Question 1

Hanna et al. (1999) identify a common characteristic for adolescents as:

Accepted Answer

A)  clear rules and boundaries 
B)  a need to be altruistic 
C)  wanting to reduce isolation and alienation 
D)  a focus on making appropriate choices 
A)  clear rules and boundaries 
B)  a need to be altruistic 
C)  wanting to reduce isolation and alienation 
D)  a focus on making appropriate choices A

Question 2

Restrict the age range for adolescent groups to a three-year span.

Accepted Answer

A) True 
 B)False  False

Question 3

Adolescents would not need groups on life transitions.

Accepted Answer

A) True 
 B)False  False

Question 4

Introductions are not necessary for groups in the school setting since the group members already know each other.

Accepted Answer

A) True 
 B)False

Question 5

Obtaining parental consent for psychoeducational groups in a school setting:

Accepted Answer

A)  is both a legal and ethical responsibility 
B)  fulfills legal responsibility 
C)  is only necessary if the school did not obtain it for the program 
D)  ensures compliance with the Code of Ethics 
A)  is both a legal and ethical responsibility 
B)  fulfills legal responsibility 
C)  is only necessary if the school did not obtain it for the program 
D)  ensures compliance with the Code of Ethics

Question 6

Decision making would be an appropriate topic for an adolescent group.

Accepted Answer

A) True 
 B)False

Question 7

An adolescent with age-appropriate narcissism is able to delay gratification some of the time.

Accepted Answer

A) True 
 B)False

Question 8

Children's psychoeducational groups fall into four categories:

Accepted Answer

A)  common problems, case-centered, life transitions, and skill development 
B)  self-awareness, common problems, case-centered, and skill development 
C)  human potential, common problems, skill development, and case-centered 
D)  skill development, problem solving, common problems, and human potential 
A)  common problems, case-centered, life transitions, and skill development 
B)  self-awareness, common problems, case-centered, and skill development 
C)  human potential, common problems, skill development, and case-centered 
D)  skill development, problem solving, common problems, and human potential

Question 9

Children's groups differ from adolescent groups in recommended:

Accepted Answer

A)  size, session length, and ages of participants 
B)  session length, frequency, and duration 
C)  ages of participants, content, instruction 
D)  number of sessions, size, and content 
A)  size, session length, and ages of participants 
B)  session length, frequency, and duration 
C)  ages of participants, content, instruction 
D)  number of sessions, size, and content

Question 10

Each child should receive some attention at every group session.

Accepted Answer

A) True 
 B)False

Question 11

Building strengths is a feature of skill development groups.

Accepted Answer

A) True 
 B)False

Question 12

Case-centered groups have heterogeneous problems among group members.

Accepted Answer

A) True 
 B)False

Question 13

Leaders should plan for 40-minute groups with children ages 7-9.

Accepted Answer

A) True 
 B)False

Question 14

Which of the following was NOT an assumption for the "Sample procedures and structure for sessions?"

Accepted Answer

A)  Screening of participants 
B)  Exercises and material collected 
C)  Group participants know the group leader in advance 
D)  Solicitation of parental consent 
A)  Screening of participants 
B)  Exercises and material collected 
C)  Group participants know the group leader in advance 
D)  Solicitation of parental consent

Question 15

Adolescents can have intense feelings that are easily accessed.

Accepted Answer

A) True 
 B)False

Question 16

Leaders of groups for adolescents would want to:

Accepted Answer

A)  have few or no group rules 
B)  emphasize the need for self-identity 
C)  plan for short-term outcomes 
D)  be pals with members to that they feel equal to the leader 
A)  have few or no group rules 
B)  emphasize the need for self-identity 
C)  plan for short-term outcomes 
D)  be pals with members to that they feel equal to the leader

Question 17

Developmental tasks for adolescents include:

Accepted Answer

A)  a sense of self-esteem 
B)  a sense of self-worth 
C)  self-confidence 
D)  self-efficacy 
A)  a sense of self-esteem 
B)  a sense of self-worth 
C)  self-confidence 
D)  self-efficacy

Question 18

Special facilitation skills needed with children groups include the leader's ability to:

Accepted Answer

A)  maintain order and control 
B)  be both a teacher and a counselor 
C)  promote encouragement by group members 
D)  reinforce the learning 
A)  maintain order and control 
B)  be both a teacher and a counselor 
C)  promote encouragement by group members 
D)  reinforce the learning

Hanna et al. (1999) identify a common characteristic for adolescents as:

Restrict the age range for adolescent groups to a three-year span.

Adolescents would not need groups on life transitions.

Introductions are not necessary for groups in the school setting since the group members already know each other.

Obtaining parental consent for psychoeducational groups in a school setting:

Decision making would be an appropriate topic for an adolescent group.

An adolescent with age-appropriate narcissism is able to delay gratification some of the time.

Children's psychoeducational groups fall into four categories:

Children's groups differ from adolescent groups in recommended:

Each child should receive some attention at every group session.

Building strengths is a feature of skill development groups.

Case-centered groups have heterogeneous problems among group members.

Leaders should plan for 40-minute groups with children ages 7-9.

Which of the following was NOT an assumption for the "Sample procedures and structure for sessions?"

Adolescents can have intense feelings that are easily accessed.

Leaders of groups for adolescents would want to:

Developmental tasks for adolescents include:

Special facilitation skills needed with children groups include the leader's ability to:

Overview and Model

Planning

Exercises and Evaluation

Group Leadership and Instructional Style

Group Leader Self-Development

Group Leadership Skills

The Group: Progress and Process

Culture and Diversity Issues and Concerns

Ethics and Professional Standards

Potential Membershipproblems, Concernsand Intervention Skills

Managing Conflict and Guidelines for Confrontation

Leading Psychoeducationalgroups for Adults

Psychoeducational Groups for Illnesses and Other Conditions

Psychoeducational Support Groups

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Exam 12: Leading Psychoeducationalgroups for Children and Adolescents

Hanna et al. (1999) identify a common characteristic for adolescents as:

Restrict the age range for adolescent groups to a three-year span.

Adolescents would not need groups on life transitions.

Introductions are not necessary for groups in the school setting since the group members already know each other.

Obtaining parental consent for psychoeducational groups in a school setting:

Decision making would be an appropriate topic for an adolescent group.

An adolescent with age-appropriate narcissism is able to delay gratification some of the time.

Children's psychoeducational groups fall into four categories:

Children's groups differ from adolescent groups in recommended:

Each child should receive some attention at every group session.

Building strengths is a feature of skill development groups.

Case-centered groups have heterogeneous problems among group members.

Leaders should plan for 40-minute groups with children ages 7-9.

Which of the following was NOT an assumption for the "Sample procedures and structure for sessions?"

Adolescents can have intense feelings that are easily accessed.

Leaders of groups for adolescents would want to:

Developmental tasks for adolescents include:

Special facilitation skills needed with children groups include the leader's ability to:

Overview and Model

Planning

Exercises and Evaluation

Group Leadership and Instructional Style

Group Leader Self-Development

Group Leadership Skills

The Group: Progress and Process

Culture and Diversity Issues and Concerns

Ethics and Professional Standards

Potential Membershipproblems, Concernsand Intervention Skills

Managing Conflict and Guidelines for Confrontation

Leading Psychoeducationalgroups for Adults

Psychoeducational Groups for Illnesses and Other Conditions

Psychoeducational Support Groups

Filters