Q&A Hero

Q: Adlerian psychology emphasizes that all behavior is purposeful. a. True b. False

Q: Reality therapy or choice theory focuses totally on the past rather than dealing with present day situations of group members. a. True b. False

Q: Rational Emotive Behavior Theory lends itself well to written activities. a. True b. False

Q: One advantage of a theory like Rational Emotive Behavior Theory is that it can be taught to the members who can apply it to their own lives. a. True b. False

Q: Individual counseling theory has no place in a group counselor or therapy situation. a. True b. False

Q: According to the authors, group leaders who use Transactional Analysis often discuss a. ego states b. members' life scripts c. games people play d. all of the choices

Q: Which of the following is FALSE regarding Gestalt Therapy? a. It relies heavily upon therapist interpretation b. It is an existential approach c. It is focused upon the "˜unfinished business' of clients d. It recognizes that clients tend to compartmentalize their lives

Q: Which of the following is FALSE regarding counseling theory? a. Adlerian theory states that all behavior is purposeful. b. Reality Therapy teaches that feelings come from emotions. c. Gestalt Therapy focuses on awareness in the "here and now." d. Transactional Analysis proposes that ego states depend on a person's experience.

Q: Which of the following represent Transactional Analysis techniques? a. Chairs, interaction diagrams b. Irrational beliefs, true/not true diagrams c. Birth order positions and sibling influences d. Inner dialogue, bringing the past into the present

Q: Groups using Reality Therapy would discuss which concepts below? a. Parent, adult, child b. Self-talk, feelings, behaviors c. Wants, doing, evaluation, planning d. Private logic, mistaken goals, guiding fictions

Q: In a "starting over" group for divorced women, discussion is centered upon members' private logic for not trying to meet new people. Which theory is the group using? a. Gestalt b. Reality Therapy c. Adlerian d. Rational Emotive Behavior Therapy

Q: One member is working on her need for approval from co-workers. The leader asks the other members to help her to generate rational sentences that can help her to remain in the "thinking chair", so that she can respond to her co-workers from her adult ego state. In this example, the group is using which two theories together? a. Adlerian and Reality Therapy b. Gestalt and Transactional Analysis c. Reality Therapy and Rational Emotive Behavior Therapy d. Rational Emotive Behavior Therapy and Transactional Analysis

Q: In a stationary round, the leader directs members to repeatedly ask a working member the same question, "What do you really want?" Which theory is this group using? a. Adlerian b. Reality Therapy c. Transactional Analysis d. Rational Emotive Behavior Therapy

Q: According to Rational Emotive Behavioral Therapy, _______________ cause feelings. a. Needs b. Wants c. Choices d. Thoughts

Q: According to the authors, an empty chair can be used with which of the following theories? a. Adlerian and Gestalt b. Adlerian and Reality Therapy c. Gestalt and Transactional Analysis d. Rational Emotive Behavior Therapy and Reality Therapy

Q: When focusing on one member in a therapy group for a long period of time, a leader can do which of the following? a. Conduct individual counseling with the member while others watch and listen b. Have other members try to help the working member by using theories they have learned c. Both of the available choices d. Neither of the available choices

Q: Which is FALSE about the use of theory in therapy groups? a. A basic knowledge of theory will suffice when leading therapy groups b. By using theory, non-working members may benefit from listening and watching c. If members understand counseling theory, the leader can allow them to help others in group d. None of the available choices

Q: List of theories: A. Adlerian Theory B. Choice/Reality Therapy C. Gestalt Theory D. REBT E. Transactional Analysis In a couples' group, the leader draws a diagram on the board that illustrates how the members of one working couple begin fighting with one another. The leader explains that one partner says something from the critical parent ego state that triggers the other partner to react from the child ego state.

Q: List of theories: A. Adlerian Theory B. Choice/Reality Therapy C. Gestalt Theory D. REBT E. Transactional Analysis In an Adult Children of Alcoholics (ACOA) group, members begin to process about their families of origin. The leader and other members help a member to make a connection between her birth order and her behavior while growing up.

Q: List of theories: A. Adlerian Theory B. Choice/Reality Therapy C. Gestalt Theory D. REBT E. Transactional Analysis In an eating disorders group for women, the leader and members help one member to dispute the thought, "I must look perfect in order to be loved." The leader helps all of the members to understand that by changing their thoughts they can change how they feel and behave.

Q: List of theories: A. Adlerian Theory B. Choice/Reality Therapy C. Gestalt Theory D. REBT E. Transactional Analysis In a grief and loss group, the leader pulls an empty chair in front of a working member and encourages her to say what she did not get to say to her father before he died in a sudden accident.

Q: List of theories: A. Adlerian Theory B. Choice/Reality Therapy C. Gestalt Theory D. REBT E. Transactional Analysis The leader describes one member's "angering" behavior as a result of a lack of power in his life. The group discusses short-term goals to help the member.

Q: One value of using Gestalt theory in either individual or group counseling is to bring the members' past into the _________________.

Q: When teaching group members about rational emotive behavior theory, it is important to help them understand that some thoughts or "self-talk" are true and some ________ _____.

Q: The acronym, WDEP stands for want, doing ______________, plan.

Q: REBT uses an A-B-C model to explain feelings and behaviors. The A represents the _________________ event to be evaluated.

Q: Rational Emotive Behavioral Therapy is based on the premise that _______________ cause feelings.

Q: If a leader uses Transactional Analysis with a group, he will teach them how ____________ states effect their interactions with others.

Q: According to the authors, having a strong knowledge of theory as applied to individual counseling is most helpful when leading ____________________ and ____________________ groups.

Q: "It's easier to avoid life's problems than to face them" is an example of a/an ____________________ belief that members can learn to dispute.

Q: Leaders using Adlerian theory will try to get members to identify the ____________________ of their behavior.

Q: The most important stage of the Reality Therapy model is __________________.

Q: How can leaders use different techniques to stimulate members' thoughts?

Q: How can making a topic outline be helpful to a group leader when he or she is spontaneously presented with a new topic by the group?

Q: Describe some techniques a leader can use to help task group members to generate ideas and options.

Q: According to the authors, what are the advantages of meeting with members individually during the middle stages of group?

Q: Why is it important for a group leader to assess the value of the group to its members during the middle stages?

Q: One of the most important things a leader can do during the middle stage of a group is to think through the different issues that are relevant so that she is prepared to focus on the issues in a meaningful way when they arise. a. True b. False

Q: In certain kinds of groups, such as counseling and therapy groups, the leader may use his or her voice to get members to think more complexly about an issue. a. True b. False

Q: As a rule, it is desirable to let quiet members keep to themselves in most group situations rather than make an effort to draw them into the group. a. True b. False

Q: Inexperienced leaders can make the mistake of not holding the focus long enough on any one topic that the discussion has impact. a. True b. False

Q: When leading a task group, the leader will want to be aware of the kind of influence members may have on one another as issues are discussed and decisions made. a. True b. False

Q: During the middle stage of an education group, it is important for the leader to shift from presenting information to processing and discussing that information so that the members have a chance to apply this information in their daily lives as appropriate. a. True b. False

Q: The authors believe that there may be times during the middle stages of a group when it is helpful to meet with members individually to determine their reactions to the group. a. True b. False

Q: During the middle stage of a group, it is a poor idea for a leader to change his or her style, even if the group is not going well. a. True b. False

Q: Before making changes in the structure of a group, that is, adding members, changing meeting times or frequency, the leader should discuss the proposed changes with the members. a. True b. False

Q: The main reason to vary the format of a group significantly is when the leader determines that the members are bored or restless with what is happening in the group. a. True b. False

Q: Once the leader has reached the middle stage of a group, it is not a good idea to screen out a member even if he or she is disruptive or uncooperative with the group process. a. True b. False

Q: If during the middle stage of a group, the leader finds the level of trust to be low, she will want to focus on trust rather than trying to foster interest in a topic as a remedy. a. True b. False

Q: During the middle stage of a group is a time for the leader to assess the members' levels of interest and commitment. a. True b. False

Q: To stimulate member thinking in the middle stages of group, the authors recommend the use of a. exercises and activities b. thought provoking questions c. mini lecture d. choices A & B

Q: All of the following represent common mistakes made in middle sessions EXCEPT? a. Moving group's focus to deeper, more meaningful content b. Underleading or overleading the group c. Allowing the warm-up phase of group to last too long d. Focusing on only one or two group members

Q: To help members to generate new ideas during the working stage, the authors recommend using which of the following techniques? a. Brainstorming b. The fishbowl c. Guided fantasy d. All of the available choices

Q: When a group member breaches confidentiality out of anger, revenge, or idle gossip, before dismissing the member completely, the authors recommend that the leaders do all of the following EXCEPT a. process the member's feelings with him. b. turn the situation into a learning experience for him. c. give the group the opportunity to admonish his actions before him. d. none of the abovethe authors recommend all of these

Q: When a group member breaches confidentiality, the authors recommend that the leader do which of the following FIRST? a. Consult with a colleague b. Ask the group for their thoughts c. Talk to the member who breached confidentiality d. Dismiss the member for violation of the group's rules

Q: To deepen the focus of the group and the level of commitment of members, the authors suggest all of the following EXCEPT a. using a depth chart to illustrate the depth that the group is achieving. b. changing his or her voice to elicit more serious comments from the members. c. shifting the focus to a topic or activity designed to generate deeper discussion. d. suggesting that the group take the topics and their participation more seriously.

Q: In planning the middle stages of the group, the leader should consider all of the following EXCEPT the a. leader's needs. b. group's purpose. c. members' personalities. d. all of the choices should be considered

Q: In the working phase, it is important for leaders to a. change the focus of the group if one session doesn"t go well. b. deepen the focus to a level that is meaningful for most or all of the members. c. hold the focus on one member week after week because she seems to need help. d. shift the focus continuously from member to member so more members can work.

Q: Which of the following is TRUE about leading the middle stage of a group? a. Finishing an activity is more important than processing it b. Backup plans are not needed if the leader plans one good activity c. The majority of group time should be spent in the working phase d. The leader should focus extensively on one member of the group

Q: According to the authors, the purpose of discussions about religion is generally to a. convert members to a particular religion. b. change people's minds about how to practice religion. c. make members think about how their beliefs can anger others. d. help members feel comfortable with their own beliefs and behaviors.

Q: If one member is slow in understanding the content of a group session, the leader can do which of the following? a. Explain the material to the member after the group b. Ask another member to go to another part of the room and explain c. Arrange for another member to meet with the confused member after group d. All of the available choices

Q: If MOST of the members of the group have lost interest in the group, the authors recommend that the leader do each of the following EXCEPT a. raising the issue for discussion in the group. b. deciding the group has served its purpose and ending the group. c. giving uncommitted members permission to drop out of the group. d. changing the format of the group to generate interest in and commitment to the group.

Q: Which is FALSE about leading the middle stage of a group? a. It is okay for the leader to plan only one exercise or activity. b. It is okay for the leader to change the structure of the group. c. It is okay for the leader to change his or her leadership style. d. It is okay for the leader to invite an interesting speaker to talk to the group.

Q: Skills used during the middle stages of a group; A. Changing leadership style B. Changing group structure C. Introducing new topics D. Using outside assignments E. Using progress reports F. Using voice G. Varying the format In a "starting over" group for divorced clients dealing with anger, ex-partners, and children have already been thoroughly discussed. The leader states "Another topic of interest is meeting new people and dating. Let's spend some time talking about how to meet new people."

Q: Skills used during the middle stages of a group; A. Changing leadership style B. Changing group structure C. Introducing new topics D. Using outside assignments E. Using progress reports F. Using voice G. Varying the format A group in the middle stage has become quite cohesive. The leader used to actively lead the discussions, but recently has been encouraging the members to take more responsibility for choosing topics, and drawing out and cutting off other members.

Q: Skills used during the middle stages of a group; A. Changing leadership style B. Changing group structure C. Introducing new topics D. Using outside assignments E. Using progress reports F. Using voice G. Varying the format While the group has discussed many interesting topics, it seems that some members have been getting restless. The group leader proposes that they try more exercises to serve the purpose of the group instead of just talking about issues.

Q: Skills used during the middle stages of a group; A. Changing leadership style B. Changing group structure C. Introducing new topics D. Using outside assignments E. Using progress reports F. Using voice G. Varying the format One member shared some deep and personal information during the last session. The leader takes five minutes to check in with him at the beginning of this session.

Q: Skills used during the middle stages of a group; A. Changing leadership style B. Changing group structure C. Introducing new topics D. Using outside assignments E. Using progress reports F. Using voice G. Varying the format After each session, the leader asks members to do something related to what they have discussed in group and report back on it the following week.

Q: If a leader believes a group that has reached the middle stage is not going well, he or she may need to make adjustments to their _______________________ style.

Q: During the middle or working stage of a personal growth or counseling group, the leader will want to be aware of the level of ______________ members are feeling as more personal information is shared.

Q: Once a group is underway and has moved into the middle phase, the leader will want to continually assess the ____________________ of the group to the members.

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: To ensure that a topic, such as anger or guilt, is processed fully and meaningfully, the leader can create a topic ____________________ that includes key issues and exercises to use.

Q: When providing information and facilitating discussion about that information, the leader is likely to be leading an/a _____________________group.

Q: If the leader changes group size, composition, or meeting times, she is most likely making modification to the _________________of the group members.

Q: When the leader's role is to help members generate options and make decisions, there is a good chance she is leading a ____________________ group.

Q: Not allowing members to have enough input in the group is an example of the mistake of ____________________.

Q: Why do the authors state that focusing on the present when conducting past-centered exercises is generally more productive than focusing solely on the past?

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?