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Q:
The ASGW Guidelines for Best Practice specify that group leaders are responsible to explain and discuss both the benefits and the ___________ of group participation.
Q:
A common mistake made by beginning leaders is assuming that the energy of the second session will be the same as the first and not anticipating the ____________________.
Q:
If a _________________ tone is set during the first two sessions, members may never come to trust one another enough to share personal information about themselves.
Q:
According to the authors, in most instances, the group rules should be set by the ____________________.
Q:
Creative activities can be used in the beginning of the session to get members' ____________________.
Q:
After the first session, the leader should assess the ____________________ of the group.
Q:
When considering "big picture" planning for an anger management group, list four or five issues you might want to address and WHY each might be important.
Q:
When using a personal interview or a written questionnaire to screen members for a counseling group, discuss several questions you might ask to help with your planning.
Q:
What steps are involved in pre-group planning?
Q:
How can planning for the energy level of the beginning phase of group be helpful?
Q:
Why is planning too many exercises for a session a leadership mistake?
Q:
How is planning for a first session different than planning for a middle or closing session?
Q:
What points might a counselor argue in order to convince a supervisor that screening members would be helpful to the success of a group?
Q:
Why is it good to have a back-up plan for a group session?
Q:
Progress reports are helpful both for the member who shares and for the rest of the members who hear how others are using what they learn in the group.
a. True
b. False
Q:
If the leader gives appropriate thought to planning a group session, there should be no reason to have a "back-up" plan available.
a. True
b. False
Q:
If the leader were planning a group for the unemployed, it would not be beneficial to place college-educated individuals and high school dropouts in the same group because their needs would differ.
a. True
b. False
Q:
When trust among members in a group is low it is best if the leader plans a lot of activities that involve personal sharing so that members get to know each other better.
a. True
b. False
Q:
Because members of a counseling or therapy group are usually in some emotional distress, it is best to simply let their concerns guide the direction of the group rather than having exercises or other activities planned to help members express their feelings.
a. True
b. False
Q:
It is usually best to let "the clock" end a group rather than trying to guide the members to a closing, especially when the session has been an interesting one.
a. True
b. False
Q:
When leading a session, it is sometimes necessary to be flexible and deviate from a plan when it is clear that members are not benefiting from it.
a. True
b. False
Q:
A common mistake is planning warm-up or introductory activities that last too long.
a. True
b. False
Q:
The smart leader can never have too many activities planned, especially if she feels the members might not talk.
a. True
b. False
Q:
Which of the following represents a mistake in group planning?
a. Failing to plan the group
b. Over planning the group
c. Using exercises that are inappropriate for the group
d. All of the available choices
Q:
All of the following activities would be appropriate for the first group session EXCEPT
a. Setting a positive tone
b. Asking members to share a lot of deep, personal information
c. Clarifying the purpose of the group
d. Helping members get over initial uneasiness about the group
Q:
Planning a group session involves
a. deciding on topics
b. deciding on group activities.
c. delegating an approximate amount of time for each activity.
d. all of the available choices.
Q:
A mistake that leaders may make when planning a session is
a. varying the format of activities across the session.
b. estimating how much time to spend warming-up the members.
c. planning to conduct a deep feedback exercise in the beginning stage of group.
d. discussing the session's purpose at the very beginning of a group session.
Q:
When planning, a group leader should consider
a. how ready he/she is to lead a group of that type and composition.
b. what kind of insurance members have.
c. the number of groups in which members have been participants.
d. when she should involve other members in working with one member.
Q:
"Big picture" planning may involve
a. deciding upon member screening procedures.
b. thinking about all of the topics to be covered in group.
c. choosing the time of day for meetings.
d. determining which group rules are most relevant.
Q:
Exercises used in the first session serve all of the following purposes EXCEPT?
a. Setting a positive tone for the group
b. Focusing in on the content of the group
c. Getting members acquainted with one another
d. Determining how successful the overall group is going to be
Q:
All of the following are appropriate ways to begin a session EXCEPT?
a. Reviewing the previous session
b. Using a round to quickly check-in with members
c. Having a new member introduce himself to the group
d. Allowing one member to talk through most of the warm-up time
Q:
Which of the following is TRUE about member screening?
a. Screening should only be used prior to beginning the group
b. Any potential member can be helped to fit into the group over time
c. Screening should always be done, regardless of the type of group being led
d. It is okay to allow other professionals to screen potential members into the group
Q:
Which of the following is NOT essential to pre group planning?
a. Determining when the group will meet
b. Determining who the members should be
c. Determining who should choose the rules for the group
d. Determining how many sessions the group will meet
Q:
Which of the following represents a mistake in the closing stage of a group?
a. Ending the group abruptly because time has run out
b. Conducting a round to determine what members will remember from group
c. Having members comment to the person next to them
d. Asking members what they will do differently in the next week
Q:
Which of the following is the LEAST important consideration during the working phase of a group?
a. How members interact with one another
b. How members respond to the chosen activities
c. How closely the leader sticks to his or her plan
d. How the leader is feeling during the group session
Q:
Which of the following is important to consider when planning the first session of a group?
a. Having a dynamic opening
b. Explaining the process by which members were screened into the group
c. Discussing rules the group should follow
d. Planning to allow a great deal of time for members to discuss their own issues
Q:
Choices: A. Beginning/warm-up
B. Middle/working
C. Closing
The leader conducts a round where members tell their name and share what they hope to gain from the group.
Q:
Choices: A. Beginning/warm-up
B. Middle/working
C. Closing
The leader gives a mini-lecture about the day's topic and facilitates discussion by asking relevant questions.
Q:
Choices: A. Beginning/warm-up
B. Middle/working
C. Closing
Members are sharing information about what they will do differently next week.
Q:
Choices: A. Beginning/warm-up
B. Middle/working
C. Closing
The leader asks members what stood out to them about the session.
Q:
Choices: A. Beginning/warm-up
B. Middle/working
C. Closing
Members are focusing intensely on the group's purpose.
Q:
When selecting activities for a group of members who are educationally disadvantaged, the leader should be sensitive to the possibility of limitations regarding how well members can __________________ and -----------------------_______________.
Q:
Two factors important to consider when determining when a group will meet, especially in a school or residential setting, are frequency of meetings and ______________.
Q:
According to the authors, the best group screening method is the ____________ _______________.
Q:
Because members are becoming acquainted with one another, the ____________ phase may need to be longer in the first session.
Q:
Because not everyone is appropriate for every group, the authors indicate that pre-group _________________ is essential.
Q:
Leaders who rigidly follow their plan, even when their plan is not working, demonstrate lack of __________________.
Q:
During the ___________________stage, the leader attempts to get a sense of the members' energy and interest levels.
Q:
Many groups are unsuccessful due to too little emphasis on ___________________.
Q:
What is the status of research in the field of group work?
Q:
Why should leaders exercise caution when reading members' evaluations of the group?
Q:
How can a leader evaluate the changes a group has made in members' lives?
Q:
If the purpose of a group evolves over several sessions to a different purpose, what are strategies the leader can use to make sure the transition to the new purpose goes smoothly?
Q:
If the leader believes the purpose of the group needs to change, what should he or she do to make the change?
Q:
What does the leader need to consider when planning multiple purposes for a group?
Q:
What can the leader do to help the members have clarity of purpose?
Q:
If the leader is unclear about the group's purpose, how can he or she gain clarity?
Q:
Why is clarity of purpose so important for single-session groups?
Q:
When a leader evaluates a session, she pays particular attention to
a. How closely she followed her plan?
b. When she deviated from her plan, did she have a good reason?
c. How closely did she come to meeting the needs of the members?
d. All of the available choices.
Q:
Although there have been many articles published encouraging research into group leadership,
a. No one has come to the front with on-going quality research
b. Much of the research is simply ignored
c. The application of such research has limited value
d. None of these choices
Q:
Which of the following is FALSE regarding group evaluation?
a. Evaluation can provide leaders with useful information.
b. Evaluations should be conducted frequently and with rigor.
c. Group leaders should self-evaluate after each session.
d. It is important to evaluate how the group has had an impact upon members' behavior.
Q:
The authors identify each of the following as a possible purpose for a group session EXCEPT
a. To have fun
b. To learn information
c. To build relationships
d. To fill time
Q:
Which is TRUE about the purpose of a single-session group?
a. Clarity of purpose helps the leader to manage time effectively in single-session groups
b. Clarity of purpose is more important for single-session groups than for groups meeting multiple times
c. The leader must be clear about the purpose of the group and must keep members on track
d. All of the available choices
Q:
Which of the following is FALSE? If the leader sees that a change of purpose is needed, she should
a. make the change without informing the members.
b. use group time to discuss why the change might be helpful.
c. both of the choices are false
d. neither of the choices is false
Q:
Which of the following is TRUE?
a. A single-session group must have a purpose
b. A sole purpose may carry over into many sessions
c. Both choices are true
d. Neither choice is true
Q:
Which of the following is NOT mentioned by the authors with regard to clarity of purpose in a group?
a. It guides group member behavior
b. It determines how a session is planned and conducted
c. It affects the leader's choice of topics, membership, and role
d. It is the most significant factor that affects the outcome of a group
Q:
If there are group members who are not clear about the group's purpose, the authors recommend each of the following EXCEPT
a. discussing the problem openly in group.
b. screening those members out of the group.
c. meeting with confused members separately.
d. reiterating the purpose whenever necessary.
Q:
Which of the following is the purpose of the first session?
a. Introducing the general content of the group
b. Getting members clear about the group and how it will be conducted
c. Both of the available choices
d. Neither of the available choices
Q:
When should the purpose be clarified with the members?
a. After the first session
b. During the first session
c. Before the first session
d. Within the first couple of sessions
Q:
Which of these things helps the leader to clarify the purpose of the group?
a. Deciding which needs can be met by the group
b. Gathering information about the members' needs
c. Conceptualizing the kind of group that will meet the members' needs
d. All of the available choices
Q:
The MOST important concept of group leadership is having
a. a plan.
b. a good attitude.
c. clarity of purpose.
d. knowledge of each member's issues before beginning.
Q:
Which of the following is FALSE about the purpose of a group?
a. Each session must have a purpose
b. A group may have more than one purpose
c. The purpose of a group may change over time
d. When the leader is clear about the purpose, the members will also be
Q:
Which of the following "purposes" for leading a group is NOT a good choice?
a. Helping members of a high school prom committee plan an upcoming event
b. Providing support for the family members of a chronically ill child
c. Giving a leader a chance to "bone-up" on his skills
d. Providing education on health issues to members who wish to give up smoking
Q:
During the beginning stage of a counseling group, when a member gets "off-track", that is, brings up a topic unrelated to the purpose of the group, the leader should
a. Listen quietly in case the topic this member brings up is more interesting than the original topic of the group.
b. Ask the "off-track" member to leave the group
c. Ask the members to vote on which topic they want to focus on, the original topic that brought them there or this new topic of interest to one member
d. Redirect the conversation back to the topic the members originally wanted to discuss
Q:
When leading a "single session" group,
a. little may be accomplished if members switch topics frequently
b. a follow-up session is always required
c. members always cooperate because they know they will be done soon
d. more therapy gets done because members know their time is limited
Q:
Although it is important for a leader to receive feedback at the end of a group experience, he should interpret the feedback with caution because some members will only give positive feedback from a need to please, while others may give inaccurate negative feedback because of underlying anger at authority.
a. True
b. False
Q:
Because a group leader is so involved in the planning and leading of her groups, her evaluation of her own role and the effectiveness of a particular group is subjective and, therefore, not very useful.
a. True
b. False
Q:
If a leader decides that the purpose of a group should change to be more relevant to the members' needs, it is important that she advise the members that she is making this shift and give members a rationale.
a. True
b. False
Q:
When leading a support group titled, "Surviving the Pain of Divorce", the leader focuses for twenty minutes on a member's wish to change jobs. This is an example of lack of clarity of purpose on the leader's part.
a. True
b. False
Q:
When the purpose of a group is clear and well understood by the members, the leader and the members are more likely to accomplish the goals of the group.
a. True
b. False