Deck 9: Treatment Groups: Foundation Methods

Question 1

During the middle phase, activities that the worker does not typically perform include

A) Preparing for group meetings
B) Working with reluctant group members
C) Monitoring and evaluating the group's progress
D) Defining the group's purpose

Answer 1

D

Question 2

Ways to empower and involve members in a group do not include

A) Showing workers belief in members' strengths even if they are mandated
B) Acknowledging obstacles and difficulties to goal achievement
C) Praising members for reaching out to each other
D) Making sure that members know the boundaries in which they are free to participate

Answer 2

D

Question 3

Long-term groups

A) Are rarely recommended in the literature
B) Should be condensed into short-term groups
C) Are recommended for support through life transitions
D) Can cause a lot of dropouts

Answer 3

C

Question 4

Most of the available evidence is for

A) Long-term structured groups
B) Time-limited structured groups
C) Long-term unstructured groups
D) Time-limited unstructured groups

Question 5

Structuring the group's work does not usually include

A) Giving attention to apportioning time for ending meetings
B) Helping members progress toward goals
C) Creating an agenda that the worker makes up on his or her own initiative
D) Attending to transitions between group activities

Question 6

List potentially relevant program activities according to all of the following except the members'

A) Age
B) Creativity
C) Skill level
D) Attention span

Question 7

Helping members to achieve goals does not usually include

A) Reminding members of the goals they have for themselves
B) Developing treatment plans
C) Doing some aspects of goals that members find difficult to do by themselves
D) Overcoming obstacles to members' work

Question 8

Constructive confrontations should not be

A) Solicited rather than imposed
B) Timed so that members can experience the full effect of the intervention
C) Evaluative of members' specific behaviors
D) Done gently

Question 9

When the worker presents new information to help resolve members' concerns, demonstrates and models new behaviors, and helps members practice ways to behave in problematic situations, that worker is assuming the __________ intervention role.

A) Advocate
B) Mediator
C) Enabler
D) Educator

Question 10

When setting agendas during the middle phase the worker should not

A) Do it verbally
B) Hand out a written agenda
C) Discourage changes in the agenda
D) Make members aware of how much time is available for each agenda item

Question 11

The most important thing a worker can do with resistive members is

A) Be a good listener
B) Believe that he or she can be helpful no matter what the circumstances
C) Maintain a therapeutic stance
D) Not worry about being confrontive

Question 12

Working with reluctant and resistant group members does not usually include

A) A nonjudgmental, accepting and safe group environment
B) Uncovering feelings and thoughts that underlie members' resistant behaviors
C) Allowing and encouraging members to keep talking about their resistance
D) Dramatizing naturally occurring consequences

Question 13

If the worker's attempts to act as a broker and refer members to needed services fail and the members cannot receive the needed services, that worker may assume the __________ intervention role and assist the members in obtaining necessary services.

A) Educator
B) Advocate
C) Mediator
D) Enabler

Question 14

When the worker identifies community resources that may help clients carry out their treatment plans and helps the group member access those services, that worker is assuming the __________ intervention role.

A) Broker
B) Enabler
C) Mediator
D) Educator

Question 15

When the worker reaches out to the members to let them know that their ideas, opinions, and feelings are valid and encourages them to express their concerns and feelings regarding their treatment plans, that worker is assuming the __________ intervention role.

A) Broker
B) Educator
C) Enabler
D) Advocate

Question 16

The therapeutic benefits of the activity depend on

A) Its length
B) How it is used by the worker
C) How challenging it is
D) Whether the members are willing to share their feelings about it

Question 17

The middle phase of group work is characterized by an initial period of

A) Working hard on problems facing the group
B) Testing, conflict, and adjustment
C) Uncertainty and tentativeness
D) Program activities

Question 18

When considering how much structure to use in a group

A) Members' needs should be the primary consideration
B) How much time is available should be the primary consideration
C) What the worker wants to get done in the group should be given primary consideration
D) Short-term groups should be given primary consideration

Question 19

Selecting program activities does not usually include

A) Specifying program activities that are consistent with the group goals
B) Specifying the objectives of the program activity
C) Creating the time or space needed to do the activity if they are not available
D) Selecting the program activity that is best suited to achieve the objectives specified

Question 20

Structuring the groups work is

A) Not needed
B) Recognized as a necessary ingredient of group work
C) A choice of the worker
D) A choice of the members

Question 21

You are preparing to lead a socialization group in an afterschool program for third- and fourth-graders. Develop three program activities that are age-appropriate. Prepare a list of materials that you would need to have on hand to conduct the activities. Write a paragraph describing the benefits of each of these activities for members. Describe a variation on one of the activities (or an additional program activity) that would help members develop problem solving skills. Describe a variation that would help members develop expressive skills.

Question 22

Problems with contracts can include

A) Goals are too specific
B) Goals are set only after careful assessment
C) Goals are focused on long-term problems that members really care about
D) Goals are appropriate for the current stage of treatment

Question 23

Think of a group where there are many resistant and/or involuntary group members. This could be a group for those who have just detoxed from alcohol or drugs, a group of men who batter, etc. Describe some of the techniques you would use with this group, and place them in the order you would likely use them in the group.

Question 24

Workers can spend a lot of time working only with one member

A) If the member is in crisis
B) If the work is generalized to the problems of other members
C) If the member needs the time
D) If a member has been quiet and now speaks up about a problem

Question 25

Tasks cannot be

A) Individual
B) Transferable
C) Reciprocal
D) Shared

Question 26

Tasks to help members achieve goals do not usually include

A) Experiential tasks
B) Incremental change tasks
C) Observational or monitoring tasks
D) Large tasks designed to achieve goals

Question 27

Identify a social action group in your community. Observe the extent to which members are involved and active. To what extent do the leaders and other active participants help all members feel empowered to work toward a particular group goal? If you were the leader, how would you have run the meeting differently to help empower members?

Question 28

Develop a written group contract for outpatients meeting in a community mental health center. In addition, give an example of a contract that one member might make with (a) the group as a whole, (b) the group's leader, and (c) another member.

Question 29

When working with resistant group members it is important to

A) Maintain a sense of humor
B) Levy sanctions
C) Confront all false statements immediately
D) Ask members why they are there

Question 30

Develop a written session agenda for an educational group for individuals who want to be foster parents. Develop a written agenda for the meeting of a task group in which you participate.