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Q:
When using an exercise that involves members having to rely upon one another for their physical and/or emotional safety, the leader must be aware of the level of ______________ among the members.
Q:
A movement exercise that involves members walking to either side of the room is often used to help them explore their _______________.
Q:
Written exercises are useful in getting ___________________ members to share in the group.
Q:
Any leader using an exercise where _______________is involved must consider the appropriateness and comfort of all group members.
Q:
Because groups involve sharing, the amount of _______________ members have in one another is a group dynamic the leader must access.
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:
According to the authors, ____________________ exercises are among the most versatile and useful exercise types.
Q:
In a ____________ ________________ exercise, the leader has members form a physical representation of their family as they see them now, or when they were growing up.
Q:
According to Jacobs, Masson, and Harvill, the most helpful and important component of any exercise is _______________________.
Q:
When the leader directs the behaviors, discussion, or attention of the group members by using a specific activity, it is a/an ________________________.
Q:
Why is it a mistake to overuse rounds?
Q:
What things should the leader consider before letting members choose a dyad partner?
Q:
Why is the designated word or phrase round particularly useful in counseling and therapy groups?
Q:
When might using rounds be more advantageous than using dyads?
Q:
When might using dyads be more advantageous than using rounds?
Q:
Allowing members to choose whomever they wish to be with in a dyad is never a good idea because members will usually choose their friends as partners.
a. True
b. False
Q:
Topics such as sex, marital problems, or fears often can be shared more easily in a dyad (a pair) than in a large group.
a. True
b. False
Q:
When conducting rounds, it is a good practice to vary the starting point of the round so that different members get to speak first and last.
a. True
b. False
Q:
When pairing up members, it is sometimes helpful to the leader and more comfortable for the members if they choose each other.
a. True
b. False
Q:
Dyads can be an excellent way to change the format of a group.
a. True
b. False
Q:
When pairing members up, the leader should take a good deal of time explaining her rationale for this procedure to insure that no member feels slighted.
a. True
b. False
Q:
Dyads can be a very useful technique when the leader wishes to provide a chance for two group members to spend time talking to one another.
a. True
b. False
Q:
When the leader is pressed for time, dyads can be an excellent way to end a topic because this gives all the members a chance to talk.
a. True
b. False
Q:
It is often an excellent idea to use several rounds one after another to build members' interest, especially if the leader has no other plan in mind.
a. True
b. False
Q:
Dyads are never used as a technique for developing the comfort level among members.
a. True
b. False
Q:
When beginning a round, it is best to start with a member who tends to be neutral or positive about the group experience than a member the leader knows has negative feelings.
a. True
b. False
Q:
If a member shares strong emotional material during a round, it is best if the leader ignores this so that the remainder of the round is not disrupted.
a. True
b. False
Q:
When doing a round as a technique to encourage members to talk, it's best to insist each member say something, even if only a single word.
a. True
b. False
Q:
Which of the following is TRUE with regard to the length of time that should be allowed for a dyad?
a. Dyads can last anywhere from 2 to 10 minutes
b. Leaders should tell members in advance how long a dyad will last
c. Both choices are true
d. Neither choice is true
Q:
All of the following are true with regard to dyads EXCEPT
a. Members may be more comfortable sharing in a dyad than with the entire group
b. Dyads should not be used to change the format of the group
c. Dyads can be used to warm a group up and add energy
d. Dyads can provide the leader with time to think
Q:
To facilitate the pairing of members in dyads
a. members can choose with whom they will work.
b. the leader can choose who will pair together.
c. members can pair with the person next to them.
d. all of the available choices.
Q:
When closing a session, the leader wants to give each member a chance to talk in depth about what occurred in group. The BEST way to do this is to ask members to
a. comment in a round.
b. talk with a neighbor about their thoughts.
c. rate the power of the session on a scale of 1-10.
d. share a word or phrase that captures what stands out to them.
Q:
The leader wants each member to be brief and specific about how comfortable he or she feels in group. The BEST way to do this is to ask members to
a. comment in a round.
b. talk with a neighbor about their thoughts.
c. rate how their comfort level on a scale of 1-10.
d. share a word or phrase that captures their comfort level.
Q:
Both dyads and rounds are helpful to accomplish each of the following EXCEPT to
a. draw out quiet members.
b. give "air time" to a negative member.
c. get certain members together.
d. build cohesion and trust among members.
Q:
A leader may pair members together in a dyad for which of the following reasons?
a. They have something in common
b. They are uncomfortable with one another
c. They hold different opinions about a topic
d. Any of the available choices
Q:
Which of the following is FALSE regarding dyads? The leader should
a. make sure members stay on task.
b. participate with members, if needed.
c. let people talk as much as they need to.
d. avoid pairing certain members with one another.
Q:
Dyads are NOT recommended for members who are
a. mandated to attend the group.
b. afraid to talk in a large group.
c. completing an exercise.
d. warmed up and ready to share thoughts on an issue.
Q:
Rounds can be used to
a. summarize a session.
b. locate energy in a group.
c. deepen the intensity of a session.
d. do all of the available choices.
Q:
Which of the following is FALSE about the use of rounds?
a. They locate energy in the group
b. They are a great way to kill time
c. They aid members in getting to know one another
d. They help members to learn about one another
Q:
Rounds
a. can be used to cut members off.
b. make members feel uncomfortable.
c. should only be used to warm up or to close a group.
d. give group leaders very little useful information about individual members.
Q:
When setting up a round, the leader needs to do each of the following EXCEPT
a. get it started as quickly as possible.
b. treat it like any other activity and use it carefully.
c. specify the kind of round members are responding do.
d. introduce it so that members understand the activity.
Q:
Choices: A. Building trust
B. Changing the format
C. Drawing out
D. Finishing a topic
E. Involving members
F. Processing exercises
G. Warming up members
One person has been talking for a while about how his parents' divorce is affecting him. The leader has noticed that some members no longer seem to be paying attention. The leader asks each member to comment briefly in a word or phrase about how their parents' divorce is affecting them.
Q:
Choices: A. Building trust
B. Changing the format
C. Drawing out
D. Finishing a topic
E. Involving members
F. Processing exercises
G. Warming up members
Shortly before the group is schedule to end for the day, the leader asks members to pair up and spend five minutes talking about what stood out to them from the session.
Q:
Choices: A. Building trust
B. Changing the format
C. Drawing out
D. Finishing a topic
E. Involving members
F. Processing exercises
G. Warming up members
One member has not said much during the session. The leader starts a round with the person next to that member so that she will be the last to comment. After she comments, the leader prompts her to say a little more.
Q:
Choices: A. Building trust
B. Changing the format
C. Drawing out
D. Finishing a topic
E. Involving members
F. Processing exercises
G. Warming up members
Members have been shifting in their seats and are becoming restless. The leader puts them into dyads so they can talk with one another.
Q:
Choices: A. Building trust
B. Changing the format
C. Drawing out
D. Finishing a topic
E. Involving members
F. Processing exercises
G. Warming up members
After watching a film, the leader asks members to give a word or phrase that describes their reaction.
Q:
One of the most useful purposes of pairing members in dyads early in a group is to help build __________________________________.
Q:
If one member has been talking on a topic awhile, the leader might use a round to ___________________________.
Q:
A round as an activity in the first session of a group can be used to help the leader gather ______________________.
Q:
The leader may choose to select who will pair together in a dyad to facilitate the process or because he has a particular ______________ in mind.
Q:
Rounds should be used to get members focused and _______________, not just to fill time.
Q:
A leader who intentionally ends a round on a member to focus more on that member is using the round to _______________ ____________ a member.
Q:
When members are bored, confused, or resentful of what they may think is a gimmick activity, the leader has ____________________ rounds.
Q:
If a leader wants to connect group members so more points of view can be shared, forming ____________________, instead of dyads, may be very va
Q:
In the beginning of a group, the leader can use dyads as a warm-up exercise to build ____________________.
Q:
It is best to skip a _________________member when using a round.
Q:
Which skill, cutting off or drawing out, do you anticipate will be more difficult for you? Why?
Q:
If a member has been rambling and repeating himself for a little while, how might the leader use other members to cut that member off and still stay with the person? How can other members of the group be involved in this process?
Q:
How can the use of nonverbal signals be helpful when cutting off and when drawing out members of a group?
Q:
Which member characteristics are important to consider when thinking of drawing a member out?
Q:
Why is cutting off the most difficult leadership skill to learn and effectively use in group?
Q:
Silent members always want to contribute and feel a part of the group, so it is important for the leader to focus on these members and draw them out.
a. True
b. False
Q:
In a counseling or therapy group, when a member is exploring or working through a painful experience or memory, it is reassuring if the other members make comments such as, "It"ll be okay; everything is going to work out" or "Don"t cry; things will get better."
a. True
b. False
Q:
In the leadership model presented in your textbook, the authors believe it is best to cut off arguments quickly because they are usually not productive and are often detrimental to the group.
a. True
b. False
Q:
It is often a good idea not to attempt to draw out an uncommitted member because that member might use that opportunity to set a negative tone for the group.
a. True
b. False
Q:
One way to draw out a member while giving her an "out" is to maintain a lot of eye contact with that member while speaking to the entire group.
a. True
b. False
Q:
A writing exercise is especially helpful to draw out members because each person can read what is written down.
a. True
b. False
Q:
When drawing out a member, it is best to hold the focus on a quiet member until that member speaks up in order to prevent the member from feeling that he or she let down the group.
a. True
b. False
Q:
Members may be reluctant to speak up in a group for a variety of reasons, including lack of trust of the leader or other members.
a. True
b. False
Q:
When a member brings up a new issue toward the end of a group session, it is important for the leader to let that member present the issue even if the group time limit runs over.
a. True
b. False
Q:
When a member brings up a topic unrelated to the purpose of the group, the effective leader will let the member continue rather than cut off the member and appear inpolite.
a. True
b. False
Q:
When two members are arguing about an issue, there are occasions when it is best for the leader to cut off the argument and move on rather than spend time processing the issue.
a. True
b. False
Q:
Use of a gruff or critical tone by the leader when cutting off a member is helpful in sending a message to all group members that inappropriate comments won"t be tolerated.
a. True
b. False
Q:
An effective group leader must be able to cut off inappropriate, inaccurate, or hurtful comments made by a group member.
a. True
b. False
Q:
Which of the following is TRUE regarding the use of dyads to draw out group members?
a. Dyads can effectively be used to draw out group members
b. The leader can pair up with a member he wants to draw out
c. Both are true
d. Neither is true
Q:
When members are silent in group because they are unprepared to participate, the authors suggest
a. attempting to draw them out.
b. finding a way to motivate them to complete assigned work.
c. reprimanding them for being unprepared for group.
d. ignoring them.
Q:
In which of the following situations would it NOT be appropriate for the leader to use the technique of cutting off?
a. When a member is sharing information that could benefit other members
b. When a member's comments do not align with the purpose of the group
c. When the leader would like to shift the group's focus
d. When members are arguing
Q:
Before drawing a member out, the authors recommend considering which of the following?
a. How much the member needs to talk in group
b. The response other members are likely to give this member
c. Whether the member is committed to the group or is likely to be negative
d. All of the available choices
Q:
Near the end of the session, a member wants to share something deep and personal. The leader should
a. poll other members for their thoughts before deciding what to do.
b. draw the member out and allow him or her to share for as long as needed.
c. cut the member off and ask them to share at the beginning of the next session.
d. none of the available choices.
Q:
According to the authors, when a member says something inaccurate in group, the leader should
a. cut the member off immediately, then give correct information.
b. allow the member to finish what she is saying, then give correct information.
c. mini-lecture to the group about the importance of having correct information.
d. speak to the member after group ends for the day to give correct information.