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Journal articles on the topic 'Group training'

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Published: 4 June 2021
Last updated: 7 February 2022

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1

Emily Steinberg, Joanna Gedzior, Phyllis Mervis, and Philip Lulof. "Group Cotherapy in a Training Clinic." Group 37, no. 3 (2013): 229. http://dx.doi.org/10.13186/group.37.3.0229.

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Mary Dluhy and Robert Schulte. "A Playful Approach to Group Therapy Training." Group 37, no. 1 (2013): 57. http://dx.doi.org/10.13186/group.37.1.0057.

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3

TSUMURA, TOSHIMITSU. "Group-Work Training :." Annual Report of Educational Psychology in Japan 49 (2010): 171–79. http://dx.doi.org/10.5926/arepj.49.171.

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4

Smith, Carol Klose, and Darcie Davis-Gage. "Experiential group training." Groupwork 18, no. 3 (January 1, 2008): 88–106. http://dx.doi.org/10.1921/81142.

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5

Beales, Dan. "Group psychotherapy training." Psychiatric Bulletin 25, no. 5 (May 2001): 196. http://dx.doi.org/10.1192/pb.25.5.196.

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6

Davies, T. "Group Training Associations." Industrial and Commercial Training 18, no. 1 (January 1986): 14–15. http://dx.doi.org/10.1108/eb004023.

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7

Leite, Teresa. "Group processes in music therapy training groups." Nordic Journal of Music Therapy 25, sup1 (May 30, 2016): 42. http://dx.doi.org/10.1080/08098131.2016.1179944.

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8

Greeley, Ann T., Victoria L. Garcia, Bonnie L. Kessler, and Gail Gilchrest. "Training effective multicultural group counselors: Issues for a group training course." Journal for Specialists in Group Work 17, no. 4 (November 1992): 196–209. http://dx.doi.org/10.1080/01933929208414351.

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9

Bruce Bernstein. "Address to the 2014 Graduating Class, EGPS Training Program." Group 38, no. 3 (2014): 229. http://dx.doi.org/10.13186/group.38.3.0229.

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Kerin Nadler. "Address to the 2014 Graduating Class, EGPS Training Program." Group 38, no. 3 (2014): 233. http://dx.doi.org/10.13186/group.38.3.0233.

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Dan Summer. "Address to the 2014 Graduating Class, EGPS Training Program." Group 38, no. 3 (2014): 235. http://dx.doi.org/10.13186/group.38.3.0235.

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12

Tavil, Yusuf Ziya. "A sample parent training programme: group training." Procedia - Social and Behavioral Sciences 9 (2010): 1048–54. http://dx.doi.org/10.1016/j.sbspro.2010.12.284.

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13

Nitza, Amy. "Group Processes in Experiential Training Groups in Botswana." Journal for Specialists in Group Work 36, no. 3 (September 2011): 222–42. http://dx.doi.org/10.1080/01933922.2011.578116.

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14

Perryn, Mary. "Marycrest strength training group." Journal of Quality In Clinical Practice 20, no. 2-3 (June 2000): 107–8. http://dx.doi.org/10.1046/j.1440-1762.2000.00366.x.

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15

Kemper, Kathi J., and Jonathan Yun. "Group Online Mindfulness Training." Journal of Evidence-Based Complementary & Alternative Medicine 20, no. 1 (October 10, 2014): 73–75. http://dx.doi.org/10.1177/2156587214553306.

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Mindfulness-based stress reduction training is attractive, but training with an expert teacher is often inconvenient and costly. This proof-of-concept project assessed the feasibility of providing a hybrid of free online mindfulness-based stress reduction training with small group peer facilitation. Six medical students asked a family medicine resident with 5 years of meditation experience but no formal training as a teacher to facilitate 8 weekly group sessions using a free online mindfulness-based stress reduction course. They completed pre- and posttraining questionnaires online. Six of the 7 trainees completed at least half the sessions. Completers and noncompleters had similar age (29 years), gender (about half male), and health status. Changes in the expected direction were observed for perceived stress, mindfulness, resilience, and confidence in providing calm, compassionate care. The hybrid of online mindfulness-based stress reduction training with peer support is feasible. Additional research is warranted to formally evaluate the impact of this approach.
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16

AVSEC, ALEŠ. "BATTLE GROUP TRAINING CYCLE." CONTEMPORARY MILITARY CHALLENGES, VOLUME 2016/ ISSUE 18/2 (June 30, 2016): 89–106. http://dx.doi.org/10.33179//bsv.99.svi.11.cmc.18.2.6.

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Battalion Battle Group (Bn BG) (U.S. Army term Task Force) is a tool to improve combat capabilities of the entire Slovenian Armed Forces, since it is not just an Infantry battalion, but it includes all the branches and support that comes with it. The main mission of the Bn BG is the training cycle as part of the operation cycle, which is in line with what Defence Law, Military Doctrine and other strategic documents stipulate – “maintaining readiness to execute military defence”. Even though U.S. Army is a much larger force, it still has to go through the same stages of battalion collective training as SAF battalion, which is one of the reasons why U.S. Army battalion cycle was used as comparison. On the other hand it has much more training and war experience, and the SAF has a lot of experience with U.S. Army training. In order to be successful, it is necessary to have a clear Mission Essential Task List (METL), which gives guidance and constitutes a basis for the development of the Unit Training Plan (UTP). It is a waste to perform any training without evaluation, which is why BG evaluation is the final stage of every training. With the assigned mission and METL, developed UTP and clear evaluation standards, SAF Battalion BG training cycles were compared with the U.S. Army in order to improve SAF Bn BG training cycle. Bataljonska bojna skupina (v kopenski vojski ZDA angl. Task Force, NATO – Battle Group) je orodje za izboljšanje bojnih zmogljivosti celotne Slovenske vojske, saj ne gre le za pehotni bataljon, temveč za enoto, ki vključuje vse zvrsti in nujno podporo. Cikel usposabljanja kot del operativnega cikla pomeni poslanstvo bataljonske bojne skupine, kar je skladno z določili Zakona o obrambi, Vojaške doktrine in drugih strateških dokumentov – ohranjanje pripravljenosti za zagotavljanje vojaške obrambe. Čeprav je ameriška kopenska vojska veliko večja, mora skozi enake stopnje kolektivnega usposabljanja bataljona kot bataljon SV, kar je tudi eden izmed vzrokov, da smo za primerjavo izbrali cikel bataljonskega usposabljanja kopenske vojske ZDA. Po drugi strani imajo ameriške enote več izkušenj z usposabljanjem in bojevanjem, SV pa veliko izkušenj z usposabljanji kopenske vojske ZDA. Za zagotovitev uspeha je treba jasno določiti seznam bistvenih nalog (SBN) za izvedbo poslanstva (Mission Essential Task List – METL), ki daje ustrezne usmeritve in podlago za razvoj načrta za usposabljanje enot (Unit Training Plan – UTP). Usposabljanje brez evalvacije je brez pomena, zato je evalvacija sklepna faza vsakega usposabljanja. Na podlagi predpisanega poslanstva, SBN in UTP ter jasnih evalvacijskih standardov smo usposabljanje bataljonske skupine SV primerjali s kopensko vojsko ZDA, da bi tako izboljšali cikel usposabljanja bataljonske skupine SV.
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17

Nina W. Brown and Sean Hall. "Members' Toxic Behaviors in Training Groups: A Review and Pilot Study." Group 38, no. 1 (2014): 71. http://dx.doi.org/10.13186/group.38.1.0071.

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18

Vuori, Jukka, Richard H. Price, Pertti Mutanen, and Ira Malmberg-Heimonen. "Effective Group Training Techniques in Job-Search Training." Journal of Occupational Health Psychology 10, no. 3 (2005): 261–75. http://dx.doi.org/10.1037/1076-8998.10.3.261.

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19

Anne McEneaney. "Address to the Graduating Class of the EGPS Training Program, June 2017." Group 41, no. 3 (2017): 199. http://dx.doi.org/10.13186/group.41.3.0199.

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20

Kritikou, Margarita A. "Hellenism, Group-Analytic Training and the Median Group." Group Analysis 33, no. 1 (March 2000): 63–75. http://dx.doi.org/10.1177/05333160022077236.

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21

Margaret M. Postlewaite. "Address to the Eastern Group Psychotherapy Society Training Program Graduating Class of 2013." Group 37, no. 4 (2013): 339. http://dx.doi.org/10.13186/group.37.4.0339.

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22

Michael Altshuler. "Address to the Eastern Group Psychotherapy Society Training Program Graduating Class of 2016." Group 40, no. 3 (2016): 241. http://dx.doi.org/10.13186/group.40.3.0241.

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23

Katherine Matheson. "Address to the Eastern Group Psychotherapy Society Training Program Graduating Class of 2016." Group 40, no. 3 (2016): 247. http://dx.doi.org/10.13186/group.40.3.0247.

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24

Siti Khadijah Hidayati Nasution, Sinar Indra Kesuma, and Suzanna Fitriany Sitepu. "DEVELOPMENT TRAINING EMPLOYERS' GROUP BAMBOO." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 2, no. 1 (October 20, 2019): 1–5. http://dx.doi.org/10.32734/abdimastalenta.v2i1.2097.

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Bamboo craft employers' group (Mr. Gunawan and Irwansyah), both located in the Village of West Rambung, District of South Binjai, Binjai. Both drying bamboo by using sunlight so that the quality is low if production during bad weather or rain, employers also do not yet know how to control the quality of the end product of bamboo, not knowing about the Patent/IPR, has not been able to make bookkeeping, and difficulty getting bamboo. Therefore, a team of lecturer from the Department of Agribusiness and Agroecotechnologi USU nurture small businesses through service activities: manufacture Oven Dryer, technology training drying bamboo by using Oven Dryer, training Quality Circles, training on Patent and IPR, making training books, and training Aquaculture Bamboo. The result: the entrepreneur has been able to use the oven dryer to dry the bamboo, to understand how to control the quality of the final product bamboo, know about the patent and intellectual property rights, are able to make bookkeeping, and know the techniques of bamboo cultivation right and can produce bamboo production / productivity and a high quality and sustainable. With the completion of this activity, both partners can develop their business and ultimately increase revenue. Outputs training: Oven Dryer, appropriate technology module bamboo drying, and appropriate technology module bamboo cultivation.
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25

Behr, Harold, and Lisbeth E. Hearst. "Block Training in Group Analysis." Group Analysis 23, no. 4 (December 1990): 339–40. http://dx.doi.org/10.1177/0533316490234001.

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26

Reik, Herta. "`Block Training in Group Analysis'." Group Analysis 24, no. 1 (March 1991): 85–86. http://dx.doi.org/10.1177/0533316491241013.

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27

Kuypers, Bart C., Don Davies, and Rein van der VEGT. "Training Group Development and Outcomes." Small Group Behavior 18, no. 3 (August 1987): 309–35. http://dx.doi.org/10.1177/104649648701800302.

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28

Wirawan, Hillman, Muhammad Jufri, and Andi Anto Patak. "Spiritual group training for adolescences." International Journal for Lesson and Learning Studies 7, no. 1 (January 2, 2018): 62–74. http://dx.doi.org/10.1108/ijlls-10-2016-0040.

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Purpose The purpose of this paper is to investigate the effects of spiritual group training on improving the spiritual well-being (SWB) among adolescences. The SWB is one of the factors that determines adolescences’ positive behavior. A number of previous studies have supported that spirituality and juvenile delinquency were negatively correlated. The level of SWB is mostly influenced by the peers’ group interaction and the role of others in the environment. Design/methodology/approach The authors developed a Spiritual Group Training by utilizing a number of relevant literature. The authors constructed the training using the meaning of life, values of life, life goals, life connections, and relation to God. In order to yield empirical evidence, the authors performed a pre- and post-test experimental design. The study recruited 26 randomly selected students from five high schools. The authors adapted a 13-item SWB scale to measure the participants’ SWB. Findings The results showed that Spiritual Group Training significantly improved participants’ SWB (t=9.71, p<0.001). The results confirmed the study hypothesis that spiritual group training enhanced adolescences’ SWB. Research limitations/implications Designing a proper intervention and evaluation was a challenging task for the authors. In this study, the authors evaluated the training by utilizing a simple pre- and post-test design. Future investigations should employ a different evaluation design. Originality/value Most studies support the notion that spirituality is negatively correlated with adolescence’s negative behavior. However, only a few, if any, investigations have focused on developing certain training focusing on SWB. This study contributed an important idea on the use of SWB to develop adolescence SWB.
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29

Bonds-Whiteyr, Frances. "Anatomy of a Training Group." Transactional Analysis Journal 33, no. 4 (October 2003): 344–49. http://dx.doi.org/10.1177/036215370303300409.

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30

Rose, Sheldon D. "Training for Empirical Group Work." Social Work With Groups 11, no. 1-2 (October 28, 1988): 43–51. http://dx.doi.org/10.1300/j009v11n01_04.

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31

Elliott, Doreen. "Group care: the training potential." Social Work Education 5, no. 2 (June 1986): 9–11. http://dx.doi.org/10.1080/02615478611220111.

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32

Fuhriman, Addie, and Gary M. Burlingame. "Group Psychotherapy Training and Effectiveness." International Journal of Group Psychotherapy 51, no. 3 (July 2001): 399–416. http://dx.doi.org/10.1521/ijgp.51.3.399.49889.

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33

Dahlgren, Madeleine Abrandt, Andreas Almquist, and Johan Krook. "Physiotherapists in Balint group training." Physiotherapy Research International 5, no. 2 (June 2000): 85–95. http://dx.doi.org/10.1002/pri.188.

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34

Goodrich, Kristopher M. "Dual Relationships in Group Training." Journal for Specialists in Group Work 33, no. 3 (August 13, 2008): 221–35. http://dx.doi.org/10.1080/01933920802204981.

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35

Kane, Connie M. "Fishbowl Training in Group Process." Journal for Specialists in Group Work 20, no. 3 (September 1995): 183–88. http://dx.doi.org/10.1080/01933929508411342.

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36

Ruiz, Manuel Ruiz, Antonio Porras Torres, Federico Martin Ortiz, Eduardo Sanchez Guerrero, and Salvador Crossa Ramirez. "Individual and Group Training Program." Psychotherapy and Psychosomatics 53, no. 1-4 (1990): 103–7. http://dx.doi.org/10.1159/000288349.

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37

Kymissis, Paul. "Training in adolescent group psychotherapy." Journal of Child and Adolescent Group Therapy 1, no. 4 (December 1991): 237–42. http://dx.doi.org/10.1007/bf00973008.

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38

Urmanche, Adelya A., Mary Minges, Catherine F. Eubanks, Bernard S. Gorman, and J. Christopher Muran. "Deepening the group training experience: Group cohesion and supervision impact in alliance-focused training." Group Dynamics: Theory, Research, and Practice 25, no. 1 (March 2021): 59–73. http://dx.doi.org/10.1037/gdn0000134.

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39

Mitin, A. I. "Training in Group Decision Making in Situational Training Centers." Psychological-Educational Studies 10, no. 3 (2018): 84–98. http://dx.doi.org/10.17759/psyedu.2018100308.

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The article deals with the psychological and pedagogical problems of training situational centers (TSC) as a learning environment for group decision-making. TSC have a significant role to play in the process of formation of a new type of managerial personnel, managers for the "digital economy" and "digital state. Emphasizes the importance of workplaces as a Central element for the functioning of TSCs; in this case, the workplace is treated as an element of the educational environment in relation to two related subject areas – social management and education. The script approach at the organization of educational activity in TSC is described; the script of an educational task contains, in particular, characteristics and the description of the principles of work of the corresponding workplaces, and also methods of work of participants of studies (students, teachers, experts, game technicians, producers). The importance of forming a visual information image of the management situation for the collective work of students is emphasized. We consider the models of classes in the TSC (lecture-discussion, case-study, role play), as well as psychological, didactic, technological and organizational factors taken into account in these models. The problem of "Brainstorming" is considered as an example of communicative decision-making technology in the TSC.
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40

David J. Dumais. "2018 EGPS Training Program in Group Psychotherapy Graduation Address: Learning How to Make Mistakes." Group 42, no. 3 (2018): 271. http://dx.doi.org/10.13186/group.42.3.0271.

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41

Bledin, Kenneth. "Support for staff support groups: A role for group analysts." Group Analysis 52, no. 3 (April 29, 2019): 339–49. http://dx.doi.org/10.1177/0533316419846615.

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Clinical psychologists in NHS settings are often called upon to facilitate ‘staff groups’. A survey of psychologists’ self-reported experiences of facilitating such groups indicated average levels of relevant training, moderate levels of confidence, but only average levels of effectiveness. The value and validity of quantitative evaluations of this kind are discussed. The findings suggest that more group therapies-related teaching and training are needed in clinical psychology training courses and in clinical environments in the NHS and other clinical settings. Group analysts are well placed to encourage, support and provide teaching and training opportunities such as these.
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42

Jeffrey Kleinberg. "Briefing on the Cuban Mental Health System: In Anticipation of Future Training and Consultation Opportunities." Group 42, no. 3 (2018): 195. http://dx.doi.org/10.13186/group.42.3.0195.

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43

Nathan, Vibeke, and Stig Poulsen. "Group-Analytic Training Groups for Psychology Students: A Qualitative Study." Group Analysis 37, no. 2 (June 2004): 163–77. http://dx.doi.org/10.1177/0533316404042855.

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44

Edel, Marc-Andreas, Tanja Hölter, Kristina Wassink, and Georg Juckel. "A Comparison of Mindfulness-Based Group Training and Skills Group Training in Adults With ADHD." Journal of Attention Disorders 21, no. 6 (July 28, 2016): 533–39. http://dx.doi.org/10.1177/1087054714551635.

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Objective: To compare a novel “third wave” mindfulness-based training program with an established skills training derived from dialectical behavior therapy, to reduce ADHD symptoms and improve mindfulness and self-efficacy. Method: Ninety-one adults with ADHD (combined and inattentive type, mainly medicated) were non-randomly assigned to and treated within a mindfulness-based training group (MBTG, n = 39) or a skills training group (STG, n = 52), each performed in 13 weekly 2-hr sessions. Results: General linear models with repeated measures revealed that both programs resulted in a similar reduction of ADHD symptoms, and improvement of mindfulness and self-efficacy. However, the effect sizes were in the small-to-medium range. A decrease in ADHD symptoms ≥30% was observed in 30.8% of the MBTG participants and 11.5% of the STG participants. Conclusion: The comparatively weak results may be due to limitations such as the absence of randomization, the lack of a control group without intervention, and the lack of matching groups for borderline, depression, and anxiety status. Moreover, audio instructions for home exercises and more stringent monitoring of participants’ progress and eventual absence from sessions might have improved the outcome.
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45

Creon, Laura Elisabeth, and Carsten Christoph Schermuly. "Training group diversity and training transfer: A psychological safety perspective." Human Resource Development Quarterly 30, no. 4 (August 28, 2019): 583–603. http://dx.doi.org/10.1002/hrdq.21372.

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46

Hornby, Garry. "GROUP PARENT TRAINING USING REFLECTIVE COUNSELLING AND BEHAVIOURAL TRAINING PROCEDURES." British Journal of Mental Subnormality 38, no. 75 (July 1992): 79–86. http://dx.doi.org/10.1179/bjdd.1992.011.

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47

Ahmed, Korichi, and Belattar Brahim. "GOSTE: Group Oriented Simulation Training Environment." Journal of Computer Science 3, no. 10 (October 1, 2007): 786–92. http://dx.doi.org/10.3844/jcssp.2007.786.792.

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48

Moxnes, Paul. "Group Therapy as Self-Management Training." Group Analysis 39, no. 2 (June 2006): 215–34. http://dx.doi.org/10.1177/0533316406064076.

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49

Pisani, Rocco A., Giuseppina Colangeli, Antonella Giordani, and Paola Popolla. "The Median Group: Training and Supervision." Group Analysis 39, no. 4 (December 2006): 537–48. http://dx.doi.org/10.1177/0533316406071452.

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50

Moro, Ljiljana. "My Experiences with Training Group Analysis." Group Analysis 20, no. 1 (March 1987): 65–68. http://dx.doi.org/10.1177/0533316487201008.

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