Perceptions Of Group Cohesion Research Articles

Differential Effectiveness of Open Versus Closed Psychotherapy Groups: A Systematic Review.

This systematic review aimed to provide an overview of the state of research on the effectiveness of open versus closed psychotherapy groups, from the beginning of empirical research on these groups to the present. A literature search in seven databases and a supplementary search of the reference lists of 23 relevant articles were conducted between August 2022 and October 2023. Seventy-two articles were identified and screened for eligibility. Twenty-seven articles met the inclusion criteria and were included in the review. Outcomes are reported by study design (randomized controlled trial, quasi-experimental, descriptive). Information on each study's sample, setting, types of groups, process versus outcome measures, and outcome evaluation is provided. Findings suggest that open and closed psychotherapy groups have the same effect on reducing symptoms of mental disorders. Perception of group cohesion was phase dependent in closed group therapies, whereas cohesion was perceived as more constant in open group therapies. The question of how group therapy format may affect therapeutic outcomes and processes has been posed over the past 50 years, but trials are heterogeneous and robust conclusions cannot be made. Systematic research on the differential effectiveness of open versus closed psychotherapy groups is scarce. On the basis of empirical findings to date, no global superiority of either open or closed group therapy exists. Open and closed group therapies are equally effective, presumably because of different effect factors. An indication for open or closed group therapy must be made according to clinical requirements on a case-by-case basis.

Examining racial microaggressions in group therapy and the buffering role of members' perceptions of their group's multicultural orientation.

Microaggressions have been found to occur at high rates within individual therapeutic dyads, and negatively impact therapeutic processes and outcomes for clients. However, there has been limited attention to the occurrence and impact of racial microaggressions in a group therapy context. Therefore, this study sought to examine the occurrence and impact of racial microaggressions on clients' perceptions of group cohesion and improvement in group therapy, as well as the buffering role of members' perceptions of their group's multicultural orientation (MCO) on the impact of racial microaggressions. Data for this study consisted of 71 racial/ethnic minority (REM) clients across 38 interpersonal process therapy groups. Results indicated that 72% of participants reported experiencing at least 1 racial microaggression over the course of their group therapy experience. Contrary to our hypothesis, racial microaggressions were not associated with member's perceptions of group cohesion or improvement. However, results indicated that REM members' experiences of racial microaggressions had a stronger negative effect on their perceptions of group cohesion in groups with perceived low cultural comfort. This study documents the high prevalence of racial microaggressions in group therapy and the effect of the group's MCO on the relationship between racial microaggressions and REM members' perceptions of group cohesion. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Advancing team cohesion: Using an escape room as a novel approach

Objective An escape room was used to study teamwork and its determinants, which have been found to relate to the quality and safety of patient care delivery. This pilot study aimed to explore the value of an escape room as a mechanism for improving cohesion among interdisciplinary healthcare teams. Methods This research was conducted at a nonprofit medical center in Southern California. All participants who work on a team were invited to participate. Authors employed an interrupted within-subjects design, with two pre- and post-escape room questionnaires related to two facets of group cohesion: (belonging – (PGC-B) and morale (PGC-M)). Participants rated their perceptions of group cohesion before, after, and one-month after the escape room. The main outcome measures included PGC-B/M. Results Sixty-two teams participated (n = 280 participants) of which 31 teams (50%) successfully “escaped” in the allotted 45 minutes. There was a statistically significant difference in PGC between the three time periods, F(4, 254) = 24.10, p < .001; Wilks’ Λ = .725; partial η2 = .275. Results indicated significantly higher scores for PGC immediately after the escape room and at the one-month follow-up compared to baseline. Conclusions This work offers insights into the utility of using an escape room as a team building intervention in interprofessional healthcare teams. Considering the modifiability of escape rooms, they may function as valuable team building mechanisms in healthcare. More work is needed to determine how escape rooms compare to more traditional team building curriculums.

Is there an optimal level of positive and negative feedback in group therapy? A response surface analysis.

Interpersonal feedback is an important process in group therapy. Feedback can be both positive and negative, and group researchers have noted the importance of both positive and negative feedback in fostering cohesive groups and evoking behavioral change (Yalom & Leszcz, 2005). However, there is a paucity of research examining the amount and valence (i.e., positive and negative) of interpersonal feedback on group therapy process and outcomes. Therefore, this study tested the proposition that congruent and high levels of members' perceptions of positive and negative feedback was optimal for member's perceptions of cohesion and improvement in group therapy. Data for this study consisted of 168 members across 43 interpersonal process therapy groups. Polynomial regression and response surface analysis revealed that members' perceptions of congruent and high levels of positive and negative interpersonal feedback were positively associated with members' perceptions of group cohesion and improvement. In addition, members' perceptions of discrepant high positive feedback and low negative feedback were positively associated with members' perceptions of group cohesion and improvement. These findings suggest that members' perceptions of balanced and high amounts of positive and negative feedback, as well as discrepant high positive feedback and low negative feedback, are optimal in group therapy. Group leaders should attend to the amount and proportion of positive and negative member-member feedback in therapy groups to enhance the clinical benefit of these services. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Adolescent’s Collective Intelligence: Empirical Evidence in Real and Online Classmates Groups

Humans create teams to be more successful in a large variety of tasks. Groups are characterized by an emergent property called collective intelligence, which leads them to be smarter than single individuals. Previous studies proved that collective intelligence characterizes both real and online environments, focusing on adults’ performances. In this work, we explored which factors promote group success in an offline and online logical task with adolescents. Five hundred and fifty high school students participated in the experiment and faced Raven’s Advanced Progressive Matrices, first by themselves using the computer, then in a group. Groups interactions could have been computer-mediated or face-to-face, and the participants were randomly assigned to one of the two experimental conditions. Results suggest that groups perform better than singles, regardless of the experimental condition. Among adolescents, online groups performance was negatively affected by participants’ average perception of group cohesion, the difficulty of the problem, and the number of communicative exchanges that occur in the interaction. On the contrary, the factors that improve their performances were the average intelligence of the teammates, their levels of neuroticism, and the group heterogeneity in terms of social abilities. This work contributes to the literature with a comprehensive model of collective intelligence among young people.

Associação entre as necessidades psicológicas básicas de autodeterminação e a percepção de coesão de grupo em atletas de futsal de alto rendimento

This study aims to investigate the association between satisfaction of basic psychological needs of the self-determination theory, and perception of group cohesion among male futsal athletes. In total, 301 athletes from 20 teams, participants of the Brazilian Futsal League participated in this study. The instruments used were the Basic Needs Satisfaction in Sport Scale (BNSSS) and the Group Environment Questionnaire (GEQ). Data analysis was conducted through the Structural Equation Modeling. Results revealed that the satisfaction of basic psychological needs presented significant association with group cohesion, explaining 28% of Task Cohesion and 63% of Social Cohesion variances. The satisfaction of the three basic psychological needs is associated with Task Cohesion, while only the satisfaction of basic psychological needs of Relatedness and Competence was associated with Social Cohesion. It was concluded that, in the context of high-performance futsal, the satisfaction of athletes with their basic psychological needs is associated with involvement with team goals and the likelihood of making friends within the group.

Association between basic psychological needs of the self-determination theory and perception of group cohesion among high-performance futsal athletes

Abstract This study aims to investigate the association between satisfaction of basic psychological needs of the self-determination theory, and perception of group cohesion among male futsal athletes. In total, 301 athletes from 20 teams, participants of the Brazilian Futsal League participated in this study. The instruments used were the Basic Needs Satisfaction in Sport Scale (BNSSS) and the Group Environment Questionnaire (GEQ). Data analysis was conducted through the Structural Equation Modeling. Results revealed that the satisfaction of basic psychological needs presented significant association with group cohesion, explaining 28% of Task Cohesion and 63% of Social Cohesion variances. The satisfaction of the three basic psychological needs is associated with Task Cohesion, while only the satisfaction of basic psychological needs of Relatedness and Competence was associated with Social Cohesion. It was concluded that, in the context of high-performance futsal, the satisfaction of athletes with their basic psychological needs is associated with involvement with team goals and the likelihood of making friends within the group.

Group Therapy Trainees’ Social Learning and Interpersonal Awareness: The Role of Cohesion in Training Groups

ABSTRACTDespite the common use of experiential training groups for group therapy training, the essential features of training groups have not been fully realized yet. Few studies have tested the impact of cohesion on trainees’ session-to-session development over the course of a training group. As such, this study empirically tested the association between trainees’ perceptions of group cohesion and their interpersonal awareness and social learning session-to-session. Results indicated that within- and between-trainee cohesion was significantly related to trainees’ social learning and interpersonal awareness. Additionally, time significantly moderated the between-trainee cohesion–social learning relationship, such that this relationship increased over time.

Group cohesion, needs satisfaction, and self-regulated learning: A one-year prospective study of elite youth soccer players' perceptions of their club team

ObjectivesWith an overarching aim of investigating the importance of group perceptions on factors believed to underpin the quantity and quality of athletic practice, the purpose of the present study was to examine the relationship between perceptions of group cohesion and elite youth soccer players' basic psychological needs satisfaction and self-regulation over a one-year period. DesignProspective study design involving data collection at two time-points over a one-year period. MethodA total of 332 elite youth soccer players selected at Norwegian regional U14 (N = 154) and U 13 (N = 178) levels completed questionnaires measuring perceptions of club-team cohesion, and individual needs satisfaction, and self-regulation at baseline and one-year follow-up. ResultsWhile perceptions of task cohesion remained consistent over the study period, social cohesion, needs satisfaction, and self-regulation decreased. Controlling for baseline values, structural equation modelling revealed social cohesion at time 2 to be positively associated with needs satisfaction at time 2, but not self-regulation. Task cohesion at time 1 was negatively associated with self-regulation at time 2, yet no association was found for needs satisfaction. ConclusionsThe findings indicate a beneficial role of social cohesion in maintaining or increasing elite youth soccer players' needs satisfaction, and although explanations for the negative association between task cohesion and self-regulation can be gleaned from the literature, this relationship requires further investigation.

Does Brainstorming Promote Cohesiveness? How the Rules of Brainstorming Mirror Symbolic Convergence

Brainstorming is a technique to promote idea generation that may also promote cohesiveness in idea generating groups. Similarities between the rules of brainstorming and the logic of fantasy chaining from symbolic convergence theory are considered. In 41 groups, 151 participants reported their perceptions of freewheeling (i.e., willingness to share impractical ideas), piggybacking (i.e., building on the ideas of others), focusing on quantity (i.e., prioritizing as many ideas as possible), and nonevaluation (i.e., not providing feedback to the ideas of others) and their perceptions of group cohesiveness. Cohesiveness is significantly predicted by increased perceptions of piggybacking and focusing on quantity. Counter to predictions, freewheeling is not positively associated with cohesiveness.

A coach-initiated motivational climate intervention and athletes’ perceptions of group cohesion in youth sport.

The current study examined the influence of a motivational climate intervention with recreational youth soccer coaches on athletes’ perceptions of group cohesion. Results of a repeated-measures MANOVA demonstrated a significant Time Condition interaction, p .01, p .09, with follow-up univariate tests indicating differences between groups for perceptions of both task, p .02, p .05, and social cohesion, p .01, p .06, across time. In essence, coaches in the motivational climate intervention had athletes who demonstrated elevated perceptions of task and social cohesion by the end-of-season measure (.44 Cohen’s d .49). Overall, results (a) highlight the efficacy of the motivational climate intervention with coaches through increased perceptions of task-focused behaviors, and (b) demonstrate the ability to positively influence perceptions of cohesion in youth sport through a manipulation of basic coaching behaviors. Implications and future directions are offered as they relate to team-building interventions and adherence in a youth sport context.

Collective goals and shared tasks: interdependence structure and perceptions of individual sport team environments.

Across two studies, we tested the proposition that interdependence structures (i.e., task interaction among teammates during competition, competition against teammates, presence of a collective outcome) influence interdependence perceptions among teammates as well as perceptions of group cohesion, competitiveness, and satisfaction. Study 1 was a paper-and-pencil survey completed by 210 individual sport athletes from 12 university- and college-level teams. Multiple mediation analyses demonstrated that participants who had to work alongside teammates during competition reported increased interdependence perceptions that were, in turn, associated with increased cohesion and satisfaction as well as decreased competitiveness. There were no differences according to whether participants competed in the same event as all of their teammates or not. Study 2 involved a weekly e-mail survey with 17 university-level individual sport athletes who reported interdependence perceptions on a continual basis over the course of their competitive season. Interdependence perceptions were higher during weeks that were close in time to competitions with a collective group outcome. These studies reveal how interdependence structures shape the group environment and support applied efforts that consider ways to structure teammate interdependencies in ways to optimize group functioning and promote member satisfaction.

Group Social Climate and Individual Peer Interaction: Exploring Complex Relationships on Extended Wilderness Courses

This study explored how adolescents’ perception of the social climate on wilderness expedition courses related to changes in how they approached peer interactions. Contrary to the hypothesis, on average, their orientation toward adaptive peer interaction decreased (n=251) from pre- to postcourse test. The individual level predictors of change in peer interactions were student’s perception of group cohesion, task orientation, instructor control; and at the group level, instructor perception of the fun or playfulness of the course, as well as the course make-up (i.e., having participants who have been on previous similar experiences). This research contributes to knowledge of how the social climate on outdoor education courses facilitates adaptive shifts in social motivation for youth.

Athletes’ Perceptions of Role Acceptance in Interdependent Sport Teams

Roles are structural components of groups and represent the patterns of behavior expected of an individual within a specific social context (Biddle, 1979). Literature in sport as well as organizational domains has emphasized the importance of roles in groups characterized by a high degree of task interdependence (Carron & Eys, 2012; Kahn, Wolfe, Quinn, Snoek, & Rosenthal, 1964). In other words, in interdependent groups where performance is the main goal, the differentiation and specialization of role responsibilities is crucial to team effectiveness (Wageman, Fisher, & Hackman, 2009). Kahn et al. (1964) developed a theoretical framework to examine the nature of how role expectations are transmitted in a group setting. Underscoring the importance of roles in sport, researchers have embraced this framework to examine a number of aspects related to the generation, communication, and execution of role responsibilities in interdependent teams. For example, how well an athlete understands his/her role responsibilities (i.e., role clarity) is positively linked with perceptions of group cohesion, leadership behaviors, and individual role performance outcomes (e.g., Beauchamp, Bray, Eys, & Carron, 2002; Beauchamp, Bray, Eys, & Carron, 2005; Bosselut, McLaren, Eys, & Heuze, 2012). However, though ensuring athletes understand their role responsibilities is important, athletes who choose not to subsequently accept the responsibilities/expectations defined for them will likely eradicate any positive outcomes of clear role communication processes (Benson, Surya, & Eys). As such, scholars have posited that accepting one’s role is a fundamental process related to the performance of role responsibilities and, ultimately, the group (Carron & Eys, 2012)—a sentiment that is echoed in the popular media as the following quote illustrates:

The effects of winning and losing on perceived group variability

Previous research has shown that the people in low status, negatively-valued groups are perceived to be more homogeneous than the people in high status, positively-valued groups. The present research investigated the possibility of an opposite effect in which people perceive positive groups to be more homogeneous than negative groups. The researchers hypothesized that winning groups would be perceived to be more homogenous than losing groups because group homogeneity is associated with group cohesiveness, and group cohesiveness has a positive value in the context of an intergroup competition. In a first experiment (N=175), target groups varied according to their objective group variability and whether they won or lost a competition. As predicted, winning groups were perceived to be significantly more homogenous than losing groups regardless of their objective variability. In a second experiment (N=186), these effects were replicated using different social groups, and the effect of group performance on homogeneity judgments was mediated by perceptions of group cohesiveness.

Determinants of team‐referent attributions: A multilevel analysis

The purpose of this study was to employ a multilevel framework to examine predictors of team‐referent attributions. The individual‐level variables of interest were athletes’ perceptions of group cohesion. The group‐level determinants were nationality, gender, performance outcome, performance history, group cohesion, and level of agreement on attribution dimensions. Participants (N = 333) from male and female intercollegiate sport teams from Canada (n = 13 teams) and the United Kingdom (n = 25 teams) completed the Causal Dimension Scale for Teams (CDS‐T; Greenlees, Lane, Thelwell, Holder, & Hobson, 2005) and the Group Environment Questionnaire (GEQ; Carron, Widmeyer, & Brawley, 1985). At the individual‐level, the cohesion dimension individual attractions to group–social was found to be a significant predictor of locus of causality. Performance outcome was a significant predictor of between‐group variability on the dimensions of locus of causality and stability. The level of agreement for the dimension of locus of causality was also found to be a significant group‐level predictor for its corresponding attribution dimension. The implications for the dynamics of sport teams are discussed

Leadership Status Congruency and Cohesion in Outdoor Expedition Groups

The purpose of the present study was to examine the relationship between status congruency and group cohesion in outdoor expedition groups in an educational setting. Specifically, three aspects of status congruency were assessed in relation to group cohesion in four adventure canoe groups. The groups participated in 2-week expeditions in the northern areas of the Canadian provinces of Ontario and Quebec. The participants were 32 upper-year undergraduate students enrolled in a central Canadian university (Mage = 22.41, SD = 2.43 years). Results indicated that (a) individuals who ranked themselves higher in the group's status hierarchy compared to where their peers ranked them had lower perceptions of their attraction to their group's social pursuits; (b) perceptions of group cohesion were greater when individuals occupying formal leadership positions were higher in the group's status ranking (i.e., greater congruency between formal and informal status hierarchies); and (c) individuals who were members of groups that had some level of consensus regarding status rankings perceived their groups to be more cohesive than those who were members of the group that had no consensus.

Robbing Peter to Pay Paul: The Differential Effect of GSS Restrictiveness on Process Satisfaction and Group Cohesion

That Group Support Systems (GSS) can enhance group performance has been revealed by several studies. Studies have also demonstrated a favorable influence on process satisfaction. However, GSS research has drawn heavily from a perspective that may limit the full range of phenomena at play in group meetings. In addition to the micro-level interaction that occurs in GSS-supported group meetings, group participants are also likely influenced by other groups and macro-level institutions outside any given small group meeting. We focus on two processes in particular. Group performance perceptions such as process satisfaction appear to be driven by reproduction of institutionally relevant procedures while group interaction perceptions such as cohesion are driven by micro-level group interaction. This study more fully considers the impact on group interaction variables by varying levels of GSS restrictiveness (i.e., facilitation and process structuring) and assessing the effect that these may have on perceptions of group cohesion and process satisfaction. We develop and test a causal path model, finding that groups in the more restrictive treatment perceived that they made more appropriate use of the GSS, leading to higher process satisfaction than did those in the less restrictive treatment. However, these groups are also characterized by reduced group interaction, and also expressed lower perceived cohesion than did those in the non-restrictive treatment. Theoretical discussions of why this may have occurred are offered.

An Investigation of Traditionality as a Moderator of Reward Allocation

The authors hypothesized that group members' perceptions of group cohesion would affect their tendency to allocate equally to other members in their group and to make egocentric self-allocations. They also posited that individuals' adherence to Chinese traditional values (or traditionality) would moderate these relationships. Two hundred sixty Hong Kong undergraduate students were assigned to groups of five to eight members to complete two in-class projects. The students evaluated peer contributions to the projects and allocated contribution points to themselves and other members in the group. The contribution points formed part of the final grade assigned to the students. The authors found that traditionality moderates the relationship between perceptions of cohesion and deviations from equality when making allocations to their peers. Results are discussed in terms of their implications for the study of reward allocations in groups and for the concept of traditionality in Chinese contexts.

The Utilisation of Group Process Strategies as an Intervention Tool for the Promotion of Health-Related Physical Activity in Older Adults

This study contrasted the effects of an enhanced group intervention program against a standard group intervention, with specific reference to the influences of group cohesion on changes in health-related physical activity of older adults. Older adults (N = 122) took part in a 12-week intervention with repeated post-intervention follow-up (6 & 12 months) assessing physical activity behaviour and perceptions of group cohesion. Results indicated significant positive change (p< 0.05) across time, but a non-significant difference between groups, for physical activity behaviour. For group cohesion, results indicated a significant negative (p< 0.05) change across time and similar to physical activity behaviour, a nonsignificant difference between the intervention groups. Further research is needed to understand the mechanism that fosters group cohesion in order to develop future interventions aimed at increasing physical activity behaviour and adherence in older adults.