAPIST X TOTAL I 01 SESSIONS 71 IN SAMPLE T O I X l SESSIONS 10 IN s a m p ii t o t a l * o r SESSIONS IS IN s a m p l e TOTAL 4 5 TOTAL * (J SESSIW S: n in SAMPLE SESSIONS SAMPLE AC MAN < « i »•»* iWS S r tu o n i'’ <*r* SOt **?“' ^ \ MIS Sf * ■ % ”* * * , , m s i t NEMAN H0> * oM iiMHAtn pm»nw« N Afnttfi txrriM om lra« ktyaho qravp | * C lM A S P N TVttMM Mr TW MM* l*r A IM« t n t m w i mm a s ro 8* F I G U R E 5 . 4 SECTION B Trends Imovmg orerogel lor Quodran*s 1 , 2-3 and 4. lor Groups II. VI, VIII, X. XI, with Total Number ol Sessions ond Therapist GROUP B (BP I V GBOOP V I G R O U P V I I I GROUP X GROUP xn THERAPIST 0 THERAPIST B * TO TAL • Of S E S S IO N S - 1 0 TO TAL * 01 SESSIONS 1? IN SAMPLE 7 2 M « « o l d * 75» (407 SEL'***.... / ./ » 2 1 U 0 ^ •*- ’ ’** 1 V/ ^ /. AtPIAN*9i I 0 4 6 S 10 0 2 4 5 8 10 12 U 16 IS 0 2 4 6 8 10 12 0 2 4 6 8 1 0 12 0 0 2 4 6 8 10 1 3 S 7 9 1 1 " ’W indicate percentage at rwmpers tarried over Iron prevtous iiftitip | * changr ol intrepid for ttwt group for at least one session I 3 5 7 4 U 1 X 5 7 9 I I 13 SESSIONS 3 5 7 9 1 3 5 7 « 1 1 13 IS 17 19 163 164 By inspecting these figures, it should be possible to deter mine whether a new group started at a point that might be expected at Phase 1, or did it start at a point more compar able to where the previous group left off. The overall impression from "eyeballing" the data is that there seems to be some continuity in the elevation of scores for indices from the end point of one group meeting to the beginning of the subsequent group. That is, we would expect the group to start "slow" and increase over time for each of the groups if the theory held. This was only true for the naive groups I and II. As we see, the other groups in Section A or B tend to be affected by where earlier groups left off and by Phase I effects. In an attempt to explore their effects, therefore, we will spell out the trend analysis for each of the four indices as they pertain to Section A and B. In the case of TH/M ratio for Section A, it would be possible to join up the trend lines of contiguous grouns without serious distortions, or large changes between groups. In other words, one can readily visualize continuity in the process lines from group to group. This is even more apparent in the case of Groups II, VI, VIII, X and XII in Section B, in which an observer is almost forced to make closure between the end point of one and the beginning point of the next group. The same observation could be made for the I-G ratio for the groups in Section B (i.e., they call for closure). In the 165 case of Section A groups there also seems to be a logical continuation in Groups I, to V, to VI, to VIII, to IX to XI. In regard to the Risk ratio, there seems to be good con tinuation in Section A from group to group, although there is some fairly large shifts from Group VII to Group IX. Nonethe less, in Group VII there is a trend towards increasing ratio scores pointing in the direction at the end that Group IX begins. However, Group IX begins at an inordinately high Risk ratio and it is at the second meeting ;hat Group VII and Group IX link neatly. As for the Risk ratio, the transition from one group to the next is smooth except for the interface between Group VIII and Group X. This is about the only case in our analysis which defies the notion of carryover of effect from one group to the subsequently formed group. As for quadrant analysis, we find in the Groups in Section A, that they also push for closure in terms of the quadrant lines. That is to say, it would seem that where one group left off, the subsequent one began, at almost the same level, and this was true for all twelve transition points. However, in Section B, the groups did not follow the pattern in quite so compelling a fashion and so in terms of Quadrant 1 there is a smooth transition to Group II, VI, and VIII, but there is a gap only for Group VIII to X, in Quadrant 4 and X to XII for Quadrant 2-3 and 4. The transition is again 166 minimal as far as Quadrant 1 is concerned and only 3 of twelve transition points have any gap. In summary there are only three transition points found out of a possible twenty-four that defy the notion that what was going on in terms of the HIM-G measurements was not essentially a continuation in the subsequent group of what was occurring terminally in the preceding group. This might mean therefore that the presence of sophisticated members from a previous meeting group overpower the group development effects in a new group, at least where the membership is over 50% sophisticated, so that typical Phase 1 behavior does not emerge. The graphic data supported the impression that the groups were not starting over again in Phase I behavior at the inception of each group, and in fact, much more often than not seemed to be starting in where the preceding group left off. CHAPTER VI SUMMARY AND CONCLUSIONS In this chapter ten groups from the Provo Experiment were analyzed to determine whether the four HIM-G indices yielded any data that would confirm or disconfirm that these groups developed over time and did so in a direction consistent with the theory postulated. It was found that the so-called naive groups did indeed change over time and that the shifts on ratio scores consti tute a measure of positive growth and that this pattern of change or development was consistent with the theory postu lated. In the case of the so-called contaminated groups, that is, groups which at their inception had about half of their membership made up of members from the previously discontinued group, that these groups either changed less or moved in a negative growth direction for the most part. In other words the contaminated groups did not conform in their behavior as rated on the four HIM-G ratios, with the postulated theory nor did they show any other evidence of growth outside the boundaries of the postulated theory. Because of these findings, the continuity effect was examined by looking at those groups when the data were arrayed 167 X68 into Section A and Section B where the generation of groups spawned from Groups I and II respectively were represented. The findings tended to suggest that, except for the first group in each Section, each subsequent group did not behave as a new group; rather, it started off where the preceding group left off. Hence, this finding further confirmed the notion that, except for completely naive groups, one is unlikely to observe discernible developmental patterns. In the Provo Experiment a new group was formed when a majority of the old group had "graduated." Thus we had a core of old boys in each "new" group who were intermixed with a number of naive members. The findings suggest that the effect of experienced members on new boys was considerable. Rather than starting anew, therefore, the trend in these "new" groups was to operate on approximately the same level as the old group had been operating. While from an inter vention standpoint, this may be desirable, it seriously com plicates the task of studying group development. This study indicates that the HIM-G could be used to investigate the phenomena of group development, but unless groups are so constituted that a developmental theory can be tested, the necessary conditions will not be present. In terms of implications, therefore, the following points might be made. 1. Scientific knowledge regarding the nature of group development may be inadequate, not because theory is i f t t — • ( 169 necessarily lacking, but because proper attention has not been 5 I devoted to obtaining conditions that would allow all of the phases of developmental theory to be tested, p. This study indicates that, under appropriate conditions f | — i.e., where groups are constituted entirely of new and J * inexperienced members — a documentable, developmental process nay occur. But unless groups are closed in the sense that they begin and end with the same members, clear-cut, develop mental patterns are not likely to be present. ] 3. Since closed groups are difficult to find, unless consti- j tuted specifically for research purposes, ways must be found j i to remedy this problem, especially if one is interested in } t t purposive groups such as those in the Provo Experiment. One r J ^lternative would be to study marathon groups which meet for j tip to 24 hours during a single session. Two or three such ) j ineetings of the same group would provide a testing ground for j J 1 theories of group development. * ^4. Other controls that were not especially difficult in this j j ptudy, but which merit attention are the need to retain the j \ ) f ame group leader, common member characteristics, leadership j J tyle, etc. j f. An important theoretical issue has to do with the extent| to which group development is trend-like rather than phasic J t in character. For example, the findings for the two closed groups in this study indicate that development may have been nore monotonic than phase-like. Phase 2 (so-called ) \ 170 t in the developmental theory did not have its own character in a discrete sense. Rather, it might better have been defined in terms of its position between Phases 1 and 3, carrying on f the trend generated in Phase 1 into Phase 3. This interpretation would be consistent with the find ings on group development of Stock and Hill (1958), where they found in the homogeneously composed group that Work variables increased over time and that Emotion decreased over time. These data also show therefore that in a develop ing group the variables show trend but not phasic changes. It might be stated then that the trend theories are more likely to be substantiated and that phasic theories are perhaps either inaccurate representations of the growth phenomena or at least are postulated in ways that our current measurement will not bear out. 6. Finally, in terms of the implications of these findings for the use of groups as an instrument for change, some in teresting problems are posed. First of all, when the findings for the contaminated as contrasted to the naive groups are considered, they suggest that some of the objectives for the Provo Experiment had been realized; namely, that a program culture had been created in which a rather high level of group operation was maintained with the introduction of new group members. The analysis of the contaminated groups revealed that groups did not return to the early, orientation phase of development when new members were added. Rather 4 they continued to operate on exploration and production levels^ t f In one sense, therefore, this might be considered a desirable i j outcome. i 3 On the other hand, there may be some liabilities assoc iated with such a finding. 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Hill, Priscilla Smith 1964 "A Heterogeneous Sample of Psychotherapy Groups Rated with a Verbal Interaction Rating Scale." University of Utah (June). Hill, William Fawcett Undated "A Guide to Understanding the Structure and Function of Hill Interaction Matrix (HIM)." Youth Studies Center: University of Southern California. 1961 "Bion's Theoretical Framework." Collected Papers on Group Psychotherapy. Provo, Utah! Utah State Hospital: 1&7. 1961 "Group Psychotherapy Syllabus." Provo, Utah: Utah State Mental Hospital. 196 5 "Hill Interaction Matrix." Los Angeles, California: University of Southern California. 1968 "Group Counseling with Job Corp Youth." Job Corp Staff Training Manual. University of Oklahoma. 1969 Supplement to Hill Interaction Matrix (HIM). A HIM Test Manual. Los Angeles, California: Public Systems Research Institute, University of Southern California. 1971 HIM-G Test Manual. Beverly Hills, California: Sage Publications. Hill, William Fawcett and Ida S. Hill 1957 Interaction Matrix for Group Psychotherapy. Provo, UtaK! Utah State Hospital. Hill, William Fawcett, F. H. Stohler, and C. Straub 1967 "Group Therapy for Social Impact." American Behavioral Scientist, XII. Homans, George C . 1950 The Human Group. New York: Harcourt, Brace, and woria. ------ 1958 "Social Behavior As Exchange." American Journal of Sociology, 63:597-606. 177 Lewin, Kurt 1947 "Frontiers in Group Dynamics: Concept, Method, and Reality in Social Science: Social Equilibria and Social Change." Human Relations, 1:5-41. 1947 "Frontiers in Group Dynamics: II. Channels of Group Life; Social Planning and Action Research." Human Relations, 1:143-153. 1948 Resolving Social Conflicts: Selected Papers on Group Dynamics^ New York: Harper Publishing Co. Lewin, Kurt and Ronald A. Lippitt 19 38 "An Experimental Approach to the study of Autocracy and Democracy: A Preliminary Note." Sociometry, 1:293-300. Lewin, Kurt, Ronald A. Lippitt and Ralph K. White 1939 "Patterns of Aggressive Behavior in Experimentally Created Social Climates." Journal of Social Psycho logy, Vol. 10:271-299. Liebroder, Malcolm N. 1962 "Effects of Therapist Style of Interaction in Psycho therapy Groups." University of Utah. Lippitt, Ronald 1948 "A Program of Experimentation on Group Functioning and Group Productivity." Pps. 14-49 in W. Dennis, R. Lippitt (eds.) Current Trends in Social Psychology. Pittsburg, Pennsylvania: University of Pittsburg Press. 1949 "An Experimental Study of the Effects of Democratic and Authoritarian Group Atmosphere." University of Iowa Studies in Child Welfare, 16:43-195. 1952 "The Dynamics of Power: A Field Study of Social Influence in Groups of Children." Human Relations, 5:37-64. Lippitt, Ronald, Jeanne Watson and Bruce Westley 1958 The Dynamics of Planned Change. New York: Harcourt. Mann, James 1953 "Group Therapy with Adults." American Journal of Orthopsychiatry, 23:332-337. 178 Mann, Richard D.f Graham s. Gibbard and John J. Hartman 1967 Interpersonal Style and Group Development: An Analysis of the Member-Leader RelatlonsHip. New York: Wiley and Sons Publishing Company. Martin, Elmore A. Jr. and William Fawcett Hill 19 57 "Toward a Theory of Group Development: Six Phases of Therapy Group Development." International Journal of Group Psychotherapy, VII, 1:20-30. Miller, Daniel R. 1964 "The Study of Social Relationships: Situation, Identity, and Social Interaction." Pp. 639-737 in Sigmund Koch (ed.) Psychology: A Study of a Science, Vol. 5. New York: McGraw-Hill. Miyamoto, S. F. and S. Dornbush 1956 "A Test of Interactionist Hypotheses of Self- Conception." American Sociological Review, 61: 399-403. Munzer, J. and H. Greenwald 1957 "Interaction Process Analysis of a Therapy Group." International Journal of Group Psychotherapy, 2 (7)':i75-iw:- - - - - - - - - - - - - - - ------------— --------------- McCorkle, Lloyd W., Albert Elias and F. Lovell Bixby 19 58 The Highflelds Story: A Unique Experiment in the Treatment of Juvenile Delinquency. New York: Henry Holt and Company. McGrath, Joseph, and Irwin Altman 1966 Small Group Research: A Synthesis and Critique of the Field. New York: Holt, Rinehart and Winston, Inc. Newcomb, Theodore M. 19 51 "Social Psychological Theory Integrating Individual and Social Approaches." Pp. 31-49 in John H. Rohrer and Muzafer Sherif (eds.) Social Psychology at the Crossroads. New York: Harper and Brothers. Ohlin, Lloyd E. and William G. Lawrence 1959 "Social Interaction Among Clients as a Treatment Problem." Journal of Social Work, Vol. 4, No. 2, (April):3-13. Olmsted, Michael S. 1959 The Small Group. New York: Random House. 179 Parsons, Talcott 19 51 The Social System. New York: Free Press. Pattlson, E. Mansell 1965 "Evaluation Studies of Group Psychotherapy," International Journal of Group Psychotherapy, Vol. XV, No. T~, (July) :^-151. New York: International Universities Press, Inc. Philip, H. and D. Dunphy 1959 "Developmental Trends in Small Groups." Sociometry, 22:162-174. Psathas, George 1960 "Phase Movement and Equilibrium Tendencies in Inter action Process in Psychotherapy Groups." Sociometry, Vol. 23:177-194. 1965 "Bargaining Behavior and Orientations in Coalition Formation." Sociometry, Vol. 28, No. 2, (June): 124-144. Rabow, Jerome 1962 "The Role of the Therapist in Guided Group Inter action: A Description of An Applied Treatment Approach to Habitual Offenders." Columbia University. Reisel, Jerome 19 59 "A Search for Behavior Patterns in Sensitivity Training Groups." Los Angeles, California: Univer sity of California. 1961 "Phases in Group Development." Leadership and Organization: A Behavior Science Approacn. 5Tew York: McGraw-Hi11:2ft 1. --------------- ----- Scherif, Muzafer and Carolyn W. Sherif 1964 Reference Groups. New York: Harper and Row. Schrag, Clarence 1967 "Elements of Theoretical Analysis in Sociology." Pp. 250 in Llewelln Gross (ed.) Sociological Theory: Inquiries and Paradigms. New York: Harper and kow. Schutz, W. C. 1958 Firo: A Three Dimensional Theory of Interpretive Behavior. New York: Holt, Rinenart and Winston. Scott, Max 1964 "Group Development: An Exploratory Study of Small Group Growth Patterns." Brigham Young University. 180 Shibutani, Tomotsu 1961 Society and Personality; An Interaction Approach to Social Psychology. New Jersey: Prentice-Hall. Smith, Anthony J. 1960 "A Developmental Study of Group Processes." Journal of Genetic Psychology, 97:29-39. Steinzor, B. 1949 "The Development and Evaluation of a Measure of Social Interaction." Human Relations, 2:319-347. Stock, Dorothy and Herbert A. Thelen 1958 Emotional Dynamics and Group Culture. New York: New York University of Press. Thelen, Herbert A. 1954 Dynamics of Groups at Work. Chicago: University of Chicago Press. Thelen, Herbert A. and W. Dickerman 1949 "Stereotypes and the Growth of Groups," Educational Leadership, 6:309-316. Theodorson, G. A. 1953 "Elements in the Progressive Development of Small Groups." Social Forces, 31:311-320. Thibaut, John W. and Harold H. Kelley 1959 The Social Psychology of Groups. New York: John Wiley and Sons, Inc. Thomas, Edwin J. and Clinton F. Fink 1966 "Effects of Group Size." Pp. 525-536 in Paul Hare, Edgar, Borgatta, and Robert F. Bales (eds.) Small Groups. New York: Alfred A. Knopf. Thorpe, J. J. and B. Smi th 1953 "Phases in Group Development in Treatment of Drug Addicts." International Journal of Group Psychother apy, 3:66-78. Tuchman, Bruce 1965 "Developmental Sequence in Small Groups." Psycho logical Bulletin, Vol. 63, 6:384-399. Wallis, Wilson A. and Harry V. Roberts 19 56 Statistics: A New Approach. Glencoe: Free Press. Weeks, H. Ashley 1963 Youthful Offenders at Highfields. Ann Arbor, Miohigan: The University of Michigan Press* 11. ItHf ImIw point* 0*1 cMroetotltllo **) function* or eellabo- rattn omldancaa of cartel* topic* or other lnad*tu*cia* in tb* ftHi procoa* utilrt pravant tho group from aarvtng tho thno- poutle moOi of tho uaoOara. ip tp tp tp tp Ip ip Not t - It 1 - 1* » - tat 10 - to* 10 - tot 40 - loot M M l of kin* of tin* of tin of tloa of tin* of tla* 1*. tooop loader oUMpti to ttlmliti interaction by probing and openporing noiboto (boot tb* group *lth oontMr* roiyonOlnf porfonotorlIp or not at oil. T ? T W T ? y ,.*S, J “.« i -,*« * - lot 10 - Ml 10 - tot 40 - loot M M l of tlno of tin* of kino of tint of tin* of tin* 11* m«b«r« do not i«e«pt and «r« critical of a Ptnbtr't form la t lon« »( rtforti of hi* poit or owt-ftoup behavior or wajr-of-Hfay OH a oawbar 4af*nd« hi* p«il, oab-«r«up bohavier or way*ol*llff. T T T T' ? ? ? Not * ■ 11 1 ' It 0 - lOt 10 - lOt 10 - 40t 40 - 100* At Nil of tlno of tlno of tlno of tin of tin of tin 10. HonOor* ooclollt* Internally by good-natured give-and-taka and Jaklnti Indulging lo In*Id*-)**** or oflarlnp palrlnt an* ip tp qp rp ip rp ip Not I - It 1 - *t I - 111 II - Kt 10 - 40t It - ItOt At All of tloa of tin of tin of tin of tin of tin 11. Hanbar* aoololla* Informally by talking about currant rnntb, poo*Ip and other everyday aubjectv. Dp cp tp ip ip tp rp Not t - It I ' M I - lOt 10 - »t 10 - ttt 40 - If it M l of tin of tin of tin of tin of tin of tli Manor* diaeoa* boo tb* troop oporata* or alpit function. pp cp rp tp tp ip ip a/t V* I or Hot* Maabora M a n 1*1 Oaaap loader attaopt* to atloulate Intaractlon by probing and nan* or In* nan** ta about tbanaalvoai tbair faolly, adoca- tlanl bnabtraoad, Military oaperlenea, at*. ■ P ? ? 9 ? ? V Not 0 ~ It I - It I - lit II - l*t II . 400 40 - loot At M l of tin of bln of tin of tin of tin of tin ft. todara «ivo lapraaalon at m o t i o n tboy ban to ant bar naobar. y c p c p T i p ? ? j :,w i: , » • »- i « t i i -m » - 4 « t ii^ tnt At M l . of tin of tin of tin of tin of tin of tin II. traup loader aooiallaa* I of a m 11 y by talhlap about a to** If or otbar aa*oa* to tarn of faMily and adeeatlanul backgroundi Mlitory onavlooo*. at*. ip t p t p q j ip t > i i p -"S. m u ! .• u!! J ii." 3 ;JT S 8" M. oroup loader apaaaara, pcabaa or athorvia* encourage* nanbera to dioooaa oar tala no-paraonl topic aruat that ban elgnifleanco for oodoratoadlMp tbair prablan oltb tb* feta* ranialnp an tb* a m ondot dlaaoaaioo. ___ ■ P ? ? ■ ? ? ? ? Nat • - I t 1 - f t I •. lit U - Itt I t - l i t 41 - lttt At M l of tin of tin of tin o f tin of tin o f tin II. droop loader apanoori. probee or otherwia* encourage* oanbara to iadulya in ribbing. aabarraaalng. ***41 in* or verbally attaching IP tp tp ip Ip Ip Ip Not t - It 1 - M t - lit It - Itt M * ttt It * lttt At M l of tin of tin of tin of tin of tin of tin It. NaoOara oapreae aatiiln, critical or boat 11* foolint* tovard tbe troop and it* aatlvltla*. No O n Tv* Tbroo 1/1 1/i t or Mora Humber* Mimbar* Haohara naobura 182 If, Ratotrd point out in * topic 4i*cu(*ion of non-per*oiul natter*, oonolcdon* or ln*i*ht* fcilvti fiw th* diicmilM which h*v* laplicatiou* tor tho nonbor*' prraonal probt***. t p cp tp ip cp tp ip nt-sii tii: .i ;j : j ;.ir i; ;t“ % « «-,«*■ If, Oinf laador indulf** In rlbblno. onbarratain*, naodlla* or oar ball', attaotliie other*. ip tp tp tp ip tp ip ! r.u i V * • ~ *• ■ m *• - «* « - «« M M l of tlno of tlno at tlno of tin* of tin* of tin* 11. Monooro nocloliio infernally by talking about tho croup onC it* actitltio*. Ip Cp Cp tp Ip Ip Ip Mo On* TWO Throe */» V* I ot Ik)to mobi*q Winbrro Monbor* H*ab*rs Manbara Monbar* Maohrr* If. Haabor* *oct*ila* informally by 4i*cu**ln* thon**luo*j thoir faolly and *4wctlonal background. nllitoxy onporlonco, otc. T .. T T ? ? T » P 4 m TWa Thro* */* >/l • or M en re naabarl Wanhor* Haabora llanbar* Hamfcor* If. W M * I radar aponaoco, proba* or othorwloa oncoorofo* noobara to ooototo Mtaklaa, critical ar hoatila loolInga toward tho vrowp ani lto actioit loo. ___________________________ t p cp tp tp [p [p tp Rat f - I f I - f t I - 1 1 1 l b - 1 f t 1 0 - t o t 4 0 - l o o t it M l of tlM of tin* of tina of tlno of tiaa af tin* 1 0 . Oroop loader attaapt* to otlaolato intaractio* by probln* and opoa aorta* bonbon about dl*cua*la* currant avanta, foaolp an* athar antfday aubjacta. [ p cp cp ip tp ip ip Rat 0 - It 1 - II I - lOt 10 - HI 10 - 4ft || « m i it M l af tiaa of tiaa of tian of tiaa of tiaa of tin* 11. Orbuo laadot 4 i ecua a* a th* aann*r in which th* yroup aporato* ar alfM function. y ? tp y ? q» t p A : . w 1 " • * i - i t t i t - m i t a - t o t i b - m t ** M l . af tiaa af tla* af tiaa af tiaa af tiaa af tiaa 11. Hoatiro ******* nayatlva, ar haatilo fooltnt* ar falaaloaal ifaaa about aortain aanditlen*. inatltutlana ot aaaat*. ip tp tp ip ip ip tp ■ o t 0 - 1 0 1 * 1 1 ■ - I t t 1 0 - 10% 1 0 - 4 0 * 4 b - l o o t *» M l af tiaa of tiaa af tiaa af tlno at tiaa af tiaa 11. H*aaor* paiat out characteristic nalfunctiana or aallabaratia* oral!****■ af aartaia taplaa ar athor laafoaaaclaa la tho area* pcaaato which praaoat th* craw* froa aacvlay tba thacapautla tacit af tha naabor*.__________________ ip tp qp ip ip ip ip Rat 0 - It 1 - l b * - 1 0 0 1 0 - 1 * 1 1 0 - 4ft 4« - lttt ht M l af tiaa of tiaa at Una at U n af tiaa af tin* J*. kutrri flu* lapraaalaaa or raactiou* they haw* ta aaathar f t p tp tp tp tp tp ■ ar Mora » Hi Oroap laaiar aaclallia* Informally by yood-naturad cioo-ond- taba and job in*, indulyiny in inotdo-lokoa ar affarin* pairlnc T T 9 « P ? ¥ ■.aTTii . ! r .i! I \ ">•* « - * • * io - it* 4* - iM t M M l af tiaa af tiaa af tiaa af tiaa of tiaa of tiaa 10. Qraup loader paint* oat in a topic 41*cu**ion of non-par****! natter*, conela*ion* or inalfht* dorIrod fraa tha flaauaaiaa which haro lapllaatiena toe the uanbor*' paraaaal prablon*. ip tp qp ip ip ip ip Rat * - it 1 ^ It • - 10* 10 - 10* M - 40t 40 - 1001 ht M l of tla* af tba of tiaa at tla* af tiaa af tiaa 183 11. droap leader enpreaaae n*c*ti*e or critical (eeilnt* the froup an* it* «uvltl*». ___ t a tp it i tp tp ip M t • - i * i ' * i i • w » i t - m i s t • o n « a ** i t s - . At All Of tin* of tiM «( tin* Of tiM Of IlM Of tin* Jt, Hertar* poiot out in * topic diacunaion of non-paraoaal natter*, conelueiona or ineifht* derived (ron tho diaewealen which haw* implication* for th* nenber*' peraonal pcohlooo.___ ? 9 ? T ? ? ? Ho On* Two Three */5 t / t • or to re t w b H i Harter* l h *btn H*wb*r* Nmfcere H w b n l Moobor* I t . Oroup leader tponaor*, orobo* or othnrwi** encour**e* wwto«r» to 0* critical Of a nunbar'* fornuiation* or report* af hi* pact, way-ef-life or out-croup behavior.___________ < f 9 T $ f ? ip Hot t ~ it i - at a - lot it - let so - itt it - lot- At Ail of tin* of tla* of tiaa of tin* of tip* of lint If. droop loader »poo*or*< probe* or otherwle* encouretee aeaher* to point out charactart*tic a*Ifunction* or collaborative avoidance* of certain topic* or other Inadaouaeia* ia th* froup procoe* which prevent tha prow* fiw nervine the tharapootic neoi* of tha ambere. [*] t p qp [p ip tp ip Hot • - i t i - tt t - itt i t - sot ti - t a t id - itt-. At All ot tiaa of tiaa of tiaa ot tiaa of tiaa of tla* *1. Harter* aaplora aapect* of a certain m o t o r ’* prehlao. qj tp q : ip (fi i f Hot • - I t 1 - St ■ - Itt it - » t S t - i t t tt - 1941 At All . of tloa of tine of tloa of tloa of tloa of tloa as. Neotoe r* indulo* in rlbtoir**. enbarraainf, needlihf or verbal ly ettaefcia* othera, ___ ? ? ? ? ? ? ? not t - i t 1 - *t I • iti it - sot i t - t t t i t - itt: At All of tio* of tloa o f tin* o f tin* o f tin* of tin* tl. Heabera reality teat a certain renber'* (emulation of hi* prehlao by paintin* eot dietortion*, onl**ion* or cootratlot ion* in aaahar'a prenentatlon of hi* ptoblen. tf l tp tfl tp tp Iff tp Ha' Oh* two Three «/» t/t t *r Hera •r* Naahar* Nenhar* Haabere **. (tartar* dlacua* how tho froup operate* or o l p h t function. q p tp cp tp tp tp cp « i i i i w ^ . ; T iir ; ; ■ ? u r s -« K r tt. Croup laador apenaera, proboa or othorwlae oncouraf** mnovi» ta aociallto infomally by net tin* then to dlaouae th— aalveai their fanily and educational baohtround. ailltary eitperiane*. etc. ip tp tp ip Cp Ip Ip Hot t - It 1 ^ St A » Itt It " Stt It - Itt «• - 1*0t At All of tin* of tloa of tin* of tin* of tin* of tloa tt. Croup laador point* out how certain wanbera have eharaatorlatle pattern* of Intaractlon, Oh croup leader aafca (or or «iv* reaction* to epeoifle behavior* of a nanberr ? ? ? ? ? ? ? Hat t - I t 1 oft I - l o t I t « S t t It - t t t tt -> L t t t Ah All of tio* of tloa of tloa of tiaa of tloa of tine *T. Mertera eoeialli* infomally by pood-naturae pivo-and-taka and |oklh|, indulfinf in inalde-Jofce* or offertne palrlny and rt. ¥_-J? - * P ‘ t1 9 „ y Oph Two Three »/> l/i ■ or Hare Hartara Haobera Harter* Maober* Maobara honber* Merten tt. Oroup loader accialire* Infomally by talk in* about tha proop. I* ) cp cp g ] tp tp tp H o t • - i t i • » * - l o t i t - i t * a t * t t t t t - i t t t At All of tiaa of tine of tin* of tin* of tin* of tin* 184 \o C O i f e h ! ] : ] h - l i t * 5SR 51 S3 p-lJ 51 i _ 2JI is ? 51 S 3 f n <s .s 0- ;Eh Q- • * * rsrkh * l • ! « • * ! * * _ . . » ■ « * c ^ * S 1 ^ £ I S* 2 n K b - ■’ ■ iilE H J :b- J Hub- : 1 III eHJ HI -Uls " i * Hi: -*ilJ E h i ! I * * I : r 0 - B - o - * E H i 3 Eh ■ * ! * * H » * * n - 3 5 p i m3 -• • , 0 J .! EHja . . S-1!? .EHI; , 0-ljs • J* £ * * 3 « 5 £ 2 E h n ! l ! :s * s [ M a i l B - s » ! iijl8] sifl B- % 5i | ! ! ^ ' ilk -;s| I I I g ^ « t • t t I E h E h « Eh « »“ 5| SlEh ** in. ; • = ] i-lii . :-i if il .QH .** -f I1-*1 S ' i f i * -s s;’ s3 - ! l ‘ n r* sJEH II I i l i & H : w if n \l st i l l ? Cl i! 31 <1 7l *1 ■I E H a < 4 4 __ M|I3H I||b H a * 7l •1 "EHiJ .Eh1*! EHIJ S£50-li3 ; s: Is *s 3 * ■ 3 " 3 St n j n si :: - i | | n ij^Ehl ** j! Eh «!* p i :? M l EH • ->{ I* B-1!! S-*|3 £ si M EH' Si a-,-4 :! ii *S|I EjJ t! sis! si V 1 t t 31 t t 31 <3 I t t M * t t • i APPENDIX B HIM-6 AM1WCR INfIT 187 PAM 1 1. 2. 3 . I. 3. 6. 7. 9. 10. u. an 12. Q Q m m rn m m m m m m m CD CD m m m m m m n r i m m J T L m m . m__ . m m m m PAM 2 m m m m m m m m m m m m n n m m m m m nn_—co—CD_ — CD— CD -C D xn m ecl. m m CD m m pace 3 16. 19. 16. 17. 18. 20. 21. 22. >3. a. 26. 2 7 . 31 32. 33. 36. 39. 36. d q . nn m m m m m m m m m m m m m m m m m nn m m m m m m m m m m P A C E 6 nn m m m m m m m m m m m nn m m m m m m m m m m m m m m m m . _ m on m m m m m PA6E 5 nn m m m m m m m m r n T*1 m nn m m _ m nn m m m m m m m m m m m m m f n CD m r n PAM 6 m m rrr m m CD m m m m m CD— m m __J D _ CD — CD r a ITT m m m m m m m ___CX2----C D ---C D o— aa— c d — cn— cd p a c e 7 37. m — m — c d— c d— c d_ _ _r o 36. Qn_ _ _□□------CD---CD— ID _ _ _ _CD 39. CD------ CD------CD---CD_ _ _ 0 3 _ _ _ CD 60. CD------ CD------CD---CD_ _ _ CD------CD 61. CD----- 0 3 ------CD---CD— CD-------03 62. CD----- CD------CD__CD— DO_ _ _ _CD P A C E 6 63. CD_ _ _ _CD_ _ _ CD---CD_ _ _ CD_ _ _ CD 66. CD-------CD------CD---CD------CD------CO 69. CD-------03------CD---CD------CD------CD 66. nn r n ------CD---CD------CD------CD 67. CD____03_ _ _ CD__CD------CD------CD 66. CD_ _ _ _CD------CD---CD------CD------CD P A C E 9 69. CD_ _ _ _CD_ _ _CD__CD_ _ _ CD_ _ _ CD 30. CD_ _ _ _m .m m ------CD CD 51. CD_ _ _ _03_ _ _CD__CD_ _ _ CD_ _ _ CD 52. *66 i i i m m t ■ 1 .a . 53. CD_ _ _ _03_ _ _ CD---CD-----CD . CD 96. CD_ _ _ _r n m __m m m P A C E 1 0 55. CD CD. r*-* _ _CD_ _ _ _ CD 56. CD------ 0 3 ------CD---CD_ _ _ DO_ _ _CD 57. CD_ _ __m C T 3 __CD_ _ _ CD_ _ _ CD 56. CD_ _ _ _m _m _ m _ _ _ _ _ _r n m 59. CD_ _ _ _03------CD---CD_ _ _ CD ID 60. CD_ _ _ _CD_ _ _CD---CD------rtri- r n pac e 1 1 61. CD-------C X 3 ------C Z 3 ---CD------CD_ _ _CD 62. CD -C T 3 _ _ _ CD__CD_ _ _ CD_ _ _CD 63. CD-------CD------CD__CD____CD_ _ _CD 66. CD------ m m m m m 65- CD------ D9------CD---CD------CD_ _ _0 3 66. CD------rn m __Q3_ _ _ CD----- CD P A M 1 2 67. OD— 1 JO — flQ 66. CD____CD_ _ _ 0 3 ---CD------CD_ _ _03 69. CD_ _ _ _0 3 _ _ _CO---CD_ _ _(30-----CD 70. m m _ _ _ CD__CD_ _ _ CD_ _ _CD 71. ^ —m 72. cd— cn m . . m _ _c n _ _ _ m APPENDIX C ANNOTATED BIBLIOGRAPHY OF HIM STUDIES AHEARN, THOMAS R. An Interaction Process Analysts of Extended Group Counseling with Prospective Counselors. Unpublished doctoral dissertation, College of Education, The University of Georgia, 1969. The purpose of this study was to Investigate and Identify stages of group development In long-term group counseling with prospective counselors. Participants in the counseling group under investiga tion were ten counselor trainees enrolled In the 1965-66 Academic year Counseling and Guidance Institute at the University of Georgia. The group met twice a week for a total of 56 sessions. A strati fied random sample of 24 counseling sessions was selected for analysts. The tape recording of each session was edited to delete all time references, and the sessions were presented to the raters in random order and were rated on the HIM-G. Significant changes In the mean ratings were found for seven types of Interaction. It was concluded that: 1. The less therapeutic types of behavior showed greater variability over time, as opposed to the more thera peutic types of Interaction which demonstrated rather consistent trends. 2. The dominant modes of Interaction became more thera peutic as counseling progressed. 3. The two extremes of interaction on the therapeutic scale were not mutually exclusive In the latter half of counseling. DAANE, CALVIN; GOLD, ROBERT; MCGREERY, PATRICK; MAES, WAYNE; & KENOYER, DONALD Final Report on Developing Group Counseling Models for NYC. Office of Manpower Research, Arizona State University, 1969. Four co-therapy teams conducted small group meetings using five different models of counseling procedure, with clients drawn from the NYC. The models were labelled - Interpersonal, Intrapersonal, Problem Identification, Perceptual Modification, and Relationship. Sessions 2, 6, 10 and 15 were selected and three twenty-minute segments for each of these two-hour meetings were rated on the HIM-G. Only one of the counselor teams obtained a significant F ratio for trend changes (from lower to higher HIM categories) and that was for Intrapersonal. Therefore, according to HIM-G ratings, there was only mild Work/Style 186 movement for the groups tn this study, in spite of individual 189 gains recorded for participating subjects. DUNNETTE, MARVIN D. People feeling, joy, more joy, and the slough of despond. Journal of Applied Behavioral Science, 1969, V, No. I, pp. 25*44. Reports on investigation of relationship between quality of Inter action In a T-Group and Accurate Empathy scores of the members. It was found that the higher the HIM scores were for the groups the more accurate was the empathy of the members. GUTZMER, WILLARD E. A Study in Structured Discussion. Unpublished doctoral dissertation. Department of Educational Administration, University of Utah, 1969. A class of fifteen students in Education and the Contemporary Scene was conducted according to Hill's Learning Thru Discussion method. Post*meeting reaction sheets and the HIM-G were used to measure the Impact of the method. Also the HIM-B was administered pre- and post-. In the early sessions, the HIM-G ratings were fairly well distributed over the cells of the Matrix but at the end of three weeks the discussion gravitated toward Speculative and Confrontlve Topic (ID & IE) and by the fifth week and thereafter almost one hun dred percent of the interaction was In these cells. The various categories of the PMRs all showed a trend toward the optimum ratings. The HIM-Bs showed no significant change from pre- to post- admlnlstratIon. HUM, STERLING P. C. An Investigation of the Use of focused Video Feedback in High School Group Counseling. Unpublished doctoral dis sertation, School of Education, University of Southern California 1968. Four counseling groups of high school students were led by the same counselor who met with the groups twice a week for forty-minute sessions over a period of five weeks. In two of the groups, video tape was used / la Stoller's 'focused feedback' technique (experi mental groups) and In two of the groups this technique was absent (control groups). Four reliable Judges rated the groups 'blind' on the HIM-G and the consenual ratings were used to measure differences In level of Interaction between experimentals and controls. The differences, If any, tended to favor the control groups, that is they operated on a higher work level but there was not significant differ ence between experimental and controls for Content/Style categories. MERMIS, WILLIAM L., JR. The Effect of Small Group Relationship Counsel-190 ing on Professional Staff Communication and Counsel-cltent inter action In a Youth Opportunity Center. Unpublished doctoral dissertation, Arizona State University, 1968. Investigation of a Relationship model used in staff training in which the sessions with the staff in the experimental organization were rated on the HIM-G. The results Indicate that this type of counseling In small groups In a useful model for communication gain as measured by the HIM. MYERHOFF, H. L. ; JACOBS, A. L.; 6 STOLLER, F. H. Emotionality in Marathon. Traditional psychtherapy groups. Psychotherapy: Theory, Research, & Practice, 7, 1, 1970. Emotionality as measured by the Jacobs Adjective Check List showed the Control groups (9~two hour sessions) to have much less negative emotionality with a definite decrease over time whereas the Experi mental group (3*six hour sessions) was much greater and markedly variable. The HIM-G was used as a control instrument to check on variability of therapist In E 6 C groups. ROBINSON, MARGARET B. Effects of Video Tape Feedback Among Group Psycho therapy Participants. Unpublished doctoral dissertation, Department of Psychology, University of Southern California, 1968. Six groups of 667 patients in a State Hospital each were divided into two sets, three groups (experimental) received group psycho therapy which Included the use of video tape and Stoller's 'focused feedback' technique and In three psychotherapy groups (control) this was absent. The HIM-G was used as a control measure to equate therapist response from group to group. It was found that the ex perimental s made significantly fewer maladaptive responses and a more adaptive one over time. They also tended to see themselves as be coming more adaptive but this trend did not reach the .05 level. SELEIGMAN, MILTON & STERNE, DAVID M. Verbal Behavior In Therapist-led, Leaderless, and Alternating Group Psychotherapy sessions. Journal of Counseling Psychology, 1969, 16, 325-328. A group of male. Veterans Administration hospital patients, was expaeed to a sequence of dally therapist-led sessions followed by a sequence in which alternate meetings were leaderless; a similar group was treated with the sequences reversed. Both groups had the same therapist and were led by him for five sessions prior to the Initiation of the study. Tape recordings of the sessions were rated by a reliable "blind" rater on the Hill Interaction Matrix-G (HIM-G). Therapist-led, leaderless, and alternating sequence sessions were compared. Both leaderless and alternating sessions exhibited more conventional (socially-oriented) behavior than the therapist-led. while the therapist-led meetings were considered more pertinent* 191 task-oriented* and confrontlve than the leaderless sessions. IGEL* RICHARD G. Outcomes of Marathon Group Therapy and Marathon Group Topical Discussion. Unpublished doctoral dissertation. University of Missouri* Columbia* Missouri* 1968. Two groups of nine clients each received eighteen consecutive hours of Marathon group therapy focused on members' problems (111) and here-and-now relationships (IV), and a third group of nine clients focused on topic discussion (l). A fourth group were control and received no treatment. All were pre- and post-tested. The Inter actions of the first three groups were measured on the HIH-G. The interactions of the psychotherapy groups were similar and were primarily in the personal-speculative style (I I ID) and the discussion marathon ratings were more reflective of topic conventional (16). All three groups showed positive change on the MMPI and Self-Disclo sure test* however* no differences were noted between marathon discussion and psychotherapy groups. i

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Creator Gruner, Leroy (author)

Core Title A Study Of Group Development In Purposive Groups

Degree Doctor of Philosophy

Degree Program Sociology

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag OAI-PMH Harvest,sociology, criminology and penology

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Empey, Lamar T. (committee chair), Hill, William F. (committee member), Peterson, James A. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-753193

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