Dissertations / Theses: 'Group training'

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Gilmore, Martha Louise 1957. "Training in group psychotherapy." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/565529.

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Turner, W. Keith. "A handbook for training small group leaders." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Rivkin, David. "The Effects of Individual-Team Training Versus Group-Team Training on Group Task Performance." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2774.

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Organizations utilize groups frequently and extensively for problem solving and decision making. Research results indicate that training in group decision making improves the performance of groups on a variety of decision -making tasks (Erffmeyer & Lane, 1984; Hall & Williams, 1970; Nemiroff, Passmore, & Ford, 1976). Despite the heavy reliance of organizations on teams and the benefits of training in group decision making, there is a scarcity of research investigating the proper instructional mode (i.e., individual versus team) for group decision-making training (Denson, 1981; Goldstein, 1986). The results of studies investigating this problem have been inconclusive (Goldstein, 1986). Support has been found for both individual and team training (Denson, 1981). Wagner, Hibbits, Rosenblatt, & Schulz (1977) suggested the notion that the proper of instructional mode for group training depends upon the type of situation in which the group is required to perform. For "established" situations which are well defined and highly structured, individual training is suggested. In "emergent" situations, which are unstable and require large amounts of cooperation and communication between team members, team training is recommended. The present study compared individual, team, and no training on a group decision-making task. Team performance in an emergent situation was compared in terms of the quality of the decision made, time spent on task, acceptance of the decision, and satisfaction with group process and training. The results indicated that team-trained groups produced the highest quality decisions, followed by individually -trained groups, then no -trained groups. Team training was perceived as the most satisfying, followed by individual training, with no training being perceived as the least satisfying. Groups did not significantly differ on acceptance, time spent on task, or satisfaction with group process. The results of the present study help clarify previous research investigating group training. The present findings suggest that team training is the most appropriate instructional mode for groups working in emergent situations. Additionally, the findings suggest that workers will be more satisfied with team training than with individual training. Further research investigating the appropriateness of individual and team training in a variety of situations needs to be conducted to lend support to the present findings.

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Eames, Catrin. "Treatment fidelity in group based parent training." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505947.

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Carlson, N. Gene. "A training program in small group evangelism." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Carlson, N. Gene. "A training program in small group evangelism." Portland, Or. : Theological Research Exchange Network (TREN), 2005.

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PRITCHARD, IAN L. "Personality and Group Climate in Corporate Training." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218136492.

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Ng, Hubert. "Training group members of Loving Road Bible Study group of El Cerrito Chinese Christian Church in the development of small group ministry." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Pang, Hang-hang, and 彭杏. "An outcome study of couples communication training group." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31250555.

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Pang, Hang-hang. "An outcome study of couples communication training group /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20133674.

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Finlay, Richard G. "Trust-maintenance in small groups." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Ray, Dee C. (Deanne Castleberry). "Effectiveness of Group Supervision Versus Combined Group and Individual Supervision with Masters-Level Counselor Trainees." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278350/.

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This study was designed to investigate the effectiveness of large group supervision, small group supervision, and combined group and individual supervision on counselor trainees. Specifically, instruments were used to measure the progress in counselor efficacy and counselor development. Analyses of Covariance revealed that all supervision formats produced similar progress in counselor effectiveness and counselor development. Large group supervision, small group supervision, and combined group and individual supervision appear to be equivalent in their effectiveness.

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St, Pierre Betsy. "The Use of Experiential Groups in the Training of Group Workers: Student Attitudes and Instructor Participation." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1277.

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Both the Council for Accreditation of Counseling and Related Education Programs (CACREP) and the Association for Specialists in Group Work (ASGW) require counselor education programs to provide experiential training to group workers (CACREP, 2009; ASGW, 2000). However, no specific models are given to counselor educators to implement the experiential component. Only two research studies have examined the overall structure and type of instructor involvement commonly used in counselor training programs (Anderson & Price, 2001; Merta, Wolfgang, & McNeil, 1993). In addition, researchers have documented ethical concerns in the use of experiential training methods (Davenport, 2004; Furr & Barret, 2000; Riva & Korinek, 2004) including the role of dual relationships, confidentiality, and competency. Student experience of the experiential training is impacted by both the structure of the experiential group and the ethical pitfalls associated with each (Goodrich, 2008). Thus, the purpose of this study was to determine the current models of group work and how the structure of these models impacted student attitudes toward ethical concerns of dual relationships, confidentiality, and competency and overall student experience. Members of the American Counseling Association (ACA) who had graduated with their master's degree in the past five years were asked to respond to the Survey of Student Attitudes and Instructor Participation in Experiential Groups online survey. The findings of this study suggested that the most common group work training model is to have a full-time faculty member both instruct the group work course and facilitate the experiential group. In addition, concern over ethical issues was found to be an important component in student's comfort level and belief that the experiential group was instrumental in their development as a group counselor. These results do not support the findings of Anderson and Price (2001) which suggested a growing trend of group work instructors not being both the facilitator of the experiential group and the instructor of the course. However, the findings do support previous research which indicated that ethical concerns do negatively impact student involvement in the experiential group (Davenport, 2004; Hall, Hall, Harris, Hay, Biddulph, & Duffy, 1999).

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Reed, Kelly Layne. "An exploration study of the relationship between effectiveness of filial therapy training groups and group cohesion." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9832/.

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This study examined the relationship of group cohesion among heterogeneous and homogeneous groups on individual treatment outcome of child-parent relationship therapy (CPRT). CPRT is a filial therapy model that targets the parent-child relationship as a means for preventing or improving child and/or family problems. This study included 30 parents or caregivers from 9 groups which met for 10 sessions. Participants qualified for this study if their groups ended with at least 3 group members and 2 leaders, all pretest and posttest data on their child between the ages of 2-11 was completed, and if they attended at least 6 of the 10 sessions. Correlation coefficients, t-tests, and effect sizes were calculated. Results demonstrated no statistically significant differences between pretests and posttests on the Child Behavior Checklist (CBCL) for all 30 participants; however, differences in measured effect (η2) between children identified with borderline and clinical behavior problems and children with normal behavior problems suggest that CPRT is more effective among children who demonstrate significant behavior problems. Perceived and observed group cohesion measurements demonstrated no significant difference at the individual outcome level. This finding suggests that group cohesion may not be related to individual outcome. Although there was no significant relationship between group cohesion and individual outcome for this study, results of the group measurements regarding engagement and group cohesiveness, coupled with previous studies on CPRT effectiveness, suggest that CPRT should be utilized in homogeneous groups.

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Underwood, William L. "Cultural awareness sensitivity training." Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=187.

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Greer, Deborah A. "Actor training and charismatic group structure : a comparative study /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072585.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-188). Also available for download via the World Wide Web; free to University of Oregon users.

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Hoover, Stuart Michael. "The impact of experiential training on group counsellor development." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/53768.

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To lead effective psychotherapy groups, counsellors must perform a complex array of skills with both confidence and competence. Best practices in training group counsellors advocate an integration of didactic and experiential learning (Barlow, 2012; CACREP, 2009). Experiential training is considered an invaluable training method for group counselling and has been shown to develop skill usage and understanding of group process in trainees (Stockton, Morran & Krieger, 2004). However, no study to date has experimentally examined the impact of experiential training on counsellor trainee development of confidence and competence. Therefore, this dissertation introduces an experiential training program seated in social cognitive theory and provides qualitative and quantitative evaluations of the impacts of the program on counsellor trainee confidence and competence variables.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Reed, Kelly Layne Ray Dee C. "An exploration study of the relationship between effectiveness of filial therapy training groups and group cohesion." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9832.

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Sottolano, Donn Charles. "Group parent training : experimental and behavioral analysis of two methods for training child management skills." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514204.

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The purpose of the study was to assess the differences between two; methods for training parents in child management skills. Group I, the educational training group, consisted of seven parents, while Group II, the competency-based training group, bad five participants. Two dependent measures, time-out and instruction giving, were assessed during simulations with a confederate. Probes were also taken during analogue situations between the parent and child. Follow-up probes were conducted at six- and twelve-weeks for the EFTG, and at 8-weeks for the CBTG.Data was subjected to an analysis of covariance (ANCOVA) to determine statistical differences between groups. A multiple baseline across skill domains was also used to assess clinical changes between groups and within individuals.Findings Parents trained in the CBTG performed significantly better, in both time-out and instruction giving skill domains, than did parents trained within the educational format. All five CBTG parents achieved a mastery level of 90% or higher. Parents trained through the traditional educational methods were unable to achieve mastery in either, skill domain. Subsequent to the introduction of competency training, all but one of the EFTG parents were able to reach mastery. The parent who was unable to reach mastery, was unable to do so in either skill domain.All parents were satisfied with service delivery regardless of treatment received. Parents also reported similar changes in their child's behavior throughout the course of the training program.Conclusions Competency-based training methods were far superior to the more traditional educational approach in shaping parents behavior (i.e., time-out and instruction giving skills). Parent perceptions of changes in their own behavior are a poor indicator of measured change.Parent's reported satisfaction is a poor prognosticator for termination of treatment services.

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Lee, Job Kuang-Ling. "A training manual for small group leaders at the Wheaton Chinese Alliance Church in Wheaton, Illinois." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Wiltscheck, Amy F. "Outdoor experiential training in the classroom setting." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wiltschecka.pdf.

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Dung, Sharon Wendy Shuk Leung. "A training manual for the small group leaders of Pacific Grace Mennonite Brethren Church." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Myers, Ashley. "The Effect of Situational Attribution Training on Majority Group Members’ Psychophysiological Responses to Out-group Members." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/97.

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The present research explored the effects of Situational Attribution Training (Stewart, Latu, Kawakami, & Myers, 2010) on affective bias utilizing facial electromyography (EMG). Participants viewed a slideshow of randomly presented photographs of both and White and Black American men while rating how “friendly” each individual appeared. Simultaneously, corrugator and zygomaticus region activity, linked with positive and negative affect, respectively, was measured. Of these participants, half were randomly assigned to complete Situational Attribution Training beforehand. Results for EMG activity suggested no significant differences in EMG activity for White compared to Black photographs for either the training or control participants; thus, this study did not find evidence of affective bias by way of corrugator or zygomaticus activity. However, errors in slideshow presentation prevent clear interpretation of these results. Suggestions for future research and ways in which bias errors can be avoided are discussed.

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Miranda, Edwin. "Teaching assistant training : adult education principles and discussion group leadership /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3131099.

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Lycett, Ed. "Developing an open group strategy through Sunday school leadership training." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p049-0450.

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Wachter, Jeffrey. "Training needs assessment of the Copper Engineering group at ADC." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001wachterj.pdf.

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Payne, Helen. "The experience of a dance movement therapy group in training." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10019149/.

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This thesis explores the experience of a dance movement therapy group as part of a post graduate diploma course in higher education. The prime focus is the students' perspective of the group training as preparation for their subsequent role as dance movement therapists in practice. The research follows a group of seven students through a two year dance movement therapy group experience using an action research methodology in a collaborative mode. Through a series of systematic, planned, in-depth, semi-structured interviews, it uses the students' own account of the experience and correlates this with their practice as trainees. The third and final year fieldwork explores, from the students' perceptions, the way such an experience is integrated into eventual practice. The thesis is grounded in a literature review drawn from the psychotherapy, counselling and arts therapies fields. An international survey of training organisations for the arts and psycho therapies provides significance of the group experience in the training of arts therapists. The major conclusion is that although group experience in dance movement therapy is crucial for the training of dance movement therapists it requires extremely sensitive handling to cope with the feelings of loss, anger, grief and struggles with models of practice. There are, in addition, many difficulties experienced in learning to be a group as well as an individual within the group. The issue of authority in particular, which is central to any course in higher education, has to be carefully worked through for these students. The thesis concludes with recommendations for curriculum development in the post graduate training of dance movement therapists and allied professions.

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Lynch, Elizabeth Marie. "Evaluation of a Hierarchal Training Model for Group Home Staff." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7333.

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Direct-care staff working with individuals with developmental disabilities (DD) are frequently exposed to challenging behavior from residents and expected to respond correctly to challenging resident behavior, but often receive insufficient training due to lack of resources and high staff turnover (e.g., Collins, 2012; Collins, Higbee, & Salzberg, 2009; Haberlin, Beauchamp, Agnew, & O’Brien, 2009; Pelletier, McNamara, Braga-Kenyon, & Ahearn, 2010). Training methods such as Behavioral Skills Training (BST) are highly intrusive and require high amounts of resources (e.g., Parsens, Rollyson, & Reid, 2012). Research suggests technological based alternatives are more cost effective, decreases training time and response effort from management, and increases distance learning opportunities and dissemination capabilities. The purpose of this study was to evaluate the use of a hierarchical training model that incorporated video modeling, video modeling+assessment, and BST to train behavior management strategies for direct-care staff working with adults with developmental disabilities. Subjects were exposed to the most cost effective training approach first (i.e., video model) and sequentially moved to more intrusive methods (i.e., video model+assessment, & BST) as needed. All subjects implemented behavior management strategies with fidelity after exposure to technological based training alternatives (i.e., video model, video mdoel+assessment).

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Viljoen, Greyling. "Exploring the concept of boundaries in a training group encounter." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40251.

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The concept of boundaries in group theory gained prominence in the 70s and 80s mainly as a construct to describe significant group events. A contributing factor was when general systems theory, in which boundaries are central, was applied to living systems. Boundaries continued to be used predominantly to refer to structural aspects of a group, such as time structuring, membership, role, subgroupings, and task, and, to a lesser extent, as an abstract construct to refer to group processes and dynamics. In group practice, the use of boundaries as a guide and instrument to gauge group dynamics has been limited. In general, boundaries are not used to assess group events in order to determine a course of action or intervention. The first part of the research explores the concept of boundaries in three theoretical frameworks. The second part of the research explores the application of boundaries as a construct central to the understanding of group dynamics in an experiential time-limited training group. It also examines ways in which this can lead to enhanced group practice. The focus was on boundaries as psychological dimensions in the group space. In the exploration of boundaries in existing theoretical frameworks, an important link between boundaries and trauma, which inevitably involves a breach and violation of boundaries, was highlighted. A novel qualitative content analysis method was designed to reveal boundary changes systematically and to show how boundaries were redefined over a period of time. A unique feature of this computer assisted (Atlas.ti) method is that boundary shifts are quantitatively tracked, allowing further qualitative exploration. This method was applied in a case study of a training group, so demonstrating the applicability of the method to the study of small groups. Results of the case study revealed the impact that events prior the group had on group boundary development, in particular emotional linking in the group. Shifts in psychological boundaries were clearly visible in the quantitative analysis of boundaries in focus, across boundaries, indicated by transactions across boundaries. South Africa, as is the case in other societies in transition, is characterised by continuous breaches and violations of boundaries. By viewing group interactions through a boundary lens, group leaders can understand the complexity of group dynamics better. With this understanding, facilitators and leaders of groups can deliberately influence psychological boundaries. In so doing they can create opportunities for individual transitions and societal transformation.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Psychology
Unrestricted

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Parker, Paul Rodney. "The application of interpersonal communication and group dynamics skills as a curriculum component for the professional development of pre- service teachers." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134222/.

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Cokely, Jeff. "Forming and training a small group leadership team to plan a small group ministry at Westbrook Baptist Church, Hutchinson, Kansas." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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King, James Phillip. "Teampreaching training Army chaplains in collaborative supervision of preaching /." Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Brickler, James Theodore. "Bible study leaders training a development of an initial training clinic for small group Bible study leaders /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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O'Toole, William M. "A basic cell/small group training course for an intentional church plant in Platte County, Missouri." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.

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Gibson, Patricia K. "Instructor Training and Instructional Design in Online Courses using Group Work." Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571493.

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The purpose of this exploratory multi-case study was to examine the role of instructional design and instructor training on student learning outcomes and student satisfaction within the online class using group work, a form of collaborative learning. Group work has been strongly recommended for online classes. Data allowing insight into contemporary events in context were collected via an online survey, personal interviews, and document examination. Students were given a link to an online survey with both selected response and open-ended questions. Instructors were interviewed either face-to-face or via voice over Internet protocol (VOIP). Syllabi and class handouts were collected and examined using content analysis. These different sources of data were triangulated during the analyses. The participants in the study were undergraduate students and four instructors at a state supported institution of higher education in the southwestern United States. Data collected revealed that those instructors using group work who had the most training and assistance from the Instructional Technology Support in the design and facilitation of classes using group work had the highest level of student satisfaction as well as the highest student perception of good learning outcomes. The data show that when the instructional design using group work is well done and the class is well conducted, student satisfaction and student learning are good. The data show that the amount of instructor training undertaken had a major impact on how students reacted to the classes. The students' perception of learning outcomes differed from that of the instructors. The instructors perceived the classes as being generally successful; however, the students' perceptions were less positive. The levels of training applied by each of the faculty to the design of their online class shows that the more training, the higher the level of satisfaction. Both student success and learning outcomes suffer if the class is not designed and taught with best practices for online group work. Further research needs to be done on the use of online group work in graduate classes and lower division undergraduate classes as all of the studied classes were upper division.

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Erb, Michele. "Identification of Training Needs: A Focus Group Interview/Q-Sort Methodology." TopSCHOLAR®, 1987. https://digitalcommons.wku.edu/theses/2313.

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In light of research that suggests that formal needs analysis leads to efficient and productive training programs, managers and a sampling of non-management employees from a mid-size manufacturing company participated in a needs assessment to determine future training needs for the company's mangers. The information was collected through focus group interviews and a Q-sort technique was developed to categorize the issues raised in the interviews. The categories of training issues and related concerns identified as a result of the focus group interview process were compared to a list of training topics generated by managers through an informal survey prior to the needs assessment. The comparison indicated that the training issues generated by managers in the informal survey were not congruent with the issues identified as a result of the needs assessment process. Comparisons were made between the major issues addressed by various departments, management levels, and functional groups. These comparisons indicated that some concerns were identified by all departments, management levels, and functional areas and could be defined as organizational concerns while other concerns were identified by specific departments, management levels, or functional areas.

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Emery, Catherine E. "Relieving Post-stroke Fatigue Using a Group-based Educational Training Approach." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3875.

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Post-stroke fatigue is a common problem that may limit participation in everyday activities. Emerging evidence suggests that group-based training in fatigue management may be an efficient means of reducing the effects of post-stroke fatigue. This mixed methods, quasi-experimental study proposed to determine whether a group-based educational program could be successful in relieving post-stroke fatigue and improving participation in daily activities. A convenience sample of stroke survivors (n=20) from retirement communities in southeastern PA were invited to participate in the research. Participants were screened for depression, motor and cognitive recovery, and sleep quality. Fatigue was measured using the Fatigue Severity Scale (FSS) and activity participation was measured using the Physical Self-Maintenance Scale- Instrumental Activities of Daily Living (PSMS-IADL). The measures were administered in a double pre-test, double post-test format over three seven-week phases; a non-intervention period; a group-based intervention period, and a post-intervention period. Qualitative information was gathered using a self-made Intervention Satisfaction Survey. Data analysis involved measures of central tendency for the demographic information. Tabulations of the survey responses were completed to judge the effectiveness of the group-based program or its’ components from the participants’ perspectives. Results indicated a statistically significant reduction in reported fatigue post-intervention (p= .022), which continued for seven-weeks (p= .240). There was a strong effect size for the post-intervention reduction of fatigue (r= .69). There was a trend toward improved participation in daily activities. Distribution across groups for presence of social support, age, sex, and level of care was found to be equivalent after one-way chi square analysis. There was no significant influence of these variables on fatigue or participation when used as grouping variables in RM-ANOVA. Participants reported feeling most confident scheduling activity to include rest periods and least confident managing sleep problems. Limitations include small sample size, demographics not being representative of the general stroke population, use of self-report measures with possible ceiling effect of PSMS-IADL, instrumentation effect given multiple administrations, and history effects as groups occurred at different time of the year. Overall, the results indicate that participation in a group-based educational program was effective in reducing post-stroke fatigue in chronic stroke.

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Hunter, Dale, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Facilitation of sustainable co-operative processes in organisations." THESIS_CAESS_SELL_Hunter_D.xml, 2003. http://handle.uws.edu.au:8081/1959.7/482.

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This thesis explores the quality and sustainability of facilitated co-operative processes in organisations, and the difficulties and opportunities associated with this way of working. Three complementary research methods have been used: a survey, an Internet dialogue and a co-operative inquiry of facilitators, managers and academics. The survey revealed that facilitators have diverse and sometimes contradictory approaches to their organisational work, co-operative processes are not easy to sustain within hierarchical organisations, and that facilitator ethics need clarification. The development of a Statement of Values and Code of Ethics by the International Association of Facilitators formed the content for the Internet dialogue part of this research. The co-operative inquiry highlighted that sustainable co-operation depends on embodied whole people connecting with love and compassion, and with the commitment and courage to speak their own truth and deeply engage with the collective wisdom of the group. It is shown that co-operative organisational forms, methods, processes, values and ethics are only part of what is needed to support co-operative endeavour. Underpinning all of these are ways of being that are learnt through modelling and mutually supportive interactions between persons in relationship. These ways of being need to be transmitted along with conceptual frameworks, processes and methods for ‘co-operacy’ to be sustainable in groups and organisations
Doctor of Philosophy (PhD)

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Kleidon, Norbert. "A Marriage seminar for Prince of Peace Lutheran Church." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Jakubkaitė, Birutė. "Būsimųjų grupės terapeutų patirties daugialypiškumas ilgalaikėje patirtinėje grupėje." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141119_165633-52187.

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Patirtinė grupė yra pagrindinis būsimų grupės terapeutų rengimo būdas. Terapinio ir mokymosi kontekstų joje susidūrimas sukuria savitą įvairių patirčių susipynimą, kuris šiame darbe įvardinamas kaip dalyvių patirties daugialypiškumas. Šis patirtinės grupės bruožas yra itin mažai tyrinėtas. Šiame darbe, remiantis ilgalaikės patirtinės grupės dalyvių patirtimi, atskleidžiama, kaip reiškiasi patirtinės grupės daugialypiškumas, kokią įtaką jis daro grupės dinamikai. Tyrime dalyvavo visi (I etape – 8, II etape – 5) Humanistinės ir Egzistencinės psichologijos instituto (Lietuva) Grupinės terapijos programos tos pačios grupės dalyviai. Programa vyko dviem etapais: I etape patirtinę grupę pakaitomis vedė skirtingi patyrę grupės terapeutai, II – patirtinę grupę pakaitomis vedė patys dalyviai. Patirtinės grupės darbas buvo aptariamas drauge su ją stebėjusiais supervizorias. Kiekviename etape buvo atlikta po 2 pusiau-struktūruotus interviu. Interviu tekstai buvo analizuojami taikant indukcinę teminę analizę ir interpretuojami remiantis I. D. Yalom grupių teorijos ir praktikos samprata. Tyrimo rezultatai atskleidė, kad būsimųjų grupės terapeutų patirties daugialypiškumas patirtinėje grupėje atsispindi jų santykyje su patirtine grupe, programos struktūra ir tarpasmeniniuose santykiuose. Jis veikia grupės dinamiką: lėtina grupės telkimąsi, apsunkina tikslų vaidmenų grupėje atlikimą, ir atskleidžia mokymosi motyvacijos ir kolegiškų santykių svarbą grupės sutelktumui kurti.
Participation in an experiential group is the main method of training prospective group therapists. The encounter of therapeutic and learning contexts in an experiential group creates a distinctive twine of various experiences that is called experience diversity in this study. This experiential group feature was little researched. The study reveals how experiential group diversity presents itself in experiences of participants in a long-term experiential group, and what influence it makes on group dynamics. All participants at the Institute of Humanistic and Existential Psychology (Birštonas, Lithuania) group therapy program (stage I–8, stage II–5) took part in the study. The program consisted of two stages: an experiential group was guided by experienced group therapists in stage I, the experiential group was guided by participants themselves in stage II. The work in experiential group was discussed with supervisors. Participants were interviewed four times: two semi-structured interviews were performed in each stage. Interview texts were analyzed applying inductive thematic analysis and interpreted according to I. D. Yalow’s conception of group therapy and practice. Study results revealed that prospective group therapists’ experience diversity in the experiential group is reflected in interpersonal relationships, participant relationship to the experiential group and program structure. It slows down group cohesion, influences the perception of roles, and reveals the... [to full text]

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41

Lindberg, J. Ola Olofsson Anders D. "Training teachers through technology : a case study of a distance-based teacher training programme /." Umeå : Department of Education, Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-626.

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Jagodnik, Elizabeth. "An examination of a community partnership, the Triple S Industrial Training Group." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/MQ45064.pdf.

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Ji, Kwang Sig. "Training home group leaders to assist the ministry of the senior pastor /." Free full text of English translation is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1273099781&sid=2&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2006.
Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 172-175).

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Edworthy, Steven Mark. "The training of lay persons for target-group evangelism in Celeste, Texas." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Proctor, DiAnne Minghella. "The Role of Graduate Courses in Training Graduate Students in Group Counseling." Thesis, Rivier University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646072.

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Increased demands are being placed on school and mental health counselors as a result of economic pressures, reduction in resources, and changes in health care (Corey, 2012; Poey, 1985; Slocum McEneaney & Gross, 2009) that have created a need for changes in the delivery of counseling services (MacKenzie, 1994). Group counseling is an effective treatment modality that enables school and mental health counselors to meet these rising demands (Burlingame, Fuhriman, & Mosier, 2003; Corey, 2008; Shechtman, 2007). The Professional Standards for the Training of Group Workers developed by the Association for Specialists in Group Work (ASGW, 2000) recommends that graduate counseling programs provide foundational knowledge of skills competencies of group work. The Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) identifies group work as one of the eight essential core classes to be taught within graduate programs. Limited research has been conducted to understand how and what graduate counseling students are learning (Conyne, Wilson, Line, Morran, & Ward, 1993). Reflective practice has been identified as an effective teaching method to deliver complex subject matter such as that in the helping fields. Most research has focus on the use of reflective practice in teacher education and the medical fields (Sandars, 2009). This qualitative study examined the use of reflective practice to teach graduate counseling students. Constant comparative analysis provided information about how to teach and what graduate counseling students learn in a single course about group work when reflective practice was used to deliver course material.

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Sharkey, Ricky Allen. "Developing a small-group leadership training program at Celebration Church, Metairie, Louisiana." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Andrews, Sharleen. "Women's Empowerment by Group Sewing Training: A Microfinance Study in El Salvador." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6509.

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This case study explored the lived experiences of 8 participants in a microfinance sewing program in El Salvador. Numerous studies focused on empowering women by employing microfinance projects or programs in many countries; however, a lack of empirical data exists regarding Salvadoran women's perceptions about how a sewing program with teamwork affects women's empowerment. The purpose of this case study was to understand the women's personal stories, their obstacles as well as any factors they saw as empowering them. Guided by a constructionist framework, a sample of 8 participants: 5 who were sewing students and 3 who were employees, who shared their administrative perspectives about participants' skills, data collection and data analysis methods gained. Five themes emerged from the women's interviews about their sewing program experience: (a) program effect on women's well-being; (b) gained a means of income; (c) increased self-efficacy, confidence, and security; (d) worked in groups or teams; and (e) the teacher's positive influence. The 5 sewing student participants reported they developed self-efficacy and self-fulfillment in the sewing program. The women attributed their success to the teacher, who taught them sewing skills and provided guidance and encouragement. This study contributes to social change by providing insight for additional women's studies on women's empowerment, social work with families and children, and for MSW social work students.

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Nicolette, Myrna K. (Myrna Kay). "Anger Reduction in Closed Head Injured Individuals with Group Social Skills Training." Thesis, North Texas State University, 1990. https://digital.library.unt.edu/ark:/67531/metadc331164/.

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In the present study, an anger management treatment program was compared to a pseudo-social skills training program (self-help group) and waiting list control group to determine its effectiveness in reducing irritable/angry behavior in head injured subjects. Subjects consisted of 28 adults with previous head injury trauma who had difficulty with excessive irritability and anger. Subjects averaged 35.4 years of age and had an average of 8.9 years post head injury. Treatment consisted of 10 group sessions over a five week period. Anger management training was designed to teach subjects self management skills aimed at reducing the frequency of angry acting out behavior. Training methods included role playing, relaxation training, assertiveness training and cognitive restructuring. The pseudo-social skills training group was a self-help group designed to encourage discussion of irritability problems without teaching specific coping techniques. To assure some degree of homogeneity in cognitive abilities among subjects, minimum eligibility scores were required on five subtests of the Wechsler Adult Intelligence Scale - Revised and the Peabody Picture Vocabulary Test. Dependent measures were pre and posttreatment scores obtained from five categories of the Katz Adjustment Scale - Relative form: belligerence, negativity, general psychopathology, social obstreperousness, and social role functioning. In addition, pre and posttreatment recordings of observed angry/irritable behavior in the subjects were obtained from a significant other. Results failed to reveal statistically significant differences on the dependent measures between the three study groups. In addition, analysis failed to reveal any significant variables that predicted outcome. It is evident that much more organized research is needed to further investigate the possibilities of treatment for various problems encountered by those with head injuries.

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Eckols, Christopher W., and Jeffrey A. Tomaszewski. "Naval expeditionary logistics support group, training and evaluation unit: an analysis of current operations while searching for training efficiencies." Monterey, California: Naval Postgraduate School, 2009. http://hdl.handle.net/10945/10400.

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Approved for public release, distribution unlimited
MBA Professional Report
This paper used simulation modeling and process analysis to identify efficiencies that can be gained to improve capacity and flexibility of the Naval Expeditionary Logistics Support Group Training and Evaluation Unit. The primary objectives were 1) capacity planning in the aggregate, and 2) increasing capacity by identifying instructor qualification process constraints. The researchers first used aggregate planning methodology and determined that demand exceeded capacity. Arena simulation software was subsequently utilized to simulate the instructor qualification process to determine average total time in the system and to extract the non-value added processes. The study found that newly assigned instructor candidates are subject to an inordinately long training period respective to their tour length to achieve qualification for cargo handling training and evaluation. Reasons for long training periods include a lack of feeder rates, inconsistent demand, and multiple qualification objectives for each instructor. The researchers determined that changing instructor qualification processes as well as adding civilian personnel to the training process, non-value added time can be drastically reduced, increasing the percentage of time that members are fully qualified for tasking during a prescribed assignment to TEU. These recommendations result in an effective increase in personnel for tasking without increasing personnel manning assignments.

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Eckols, Christopher W. Tomaszewski Jeffrey A. "Naval expeditionary logistics support group, training and evaluation unit an analysis of current operations while searching for training efficiencies /." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2009/Dec/09Dec%5FEckols%5FMBA.pdf.

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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2009."
Advisor(s): Apte, Uday. Second Reader: Franck, Raymond. "December 2009." "MBA Professional report"--Cover. Description based on title screen as viewed on January 28, 2010. Author(s) subject terms: Expeditionary logistics, training, scheduling, Unit Level Training Assessment, NAVELSG, Feeder Rates, Shipboard Cargo, Air Cargo, Cargo Handling, Cargo Handling Battalion, NCHB, Reserve Component, Cheatham Annex, Williamsburg, FATS, Arena Simulation, Capacity, Demand, Aggregate Planning, Level, Chase. Includes bibliographical references (p. 43). Also available in print.

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