The effects of videotape feedback on self-concept, role-playing ability, and growth in a leaderless therapy group

Thirty-two male and female college students participated in six 90-minute leaderless encounter groups in which they received videotape feedback, leader-facilitated videotape feedback, or verbal feedback. Statistical analysis indicated that feedback through a visual medium had no effect on self-concept, role-playing ability, or group coherence. Groups within the experimental conditions were initially different in their ratings on the dependent measures. These differences were maintained throughout the experiment.