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Unformatted text preview: nuing normative and mem
bership performance crises (e.g.
trust/mistrust; power/control) an
unmistakably increasing sense of
belonging, interdependency, involve
ment, mutuality and goal orientation
begins to emerge. (In the context of
past 9.70 classes, this has tended to
emerge first and for most individu
als/peers at the level of the study
group. At the level of the class-as-a
whole, intimacy and task orientation
are more difficult to achieve; they not
only usually take much longer to
develop but also are somewhat less
strong. Activities become increasingly
emotion-laden (meaningful) and the
focus of the struggle shifts. Instead of
being directed against the process and
the leadership, it begins to be increas
ingly aimed at the attainment of more
substantive goals: e.g. a degree of
mastery of the subject matter. There is
increasing evidence of individual and
collective competence; a growing abil
ity to make plans and to carry them
out (albeit not without considerable
intellectual and emotional tur...
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This document was uploaded on 02/08/2014.
- Spring '14
- As You Like It