Deck 14: Taking Action

Question 1

Teaching may be appropriate

A) only when clients meet in a school or other educational setting.
B) when the practitioner realizes that new information may help clients achieve their goals.
C) only for use in groups when the practitioner is certain that the people in the group lack certain skills.
D) when training new practitioners, but is not in the practitioner-client relationship since the relationship needs to be mutual.

Answer 1

B

Question 2

Focusing on improvement that has been made is similar to _________.

A) changing the other person.
B) identifying strengths.
C) setting MAPS goals.
D) truly understanding the situation.

Answer 2

B

Question 3

If the client feels that a step seems too difficult at first, it is important to ___________.

A) break it down into smaller steps.
B) work on a different goal.
C) encourage the client to just try.
D) make the step even more challenging.

Answer 3

A

Question 4

When the practitioner and client practice a new response or behavior within their session it is known as _____________.

A) rehearsing.
B) role change.
C) behavioral educating.
D) challenging beliefs.

Question 5

When planning for achieving steps, it is important for clients to do all of the following EXCEPT:

A) see the value of each step.
B) have a solid plan for completing each step.
C) talk to other people who completed the step.
D) understand and agree to complete each step.

Question 6

All of the following are examples of focusing on improvement EXCEPT:

A) Now that we've fixed this problem, what is the most pressing issue that we should be focusing on?
B) I am glad you felt better after talking to your girlfriend.
C) Let's go around the group and share one positive thing we noticed when we first met each other.
D) We've been working on this issue for the past month. Let's take a minute to review what we have accomplished.

Question 7

Which of the following statements is NOT correct regarding involving clients in identifying steps to achieve goals?

A) Involving clients in identifying steps is appropriate for both adult and child clients.
B) It is helpful to include all family members in identifying steps.
C) Identifying steps may involve helping the client break the goal into smaller, more manageable steps.
D) Involving clients in identifying steps is only appropriate for adult clients since children are too young to understand.

Question 8

When in the role of _______________, the practitioner is facilitating change by helping individuals, families, and groups to learn new methods, new ways of thinking, new behaviors, and new ways of acting.

A) expert
B) a professional
C) educator
D) facilitator

Question 9

Practitioners may use_____________________, similar to those used in the goal-setting process, to help clients think about ways to solve problems.

A) their own experiences
B) goals
C) exception-finding questions
D) their own values and beliefs

Question 10

You are working with a family to plan to achieve certain steps. It will be important for you to do all of the following EXCEPT:

A) emphasize points of agreement.
B) reflect your understanding of what is important to each person.
C) ask questions to invite each person to clearly identify what s/he wants.
D) give advice with regard to what you feel will be best for the family.

Question 11

Which of the following is NOT an example of giving feedback?

A) I notice that you rolled your eyes when you talked about your girlfriend.
B) You look like you are about to cry.
C) You seem to feel this way about your daughter because your mother felt this way about you.
D) Your voice became much quieter when you spoke of your father.

Question 12

Which of the following is NOT one of the reasons stated in the chapter as to why a client may ask personal questions?

A) Clients may be concerned about not being understood.
B) Clients may be trying to change the relationship from a professional one to a personal one.
C) Clients may be requesting advice.
D) Clients may be wanting to be just like the practitioner.

Question 13

When identifying steps in a family or group, every person needs to have a chance to suggest possible steps or tasks. Immediately after each possible step is identified, what should happen?

A) Nothing. The goal is to identify possible steps, not evaluate them or agree to do them.
B) Each group member should evaluate the feasibility of the step.
C) Each group member should vote on whether s/he likes the step.
D) Group members should evaluate the value of the step.

Question 14

When clients change their constructs because the practitioner shared another perspective that invited them to view experiences in a new way, it is known as

A) difference of opinion.
B) self-disclosure.
C) referencing.
D) reframing.

Question 15

Which of the following is NOT a reason why practitioners should involve clients in creating an action plan?

A) Clients learn valuable skills.
B) Clients know more than the practitioners do and can identify more and better steps.
C) It strengthens the working partnership between practitioner and client.
D) Problem-solving and goal achievement become a collaborative process.

Question 16

The following are all ways to be directive EXCEPT

A) giving homework.
B) using minimal encouragement to empathize with the client's perspective.
C) suggesting that the client complete a specific action.
D) asking the client to talk more about a particular topic.

Question 17

Which of the following is NOT one of the listed skills used to help clients master a step in their plan?

A) Giving feedback.
B) Inviting a different perspective.
C) Directing.
D) Questioning.

Question 18

The practitioner may find it useful to identify discrepancies between all of the following EXCEPT:

A) what the client is saying is important and what the practitioner believes is important.
B) what a client is saying in the meeting and the client's actions outside the meeting.
C) what the client says is important and his/her behavior.
D) what the client is saying and what the practitioner heard the client say at another time.

Question 19

Which type of questions often evoke responses in which the client is invited to reflected upon new or existing information to encourage a different perspective?

A) Why questions.
B) What questions
C) How questions
D) When questions

Question 20

Which of the following is an example of an inappropriate self-disclosure by a practitioner?

A) Personal experience that might reduce shame for the client
B) Feelings that arise as the client speaks
C) Personal decisions of the practitioner that reflect the practitioner's values and might influence the client
D) Observations

Question 21

Which of the following is the BEST example of giving feedback appropriately?

A) You seem quiet.
B) I think our team is beginning to agree.
C) Your voice got quiet when you said that your mom was sick. What are your thoughts about that?
D) I think you've learned to have confidence at work as a result of our sessions together.

Question 22

One of your clients is working on becoming drug-free. How might you use the technique of identifying discrepancies to help your client achieve his goals?

A) Between now and our next session, will you call a friend for support whenever you feel the urge to use cocaine?
B) I noticed that you looked down when you spoke about using cocaine this week. I wonder if you were feeling ashamed because of your relapse?
C) Last week, you told me that you are trying hard to become drug-free. How do you plan to do that?
D) Last session, you stated that your goal was to call a friend and stay with him whenever you felt the urge to use. Help me understand what happened this week that led you to use cocaine?

Question 23

During your session, your client excitedly tells you that his 4-year-old son has gone to bed on time, without a fuss, for the past 5 nights. What might you say or ask to focus on this progress/improvement?

Question 24

You are working with a mother to reduce the tantrum behavior of her 6-year-old child. Identify a MAPS goal based on this general goal, and identify and prioritize steps that are necessary for the achievement of this MAPS goal.

Question 25

Which of the following is NOT an example of immediacy?

A) I noticed that you have been arriving late for the past three sessions. I'm wondering if I did or said something that made you feel uncomfortable.
B) I can understand how you are feeling right now because my loved one also recently passed away in an accident.
C) I'm feeling a bit frustrated with what is happening in the group right now. It seems that we are avoiding the real issue. I wonder how other group members are feeling about what just happened.
D) When you reply "I don't know" to most of my questions and slouch in your chair, I feel excluded, almost as if you did not want to maintain a connection with me.

Question 26

Your client has just stated, "I can't seem to get along with my daughters, and I really want to avoid any more of this conflict. What do you do to get along with your children?" Which of the following is the most appropriate response?

A) I let them be independent. I let them make their own decisions. I'll give suggestions but only when they ask for my help.
B) That's a very personal question, and I don't feel comfortable answering it.
C) Figuring out an effective way to communicate with our children is challenging. What have you tried that has worked?
D) Let's focus on you rather than focusing on me.

Question 27

Briefly describe the three guidelines to consider prior to using self-disclosure.

Question 28

You have been working with Jim on developing confidence at work. During the session, he tells you that his boss has asked him to lead the team in the marketing of a new product. He is extremely nervous about leading the team and believes that he will fail. How might you use the skills discussed in the chapter to enhance his achievement of his goals? Give examples of what you might say to illustrate each of the skills.

Question 29

You and your clients, a couple who is experiencing marital problems, have established a goal to have "date night" once a week. However, little progress is being made with regard to this goal. What would be an appropriate intervention strategy, and how might you help your clients resolve this problem?

Question 30

Which is a scaling question?

A) Ask the client to identify the overarching goal, like scaling a mountain.
B) Discuss the need to practice behaviors discussed in the work with the practitioner, similar to practicing musical scales.
C) Ask the client to rate their progress on a scale of 1 to 10.
D) Are pen-and-paper questions to measure a client's likelihood of continuing to work with the practitioner.