Date of Award

1-1-1980

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Counseling Psychology & Community Services

Abstract

The purpose of this study was to examine four different forms of pregroup training to determine their comparative effectiveness. Four randomly-assigned training groups and a control group were used. The four training methods were film and written material combined, film only, written material only and inappropriate written material. The criterion measures were selected to survey personality factors, behavioral preferences, and general knowledge. Personality factors were assessed with the Personality Orientation Inventory (POI). The Reaction to Group Situation Test (RGST) was used to survey behavioral tendencies and the Pre-Group Experience Checklist (PGEC) was used to evaluate the level of appropriate group knowledge.A parallel group, pre test-post test-post test design was used in this investigation. The experimental procedure was in stages. First, each individual was involved in a group selection process and the pre testing process. Second, the subject was involved in one of the pretraining methods or placed in the control group. Third, the subjects participated in three group sessions, each one and one-half hours long. The data collection occurred at the end of one and one-half hours of group interaction and again at the end of four and one-half hours. The pre test and the post tests involved the use of all three criterion measures.Significant changes were found on all three criterion measures. The affected scales were: (1) POI - Time Incompetence, Time Competence, Inner, Feeling Reactivity, Self Acceptance, and Acceptance of Aggression; (2) RGST - Work Mode, Fight Mode and Dependency Mode; and (3) PGEC - group information. The results indicated that the most effective methods of pretraining group members was the written material presentation. The second most effective method observed was the film presentation. The combined presentation of film and written material did not have the additive effect anticipated and was the least effective method of orientating group members. The inappropriate written material did have some effect in the sense of pretraining but its contribution was not clearly defined. Pregroup training is an effective method for assisting group members with their roles. Written information does seem to have the greatest pretraining effect.

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