A comparison of publicly delivered and anonymously delivered verbal feedback in brief personal growth groups

Effect of Valence and Structure of Feedback on Reception in Personal Growth Groups

60 college students participated in a one-time personal growth group experience. Subjects were assigned to one of eight groups. Groups participated in three exercises to promote interpersonal contact. Feedback sessions followed for all groups. Two groups generated and exchanged positive feedback and two groups generated and exchanged negative feedback among group members. Lists of statements (positive or negative) were used as feedback in the other four groups. Major factors were valence, structure, and replication Positive feedback was more credible, desirable, and influential than negative feedback as rated by recipients and donors. Exchanging positive information appears more easily achieved in short-term groups than is negative information, and apparently whether information is invented or selected from lists is not crucial. Group cohesiveness and personality change apparently ate not differentially influenced by main variables. Results are discussed in terms of implications for research.

Cohesion

This article is third in a series of four describing and integrating a multidimensional approach for measunng and understanding small group process. The construct of cohesion is reviewed and the multidimensional approach is applied to evidence, both conceptual and empirical, resulting from studies of cohesion. Observations and conclusions are discussed regarding cohesion and its current state.

Cohesion

This article is third in a series of four describing and integrating a multidimensional approach for measuring and understanding small group process. The construct of cohesion is reviewed and the multidimensional approach is applied to evidence, both conceptual and empirical, resulting from studies of cohesion. Observations and conclusions are discussed regarding cohesion and its current state.

The acceptability of behavioral and emotional feedback depending upon valence and structure in personal growth groups

Forty-eight students participated in a one-time personal growth group. Subjects were assigned to one of eight groups. Exercises were conducted to promote interpersonal contact, followed by feedback sessions. Four groups generated and exchanged feedback among group members. Statement lists were used as feedback in remaining groups. Within each set, one group delivered positive-behavioral; one, positive-emotional; one, negative-behavioral; and one, negative-emotional feedback. Positive feedback was more credible, desirable, and influential for recipients and donors; positive-behavioral feedback in particular was more credible. Donors rated unstructured feedback as more credible than structured feedback, with negative-structured feedback the least credible with donors and recipients. Findings are discussed in terms of research and application.