Member Learning in Analytic Self-Study Groups

Abstract

Summary Member learning in an analytically oriented self-study group conference based on the Tavistock model was studied by a six-week follow-up questionnaire. Conference members were 25 graduate students in clinical, counselling, and school psychology, social work, and psychiatry (10 men, 15 women; 22 white, three minority). Factor analysis of the questionnaire showed that members reported learning on three orthogonal factors: 1) general endorsement of the conference, 2) learning about personal relationships and small group behavior, and 3) learning about group dynamics and large group behavior. Content analysis of open-ended statements about member learning revealed approximately equal reports of learning about personal dynamics and group dynamics. Clinical psychologists reported more learning on factor 3 (p < .02), more group dynamics learning and less personal learning (x 2 = 9.00, p < .01) than school psychologists. It is concluded that the conference was a useful learning environment, and that membe...