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The process of starting a laboratory varies between institutions. However, there are universal tasks all investigators will need to address when launching their laboratories. In this piece, we provide a brief summary of considerations for incoming group leaders to centralize this information for the scientific community. [ABSTRACT FROM AUTHOR]

The group creates a formation process within the group itself by bringing up the dynamics in it so that certain goals are achieved. Groups are formed by BK/Counselors who play an important role in BKp and KKp services. Leaders are closely related to group activities. Group leaders have a strong influence in the group service process, not only must direct the behavior of group members according to needs, but must be responsive to all changes that occur in the group as a result of the development of group activities. Therefore, to be able to carry out their duties, roles and functions as group leaders, the personality and skills of the counselor are central in the therapeutic process, so all theoretical models devote a lot of attention to group leaders. This study aims to determine the basic skills of group leaders in conducting practical group procedures in counseling. The number of samples in this study were 112 students of BKI study program. Based on the results of the study, it was found that most of the students had basic group leader skills with a high category of 37.5%, most of the others were in the medium category that was 28.5%, the low category was 25% and the very low category was 9 %. Overall, the basic skill level of group leaders in BKI students is in the medium category (112.58%).

Web-based collaborative writing (CW) has been widely used in the field of English as a foreign language (EFL) during the last decade. Previous studies have mainly focused on how online platforms have facilitated the CW process for EFL learners, how web-based CW has shown progress in EFL learners' writing development, and how EFL learners in groups interact with one another during web-based CW. However, there are limited studies on web-based CW among Turkish EFL learners. The aim of this study was to analyse Turkish high school EFL learners' self-reported accounts of their writing process in English with the support of group leaders in a web-based CW activity. The key findings were that first, the groups found the need to elect a group leader to act as a facilitator for other group members, and that group members found their group leader's help in planning their writing tasks and corrective feedback useful for their learning; second, group leaders provided affective support during the writing activity, with group members reporting that praise and motivational phrases received from their group leaders increased their self-confidence and motivation towards writing in English. This study contributes to knowledge about improving high school EFL learners' writing through a web-based CW activity. The peer leadership approach is promising in supporting student's self-efficacy and self-regulation in learning and is easily applicable to teachers in other contexts who wish to promote writing activities outside of the classroom setting. [ABSTRACT FROM AUTHOR]

Background and Objective:As universities and higher education institutions nurture productive human capital, they are pressured by educational policymakers and society to function, be accountable, to achieve justice, and to transform society. This necessitates the reconstruction of a new concept of leadership and its ethics. Higher education is a complementary institution to systematic primary and secondary public education and a product of the revival of civilization. Higher education can serve the development of the infrastructure and structures of society in all dimensions and facilitate the preservation and protection of the achievements and ideals of society. The higher education system has a significant share and importance in economic, social and cultural development due to its role in training skilled and specialized human resources needed by the economic and social sectors. Efficient higher education increases the efficiency of all institutions and organizations in society and, due to limited resources, increases the productivity and efficiency of individuals and organizations; Important factors such as spirituality in the workplace can play a role in the productivity of this institution. The purpose of this study was to investigate the predictive role of spirituality on the leadership effectiveness in the workplace of the university. Methods: By purposes, this research is practical and on the base of data collection, the quantitative research method is descriptive. By stratified random sampling method, 115 faculty members of Shahid Rajaee Teacher Training University were selected in the academic year of 2014-2015. Spirituality in the workplace Milliman et al.’s questionnaire and Ramsend's questionnaire of "Leadership Effectiveness" were used. The factual and content validity of the questionnaires was confirmed by five professors in the subject area. The obtained Cronbach's alpha, by SPSS software 22 version, was 0.889 and 0.88, respectively, for the reliability of the tools. Findings:The findings showed that the coefficient influence of spirituality on leadership effectiveness is 0.75, at the level of 0.05. Also, according to the results of the standard coefficients, the meaningful work and Alignment with the organization’s values, respectively, 0.26 and 0.31 at the level of 0.05 are significant. The Alignment with the organization’s values component by itself can be as the strongest predictor of leadership effectiveness in the workplace of the university and can significantly explain 0.54% of total variance of leadership effectiveness in the workplace of the university. Conclusion: The results of this study indicate that attention to the two components of meaningful work and alignment of values ​​in the workplace as a predictor of leadership effectiveness can improve the effectiveness of leadership in management departments. For this purpose, it is suggested that at the level of the officials of the Ministry of Research, Science and Technology, compiling the regulations in line with the educational and research duties of the professors should be included. First, it is considered valuable in terms of its value principles, and the expected expectations are in line with the spiritual values, so that the university decision-makers and policy-makers by setting strategies and goals in the upstream documents of the university, as well as defining their operation by drafting new regulations should take practical measures regarding educational and research activities to produce basic ethics knowledge among faculty members in order to create a meaningful sense of work in terms of value. ===================================================================================== COPYRIGHTS ©2019 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. =====================================================================================

Background: Parental classes consisting of only fathers, hereafter referred to as father groups, have existed in Sweden since the mid‐1990s. Objective: To describe the father group leaders' perspectives on and experiences of father groups. Method: A qualitative study was conducted using content analysis. Eleven individual interviews with father group leaders were conducted. An interview guide was used. Settings and participants: The study was set in different parts of Sweden. The participants were eleven men who are father group leaders. They were recruited using the snowball method. Findings: The father group leaders described how participants often have high education levels and orderly social circumstances. The leaders described that the groups increased the fathers' reflection about parenthood, which could benefit the whole family in both the short and long term. The father group leaders reported that some of the topics in the sessions directly influenced fathers to discuss issues regarding equality and their co‐parenting relationship. They also argued that participating in father groups might help convince fathers to take more parental leave and build stronger relationships with their partner and child. [ABSTRACT FROM AUTHOR]

Objective: To explore the intervention techniques of group counseling leader (''group leader”） during group counseling process. Methods: The analysis material of intervention techniques was 11 sessions in two unstructured counseling groups. The analysis unit was every dialogue paragraph in the leader's oral response in the group counseling process. And the leaders' intervention techniques emerging in the video and verbatim transcription were coded according to adapted coding manual. Results: Totally 48 types of techniques were identified, that were grouped into 4 categories, including basic communication and reaction technique, exploring and influencing technique, facilitating technique, action and intervention technique. From the perspective of the single group counseling activity, techniques of basic communication and reaction were used more in the early and middle stage of an activity. Techniques of exploring and influencing and techniques of action and intervention were used more in the middle and later stage. And facilitating techniques were more used in the early and later stage. From the perspective of the whole grouping counseling process, techniques of basic communication and reaction and techniques of exploring and influencing were two primary types of intervention techniques. Frequency of using exploring and influencing techniques reached its peak in the intermediate stage of the group counseling process. The use of facilitating technology was gradually reduced. Conclusions: Techniques of basic communication and reaction are basic intervention techniques in group counseling, while techniques of exploring and influencing and techniques of action and intervention could be used on the basis of the development of the group. And facilitating techniques could facilitate to open the group and deepen the achievement of group counseling. [ABSTRACT FROM AUTHOR]

This study reports group leaders’ assessment of group members’ risk for reassault and level of accountability during a psychoeducational group intervention with male domestic violence perpetrators. It also examines members’ assessment of their own risk for reassault and level of accountability over the 18-week program. Group leaders and group members completed surveys every 2 weeks. Bivariate analyses examining differences in accountability rating and risk assessment between group leaders and group members show little agreement between leaders and members and few changes over time. Group leaders assessed group members as showing some increases in level of accountability near the end of the group. These findings suggest group leaders perceived increased accountability among group members, but they were rarely able to fulfill their goal of educating members about the connection between accountability and risk of reassault. [ABSTRACT FROM PUBLISHER]

An evaluation exercise was performed involving 313 papers of research staff (66 persons) of the Deutsche Rheuma-Forschungszentrum (DRFZ) published in 2004-2008. The records and citations to them were retrieved from the Web of Science (Thomson Reuters) in March 2010. The authors compared productivity and citedness of 'group leaders' vs. 'regular scientists', of 'male scientists' vs. 'female scientists' using citation-based indexes. It was found that 'group leaders' are more prolific and cited more often than 'regular scientists', the same is true considering 'male' vs. 'female scientists'. The greatest contrast is observed between 'female leaders' and 'female regular scientists'. The above mentioned differences are significant in indexes related to the number of papers, while values of indexes characterizing the quality of papers (average citation rate per paper and similar indexes) are not substantially different among the groups compared. The mean value of percentile rank index for all the 313 papers is 58.5, which is significantly higher than the global mean value of about 50. This fact is evidence of a higher citation status, on average, of the publications from the DRFZ. [ABSTRACT FROM AUTHOR]

Leaders of intervention groups for batterers must continuously assess how well they are meeting their goal of reducing violence. This article reports on survey and qualitative interview data from group leaders about their risk assessments. The practitioners were aware that their information about the risk levels of members was limited. They usually chose the middle of risk scales and reported moderate confidence in their predictions. Group leaders became increasingly confident in their risk predictions over an 8-week period, while they also predicted greater likelihood of physical abuse. This research supports the need for collaboration between practitioners and researchers to increase group leaders' skills and confidence in risk assessment, especially in the early stages of group interventions. [ABSTRACT FROM PUBLISHER]

This article provides a first-person account of a training program in group dynamics. It is deliberately written in the first-person to capture the highly personal nature of group dynamic analysis. Proceeding through an intensive account of six days of T-groups, module facilitation, and facilitator feedback sessions, the author examines painful emotions and complicated reasoning that arose in encountering several relational and intrapsychic conflicts. In particular, feelings such as needing approval and leaping to respond to various "triggers" are emphasized and several alternatives are suggested. Applications are implied for teachers, psycho-therapists, and facilitators of groups of many kinds. [ABSTRACT FROM AUTHOR]

This article focuses on the professional isolation faced by social group work practitioners and educators. It identifies the need for peer support and connection in an environment of limited opportunities for professional development. The paper describes and assesses long-term peer support groups initiated and developed by each of the authors, one for group work educators and the other for practitioners. It discusses the potential for expanding the development of such groups, which could benefit individual group workers as well as strengthen efforts to ensure the survival of group work. [ABSTRACT FROM AUTHOR]