Deck 15: Leading Psychoeducational Groups

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) School staff
D) All of the above

Question 6

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

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

Question 7

The most commonly run psychoeducational groups in a school setting include social skills and communication, academic and career decision-making, self-esteem, 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) school counseling core
B) small psychoeducational group
C) counseling group
D) task group

Question 9

In case a school counselor was away from 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) intentional 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) Less orientation toward family processes and academic needs.
D) Less 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 one or two sessions.

Question 15

__________ increases the likelihood that students will participate in a group willingly and cooperatively.

A) Asking teachers for recommendations
B) Gaining student assent prior to group participation
C) Getting groups of friends to participate together
D) Announcing group member names publicly to compel involvement

Question 16

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

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

Question 17

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 18

__________ enhance coping mechanisms and promote the development of skills that students potentially continue to practice beyond the group experience.

A) Peer interaction and feedback
B) Didactic presentations and information processing
C) Reframing and gentle challenge
D) Silence and guided reflection

Question 19

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 20

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 21

Culturally relevant bibliotherapy 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 22

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 23

__________ is the best method to ensure that the groups' goals and objectives can be properly assessed?

A) Informal questioning
B) A student learning plan
C) Needs assessment
D) Evaluation

Question 24

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 25

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

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

Question 26

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 27

ASCA recommends a student-to-counselor ratio of __________. However, student-to-counselor ratios often exceed _______ across the U.S.

A) 478:1; 500:1
B) 150:1; 348:1
C) 348:1; 470:1
D) 250:1; 800:1

Question 28

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 29

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 30

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 31

Compared to psychoeducational groups, counseling groups tend to

A) be more structured.
B) involve more group processing.
C) be leader-centered.
D) All of the above.

Question 32

Psychoeducational groups can help members

A) make healthier, more informed decisions.
B) change their outlook on life.
C) improve their coping mechanisms.
D) All of the above.

Question 33

All of the following are characteristics of a psychoeducational group, EXCEPT

A) they are directive.
B) they aim at imparting knowledge and teaching skills.
C) they aim at increasing member self-disclosure.
D) they involve a teaching element.

Question 34

DeLucia-Waack (2006) recommended breaking each group session into four components:

A) opening, working, processing, and closing.
B) introducing, performing, processing, and terminating.
C) reviewing, processing, teaching, and summary.
D) beginning, operating, discussing, and ending.

Question 35

Leaders can improve their skills by

A) buying resources related to group work.
B) attending relevant conferences and workshops.
C) subscribing to professional journals on group work.
D) All of the above.

Question 36

Group member resistance in psychoeducational groups is most likely to occur

A) during the early/transition stage.
B) during the middle stage.
C) during the ending stage.
D) All of the above.

Question 37

All of the following are effective classroom management strategies, EXCEPT

A) learning students' names.
B) positive reinforcement.
C) redirection.
D) sting-stroke-sting method.

Question 38

When selecting a book to use for bibliotherapy, leaders should make their decisions based on

A) developmental appropriateness.
B) relevance to the problem situation.
C) similarity between the protagonist and the members.
D) All of the above.

Question 39

When planning psychoeducational groups, leaders should consider all of the following EXCEPT

A) recruiting members.
B) screening potential members.
C) providing food for the group as an incentive.
D) developing the goals of the group.

Question 40

Psychoeducational groups are structured, time-limited, leader-centered, and

A) developed with an end goal in mind.
B) co-facilitated.
C) focused on specific issues and behavioral goals.
D) short in duration.

Question 41

Information learned in a psychoeducational group can lead to all of the following EXCEPT

A) better decision making.
B) social skills.
C) a more positive outlook on life.
D) enhanced coping mechanisms.

Question 42

Leaders of psychoeducational groups should create the norm of teaching and

A) listening.
B) thinking.
C) leading.
D) learning.

Question 43

Psychoeducational group leaders should find ways to make the material relevant, incorporate members' life experiences into teaching, and

A) encourage all members to share personal accounts in the group.
B) help each member feel a sense of belonging within the group.
C) reintroduce group norms in each session.
D) close each session with a ritual.

Question 44

When working with culturally and linguistically diverse members in psychoeducational groups, leaders must be aware of their own

A) attitudes.
B) biases.
C) assumptions.
D) All of the above.

Question 45

Leaders should create classroom guidance lessons that are engaging, stimulating, developmentally appropriate, culturally sensitive, and

A) involve movement and activities.
B) aligned with schoolwide initiatives and instructional objectives.
C) easy for the participants to understand.
D) deliverable in 30 minutes or less.

Question 46

The best way to incorporate classroom rules into developmental classroom lessons is

A) adopt or build on those rules already established by the classroom teacher.
B) by reading the list of rules to the class before each lesson.
C) to hang a poster in the classroom with the specific rules on it.
D) All of the above.

Question 47

All of the following are phases of the ASE group model EXCEPT

A) assessment.
B) empowerment.
C) closure.
D) review.

Question 48

Bibliotherapy discussions in psychoeducational groups permit members to recognize that others experience similar dilemmas, identify similarities between their own experience and the protagonist's experience, and

A) expand their vocabulary through reading.
B) develop a greater repertoire of effective problem-solving and coping skills.
C) forget about their own struggles as they delve into a book.
D) improve their reading skills and comprehension.

Question 49

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

Question 50

Explain the benefits of psychoeducational groups in a school setting.

Question 51

List the primary components of planning for a psychoeducational group.

Question 52

List and explain the three stages of a psychoeducational group.

Question 53

Discuss diversity issues and their relevance to psychoeducational groups.

Question 54

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

Question 55

Discuss culturally relevant bibliotherapy and how it is implemented.

Question 56

Compare and contrast smaller psychoeducational groups to classroom core curriculum lessons.

Question 57

Describe the primary components of effective classroom management.

Question 58

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

Question 59

You are a professional counselor who is tasked with running a psychoeducational group in a school and a counseling group at a community agency for children whose parents are divorcing. Discuss the ways in which the two groups would be similar and the ways in which they would be different. How would you approach the formation and structure of each group? How would the focus of the session be different for each group?

Question 60

How can psychoeducational groups be useful for individuals who have a collective cultural orientation?