Question 1

Corey's self-assessment scale can be used as an in-group activity to provoke

Accepted Answer

A)  an interest in the group members. 
B)  independent thoughts and group feedback. 
C)  grades to be given to each group member. 
D)  parental involvement. 
A)  an interest in the group members. 
B)  independent thoughts and group feedback. 
C)  grades to be given to each group member. 
D)  parental involvement. B

Question 2

Before group members can feel comfortable in a group and attend to others, they orient themselves by resolving emotional issues, such as

Accepted Answer

A)  identity. 
B)  control-power-influence. 
C)  individual needs and group goals. 
D)  All of the above. 
A)  identity. 
B)  control-power-influence. 
C)  individual needs and group goals. 
D)  All of the above. D

Question 3

The "ordeal" is prescribed to be performed immediately prior to an undesirable behavior and is a

Accepted Answer

A)  positive behavior. 
B)  negative behavior. 
C)  neutral behavior. 
D)  None of the above. 
A)  positive behavior. 
B)  negative behavior. 
C)  neutral behavior. 
D)  None of the above. C

Question 4

Pairing affects group dynamics by

Accepted Answer

A)  lowering the self-esteem of the excluded group members. 
B)  stimulating cliques and subgroups. 
C)  causing other students to stop paying attention. 
D)  causing others to be embarrassed if they are interested in the session. 
A)  lowering the self-esteem of the excluded group members. 
B)  stimulating cliques and subgroups. 
C)  causing other students to stop paying attention. 
D)  causing others to be embarrassed if they are interested in the session.

Question 5

__________ are used to provide feedback and also substitute for giving advice.

Accepted Answer

A)  Questionnaires/surveys 
B)  Evaluations 
C)  I-statements 
D)  Consultations 
A)  Questionnaires/surveys 
B)  Evaluations 
C)  I-statements 
D)  Consultations

Question 6

When silence continues to be a problem within a group, the leader should

Accepted Answer

A)  ask students why they are not responding. 
B)  pass over the questions that stump the group members and ask them at the end of the session in order to avoid wasting time. 
C)  verbally recognize when members do contribute, use the skill of "drawing out," and emphasize incremental sharing. 
D)  wait to move on to the next topic or question until someone has provided an answer to the question. 
A)  ask students why they are not responding. 
B)  pass over the questions that stump the group members and ask them at the end of the session in order to avoid wasting time. 
C)  verbally recognize when members do contribute, use the skill of "drawing out," and emphasize incremental sharing. 
D)  wait to move on to the next topic or question until someone has provided an answer to the question.

Question 7

The upper right quadrant of the Johari Window represents information

Accepted Answer

A)  unknown to you and others. 
B)  known to you, but not others. 
C)  known to you and others. 
D)  known to others, but not known to you. 
A)  unknown to you and others. 
B)  known to you, but not others. 
C)  known to you and others. 
D)  known to others, but not known to you.

Question 8

When too much verbal feedback is an issue, group leaders can use

Accepted Answer

A)  a "talking stick" traditionally used by Native Americans. 
B)  disciplinary techniques used by classroom teachers. 
C)  dismissal as a way to show students that the leader will not tolerate talking out. 
D)  None of the above. 
A)  a "talking stick" traditionally used by Native Americans. 
B)  disciplinary techniques used by classroom teachers. 
C)  dismissal as a way to show students that the leader will not tolerate talking out. 
D)  None of the above.

Question 9

When a monopolizer is emerging, the leader can challenge the group's structure by

Accepted Answer

A)  opening the floor to new speakers by announcing that the group would like to hear from someone who has not yet spoken on the issue. 
B)  telling the monopolizer he/she cannot answer questions until everyone else has answered at least once. 
C)  excusing the member from the group since he/she does not need counseling if he/she is sure of the information the group is learning. 
D)  All of the above. 
A)  opening the floor to new speakers by announcing that the group would like to hear from someone who has not yet spoken on the issue. 
B)  telling the monopolizer he/she cannot answer questions until everyone else has answered at least once. 
C)  excusing the member from the group since he/she does not need counseling if he/she is sure of the information the group is learning. 
D)  All of the above.

Question 10

Describe why pairing occurs in groups and how it affects the group.

Accepted Answer

Pairing occurs in groups because it allo

Question 11

__________ about thoughts, feelings, and behaviors is central to participating in the group.

Accepted Answer

A)  Making predictions 
B)  Listening to others 
C)  Disclosing information 
D)  Knowledge 
A)  Making predictions 
B)  Listening to others 
C)  Disclosing information 
D)  Knowledge

Question 12

List reasons for silence within the group and describe how a group leader can deal with this silence.

Accepted Answer

There are several reasons for silence wi

Question 13

Define and describe the techniques of reframing, paradox, and ordeal.

Accepted Answer

Reframing, paradox, and ordeal are all t

Question 14

Identify and describe three appropriate interventions presented in the chapter for effective group leaders dealing with members' difficult behaviors.

Accepted Answer

1. Setting clear boundaries and expectat

Question 15

List each of the possible emotional issues members of the group may have to resolve before feeling comfortable in a group setting. Describe the coping patterns that may emerge.

Accepted Answer

Some possible emotional issues that memb

Question 16

Major coping patterns emerge in order to deal with the tension and anxiety experienced within a group. Which of the following is an example of these coping patterns?

Accepted Answer

A)  Tough aggressive responses 
B)  Tender responses 
C)  Withdrawal or denial responses 
D)  All of the above. 
A)  Tough aggressive responses 
B)  Tender responses 
C)  Withdrawal or denial responses 
D)  All of the above.

Question 17

Define good feedback and explain when it is appropriate.

Accepted Answer

Good feedback is constructive, specific,

Question 18

Describe different activities or techniques to teach members to provide feedback, both verbally and nonverbally.

Accepted Answer

There are several activities and techniq

Question 19

Feedback should occur

Accepted Answer

A)  soon after the event so it can be recalled and others can share their observations. 
B)  far enough after the event so group members have time to reflect on the event. 
C)  at the end of the group process to evaluate the effectiveness of the group. 
D)  by questionnaire a week after group ends to give leaders suggestions for future groups. 
A)  soon after the event so it can be recalled and others can share their observations. 
B)  far enough after the event so group members have time to reflect on the event. 
C)  at the end of the group process to evaluate the effectiveness of the group. 
D)  by questionnaire a week after group ends to give leaders suggestions for future groups.

Question 20

The number of member behavior guidelines should

Accepted Answer

A)  be shorter for younger students. 
B)  cover all behaviors that may arise in group. 
C)  be monitored by the monopolizer. 
D)  be derived from group members' ideas. 
A)  be shorter for younger students. 
B)  cover all behaviors that may arise in group. 
C)  be monitored by the monopolizer. 
D)  be derived from group members' ideas.

Corey's self-assessment scale can be used as an in-group activity to provoke

Before group members can feel comfortable in a group and attend to others, they orient themselves by resolving emotional issues, such as

The "ordeal" is prescribed to be performed immediately prior to an undesirable behavior and is a

Pairing affects group dynamics by

__________ are used to provide feedback and also substitute for giving advice.

When silence continues to be a problem within a group, the leader should

The upper right quadrant of the Johari Window represents information

When too much verbal feedback is an issue, group leaders can use

When a monopolizer is emerging, the leader can challenge the group's structure by

Describe why pairing occurs in groups and how it affects the group.

__________ about thoughts, feelings, and behaviors is central to participating in the group.

List reasons for silence within the group and describe how a group leader can deal with this silence.

Define and describe the techniques of reframing, paradox, and ordeal.

Identify and describe three appropriate interventions presented in the chapter for effective group leaders dealing with members' difficult behaviors.

List each of the possible emotional issues members of the group may have to resolve before feeling comfortable in a group setting. Describe the coping patterns that may emerge.

Major coping patterns emerge in order to deal with the tension and anxiety experienced within a group. Which of the following is an example of these coping patterns?

Define good feedback and explain when it is appropriate.

Describe different activities or techniques to teach members to provide feedback, both verbally and nonverbally.

Feedback should occur

The number of member behavior guidelines should

Introduction to Group Work: Historical Perspectives and Functional

Ethical and Legal Foundations of Group Work

Multicultural Issues in Group Work

Outcome Research in Group Work

Leading Groups

Planning for Group Work

Accountability in Group Work

Forming and Orienting Groups

The Transition Stage in Group Work

The Working Stage

Termination

Group Work Across the Lifespan

Leading Task Groups

Leading Psychoeducational Groups

Person-Centered and Existential Approaches to Group Counseling and Psychotherapy: Theory, Techniques, and Applications

The Rational-Emotive Behavior Therapy Approach to Group Counseling and Psychotherapy: Theory, Techniques, and Applications

Reality Therapy, Solution-Focused, and Behavioral Approaches to Counseling and Psychotherapy Groups: Theories, Techniques, and Applications

Adlerian, Gestalt, and Psychodrama Approaches to Counseling and Psychotherapy Groups: Theory, Techniques, and Applications

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Exam 6: Distinguishing Group Member Roles

Corey's self-assessment scale can be used as an in-group activity to provoke

Before group members can feel comfortable in a group and attend to others, they orient themselves by resolving emotional issues, such as

The "ordeal" is prescribed to be performed immediately prior to an undesirable behavior and is a

Pairing affects group dynamics by

__________ are used to provide feedback and also substitute for giving advice.

When silence continues to be a problem within a group, the leader should

The upper right quadrant of the Johari Window represents information

When too much verbal feedback is an issue, group leaders can use

When a monopolizer is emerging, the leader can challenge the group's structure by

Describe why pairing occurs in groups and how it affects the group.

__________ about thoughts, feelings, and behaviors is central to participating in the group.

List reasons for silence within the group and describe how a group leader can deal with this silence.

Define and describe the techniques of reframing, paradox, and ordeal.

Identify and describe three appropriate interventions presented in the chapter for effective group leaders dealing with members' difficult behaviors.

List each of the possible emotional issues members of the group may have to resolve before feeling comfortable in a group setting. Describe the coping patterns that may emerge.

Major coping patterns emerge in order to deal with the tension and anxiety experienced within a group. Which of the following is an example of these coping patterns?

Define good feedback and explain when it is appropriate.

Describe different activities or techniques to teach members to provide feedback, both verbally and nonverbally.

Feedback should occur

The number of member behavior guidelines should

Introduction to Group Work: Historical Perspectives and Functional

Ethical and Legal Foundations of Group Work

Multicultural Issues in Group Work

Outcome Research in Group Work

Leading Groups

Planning for Group Work

Accountability in Group Work

Forming and Orienting Groups

The Transition Stage in Group Work

The Working Stage

Termination

Group Work Across the Lifespan

Leading Task Groups

Leading Psychoeducational Groups

Person-Centered and Existential Approaches to Group Counseling and Psychotherapy: Theory, Techniques, and Applications

The Rational-Emotive Behavior Therapy Approach to Group Counseling and Psychotherapy: Theory, Techniques, and Applications

Reality Therapy, Solution-Focused, and Behavioral Approaches to Counseling and Psychotherapy Groups: Theories, Techniques, and Applications

Adlerian, Gestalt, and Psychodrama Approaches to Counseling and Psychotherapy Groups: Theory, Techniques, and Applications

Filters