- Oxford Library Of Psychology
- Oxford Library of Psychology
- About the Editor
- Introduction: Solidifying and Advancing Group Counseling
- The Nature and Significance of Groups
- Definition of Group Counseling
- The History of Group Counseling
- Ethics, Best Practices, andLaw in Group Counseling
- Diversity in Groups
- A Social Justice Approach to Group Counseling
- Therapeutic Factors in Group-Counseling: Asking New Questions
- Cohesion in Counseling and Psychotherapy Groups
- Group Climate: Construct in Search of Clarity
- Group Development
- Evidence Bases for Group Practice
- General Research Models
- Assessing Groups
- Qualitative Research Approaches and Group Counseling
- Personhood of the Leader
- Group Techniques
- Group Leader Style and Functions
- Group Leadership Teaching and Training: Methods and Issues
- Supervision of Group Counseling
- Creativity and Spontaneity in Groups
- Groups across Settings
- Group Counseling across the Life Span: A Psychosocial Perspective
- Group Counseling with Sexual Minorities
- Prevention Groups
- International Group Counseling
- Brief Group Treatment
- Mutual Help Groups: What Are They and What Makes Them Work?
- Online Groups
- Groups for Trauma/Disaster
- Group Counseling: 50 Basic Premises and the Need for Mainstreaming
Abstract and Keywords
The definitions and key measures associated with group climate that underscore definitional confusion and overlap with other group process constructs (e.g., cohesion) are reviewed. Next, research associated with the Group Climate Questionnaire (GCQ), which has become the default definition of climate in the literature, is reviewed. More specifically, 83 studies examining the GCQ relationship with outcome, group development, and other process variables are summarized. Finally, findings from an international collaborative research project over the past decade are summarized to provide an alternative definition of group climate that encompasses other relationship variables (e.g., cohesion, therapeutic alliance, and empathy). We end with a set of questions that this model directly addresses as well as questions to be addressed by future research.
Debra Theobald McClendon is a professor in the Department of Psychology at Brigham Young University in Provo, UT.
Gary M. Burlingame, Department of Psychology, Brigham Young University.
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