Q&A Hero

Q: When co-leading a group, leaders can provide ______________ to one another after each session.

Q: In the _______________ model of co-leadership, one leader is much more experienced than the other; the group is led mostly by the more experienced leader.

Q: According to the authors, a major advantage of co-leading is that it is often ____________ than leading a group alone.

Q: Members of a group who are cooperative and committed and help further the purpose of the group are sometimes referred to by the authors as _________________________.

Q: The process of "tying together" comments made by members is a technique to facilitate bonding called _____________.

Q: In group counseling, to _____________ a comment is to restate it, conveying that you understand the content and feeling the member is trying to express.

Q: Head nods, facial expressions, tears, and body movement are all examples of _______________ cues that may provide valuable information to the leader.

Q: An effective group leader will _____________ skills and behaviors he would like group members to demonstrate.

Q: A leader who demonstrates effective use of the counseling skill called _______________ _______________ can attend to all members of the group at the same time, not just the member who is speaking.

Q: A leader effectively using his or her ________________ may influence the tone, energy, and pace of the group.

Q: When the leader provides information to the group in a brief and interesting way, he or she is using the skill of ____________________.

Q: Describe one model of co-leadership that is discussed in the text.

Q: Briefly describe a primary technique a leader may use to change the pace of a group.

Q: Choose four basic skills useful to group leaders and briefly describe how you might use each to your advantage when leading a group of interest to you.

Q: Briefly describe the value of "cutting-off" a member who has rambled or gotten away from the particular topic the group is focused on.

Q: How can a leader set a positive tone for the group?

Q: How can a group leader use skills such as encouragement and support to help members to deal with the anxiety of beginning a new group?

Q: Explain how leader self-disclosure may be beneficial and when it could be detrimental to group members.

Q: Why is it important for the leader to identify allies within the group?

Q: Explain how a leader can use non-verbal signals to energize a group.

Q: It is a very good practice for co-leaders using the "shared" model, that is where they work together as a smooth team, to echo each other's words so the major points of their work get reinforced for the members. a. True b. False

Q: When using co-leaders in a group, it is best that the leaders don"t plan in advance because such planning can interfere with the natural flow of the group experience. a. True b. False

Q: Problems with co-leading a group arise mainly with differences with attitude, style, and goals of the leaders. a. True b. False

Q: The authors suggest that, overall, it is much easier for a group leader to lead a group by herself than to try to work with a co-leader. a. True b. False

Q: When two leaders are co-leading a group, it is especially important that they sit next to each other so that they can communicate quickly should the group need a new direction. a. True b. False

Q: In order to avoid interfering with the members developing their own individual styles for communicating and problem solving, it is important for the group leader to refrain from modeling behavior for the members while leading the group. a. True b. False

Q: "Linking", in group dynamics, is the process of connecting people by identifying common ideas, experiences, or concerns in order to facilitate bonding among group members. a. True b. False

Q: In general, when the leader uses his eyes to scan the group, he is more likely to have a better sense as to how members are responding to what's happening, a. True b. False

Q: It is best for the leader not to share any information about herself in order to avoid the members becoming too familiar with her. a. True b. False

Q: "Linking", that is tying together similar thoughts and feelings expressed by members, can be an effective way of helping members bond. a. True b. False

Q: "Reflecting" content or feeling is a skill limited to individual counseling and, if used in a group setting, my get the members bogged down. a. True b. False

Q: It is usually best not to point out to group members early in the group that sometimes people feel nervous because, by doing so, members may feel more nervous. a. True b. False

Q: The leader can set a positive tone for a group by being enthusiastic and drawing out members, cutting off hostile or negative interactions, and focusing on interesting topics. a. True b. False

Q: The authors recommend that co-leaders use care not to echo each other's words when using which model of co-leadership? a. Shared leading b. Alternate leading c. Apprentice model d. None of the choices

Q: According to the authors, co-leaders who differ somewhat in their approach, and who are pulling the group in opposite directions may benefit most from using which model of co-leadership? a. Shared leading b. Alternate leading c. Apprentice model d. None of these

Q: 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

Q: Which of the models of co-leadership assumes that co-leaders are committed to discussing goals and activities for each session? a. Shared leading b. Alternate leading c. Apprentice model d. All of the choices

Q: In order for co-leading to be successful, the authors state that co-leaders must a. like each other. b. work as a team. c. be secure in their position in the group. d. all of the choices

Q: Which of the following is NOT an advantage of co-leading? a. It requires less planning b. It is easier than leading alone c. It provides members with different points of view d. It gives leaders a chance to get feedback from other leaders

Q: Which of the following is NOT a basic skill for a group leader? a. Active listening b. Trust fall c. Reflection d. Summarizing

Q: Which of the following tip is NOT suggested by the authors regarding minilectures? a. Minilectures should be interesting b. Minlectures should be relevant c. Minilectures should last 15"20 minutes d. Minilectures should consist of current, correct, objective information.

Q: A leader can use his or her voice to a. energize group members. b. put members at ease. c. pace the group. d. all of the available choices.

Q: The leader may use his or her eyes to do each of the following EXCEPT a. cut members off. b. link members together. c. scan the group for nonverbal cues. d. encourage members to speak to each other.

Q: Which of the following is FALSE? During the first session, the leader should drawmembers out a. with rounds or dyads. b. by forcing quiet members to talk. c. so that members do not feel left out. d. to reduce anxiety and fear about being in the group.

Q: According to the authors, the first session of any group is often the most important session and also the most difficult to lead. Explain why this is true.

Q: What is "second session letdown", and how can a group leader prepare to overcome its potential negative impact upon the group ?

Q: Why is it essential for the group leader to evaluate the success of the first session?

Q: Why is it important to focus on group content during the first session?

Q: Describe how a leader can set a positive tone in a group of members who are mandated to attend.

Q: Why is it imperative for leaders to assess and monitor members' interaction styles during the first session of the group?

Q: To set a positive tone for the group, the leader should a. be enthusiastic and creative b. be warm and inviting c. get control early and show members she is prepared to lead d. all of the available choices

Q: Possible risks of group participation include all of the following EXCEPT a. members discovering uncomfortable things about themselves b. members discovering uncomfortable things about their past c. members learning new, more effective coping skills d. members being challenged to examine the way they see themselves

Q: Sometimes members attend a first session with expectations that are not in line with the purpose of the group. If this situation arises the leader should a. briefly reiterate the purpose of the group. b. change the purpose of the group. c. engage in a long discussion about the group's purpose. d. none of the available choices.

Q: Which of the following is a MISTAKE in the beginning phase of a session? a. Getting right to the point of the session b. Allowing time for updates from members c. Using a creative beginning to get members' attention d. None of the available choices

Q: Which of the following is NOT associated with "second session let down?" a. Excitement in the initial session b. Disagreement with the group rules c. Anxiety about participating in the group d. Different energy within and between members

Q: The authors of the text encourage members to make eye contact and speak to each other for all of the following reasons EXCEPT a. To reduce member anxiety b. To build group cohesion c. To get members involved d. To create an atmosphere of belonging

Q: Which of the following could the leader do to shift the focus from group process to content? a. Present new information b. Begin a group exercise c. Introduce an issue for discussion d. All of the available choices

Q: According to the authors, which of the following can be a MISTAKE with regard to explaining group rules? a. Spending a short amount of time on the rules b. Making up the rules as a group decision activity c. Discussing the rules as they become relevant in the group d. Deciding on the rules and informing the members of what they are

Q: Which exercise is LEAST appropriate to use in the first session of a group? a. Dyad b. Round c. Fantasy exercise d. Sentence completion exercise

Q: Explaining how the group will be conducted and the role of the group leader WILL a. help the group to function more smoothly. b. ease the tension members feel about participating. c. allow the members to form expectations about the leader. d. all of the available choices.

Q: To set a positive tone in the first session of the group, the leader should NOT a. cut members off or be firm. b. start with boring group rules. c. get everyone to share something. d. be enthusiastic about the group beginning.

Q: A group leader can best help members get to know one another by a. using rounds and dyads. b. asking members to wear nametags. c. calling roll before beginning the first group. d. putting placards in the seats of members so they will know where to sit.

Q: In the first and second session of a new group, the leader should let one member dominate for a longer period of time so the leader can spend time getting familiar with the emerging group dynamics. a. True b. False

Q: In the beginning phase of a support group, members rarely feel uncomfortable or anxious because they realize they are all there for the same purpose of getting support from each other and the leader. a. True b. False

Q: A practical reason for using a long opening is to capture the interest of the members who are present when other members have not yet arrived. a. True b. False

Q: In the first two sessions of a group, it is important for the leader to let members with a "negative" attitude take time to express their feelings so that the leader and other members know their position as members of the group. a. True b. False

Q: A "1 to 10" scale is sometimes a helpful technique to determine the level of comfort of the group members. a. True b. False

Q: In most groups, group rules should be gone over very early in the first session, then at the beginning of each subsequent session to insure compliance. a. True b. False

Q: In the first and second sessions, it is particularly important that the leader train each member to look at the leader when he or she is talking in order to establish good communications between them. a. True b. False

Q: When closing the first session of a group, to the extent possible, the leader will want to check each member's reaction to the experience. a. True b. False

Q: When planning a second session of a group, the leader should be aware of a possible "let down" in the energy level of the members. a. True b. False

Q: Choices A. Negative tone. B. Positive A leader began group with a scaling exercise, asking all of the members to briefly share their name, and to rate their comfort level in the group on a scale of 1-10.

Q: Choices A. Negative tone. B. Positive As an introductory round, the leader asks the members to share their name and, in a word or phrase, why they are in group. The leader then allows the first member who responds to talk for five minutes.

Q: Choices A. Negative tone. B. Positive In a group of court mandated anger management clients, the leader began the group by shaking a bottle of soda and asking, "What do you think hakes you up in life?"

Q: Choices A. Negative tone. B. Positive The leader cut off a member who complained about being mandated to attend the group and who stated that groups like this one were "useless."

Q: Choices A. Negative tone. B. Positive The leader of a group of children with Attention Deficit Hyperactivity Disorder (ADHD) began the group by listing the rules.

Q: In planning a second session of a group, the leader will want to give thought to what she learned from the ___________________________.

Q: When starting a new group where there is personal sharing, it is important for the leader to check the ____________________ level of the group.

Q: In the opening session of a growth, support, counseling or therapy group, if possible, it is helpful if the leader can get each member to __________________.

Q: When beginning a voluntary group, it is sometimes helpful if the leader has members share their ____________________ for the group.