The Nonsignificant Impact of an Agenda Setting Treatment for Groups: Implications for Future Research and Practice

Abstract

This pilot study compared the effect of two writing techniques, Agenda Setting and Group Focus, to a cognitive technique, reading process notes at the start of a group session, to examine their impact on social climate, member involvement, and behavior. Theoretically an intervention that helps members to focus directly on their goals and potential interventions would be beneficial; the results did not lend support to this premise. The discussion includes suggestions related to the importance of substantial interventions to influence group process as well as suggestions for future research.

Keywords:

• agenda setting
• corrective feedback
• group environment

Karen Bridbord, M.A., is a doctoral student in Counseling Psychology at the University at Buffalo, SUNY and is currently on internship at the Counseling Center at Duke University; Janice L. DeLucia-Waack, Ph.D., is an Associate Professor and Program Director of the School Counseling program at the University at Buffalo, SUNY; Edlyn Jones, Ph.D., is a Psychologist with Psychiatric Associates, Indianapolis, Indiana; and Deborah A. Gerrity, Ph.D., is an Assistant Professor at the University at Buffalo, SUNY. Correspondence concerning this article should be addressed to Dr. Janice L. DeLucia-Waack, CEP, 403 Baldy Hall, University at Buffalo, SUNY, Buffalo, NY 14260; phone: [phone], ext. 1054; fax: [phone]; e-mail: [email protected].