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This article describes a method to facilitate personal transformations in small groups. The matrix model forms the operational structure for the method. The roles of the group, members, and leader are examined. Personal transformation is defined within the framework of analytical psychology. The method makes extensive use of metaphors. Their nature and the manner in which metaphors are employed are examined. The method may be used with a variety of self-analytic groups.

This is Part One of a two-part article that describes a method to facilitate personal transformations in small groups. The Matrix Model forms the operational structure for the method. The roles of the group, members, and leader are examined. Personal transformation is defined within the framework of analytical psychology. The method makes extensive use of metaphors. Their nature and the manner m which metaphors are employed are examined. The method may be used with a variety of self-analytic groups.

This article constitutes the second part of a report on the matrix model for the study of small groups. It considers implications of the model and its translation into operational terms, and provides theoretical foundations for empirical categorization of group process manifest in personalty, social, subsystems, and cultural subsystems. Primary group tasks addressed are identity formation, modes of relating, and reality adaptation. The works of Erik son, Bion, Jung, and Piaget provide theoretical starting points

Small groups are conceptualized as being composed of three systems and involved with three primary tasks The three systems are the social, the personality, and the cultural. Each of these in turn is involved with working on three tasks: establishing identity, developing modes of relating, and solving reality-adaptive problems. The Matrix Model is conceptualized in five perspectives: the adaptive, developmental, structural, transactional, and gestalt points of view. The argument is made that a synthesis of knowledge of small groups will provide for a more meaningful and useful understanding The matrix provides a holistic and empirical framework within which studies can be productively conducted.

The authors identify and discuss the many complexities involved in the translation of scientific information in the social sciences into forms usable for solving problems of practice in education. As a means of appropriately handling these complexities and the issues that arise, they prescribe a series of stages to be followed from the advent of a practitioner's situational problem to the design of a response to it. They assert that unless the process of translation is conducted with the prescribed level of understanding, appreciation, and rigor, the application of knowledge will be inaccurate.