A total of 410 items of interpersonal feedback from nine personal growth groups were analyzed for message content quality and recipient acceptance. The effects of leader versus member delivery, session of delivery, and feedback valence on dependent measures were explored. Findings indicated that leader feedback was generally of higher quality than member feedback but not more readily accepted. There was a significant tendency for feedback to be of higher quality and more accepted in later than in earlier sessions, but this tendency was not consistent across other conditions. The strongest effects were for valence, with positive feedback consistently more accepted than negative feedback. Additionally, positive feedback consistently received higher ratings of message content quality than did negative feedback. Implications are discussed, and suggestions for future research are provided.
This study categorizes types of consequences associated with corrective behavioral feedback messages anticipated by members during the first meeting of counseling groups. Group members (N = 286) were asked to write corrective feedback messages that they would be unwilling to communicate in their groups. This was done at the conclusion of the groups' first meetings. Subjects then completed a form containing statements describing potential consequences of communicating corrective feedback. Subjects indicated their levels of agreement with the consequence statements, as the statements applied to the messages they had written. Factor analysis of responses resulted in seven categories of anticipated consequences of communicating corrective behavioral feedback Categories were moderately intercorrelated and exhibited moderate to substantial reliabilities. Potential uses of the categories in group practice and future research on the relationship of feedback to group development are discussed.Interpersonal feedback has been cited as one of the most important behaviors promoting therapeutic change in counseling groups (Bednar
CITATION Robison, F. F. (2014) It's a game! INNOVATIVE TEACHING Ammons Scientifi c www.AmmonsScientifi c.com CITATION Robison, F. F. (2014) It's a game! Evaluation of a classroom game to enhance learning in an introductory counseling course. Innovative Teaching, 3, 10.
Two structure conditions (behavioral and cognitive-behavioral), alone and in combination with a structured discussion of anticipated undesired outcomes of communicating corrective feedback, were compared in terms of their effects on high-and low-risk takers' corrective feedback production and attitudes toward 4-session counseling groups. Low-and high-risk takers who received cognitive and behavioral structure and participated in the discussion activity during Session 1 communicated the highest proportions of corrective feedback during Session 4. The cognitive-behavioral structure and discussion activity treatments enhanced low-risk takers' ratings of attraction to their groups and attraction to feedback after the conclusion of Session 4. The discussion activity was associated with higher group cohesion ratings among low-risk takers.
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