Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Question
Which of the following is not considered a group leadership skill?A.Helping members create trust
B.Linking members' work
C.Slowing down the pace of disclosure and risk taking
D.Preparing members for closure
E.None of the above
Answer
This answer is hidden. It contains 2 characters.
Related questions
Q:
Helpers who adopt a social activist and social justice perspective think mainly in terms of remediation of problems in individual clients' lives.
Q:
The short-term crisis intervention model is considered more cost effective than is the traditional model of psychotherapy.
Q:
Which of the following groups of people might be reluctant to seek professional counseling or therapy?
A.Ethnically diverse clients
B.People in rural environments
C.Older adults
D.All of the above
E.Both a and c
Q:
Second-order crisis intervention involves
A.immediate assistance and often takes only one session.
B.ensuring the client's safety.
C.short-range plans of what to do next.
D.going beyond immediate coping and aims at crisis resolution and change.
Q:
When choosing a co-leader, you should base your decision on how likeable the person seems.
Q:
Groups that are emerging in most settings tend to be short-term groups designed for specific client populations and remediation of specific problems.
Q:
Assisting a group member in turning insight into action is most likely to occur in which stage?
A.working stage
B.transition stage
C.initial stage
D.final stage
E.pre-group stage
Q:
Cohesion and productivity are most closely associated with the
A.working stage.
B.transition stage.
C.pre-group stage.
D.initial stage.
E.final stage.
Q:
Which of the following is not true as it pertains to the stages of a group?
A.The tasks of a group leader are different for each stage.
B.Understanding the typical patterns during the various stages of a group provides a useful perspective for predicting problems and intervening in appropriate ways.
C.The stages in the life of a group flow neatly in a predictable way.
D.Knowledge of critical turning points of a group is essential for a leader.
E.Groups ebb and flow and both members and leaders need to pay attention to the factors that affect the direction a group takes.
Q:
Productive group members often are able to make instantaneous progress on reaching their goals.
Q:
According to Ellis, it is largely our own repetition of early-indoctrinated beliefs, rather than a parent's repetition that keeps dysfunctional thinking alive within us.
Q:
By creating a positive work environment, organizations can enhance worker productivity.
Q:
The final element of the A-B-C Theory is D, which stands for disputing.
Q:
Professionals who limit their work to one type of activity are particularly susceptible to burnout.
Q:
Generally, burnout is the result of a single cause.
Q:
In the A-B-C Theory, the A stands for the aggravating event.
Q:
Agencies often make demands that are unrealistic, especially an insistence that problems be solved quickly.
Q:
The process of working with clients may open helpers up to some of their deepest personal struggles and unfinished business.
Q:
A way of taking control over the possibility of professional burnout is to
A.look at expectations to determine whether they are realistic.
B.find other sources of meaning besides work.
C.focus on aspects of work that can be changed.
D.rearrange the work schedule to reduce stress.
E.all of the above
Q:
According to rational emotive behavior therapy, an irrational belief that could lead to burnout in the helping field would be the idea that
A.it is necessary for a helping professional to be loved or appreciated by every client.
B.the helping professional must be thoroughly competent and successful in his or her job in order to feel worthwhile.
C.it is awful and catastrophic when clients and the workplace do not meet the expectations of the helping professional.
D.there is a right, precise, and perfect solution to human problems and it is catastrophic if that solution is not found.
E.all of the above
Q:
Joe is employed at an organization in which there is poor management and little supervision. He seldom receives positive feedback for his work and is expected to meet unreasonable demands. Joe is a high risk for burnout due to
A.personal stress.
B.organizational stress.
C.individual stress.
D.environmental stress.
E.all of the above
Q:
Your role as helper is not to provide answers or to tell people what to do but to teach them how to examine options and apply problem-solving skills.
Q:
Knowledge alone is a sufficient dimension of becoming an effective helper.
Q:
Paula completed her internship at an agency serving clients suffering from brain injuries and realized that she did not have the temperament to work well with this population. One may conclude that
A.the internship was a complete waste of Paula's time.
B.the experience taught Paula a valuable lesson about her abilities and interests.
C.Paula won"t be able to work well with other client populations and should reconsider career options.
D.both a and c.
Q:
Most graduates of human services programs report wishing they had been able to
A.participate in even more fieldwork activities.
B.take more theory courses.
C.take more statistics courses.
D.extend the length of their training.
E.all of the above.
Q:
Supervisors play multiple roles in the supervision, which means
A.that the boundaries are not always clear.
B.that supervision and therapy ought to be combined in the supervisory process.
C.any mixing of roles by supervisors is highly unethical.
D.supervisors should not point out to a supervisee his or her blocks and countertransferences with clients.
Q:
Which of the following is not a characteristic of effective supervisors?
A.Professional supervisors have training in supervision.
B.Supervisors do not provide supervisees with immediate feedback.
C.Supervisors provide clear goals for supervision.
D.They are knowledgeable about ethical and legal matters.
E.They are themselves effective counselors.
Q:
Ann's field placement involves working with victims of domestic abuse. Formerly an abuse victim herself, Ann over-identifies with several clients and has told her field supervisor that she wants to help other victims as she had been helped. It would be best if Ann
A.changed her placement so she is not working with abuse victims.
B.asked her supervisor for therapy in order to overcome her difficulties working with domestic abuse clients.
C.recognized that she is not personally fit for the profession.
D.sought personal therapy along with supportive supervision.
Q:
Angie feels uneasy because she is in a field placement in which she is being minimally supervised. Her first step in addressing this problem should be to
A.discuss the situation with her supervisor.
B.keep her feelings to herself and gain what she can by observing other professionals at the agency.
C.demand the supervision that was agreed upon when she contracted with the agency for field placement.
D.complain to administrators at her university program who are the ones responsible for contracting with the agency.
Q:
Ineffective counseling supervisors
A.are knowledgeable about ethical, legal, and regulatory aspects of the profession.
B.tend to define what is expected of the supervisee in generalities.
C.provide direct and immediate feedback closely tied to a supervisee's behavior.
D.state the purposes of the supervisory relationship and explain the procedures to be used.