Deck 6: Distinguishing Group Member Roles

Question 1

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

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

Answer 1

C

Question 2

One way to help group members decide how much they wish to disclose and how much control they wish to have to insure their privacy is

A) to demonstrate the Johari Window.
B) to decide before session begins.
C) to use Corey's assessment scale.
D) None of the above.

Answer 2

A

Question 3

The upper right quadrant of the Johari Window represents information

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.

Answer 3

B

Question 4

Feedback entails

A) giving an opinion of the occurrences.
B) predictions for the future.
C) rating scales.
D) describing interpersonal interactions witnessed and reactions to them.

Question 5

Good feedback is

A) solicited.
B) descriptive.
C) specific and checked for clarity.
D) All of the above.

Question 6

Feedback should occur

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 7

It is typical for group members to be tentative about

A) joining the group.
B) giving and receiving feedback.
C) talking to classmates.
D) sharing information with an adult.

Question 8

If group members feel hesitant or afraid to communicate in early group stages, leaders can use a simple exercise called

A) paradox.
B) Johari Window.
C) Blue Card - Red Card.
D) Duck, duck, goose.

Question 9

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

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 10

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

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

Question 11

In order not to monopolize your attention with problem behavior, leaders know they must

A) always reward good behavior.
B) recognize good behavior.
C) excuse problem behavior when too much time has been wasted on fixing it.
D) refer consistent problems to administrators.

Question 12

Group members are affected by

A) beliefs, interactions, and experiences that constitute their cultural backgrounds.
B) everything that is said by peers and elders.
C) what they eat throughout the day.
D) the number of rewards and punishments given throughout the day.

Question 13

Many professionals believe that one of the first tasks of a group leader is to

A) set a time limit for each session and be sure to stick to it.
B) consult with teachers about the students they are including in the group.
C) call parents to ask for permission to include their children in the group.
D) learn as much as possible about each person in the group.

Question 14

Problems leaders may encounter fall into two main categories of

A) misunderstandings of theories and confusion about the role of the leader.
B) problems with discipline and problems with group members.
C) problems understanding members and problems with the group process.
D) problems with time constraints and problems with group members.

Question 15

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

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

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?

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

Question 17

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

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 18

All of the following are recommended responses for group leaders to deal with a monopolizer EXCEPT

A) verbally respond to feelings of insecurity.
B) ask the member to skip the next three questions.
C) make specific suggestions about appropriate group behavior.
D) model the appropriate group behavior.

Question 19

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

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 20

Students often "pair" in order to

A) take control of the group process.
B) exclude others and continue to feel superior.
C) inform the leader that they are not interested in the pressing topic.
D) liven up their experience by making entertaining commentary that they believe only they can hear.

Question 21

Pairing affects group dynamics by

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 22

Paradox is

A) giving permission to group members to do something they are already doing in order to lower their resistance to change.
B) providing students with rewards they would least like after a good behavior.
C) rewarding a student when expecting to be punished.
D) taking the fun out of irony.

Question 23

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

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

Question 24

The number of member behavior guidelines should

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.

Question 25

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

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.

Question 26

Define good feedback and explain when it is appropriate.

Question 27

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

Question 28

Describe why it is important to realize that all group work is multicultural. Explain a group leader's role in dealing with multicultural issues in group work.

Question 29

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.

Question 30

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

Question 31

Describe three ways to challenge a group's structure when a monopolizer is emerging.

Question 32

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

Question 33

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

Question 34

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