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Question
Which of the models of co-leadership discussed requires that co-leaders carefully listen to each other and follow each other's nonverbal cues?a. Shared leading
b. Alternate leading
c. Apprentice model
d. All of the choices
Answer
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Related questions
Q:
Which special skills are helpful for working with older clients, and why?
Q:
When working with children and adolescents, it is better to use a "leader-oriented" model of leadership than a facilitator model.
a. True
b. False
Q:
Most groups for children deal with values, building social skills, and self-concept issues.
a. True
b. False
Q:
Which of the following are MOST LIKELY topics that adult children of alcoholics would discuss?
a. Guilt and abandonment
b. Alienation and friends dying
c. Meeting new people and dating
d. Social skills building and shyness
Q:
As a leader, preparing for and dealing with feelings of anger is useful for which population?
a. Clients with addictions
b. Survivors of sexual abuse
c. Clients with chronic diseases or disabilities
d. All of the choices
Q:
According to the authors, which of the following statements is FALSE with regard to leading groups comprised of members from different cultures?
a. Leaders must give thought to the individual needs of members in the group.
b. People from different cultures may have different ways of being in the group.
c. Confusion created by misunderstandings of cultural differences should be clarified.
d. Tension due to cultural differences should be ignored in favor of sticking to the purpose of the group.
Q:
Group Types: A. Clients with addictions
B. Adolescents
C. ACOA
D. Children
E. Clients with disabilities
F. Couples
G. Divorced clients
H. Older clients
I. Survivors of sexual abuse
A leader working with this population will need to have a special understanding of issues such as trust, intimacy, shame, guilt, and abandonment. They must also be prepared to deal with members' pain and anger.
Q:
When leading groups of children, especially those with behavior problems, the leader must carefully ______________ the potential members in order to make certain each is a good fit for the group.
Q:
A technique whereby the leader divides the group so that half of the members form an inner circle that discusses and idea or issue while the other half sits in an outer circle and listens, is called a ____________________.
Q:
In order to maintain continuity from meeting to meeting, a leader may wish to start off each session with _________________ reports from various members.
Q:
What factors should leaders consider when a member does not wish to share his or her thoughts on an issue or in a discussion?
Q:
A leader should always participate in the exercises he or she is conducting so that the members don"t feel the leader is above them or holding out on them.
a. True
b. False
Q:
When a lot of "energy" is generated from an exercise, it is often helpful to place members in dyads or triads to allow more members to express thoughts and feelings.
a. True
b. False
Q:
Which of the following exercises would BEST stimulate member sharing about group dynamics or the group process?
a. Fantasy
b. Arts and crafts
c. Group decision-making
d. Common reading
Q:
When using processing exercises, it is important to stimulate discussion about all of the following EXCEPT
a. topics or issues.
b. rules and regulations.
c. group dynamics or processes.
d. deeper thoughts and feelings.
Q:
When leading an exercise, the leader will want to decide whether she ________________ in the exercise or not.
Q:
When introducing an exercise, a mistake leaders may make is to have the introduction too long or ________________________.
Q:
When getting comments after an exercise, the leader must be prepared for a member who chooses to _________________, either because the member feels uncomfortable sharing, or because they have not yet formed a response.
Q:
If the directions are not _________________in the beginning of an activity, members may interpret the exercise in many different ways, causing the leader to have difficulty when attempting to process it effectively.
Q:
Leaders can process exercises to a deeper and more meaningful level by asking good, thought provoking questions that tap into members' ____________________.
Q:
Discuss the goals of processing an exercise.
Q:
Group decision exercises can be used to explore how well people in a group work together and have a cooperative attitude.
a. True
b. False
Q:
Fantasy exercises are most often used in growth and therapy groups.
a. True
b. False
Q:
All of the following represent reasons for group leaders to use exercises EXCEPT
a. To generate interest and energy
b. To deepen the group's focus
c. To keep members from arguing
d. To provide information
Q:
During this exercise, members are given a written list of 15 to 20 descriptive words and are directed to pick 3 to 5 words that describe the member who is receiving feedback.
a. Adjective checklist
b. Talk about the members
c. Strength bombardment
d. Metaphorical Feedback
Q:
Which of the following is NOT true of experiential exercises?
a. They provide equal benefit for all members.
b. They are often active and challenging by nature.
c. They generate interest and energy for members.
d. They give members a new and different experience.
Q:
Which of the following is NOT a reason given by the authors for using exercises in a group?
a. Providing fun
b. Deepening the group's focus
c. Testing members' boundaries
d. Increasing members' comfort level
Q:
Any leader using an exercise where _______________is involved must consider the appropriateness and comfort of all group members.
Q:
Exercises designed to give members the opportunity to hear what others think of them, such as strength bombardment, first impressions, or wishes are _________________________exercises.
Q:
What things should the leader consider before letting members choose a dyad partner?