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Q:
Which of the following is NOT recommended when drawing out a member?
a. Saying two or three members' names at once
b. Using a demanding voice with a quiet member
c. Asking members to share something that they have just written
d. Shifting gaze around the circle after briefly pausing on one member
Q:
Effective drawing out can be used to
a. elicit comments.
b. ease member anxiety about speaking in the group.
c. encourage a member to more deeply explore his or her problem.
d. all of the available choices.
Q:
When one member suggests to another that he "Should apologize to his wife for yelling at her, because she"ll surely take him back then", this member needs to be cut off because she is
a. hurtful in her suggestions.
b. letting her own values dictate her comment without complete information.
c. argumentative in her interactions.
d. none of the available choices
Q:
When drawing a female member out, the leader can use each of the following techniques EXCEPT
a. a question; encouraging her to comment further.
b. eye contact; looking at her for a few seconds to encourage her to speak.
c. a dyad; pairing her off to talk with another group member.
d. a direct question; asking her opinion, coupled with a hard stare until she speaks.
Q:
According to the authors, member silence may indicate all of the following EXCEPT that the member
a. has great trust in the other group members
b. is more comfortable listening than speaking.
c. needs more time than others to think about what was just said.
d. has a lot of things on her mind that are taking place outside of group.
Q:
The leader should cut-off a member for all of the following reasons EXCEPT if the member
a. has said something hurtful.
b. is saying something that is inaccurate.
c. is giving productive feedback to another member.
d. has opened up only at the end of the session.
Q:
When cutting-off a member, the leader should
a. stare at the member being cut off.
b. allow another member to tell the talkative one to "shut up."
c. mini-lecture about the importance of sticking to the topic at hand.
d. use her voice and eyes to signal that the focus is about to be shifted.
Q:
Choices: A. Cutting off
B. Drawing out
Members of the group are silent because they are intimidated by one member who always attempts to dominate the group. This is what the leader should do for most of the members of the group.
Q:
Choices: A. Cutting off
B. Drawing out
One member has been silent most of the session. There are 10 minutes remaining in the group for this week and he has something painful to share.
Q:
Choices: A. Cutting off
B. Drawing out
One member of a parenting group spends most of the time in group silently worrying about the sick child she has at home.
Q:
Choices: A. Cutting off
B. Drawing out
One member frequently tries to make others feel better by telling others that, "Things will be okay."
Q:
Choices: A. Cutting off
B. Drawing out
One member is afraid to speak because he thinks that people will laugh at him.
Q:
One mistake often made by beginning leaders who wish every member in the group to speak in the first session is to ____________________________________________.
Q:
A leader may use cutting off skills when a member's comments to another member appear to be ___________________________.,
Q:
In a personal sharing group, such as a counseling or therapy group, an effective leader will use ____________________________ as a skill to ensure that members feel involved.
Q:
Members should not be allowed to argue with one another unless the argument is in some way __________________ in processing group dynamics.
Q:
According to the authors, cutting off can be used when a member's comments conflict with the ________________ of the group.
Q:
To avoid confusion or anger among the members, the leader should clarify that she may, at times, use _________________ as a technique to help maintain the focus of the group.
Q:
Avoiding eye contact with a member, or using subtle hand gestures to cut a member off are examples of ____________________ cues that can be helpful when used by the leader.
Q:
When group members are paired and directed to discuss something of interest, the group leader is using a _____________ to generate energy and draw members out.
Q:
Leaders can use the technique of drawing out to elicit greater ____________________ from group members.
Q:
To prevent an unwanted shift in the group's focus, _______________________skills are needed.
Q:
Briefly discuss the relationship between the kind of group a leader is leading (eg: task, education, support, therapy, etc.) and how long the leader may choose to hold the focus either on a topic or a person.
Q:
Discuss the relationship between focusing on a topic in a group, such as "anger", and focusing on a person in the group in relation to his or her anger issues.
Q:
Why is it important to consider the purpose of the group before deepening the focus of the session?
Q:
How can using the depth chart be helpful to the leader and to members?
Q:
Why is it a mistake to frequently shift the group's focus from one activity to another?
Q:
Though closely related, why should holding and shifting the group's focus be considered separate group leadership skills?
Q:
Why is holding the group's focus a challenge for many leaders?
Q:
Too often in education, discussion, and task groups, leaders mistakenly deepen the focus on individuals rather than recognizing the purpose of the group as being to keep the focus on the topic at hand.
a. True
b. False
Q:
A leader may shift the focus from a person to the topic the person is discussing if she feels the issues may be relevant to most other group members.
a. True
b. False
Q:
Asking group members to finish a sentence completion form, make a list, or give thought to a particular word the leader places for everyone to see are all examples of the leader getting the group to focus.
a. True
b. False
Q:
Use of written material or writing as an exercise is often a very effective technique when working to focus a group.
a. True
b. False
Q:
Rounds and dyads have very little value when a leader is trying to focus a group.
a. True
b. False
Q:
When a leader of a counseling or therapy group has focused on one member for a certain period of time, he may decide to shift the focus to another person but on the same topic, or shift to a fresh topic altogether.
a. True
b. False
Q:
When a leader believes the topic a member has brought up has relevance for the entire group, she may want to shift the focus from that member to the topic.
a. True
b. False
Q:
The best way to deepen the focus in a personal growth group is to hold the focus on one member until he or she talks.
a. True
b. False
Q:
The authors suggest holding the focus on an individual person in a therapy group no longer than
a. 30 minutes
b. 10 - 15 minutes
c. 5 minutes
d. 45 minutes
Q:
When determining whether to hold the group's focus on a topic, group leaders should consider
a. the relevancy of the topic
b. members' level of interest in the topic
c. the length of time that has been spent on the topic
d. all of the available choices
Q:
The authors suggest using all of the following techniques to establish the group's focus EXCEPT?
a. Use of comments
b. Use of lecture
c. Use of activities and exercises
d. Use of rounds and dyads
Q:
The authors do not advise shifting the focus
a. from a person to a topic.
b. from a topic to an activity.
c. from an activity to an activity.
d. from a person to another person.
Q:
Which of the following is TRUE regarding the depth of sharing in a group?
a. Members vary in the degree to which they can handle personal sharing in a group.
b. Leaders should consider the readiness of all group members when thinking about deepening the group's focus.
c. Both of the available choices are true.
d. Neither of the available choices is true.
Q:
A member has been talking for some time. The leader asks all of the group members to pair up with a partner and discuss their thoughts and feelings about what the member has shared. In this instance, the leader
a. held the focus on the member.
b. deepened the focus of the group.
c. established the focus of the group.
d. shifted the focus from a person to an exercise.
Q:
Deepening the focus should be done during the ________________ phase of group.
a. Ending
b. Warm-up
c. Middle/working
d. Any of the available choices
Q:
Which of the following could be used to deepen the focus of a session?
a. Working intensely with one member
b. Asking the group a thought provoking question
c. Inviting all members to share at a more personal level
d. All of the available choices.
Q:
Malik has been talking for a while. The leader says, "Malik, you have raised some points that are also relevant to others. Let's spend some time discussing those. Which of the following leadership skills has she just used?
a. Cutting off
b. Shifting the focus from person to topic
c. Both of the available choices
d. Neither of the available choices
Q:
By saying, "Let's focus on another issue that is equally important as this one," the leader is
a. shifting the focus to a topic.
b. holding the focus on a topic.
c. deepening the focus on a topic.
d. none of the above
Q:
A beginning leader who lacks cutting off or drawing out skills may spend too muchtime _______________ the focus.
a. Holding
b. Shifting
c. Deepening
d. Establishing
Q:
A small chair or a large piece of paper with a word on it can __________ the group's focus.
a. Hold
b. Shift
c. Deepen
d. A and C
Q:
Saying, "Can we wait a moment on that until John is finished?," is an example of
a. shifting the focus to John.
b. holding the focus on John.
c. holding the focus on a topic.
d. shifting the focus from an activity.
Q:
Choices: A. Deepening the focus
B. Establishing the focus
C. Holding the focus
D. Shifting the focus
The members of an Adult Children of Alcoholics (ACOA) therapy group are talking about the dynamics that existed in their families of origin. To make the session more meaningful, the leader proposes that the members try sculpting their family dynamics using other members of the group as subjects.
Q:
Choices: A. Deepening the focus
B. Establishing the focus
C. Holding the focus
D. Shifting the focus
As one member of a parenting group shares her struggle with holding her children accountable through use of consequences, another member nods her head in agreement. The leader says to the second member, "I"ve noticed that you"re nodding your head. What are your thoughts about what has been said?"
Q:
Choices: A. Deepening the focus
B. Establishing the focus
C. Holding the focus
D. Shifting the focus
The leader says to the members, "For the next 20 minutes or so we are going to talk about decision making." The leader passes out pieces of paper and asks members to draw their "board of directors," or the individuals they consult when they have an important decision to make.
Q:
Choices: A. Deepening the focus
B. Establishing the focus
C. Holding the focus
D. Shifting the focus
A task group member who rarely speaks up begins to share an idea that has merit. Her comments are taking the group in a worthwhile direction. The leader encourages her to say more.
Q:
Choices: A. Deepening the focus
B. Establishing the focus
C. Holding the focus
D. Shifting the focus
After a break in the session, the leader draws a diagram on a white board as he starts the session again.
Q:
Asking a very thought-provoking question is one technique that can be used to ________________ the focus.
Q:
After a particular topic has been discussed at length the leader may want to _________ the focus.
Q:
In a task group, when the members are working to solve an issue, the leader will usually want to __________________the focus.
Q:
Group exercises need to be followed by --______________ and not just conducted one after the other.
Q:
The authors suggest the use of ________________ and exercises to establish the focus of a group session.
Q:
The ________________ chart can provide members a concrete way to visualize and understand how superficial or intense group sharing has been.
Q:
When an individual member has had several minutes of "air time" in this session, the leader is probably trying to decide whether to ___________________ or ____________________ the focus.
Q:
The key to leading most groups is deepening the focus to a level that is ____________________ and meaningful for most members.
Q:
Before deepening the group's focus to an intense level, the authors suggest that the leader consider the group's ____________________.
Q:
The focus of a group counseling session must center upon a person, an activity, or a/an ____________________.
Q:
It is important for a leader to identify allies because they may be helpful
a. when starting a discussion or exercise.
b. when role-playing to demonstrate an idea.
c. to pair with a member who is very upset.
d. all of the available choices.
Q:
Summarizing can be used as a technique in all of the following situations EXCEPT
a. introducing a new topic.
b. reviewing the previous session.
c. highlighting the most relevant points a member has made.
d. tightening the focus of the discussion that has had overlapping points.
Q:
Reflection of content or feeling in a group setting may be used to
a. energize the members in the group.
b. provide a model for self-disclosure.
c. get other members to like one member.
d. help a member become more aware of what he or she is saying.
Q:
Clarifying rambling or confusing comments made by a member can be done using each of the following techniques EXCEPT
a. asking questions.
b. reflecting what the member said.
c. using other members to restate the member's point.
d. mini-lecturing.
Q:
The leader can set the tone for group by
a. using words
b. using actions
c. directing what takes place in group
d. all of the available choices
Q:
Leader self-disclosure can be used in group for all of the following reasons EXCEPT to
a. work on personal issues.
b. model appropriate sharing.
c. demonstrate how to take risks.
d. encourage members to share personally.
Q:
Using her eyes, the leader can
a. encourage members to speak.
b. support members who are speaking.
c. discourage members from speaking.
d. all of the available choices
Q:
Which of the following skills might NOT be helpful to use when noticing head nods from members around the group?
a. Linking
b. Reflecting
c. Cutting-off
d. Drawing-out
Q:
Which of the following is NOT typically indicated by members' body shifts and inattention during group?
a. Interest
b. Irritation
c. Boredom
d. Confusion
Q:
Choices: A. Cutting-off
B. Clarifying
C. Drawing-out
D. Encouraging
E. Linking
F. Reflecting
A member in distress speaks vaguely and in circles about an incident that happened to her. It is clear to the leader that other members are confused about her comments and concerned about her. The leader uses this skill to help the group to better understand what the member is trying to convey.
Q:
Choices: A. Cutting-off
B. Clarifying
C. Drawing-out
D. Encouraging
E. Linking
F. Reflecting
A member has been speaking for a while. The leader wants to tighten the focus of what he has said so that others hear the most relevant points before moving on to a new topic.
Q:
Choices: A. Cutting-off
B. Clarifying
C. Drawing-out
D. Encouraging
E. Linking
F. Reflecting
A group leader points out commonalities members share to encourage members to bond to one another and to the group.
Q:
Choices: A. Cutting-off
B. Clarifying
C. Drawing-out
D. Encouraging
E. Linking
F. Reflecting
One member is always the first to speak. She is often long-winded, and the leader wants to give others a chance to comment.
Q:
Choices: A. Cutting-off
B. Clarifying
C. Drawing-out
D. Encouraging
E. Linking
F. Reflecting
It is the third session and one member has not spoken much. The leader notices that the member is scared and shy.
Q:
In co-leading situations where leaders "flow" with each other with neither taking the complete lead is referred to by the authors as the ________________ co-leadership model.