Deck 3: Multicultural Issues in Group Work

Question 1

People from oppressed backgrounds are more likely to

A) avoid counseling experiences.
B) drop out prematurely from group counseling.
C) report lower outcomes.
D) All of the above.

Answer 1

D

Question 2

__________ is NOT considered to come from an oppressed background?

A) A gay or lesbian person
B) A disabled person
C) A poor person
D) None of the above.

Answer 2

D

Question 3

Every person is influenced by their

A) socioeconomic status.
B) cultural background.
C) social background.
D) All of the above.

Answer 3

B

Question 4

A group becomes a social _________ whereby the group members' values, beliefs, prejudices, cultural bias, and past experiences are played out in the group setting.

A) microcosm
B) macrocosm
C) culture
D) All of the above.

Question 5

The color blind approach was deemed

A) appropriate and ethical.
B) inappropriate but ethical.
C) inappropriate and unethical.
D) appropriate but unethical.

Question 6

Group cohesion is significant for

A) commitment and attendance.
B) goal and norm establishment.
C) process factors.
D) All of the above.

Question 7

Members struggle to find their place in the ________ stage.

A) initial
B) transition
C) working
D) termination

Question 8

Struggles for power and control characterize the ________ stage of group development.

A) initial
B) transition
C) working
D) termination

Question 9

A culturally competent group leader recognizes the importance of __________ during the transition stage of group development.

A) building awareness
B) providing support
C) modeling
D) All of the above.

Question 10

Oppression and marginalization must be vigorously addressed during the ________ and _______ stages of group work.

A) forming, transition
B) transition, working
C) working, termination
D) All of the stages equally.

Question 11

In order to combat _________ and _________ group leaders must first engage in a process of self-exploration.

A) discrimination, prejudice
B) oppression, discrimination
C) oppression, marginalization
D) marginalization, prejudice

Question 12

Group work tends to be based upon

A) cohesion.
B) Eurocentric values.
C) multiculturalism.
D) All of the above.

Question 13

It is important for group leaders to be

A) accepting.
B) nonjudgmental.
C) appreciative of differences and diversity.
D) All of the above.

Question 14

Which of the following is a gender-based sociopolitical issue?

A) Socioeconomic status
B) Employment opportunities
C) Child rearing
D) All of the above.

Question 15

Gays, lesbians, and bisexuals are a diverse population with diverse

A) perspectives.
B) needs.
C) concerns.
D) All of the above.

Question 16

What percentage of school-aged students may receive the most appropriate counseling service when the counseling is provided in coordination with other required services? Approximately

A) 9%
B) 13%
C) 20%
D) 27%

Question 17

Which would be an example of double oppression?

A) Being oppressed by people in more than one setting.
B) A minority who also has a disability.
C) An individual with a disability and who gets poor grades.
D) All of the above.

Question 18

____________ is the social process of becoming excluded from or existing outside of mainstream society or a given group.

A) Oppression
B) Marginalization
C) Prejudice
D) Discrimination

Question 19

The goals of multicultural group work include

A) to understand the situation that brought a person to group from a cultural perspective.
B) to understand the similarities of all cultures.
C) to help members acquire the correct behaviors.
D) to empower members to make acceptable life choices.

Question 20

Multicultural group work includes consideration of

A) race and ethnicity.
B) gender and sexual orientation.
C) social and economic factors.
D) All of the above.

Question 21

Groups are influenced culturally through members'

A) race and ethnicity.
B) communication styles.
C) language.
D) All of the above.

Question 22

Marginalization in counseling groups

A) can only be experienced by majority group members.
B) can only be experienced by minority group members.
C) Has psychological, political, and economic implications.
D) is conceptualized given nondominant group reference.

Question 23

Issues of marginalization may first emerge in the __________ stage of group development.

A) Forming and Orienting
B) Transition
C) Working
D) Termination

Question 24

According to the research literature, multicultural group counseling holds significant promise for _________ group relations.

A) intraracial
B) monoracial
C) interethnic
D) monoethnic

Question 25

Group leaders should be involved in

A) self exploration of political and cultural identities.
B) enforcing behavioral codes.
C) promoting social norms.
D) None of the above.

Question 26

Principles for Diversity Competent Group Workers were first adopted in

A) 2010.
B) 2003.
C) 1998.
D) 1987.

Question 27

The Principles for Diversity-Competent Group Workers served as an initial guide for

A) training, practice and research.
B) practice and ethics.
C) practice, professional development, and referral.
D) skills and ethics.

Question 28

Lewin first used group work as a tool for reducing racial tension in the

A) 1970s
B) 1960s
C) 1950s
D) 1940s.

Question 29

The belief that culture issues of culturally different group members are not significantly different from those of dominant group members is called the __________ approach.

A) normalized
B) humanistic
C) color-blind
D) emic

Question 30

Research suggests that ethnic minorities are __________ counseling experiences than/as dominant culture group members.

A) less likely to avoid
B) more likely to avoid
C) as likely to avoid
D) less likely to enjoy

Question 31

Research suggests that gay and lesbian persons are __________ counseling experiences than/as dominant culture group members.

A) less likely to avoid
B) more likely to avoid
C) as likely to avoid
D) less likely to be satisfied with

Question 32

Mixed gender groups are beneficial because members

A) have a sense of security.
B) feel accepted
C) can explore concerns within a cultural context that closely matches society.
D) have shared experiences

Question 33

In determining which group setting is most appropriate for gay, lesbian, and bisexual youth, group leaders should

A) use the planning phase to assess the degree to which sexual orientation and the presenting problem overlap.
B) not include non-sexual minority youth in the group process.
C) do nothing differently than they would for non-sexual minority youth.
D) only select gay, lesbian, and bisexual youth who do not talk about their sexual orientation.

Question 34

In the orientation stage of a multicultural, multiethnic group, group leaders must

A) implement many "feel good" and icebreaker exercises.
B) maintain a "colorblind" approach to group work.
C) recognize the possible differences between members' sociopolitical identities.
D) not address race or racism.

Question 35

In the transition stage of a group's development, the group leader must

A) discuss social and political issues that may underlie group conflicts and tension.
B) be "colorblind" and not address issues related to race or cultural difference.
C) remain calm.
D) consider excluding members who are resistant to fellow group members.

Question 36

Group leaders can assist marginalized youth by creating a place

A) for the youth to explore the realities of social injustice.
B) where youth can acquire new behaviors and skills that are culturally relevant.
C) where there are no social barriers.
D) All of the above.

Question 37

Denying or ignoring the existence of oppression

A) is encouraged in groups.
B) can prove detrimental to group work.
C) is best because most students don't understand oppression.
D) All of the above.

Question 38

In order to gain cultural knowledge about one's group members, a group leader can

A) become a participant observer in a cultural community.
B) research literature pertaining to particular cultural groups.
C) consult with members of a particular culture.
D) All of the above.

Question 39

Learning how group members self-identify is important and critical to a group leader's cultural sensitivity. If a group leader is in doubt as to group members' identity, the leader can

A) ask the members how they would like to be identified.
B) do nothing.
C) read about self-identity.
D) wait for group members to discuss self-identification.

Question 40

Naturally occurring groups are groups

A) that occur only in places of worship.
B) where members attend sporadically.
C) where persons come together for some type of ritual, ceremony, or entertainment.
D) where marginalization doesn't exist.

Question 41

Group therapy and counseling has been predominately based on

A) multicultural theories of counseling.
B) White, Eurocentric models of counseling and therapy.
C) international frameworks of counseling.
D) social interactions.

Question 42

Gladding (2008) believes that there was a delay in addressing culture and diversity in groups because

A) many counseling professionals did not believe that cultural minority group members' behaviors and attitudes impacted group dynamics.
B) many group leaders did not consider culturally different groups to differ significantly from dominant groups.
C) the emphasis on racial tension in groups ended after Lewin died in 1947.
D) All of the above.

Question 43

Historically, a narrow view of the multicultural movement included a focus only on

A) gay, lesbian, and bisexual persons.
B) people with disabilities and ethnic minorities.
C) ethnically and racially diverse persons.
D) ethnically and economically diverse persons.

Question 44

As oppression progresses over many years in a particular society, it can lead to

A) denigration.
B) dehumanization.
C) scapegoating.
D) All of the above.

Question 45

In order to avoid marginalization occurring in a group, group leaders must first

A) decide who should be in the group.
B) engage in self-exploration.
C) decide to be "colorblind" and "neutral".
D) read at least three books on different cultural groups.

Question 46

List and explain the three common goals of multicultural groups according to DeLucia-Waack.

Question 47

What are the two additional goals that group leaders should have when working with a culturally different group according to Bemak and Chung?

Question 48

List and explain the three reasons cited by Gladding for the delay in addressing culture and diversity in groups.

Question 49

Describe what oppression and marginalization are and the specific implications each has for group work and development.

Question 50

Explain the roles of the group members and group leader during the initial stage of a group of diverse members.

Question 51

Explain what group leaders must do to combat oppression and marginalization.

Question 52

How would a leader decide whether to have a single gender group or a mixed gender group?

Question 53

How should a group leader determine which group setting is most appropriate when working with members who are gay, lesbian, or bisexual?

Question 54

Why might counseling groups be ideal delivery interventions for individuals with physical and/or mild disabilities?

Question 55

What next steps would you recommend for Ms. Harmon, the high school counselor, identified in the chapter?

Question 56

What next steps would you recommend for Mr. Greer, the middle school counselor, identified in the chapter?

Question 57

Identify and discuss 2-3 strategies the leader of an elementary school group for students with behavioral challenges should consider in order to ensure cultural sensitivity and diversity regarding behavioral expectations are respected within the group setting.

Question 58

Discuss ways in which academic achievement data could be shared in a high school group on college readiness? How should a school counselor address the cultural implications of the data?

Question 59

Data suggests that many professional school counselors today are European Americans charged to work with growing numbers of students of color. Identify and discuss 2-3 specific implications these data suggest for culturally competent group work in the schools?

Question 60

Is culturally competent group counseling relevant in elementary school? Why or why not?

Question 61

Discuss one way group member hostility could emerge due to diversity in group counseling. Explain a specific group leader approach that could be used to effectively address this identified issue? Why is the approach helpful? In what ways does it demonstrate cultural competence?

Question 62

You are implementing a college preparation group for potential 1st generation college students. The members of the group consist of ten high school juniors (5 male, 5 female) from diverse ethnic groups (4 Puerto Rican, 3 White, and 3 African immigrant). Discuss the possible influence of culture, marginalization, and oppression on the group process. Also discuss how the members' backgrounds might influence their perception of the topic (e.g., college preparation).

Question 63

Discuss the interrelationships between oppression and marginalization. Describe situations when you felt marginalized and how you managed those feelings.

Question 64

Discuss and describe how marginalization may impact the group leader's decision to include or exclude potential members of a group.

Question 65

Describe how a group leader can prepare to lead an ethnically diverse group of students. What must the group leader do to enhance one's ability to be culturally sensitive.

Question 66

Discuss how your gender and gender bias may influence your group leadership. Based on your gender expectations/roles, how might your thoughts and beliefs about gender affect your work (discuss in terms of group leadership and group process).

Question 67

The orientation stage is important because this is when group members find their "place" in the group. In addition, trust and safety in the group are established. Discuss and describe at least three activities that you would implement in order to enhance members' trust, safety and ability to find "their place" in the group. This group that you are leading is a group consisting of six high school seniors who have been struggling with fitting in. The group consists of two gay African American males, one White lesbian, two "straight" African American females, and one "straight" White male.

Question 68

A high school counselor is conducting a mixed-race stress management group. As the group progresses, there are very distinct issues related to stress that are based on racial background (e.g., Black students talk of stress related to being stopped by police for no reason). Discuss how you would broach the topic of race in stress in this group. What topics and concepts would you want to address? Describe what you would do as a group leader once these distinctions arise.