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Types of sensitivity training groups are distinguished according to their general orientations, practice and aims. Observations are made on the Esalen, Tavistock, and NTL approaches as well as on some sources of the different approaches and suggestions as to their advantages and disadvantages.

Characteristics of interpersonal feedback and responses to feedback, as a function of time (early versus later sessions), sender (trainers, male members, female members), and individual group, were studied in four NTL Bethel Tgroups. Over time, member feedback became more expressive and less focused upon here-and-now events, while trainer feedback became more nondirective. During early sessions, trainer feedback was less expressive, less focused upon self-other relationships, less here-and-now, more negative and confronting, more abstract, and more interpretive than member feedback, although these differences diminished by later sessions. No significant differences were apparent between male and female senders. Group differences outweighed their similarities. Acceptance versus rejection of member feedback was related only to the extent to which feedback was positive and supportive.

Acknowledgement: The University of Malta would like to acknowledge its gratitude to the National Commission for the Promotion of Equality for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. ; Publication supported by the European Community Programme for Employment and Social Solidarity - PROGRESS (2007-2013) ; Gender equality emanates out of the advancement of human rights and is a fundamental aspect of democratic citizenship. It belongs to the basic and universally recognised civil, cultural, economic, political and social rights. Infringement of such rights hinders societies from achieving the goals and benefits of development. The prohibition to discriminate on a number of grounds is well ingrained in Maltese Legislation, including Chapter IV - Fundamental Rights and Freedoms of the Individual, of the Maltese Constitution, which arches over all other legislation. ; N/A

Over the last 25 years the sensitivity training movement has steadily expanded. Growing out of the behavioral sciences, selected interrelated concepts underlie its development and distinguish it sharply from group therapy. The central role of feedback is carefully defined and described and its impact upon individual members as well as upon the evolving group culture are explicated in detail.

The study was intended to examine whether gender differences exist with regard to equity sensitivity between Korean female and male workers. Employing equity sensitivity theory to represent gender and individual differences in a collectivistic country such as Korea may allow internationally located organisations and their managers to understand and accommodate different behaviours of individuals in a different culture. Understanding individual and gender differences in a particular culture can enable organisations and managers to design equitable reward systems. A total of 400 survey packets were mailed to two regional universities in Korea. A total of 380 survey packages were returned, and 374 surveys were useable for data analysis. The results of the study illustrated that gender differences in equity sensitivity exist in Korea. Korean workers felt more entitled than did workers from other countries in earlier studies. The significant finding was that Korean female students felt more entitled than did Korean male participants and their behaviours as 'entitleds' was consistent with the dimensions of equity sensitivity theory.

Aus der gegenwärtigen Debatte um Gender Mainstreaming (GM) lässt sich nach Einschätzung der Autorin die Notwendigkeit ableiten, ein nicht-essenzialistisches, offenes und transitives Gender-Konzept zu vermitteln, d.h. ein Konzept, welches systematisch Gender in komplexen und simultanen Beziehungen zu anderen sozialen Kategorien wie Herkunft, Klasse, Alter, sexuelle Orientierung usw. begreift und eine Loslösung von der Vorstellung einer natürlichen Zweigeschlechtlichkeit vollzieht. Wie kann dieser Anspruch praktisch umgesetzt und eine Vereindeutigung von Geschlecht in Gender-Trainings vermieden werden? Die Autorin geht dieser Frage anhand von spezifischen Inhalten von Gender- Trainings nach. Diese haben zum Ziel, auf individuell-persönlicher und sozial-interaktiver Ebene geschlechterbezogene Kompetenzen zu fördern sowie Sachinformationen und Methoden zur Umsetzung von GM in der eigenen Arbeit zu vermitteln. Als Qualifizierungsmaßnahme nehmen Gender-Trainings in der Vermittlung der Strategie einen zentralen Stellenwert ein und bilden gleichzeitig einen zentralen Schnittpunkt zwischen Wissenschaft und Praxis. Die Autorin diskutiert vor diesem Hintergrund einige Vorschläge zur Vermittlung eines offenen und transitiven Konzeptes in Gender-Trainings. (ICI2)

The article reflects on teaching gender theory to students who are not enrolled in a gender programme. It argues that learning can be facilitated to social work students by tapping into their own gendered experiences and by linking gender to wider concerns about social inequality. The article draws on personal notes from teaching gender and social diversity to social work students. In this context, two main obstacles are identified: anti-feminism and individualization. Theseobstacles can be addressed productively. First by bringing students' gendered experiences and social categorisations into play, and second, by demonstrating how social problems are shaped by gender structures and unequal power relations.