Group Decision Support Systems (GDSS) have been designed to support groups of people engaged in the cooperative working activities of a meeting. The interactions of a group of people working together in a meeting are termed the "group process" whereby certain factors or input variables influence the group process which in turn characterize the group process outcomes. A review of the work in this field has revealed the absence of a standard organizing framework in GDSS research that adequately models this group process and identifies those variables recognized as characterizing the group process. The introduction of such a framework would be a significant advance in GDSS research, both improving the methods for describing and assessing GDSS-supported meetings and helping to understand the effects of input variables on the group process and its outputs. This thesis presents such a framework. Evaluation of the group process and its outcomes is essential in studying the use of GDSS and the effects of input variables upon the group process and its outcome. Post-process questionnaires to be completed by group members have frequently been used to evaluate GDSS. However, articles describing the use of questionnaires in GDSS research provide little information regarding development of the questionnaires and the assessment of validity and reliability of questionnaires is rarely addressed. This calls into question the validity and reliability of results and conclusions drawn from questionnaire responses. In this research, a questionnaire which aims to evaluate group members' perceptions of the meeting process and its outcomes was developed directly from the variables in the framework. The questionnaire was completed by a total of 57 group members attending five meetings using three different types of GDSS to help them with their real problems. Their responses were used to test the questionnaire for validity and reliability. The results of these tests were used to revise the questionnaire. As a result, a valid questionnaire has been devised which can be used with confidence in future research to provide valid conclusions. Use of such a standard valid questionnaire will produce comparable results from all GDSS research, promoting cross comparison of study results, more efficient interpretation of results and more fruitful conclusions. This will enhance the researchers' understanding of GDSS use.

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Past research suggested that greater rhythmic complexity in musical behavior increases affiliation in small groups. The current research tested the hypothesis that musical behavior including melody would promote affiliation. In the current experiment, a video showed models either singing nonsense syllables in unison or speaking identical syllables in synchrony. Participants were assigned to either imitate, or merely listen to, the videos. Participants perceived both the synchronous speaking condition and singing conditions as musical behavior. In the imitate conditions, synchronous speaking produced more affiliation and ingroup favoritism and less embarrassment than singing, whereas in the listen-only conditions, affiliation, ingroup favoritism, and embarrassment did not differ between singing and speaking. Reported happiness and fun were greater in the imitate conditions. The successfulness of imitation, coded by judges, was less, and self-reported difficulty was greater, in the singing condition compared to the synchronous speaking condition. Ratings of success at imitation were positively related to affiliation, positive affect, and ingroup favoritism. Ratings of success were also related to the average trait approach motivation, agreeableness, and emotional stability of the groups. The results partially supported the hypothesis that musical behavior promotes affiliation. However, performance of the sound-making task was much worse in the singing condition than in the synchronous speaking condition. Because melody was confounded with failure at the sound-making activity, the effect of melody on affiliation is difficult to interpret. Future research should examine the effect of melody on affiliation when melody is not confounded with failure.

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In college programs utilizing the quarter system there arise problems in the development of encounter groups due to a limited amount of time available. A short training program in evaluating group processes might be one way to facilitate group development. In order to test one such program two hypotheses were generated. Hypotheses I was tested for a significant difference between a Treatment Group, receiving training, and a Control Group, receiving no training, in expressed member satisfaction. Hypothesis II was tested for a significant difference in the therapeutic value of rated interaction between the Treatment and Control Group. Expressed member satisfaction was measured by a Group Rating Scale . Therapeutic value of interaction was measured by the Hill Interaction Matrix. Two groups of eight subjects were used. Each group had the same leader and met for eight, two and one-half hour sessions, and a three hour training period. The Treatment Group and the Control Group were exposed to three hours of training with the experimenter. The Treatment Group received three hours of training on the Hill Interaction Matrix. The Control Group received three hours of "placebo'' training consisting of an explanation of the purpose of feedback. The dependent variables then were "feedback" for the Control Group and HIM training for the Treatment Group. The results of the study were favorable to the Treatment Group. Significant differences were revealed on five of the 16 items of the Group Rating Scale. Similarly the Treatment Group received a significantly higher rating in therapeutic value in Quadrant III of the Hill Interaction Matrix after receiving training. However, due to several confounding variables it cannot be definitely stated the results were due to the effects of treatment.

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Diante da crescente prevalência do Diabetes Mellitus (DM) na população mundial, a educação em saúde tem sido foco de estudos que buscam estratégias para a efetivação do autocuidado por parte de pessoas que possuem essa doença. O presente estudo foi realizado no contexto das atividades de um Centro de Pesquisa e Extensão Universitário, onde são realizadas atividades educativas em grupo para pessoas com DM, por meio de equipe multiprofissional, composta por enfermeiros, psicólogos, nutricionistas e educadores físicos. O objetivo foi investigar as contribuições de um grupo de apoio na aprendizagem voltada para o autocuidado em Diabetes, segundo os participantes. A coleta de dados foi realizada durante seis meses, com audiogravação de quatro reuniões coordenadas por três psicólogos e uma enfermeira, em que participaram 16 pessoas. Os dados foram transcritos e submetidos à análise temática, dos quais emergiram as seguintes categorias: Faço parte de um serviço de apoio em Diabetes; Tenho diabetes, sentimentos e desafios relacionados à doença; Desmistificando a singularidade: o poder das trocas de experiências no grupo e Avaliações realizadas pelos participantes durante as sessões grupais. As três primeiras foram divididas em subcategorias que possibilitaram uma maior exploração dos temas abordados. Nos encontros emergiram demandas emocionais dos participantes frente ao DM e seu tratamento, principalmente quanto à mudança de hábitos. Os participantes problematizaram e discutiram as recomendações dos profissionais, produzindo coletivamente formas de enfrentamento da doença. Percebemos o desenvolvimento do grupo ao longo dos encontros. Mudanças se apresentaram tanto em termos do processo grupal, quanto com relação à progressiva apropriação de conhecimentos e incorporação de novas atitudes frente ao DM. / Given the increasing prevalence of Diabetes Mellitus (DM) in the world population, health education has been the focus of studies seeking strategies for effective selfcare by people who have this illness. The present study was conducted in the context of the activities of a University Centre for Research and Extension, where educational activities are conducted in a group for people with diabetes through multidisciplinary team, comprising nurses, psychologists, dietitians and physical trainers. The objective was to investigate the contributions of a support group in learning for self-care in diabetes, according to participants. Data collection was performed during six months, with four audio recording of meetings coordinated by three psychologists and a nurse, attended by 16 persons. The data were transcribed and subjected to thematic analysis, from which emerged the following categories: I belong to a support service in diabetes; I\'m a diabetic, feelings and challenges related to illness; Demystifying the singularity: the power of exchanging experience in group and assessments made by participants during the group sessions. The first three were divided into subcategories that enabled a greater exploration of the themes. In these meetings have emerged emotional demands of the participants about the DM and its treatment, especially regarding the change of habits. Participants problematized and discussed the professionals recommendations, collectively producing forms of fighting the illness. We perceive the group\'s development over the meetings. Changes are presented in terms of group process, as compared with the gradual acquisition of knowledge and incorporation of new attitudes toward DM

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