Deck 12: Psychoeducational Groups in Schools

Question 1

Psychoeducational groups use

A) self-disclosure activities.
B) educational and development strategies.
C) limited structure designs.
D) extensive processing of feelings.

Answer 1

B

Question 2

Psychoeducational groups are designed to

A) promote personal and interpersonal growth and development.
B) prevent future problems.
C) teach new skills and behaviors to cope with life situations and challenges.
D) All of the above.

Answer 2

D

Question 3

Group goals and activities in psychoeducational groups are defined by

A) the leader of the group.
B) the group members.
C) teachers and administrators.
D) parent desires.

Answer 3

A

Question 4

Recruitment strategies for psychoeducational groups vary based on

A) the purpose of the group.
B) the style of the group leader.
C) consistency with teachers' styles.
D) matching previous groups' recruitment styles.

Question 5

__________ may benefit from psychoeducational groups because of the potential for networking and an increased involvement in student education.

A) Parents
B) Teachers
C) Administrators
D) School staff

Question 6

Valuing __________ fosters a sense of belonging and acceptance among students.

A) established academic knowledge
B) morality
C) parent's wishes
D) students' responses

Question 7

The most commonly run psychoeducational groups in a school setting include social skills and communication groups, academic and career decision-making groups, and

A) depression groups.
B) study skills groups.
C) divorce groups.
D) anger management groups.

Question 8

A __________ curriculum is typically comprised of units which contain four to six lessons with each lesson presented weekly.

A) classroom guidance
B) small psychoeducational group
C) counseling group
D) support group

Question 9

In the event that a school counselor had to be away from their school, lesson plans for psychoeducational groups are valuable because

A) they remind the counselor of what was missed.
B) another counselor could step in and lead the group.
C) parents can use the lesson plan as "homework" to make up for the missed group.
D) administrators know the counselor was prepared.

Question 10

Effective classroom management includes using __________ as tools to remind students of the counselor's expectations for appropriate behavior

A) lecturing and referent knowledge
B) positive reinforcement and redirection
C) lists and posters
D) demerits and detentions

Question 11

A unique contribution of the Achieving Success Everyday (ASE) group model is

A) integration of academic and personal-social development.
B) a focus on self-awareness.
C) the use of bibliotherapy in a culturally relevant manner.
D) identification of the existence of stages in psychoeducational group process.

Question 12

Overall goals of psychoeducational groups are

A) self-reflection and feelings of awareness.
B) academic achievement and better test scores.
C) prevention and remediation.
D) increasing friendships between different types of children.

Question 13

Which of the following aspects of psychoeducational groups may make them more appealing to various cultural groups?

A) Reliance on well-established broad cultural norms.
B) Increased focus on self-disclosure and lesser orientation toward goal accomplishment.
C) Lesser orientation toward family processes and academic needs.
D) Lesser orientation toward self-disclosure and greater focus on goal accomplishment.

Question 14

The review phase of the Achieving Success Everyday (ASE) group model primarily takes place during the

A) ending phase.
B) last session.
C) middle phase.
D) first or second sessions.

Question 15

Collaboration with __________ is critical to the success of a psychoeducational group.

A) teachers
B) parents
C) administrators
D) All of the above.

Question 16

When the counselor selects literature that corresponds with a particular need or challenge that students confront, the counselor is practicing

A) learning through literature.
B) bibliotherapy.
C) knowledge-based practice.
D) active listening.

Question 17

From the psychoeducational group work chapter, CRB stands for

A) culturally reverent biofeedback.
B) culturally relevant bibliotherapy.
C) cross-referencing behavior.
D) counseling relevant bibliotherapy.

Question 18

In leading psychoeducational groups, school counselors should have a balanced focus on

A) teaching content and attending to process.
B) student and counselor talk-time.
C) feelings and emotions.
D) addressing parent concerns and student concerns.

Question 19

Culturally relevant bibliotherapy (CRB) is beneficial for

A) only dominant culture students.
B) both dominant culture students and students of color.
C) only students of color.
D) neither dominant culture students nor students of color.

Question 20

When designing a new psychoeducational group, it is imperative that counselors conduct a __________ to determine if their group will benefit students.

A) referral base
B) regulatory analysis
C) feedback box
D) needs assessment

Question 21

The road-map designed by counselors to outline the process of their particular psychoeducational group is called a

A) point-by-point analysis.
B) stroke-sting-stroke method.
C) group proposal.
D) challenge phase.

Question 22

School counselors should focus on providing students with knowledge, strategies, and skills to deal with academic and personal/social obstacles during the __________ phase of the Achieving Success Everyday (ASE) group model.

A) Empowerment
B) Challenge
C) Acquaintance
D) Review

Question 23

Psychoeducational groups are an excellent companion to individual counseling in a school setting because they allow counselors to

A) maximize the amount of services provided to students.
B) segregate student needs into personal and academic.
C) meet administrative demands for increased output of services.
D) identify students in need of multiple services.

Question 24

ASCA recommends a student to counselor ratio of __________. The current actual student to counselor ratio in the United States is about __________.

A) 478:1; 250:1
B) 150:1; 348:1
C) 348:1; 150:1
D) 250:1; 478:1

Question 25

When counselors exhibit behavior in which they both initiate and respond to concerns about racial, ethnic, and cultural issues which may be embedded in students' presenting problems, they are

A) responsible.
B) reframing.
C) broaching.
D) posturing.

Question 26

Which of the following components of a psychoeducational group are arranged in the correct process order (i.e., early stage, middle stage, ending stage)?

A) Establishing ground rules; Provide supportive follow-up; Teaching new information and skills
B) Discussion of confidentiality and its limits; Help students process why they are responding the way they are in group; Help members describe how they have changed
C) Focus on encouragement rather than discipline; Normalizing anxiety; Wrapping up themes
D) Set-up a reunion system; Creating a safe environment; Facilitate increased self-disclosure

Question 27

Broad statements about what students will be able to do when they complete the group are called __________. Statements about specific and measurable behavioral changes that are expected as a result of participation in the group are called __________.

A) objectives; goals
B) standards; needs
C) goals; objectives
D) needs; standards

Question 28

Describe the similarities and differences between psychoeducational groups and counseling groups.

Question 29

Explain the benefits of psychoeducational groups in a school setting.

Question 30

List the primary components of planning for a psychoeducational group.

Question 31

List and explain the three stages of a psychoeducational group.

Question 32

Discuss diversity issues and their relevance to psychoeducational groups.

Question 33

Explain the primary components of the Achieving Success Everyday (ASE) group model.

Question 34

Discuss culturally relevant bibliotherapy and how it is implemented.

Question 35

Compare and contrast smaller psychoeducational groups to classroom guidance.

Question 36

Describe the primary components of effective classroom management.

Question 37

Compare and contrast the academic goals of Achieving Success Everyday (ASE) psychoeducational groups with the personal/social goals.