GROUP-TIONARY

NOW YOU CAN EDIT THE DICTIONARY BY YOUR SELF

ADD YOUR NEW WORDS WITHOUT REPEATING WORDS ALREADY WRITTEN!

Free-rider Theory and Social Loafing

In the social psychology of groups, social loafing is the phenomenon of people exerting less effort to achieve a goal when they work in a group than when they work alone.^[1][2] This is seen as one of the main reasons groups are sometimes less productive than the combined performance of their members working as individuals, but should be distinguished from the coordination problems that groups sometime experience.

Social loafing is also associated with two concepts that are typically used to explain why it occurs: The "free-rider" theory and the resulting "sucker effect", which is an individual’s reduction in effort in order to avoid pulling the weight of a fellow group member.

Research on social loafing began with rope pulling experiments by Ringelmann, who found that members of a group tended to exert less effort into pulling a rope than did individuals alone. In more recent research, studies involving modern technology, such as online and distributed groups, has also shown clear evidence of social loafing. Many of the causes of social loafing stem from an individual feeling that his or her effort will not matter to the group. Therefore, effective ways to reduce social loafing involve increasing the motivation of individual group members or improving their coordination.

GROUP-TIONARY

New words have been added to our dictionary!

CLICK HERE TO SEE IT

NEW DEBATE!!!

If you want a good job to be done, just do it by yourself vs avoid stomach ulcers by free-riding in teams.

In the last medium group...

We divided in different kind of working-groups in order to finish this crossword puzzle.
Look at the crossword puzzle and the results below.

CROSSWORD

RESULTS

SOCIAL VALUE OF BEAUTY IN POLITICIANS

Just have a look at this Spanish newspaper column which refers to what we discussed in class last monday (16/05) about the social value of beauty in forming first impressions -remember S. Asch (1950)-. It is confirmed that beauty acts as a central trait to develop good images of the person-to-know becacuse it is cognitively linked in halo effect to other positive traits such as intelligence and cleanliness.

CLASS EXERCISE ON HALO EFFECT

RESULTS OF THE REPLICATED EXPERIMENT OF ASCH (1950) ON FIRST IMPRESSIONS IN ORDER TO PROVE HALO EFFECTS ON CENTRAL TRAITS:

FIRST EXPERIMENTAL CONDITION (“COLD” CENTRAL TRAIT): COMPETITIVE, SERIOUS, EDUCATED, SMART, DEMANDING, RATIONAL, ELEGANT, SELF-CONFIDENT, ANALYTICAL, FRIENDLY, COMPETITIVE, PIGHEADED, TIMID, COLD, SEXUALLY GOER, ACTIVE, STRONG PERSONALITY, CALCULATING, RESPECTFUL, INTELLIGENT, RESPECTFUL, MEAN, EGOCENTRIC, UNHAPPY, SERIOUS, GOOD, CONCEITED.

SECOND EXPERIMENTAL CONDITION (“WARM” CENTRAL TRAIT): SELF-CONFIDENT, RATIONAL, CONSTANT, FRIENDLY, NICE, INTELLIGENT, GOOD, PLEASANT, COOPERATIVE, COMPETITIVE, EXTROVERT, TALKATIVE, CLOSE, EMPATHIC, HARD-WORKER, INTELLIGENT, KIND, SWEET, GULLIBLE, EXTROVERT, SUCCESSFUL, WELL-MANNERED, NICE, KIND, HONEST, NICE, HARD-WORKER.

NUMBER OF ADDED TRAITS	1ST COND. COLD	2ND COND. WARM
POSITIVE	12	28
NEGATIVE	15	2

CONTENT ANALYSIS: GREATER NEGATIVITY PERCEIVED IN 1^ST CONDITION “COLD” AND VICE VERSE.

CONCLUSION: INITIAL IMPRESSIONS WILL CONDITION BY HALO EFFECT THE ASSESSMENTS OF OTHERS ACCORDING TO CERTAIN CENTRAL TRAITS WHICH ARE CULTURALLY REINFORCED.

"GROUP-TIONARY"

Eleven new words from our classmate, Dobrinka Smoletsova:

TRIBES: Culture stages

Related to a video of David Logan which is downloaded in the blog and we saw in class a few months ago.

Friday, 27th April CARTOON CLASSICS

Link of the video already seen on friday's medium-group.
http://www.youtube.com/watch?v=btinjqt8WII


A sentence for image.

1. De-evolution


2. Fake knowledge


3. Denying death


4. Routine mood


5. Positive loss


6. Useless effort


7. Junta de Andalucía


8. Primitive thinking in adults


9. Closed blind


10. Duality


11. Use to suffering
    


12. Over the top (O.T.T.)


13. Life


14. Better inside
    


15. Future of the elder


16. Adapting everything


17. Racism


18. Rescue dog


19. Dog best friend


20. Loyalty


21. Contradiction


22. Knowledge puls


23. Damocles sword


24. Power is dangerous


25. The statue of war


26. Tripping on the same stone


27. Problems are at home


28. Natural selection


29. War: a touch of a bottom


30. Hidden intentions of war


31. No escape


32. Two faces, one cloth


33. Burka passport


34. Boom fashion
    


35. Fashion victims


36. Faith saves


37. War disbelieved


38. Anger rooted


39. Fear of war


40. Untruthful agreement


41. Majority influence


42. Shooting words


43. Isolated readers
    


44. Capitalism


45. The upper, the cleaner


46. Shouting for peace


47. Greenless world


48. Artificial world
    

DICTIONARY

Let start our DICTIONARY! There are 17 WORDS!

Here there are the three first list of words of our partners Elena Gómez Marín, Laura Armesto Luque and Pilar Díaz Quintana.

Please, have a look so that you don't repeat words.

11th April, 2011. COMMUNICATION'S PRACTICE

Last friday, at big-group, we did a dynamic in order to proove if feedback increased communication.

A student tried to describe a picture without any kind of feedback, and then she did it with feedback. Obviously, the students draws changed for the better!

The picture that was used.

NEW DEBATE!

What do you think about this? Give your point of view, your name and the name of your group. The group with more participations get the high score.

So read this article and give your opinion.

CLICK HERE! http://blogspot.com/2011/05/los-puercoespines-antonio-gala.html

Hierarchical Cluster Analysis

Hierarchical clustering is one method for finding community structures in a network. The technique arranges the network into a hierarchy of groups according to a specified weight function. The data can then be represented a dendogram.

RESEARCH PROJECT SOURCES

Here there are some links for your projects!

Take a look!

PSYCHO-DIEM: USEFUL LINKS FOR YOUR RESEARCH PROJECT

http://www.todoebook.com/PSICOLOGIA-Y-CATEQUESIS-GARCIA-MINA_-ANA-EDITORIAL-CCS-LibroEbook-9788498426120.html

http://www.catequesisnavarra.org/spip.php?article11

http://www.telefonica.net/web2/documcate/

http://www.parroquiasandiego.es/joomla/attachments/745_09.GRUPO%20DE%20CATEQUESIS.pdf

http://www.cenacat.org/uploads/animacion_de_grupos_-_pgina_web.pdf

http://203.10.46.30/mre/cdrom/history_of_the_term_catechesis.htm

http://www.bob-rice.com/bob-rice.com/Writings_files/0801%20Missionary%20Nature.pdf

http://faculty.xavierhs.org/nogas/Seniors/Articles/byroncst.pdf

http://www.passingonthefaith.org.uk/docs/WHOLE%20PARISH%20CATECHESIS%20notes.pdf

UMAMI´S RESEARCH PROJECT

SCOUT GROUP

http://www.scouts-es.org/grupos/inicio.php

http://scout.org/en/around_the_world/countries/national_scout_organisations

http://programadejovenes.org/category/desencadena2/

http://nuamana.freewebhostx.com/UNA%20TEORIA%20DESDE%20LA%20EXPERIENCIA%20SCOUT.pdf

http://mx.scouts-es.net/biblioteca_scout/Apuntes_para_Scouters_de_Scout.pdf

http://www.csi-csif.es/andalucia/modules/mod_ense/revista/pdf/Numero_15/ELENA_RAMIREZ_1.pdf

http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4560.1978.tb02548.x/abstract

http://www.boyscouttrail.com/boy-scouts/1st-scout-schedule.asp

http://usscouts.org/advance/boyscout/bsranks.asp

http://www.reocities.com/rememosjuntos/grupo/Valores.pdf

http://socialpsicologia.blogspot.com/2008/11/grupo-scout-y-su-significado-en-la-vida.html

http://base-scout.sos4um.net/t60-teoria-y-psicologia-de-la-supervivencia

http://www.mimandote.com/blog/educar-hoy/35456-educacion-no-formal-movimiento-scout

http://es.shvoong.com/humanities/1740591-los-boys-scouts-nacieron-del/

http://wiki.answers.com/Q/What_is_a_group_of_scouts

http://my.simmons.edu/services/technology/ptrc/pdf/designing_groupwork.pdf

http://www.med.wright.edu/aa/facdev/_Files/PDFfiles/ThreeKeys.pdf

http://edtech.kennesaw.edu/intech/cooperativelearning.htm

Group work at nursing homes for the elderly

http://rsw.sagepub.com/content/1/4/358

http://www.carehome.co.uk/

http://seniors.lovetoknow.com/Nursing_Home_Activities_Ideas

http://www.info.gov.hk/elderly/english/healthinfo/elderly/select_suitable_activities_for_elderly_home_residents-e.htm

http://www.ehow.com/list_7193891_safe-activities-elderly.html

http://www.nursinghomerank.com/nursing-home-care/nursing-home-activities.php

http://www.livestrong.com/article/8997-choose-social-activities-elderly/

http://www.asilosparaancianos.com/actividades-ancianos.php

http://www.uv.es/melendez/envejecimiento/Cambio%20y%20socializacion.pdf

http://www.vejezyvida.com/category/actividades-en-grupo-para-residencias/

http://pdf.rincondelvago.com/animacion-sociocultural-en-residencias-para-ancianos.html

http://www.psikologia.ehu.es/p249-content/es/contenidos/informacion/licenciatura_psikologia/es_licencia/adjuntos/15678.pdf

http://www.sld.cu/galerias/pdf/sitios/gericuba/el_hilo_de_ariadna_en_los_adultos_mayores.pdf

http://www.ncbi.nlm.nih.gov/pubmed/7499622

http://www.encuentros-multidisciplinares.org/Revistan%C2%BA16/Roc%C3%ADo%20Fernandez%20Ballesteros.pdf

ENGLISH LEVEL COMPARISON TEST 2010-11

Personal Report of Public Speaking Anxiety

This was the first scale we developed in our work on communication apprehension. It is highly reliable (alpha estimates >.90) but it focuses strictly on public speaking anxiety. Hence, we moved on to develop the PRCA and ultimately the PRCA-24. This is an excellent measure for research which centers on public speaking anxiety, but is an inadequate measure of the broader communication apprehension construct.

Directions: Below are 34 statements that people sometimes make about themselves. Please indicate whether or not you believe each statement applies to you by marking whether you:

Strongly Disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strogly Agree = 5.

Answer

Here

4____1 While preparing for giving a speech, I feel tense and nervous.

4____2. I feel tense when I see the words “speeck” and “public speech” on a course outline when

studying

3____3. My thoughts become confused and jumbled when I am giving a speech.

4____4. Right after giving a speech that I have had a pleasant experience.

3____5. I get anxious when I think about a speech coming up

2____6. I have no fear of giving a speech.

2____7. Although I am nervous just before starting a speech, I soon settle down after starting and

feel calm and comfortable.

3_

___8. I look forward to giving a speech

4____9. When the instructor announces a speaking assignment in class, I can feel myself getting calm.

3____10. My hands tremble when I am giving a speech.

2____11. I feel relaxed while giving a speech.

2____12. I enjoy preparing for a speech.

4____13. I am in constant fear of forgetting what I prepared to say.

3____14. I get anxious if someone asks me something about my topic that I don't know.

2____15. I face the prospect of giving a speech with confidence.

3____16. I feel that I am in complete possesion of my self while giving a speech.

3____17. My mind is clear when giving a speech.

2____18. I do not read giving a speech.

3____19. I perspire hust before starting a speech.

4____20. My heart beats vey fast just as I start a speech.

4____21. I experience considerable anxiety while sitting in the room just before my speech starts.

3____22. Certain parts of my body feel very tense and rigid while giving a speech.

3____23. Realizing that only a little time remains in a speech makes me very tense and anxious.

2____24. While giving a speech, I know I can control my feelings of tension and stress

4____25. I breathe faster just before starting a speech.

2____26. I feel comfortable and relaxed in the hour or so just before giving a speech

4____27. I do poorer on speech because I am anxious.

2____28. I feel anxious when the teacher announces the date of a speaking assignment.

2____29. When I make a mistake while giving a speech, I find it hard to concentrate on the parts that follow.

1____30. During an important speech I experience a feeling of helplessness building up inside me.

2____31. I have trouble falling asleep the night before a speech

4____32. My heart beats very fast while I present a speech.

4____33. I feel anxious while waiting to give my speech.

2____34. While giving a speech, I get so nervous I forget facts I really know.

99

29 STEP 2

55 STEP 1

TOTAL SCORE 98

Strongly Disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strogly Agree = 5.

77824636 74

Teamwork performance monitoring

CONFRONTING IDEAS, SHARING VIEWS

DEBATE 1. DO NOT SHOW YOUR IGNORANCE IN GROUP VS IT IS BETTER TO CLARIFY YOUR DOUBTS BEFORE ACTING. WHAT DO YOU THINK?

It is about expressing the point of view on one of the ideas that are facing, divided by VS (Versus). Each participant will have to give the group noun and him/her own noun. E.g. Esther, UMAMI.

Let's Classify!

Exercise aims:

• Be aware of the complexity of group´s nature
• Learn certain definitions of a group
• Compare and classify definitions
• Learn what is the group graded definition
• Create a SPSS matrix

Stages

1. READ YOUR STRIP OF PAPER. DO NOT COMMENT ON IT. IDENTIFY MAIN VARIABLES AND THE PERSPECTIVE.
2. SEARCH THROUGH THE CLASS TO FIND OTHER SIMILAR DEFINITIONS. IDENTIFY THE AUTHOR; TALK RATHER THAN READ. CLUSTER YOURSELVES! IDENTIFY COMMON VARIABLES.
3. ACCORDING TO THE COMMON CHART, PLACE 1 OR 0 IN EACH COLUMN.

LIST OF CATEGORIES:
CLUSTERING GROUP DEFINITIONS

• AFFECTION
• AIMS/ TARGET / OBJECTIVES / FUNCTION
• BEHAVIOURS
• DEPENDENCY
• DYNAMIC
• FEELINGS
• FREQUENCY
• IDENTIFICATION/IDENTITY
• INTERACTIONS
• INTERDEPENDENCE
• INTEREST
• MOTIVATION
• NEEDS
• RELATION
• ROLES
• RULES-NORMS
• SATISFACTION
• SET OF
• SYSTEM
• UNICY-UNITY (self-perception – cohesion-uniqueness)

Hierarchical Cluster Analysis

INTERACTION-AIMS

6. PEÑA BATZÁN (1985). Conjunto de personas que interactúan entre sí y tienen objetivos comunes.

7. KELLY Y THIBAUT (1959). Existencia de tareas comunes en torno a las cuales se establece una serie de interacciones interdependientes con el fin de llevarlas a cabo.

9. NEWCOMB (1976): Dos o más personas que comparten normas con respecto a ciertos objetivos y cuyos roles sociales están estrechamente intervinculados.

5. MERTON (1957): Conjunto determinado de personas que interactúan entre sí según unos patrones previamente establecidos.



PERCEPTION & INFLUENCE

4. CARTWRIGHT y ZANDER (1968): Cualquier número de personas que entablan una interacción entre sí en una sola o varias reuniones en las cuales cada miembro recibe una impresión o percepción de los demás lo suficientemente clara como para poder actuar como individuo.

11. HOMANS (1950): El grupo se define por la frecuencia de interacción de sus miembros; no es la mera suma de relaciones sino que los individuos van a influirse mutuamente.



BASIC FUNCTIONAL (INTER)DEPENDENCY

3. BASS (1960). Relaciones, objetivos y otros que conforman al grupo y constituyen una forma de satisfacción para los individuos.

13 McDAVID y HARARI (1968). Sistema organizado de dos o más individuos que lleva a cabo una función a través de relaciones de rol y con un conjunto de normas que los regulan.

8. BRODECK (1958). El grupo es la suma de individuos situados en medio de unas relaciones descriptivas de dependencia mutua.
Dendrogram using Average Linkage (Between Groups)



IDENTIFICATION & MOTIVATION

SCHEIDLINGER (1952): Cuando los miembros poseen un modelo colectivo con el que se identifican (objetivos comunes). Esta identificación les hace compartir una serie de conductas y objetos determinados

14. DEUS (1943). Cuando se producen interpretaciones motivacionales, esto es, intereses y objetivos de una persona hace que los demás se muevan y se motiven.



UNITY-UNICY

12 SMITH (1945). Conjunto de organismos separados que poseen una percepción común colectiva de su propia unidad y tienden a actuar de modo unitario en el ambiente.

2. FISHER (1990). Conjunto social, identificable y estructurado, caracterizado por un número restringido de individuos y en el interior del cual éstos establecen lazos recíprocos y desempeñan roles conforme a unas normas de conducta y valores comunes en la persecución de sus objetivos.



MISCELANEOUS

10. COOLEY (1902). Existencia de relaciones directas, vínculos personales, y sentimientos de cohesión.

17. LEWIN (1952). Un conjunto dinámico de miembros los cuales dependen los unos de los otros para conseguir un objetivo común.

15. STOGDILL (1959). Sistema de interacción abierto en el que las acciones de los sujetos determinan su estructura y las sucesivas interacciones entre ellos ejercen una influencia equivalente sobre su identidad.

16. SHAW (1976): Un conjunto de personas cuya existencia individual en relación con los demás es necesaria para la satisfacción de las necesidades de todos los miembros.

SMALL QUESTIONNAIRE

The other day we did a questionnaire in which we answered different questions of our lives, most of them related to our English level. And here it is a summary of it.

Most of us started to study English at school and continued till Bachillerato. Some students have the First Certificate, others have Trinity’s high levels, although most of us do not have any of it. Nevertheless, we practice English by reading, watching films, listening to music and also speaking with native friends. Even there are students whose parents are native. Moreover, most of us have traveled to many English-speaking-countries, England, Ireland and Amsterdam are the most common. And I forgot the ERASMUS boy. So, most of us have written that our English is good and it improves if we write it. Well, maybe it isn’t my case!(sorry, I’m trying to do my best). Which are our weaknesses? Speaking, listening, and reading/vocabulary, also some of us get very nervous, others think that we speak slowly, and we have terrible problems when we speak in front of the class. Also, some of us commit grammatical mistakes and others speak so quickly, forgetting what they are saying… Self-confidence and hope! About activities and role of the teacher we prefer, it’s great to know that all of us like dynamics so we are open to new activities, and we also prefer a teacher who guide our knowledge and transmit us motivation for the subject, even though we may not be interested. Finally, out of class we love reading the same things, topics like psychology, music, politician, science and spiritual themes. To sum up, perhaps we seem so different but we have lots of things in common after all.

ENGLISH LEVEL TEST- A1 BEGINNER

4/03/2011

Mean= 5 mistakes

Frequently mistakes:

4. Sally's pretty and they are, too*
Instead of: Sally's pretty and they're too

12. Jack is writing with pen.*
Instead of: Jack is writing on paper

19. What a lovely food.*
Instead of: What lovely food.

23. Was the Frenh women old?*
Instead of: Were the French women old?

NEW WORKING GROUPS

A1

POW
"Psychology Of the World"
Components:

• Cid Sánchez, Joaquín

• Díaz Quintana, Pilar

• Egozcüe Pérez, Jennifer

• García Martín, Marina

• Gómez Marín, Elena

• López Cabrera, Rocío

UMAMI-FLAVOURED

Their logo is GLUTAMATO, may be we should call him Super Glutamato.
As they said: “We like this word, UMAMI sounds good!”
Here they are!

• Aguilar Rodríguez, María

• Armesto Luque, Laura

• Avilés Osborne, Cecilia

• Belza Cejas, Ester

• Caballero Benítez, Paula

• Camacho del Moral, Jésica

• Carrera García, Pablo

• Casado Caballero, Virginia

A2

PSYCHO-HANDS

This group have designed an original logo made by five hands that are surrounding another one in the middle of the picture, all of it with a grate combination of colours.

And they are:

• López Navarro, María

• Rodríguez Hiruela, Valle

• Matías García, José Antonio

• Martín, Ana

• Martínez, Ana

• Moreno Martínez, José Antonio

• Priego Ojeda, María

• Ruiz Benito, Laura

PSYCHO-DIEM

It seems like Carpe-diem... They chose this name for one reason: they enjoy studying Psychology! Their logo shows that to us with a hand hanging the Y of Psychology.

• Vázquez Navarro, Marina

• Rubio Méndez, Cristina

• Soto Santamaría, Diana

• Romero Pender, Kevin

Research projects

• Meatballs
  
  - Clara & The 5 Dwarfs
  
  - Eggplants
  
  - Chuflis
  
  

To download any of the research projects, just click on the name of the group.

English Test - Elementary

Percentage of Right Answers:
10 answers: 4%
13 answers: 4%
15 answers: 8%
17 answers; 20%
20 answers: 4%
21 answers: 12%
22 answers: 12%
23 answers: 8%
24 answers: 12%
25 answers: 16%

Mean = 20'2
Standard Deviation = 4'203

March 26th: COMPETITION

1. Which are the three main aspects that define primary groups?
   2) Which are the three phases of Bales' model?
   3) How is position sustained in formal relationships?
   4) Explain three differences between primary groups and formal groups.
   5) What do we understand by affective integration when regarding to Moreland's Social Integration model?
   6) What does "social loafing" mean? Describe it applying it to the group’s development.
   7) Explain three different classifications of group techniques, regarding the targets.
   8) Explain the voluntariness of membership in a primary group and its length in time.
   9) List and explain the four phases through which the group's development goes, according to Tuckman's model.
   10) Define membership and explain its two components.
   11) Besides of the number of members that makes the group, what is it that determines whether it is considered as a big or small group?
   12) Which are the models that are characterized by the absence of any kind of phases during the group's development?
   13) What is the relationship between status and social position?
   14) Mention three different traits which characterize the setting-up of a group.
   15) Describe the lineal models that explain the group's development.
   16) Explain the different kinds of non-functional behaviour in social roles.
   17) What are the main traits of non-lineal models?
   18) Which are the criteria of group techniques’ election?
   19) Which are the types of groups regarding external traits in relation to membership?
   20) What are group techniques?
   21) Describe briefly McGraths model for group’s development.
   22) What is the summarizing role's function inside a group?
   23) List the election criteria of group techniques that can tell us whether that chosen technique is suitable or not.
   24) Could a membership group be a reference group at the same time?
   25) According to Bales' model, which are the two needs between which individuals have to divide their effort?
   26) Which are the main features that differ formal group from informal groups?
   27) What does Moreland's Social Integration process consist on?
   28) In which circumstances do social loafing effect and social facilitation effect appear?
   29) List three aims that group techniques try to reach.

SUGGESTION BOX

Any ideas, requests or comments can be left here.

Common pattern for the research project

REPORT ON GROUP ASSESSMENT PROCESS

1. IDENTIFICATION OF THE GROUP

- Type of group

- Placement

- Group features: size, sexual composition, others.

2. DESCRIPTION OF THE EPISODES

- Date/s

- Placement/s

- Episode’s total time:

- Recorded time

- Type of recording:

3. AGENTS

- Number of agents

- Description of their expertise

- Coincidence indexes

- Criteria and procedures of final agreements

4. ASSESSMENT INSTRUMENTS

- Brief description of protocols, scales, questionnaires, checklist… used for.

(Test liability, standardization and validity indexes, authorship, etc).

(MATERIAL SHOULD BE PLACED AT annexes)

5. DATA ANALYSIS (areas)

5.1. CONTENT VARIABLES

- Aims and working objectives

- Formal roles (deviant behaviors, compliance, complementary roles…)

- Nature of tasks (supra-ordinal tasks, creative, etc.)

- Leadership

- Decision making process (group think process)

- Individual behavior analysis

- Formal norms (types, degree of acceptance…)

- Overall work process: target-division-coordination-integration

5.2. PROCESS VARIABLES

- Group cohesion

- Memberships

- Communication

- Informal roles (deviant behaviors, compliance, idiosyncratic credits…)

- Active participation (social loafing, de-motivation, social facilitation…)

- Conflicts and power positions

- Informal norms

- Working climate and personal motivation/satisfaction (alienation, HWT*)

- Group culture

6. GRAPHICS AND CHARTS (They could be placed in chapter 5)

7. GROUP DIAGNOSIS

- Group developmental stage

- Detected problems in certain areas

- Short/medium/long-term group forecasts

- Overall assessment of the group functioning

- Improvement suggestions

8. BIBLIOGRAPHICAL REFERENCES

9. ANNEXES (assessment instruments)

• HWT: High working team.