A Paradoxical Approach to Teaching Group Dynamics: First Thoughts, First Findings

1995 ◽  
Vol 31 (4) ◽  
pp. 398-414 ◽  
Author(s):  
Kenwyn K. Smith ◽  
David N. Berg
2000 ◽  
Vol 25 (1) ◽  
pp. 16-28 ◽  
Author(s):  
Sylvia A. Marotta ◽  
Brian J. Peters ◽  
Kathleen L. Paliokas

1969 ◽  
Vol 1 (3) ◽  
pp. 167-173 ◽  
Author(s):  
Elvin V. Semrad

1984 ◽  
Vol 9 (2) ◽  
pp. 14-29
Author(s):  
V. Van Steenberg ◽  
J. H. Gillette

1978 ◽  
Vol 5 (3) ◽  
pp. 122-126 ◽  
Author(s):  
Elisha Y. Babad ◽  
Bruce T. Oppenheimer ◽  
Israel Katz

The goal of these teachers was a course with balanced integration of the cognitive-intellectual and the personal-affective models.


1951 ◽  
Vol 108 (5) ◽  
pp. 358-363 ◽  
Author(s):  
ELVIN V. SEMRAD ◽  
JOHN ARSENIAN

2008 ◽  
Vol 30 (1) ◽  
pp. 55-61 ◽  
Author(s):  
David Bergman ◽  
Carl Savage ◽  
Rolf Wahlstrom ◽  
Christer Sandahl

1981 ◽  
Vol 11 (1) ◽  
pp. 45-59 ◽  
Author(s):  
George L. Engel

Effective classroom teaching, and learning about grief and mourning must involve both didactic instruction and the group dynamics of personal involvement. An appreciation of the individuality of the grieving experience must be incorporated into the broader understanding of grief in its generic aspects. In this paper such an approach is described and illustrated with verbatim excerpts from an exercise conducted with eighty participants in a workshop on helping the bereaved.


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